The Girl Scouts of Southern Illinois are requesting $75,574.28 to fund a week-long camp program from June 19-25, 2016. The program aims to promote healthy lifestyles among 100 underprivileged girls ages 6-18 from East St. Louis and surrounding areas. Activities will focus on nutrition education, physical activity, disaster preparedness, environmental awareness, and first aid safety. Evaluations will assess increases in knowledge through pre- and post-tests. The budget covers staffing, transportation, supplies, food, and camp fees to implement the goal of lowering childhood obesity rates and increasing life skills in the target region.
The assistantwill be workingparttime,helpingwiththe activities,supervisingthe volunteers
andstaff, andhelpingwiththe evaluations.
Volunteers: There will be 9 volunteershelpingwiththe activitiesandsupervisingthe participants.
Staff: There will be 6 staff membershelpingwiththe activities,supervisingthe participants,and
helpingwiththe evaluations.
Operating
Transportation: There will be 2 busesrentedfromthe school districtto transportthe 100 participants
fromthe schools to CampTorquaandback.
Camp Torqua: The cost of reservingCampTorquafor 1 week.
Supplies: The suppliesneededfor the activitiesanddemonstrations.
The document describes several programs implemented by university campus kitchens across the country to address senior hunger. It discusses programs that focus on reducing isolation through intergenerational mentoring and community meals. Other programs aim to increase nutrition knowledge through cooking demonstrations and education. Further programs strive to improve access to healthy foods and SNAP benefits through mobile food pantries and application assistance. The document highlights best practices around addressing the root causes of senior hunger.”
1) The document discusses a research project on the benefits of introducing basic agriculture education to at-risk middle school students in urban areas. It aims to provide new career opportunities, life skills, and consumer knowledge while improving society's view of agriculture.
2) Educators surveyed were supportive, seeing benefits like structure, survival skills, and potential career paths. Community support is important for student success.
3) To reach and retain students, the agriculture community must get involved in schools through volunteering, donations, field trips, and showing students different aspects of agriculture with kindness amid misunderstandings about the field.
This document provides information on rural hunger solutions developed by The Campus Kitchens Project in partnership with CoBank. It includes an introduction outlining their work to address rural hunger through campus kitchen programs. It then provides 7 case studies of innovative campus kitchen programs that deliver meals to communities while also addressing the underlying causes of hunger through activities like nutrition education, community gardens, and mobile food pantries. The document acknowledges the support of CoBank in making this work possible.
The document discusses Hidden Valley's Lunch Break for Kids Fundraiser campaign which aimed to get kids to eat more vegetables by using ranch dressing and advocate for family meals. The campaign established credibility through partnerships with celebrity chefs and media events. However, it is noted that the campaign could have done more to directly appeal to kids and promote healthier low-fat ranch options. Suggestions include associating ranch with children's shows and hosting fundraisers during times more relevant to kids.
How Garfield, New Jersey, Got its Kids Moving More and Eating Better
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children =
http://scribd.com/doc/239851214 ~
`
Double Food Production from your School Garden with Organic Tech =
http://scribd.com/doc/239851079 ~
`
Free School Gardening Art Posters =
http://scribd.com/doc/239851159 ~
`
Increase Food Production with Companion Planting in your School Garden =
http://scribd.com/doc/239851159 ~
`
Healthy Foods Dramatically Improves Student Academic Success =
http://scribd.com/doc/239851348 ~
`
City Chickens for your Organic School Garden =
http://scribd.com/doc/239850440 ~
`
Simple Square Foot Gardening for Schools - Teacher Guide =
http://scribd.com/doc/239851110 ~
The 2014 annual report of The Campus Kitchens Project highlights the organization's work fighting hunger and food waste through student-led Campus Kitchen programs. It summarizes that in the 2013-2014 academic year, 19,363 student volunteers recovered 939,030 pounds of food across 36 schools, preparing 271,967 meals for community partners. The report discusses the organization's strategic growth plan to rapidly expand its national network of Campus Kitchens by empowering students to start new programs using online tools. It also describes how Campus Kitchens go beyond just providing meals by addressing the root causes of hunger through additional programs and how participating develops students' leadership skills.
The Campus Kitchens Project began in 2001 when Robert Egger and DC Central Kitchen recognized an opportunity to expand their food recovery model to more communities nationwide. They developed a model of transforming unused school kitchen space into hubs for recovering food waste and preparing meals for those in need. Today, the Campus Kitchens Project is the largest student movement fighting hunger and food waste in America, with student volunteers recovering over 1 million pounds of food annually to produce over $1 million worth of meals. The organization empowers students to create sustainable solutions to hunger through food recovery, nutrition education, and developing leadership skills to address the root causes of food insecurity.
The assistantwill be workingparttime,helpingwiththe activities,supervisingthe volunteers
andstaff, andhelpingwiththe evaluations.
Volunteers: There will be 9 volunteershelpingwiththe activitiesandsupervisingthe participants.
Staff: There will be 6 staff membershelpingwiththe activities,supervisingthe participants,and
helpingwiththe evaluations.
Operating
Transportation: There will be 2 busesrentedfromthe school districtto transportthe 100 participants
fromthe schools to CampTorquaandback.
Camp Torqua: The cost of reservingCampTorquafor 1 week.
Supplies: The suppliesneededfor the activitiesanddemonstrations.
The document describes several programs implemented by university campus kitchens across the country to address senior hunger. It discusses programs that focus on reducing isolation through intergenerational mentoring and community meals. Other programs aim to increase nutrition knowledge through cooking demonstrations and education. Further programs strive to improve access to healthy foods and SNAP benefits through mobile food pantries and application assistance. The document highlights best practices around addressing the root causes of senior hunger.”
1) The document discusses a research project on the benefits of introducing basic agriculture education to at-risk middle school students in urban areas. It aims to provide new career opportunities, life skills, and consumer knowledge while improving society's view of agriculture.
2) Educators surveyed were supportive, seeing benefits like structure, survival skills, and potential career paths. Community support is important for student success.
3) To reach and retain students, the agriculture community must get involved in schools through volunteering, donations, field trips, and showing students different aspects of agriculture with kindness amid misunderstandings about the field.
This document provides information on rural hunger solutions developed by The Campus Kitchens Project in partnership with CoBank. It includes an introduction outlining their work to address rural hunger through campus kitchen programs. It then provides 7 case studies of innovative campus kitchen programs that deliver meals to communities while also addressing the underlying causes of hunger through activities like nutrition education, community gardens, and mobile food pantries. The document acknowledges the support of CoBank in making this work possible.
The document discusses Hidden Valley's Lunch Break for Kids Fundraiser campaign which aimed to get kids to eat more vegetables by using ranch dressing and advocate for family meals. The campaign established credibility through partnerships with celebrity chefs and media events. However, it is noted that the campaign could have done more to directly appeal to kids and promote healthier low-fat ranch options. Suggestions include associating ranch with children's shows and hosting fundraisers during times more relevant to kids.
How Garfield, New Jersey, Got its Kids Moving More and Eating Better
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children =
http://scribd.com/doc/239851214 ~
`
Double Food Production from your School Garden with Organic Tech =
http://scribd.com/doc/239851079 ~
`
Free School Gardening Art Posters =
http://scribd.com/doc/239851159 ~
`
Increase Food Production with Companion Planting in your School Garden =
http://scribd.com/doc/239851159 ~
`
Healthy Foods Dramatically Improves Student Academic Success =
http://scribd.com/doc/239851348 ~
`
City Chickens for your Organic School Garden =
http://scribd.com/doc/239850440 ~
`
Simple Square Foot Gardening for Schools - Teacher Guide =
http://scribd.com/doc/239851110 ~
The 2014 annual report of The Campus Kitchens Project highlights the organization's work fighting hunger and food waste through student-led Campus Kitchen programs. It summarizes that in the 2013-2014 academic year, 19,363 student volunteers recovered 939,030 pounds of food across 36 schools, preparing 271,967 meals for community partners. The report discusses the organization's strategic growth plan to rapidly expand its national network of Campus Kitchens by empowering students to start new programs using online tools. It also describes how Campus Kitchens go beyond just providing meals by addressing the root causes of hunger through additional programs and how participating develops students' leadership skills.
The Campus Kitchens Project began in 2001 when Robert Egger and DC Central Kitchen recognized an opportunity to expand their food recovery model to more communities nationwide. They developed a model of transforming unused school kitchen space into hubs for recovering food waste and preparing meals for those in need. Today, the Campus Kitchens Project is the largest student movement fighting hunger and food waste in America, with student volunteers recovering over 1 million pounds of food annually to produce over $1 million worth of meals. The organization empowers students to create sustainable solutions to hunger through food recovery, nutrition education, and developing leadership skills to address the root causes of food insecurity.
“Healthy Living Made Easy” is a 14-lesson curriculum designed to help older adults explore nutrition concepts through activities and discussions. “Healthy Living Made Easy” is a guide to convening discussions and sharing skills to support healthy habits. These discussion and activity guides center the conversation on older adults’ lived experience and emphasize experiential co-education among peers as well as between volunteers and older adults. This is the full "Healthy Living Made Easy" curriculum, handouts to accompany each lesson plan, individual lesson plans, and pretests to gauge your clients knowledge of the nutrition subject.
This lesson teaches students about the basic needs of plants and people, including water, nutrients, and a safe environment. Students learn about the major food groups using MyPlate and the importance of a balanced diet. Through a compost relay activity, they explore ways to add nutrients to soil and their diets, understanding the connection between healthy soil and healthy food. The lesson concludes with a snack incorporating different food groups to demonstrate this connection.
The Campus Kitchens Project provides concise summaries in 3 sentences or less that provide the high level and essential information from the document. Here is a summary of the provided document in 3 sentences:
The Campus Kitchens Project works with universities across the US to recover food that would otherwise go to waste and transform it into meals for those experiencing food insecurity. Through their work, students gain leadership skills which empower them to develop innovative solutions to issues like rural and youth hunger. The organization has grown significantly in recent years and now supports nearly 50 Campus Kitchen locations nationwide.
This document provides a lesson plan for teaching elementary school students about healthy eating. The lesson introduces the concept of "Eat the Rainbow" to encourage students to eat a variety of colorful fruits and vegetables. It explains that different colored fruits and vegetables contain different nutrients that benefit the body. The lesson includes discussion of health benefits and recommendations for fruit and vegetable intake. Students will participate in a coloring activity and make fruit kabobs with a variety of colored fruits to help them visualize eating the rainbow. The goal is to educate students on the importance of incorporating fruits and vegetables into meals and to try new foods.
Food Day 2015 at Michigan State University focused on educating students about local foods and encouraging the university community to support the local food system. Events included an educational table with information from local organizations, a survey to understand student interest in local foods, and a social media contest. The survey found that most students want more promotion and labeling of local foods on campus. Barriers to eating local included not knowing where to purchase local foods and issues of convenience. The event organizers recommended that MSU highlight and increase local foods on campus to support local farmers and the state's economy.
Become an ambassador
Help us spread the word about Glory House Services. Throw a dinner party or share our information with your network - you choose your involvement. http://gloryhousekc.org/get-involved/
The Harvest Drive is a nonprofit organization that works to address hunger in Broward County, Florida by providing food assistance to families in need. It educates children about community needs and promotes volunteerism. Each year, it assists over 2,000 families during Thanksgiving and hundreds more throughout the year by collecting and distributing food, clothing, and other necessities. The organization relies on the support of schools, community groups, businesses, and volunteers to run food drives and distribute items to families referred by school social workers.
This document provides a lesson plan for teaching children about healthy eating using the MyPlate model. The lesson introduces MyPlate and its food groups, discusses portion sizes, and has the children make paper plate collages to illustrate a balanced meal based on MyPlate guidelines. The lesson emphasizes eating a variety of foods from the different food groups and discusses what constitutes an appropriate portion size for each group. It includes a sample recipe for a tuna noodle casserole incorporating multiple food groups to take home.
Growing School Gardens: A How-to Guide for Beginning Desert School Gardens in Tucson
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double Food Production from your School Garden with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases Food Production from School Gardens
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
Growing School Gardens in the Desert
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double Food Production from your School Garden with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases Food Production from School Gardens
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
The document summarizes the speaker's extracurricular activities during their internship, which included attending various conferences, webinars, seminars, and community events on topics related to nutrition, public health, food policy, and social determinants of health. Some of the events focused on childhood obesity prevention, the school food system, sustainable food production, and diabetes education and awareness in the Latino community. The speaker gained exposure to research and engaged with professionals in fields related to their studies in nutrition and public health.
15-year-old Leann Farha, a student at Casady School, organized the 3rd Annual Walk the World Oklahoma City event to raise awareness about global hunger. The event was a 5K walk that drew participants from the community and raised $11,000 for the World Food Programme and other organizations addressing child hunger worldwide. Farha began organizing the local Walk the World event as a freshman and has expanded it each year. She and other Casady students participated in various fundraisers in the months leading up to the event to contribute to the funds raised. Farha's leadership and passion for addressing hunger has engaged her peers and made the Oklahoma City Walk the World event an annual community tradition.
The document summarizes the mission and activities of the Houghton-Jones/Saginaw East-Central Neighborhood Association (HJ/SENA). HJ/SENA aims to foster community and empower residents through various programs, including a thrift store, summer camp, and neighborhood watch meetings. A key focus is the Saginaw Urban Food Initiative, which aims to provide healthy foods and jobs through urban farming on vacant lots, youth farm stands, and corner stores selling local produce. The initiative also emphasizes nutrition education and addressing food insecurity in the community.
The document provides a situation analysis for the Walking School Bus (WSB) initiative. It outlines that the WSB walks children to school to promote physical activity and outlines benefits like improved attendance and test scores. It is facing challenges to raise awareness in the community and gain participants. The analysis also notes the environmental factors contributing to less physical activity for children and increasing obesity rates. An e-marketing plan is needed to build interest through a website, social media, and other online tools.
The University Church works to build community and combat poverty and hunger in its neighborhood. It operates an extensive community garden that provides fresh produce to low-income families. It also partners with a local elementary school to offer after-school programs, tutoring, and distribute school supplies. Funds from the Stranahan Foundation would support the directors of the community garden and after-school program to maintain and expand their efforts, serving over 100 students and families with increased access to fresh food, academic support, and social services.
As part of UNICEF Innocenti's workshop on social protection in humanitarian settings, Elisabetta Aurino from Imperial College London presented her working paper "School feeding or general food distribution? Quasi-Experimental Evidence on the Educational Impacts of Emergency Food Assistance during Conflict in Mali".
For more on this workshop and to access the seven papers released at the event, visit: https://www.unicef-irc.org/article/1829-evidence-on-social-protection-in-contexts-of-fragility-and-forced-displacement.html
The document discusses the historical importance of youth health for African Americans and challenges to health faced by youth today. It summarizes that African American slaves targeted young, healthy slaves who helped feed their families through gathering and small farming. Today, many African American youth face obesity, diabetes and other diseases due to lack of access to nutritious foods, sedentary lifestyles, and targeted advertising of unhealthy foods on TV. The document calls on youth, parents and policymakers to promote health through education, active lifestyles, and policies that address poverty and corporate influences.
The document summarizes the winner and runners-up of the 7th annual MicroTAS Art in Science award competition. David Castro from KAUST won the award for his micrograph image titled "The Sphere" which depicts an aqueous droplet suspended between two fluid layers. The image was selected for its artistic qualities from 25 submissions. The article also mentions the three runners-up and their submitted images before acknowledging the sponsors of the award.
Area of Responsibility I-VII outlines the responsibilities of planning and implementing various health education programs. Responsibility I involved conducting a needs assessment survey of sorority members which found that time management was the main issue. Responsibility II discussed planning a time management program for sorority freshmen based on the needs assessment. Responsibility III covered training and implementing the time management program. Responsibility IV evaluated the program's success through post-evaluations. Responsibility V involved collaborating with others and dividing leadership roles to effectively run the program. Responsibilities VI and VII discussed advocating for health education and the bone marrow registry through various organizations and outreach activities.
The document discusses clients of an unknown organization. It mentions that some clients are large companies with complex needs that require customized solutions. Other clients are small businesses seeking basic services and affordable rates. The organization aims to meet the varied needs of all clients.
“Healthy Living Made Easy” is a 14-lesson curriculum designed to help older adults explore nutrition concepts through activities and discussions. “Healthy Living Made Easy” is a guide to convening discussions and sharing skills to support healthy habits. These discussion and activity guides center the conversation on older adults’ lived experience and emphasize experiential co-education among peers as well as between volunteers and older adults. This is the full "Healthy Living Made Easy" curriculum, handouts to accompany each lesson plan, individual lesson plans, and pretests to gauge your clients knowledge of the nutrition subject.
This lesson teaches students about the basic needs of plants and people, including water, nutrients, and a safe environment. Students learn about the major food groups using MyPlate and the importance of a balanced diet. Through a compost relay activity, they explore ways to add nutrients to soil and their diets, understanding the connection between healthy soil and healthy food. The lesson concludes with a snack incorporating different food groups to demonstrate this connection.
The Campus Kitchens Project provides concise summaries in 3 sentences or less that provide the high level and essential information from the document. Here is a summary of the provided document in 3 sentences:
The Campus Kitchens Project works with universities across the US to recover food that would otherwise go to waste and transform it into meals for those experiencing food insecurity. Through their work, students gain leadership skills which empower them to develop innovative solutions to issues like rural and youth hunger. The organization has grown significantly in recent years and now supports nearly 50 Campus Kitchen locations nationwide.
This document provides a lesson plan for teaching elementary school students about healthy eating. The lesson introduces the concept of "Eat the Rainbow" to encourage students to eat a variety of colorful fruits and vegetables. It explains that different colored fruits and vegetables contain different nutrients that benefit the body. The lesson includes discussion of health benefits and recommendations for fruit and vegetable intake. Students will participate in a coloring activity and make fruit kabobs with a variety of colored fruits to help them visualize eating the rainbow. The goal is to educate students on the importance of incorporating fruits and vegetables into meals and to try new foods.
Food Day 2015 at Michigan State University focused on educating students about local foods and encouraging the university community to support the local food system. Events included an educational table with information from local organizations, a survey to understand student interest in local foods, and a social media contest. The survey found that most students want more promotion and labeling of local foods on campus. Barriers to eating local included not knowing where to purchase local foods and issues of convenience. The event organizers recommended that MSU highlight and increase local foods on campus to support local farmers and the state's economy.
Become an ambassador
Help us spread the word about Glory House Services. Throw a dinner party or share our information with your network - you choose your involvement. http://gloryhousekc.org/get-involved/
The Harvest Drive is a nonprofit organization that works to address hunger in Broward County, Florida by providing food assistance to families in need. It educates children about community needs and promotes volunteerism. Each year, it assists over 2,000 families during Thanksgiving and hundreds more throughout the year by collecting and distributing food, clothing, and other necessities. The organization relies on the support of schools, community groups, businesses, and volunteers to run food drives and distribute items to families referred by school social workers.
This document provides a lesson plan for teaching children about healthy eating using the MyPlate model. The lesson introduces MyPlate and its food groups, discusses portion sizes, and has the children make paper plate collages to illustrate a balanced meal based on MyPlate guidelines. The lesson emphasizes eating a variety of foods from the different food groups and discusses what constitutes an appropriate portion size for each group. It includes a sample recipe for a tuna noodle casserole incorporating multiple food groups to take home.
Growing School Gardens: A How-to Guide for Beginning Desert School Gardens in Tucson
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double Food Production from your School Garden with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases Food Production from School Gardens
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
Growing School Gardens in the Desert
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double Food Production from your School Garden with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases Food Production from School Gardens
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
The document summarizes the speaker's extracurricular activities during their internship, which included attending various conferences, webinars, seminars, and community events on topics related to nutrition, public health, food policy, and social determinants of health. Some of the events focused on childhood obesity prevention, the school food system, sustainable food production, and diabetes education and awareness in the Latino community. The speaker gained exposure to research and engaged with professionals in fields related to their studies in nutrition and public health.
15-year-old Leann Farha, a student at Casady School, organized the 3rd Annual Walk the World Oklahoma City event to raise awareness about global hunger. The event was a 5K walk that drew participants from the community and raised $11,000 for the World Food Programme and other organizations addressing child hunger worldwide. Farha began organizing the local Walk the World event as a freshman and has expanded it each year. She and other Casady students participated in various fundraisers in the months leading up to the event to contribute to the funds raised. Farha's leadership and passion for addressing hunger has engaged her peers and made the Oklahoma City Walk the World event an annual community tradition.
The document summarizes the mission and activities of the Houghton-Jones/Saginaw East-Central Neighborhood Association (HJ/SENA). HJ/SENA aims to foster community and empower residents through various programs, including a thrift store, summer camp, and neighborhood watch meetings. A key focus is the Saginaw Urban Food Initiative, which aims to provide healthy foods and jobs through urban farming on vacant lots, youth farm stands, and corner stores selling local produce. The initiative also emphasizes nutrition education and addressing food insecurity in the community.
The document provides a situation analysis for the Walking School Bus (WSB) initiative. It outlines that the WSB walks children to school to promote physical activity and outlines benefits like improved attendance and test scores. It is facing challenges to raise awareness in the community and gain participants. The analysis also notes the environmental factors contributing to less physical activity for children and increasing obesity rates. An e-marketing plan is needed to build interest through a website, social media, and other online tools.
The University Church works to build community and combat poverty and hunger in its neighborhood. It operates an extensive community garden that provides fresh produce to low-income families. It also partners with a local elementary school to offer after-school programs, tutoring, and distribute school supplies. Funds from the Stranahan Foundation would support the directors of the community garden and after-school program to maintain and expand their efforts, serving over 100 students and families with increased access to fresh food, academic support, and social services.
As part of UNICEF Innocenti's workshop on social protection in humanitarian settings, Elisabetta Aurino from Imperial College London presented her working paper "School feeding or general food distribution? Quasi-Experimental Evidence on the Educational Impacts of Emergency Food Assistance during Conflict in Mali".
For more on this workshop and to access the seven papers released at the event, visit: https://www.unicef-irc.org/article/1829-evidence-on-social-protection-in-contexts-of-fragility-and-forced-displacement.html
The document discusses the historical importance of youth health for African Americans and challenges to health faced by youth today. It summarizes that African American slaves targeted young, healthy slaves who helped feed their families through gathering and small farming. Today, many African American youth face obesity, diabetes and other diseases due to lack of access to nutritious foods, sedentary lifestyles, and targeted advertising of unhealthy foods on TV. The document calls on youth, parents and policymakers to promote health through education, active lifestyles, and policies that address poverty and corporate influences.
The document summarizes the winner and runners-up of the 7th annual MicroTAS Art in Science award competition. David Castro from KAUST won the award for his micrograph image titled "The Sphere" which depicts an aqueous droplet suspended between two fluid layers. The image was selected for its artistic qualities from 25 submissions. The article also mentions the three runners-up and their submitted images before acknowledging the sponsors of the award.
Area of Responsibility I-VII outlines the responsibilities of planning and implementing various health education programs. Responsibility I involved conducting a needs assessment survey of sorority members which found that time management was the main issue. Responsibility II discussed planning a time management program for sorority freshmen based on the needs assessment. Responsibility III covered training and implementing the time management program. Responsibility IV evaluated the program's success through post-evaluations. Responsibility V involved collaborating with others and dividing leadership roles to effectively run the program. Responsibilities VI and VII discussed advocating for health education and the bone marrow registry through various organizations and outreach activities.
The document discusses clients of an unknown organization. It mentions that some clients are large companies with complex needs that require customized solutions. Other clients are small businesses seeking basic services and affordable rates. The organization aims to meet the varied needs of all clients.
Impact of nato withdrawal on khyber pakhtunkhwa by zahid anwarhizahid
The document discusses regional economic integration in South and Central Asia following NATO drawdown from Afghanistan. It outlines challenges faced by Pakistan during the war on terror and opportunities for increased regional connectivity and trade through projects like CASA-1000, TAPI pipeline, China-Pakistan Economic Corridor, and improved infrastructure. Successful regional economic cooperation could help stabilize Afghanistan and bring prosperity to Pakistan and surrounding areas that have suffered from the Afghan conflict.
This document discusses the emerging political scenario in the region and its implications for Khyber Pakhtunkhwa province in Pakistan. It explores how regional developments like the withdrawal of NATO from Afghanistan in 2014 and the ongoing conflict in Afghanistan have negatively impacted the socio-economic and political conditions in Khyber Pakhtunkhwa. Internal factors like corruption and poverty, as well as external factors like the war on terror, have exacerbated issues in the province and harmed the agricultural and industrial economy. The future political stability of the region remains uncertain and dependent on resolving the long-standing conflict in Afghanistan.
PAKISTAN: PIVOTAL LINK OF CENTRAL EURASIAN MEGA CORRIDOR BY ZAHID ANWARhizahid
The document discusses the Central Eurasian Mega-Corridor project which aims to revive trade routes between Central Asia and South Asia similar to the historic Silk Road. It outlines several infrastructure projects that comprise the corridor, including road, rail, pipeline and fiber optic links between Pakistan, Central Asia, China, and beyond. The corridor would connect resource-rich Central Asian countries to international markets and generate economic development across the region. Pakistan plays a key role in the corridor as it offers connectivity to Arabian Sea ports and its infrastructure upgrades like the Gwadar port and China-Pakistan Economic Corridor reduce distances for regional trade. The realization of the Central Eurasian Mega-Corridor would promote peace, stability
The document provides an overview of Oracle's modern customer service solution. It discusses how customers' expectations have evolved with the rise of digital channels and emphasizes the need for customer service organizations to engage customers across multiple channels, empower employees with unified tools, and adapt quickly to changing business needs. The solution proposed by Oracle integrates various cloud applications to provide cross-channel support, contact center functionality, knowledge management, and other tools to help companies deliver modern customer service.
This document provides an outline for a presentation on how to write a scientific paper for social sciences journals. It discusses key aspects of the research process such as defining research and knowledge, selecting a topic, developing a research question and hypothesis, choosing a methodology, finding and evaluating sources, taking notes, documenting sources, and writing drafts. The goal is to explain the techniques for writing research papers that can be published in peer-reviewed journals.
The document discusses the problem of childhood obesity in Chicago and provides a solution. It created a "Get in the Action Toolkit" to provide resources for community mobilization and family/community involvement in school health. The toolkit guides stakeholders in planning projects to make schools healthier places for kids through family and community engagement activities. Its dissemination aims to empower stakeholders and improve school health across the nation.
The Säjai Foundation works to combat childhood obesity through their Wise Kids programs which teach children about healthy living and encouraging outdoor activities. Their Wise Kids Outdoors program offers after-school and summer camps where children explore nature, learn about wildlife, and practice healthy habits. The 20-mission program had 175 youth participants in Minnesota and California and aims to help children understand the balance between humans and nature and get regular exercise through outdoor play. The programs address a need as children spend less time outdoors which impacts health, development, and environment appreciation.
The Säjai Foundation works to combat childhood obesity through their Wise Kids programs which teach children about healthy living and encouraging outdoor activities. Their Wise Kids Outdoors program offers after-school and summer camps where children explore nature, learn about wildlife, and practice outdoor skills while emphasizing healthy eating and exercise. The 20-mission program had 175 participants in Minnesota and California and aims to help children understand balance with nature, get outside more, and learn about energy balance. It addresses the growing disconnect between children and nature as well as benefits of unstructured outdoor play.
The Säjai Foundation works to combat childhood obesity through their Wise Kids programs which teach children about healthy living and encouraging outdoor activities. Their Wise Kids Outdoors program offers after-school and summer camps where children explore nature, learn about wildlife, and practice healthy habits. The 20-mission program had 175 youth participants in Minnesota and California and aims to help children understand the balance between humans and nature and get regular exercise through outdoor play. The programs address a need as children spend less time outdoors which impacts health, development, and environment appreciation.
La Familia/The Family Center is a nonprofit organization that provides services to strengthen families in Larimer County, Colorado. They serve around 100 families per year through various programs focused on family support, health and nutrition, early childhood education, youth enrichment, adult education, and referrals. Childhood obesity is a growing problem both nationally and locally. The organization aims to address this issue through programs promoting healthy eating and physical activity. For this project, the students plan to focus on children's snacking habits by interviewing both children and parents at La Familia to understand current snack choices and knowledge of healthy options. They will then compare this data to local and national snacking trends in order to design an intervention to encourage healthier
FINAL PAPER--Chicago Community Garden Activity CenterJoaquin Campbell
The document outlines a proposal for the Chicago Community Garden & Activity Center (CCGAC), a nonprofit community center located in Chicago. The center aims to address childhood obesity by promoting physical activity, nutrition education, and access to healthy foods. It will include an organic community garden, classes on healthy cooking and eating, and organized indoor/outdoor activities. The proposal discusses the need and target community, and outlines goals and objectives like increasing community knowledge of obesity, providing healthier snacks/drinks, and offering more activities and local jobs. Funding will come from grants, donations, and garden/market sales. The center intends to empower children and families to adopt a healthier lifestyle.
This document provides a secondary research summary on Kansas Action for Children (KAC), their services, target audiences, surrounding environment, and challenges. KAC is a nonprofit advocacy organization working to improve the lives of Kansas children through policy change. Their current initiative aims to regulate food and beverages in child care facilities. Research found most children spend significant time in family child care homes, exposing them to unhealthy options. KAC's primary audiences are family child care providers and policymakers, but they face challenges in awareness, political climate, and competing organizations. The research contextualizes KAC's issue and informs campaign development.
Presented at the European Obesity Forum which took place in Bucharest on October 16th, the presentation describes the concept "Healthy Living" and outcome of its first school-based pilot in ORT junior-high schools.
Family Outreach is a nonprofit organization dedicated to helping build strong families in Horry County, SC by providing support and education for young mothers and their families.
Our mission is to provide positive parenting educational programs and services to teens, parents, and youth. To support happy healthy families, reduce teen pregnancies and prevent abuse and neglect.
The document describes a proposed project by three students, Carrie Nickel, Mia Matthews, and Kara Lechtenberg, for their community partner Happy Heart Farm's Food School program. The Food School aims to educate children on nutrition and healthy lifestyles through hands-on lessons in a school garden. The students' project involves creating a newsletter for parents of third grade students at Olander Elementary about the Food School's composting lesson to increase awareness, support, and involvement of parents. The newsletter will provide an overview of the lesson and ideas for reinforcing the concepts at home to improve child and family nutrition habits. The goal is to help expand the Food School program to more schools.
This research proposal examines the relationship between childhood obesity and depression. The study will administer the Childhood Depression Inventory (CDI-2) to 29 children to assess their depression levels and correlate these results with each child's weight, activity level, and other health metrics. The proposal acknowledges the physical and psychological impacts of childhood obesity and aims to clarify how obesity may relate specifically to depression in young children. The significance is understanding this relationship could help identify at-risk children and improve outcomes. The methodology section describes a quantitative survey distributed to healthcare providers to understand current practices for monitoring and treating childhood obesity in Montana.
This research proposal examines the relationship between childhood obesity and depression. The study will administer the Childhood Depression Inventory (CDI-2) to 29 children to assess their depression levels and correlate these results with each child's weight, activity level, and other health metrics. The proposal acknowledges the physical and psychological impacts of childhood obesity and aims to clarify how obesity may relate specifically to depression in elementary school-aged children. The study methodology is described as is the significance of better understanding childhood obesity monitoring practices to improve health outcomes.
Connections For Children provides resources, education, and guidance to support quality child care. The document discusses fostering resiliency in children to help them adapt to change. It explains that resilient children can rebound from hardships, connect with others, achieve goals, and share feelings. Children need the support of adults and a sense of structure and routine to build resiliency during stressful times. The organization helps children, families, and caregivers navigate challenges like divorce and offers training to promote social-emotional development and resilience.
This document summarizes the programs and services provided by Family Outreach, an organization that helps pregnant and parenting teens in Horry County, South Carolina. It discusses programs that provide prenatal care, education support like helping teens graduate high school, summer camps for teen moms, prevention programs in schools, and fundraising efforts from various community partners. The overall goal is to provide resources and support to help pregnant and parenting teens succeed.
World Fit seeks to curtail the epidemic of childhood obesity and create a "culture of fitness" with kids fitness programs and childhood obesity programs for middle school students utilizing Olympians and Paralympians as inspirational leaders.
Seabees from Naval Mobile Construction Battalion 74 participated in a Warrior Platoon Competition at the NCBC Gulfport Fitness Center track. The competition consists of several events over six months to determine the strongest platoon. Photos of the competition can be found on the NCBC Gulfport Facebook page.
Seabees from Naval Mobile Construction Battalion 74 participated in a Warrior Platoon Competition at the NCBC Gulfport Fitness Center track. The competition consists of several events over six months to determine the strongest platoon. Last week the author visited her newborn granddaughter in Ohio. This week she reviewed local news articles on child abuse cases and researched the number of abused children in the community represented by pinwheels for an upcoming display. The number has risen 30% from last year's display to nearly 1,300 pinwheels this year.
A resource guide for sustainably rehabiliting malnourished childrenPhyo Maung Maung Kyaw
Positive Deviance/Hearth (PD/Hearth) is a community-based approach that combines the Positive Deviance approach and Hearth model to rehabilitate malnourished children and prevent future malnutrition. The Positive Deviance approach identifies behaviors of well-nourished children's caregivers in the same socioeconomic community that enable better nutritional outcomes. A Hearth provides nutrition education and rehabilitation sessions at home. This guide explains how to implement a PD/Hearth program through steps such as mobilizing the community, identifying Positive Deviants, designing Hearth sessions, and expanding the approach.
A resource guide for sustainably rehabiliting malnourished children
Final Grant
1. 1
A Fit You Is A Better You
Girl Scouts of Southern Illinois
#4 Ginger Creek Parkway, Glen Carbon, IL 62034
United Way of Greater St. Louis
June 19, 2016- June 25, 2016
Amount Requested: $75,574.28
2. 2
Agency Description
The missionof the Girl Scouts of SouthernIllinois(GSSI) isto“buildgirlsof courage,confidence
and character whomake the worlda betterplace”(Girl Scouts,2015). Theirgoalsare for girlstobetter
themselvesthroughacademics,leadership,andbuildingtheirself-esteem. Theyencourage themto
learnaboutthe worldaroundthemthroughenvironmental awarenessandtravel andgive backto their
community.The Girl Scoutsof SouthernIllinoishave bothanoutreachprogram andan extension
program. The outreachprogram holds twofundraisingprogramsannually. The Nut,Candyand
Magazine Program isheldinOctober,while the CookieProgramisheldinJanuary. The girlslearn5
skillsduringthese programstofurtherbetterthemselves. The BFF (Be a FriendFirst) Programis run
throughthe extensionprogramforgirlsages8-17, and teachesmanylife skillstohelpthemsucceed
laterinlife. While betteringthemselvesthroughthisprogram, otherreal worldissuesare addressedlike
bullying,substance abuse prevention,and youthfitness. The OutreachProgramisa 9 monthprogram
designedforinner-cityschoolsservingapproximately1,400 girls. Thisprogramis to helplessfortunate
girlsinunderprivilegedareasandtheirbigeventisaSpringCamp-Outexperience. The SpringCamp-Out
experience isforthe underprivileged girlstogetthe outdoorexperienceatCampChin-Ya-Taforone
night. The camp includesmealsalongwithdayandeveningactivities. The school areasthat are served
throughthisprogram are East St.Louis,Cahokia,Collinsville,Centerville,andMadison. Throughtheir48
service units,theyreachabout14,000 girlsand5,000 adultvolunteers(Girl Scouts,2015).
Community Problem
Accordingto the Mayo Clinic(2014), obesityinvolvesanabundance of bodyfatandit increases
the riskof otherdiseasesandproblemsinvolvinghealththatcanaffectqualityof life.A few problems
are heartdisease,diabetes,andhighbloodpressure.The CentersforDisease ControlandPrevention
3. 3
(CDC) (2014a) state that about34.9% of the adultsinthe UnitedStatesare obese.Additionally,
childhoodobesityisagrowingconcerninthe UnitedStates.The CDC’s(2013a) prevalence mapsshowed
Illinoisbeinginthe range of 25%-30% of adultsbeingobese,with22other states alsobeinginthis
range.The CDC (2013a) statedthat the Midwestregionhasthe secondhighestrate of obesityafterthe
Southernregionwith30.1% of itsadults.Accordingthe CDC (2013a) Behavioral RiskFactorSurveillance
System,Missouri isinthe 30th
to 35th
percentile of obesityinthe UnitedStatesandIllinoisfallsalittle
behindinthe 25th
to 30th
percentile.Itwasalsostatedthat 30.3% of the citizensof Missouri are obese.
Accordingto the Weight-control InformationNetwork(WIN,2014),1 in6 childrenandadolescentsare
consideredtobe obese.Obesityaffectschildrenages2-19 andcosts the UnitedStatesover250 billion
dollarsannually(LetsMove,n.d.a).
Accordingto the CDC (2012), short-termhealtheffectsof obesityinchildreninclude ariskfor
bone and jointproblemsbecausetheirbodycannotsustainthe weight,riskforsleepapnea,andself-
esteemproblems.Obese individualsare atriskfor cardiovasculardisease,highbloodpressure,high
cholesterol,andtohave pre-diabetes.Long-termhealtheffectsinclude the riskof beingobeselaterin
life,riskof heartdisease,type IIdiabetes,stroke,andosteoarthritis.A childwhoisobese istwice as
likelytodie before the age of 55 as a childwhoisnot obese (LetsMove,n.d.a).Asthe obese children
age intoadulthood,there isanincreasedchance of themdevelopingmanyformsof cancersuch as
breastcancer, coloncancer,gall bladder,thyroid,multiplemyeloma,andHodgkin’slymphoma (CDC,
2012).
The CDC (2013b) listsmany factors thatcan cause childhoodobesity:including unhealthydrink
optionsinschools,unhealthyfoodadvertisedmore oftenthanhealthyfood,lawsregardingproper
nutritioninchildcare centers,nosafe orappealingplacesforchildrentoplay,healthy foodcosting
significantlymore,nothavingthe rightportionsof foodgroups,andhavingthe influence of mediaand
television.Accordingtothe CDC(2013b), there are several contributorstothe lackof physical activity,
4. 4
includingthe qualityof the physical activityinschoolsandthe lackof safe or appealingplace forchildren
to be active and play.The majorityof parentsbelieve thattheirchild/childrenhave more opportunities
to exercise inschool thanoutside of school (LetsMove,n.d.a).AccordingtoJoanPattersonof the Las
VegasReview-Journal (Patterson,2013),44% of schoolsnationwide reducedphysical activityinschools
to focusmore on state testedsubjectsafterNoChildLeftBehindin2001. Schoolsthat provide the daily
recommendedamountof physical activityhave droppeddrasticallybetweenthe yearsof 2001-2006.
There are alsodifferentcontributingfactorstopooreatinghabits.Thiscan include the foodanddrinks
available atthe elementaryschools,andthe costof the healthier foodscomparedtothe costof
unhealthyfoods.The CDC(2013b) alsomentionsthatthe mediaplaysanotherrole because of the lack
of advertisingof healthyfoodsandwhatisshownontelevision.
There are manysolutionsthatstates,communities,andparentscando to helpprevent
childhoodobesity(CDC,2014b).Some examplesinclude expandingprogramsthatbringlocal fruitsand
vegetablestoschools,puttingsaladbarsinschools,andenrollingtheirstudentsinthe UnitedStates
Departmentof Agriculture’s(USDA) TeamNutritionprogramalongwithapplyingforcertification
throughthe HealthierUSSchool Challenge (USDA,2015).Anotherwayto preventchildhoodobesityisto
increase the accessto free waterandrestrictthe salesof sugarydrinksinschoolsbyestablishingpolicies
(2014b). The parentscan provide fruitsandvegetables,prepare healthiermeals,andlimitthe foodsthat
are highinsugars andfat. Theyalso can choose to serve theirchildrenwaterinsteadof sugarydrinks
(2014b). The TeamNutritionprogramsupportsthe trainingandassistance forphysical activityand
healthyeating.Alongwithestablishingpolicies,theycancreate and maintainsafe areasforchildrento
increase theirphysical activity. Inorderforthe state’sand community’smethodstoworkinpreventing
childhoodobesity,parentsneedtoencourage theirchildrentoeathealthierandgetintheirdaily
physical activity.
5. 5
Program Summary
The proposedprogramwill promote ahealthylifestyle for underprivilegedgirlsbyofferingan
overnightcampinEdwardsville,Illinoistobe heldforthe weekof June 19-25, 2016. The participantswill
learnthe importance of healthyeating,takingcare of the environment, beingpreparedforavarietyof
possible disastersthatcould occur,and increasingtheiroverall qualityof life.
Target Population
The current numberof girlsservedinthe outreachprogramis 1,400 (GSSI,2025). If thisprogram
were toreceive funding,we propose serving100 girlsages6 to 18.
Timeline
Activity Date Staff
Reserve CampTorquafor the program June 1, 2015
ProjectDirector
Advertise atthe schoolsforthe program January8, 2016
Participantsguardianmail inregistration
formsfor program
January11-March 30, 2016
Informstaff/volunteers of necessarytrainings
- CPR certification(atcamp)
- Lifeguardcertification(atcamp)
March 31, 2016
Bus rentalsfromSchool District7
- 2 buses
April 4, 2016
Ordersupplies
- FirstAidKit
- WaterDemonstration
- WaterPurification
- MaterialsforFruit& Vegetable activity
- FoodSupplies
- FoodOrder
April 29, 2016
&
May 17, 2016
Pre-Test(See Appendix A) June 19, 2016 Staff Members
WrittenPosttest(See Appendix B) (at camp) June 20-25, 2016 Staff Members
Activities
Each age group will be dividedupbasedontheirage.The Daisy’s,Brownies,Juniors,Cadettes,
and Ambassadors will eachhave achance to participate inthe activities byrotatingthroughthem on
6. 6
differentdays(See Appendix Cforschedule).The goalsforthisprogramare to lowerchildhoodobesity,
to increase disasterpreparednessskills,andtoincrease knowledge aboutthe environmentinthe East
St. Louisregion.These goalswillbe accomplishedbyteachingdisasterpreparedness,discussing
healthierfoodchoices,andthe importance of the environment.
Goal: Lowerchildhoodobesityratesinthe EastSt. Louisregion.
Outcome:One hundred participantswill increase knowledge bylistingall 3P’sof healthyeatingby
the endof the program.
Activities:(Let’smove b) Evaluations:
Discussthe 3 P’sof healthyeatingonabudget.
- Plan
- Purchase
- Prepare foodona budget
Have the participantslistthe 3P’s of healthy
eatingona posttest.The questionwill be graded
for accuracy and comparedto the pretestbythe
assignedstaff member.
Goal: Lowerchildhoodobesityratesinthe EastSt. Louisregion.
Outcome:One hundredwill be able toshopforhealthyfoodswithoutexceedinga$30.00 budget
Activities:(Let’smove,n.d. b) Evaluations:
Smart shoppingforfruitsandvegetables.
- Celebrate the season.
- Why payfull price?
- Stickto your list.
- Try cannedor frozen.
- Buy small amountsfrequently.
- Buy inbulkwhenitemsare onsale.
- Store brands= savings.
- Keepitsimple.
- Plantyourown.
Planand cooksmart
Have the participants“shop”forfruitsand
vegetableswithacertainbudget,andfindthe
mostefficientwaytogettheirmoney’sworth.
The activitywill be gradedforaccuracy and
efficiencybythe assignedstaff member.
Goal: Lowerchildhoodobesityratesinthe EastSt. Louisregion.
Outcome:One hundred participantswill show anincrease inknowledge bylistingtwounhealthy
optionsandtwohealthyoptionsbasedonthe presentationof snacksanddrinksbythe endof the
program.
Activities:(Let’smove b) Evaluations:
Presentationanddiscussionof how muchsugar
are insnacks anddrinks.
Have themlisttwo of the unhealthieroptionsof
snacksand drinks,andthentwo healthier
optionsof snacksand drinksonthe posttest.The
questionwillbe gradedforaccuracy and
comparedto the pretestbythe assignedstaff
member.
7. 7
Goal: Promote healthylife skillsamongparticipantsinthe EastSt.Louis region.
Outcome:One hundred participantswill show anincrease inknowledge aboutthe importance of
physical activity.
Activities: Evaluations:
Discussingthe importance of physical activity,
thengoingfor a hike.
- Heart benefits
- Healthybones
- Buildsmuscle
Have themlisttwo benefitsof physical activity
whenaskedona posttest.The questionwillbe
gradedfor accuracy comparedto the pre testby the
assignedstaff member.
Discussingthe importance of physical activity,
thengoingfor a swim.
- Decreaseshealthdisparities
- Importance of waterresistance
activities
Have themlisttwo benefitsof physical activity
whenaskedona posttest.The questionwillbe
gradedfor accuracy comparedto the pre testby the
assignedstaff member.
Goal: Promote healthylife skillsamongparticipantsinthe EastSt.Louis region.
Outcome:Increase the knowledge by60% aboutfire safetyamongparticipantsbythe endof camp.
Activities: Evaluations:
Teachingfire safetyinthe home.
- Teach stop,drop,and roll
- Teach the safestandquickestroute
outside
Checkingdoorswiththe backof hand
Have the participantsaccuratelycompletean
activitywiththe bestwayto escape a home duringa
fire.The activitywill be gradedonaccuracy and
comparedto the pretestbythe assignedstaff
member(TeacherVision).
Goal: Promote healthylife skillsamongparticipantsinthe EastSt.Louis region.
Outcome:Increase the knowledge aboutthe difference betweenatornadowatchand warningby
65% amongparticipantsbythe endof the camp.
Activities: Evaluation:
Teachingthe difference betweenawatchand a
warning.
- A watchis whenconditionsare favorable
- A warningisto take shelter
A posttestwithanopen-endedquestionsasking,
“What is the difference betweenawatchand a
warning?”The questionwillbe gradedon
accuracy and comparedto the pretestbythe
assignedstaff member.
Goal: Promote healthylife skillsamongparticipantsinthe EastSt.Louis region.
Outcome:Increase the knowledge aboutfirstaidsafetyby60% among participantsbythe endof
camp.
Activities: Evaluation:
Reviewthe contentsinafirstaidkit. Have the participantslistatleast5 differentitemsthat
are part of a firstaidkiton a posttest.The question
will be gradedonaccuracy andcomparedto the
pretestbythe assignedstaff member.
8. 8
Goal: Promote healthylife skillsamongparticipantsinthe EastSt.Louis region.
Outcome:Increase knowledgeaboutthe importance of acleanenvironmentby60% amongparticipants
by the endof camp.
Activities: Evaluations:
Discussingthe importance of the environment.
- Decrease harmful pollutants
- Notlittering
- How to recycle
- Where to recycle
The participantswill be askedtofindatleast3
piecesof trasharound the camp and listingone
wayto keepthe environmentcleanona posttest.
The posttestwill be collectedandgradedfor
accuracy. It will be gradedbythe assignedstaff
member.
Goal: Promote healthylife skillsamongparticipantsinthe EastSt.Louis region.
Outcome:Increase knowledgeaboutthe importance of cleanwaterby60% among participantsbythe
endof camp.
Activities: Evaluation:
Discussingthe importance of cleanwater.
- Takingdifferentsamplesof waterfrom
the lake
- Teachingdifferentwaystopurify
water
Have themlistone way to purifywaterona posttest
and will be gradedbythe assignedstaff member(EPA,
2015)
- Boilingwater;if cloudy,filterthroughclean
clothor allow itto settle anddraw clearwater
off to boil for1 minute
- Filterthe same as above.If boilingisn’tan
option,add1/8 of teaspoon(or8 drops) of
unscented,liquidbleachto1 gallonwater,stir
well,letstandfor30 minutesbeforeusing
10. 10
Personnel
Project Director: The projectdirectorwill be workingfull timeonthisprogram.He/she will be having
weeklymeetingswiththe executive director,supervisingthe volunteersandstaff,planning,
implementing,andevaluatingthe program.The salaryforthe projectdirectoris$49,479.
Educator: The educatorwill workfrom9-11 a.m. Monday-Fridayduringthe camp.The educatorisonly
neededtwohourseachdayfor each age level (Daisy,Brownie,Junior,Cadette,Ambassador)toeducate
themon the importance of a healthylifestyle andansweranyquestionsthatthe participantsmayhave.
He/she will be contractedanda setfee of $200 total is needed.Twohours/dayx 5days x $20/day =
$200.
Volunteers:The volunteerswillbe workingfulltime the weekof atthe camp. The volunteersdonot
receive anybenefitsandare notpaid.Theirmealswill be paidforduringthe camp.Twenty-four
hours/dayx 7 days/weekx 9volunteersx $8.25/hour= $12,474.
Staff: The staff memberswill be assistingthe projectdirectoras neededthroughoutthe year,andthen
workingfull time the weekof atthe camp.The staff membersdonotreceive anybenefitsandonly
make $8.25 because theyare part-time throughoutthe year.Theirmealswill be paidforduringcamp.
The total cost forall 6 part-time staff memberswill be $23,760.00. Six part-time staff membersx $8.25 x
8 hours/dayx 5 days/weekx 12 months= $23,760.00
OperatingExpenses
Transportation: Onaverage,the rental cost forone bus is$500/day, and can holdapproximately78
people.Twobusesare neededtotransportthe participantstothe camp and thenback. Twobussesx
$500 x 2 days = $2,000.00.
Camp Torqua: For 115 people tostayat the camp for 1 week,itwill be $287.50. Includedinthisis:the
entire campgrounds,providedkitchensupplies,runningwater,toiletpaper,handsoap,papertowels,
firewood,andcabinswithbeds/bedding.Since thisisaGirl Scout program, it ischeaperthanwhat it
normallywouldbe because itisacontracted,one-time fee.
First Aid Kit: Fora 61 piece FirstAidKit,itwill be $13.32. The First AidKitisneededforthe discussion
activitytofamiliarize the participants.Onlyone isneededbecause eachgroupwill be reviewingiton
differentdays.
Sugar Demonstration:GSSI alreadyhasthe materialsneededforthe sugardemonstration.Itisin
PowerPointformbecause the camphasa projectorandcomputerto displaythe presentation.Nocost
wentinto makingthisactivity.
Water Demonstration:For the waterdemonstration,eachparticipant will need1jar to collectwaterin
fromthe lake.Eachcase has 12 8 ounce jars,so 9 casesare needed.9x 12 jars = 108 jars. $14.71 x 9
cases= $132.39. The waterdemonstrationwouldinvolveeachparticipanttakingasample of waterfrom
differentpartsanddepthsof the lake to see how differentthe wateris,sotheyeachneedtheirownjar.
11. 11
Water Purification:Forthe waterpurificationdemonstration,the participantswill seehow topurify
waterwithbleach.Theywill all have the opportunitytoboil theirwaterthatneedspurified,butwill
learnbothmethods.Providedcoffeefilterswill be usedtofilterout the large particlesbefore boiling.
GSSI alreadyhascoffee filters,so1 containerof bleachwill be $9.05.
Plastic Fruitand Vegetables:The plasticfruitsandvegetablesneededforthemtoshopon a budgetfor
healthierfoodswill cost$60.00. 1 set x $60.00 = $60.00.
Food: It costsapproximately$7perpersonpermeal.For 100 participants,itwill cost$14,700 for 3
mealsperday.It costs approximately$8per adultpermeal.For staff members,itwill cost$1,008 and
for volunteers,itcosts$1,512. The total cost of foodwill be $17,220. 100 participantsx $7.00/meal x 3
meals/dayx 7 days= $14,700.00. 6 staff membersx $8.00/meal x 3 meals/dayx 7 days = $1,008.00. 9
volunteersx $8.00/meal x 3 meals/dayx 7 days= $1,512. $17,220.00 + $1,008.00 + $1,512.00 =
$17,220.00.
Food Supplies:Forpaperplates,a 600 count pack costs$17.94. For 3,010 plates,itwouldcost$89.70
because 115 people with3mealsperday for7 days.For plasticsilverware,a360 count pack costs$9.76.
For a 2,520 count,it wouldcost$68.32. For a 660 countpack of napkins,itwouldcost$10.98. For 2,640
napkins,itwouldcost$43.92. For a 360 countpack of cups,it wouldcost$13.98. For 7,560 cups, it
wouldcost$293.58. $89.70 + $68.32 + $43.92 + $293.58 = $495.52.00.
