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School nutrition in schools assignment
Nutrition at schools
Nutrition at schools
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Melissa Rossiter, currently an Assistant Professor in Applied Human Nutrition at Mount Saint Vincent University and a Registered Dietician, conducted a descriptive study through the means of a questionnaire in 2007. This questionnaire, distributed to 130 prospective teachers, was intended to measured their “eating patterns”, “nutrition knowledge” and “personal health beliefs” as well as the “school’s food environment”, and the contribution these measures had on intended food practices in the classroom. The title of the paper is concise and easy to understand, however it fails to mention the relationship with the four aspects mentioned above. The abstract is a brief summary of the intentions behind of the research and explains the interpretation of the results. The introduction elaborates the justification of the research, stressing upon the effect that schools have on students due to school nutrition policies and the roles that teachers have as models, authority figures, and as a resource for knowledge about nutrition. The author believes that a healthier school food environment for both teachers and students can be created through the implications of formal school policies
A thorough methodological design was used to approach the subject of the author’s interest. Appropriate due to the large sample size, a descriptive, cross-sectional, group administered survey design was carried out. . . Strengths of a cross-sectional design include the quickness and easiness to conduct it, as there is no follow up periods. This design allows the researcher to collect data of all variables at onetime through the questionnaire. It also generates many outcomes that can be used for further hypotheses and studies. However, cross-sectiona...
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... effectiveness Further research in this area would be a valuable contribution.
The overall study seems to be thought out and well written, though elaboration on the gender differences would have been interesting. There seems to a neutral tone throughout the paper that is not slanted towards any particular direction. The results seem to be a reflection of the prospective teacher, and not imposed by the authors. Adequate provisions were made to obtain approval from the university’s ethics review board. However, there was no mention of where the funds were received from to carry out the research. The tables were clear to read. The results raise some red flags as to where our focus as professionals should be in order to establish healthy school environments. The study is well prepared, comprehensible and contributes to the every growing pool of knowledge.
...g the criteria noted above in the checklists proved in Houser (2015). It has been noted with evaluation that it appears to have the components of adequate criteria for being a credible source and having credible authors. The design of being a qualitative study has been evaluated and contains most of the components of the noted checklist. There are ethical issues that are well documented and weighed. The problem statement and purpose statement have been noted and the literature review was evaluated thoroughly. The sampling strategy is purposeful and explained in depth. The study was compared and is noted that its methods are of trustworthy quality. To optimize EBP is the ultimate goal in conducting a study of this nature. It has been shown that there is a significant amount of knowledge obtained from the study and there is a probable use for this information.
In response to the question set, I will go into detail of the study, consisting of the background, main hypotheses, as well the aims, procedure and results gathered from the study; explaining the four research methods chosen to investigate, furthering into the three methods actually tested.
In the future, more care could be taken in discussing the research framework and design; however, overall, this was a well-designed, qualitative research study. Despite a few potential limitations, the study findings were reasonable, consistent with one another, and compatible with similar studies, leaving the research consumer satisfied with the soundness of the study.
Government date shows that in the past thirty years, rate of being overweight in six to eleven year olds is up 19% and 6% in age 12 to 19. Without support, school lunches remain high in fat. (Finkelstien) According to the CDCP, obesity is double what it was in children and triple in adolescents since 1980. Many reforms were attempted to help this problem, but many inadvertently caused more problems. (Finkelstien) A 730 calorie lunch should have no more than 24 grams of fat and no more than 8 grams of it saturated yet the average USDA lunch has 31 grams of fat and 14 rams of it is saturated. (Yeoman) These very high levels of fat are why obesity is becoming worse in children. It can be concluded that school food is still extremely high in fat and this can be directly linked to the high rates of obesity in young children and
having healthier meal plans for the sake of the students and the lasting effect it will have on
Unfortunately, in today’s society, school administrators focus heavily on standardized test scores and school rankings thus adding more pressure on students and teachers. This being said, schools have begun to focus on providing healthy foods because they help increase a person’s cognitive and critical thinking ability. It is seen that nutrition plays a great role in students’ performance on exams and physical activity due to the correlation between school provided meals and low student
