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After the introduction of the Ontario School Food and Beverage Policy (PPM150), Healthy Schools 2020 was initiated to facilitate the policy’s implementation in the Champlain region. Few studies have evaluated teachers’ awareness of school nutrition policies. The purpose of this study was to explore teachers’ awareness of the current activities in their school nutrition environment. A cross-sectional online survey was sent to elementary school teachers in the Ottawa and Renfrew school boards. Descriptive statistics were used to calculate the frequency of nutrition-related activities at schools. Pearson chi-square was used to test for associations between awareness of policies and school food practices, and the presence of nutrition committees and changes to catered lunches and fundraising activities. A total of 243 elementary school teachers completed the survey. Most teachers (83%) were aware of the PPM150 and 25% were aware of the Healthy Schools 2020 initiative. Those who were aware of the PPM150 were more likely to attend school meetings, work at a school where the policy was posted, learned about the policy through the school website, and heard about the policy during professional development days (p<0.05). There was no difference between being aware of the PPM150 or Healthy Schools 2020 with the use of food as a reward. Furthermore, the presence of a school nutrition committee was not associated with any changes to catered lunches and was significantly associated with using food for fundraising (p<0.001). The results indicate that awareness of the PPM150 and the presence of a school nutrition committee did not result in changes in the school nutrition environment. There is a need for more communication about nutrition policies to school members, collaboration between partnerships and services, and training for teachers to improve school-based programs in the Champlain region.

Canadian scientific literature lacks quantitative information on school meals, which, in Can-ada, are not regulated by law and do not have any national nutritional standard. Nutritional stan-dards and guidelines are essential in evaluation and monitoring studies to maintainor im-proveschool meals quality. This research looked at the nutritional quality of meals served by some elementary schools running a school meal program administered by CHEP Good Food Inc., a non-profit organization, in Saskatoon, SK. Data collected from 1997 until 2006 were combined to those collected in the 2007/08 school-year. Lunches were compared to 1/3 Dietary Reference Intakes (DRI), and breakfasts and snacks, to ¼ DRI. Using one-sample t-tests and ANOVA, p< 0.05, we evaluated nutrients that were suggested to be below the standard. Sas-katchewans food-based standards were also used to evaluate food group content according to the Canadas Food Guide to Healthy Eating. On-site observations in selected schools shed light on childrens choices and plate waste. Focus groups with selected nutrition coordinators (NC) provided insight into their practices. Overall, lunches and breakfasts had a good nutrient profile but were low mainly in energy, vitamin E, potassium, and, in some years, folate and calcium, particularly for 9-13 year-olds. Findings suggested that snacks seem to be below the DRI stan-dards, but they can be an opportunity for nutrition education. We observed no clear or significant trend across the years. All meals offered good amounts of fruits and vegetables, grains, and dairy products. Plate waste was low and related to NCs practices. Analysis of the interviews exposed some possible explanations for the quantitative results and allowed some recommendations. Findings from this study provide support for future establishment of school meals nutritional standards and for possible changes and improvements of the program, and will enrich knowledge regarding school meals.

Canadian scientific literature lacks quantitative information on school meals, which, in Can-ada, are not regulated by law and do not have any national nutritional standard. Nutritional stan-dards and guidelines are essential in evaluation and monitoring studies to maintainor im-proveschool meals quality. This research looked at the nutritional quality of meals served by some elementary schools running a school meal program administered by CHEP Good Food Inc., a non-profit organization, in Saskatoon, SK. Data collected from 1997 until 2006 were combined to those collected in the 2007/08 school-year. Lunches were compared to 1/3 Dietary Reference Intakes (DRI), and breakfasts and snacks, to ¼ DRI. Using one-sample t-tests and ANOVA, p< 0.05, we evaluated nutrients that were suggested to be below the standard. Sas-katchewans food-based standards were also used to evaluate food group content according to the Canadas Food Guide to Healthy Eating. On-site observations in selected schools shed light on childrens choices and plate waste. Focus groups with selected nutrition coordinators (NC) provided insight into their practices. Overall, lunches and breakfasts had a good nutrient profile but were low mainly in energy, vitamin E, potassium, and, in some years, folate and calcium, particularly for 9-13 year-olds. Findings suggested that snacks seem to be below the DRI stan-dards, but they can be an opportunity for nutrition education. We observed no clear or significant trend across the years. All meals offered good amounts of fruits and vegetables, grains, and dairy products. Plate waste was low and related to NCs practices. Analysis of the interviews exposed some possible explanations for the quantitative results and allowed some recommendations. Findings from this study provide support for future establishment of school meals nutritional standards and for possible changes and improvements of the program, and will enrich knowledge regarding school meals.

