Tracing Temperature Patterns of Cut Leafy Greens during Service in North Carolina School Food Service

2014 ◽  
Vol 77 (9) ◽  
pp. 1495-1500 ◽  
Author(s):  
ELLEN M. THOMAS ◽  
BENJAMIN CHAPMAN ◽  
LEE-ANN JAYKUS ◽  
TREVOR PHISTER
Keyword(s):  
North Carolina ◽  
Food Service ◽  
School Lunch ◽  
School Food ◽  
Leafy Greens ◽  
School Food Service ◽  
The North ◽  
North Carolina School ◽  
School Lunch Programs ◽  
Lunch Program

Contaminated fresh produce has been increasingly identified as a cause of foodborne illnesses. Because of concerns about pathogen growth on these food items at retail, the 2009 U.S. Food and Drug Administration Food Code established that cut leafy greens (lettuce, spinach, spring mix, cabbage, arugula, and kale) must have time and temperature controls for safety and hence should be kept at refrigerated temperatures (5°C or lower). The purpose of this study was to determine the temperature profiles of cut leafy greens in single-serving clamshell containers provided as part of the North Carolina School Lunch Program and to compare the two policies that North Carolina has in place to control the temperature of these products (the 3-day rule and time in lieu of temperature). Temperatures were recorded with data loggers in 24 schools during a 3-day period. In all cases, substantial temperature variability was found for these products, including temperatures above 5°C for at least 1 h on each of the 3 days. In some cases, temperatures reached above 5°C for more than 3 h throughout the serving time. The results demonstrate the importance of developing a protocol for continuous temperature monitoring of leafy greens served in school lunch programs.

scholarly journals Middle School Students’ Perceptions of the Lunchroom: Implications for Future Interventions

2020 ◽  
pp. 105984052092850
Author(s):  
Natoshia Askelson ◽  
Grace Ryan ◽  
Patrick Brady ◽  
Cristian L. Meier ◽  
Patti Delger ◽  
...  
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Online Survey ◽  
Food Service ◽  
School Lunch ◽  
School Students ◽  
School Food ◽  
School Food Service ◽  
Service Staff ◽  
School Lunch Programs

The National School Lunch Program provides nutritious and inexpensive lunches, but low participation and food waste are challenges in many schools. Interventions aim to improve participation in the program, but little is known about how students’ perceptions affect their participation. This study explored how middle school students in a rural state perceive school food service staff, food served, and lunchroom atmosphere. An online survey was administered to middle school students at six schools participating in a larger lunchroom intervention. Mean perception scores were calculated for all measures. Multilevel logistic regression was used to examine the relationship between perceptions and consumption. Overall perceptions of staff, food, and atmosphere were positive, and students classified as school lunch eaters had more positive perceptions in all three areas than noneaters. Interventions to increase participation in school lunch programs and promote consumption of healthy food items should address multiple factors that contribute to school lunch participation.

How the Catch Eat Smart Program Helps Implement the USDA Regulations in School Cafeterias

2003 ◽  
Vol 30 (4) ◽  
pp. 434-446 ◽  
Author(s):  
Deanna M. Hoelscher ◽  
Paul Mitchell ◽  
Johanna Dwyer ◽  
John Elder ◽  
Ann Clesi ◽  
...  
Keyword(s):  
Cardiovascular Health ◽  
Demographic Data ◽  
Guideline Implementation ◽  
Food Service ◽  
School Lunch ◽  
School Food ◽  
Main Trial ◽  
School Food Service ◽  
Lunch Program ◽  
School Cafeterias

This article describes the implementation of the U.S. Department of Agriculture's National School Lunch Program (NSLP) standards in school lunch menus in 56 intervention and 20 control schools from the Child and Adolescent Trial for Cardiovascular Health (CATCH) 5 years after the main trial, compared with 12 schools previously unexposed to CATCH. School food service personnel completed questionnaires to assess CATCH guideline implementation, demographic data, behavioral constructs, training, program material use, and par ticipation in competing programs. Five days of menus and recipes were collected from school cafeteria staff, averaged, and compared to USDA School Meal Initiative (SMI) standards. Significant differences between intervention and unexposed schools were found for training and knowledge of CATCH and in mean percentage energy from fat and carbohydrates. Intervention schools most closely met USDA SMI recommendations for fat. Thus, the CATCH Eat Smart Program assisted school cafeterias in meeting USDA guidelines 5 years postimplementation.

scholarly journals The perception of school food-service professionals on the implementation of the Healthy, Hunger-Free Kids Act of 2010: a mixed-methods study

2019 ◽  
Vol 22 (11) ◽  
pp. 1960-1970 ◽  
Author(s):  
Zainab Rida ◽  
Elisha Hall ◽  
Saima Hasnin ◽  
Jessie Coffey ◽  
Dipti A Dev
Keyword(s):  
Mixed Methods ◽  
Food Service ◽  
Mixed Methods Study ◽  
School Food ◽  
Department Of Agriculture ◽  
Negative Attitudes ◽  
School Food Service ◽  
12Th Grade ◽  
Multicomponent Interventions ◽  
Lunch Program

AbstractObjectiveTo: (i) understand the nutrition attitudes, self-efficacy, knowledge and practices of school food-service personnel (SFP) in Nebraska and (ii) identify potential barriers that schools face in offering healthy school meals that meet the US Department of Agriculture (USDA) nutrition standards.DesignConvergent parallel mixed-methods study.SettingKindergarten–12th grade schools in Nebraska, USA.ParticipantsSFP (260 survey participants; fifteen focus group participants) working at schools that participate in the USDA National School Lunch Program.ResultsMixed-methods themes identified include: (i) ‘Mixed attitudes towards healthy meals’, which captured a variety of conflicting positive and negative attitudes depending on the situation; (ii) ‘Positive practices to promote healthy meals’, which captured offering, serving and promotion practices; (iii) ‘Mixed nutrition-related knowledge’, which captured the variations in knowledge depending on the nutrition concept; and (iv) ‘Complex barriers’, which captured challenges with time, support and communication.ConclusionsThe study produced relevant findings to address the barriers identified by SFP. Implementing multicomponent interventions and providing training to SFP may help reduce some of the identified barriers of SFP.

Distance Learning

1997 ◽  
Vol 9 (2) ◽  
pp. 89-100 ◽  
Author(s):  
Virginia Wilson ◽  
James Litle ◽  
Mary Ruth Coleman ◽  
James Gallagher
Keyword(s):  
North Carolina ◽  
Distance Learning ◽  
Student Selection ◽  
Educational Setting ◽  
Evaluation Plan ◽  
The North ◽  
North Carolina School ◽  
Studio Classroom ◽  
And Mathematics

As the role of distance learning within the educational setting expands, it is imperative that potential producers and receivers of these courses examine the prospects and problems of a distance learning initiative prior to embarking on this new educational journey. The authors provide guidance from their own distance learning experiences at the North Carolina School of Science and Mathematics. The article focuses on the importance of instructor and facilitator training, student selection, physical arrangements for the studio/classroom, and an evaluation plan.

Good Food For Learning: A Universal Curriculum-Integrated Healthy Lunch Intervention Study (Preprint)

2021 ◽  
Author(s):  
Rachel Engler-Stringer ◽  
Jennifer Black ◽  
Nazeem Muhajarine ◽  
Wanda Martin ◽  
Sinikka Elliott ◽  
...  
Keyword(s):  
Elementary Schools ◽  
Population Health ◽  
Intervention Study ◽  
School Lunch ◽  
School Food ◽  
School Lunch Program ◽  
Population Health Intervention ