The goals of the Global Kitchen Project are to:
1) Promote health education, global literacy, and 21st century skills among teachers and students.
2) Research the role of project-based activities in developing healthy eating habits and 21st century skills in elementary students.
3) Explore the use of new technologies like iPads to develop global media literacy among teachers.
“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.
“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.
As an introduction to the theme of the workshop, some key facts regarding global trends in nutrition in the developing world will be presented. The possible underlying causes will be briefly analyzed, including the role of technology, resource constraints, information and social norms. Finally, the benefits of rigorous evaluations to shed light on the relative importance of the above causes and help design effective interventions will be discussed.
The Links Between the Neighborhood Food Environment & Childhood Nutrition ~ Prevention Institute, Oakland, California ~ 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 ~
`
Huerto Ecológico, Tecnologías Sostenibles, Agricultura Organica
http://scribd.com/doc/239850233
`
Simple Square Foot Gardening for Schools - Teacher Guide =
http://scribd.com/doc/239851110
Barry M. Popkin
SPECIAL EVENT
28th Annual Martin J. Forman Memorial Lecture
Confronting the New Face of Malnutrition: Regulatory and Fiscal Approaches to Improving Diets
OCT 29, 2018 - 12:15 PM TO 01:45 PM EDT
This seminar was held in partnership with WFP under the title of "Utilizing evidence-based research to inform policy: The Case of School Feeding Programs"
Role of socio cultural factors influence towards food choices among household...oircjournals
This study focused on factors influencing households’ behavior and attitudes towards food choices in Kiambaa sub-county, Kiambu County. Therefore, this study explored socio-cultural factors on household food choices. Structural functionalism and social learning theory provided the theoretical understanding to discuss the relationship between variables. This study employed descriptive design to randomly select a sample of 138 households. Data was collected using interview schedule on a sample of 138 respondents living in Kiambaa sub-county. Data was analyzed quantitatively and qualitatively, quantitative data using the Statistical Package for Social Sciences (SPSS) and Ms-excel computer software to generate frequencies and percentages which were presented discussed and interpreted in line with the study objectives. The findings established statistically significant between social cultural factors and food choices in Kiambaa Sub County. Social interactions at 86% which include the nature of interpersonal relationships, social status at 70% and traditions at 78% in households provided an important set of interpersonal relationships in influencing food choice. This study findings shows majority of women at 86% are actively involved in decision making especially on the food to be eaten at home therefore become the burden carrier of the household activity and balancing other roles as homemaker, mother and income earners. This study concludes that factors influencing food choices are positive and negative therefore it is importance to consider sociological approach to food choices. This study recommends policy and strategic approach to food choices, household target in proper utilization of research findings and further study on assessment of influence of work on behaviour towards food choices.
This powerpoint presentation was put together by Jean O'Connor, Chronic Disease Prevention Director of the Georgia Department of Public Health, and presented on September 30 at our Georgia Children's Advocacy Network (GA-CAN!) Forum. This month we looked at the good, the bad, and the ugly of kids and the screen world.
Nutrition-sensitive food systems: from concepts to practice: Resources for de...Francois Stepman
15 May 2017. Brussels. Infopoint Lunchtime Conference: presentation by Cristina Amaral, Director, FAO liaison office with the European Union and Belgium
Charlotte Dufour, FAO Nutrition policy and programme officer
Domitille Kauffmann, FAO Nutrition and resilience and capacity development advisor
The influence of livestock-derived foods on the nutrition of mothers and infa...ILRI
Presented by Delia Grace, Paula Dominguez-Salas and Silvia Alonso at a Land O’Lakes/ILRI workshop on animal source foods for nutrition impact, Nairobi, Kenya, 4 May 2017.
Creation of family gardens and school gardens can contribute to the extenuation of child malnutrition. Container gardening is an inexpensive way to alleviate hunger and poverty.
