Increasing Access to Healthy Food: A Community Case Study of Collaborations Across Nutrition Education, Hunger Action, Food, and Public Schools

2021 ◽  
Vol 121 (10) ◽  
pp. A153
Author(s):  
R. Hildrey ◽  
I. Gorski ◽  
S. Hill ◽  
V. Duffy ◽  
K. Cooksey Stowers
2018 ◽  
Vol 19 (1_suppl) ◽  
pp. 63S-69S
Author(s):  
Catherine Sands ◽  
Neftali Duran ◽  
Laura Christoph ◽  
Carol Stewart

In the Holyoke Food & Fitness Policy Council (HFFPC) case study, the challenges of providing equitable multistakeholder organizing are examined. The importance of housing the work in the community, power sharing, and having community representation in the leadership is made clear. The HFFPC partnership began with vigor, encountered challenges of trust, transparency, aligned goals and values; it dissolved, and reformed. Because it began with shared values of strong communities and healthy people, the partnership continues to evolve, build local leadership, change narratives, and articulate the need for racial equity in their food system, while shifting local systems and policies that frame who has access to healthy food and safe spaces to exercise in a low-income Latino community.


2021 ◽  
pp. 1-22
Author(s):  
Fathima Sirasa ◽  
Lana Mitchell ◽  
Aslan Azhar ◽  
Anoma Chandrasekara ◽  
Neil Harris

Abstract Objective: To evaluate the effectiveness of a multicomponent intervention (MCI) on children’s dietary diversity and its impact pathway components of children’s food knowledge and healthy food preferences. Design: A six-week cluster randomised controlled trial with a MCI consisting of child nutrition education plus family engagement, through parental nutrition education, meal preparation and tasting was compared with two groups: single component intervention (SCI) of child nutrition education, and control, conducted during February to July 2018. Preschool centres were randomly assigned to one of the three arms. Children’s food knowledge, healthy food preferences and dietary diversity scores were collected. Intervention effects were analysed using a pre-post analysis and a difference-in-difference model. Setting: Fourteen preschool centres in an urban area of Kurunegala, Sri Lanka Participants: Child-parent dyads of children aged 4-6 years. Final analyses included 306 (for food knowledge and preferences) and 258 (for dietary diversity) dyads. Results: MCI significantly influenced the impact pathways to children’s dietary diversity by increasing children’s food knowledge and healthy food preferences scores by 3.76 and 2.79 (P<0.001) respectively, but not the dietary diversity score (P=0.603), compared to control arm. Relative to SCI, MCI significantly improved children’s food knowledge score by 1.10 (P<0.001), but no significant effects were noted for other outcome variables. Conclusion: Improved food knowledge and preferences require a positive food environment and time to develop into healthy eating behaviours. Research into dietary diversity should broaden to incorporate the contextual roles of the home and general food environments to more completely understand food choices of children.


2016 ◽  
Vol 53 (6) ◽  
pp. 774-805 ◽  
Author(s):  
Molly W. Metzger ◽  
Patrick J. Fowler ◽  
Todd Swanstrom

The school mobility rate in St. Louis Public Schools was 40% in 2011-2012, meaning that nearly half of students exited or entered a given school midway through the school year. This alarmingly high rate of churning across schools is accompanied by high neighborhood turnover, particularly within low-income, urban neighborhoods. This constant, disruptive change presents a serious and fundamental challenge for urban education. In this article, we summarize the literature linking mobility to educational outcomes, examine the causes of hypermobility in the case study of St. Louis, describe some of the current approaches to this challenge, and propose additional policy and program solutions.


