Presentation of my research proposal for graduate class on research methods. For this project, I had to complete a review of literature and design a fake research study. I selected to study the impact of school gardens on the fruit and vegetable consumption of adolescents.
Initiative for a Healthy Lifestyle through Food: Think Global, Eat Localiowafoodandfitness
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Initiative for a Healthy Lifestyle through Food: Think Global, Eat Localiowafoodandfitness
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Find out more about this research:
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IJRET : International Journal of Research in Engineering and Technology is an international peer reviewed, online journal published by eSAT Publishing House for the enhancement of research in various disciplines of Engineering and Technology. The aim and scope of the journal is to provide an academic medium and an important reference for the advancement and dissemination of research results that support high-level learning, teaching and research in the fields of Engineering and Technology. We bring together Scientists, Academician, Field Engineers, Scholars and Students of related fields of Engineering and Technology
Agrobiodiversity and dietary diversity for improved nutritional status of mot...Transform Nutrition
A presentation given by Maureen Cheserek at the Transform Nutrition regional meeting 'Using evidence to inspire action in East Africa' Nairobi, Kenya 8 June 2017.
Can food scares shift health and nutrition outcomes in low- and middle-income...ILRI
Poster prepared by Tanya Green, Paula Dominguez-Salas and Delia Grace for the 2nd annual Agriculture, Nutrition and Health (ANH) Academy Week, Kathmandu, Nepal, 9–13 July 2017.
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Find out more about this research:
http://www.bioversityinternational.org/news/detail/improving-nutrition-through-local-agricultural-biodiversity-in-kenya/
IJRET : International Journal of Research in Engineering and Technology is an international peer reviewed, online journal published by eSAT Publishing House for the enhancement of research in various disciplines of Engineering and Technology. The aim and scope of the journal is to provide an academic medium and an important reference for the advancement and dissemination of research results that support high-level learning, teaching and research in the fields of Engineering and Technology. We bring together Scientists, Academician, Field Engineers, Scholars and Students of related fields of Engineering and Technology
Benefits of Gardening for Children
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For more information, Please see websites below:
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Organic Edible Schoolyards & Gardening with Children =
http://scribd.com/doc/239851214 ~
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Double Food Production from your School Garden with Organic Tech =
http://scribd.com/doc/239851079 ~
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Free School Gardening Art Posters =
http://scribd.com/doc/239851159 ~
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Increase Food Production with Companion Planting in your School Garden =
http://scribd.com/doc/239851159 ~
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Healthy Foods Dramatically Improves Student Academic Success =
http://scribd.com/doc/239851348 ~
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City Chickens for your Organic School Garden =
http://scribd.com/doc/239850440 ~
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Simple Square Foot Gardening for Schools - Teacher Guide =
http://scribd.com/doc/239851110 ~
The Role Breakfast Plays in a Child's Success at SchoolStephanie Jones
We know you’ve heard that breakfast is the most important meal of the day, and this is completely true for children. This infographic reveals how the first meal of the day changes the trajectory of a child's success at school and beyond.
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Video: https://youtu.be/xwVOthcoA-U
Approaches to Nutritional Health Awareness and First Aid in Students with Special Needs - Amy Wang, John Berberich, Moizz Akhtar, Aviv Crish, Rahil Desai, Trivianne Franklin, Forest Gries, Navedeep Kaur, Ryan Pavelka, Catherine Shanahan, Kate Whelihan, Joy Lewis DO
AT Still University
AbstractComment by Tim Cameron Will you be adding the title page.docxbartholomeocoombs
Abstract Comment by Tim Cameron: Will you be adding the title page before this? Comment by Tim Cameron:
Introduction
Children require different types of diets as they grow up. Every stage of development requires a specific type of diet to enhances growth and general well-being. This is why the federal government has set up rules and regulations and governs to school lunches in the United States. The government introduces updated National School Lunch and School Breakfast Programs (NSLP) in 2012 to cut down sugar, sodium and fat intake in the schools. The program included introduction of fruits, whole grains and vegetables every day. Statistics shows that nearly one third of children and adolescents in the country are obese and overweight. Poor nutrition in school lunches also increases chances of developing chronic diseases such as kidney stones, heart diseases and diabetes (Schuna, 2017). Healthy nutrition among children and adolescents enhances memory development, social skills and fine motor skills. Nutritionally sound diets in children and preadolescents plays very important roles in preparing them to (for) a healthier future. It is therefore the responsibility of the government to ensure school lunches are free of excess sugar, salt and fats.
There a strong relationship between nutrition and brain development. High intake of poor diet during the earlier years in children leads to anxiety and depression in later years. It also increases emotional and behavioral problems. However, healthy diets such as vegetables, whole grains and fruits prevent children’s risk to for depression in later years. According to the U.S. Department of Agriculture (USDA, 2018), whole grains contains vitamins B, fiber and minerals that helps kids in school to concentrate in class. The government through the USDA started offering whole-grain rich food in school lunches after the enactment of the Healthy, Hunger-Free Kids Act in 2012. The problem now is that these rules have been relaxed and children and adolescents are back consuming sugary foods. Also most schools do not adhere to NLSP program expectations.
You need a Population Concerns section
Methods This should be Nutrition Relation Topics – what areas of your research are related to nutrition?
Next should be Nutrition Interventions – what studies were conducted?
The research methodology used in this nutrition research paper involved systematic reviews of various sources involving children, preadolescents and nutrition. Most of these studies were obtained from government agency databases such as United States Department of Agriculture (USDA), NHANES and other nutrition databases. The research studies reviewed were majorly conducted through Cross-sectional surveys, surveillance surveys and experimental designs. Data were obtained through admission of questionnaires and interviews. Statistical tools such as regression analysis were used in analyzing the data.
Research Findings This should be Nutrition.
Nutritional Status of School Age Children in Private Elementary Schools: Basi...IJAEMSJORNAL
Department of Education (DepEd) organizes nutritional programs to improve the health status of children in public schools. Likewise, the researcher believes that health awareness must be raised in private schools as well. This study aimed to affect the community to be aware and more knowledgeable about nutrition. Specifically, this study focused on the nutritional status of school age children in private elementary schools in Santa Rosa, Nueva Ecija. It sought to determine the profile of the learners, anthropometrics, clinical data and the knowledge of the learners as to dietary and the significant relationship between the profile of the learners and the nutritional status of the school aged children. With all the data gathered a meal management program was proposed. The study employed the quantitative description design. The study manifests that majority of the respondents were not yet aware of what they eat. In addition, age, greatly affects the respondent’s anthropometrics as to height. More so, age, number of siblings and family income, greatly affect the respondents’ anthropometrics as to weight. The researcher adopted the Nutritional Guidelines for Filipino program that was developed by the DOST- FNRI.
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4. Does it Work?
• Participation
• Knowledge
• Preference
• Consumption
5. Why Does it Matter?
• Kentucky adolescents eat 1.1 vegetables a day
–
http://www.cdc.gov/nutrition/downloads/State-Indicator-Report-Fruits-Vegetables-2013.pdf
• School gardens can increase consumption.
11. What Instruments Will Be Used?
• Nutrition lessons
• Nutrition knowledge questionnaire
• Vegetable preference survey
12. What is the Study
Design?
• Pre-test
• Intervention
• Post-test
13. References
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•
•
•
•
•
•
•
•
•
American Diabetes Association. (n.d.). Carbohydrates. In American Diabetes Association. Retrieved October 1,
2013, from Google.
Blanchette, L., & Brug, J. (2005). Determinants of fruit and vegetable consumption among 6–12-year-old
children and effective interventions to increase consumption. Journal of Human Nutrition & Dietetics, 18(6),
431–443.
Birch, LL. Preschool children’s food preferences and consumption patterns. Journal of Nutr Education. 1979;
11:189-92.
Boeing, H., Bechthold, A., Bub, A., Ellinger, S., Haller, D., Kroke, A., … Watzl, B. (2012). Critical review: vegetables
and fruit in the prevention of chronic diseases. European Journal of Nutrition, 51(6), 637–663.
Brouwer, R. J. N., & Neelon, S. E. B. (2013). Watch Me Grow: A garden-based pilot intervention to increase
vegetable and fruit intake in preschoolers. BMC Public Health, 13(1), 363.
Centers for Disease Control and Prevention. State Indicator Report on Fruits and Vegetables, 2013. Atlanta, GA:
Centers for Disease Control and Prevention, U.S. Department of Health and Human Services; 2013.
Davis, J. N., Ventura, E. E., Cook, L. T., Gyllenhammer, L. E., & Gatto, N. M. (2011). LA sprouts: A gardening,
nutrition, and cooking intervention for Latino youth improves diet and reduces obesity. Journal of the American
Dietetic Association, 111(8), 1224–1230.