Nutritional Knowledge and Practices of Pre-School Teachers in Homa Bay Countypaperpublications3
Abstract: The main objective of this study was to investigate nutrition relationship between pre-school teachers’ nutritional knowledge and practice in Homa Bay County. The study investigated the following aspects of nutrition knowledge; balanced diet, source of nutrients, food preparation, food storage and preservation. The specific objectives were: to assess the nutritional knowledge and practices between pre-school teachers; Jerome Brunner’ (1978) theories on knowledge representation guided the study; his three modes on nutritional knowledge to the teachers and learners basically on cognitive development. The three models are enactive, iconic and symbolic. The study adopted a descriptive design to investigate the relationship between pre-school teachers’ nutritional knowledge and practices. Questionnaire, interview schedule and observation checklists were used as instruments of data collection. Data analysis was done qualitatively and quantitatively methods. Findings showed that nutritional knowledge and practices among preschool teachers is very low in Homa Bay County. Most of the respondents knew about only three food groups type, a significant number of them were unable to categorise different food types in their respective groups. Proper nutrition was found to be positively correlated with preschool children academic performance. The study also established that the relationship between pre- school teachers’ nutritional knowledge and practices was not significant. The study recommends that strategies need to be put in place to improve nutritional knowledge and practices of preschool teachers in Homa Bay County and country at large, this will be through cooperation of Ministry of Education, Kenya Institute of Curriculum Development and other policy makers in the education sector.
As an introduction to the theme of the workshop, some key facts regarding global trends in nutrition in the developing world will be presented. The possible underlying causes will be briefly analyzed, including the role of technology, resource constraints, information and social norms. Finally, the benefits of rigorous evaluations to shed light on the relative importance of the above causes and help design effective interventions will be discussed.
The Links Between the Neighborhood Food Environment & Childhood Nutrition ~ Prevention Institute, Oakland, California ~ 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 ~
`
Huerto Ecológico, Tecnologías Sostenibles, Agricultura Organica
http://scribd.com/doc/239850233
`
Simple Square Foot Gardening for Schools - Teacher Guide =
http://scribd.com/doc/239851110
Barry M. Popkin
SPECIAL EVENT
28th Annual Martin J. Forman Memorial Lecture
Confronting the New Face of Malnutrition: Regulatory and Fiscal Approaches to Improving Diets
OCT 29, 2018 - 12:15 PM TO 01:45 PM EDT
This seminar was held in partnership with WFP under the title of "Utilizing evidence-based research to inform policy: The Case of School Feeding Programs"
Role of socio cultural factors influence towards food choices among household...oircjournals
This study focused on factors influencing households’ behavior and attitudes towards food choices in Kiambaa sub-county, Kiambu County. Therefore, this study explored socio-cultural factors on household food choices. Structural functionalism and social learning theory provided the theoretical understanding to discuss the relationship between variables. This study employed descriptive design to randomly select a sample of 138 households. Data was collected using interview schedule on a sample of 138 respondents living in Kiambaa sub-county. Data was analyzed quantitatively and qualitatively, quantitative data using the Statistical Package for Social Sciences (SPSS) and Ms-excel computer software to generate frequencies and percentages which were presented discussed and interpreted in line with the study objectives. The findings established statistically significant between social cultural factors and food choices in Kiambaa Sub County. Social interactions at 86% which include the nature of interpersonal relationships, social status at 70% and traditions at 78% in households provided an important set of interpersonal relationships in influencing food choice. This study findings shows majority of women at 86% are actively involved in decision making especially on the food to be eaten at home therefore become the burden carrier of the household activity and balancing other roles as homemaker, mother and income earners. This study concludes that factors influencing food choices are positive and negative therefore it is importance to consider sociological approach to food choices. This study recommends policy and strategic approach to food choices, household target in proper utilization of research findings and further study on assessment of influence of work on behaviour towards food choices.
This powerpoint presentation was put together by Jean O'Connor, Chronic Disease Prevention Director of the Georgia Department of Public Health, and presented on September 30 at our Georgia Children's Advocacy Network (GA-CAN!) Forum. This month we looked at the good, the bad, and the ugly of kids and the screen world.