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Submitted by Jean Medeiros (jeanletras@uepb.edu.br) on 2017-03-06T16:26:44Z No. of bitstreams: 1 PDF - Tâmara de Oliveira Silva.pdf: 3590446 bytes, checksum: 6acc0a778d1a33b6e2b136be82e1d39e (MD5) / Approved for entry into archive by Secta BC (secta.csu.bc@uepb.edu.br) on 2017-03-07T16:38:15Z (GMT) No. of bitstreams: 1 PDF - Tâmara de Oliveira Silva.pdf: 3590446 bytes, checksum: 6acc0a778d1a33b6e2b136be82e1d39e (MD5) / Made available in DSpace on 2017-03-07T16:38:15Z (GMT). No. of bitstreams: 1 PDF - Tâmara de Oliveira Silva.pdf: 3590446 bytes, checksum: 6acc0a778d1a33b6e2b136be82e1d39e (MD5) Previous issue date: 2015-11-03 / The National School Feeding Programme (PNAE) developed in Brazil is one of the largest in Latin America, serving millions of students throughout Brazil. The program works i n the country since 1955 and has been modified over the years in order to promote food security and nutrition of school and local development through the strengthening of family farming. Since 2009, Federal Law 11,947 provides for the minimum investment of 30% of the financial resources of the program to purchase food from family farmers, thereby promoting economic and social development of this category. This qualitative research aims to analyze the process of commercialization of family agriculture products to the PNAE in EMEF Dr. Chateubriand; EMEF Gracita Melo and EMEF Almeida Barreto, with the specific objectives; check how is the process of acquiring the products to those schools; identify the main social actors involved in the management of PNAE and present what are the main marketing difficulties. This city was chosen to have their school lunch decentralized and educated way, unlike other municipalities. The National School Meal Program is presented through a literature review, displaying its objectives, principles, its history over the years and its operation, as well as its improvement in this historical process, and the actors involved in the "institutional market" of the County. The methodology used in qualitative research was semi structured interview and field observation made possible to analyze the implications in implementing the program. According to the data obtained in the research to Law No. 11.947 / 2009 is met in relation to the 30% intended for encouragement of family farming, however, a lot must be improved so that the objectives of PNAE advance. / O Programa Nacional de Alimentação Escolar (PNAE) desenvolvido no Brasil é um dos maiores da América Latina, atendendo milhões de estudantes por todo o Brasil. O Programa funciona no país desde 1955 e vem sendo modificado ao longo dos anos com o intuito de promover a segurança alimentar e nutricional dos escolares, bem como o desenvolvimento local, através do fortalecimento da agricultura familiar. Desde 2009, a Lei Federal 11.947 prevê o investimento mínimo de 30% dos recursos financeiros do Programa para compra de alimentos de agricultores familiares, incentivando assim o desenvolvimento econômico e social desta categoria. Esta pesquisa de caráter qualitativo, tem por objetivo analisar o processo de comercialização dos produtos da agricultura familiar para o PNAE nas EMEF Dr. Chateubriand; EMEF Gracita Melo e EMEF Almeida Barreto, tendo como objetivos específicos; verificar como se dá o processo de aquisição dos produtos para as referidas escolas; identificar quais os principais atores sociais que participam na gestão do PNAE e apresentar quais as principais dificuldades de comercialização. Este município foi escolhido por ter a sua merenda escolar de forma descentralizada e escolarizada, diferente de outros municípios da região. O Programa Nacional de Alimentação Escolar é apresentado através de um levantamento bibliográfico, exibindo seus objetivos, princípios, a sua história ao longo dos anos e seu funcionamento, como também a sua melhoria nesse processo histórico, e os atores envolvidos no "mercado institucional" no Município. A metodologia utilizada na pesquisa qualitativa foi a entrevista semi estruturada e a observação de campo que possibilitou analisar as implicações na execução do programa. De acordo com os dados obtidos na pesquisa a Lei nº 11.947/2009 é atendida no que se refere aos 30% destinado para incentivo da Agricultura Familiar, porém, muito deve ser aperfeiçoado para que os objetivos do PNAE avancem.