Gibbs, L., Staiger, P. K., Johnson, B., Block, K., Macfarlane, S., Gold, L., … Ukoumunne, O. (2013). Expanding
children’s food experiences: The impact of a school-based kitchen garden program. Journal of Nutrition
Education and Behavior, 45(2), 137–146.
Graham, H., Beall, D. L., Lussier, M., McLaughlin, P., & Zidenbery-Cherr, S. (2005). Use of school gardens in
academic instruction. Journal of Nutrition Education and Behavior, 37(3), 147–151.
Graham, H., Feenstra, G., Evans, A. M., & Zidenberg-Cherr, S. (2004). Davis school program supports life
long healthy eating habits in children. California Agriculture, 58(4). Retrieved
fromhttp://www.escholarship.org/uc/item/9xz6s7q7
14. References
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•
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Heim, S., Stang, J., & Ireland, M. (2009). A garden pilot project enhances fruit and vegetable consumption
among children. Journal of the American Dietetic Association, 109(7), 1220–1226.
Lineberger, S. E., & Zajicek, J. M. (2000). School gardens: Can a hands-on teaching tool affect students’ attitudes
and behaviors regarding fruit and vegetables? HortTechnology, 10(3), 593–597. Retrieved
fromhttp://horttech.ashspublications.org/content/10/3/593
McAleese, J. D., & Rankin, L. L. (2007). Garden-based nutrition education affects fruit and vegetable
consumption in sixth-grade adolescents. Journal of the American Dietetic Association, 107(4), 662–665.
Monsivais, P., Mclain, J., & Drewnowski, A. (2010). The rising disparity in the price of healthful foods: 2004–
2008. Food Policy, 35(6), 514–520.
Morris, J. L., & Zidenberg-Cherr, S. (2002). Garden-enhanced nutrition curriculum improves fourth-grade school
children’s knowledge of nutrition and preferences for some vegetables. Journal of the American Dietetic
Association, 102(1), 91–93.
Ogden CL, Carroll MD, Curtin LR, Lamb MM, & Flegal KM. (2010). Prevalence of high body mass index in us
children and adolescents, 2007-2008. JAMA, 303(3), 242–249.
Parmer, S. M., Salisbury-Glennon, J., Shannon, D., & Struempler, B. (2009). School gardens: An experiential
learning approach for a nutrition education program to increase fruit and vegetable knowledge, preference,
and consumption among second-grade students. Journal of Nutrition Education and Behavior, 41(3), 212–217.
Prentice, A. m., & Jebb, S. a. (2003). Fast foods, energy density and obesity: a possible mechanistic link. Obesity
Reviews, 4(4), 187.
Swinburn, B., Caterson, I., Seidell, J., & James, W. (2004, February). Diet, nutrition and the prevention of excess
weight gain and obesity [Electronic version]. Public Health Nutrition, 7(1), 123-146.
Editor's Notes
The following slides discuss research regarding school and youth gardens and how such programs can improve the nutritional health of children. Additionally, I will propose a research study focusing on the impact of a school garden with nutritional lessons on the vegetable preference of fourth grade students. This presentation is part of a research proposal project that I completed during a Research Methods course. The proposed study is fake and is for educational purposes only.
In the United States, almost one third of children are either overweight or obese. Out of this third, seventeen percent are obese. Obesity can have an immediate effect on children such as increased blood pressure or high levels of lipids in the blood. Another problem that can arise from being obese in childhood is that obese children tend to become obese adults. Obesity has been linked as a risk factor for several chronic diseases including cardiovascular disease, diabetes, as well as certain cancers. Fruit and vegetables are full of nutrients and can help maintain a healthy weight and decrease the risk of stroke, hypertension, and coronary heart disease. In order to decrease these risks, it is recommended that individuals consume at least five fruits and vegetables daily. In the United States, 36% of adolescents consume less than one fruit per day and 37.7% consume less than one vegetable per day.
Many different strategies are being implemented and studied in hopes of reducing the prevalence of childhood obesity. This presentation will discuss school agricultural programs, youth group gardens, school gardens, and preschool gardens. The Davis Joint Unified School District in California implemented a school agricultural program that included a farm-to-school salad bar, a school garden, classroom nutrition lessons, a composting program, and local farm tours. L.A. Sprouts and a YMCA youth summer camp also tried to increase the health of children by teaching nutrition classes, cooking, taste-testing healthy foods, and gardening. Since children spend most of their time in school, some schools and preschools have combined school gardens with nutritional lessons to facilitate learning and healthy habits.