Nutrition-sensitive food systems: from concepts to practice: Resources for de...Francois Stepman
15 May 2017. Brussels. Infopoint Lunchtime Conference: presentation by Cristina Amaral, Director, FAO liaison office with the European Union and Belgium
Charlotte Dufour, FAO Nutrition policy and programme officer
Domitille Kauffmann, FAO Nutrition and resilience and capacity development advisor
The influence of livestock-derived foods on the nutrition of mothers and infa...ILRI
Presented by Delia Grace, Paula Dominguez-Salas and Silvia Alonso at a Land O’Lakes/ILRI workshop on animal source foods for nutrition impact, Nairobi, Kenya, 4 May 2017.
Creation of family gardens and school gardens can contribute to the extenuation of child malnutrition. Container gardening is an inexpensive way to alleviate hunger and poverty.
Nutritional Knowledge and Practices of Pre-School Teachers in Homa Bay Countypaperpublications3
Abstract: The main objective of this study was to investigate nutrition relationship between pre-school teachers’ nutritional knowledge and practice in Homa Bay County. The study investigated the following aspects of nutrition knowledge; balanced diet, source of nutrients, food preparation, food storage and preservation. The specific objectives were: to assess the nutritional knowledge and practices between pre-school teachers; Jerome Brunner’ (1978) theories on knowledge representation guided the study; his three modes on nutritional knowledge to the teachers and learners basically on cognitive development. The three models are enactive, iconic and symbolic. The study adopted a descriptive design to investigate the relationship between pre-school teachers’ nutritional knowledge and practices. Questionnaire, interview schedule and observation checklists were used as instruments of data collection. Data analysis was done qualitatively and quantitatively methods. Findings showed that nutritional knowledge and practices among preschool teachers is very low in Homa Bay County. Most of the respondents knew about only three food groups type, a significant number of them were unable to categorise different food types in their respective groups. Proper nutrition was found to be positively correlated with preschool children academic performance. The study also established that the relationship between pre- school teachers’ nutritional knowledge and practices was not significant. The study recommends that strategies need to be put in place to improve nutritional knowledge and practices of preschool teachers in Homa Bay County and country at large, this will be through cooperation of Ministry of Education, Kenya Institute of Curriculum Development and other policy makers in the education sector.
Chef Koochooloo is an NSF funded and endorsed educational platform that teaches kids math, science and global competency through an interactive application and enrichment program. This app can serve as a supplementary enrichment tool for the existing curricula at public and private schools, as well as homeschooling and home learning environments.
FoodFight is an educational nonprofit whose mission is to revolutionize the way we think about food. Using schools as a platform, we arm students, teachers and parents with the knowledge they need to make healthier eating and buying decisions. Join the fight!
This report describes the research project I conducted to determine if a survey would provide data that could be used to increase the average daily participation rate of the breakfast program. Results: The survey yielded valuable data about students’ breakfast consumption patterns, food preferences and the correlation between nutrition knowledge, behavior and motivation.
This report describes the research project I conducted to determine if a survey would provide data that could be used to increase the average daily participation rate of the breakfast program. Results: The survey yielded valuable data about students’ breakfast consumption patterns, food preferences and the correlation between nutrition knowledge, behavior and motivation.
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
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
7. The goals:
1)promote health education, global literacy and 21st
century skills among in-service and preservice
teachers;
2)research the role of project based “Global Kitchen
Project” activities in developing healthy eating habits
and 21st century skills among elementary students;
3)explore the use of new technologies (Ipads) in
developing global media literacy skills among inservice teachers.
8. Socioeconomic Status & Nutrition
•
•
•
According to the study conducted in the article, “Which Aspects of
Socioeconomic Status are Related to Obesity Among Young Men and
Women?” there is a strong connection between the prediction of
obesity and the socioeconomic level. The higher the socioeconomic
status, the less likely to become obese (Internation Journal of
Obesity, 2011).
The study conducted in the article, “Does Diet Cost Mediate the
Relation Between Socioeconomic Position and Diet Quality?” shows
us that those living in higher socioeconomic levels have an overall
better level of nutrition. This can be attributed to the fact that many
healthy foods are higher priced (European Journal of Clinical
Nutrition, 2011).