In relation to the modern world of food, in terms of ways in which people or families have grown accustomed to this in turn affects the ways in which students and teenagers eat. In Jonathan Safran Foer’s article, “The American Table and The Global Table,” he expresses that people consume so mindlessly and ignorantly that as a nation, we are giving the government opportunities to manipulate the ways in which food is perceived. Foer argues that “today, to eat like everyone else is to add another straw to the camel’s back” (Foer 971). This is significant in that it highlights the role that consumers play in the food industry. Put bluntly, the more mindless demands that are made, the worse the situation becomes. Students and adolescents, ambitious and goal-driven, often claim that it is important to stop such unawareness, but the irony lies in the fact that we might be just as unaware. The more we demand, the more the government complies and essentially, people are “sending checks to the absolute worst abusers” (Foer 968). As administrators in the cafeteria, where finances are limited, and time is constrained on a daily basis, I believe it is so important that your team continues to implement quick, but sustainable food choices. In a sense, it is purely the matter of the ways of how easily students can be conditioned into choosing the right foods and by continuing to maintain these healthy options students will be able to avoid the growing epidemic, obesity. Michael Pollan claims that “daily, our eating turns nature into culture, transforming the body of the world into our bodies and minds,” and what can be drawn from this is that people are affected by habits and if students are habitually surrounded by these healthier food choices, the result will be most significant and beneficial in the end (Pollan 10). While I am not saying that by implementing a
Williamson, D. A., Han, H., Johnson, W. D., Martin, C. K., & Newton, R. L. (2013). Modification of the school cafeteria environment can impact childhood nutrition. Results from the Wise Mind and LA Health studies. Appetite, 61, 77–84. doi:10.1016/j.appet.2012.11.002
Foods and body types are labeled in polar terms such as good versus bad, right versus wrong, and fat versus thin. Through use of scare tactics, students are taught to a negative standpoint rather than a positive one. Telling children what not to do is not only less effective, but also creates a consequence of guilt if they don’t do what’s ‘right’. Even if balanced nutrition is taught in the classroom, interactions between school staff outside of the classroom often model food obsession. Through their own actions and insecurities, teachers many times unintentionally encourage food restriction and judgment of bodies seen as ‘fat’ (O’Dea et al.). Extreme-based educational processes, along with the grossly exaggerated claims on nutrition and body ideals that saturate society, foster defensive and guilt-ridden relationships between children and food. Reshaping nutrition education to encompass a whole-health based curriculum that teaches balance, self-acceptance, and the overall view of food as a source of life, is a vital step in ameliorating societies’ overall relationship with
To conclude, unhealthy foods in the cafeteria and the vending machines are the worst examples for the kids to maintain the healthy eating habits. Us Parents have to step in to make changes for our kids because in doing so would determine what kind of foods our kids are consuming. We do know for facts they are not getting the proper nutrients while in school, although they do spend in average of eight to 12 hours in schools. We, the parents, can start to make a difference, by attending the school meetings and being active in our kids functions in schools.
The authors of this article have outlined the purpose, aims, and objectives of the study. It also provides the methods used which is quantitative approach to collect the data, the results, conclusion of the study. It is important that the author should present the essential components of the study in the abstract because the abstract may be the only section that is read by readers to decide if the study is useful or not or to continue reading (Coughlan, Cronin, and Ryan, 2007; Ingham-Broomfield, 2008 p.104; Stockhausen and Conrick, 2002; Nieswiadomy, 2008 p.380).
A dollop of tomato paste - that is all that this is required for an other-wise high-sodium, high-fat, and high-grease food product to be labeled as a vegetable as voted by a lobbyist-controlled congress in November of 2011. Pizza, as it turns out, is now considered a vegetable by school nutrition standards (“A Veggie Pizza”). It is obvious, then, that such as decision was not perpetuated nor endorsed by activists campaigning for proper nutrition within in the school cafeteria. It was lobbyists, most likely independent or large business caterers, who gave the decision the political and monetary boost it needed. But by allowing congress to make decisions based on lobbyist endorsement, pressure, and financial supports such as this one, America is simultaneously over-feeding its children, depriving its children of key nutrients, and establishing an epidemic of obesity. The blame, however, lies not just within the schools, parents, congress, or society, but upon a conglomeration of these things. Surely, it would be folly to believe otherwise. One thing is clear: America’s nutritional standards for school children must change.
Diabetes is doubling over the past 20 years(“Diabetes …”), life expectancy is decreasing (Stein), and diseases related to obesity and diabetes are increasing. If we do not do anything to educate students about eating healthy they will be making bad health decision and can harm their health in the future. A few solutions to this problems is to provide students with better healthier school lunches and classes to teach healthy eating. Junk food is easy to eat but bad for your health and while eating junk food time to time might not be such a problem; however, eating it during breakfast, lunch or diner is the big problem because not enough nutrients is not entering your system.
Now within the rest of this paper you will be finding a few different things getting discussed. Staring it off we will be discussing the articles that we have found to make our arguments and hypotheses. After wrapping up the literature reviews we will be discussing the hypotheses thus continuing onto our variables and indicators. Once we discuss our hypotheses we will be moving onto the research design. The research design will have our general issues, sampling, and methods.
Qualitative and Quantitative study designs both can be beneficial in research design. They both provide valuable options for researchers in the field. These techniques can either be used separately in a research study or they can be combined to achieve maximum information. This paper will define the terms qualitative and quantitative; describe the similarities and differences between each; discuss how qualitative and/or quantitative research designs or techniques could be used in the evaluation of my proposed research; and discuss why linking analysis to study design is important.