The agricultural program at the Davis Joint Unified School District found an increase in National School Lunch Program participation after offering a salad bar furnished with produce from local farms. Nutrition lessons have increased knowledge about food and healthy eating habits in elementary children in various studies. Additionally, vegetable and fruit preference and consumption increased for students who received nutritional lessons with garden based activities. Children’s attitudes regarding vegetables also improved.
The results of programs encouraging an increase in fruit and vegetable consumption in children is important because consumption of these foods is inadequate in the United States. In Kentucky, adolescents consume 1 fruit or vegetable daily. This means that they are missing 4 fruits and vegetables every day or 28 fruits and vegetables every week. Increasing fruit and vegetable consumption is an important step in addressing the challenge of childhood obesity.
For my research proposal, I chose to observe the effects of garden enhanced nutrition lessons on the nutrition knowledge and vegetable consumption of fourth-grade students at Eastern Kentucky University’s Model Laboratory School. It was believed that nutritional knowledge and vegetable preference of participants would increase as a result of the study.
This study operated on three assumptions. First, that the teacher was capable of facilitating learning. Second, that students gave honest answers when completing the vegetable preference survey. Lastly, that thenutrition knowledge questionnaire and vegetable preference survey were valid and reliable instruments for measuring nutrition knowledge and vegetable consumption.
This study also consisted of a few limitations. The main limitation of this study was the sample size. The participants were not selectedrandomly but rather for convenience. Additionally, only sixty participants were included in the study which could have impacted the generalizability of the results. Another limitation of this study was that both the intervention and control group attended the same school which may have resulted in the intervention group reporting nutrition lessons and gardening activities to the control group. Furthermore, students were assigned to a group as a classroom rather than randomly selected individually because it was not conducive to the school curriculum to rearrange the classrooms.
For this study, I imposed the limitation of using students from Eastern Kentucky University Model Laboratory School as participantsbecause of the affiliation between the school and the university. Additionally, Model’s students are more familiar with university students in the classroom which decreased the impact of a performance bias from the students.
Participants for this study were two fourth grade classrooms from Model Laboratory School at Eastern Kentucky University in Richmond, Kentucky. Classes were divided into two groups: a nutrition education plus gardening group and a control group. Sixty students participated in the study with thirty students in the control group and thirty students in the intervention group. A majority of students were Caucasian. Assignment to either the control or intervention group was chosen randomly by flipping a coin. The principal of Model School gave permission for teachers and students to participate in study. Additionally, parental consent was obtained for all participants.
For the intervention group, nutrition lessons were taught regarding plant anatomy, food labels, nutrients, physical activity, goal setting, and snack preparation, serving sizes, consumerism, and My Food Pyramid. A related gardening activity was included with every lesson. To evaluate the curriculum, a nutrition knowledge questionnaire and a vegetable preference survey were used. The nutrition knowledge questionnaire was read aloud to both the control and the intervention groups by a researcher for the study in order to limit the impact on the responses by various reading levels. Thirty multiple choice questions were asked based on content covered in the nutrition-education plus gardening curriculum. The vegetable preference survey consisted of children tasting a vegetable and assigning a preference rating to the vegetable. Vegetables were presented to students in both whole and sliced form and students were asked whether or not they were interested in tasting the vegetable. After tasting the vegetable, students rated the preference for the vegetable on a five-point scale. The scale ranged from “1” being “Really did not like” to “5” being “Really liked it a lot”.
Of the two classrooms participating in the study, the students in one classroom served as the control group and received no nutritional education classes or garden-based activities. The students in the other classroom served as the intervention group and received both nutrition education classes and garden-based activities. Pretest data for both groups was collected in October for the nutrition knowledge questionnaire and the vegetable preference survey. The intervention group received nine nutrition education lessons with related gardening activities taught by the classroom teacher. Nutrition lessons and gardening activities took place every other week and lasted for seventeen weeks. The intervention group also received a newsletter to reinforce nutrition lessons during the off weeks and stimulate family discussion of the topic. Lessons concluded at the beginning of April and post-test data was collected the following week for the nutrition knowledge questionnaire and the vegetable preference survey. Multivariate analysis of variance (MANOVA) was used to compare differences between the intervention and control groups and well as differences within each group from pre- to post-test results. Groups were first compared in regards to performance on the nutrition knowledge questionnaire followed by a comparison in regards to vegetable preference surveys.