The article, “Obesity and Socioeconomic Status in Children and
Adolescents: United States” exemplifies the the relationship between
socioeconomic status and nutrition. The results of the study show
that in non-Hispanic, white children the prevalence of obesity
increases as socioeconomic status decreases (U.S. Department of
Health and Human Services, 2010).
9. Health Education
• Health education is extremely important. According to the
U.S. Department of Health and Human Services, children
living in highly educated households are less likely to become
obese. Therefore, there is a strong correlation between
education level and nutrition level.
• In New Jersey the Department of Agriculture has outlined
standards that each public school must follow during
lunchtime for the 2012-2013 school year. Their objective is,
“To provide a nutritious, well-balanced lunch for children in
order to promote sound eating habits, to foster good health
and academic achievement and to reinforce the nutrition
education taught in the classroom. A school lunch will provide
1/3 of the Recommended Dietary Allowances for lunch and
be consistent with the Dietary Guidelines for Americans and
caloric goals.”
10. Our Research
1. Lower Socioeconomic Area
• Data was collected over a 2 week period at two
elementary schools in Jersey City, NJ.
• Socioeconomic Status (2009):
Median Family Income: $60,970
Median Per Capita Income: $33,356
(City Data, 2011)
11. Contextual Factors: School #1
•
Community, district and school factors: PS #24 is located in Jersey City, NJ. The school is set in the
urban environment of Jersey City. The average class size for grades K-5 is between 19 ad 24
students, which is slightly above the state average. However, the computer to student ratio is 3,
which is very close to the state average. With that being said, there are a total of 294 computers in
the school, all of which are connected to the internet. Technology is a very integral part of their
learning process and PS #24 is definitely adequately equipped according to state standards.
•
Student characteristics: 9.8% of students in PS #24 are classified as limited English proficient (LEP).
•
The student mobility rate was high in the 2010-11 school year at 24.3%, with the state average
being just 10%. This in addition to the language diversity can create many obstacles for educators.
•
Language Diversity:
12. Contextual Factors: School #2
•
Contextual Factors: PS #34
•
Community, district and school factors: PS #34 is located in Jersey City, NJ. The school is set in the
urban environment of Jersey City. The average class size for grades K-5 is between 15 and 21, which
is right on target with the state's averages. The student to computer ratio is 14.8 which is very poor
in comparison to the state standard of 3.6. With that being said, there are only 39 computers in the
whole school and all 39 are connected to the internet.
•
Student characteristics: 0.2% of students are classified as limited English proficient (LEP).
•
The student mobility rate was 33.3% in the 2010-11 school year. This is significantly higher than the
state's average of 10%. This can create a disrupted classroom environment that makes it more
difficult for educators.
•
Language Diversity
13. Post Assessment: Teacher Responses
1. How would you rate your students overall knowledge of nutrition before this project?
Very Little 100% (4)
Somewhat
Very Knowledgeable
Average
2. Which part of the project did you find to be the most informative?
"The most informative part was when they were finding out about the nutritional value of food and using the ipads in a
fun, but educational manner."
"The most informative part was using technology to enhance their knowledge of nutrition."
"All of it was very informative."
"The children found the whole project informative and fun, with much credit to the use of ipads."
3. How would you rate your students overall knowledge of nutrition after this project?
Very Little
Somewhat
Very Knowledgeable 100% (4)
14. Post Assessment Continued
4. Have you noticed a difference in your student's lunch choices since this project?
Yes 50% (2)
No 50% (2)
5. What changes could be made in the neighborhood to enhance the overall nutrition of your students?
"The change in the neighborhood should be the grocery stores not selling candy and junk food to the kids early in the morning."
"I do not think it is a neighborhood change, but a change in the parents"
"The parents must be just as knowledgeable as the children in order for a change to be made."
"The neighborhood will never change, but the food within their home can be changed."
15. Our Research
2. Higher Socioeconomic Area
• Data collection was taken during lunchtime at a
private kindergarten in Scotch Plains-Fanwood, NJ.
