Published also as thesis, Univ. of Pennsylvania. / "Annotated bibliography on school feeding": p. [261]-297.

This thesis examines the protein content of nursery school lunches and "second" servings when a multi-purpose food is used as a substitute or as a supplement.

The problem of this study is to show the calcium, phosphorus, and protein content of nursery school lunches. Many studies have been made of the calcium and protein requirements of preschool children. Fewer studies have been made of the phosphorus requirements of normal preschool children.

Inledning – Enligt skollagen ska skollunch som serveras vara näringsriktig. En undersökning som gjorts visade att 60 % av skolluncherna inte lever upp till denna lag. Hur den vegetariska skollunchen förhåller sig till denna lag och NNR 2012 har därför undersökts, samt hur elever och köksansvariges attityd till den vegetariska skollunchen ser ut. Syfte – Syftet är att undersöka om vegetariska skollunchers energi- och näringsinnehåll lever upp till NNR 2012 i en kommun i södra Sverige. Ett andra syfte är att undersöka hur attityderna till den vegetariska skollunchen är bland elever och hos en köksansvarig på en skola i södra Sverige. Material och metod – För att besvara syftet har en kvantitativ- och en kvalitativ metod använts. Vegetariska skolluncher (N=20) har energi- och näringsvärdesberäknats med hjälp av Dietist Net, därefter har ett medelvärde av energi- och näringsvärdena från samtliga luncher jämförts med NNR 2012. En standardavvikelse har också beräknats. Skolelever från årskurs 9 samt skolans köksansvarige har intervjuats. Intervjuerna har följt en semi-strukturerad karaktär där ljudet från intervjuerna spelats in, därefter har materialet transkriberats ordagrant och analyserats. Resultat – De vegetariska skolluncherna har en fördelning av energigivande näringsämnen som följer NNR 2012, däremot finns brister av enskilda vitaminer och mineraler samt brister avseende energiintaget. De vitaminer och mineraler som undersökts är protein, vitamin B12, vitamin D, järn, kalcium och selen. Utifrån de intervjuer som gjorts kan ett negativt attitydmönster kring den vegetariska skollunchen urskiljas bland pojkar och köksansvarige. Flickornas attityd upplevdes som mer positiv. Slutsats – Den berörda kommunens vegetariska skollunchers fördelning av energigivande näringsämnen i (E%) följer NNR 2012. Däremot finns brister avseende vitamin- och mineralintaget, samt brister avseende energiintaget. Utifrån den kvalitativa undersökningen kan ingen slutsats dras då undersökningen begränsats. Dock tyder vårt material på att eleverna från den undersökta skolan har en attityd till de vegetariska skolluncherna som skiljer sig åt mellan flickor och pojkar; pojkar är mer negativa. Skolans köksansvarige uppfattades också ha en negativ attityd till den vegetariska skollunchen. Då undersökningen begränsats till ett litet material är resultatet inte generaliserbart men väl hypotesgenererande för fortsatt forskning. / Introduction – According to the school law, the school lunches must be nutritious. However, survey carried out shows that 60 % of school lunches do not follow this law. Hence, it is important to study how the vegetarian school lunch relates to this law and NNR 2012, also the attitude among students and kitchen manager towards the vegetarian school meal. Aims – The aim is to investigate whether a municipality in southern Sweden vegetarian school lunches energy and nutrient lives up to NNR 2012. A second objective is to examine how attitudes to the vegetarian school lunch looks among students and in one kitchen manager of a school in southern Sweden. Materials and Methods – A quantitative and a qualitative method have been chosen. The energy and nutrient content of the school lunches were calculated using Dietist Net and then a means of nutritional values from the calculation from all lunches has been compared with NNR 2012. Students from year 9 and the kitchen manager were interviewed; the interviews were semi-structured. The audio from the interviews was recorded and then the material has been transcribed and analyzed. Results – The vegetarian lunches have a good composite distribution of energy from the macronutrients, flaws with regard to the individual vitamins and minerals. The vitamins and minerals that have been investigated are protein, vitamin B12, vitamin D, iron, calcium and selenium. Based on the interviews conducted, it is noted that the attitude to the vegetarian school lunches is negative among the boys who were interviewed, even the kitchen manager had a negative attitude towards the vegetarian school lunch. The girls attitude was perceived as positive. Conclusion – The vegetarian meals served in this school in a municipality in southern Sweden fulfills the requirements of NNR 2012 concerning the distribution of energizing nutrients (E%). There are deficiencies concerning vitamin and mineral intake, as well as deficiencies in energy intake. Based on the qualitative survey no conclusion can be drawn on which the investigation is limited. Our material indicates that the students from the examined school have an attitude to the vegetarian school lunches that differ between boys and girls; boys are more negative. The kitchen manager was also perceived to have a negative attitude to the vegetarian school lunch. The survey is limited which does not make the result generalizable but generate hypotheses for further research.

The purposes of the present study are to determine the ascorbic acid values of foods served in the lunch room of North Texas State Teachers College Demonstration School at the time food preparation is completed, at the beginning of the serving period, and at the end of the serving period; to ascertain the loss of ascorbic acid during these intervals; and to determine the quantity of ascorbic acid present in the size portions served primary, elementary, and high school students.