2012 ◽  
Vol 33 (2) ◽  
pp. 169-201 ◽  
Author(s):  
Lydia Segal ◽  
Mark Lehrer

Prior scholarship on stewardship as a principle of administration largely portrays stewardship as too idealistic and dependent upon situational factors to be institutionalized in large-scale organizations. Through a case study of the Edmonton Public Schools, this study explores the extent to which stewardship can be institutionalized as a central organizing principle, thereby ensuring performance and checking corruption in ways that are consistent with the primacy of intrinsic motivation. The study deepens our understanding of the challenges that managers face in reconciling stewardship with a bureaucratic context, documents practices that have been used to deal with these challenges, and more broadly discusses how it might be possible for islands of stewardship to emerge in a world governed by assumptions of human opportunism. To this end the paper develops a model of the choice that organization members face in deciding to elect a principal-agent or a stewardship posture within large-scale organizations. This model draws on assumptions of human ambivalence in choosing between self-serving and altruistic modes of conduct.


2019 ◽  
Vol 12 (3) ◽  
pp. 148
Author(s):  
Hatice Uysal Bayrak

This research aims to reveal the perceptions of the preservice teachers on the play which are among the essential needs of the preschool children. In this descriptive study, a case study which is one of the qualitative research designs was used. 79 preservice teachers attending the third grade in the Classroom Teaching Department of state university in Nigde province in Turkey. Convenience sampling method was used in the selection of the study group. A semi-structured interview form was prepared in order to reveal the perceptions of preservice teachers about the play. Content analysis technique was used for data analysis. At the end of the research, it was determined that the preschool teacher candidates expressed the essential needs of preschool children as nutrition, education and love respectively. The play was ranked as the number four among these needs.


2019 ◽  
Author(s):  
Fatemeh Marzban ◽  
Saeed Zohari Anbohi ◽  
Alireza Ajdari ◽  
Yaser Pakzad Jafarabadi

The goal of this study is to generate designerly solutions for improving the culture of healthy food consumption in Tehran, Iran through cultural-historical activity theory. Even though individuals might make conscious decisions to consume healthy food, their environment might prevent them from doing so. Given the current lack of attention toward a holistic viewpoint that considers obese target users, healthy nutrition, and specifications of a target society, therapy procedures recommended by therapists as well as general healthy nutrition policies have been made useless and much less effective. The case study in this research was conducted on patients with obesity and preliminary studies show lack of success of patients, regardless of their nutrition program recommended by therapists. Observations were interpreted that unhealthy nutrition habits and obesity would not be changed just based on a calorie variable as being calculated in diets, but social, cultural and psychological factors do have an important role in generating obesity, and the disregard for considering such factors have resulted in divergence of patients between health centers, sports clubs, and monitoring groups (whether physicians or nutritionists). The hypothesis generated from such observations would signify that considering cultural-social context and generating a useful model (considering effective variables), together with treatment procedures, would help the patient reach a successful goal. Expansive design was chosen as the design approach in order to emphasize continuing the relation between users and providers of service, even after obtaining the service by a user. This viewpoint and design resulted in the dialogue between user and provider of the service or product. Based on the research, three solution scenarios were generated: considering promoting healthy nutrition culture through schools, general promotion strategies in media and society, and a collective treatment system. Based on priorities and requirements, the third scenario, designing a collective treatment center was chosen and conceptualized through tools such as system map, interaction storyboard, and consumer satisfaction diagram. The value of such a study is based on presentation and institutionalizing the theoretical infrastructures in the area of service design, while diverse solutions would be presented to specialists based on scenario-based design as well.


2020 ◽  
Vol 15 (01) ◽  
pp. 330-350
Author(s):  
Welton Silva Ferreira ◽  
Marcos Esdras Leite