• Socioeconomic Status (2009):
Median Family Income: $116,393
Median Per Capita Income: $50,665
(City Data, 2011)
16. Contextual Factors: Private
Kindergarten
• Classroom Factors: The class is made up of 17
students. There are two computers each
connected to the internet. There is a kitchen
in school where hot lunches brought from
home are heated up. Or students have the
option to choose a lunch from “Simply
Gourmet.”
17. Lunchtime Data Collection
8/8/08 11:30 pm
Student 1: Organic Chicken Patties, Banana, 100 Calorie Pack (Chips Ahoy), Capri Sun
Student 2: Turkey Sandwich on Whole Wheat, Bread, Pretzels, Fruit Juice (Minute Maid)
Student 3: Mac & Cheese (Kraft), Cheese Stick, 100 Calorie Fruit Snack, Capri Sun
Student 4:"Simply Gourmet" Lunch: Salad, Chicken Sandwich, Organic Chocolate Milk (Horizon)
Student 5: Eggplant with Brown Rice, Fruit Juice (Minute Maid)
Student 6: Chicken Nuggets, Plain Pasta, Mandarin Oranges, Water
Student 7: Pasta with Veggies and Marinara Sauce, Plum, Water
Student 8: Chicken Nuggets, Ravioli, Water
Student 9: Turkey & Cheese, Apple Sauce (Motts), Fruit Falls (Minute Maid), Angry Bird (Fruit
Snacks)
Student 10: Veggies, Wheat Bread, Water
Student 11: Pasta with Sausage, Grapes, Organic Valley Milk
Student 12: “Simply Gourmet Lunch:” Wheat Bagel with Cream Cheese, Salad, 100 calorie Gold
Fish, Gluten-free Brownie
Student 13: Grilled Cheese, Grapes, Apple & Eve Drink, Pudding (Snack Pack)
Student 14: “Simply Gourmet Lunch:” Pasta with Marinara Sauce, Salad, Gluten-Free Brownie,
Horizon Chocolate Milk
18. Post Assessment: Teacher Interview
• Teacher 1:
"Most children eat healthy"
"Some parents provide multiple desserts for their child to choose from, which
can be overwhelming for them at times."
• Teacher 2:
"They are pretty good eaters."
"Some parents provide too many options."
"We eat our packed lunch with the students and it really does have an influence
on the students eating habits. One student saw (Teacher 1) with green
beans for lunch and they came in that following Monday with green beans
so they could be just like (Teacher 1). We find it very important to try to set
a good example for the students."
19. Socioeconomic Level & Nutrition
Conclusion
• Our findings also show us that there is a strong
correlation between Socioeconomic Status and
Nutrition. Those students in the private kindergarten
had many options to choose from and many of the
options were all healthy alternatives. This can most
definitely be attributed to the price of healthier
foods such as fresh produce, gluten-free, whole
wheat and organic products.
28. • Menzel, P., & D'Aluisio, F. (2005). Hungry planet:
What the world eats. Napa, Calif: Material World
Press.
• PhotoEssayhttp://www.time.com/time/photogallery/0,2930
7,1626519,00.html
• NPRhttp://www.npr.org/templates/story/story.php?
storyId=5005952
• http://www.menzelphoto.com/galleries/
31. • While we have come a long way since the
“Basic 7,” our findings show us that there is
confusion while utilizing the MyPlate model
• For instance, one student asked where pizza
would be placed on the MyPlate model
• Pizza contains dairy, grains and vegetables
• MyPlate can also be misleading for children
from other cultures
32. Welsh S, Davis C, Shaw A. A brief history of food guides in
the United States. Nutrition Today November/December
1992:6-11.
Welsh S, Davis C, Shaw A. Development of the Food
Guide Pyramid. Nutrition Today November/December
1992:12-23.
Haven J, Burns A, Britten P, Davis C. Developing the
Consumer Interface for the MyPyramid Food Guidance
System. Journal of Nutrition Education and Behavior
2006, 38: S124–S135.