The thesis deals with nutrition and catering for younger school children. The actual research was carried out at Vltava Primary School and Primary School of Arts, Bezdrevská 3, České Budějovice and it can be divided into four parts. The first part was based on assessment of menus in the period from September 2009 to June 2010. The individual meals were analysed by means of modern nutrition software NutriDan and subsequently compared with the standard requirement of energy and selected macronutrients and micronutrients according to Nevoral et al., (2003). Pursuant to Ordinance No 107/2008 Coll. on school catering, the calculation is based on the average figure of 35 % of the total daily nutrition ratio for lunch. In the second part of the research, variety of menus was assessed on the basis of the frequency of repetition of the individual meals in a month in the school canteen. The third part of the research was focused on eating habits of pupils by means of a questionnaire. The fourth part was based on testing of the hypotheses. From the research carried out it was found out that energy intake was only met for the first grade pupils (6-year-olds), for the third grade (8-year-olds) and fifth grade (10-year-olds) the energy intake was low. The protein intake from lunch was high in all the monitored grades. The values exceeded 100 % RDI. Fat content was very high for the first grade pupils and on average it achieved 44.60 % RDI for boys and 47.27 % RDI for girls. For the third and fifth grade pupils it was sufficient. Carbohydrate content was sufficient for the first grade pupils, for the third grade pupils it was low during the whole school year when the average was 29.62 % RDI and for the fifth grade pupils the average was 27.67 % RDI. Fibre was supplied sufficiently for all the questioned pupils. From the monitored micronutrients, calcium was supplied deficiently. The content of selected vitamins was high, especially as regards the B group vitamins. Vitamin A was at the low level of supply, for the first grade pupils it reached 31 % RDI, for the third grade pupils 27.13 % RDI and for the fifth grade pupils 26.60 % RDI. The assessment of variety of menus showed insufficient inclusion of legume soups, fish, vegetarian vegetable dishes, fruit and vegetables. In some months pork meat was included excessively. The questionnaire-based research shows that with growing age, the consumption of breakfasts, morning snacks and afternoon snacks was decreased and also eating in school canteens decreased. Fluid intake is sufficient. The tested hypotheses proved these conclusions: the BMI index of girls is higher than the BMI index of boys,carbohydrate intake is high for children, fluid intake is sufficient.

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No. of bitstreams: 1 helenacardosoribeiro.pdf: 2184384 bytes, checksum: e8c63805dd549daff051508c6ce88f75 (MD5) Previous issue date: 2017-06-09 / Este trabalho tem como objetivo analisar a política de alimentação escolar no Brasil e em Portugal a partir da reflexão a respeito do texto político adotado em cada país, bem como da apreensão de como essas políticas de alimentação acontecem nas escolas. O objetivo se desdobra em três questões principais: (i) qual (is) perspectiva(s) emerge(m) a partir de contextos escolares específicos; (ii) o que é comer institucionalmente; e (iii) quais interpretações podem emergir a partir da análise das políticas de alimentação escolar. Para o desenvolvimento do estudo, realizou-se levantamento bibliográfico exploratório acerca da produção científica brasileira quanto ao tema da alimentação/merenda escolar, juntamente com a revisão de literatura no campo das ciências sociais que pudesse contribuir para pensar (a) na escola como uma instituição onde se realiza a alimentação e (b) na política pública como mecanismo de intervenção a esse respeito. Ademais, foi realizada pesquisa de campo em duas escolas do município de Juiz de Fora-Brasil, complementada por dados de duas escolas de Lisboa-Portugal. Tais dados foram levantados pela pesquisa “Entre a Escola e a Família: conhecimentos e práticas alimentares das crianças em idade escolar” que foi financiada pela Fundação para a Ciência e Tecnologia (PTDC/CS-SOC/111214/2009) e realizada no Instituto de Ciências Sociais da Universidade de Lisboa, sob a responsabilidade da Professora Mónica Truninger. Com o desenvolvimento desse estudo, fundamentado na perspectiva da escola como instituição, identificou-se que a padronização alimentar nesses estabelecimentos se concretiza por dois caminhos. Um, delineado pelas exigências colocadas nas políticas de alimentação escolar que têm como base a noção de Segurança Alimentar e Nutricional a partir de uma lógica do risco. O outro, traçado nas práticas alimentares cotidianas por meio das escolhas realizadas pelas merendeiras de acordo com os alimentos disponíveis e as preferências dos alunos. Assim, temos, na complementariedade do poder-saber legitimado na política e do poder-saber da merendeira, uma cultura alimentar institucional da escola que dá origem às realidades vividas em cada estabelecimento. / This study aims to analyze the school food policy in Brazil and in Portugal from the reflection about political text adopted in each country as well as the apprehension of how food policies happen in schools. The point unfolds on three main issues: what is eat institutionally; which interpretations can emerge from the analysis of school food policies; which perspective emerge from specific school contexts. For the development of the study was exploratory bibliographical on the Brazilian scientific production on the subject of food/snacks, as well as the review of the literature in the field of social sciences could contribute to thinking (a) the school as an institution where food and (b) the public policy intervention mechanism in this regard. In addition, field research was conducted in two schools in the municipality of Juiz de Fora-Brazil, supplemented by data from two schools of Lisbon-Portugal raised by research "Between the school and the family: children´s food knowledge and eating practices" funded by the Foundation for Science and Technology (PTDC/CSSOC/ 111214/2009), held at the Institute of Social Sciences of the University of Lisbon under the responsibility of the Professor Monica Truninger. With the development of this study, based on the perspective of the school as an institution, has identified that the food in these establishments come true standardization by two paths. A, outlined by the demands placed on the school food policies that are based on the notion of Food and Nutritional Security from a logic of risk. The other, tracking food everyday practices by means of the choices made by the school in accordance with the food available and the students ' preferences. So, we have in the complementarity of power-know politics and power legitimated-know the lunch box an "institutional food culture school" which gives rise to the realities lived in each establishment.