12. 12
Appendix A
Pre-Test
1. How oldare you?
2. What are the 3 P’sof shoppingona budget?
-
-
-
3. List 2 unhealthysnacks/drinks
-
-
List 2 healthysnacks/drinks
-
-
4. What isthe difference betweenawatchand a warning?
5. List 5 itemsfoundina FirstAidKit
-
-
-
-
-
6. List one wayto keepthe environmentclean
7. List one wayto purifywater
8. List 2 benefitsof physical activity
13. 13
Appendix B
Posttest
1. What are the 3 P’sof shoppingona budget?
-
-
-
2. List 2 unhealthysnacks/drinks
-
-
List 2 healthysnacks/drinks
-
-
3. What isthe difference betweenawatchand a warning?
4. List 5 itemsfoundina FirstAidKit
-
-
-
-
-
5. List one wayto keepthe environmentclean
6. List one wayto purifywater
7. List 2 benefitsof physical activity
14. 14
Appendix C
Schedule
Schedule:
Daisy’s
Sunday Monday Tuesday Wednesday Thursday Friday Saturday
7:30 am:
Meetbus
8-9 am:
Checkin
9-10 am:
Breakfast
10-12 pm:
Time to
unpackand
getsettled
12-1 pm:
Lunch
1:30 pm:
Form
groups
basedon
Girl Scout
level
1:30-2:30
pm: Discuss
activitiesfor
the week
2:30-5: Free
time
5-6 pm:
Dinner
6-8 pm:
Free time
8-9 pm:Get
readyfor
bed
9 pm:Bed
time
8-9 am:
Breakfast
9-11 am:
Dietician
talksabout
the
importance
of healthy
eatingand
answersany
questions
11-12 pm:
Free time
12-1 pm:
Lunch
1-4 pm:
Disaster
Preparedness
4-5 pm:Free
time
5-6 pm:
Dinner
6-8 pm:
Free time
8-9 pm:Get
readyfor bed
9 pm:Bed
time
8-9 am:
Breakfast
9-11 am:
Review
Disaster
preparedness
and give
evaluations
11-12 pm:
Free time
12-1 pm:
Lunch
1-4 pm:
Healthy
Eating
workshop
4-5 pm:Free
time
5-6 pm:
Dinner
6-8 pm:
Free time
8-9 pm:Get
readyfor bed
9 pm:Bed
time
8-9 am:
Breakfast
9-11 am:
Review
Healthy
Eatingand
give
evaluations
11-12 pm:
Free time
12-1 pm:
Lunch
1-4 pm:
Physical
Activity
Day
(hiking)
4-5 pm:
Free time
5-6 pm:
Dinner
6-8 pm:
Free time
8-9 pm:
Get ready
for bed
9 pm:Bed
time
8-9 am:
Breakfast
9-11 am:
Review the
importance
of physical
activity,
participants
will be
evaluated
later
11-12 pm:
Free time
12-1 pm:
Lunch
1-4 pm:
Physical
ActivityDay
(swimming)
4-5 pm:
Free time
5-6 pm:
Dinner
6-8 pm:
Free time
8-9 pm:Get
readyfor
bed
9 pm:Bed
time
8-9 am:
Breakfast
9-11 am:
Review the
importance of
physical
activity,
participants
will be
evaluated
later
11-12 pm:
Free time
12-1 pm:
Lunch
1-4 pm:
Discussingthe
importance of
the
environment
and clean
water
demonstration
4-5 pm:Free
time
5-6 pm:
Dinner
6-8 pm:
Free time
8-9 pm:Get
readyfor bed
9 pm:Bed
time
8-9 am:
Breakfast
9-11 am:
Review the
importance
of the
environment
and clean
water,give
out
evaluations
11-12 pm:
Pack up
belongings
12-1 pm:
Lunch
1 pm:Load
on the
busses
1:30 pm:
Pickup
15. 15
Appendix C
Schedule:
Brownies
Sunday Monday Tuesday Wednesday Thursday Friday Saturday
7:30 am:
Meetbus
8-9 am:
Checkin
9-10 am:
Breakfast
10-12 pm:
Time to
unpackand
getsettled
12-1 pm:
Lunch
1:30 pm:
Form
groups
basedon
Girl Scout
level
1:30-2:30
pm: Discuss
activitiesfor
the week
2:30-5: Free
time
5-6 pm:
Dinner
6-8 pm:
Free time
8-9 pm:Get
readyfor
bed
9 pm:Bed
time
8-9 am:
Breakfast
9-12pm:
Discussingthe
importance of
the
environment
and clean
water
demonstration
12-1 pm:
Lunch
1-3 pm:
Reviewthe
importance of
the
environment
and clean
water,give
out
evaluations
3-5 pm:Free
time
5-6 pm:
Dinner
6-8 pm:
Free time
8-9 pm:Get
readyfor bed
9 pm:Bed
time
8-9 am:
Breakfast
9-11 am:
Dietician
talksabout
the
importance
of healthy
eatingand
answersany
questions
11-12 pm:
Free time
12-1 pm:
Lunch
1-4 pm:
Disaster
Preparedness
4-5 pm:Free
time
5-6 pm:
Dinner
6-8 pm:
Free time
8-9 pm:Get
readyfor bed
9 pm:Bed
time
8-9 am:
Breakfast
9-11 am:
Review
Disaster
preparedness
and give
evaluations
11-12 pm:
Free time
12-1 pm:
Lunch
1-4 pm:
Healthy
Eating
workshop
4-5 pm:Free
time
5-6 pm:
Dinner
6-8 pm:
Free time
8-9 pm:Get
readyfor bed
9 pm:Bed
time
8-9 am:
Breakfast
9-11 am:
Review
Healthy
Eatingand
give
evaluations
11-12 pm:
Free time
12-1 pm:
Lunch
1-4 pm:
Physical
ActivityDay
(hiking)
4-5 pm:
Free time
5-6 pm:
Dinner
6-8 pm:
Free time
8-9 pm:Get
readyfor
bed
9 pm:Bed
time
8-9 am:
Breakfast
9-11 am:
Review the
importance
of physical
activity,
participants
will be
evaluated
later
11-12 pm:
Free time
12-1 pm:
Lunch
1-4 pm:
Physical
ActivityDay
(swimming)
4-5 pm:
Free time
5-6 pm:
Dinner
6-8 pm:
Free time
8-9 pm:Get
readyfor
bed
9 pm:Bed
time
8-9 am:
Breakfast
9-11 am:
Reviewthe
importance
of physical
activity,
participants
will be
evaluated
later
11-12 pm:
Pack up
belongings
12-1 pm:
Lunch
1 pm:Load
on the
busses
1:30 pm:
Pickup
16. 16
Appendix C
Schedule:
Juniors
Sunday Monday Tuesday Wednesday Thursday Friday Saturday
7:30 am:
Meetbus
8-9 am:
Checkin
9-10 am:
Breakfast
10-12 pm:
Time to
unpackand
getsettled
12-1 pm:
Lunch
1:30 pm:
Form groups
basedon Girl
Scout level
1:30-2:30
pm: Discuss
activitiesfor
the week
2:30-5: Free
time
5-6 pm:
Dinner
6-8 pm:Free
time
8-9 pm:Get
readyfor bed
9 pm:Bed
time
8-9 am:
Breakfast
9-12 am:
Physical
ActivityDay
(swimming)
12-1 pm:
Lunch
1-3 pm:
Reviewthe
importance
of physical
activity,
participants
will be
evaluated
later
3-5 pm:
Free time
5-6 pm:
Dinner
6-8 pm:
Free time
8-9 pm:Get
readyfor
bed
9 pm:Bed
time
8-9 am:
Breakfast
9-12 pm:
Discussingthe
importance of
the
environment
and clean
water
demonstration
12-1 pm:
Lunch
1-3 pm:
Reviewthe
importance of
the
environment
and clean
water,give
out
evaluations
3-5 pm:Free
time
5-6 pm:
Dinner
6-8 pm:
Free time
8-9 pm:Get
readyfor bed
9 pm:Bed
time
8-9 am:
Breakfast
9-11 am:
Dietician
talksabout
the
importance
of healthy
eatingand
answersany
questions
11-12 pm:
Free time
12-1 pm:
Lunch
1-4 pm:
Disaster
Preparedness
4-5 pm:Free
time
5-6 pm:
Dinner
6-8 pm:
Free time
8-9 pm:Get
readyfor bed
9 pm:Bed
time
8-9 am:
Breakfast
9-11 am:
Review
Disaster
preparedness
and give
evaluations
11-12 pm:
Free time
12-1 pm:
Lunch
1-4 pm:
Healthy
Eating
workshop
4-5 pm:Free
time
5-6 pm:
Dinner
6-8 pm:
Free time
8-9 pm:Get
readyfor bed
9 pm:Bed
time
8-9 am:
Breakfast
9-11 am:
Review
Healthy
Eatingand
give
evaluations
11-12 pm:
Free time
12-1 pm:
Lunch
1-4 pm:
Physical
ActivityDay
(hiking)
4-5 pm:
Free time
5-6 pm:
Dinner
6-8 pm:
Free time
8-9 pm:Get
readyfor
bed
9 pm:Bed
time
8-9 am:
Breakfast
9-11 am:
Reviewthe
importance
of physical
activity,
participants
will be
evaluated
later
Reviewthe
importance
of the
environment
and clean
water,give
out
evaluations
11-12 pm:
Pack up
belongings
12-1 pm:
Lunch
1 pm:Load
on the
busses
1:30 pm:
Pickup
17. 17
Appendix C
Schedule:
Cadettes
Sunday Monday Tuesday Wednesday Thursday Friday Saturday
7:30 am:
Meetbus
8-9 am:
Checkin
9-10 am:
Breakfast
10-12 pm:
Time to
unpackand
getsettled
12-1 pm:
Lunch
1:30 pm:
Form groups
basedon Girl
Scout level
1:30-2:30 pm:
Discuss
activitiesfor
the week
2:30-5: Free
time
5-6 pm:
Dinner
6-8 pm:Free
time
8-9 pm:Get
readyfor bed
9 pm:Bed
time
8-9 am:
Breakfast
9-12 pm:
Physical
ActivityDay
(hiking)
12-1 pm:
Lunch
1-3 pm:
Reviewthe
importance
of physical
activity,
participants
will be
evaluated
later
3-5 pm:
Free time
5-6 pm:
Dinner
6-8 pm:
Free time
8-9 pm:Get
readyfor
bed
9 pm:Bed
time
8-9 am:
Breakfast
9-12 pm:
Physical
ActivityDay
(swimming)
12-1 pm:
Lunch
1-3 pm:
Reviewthe
importance
of physical
activity,
participants
will be
evaluated
later
3-5 pm:
Free time
5-6 pm:
Dinner
6-8 pm:
Free time
8-9 pm:Get
readyfor
bed
9 pm:Bed
time
8-9 am:
Breakfast
9-12 pm:
Discussingthe
importance of
the
environment
and clean
water
demonstration
12-1 pm:
Lunch
1-3 pm:
Review the
importance of
the
environment
and clean
water,give
out
evaluations
3-5 pm:Free
time
5-6 pm:
Dinner
6-8 pm:
Free time
8-9 pm:Get
readyfor bed
9 pm:Bed
time
8-9 am:
Breakfast
9-11 am:
Dietician
talksabout
the
importance
of healthy
eatingand
answersany
questions
11-12 pm:
Free time
12-1 pm:
Lunch
1-4 pm:
Disaster
Preparedness
4-5 pm:Free
time
5-6 pm:
Dinner
6-8 pm:
Free time
8-9 pm:Get
readyfor bed
9 pm:Bed
time
8-9 am:
Breakfast
9-11 am:
Review
Disaster
preparedness
and give
evaluations
11-12 pm:
Free time
12-1 pm:
Lunch
1-4 pm:
Healthy
Eating
workshop
4-5 pm:Free
time
5-6 pm:
Dinner
6-8 pm:
Free time
8-9 pm:Get
readyfor bed
9 pm:Bed
time
8-9 am:
Breakfast
9-11 am:
Review
Healthy
Eatingand
give
evaluations
11-12 pm:
Pack up
belongings
12-1 pm:
Lunch
1 pm:Load
on the
busses
1:30 pm:
Pickup
18. 18
Appendix C
Schedule:
Ambassadors
Sunday Monday Tuesday Wednesday Thursday Friday Saturday
7:30 am:
Meetbus
8-9 am:
Checkin
9-10 am:
Breakfast
10-12 pm:
Time to
unpackand
getsettled
12-1 pm:
Lunch
1:30 pm:
Form groups
basedon Girl
Scout level
1:30-2:30
pm: Discuss
activitiesfor
the week
2:30-5: Free
time
5-6 pm:
Dinner
6-8 pm:Free
time
8-9 pm:Get
readyfor bed
9 pm:Bed
time
8-9 am:
Breakfast
9-12 pm:
Healthy
Eating
workshop
12-1 pm:
Lunch
1-3 pm:
Review
Healthy
Eatingand
give
evaluations
3-5 pm:
Free time
5-6 pm:
Dinner
6-8 pm:
Free time
8-9 pm:
Get ready
for bed
9 pm:Bed
time
8-9 am:
Breakfast
9-12 pm:
Physical
ActivityDay
(hiking)
12-1 pm:
Lunch
1-3 pm:
Reviewthe
importance
of physical
activity,
participants
will be
evaluated
later
3-5 pm:
Free time
5-6 pm:
Dinner
6-8 pm:
Free time
8-9 pm:Get
readyfor
bed
9 pm:Bed
time
8-9 am:
Breakfast
9-12 pm:
Physical
ActivityDay
(swimming)
12-1 pm:
Lunch
1-3 pm:
Review the
importance
of physical
activity,
participants
will be
evaluated
later
3-5 pm:
Free time
5-6 pm:
Dinner
6-8 pm:
Free time
8-9 pm:Get
readyfor
bed
9 pm:Bed
time
8-9 am:
Breakfast
9-12 pm:
Discussingthe
importance of
the
environment
and clean
water
demonstration
12-1 pm:
Lunch
1-3 pm:
Review the
importance of
the
environment
and clean
water,give
out
evaluations
3-5 pm:Free
time
5-6 pm:
Dinner
6-8 pm:
Free time
8-9 pm:Get
readyfor bed
9 pm:Bed
time
8-9 am:
Breakfast
9-11 am:
Dietician
talksabout
the
importance
of healthy
eatingand
answersany
questions
11-12 pm:
Free time
12-1 pm:
Lunch
1-4 pm:
Disaster
Preparedness
4-5 pm:Free
time
5-6 pm:
Dinner
6-8 pm:
Free time
8-9 pm:Get
readyfor bed
9 pm:Bed
time
8-9 am:
Breakfast
9-11 am:
Review
Disaster
preparedness
and give
evaluations
11-12 pm:
Pack up
belongings
12-1 pm:
Lunch
1 pm:Load
on the
busses
1:30 pm:Pick
up
19. 19
References
CentersforDisease Control andPrevention.(2012) Overweightand Obesity:BasicsAboutChildhood
Obesity. Retrievedfrom http://www.cdc.gov/obesity/childhood/basics.html.
CentersforDisease Control andPrevention.(2013a). Overweightand Obesity:Obesity PrevalenceMaps.
Retrievedfrom http://www.cdc.gov/obesity/data/prevalence-maps.html
CentersforDisease Control andPrevention.(2013b). Overweightand Obesity:A Growing Problem.
Retrievedfrom http://www.cdc.gov/obesity/childhood/problem.html.
CentersforDisease Control andPrevention.(2014a). Overweightand Obesity:Strategiesand Solutions.
Retrievedfrom http://www.cdc.gov/obesity/childhood/solutions.html.
CentersforDisease Control andPrevention.(2014b). Overweightand Obesity:AdultObesity Facts.
Retrievedfrom http://www.cdc.gov/obesity/data/adult.html
Environmental ProtectionAgency. Emergency Disinfection of Drinking water. RetrievedApril2,2015.
Retrievedfrom http://water.epa.gov/drink/emerprep/emergencydisinfection.cfm
Girl Scouts of SouthernIllinois. History/Financials.RetrievedFebruary5,2015. Retrievedfrom
http://www.gsofsi.org/ab_hist_fin.html.
Let’sMove.(a) TakeAction:5 Simple Stepsto Success. Retrievedfrom www.letsmove.gov/action
Let’sMove.(b) Eat Healthy. Retrievedfrom http://www.letsmove.gov/eat-healthy
Mayo Clinic.(2014, May 13). Diseases and Conditions:Obesity. Retrievedfrom
http://www.mayoclinic.org/diseases-conditions/obesity/basics/definition/con-20014834
Patterson,Joan. (2013, July14). Many schoolscutting backon physicaleducation. Retrievedfrom
http://www.reviewjournal.com/news/education/many-schools-cutting-back-physical-education
TeacherVision. FireDrill. RetrievedApril9,2016. Retrievedfrom
https://www.teachervision.com/safety/printable/33804.html
UnitedStatesDepartmentof Agriculture.(2015, March 13). Food and Nutrition Service: HealthierUS
SchoolChallenge:SmarterLunchrooms. Retrievedfrom
http://www.fns.usda.gov/hussc/healthierus-school-challenge-smarter-lunchrooms
Weight-control InformationNetwork.(2014,July24). Overweightand Obesity Statistics:About
Overweightand Obesity. Retrievedfromhttp://win.niddk.nih.gov/statistics/index.htm