O presente estudo tem como finalidade, a investigação do conteúdo das geotecnologias no ensino médio em algumas escolas estaduais de Montes Claros-MG, com virtude na otimização e valorização desta área do conhecimento que compete ao ensino escolar, tendo em vista o avanço e acessibilidade dos meios tecnológicos aos estudantes, mas não há familiarização dos mesmos com esses meios no ambiente escolar. Aos professores, cabe considerar neste trabalho, a maneira como eles congregam o assunto proposto ao seu sistema de trabalho, analisando as possíveis dificuldades encontradas. Inicia-se o trabalho apresentando um breve histórico das geotecnologias e o seu desdobramento nos tempos vigente fazendo menção aos meios pedagógicos e de softwares voltados para a prática cartográfica. Metodologicamente serão acatadas como objeto e critério da pesquisa, cinco escolas estaduais localizadas no perímetro urbano da cidade. Posteriormente foi aplicado um formulário aos professores das referidas escolas, em modo de amostra, com intuito de acurar os entraves no processo de ensino-aprendizagem acerca da disciplina. Após a obtenção dos resultados verificou-se a capacidade de apreensão do conteúdo das geotecnologias e as arestas a serem aparadas no que tange o ensino. Palavras-chave: Geotecnologias; cartografia; ensino-aprendizagem; limitações.   GEOGRAPHIC TECHNOLOGIES IN HIGH SCHOOL: a case study in public schools of Montes Claros / MG Abstract The present study has as its purpose, the investigation of the content of geotechnology in high school in some state schools in Montes Claros, MG, with virtue in optimization and enhancement of this area of knowledge that it is the responsibility of the schools, with a view to the advancement and accessibility of technological resources for students, but there are familiarization themselves with these means in the school environment. For teachers, it is considered in this work, the way they associate the subject proposed to its system of work, analyzing the potential difficulties encountered. It begins the work by presenting a brief history of geotechnology and its deployment in times legislation making mention to the training resources and software designed for the practice mapping. Methodologically speaking will be taken as an object and search criterion, five state schools located within the city limits of the city. It was later applied a form to teachers of these schools, in order to sample, with a view to enhance obstacles in the teaching-learning process about the discipline. After obtaining the results it was found that the ability to apprehend the contents of geotechnology and the edges to be trimmed edges in the teaching. Keywords: Geotechnology; cartography; teaching-learning; limitations.   TECNOLOGÍAS GEOGRÁFICAS EN LA ESCUELA SECUNDARIA: un estudio de caso en las escuelas públicas en Montes Claros / MG Resumen El presente estudio tiene como objetivo, la investigación del contenido de geotechnologies en algunas escuelas secundaria estatales de Montes Claros, MG, con la virtud en la optimización y mejora de esta área de conocimiento que es responsabilidad de las escuelas, con miras a la promoción y la accesibilidad de los recursos tecnológicos para estudiantes, pero hay que se familiaricen con estos medios en el entorno escolar. Para los profesores, es considerado en este trabajo, la manera de asociar el tema propuesto para su sistema de trabajo, analizando las posibles dificultades encontradas. Comienza el trabajo presentando una breve historia de geotechnologies y su despliegue en tiempos legislación haciendo mención a los recursos de formación y software diseñado para la práctica ha cambiado. Metodológicamente hablando será tomado como un objeto y criterios de búsqueda, cinco escuelas estatales situadas dentro de los límites de la ciudad. Posteriormente se aplicó un formulario para los maestros de estas escuelas, a fin de muestra, con miras a acurar obstáculos en el proceso de enseñanza-aprendizaje acerca de la disciplina. Tras la obtención de los resultados se encontró que la capacidad de aprehender el contenido de geotechnologies y los bordes que va a recortar los bordes de la enseñanza. Palabras llave: Geotechnologies; cartografia; el proceso enseñanza-aprendizaje; limitaciones.


2021 ◽  
pp. 69-79
Author(s):  
Juan Pablo Valenzuela ◽  
Simon Rodriguez

AbstractThis case study describes the Desafío TEP project, which arose from a public-private alliance between the Arauco Educational Foundation, the Center for Advanced Research in Education (CIAE) from the University of Chile, and the Andalién Sur Local Public Education Service (SLEP). The goal of the project is to develop a model for the prevention of school exclusion (resulting from repetition and dropout) in public schools.Although the initiative was in consideration to be suspended due to the closure of schools across the country caused by COVID-19, instead the proposal was completely redesigned, recognizing that the pandemic would increase the problems of school exclusion. The innovations generated in this redesign are anticipated to lead to long-term sustainability and scalability in the region through cost reductions and the promotion of remote interactions between different establishments working in networks, such as the SLEP, the schools, and the teams from the CIAE and Arauco Educational Foundation. This network is further supported by the actors in the educational system of the territory.


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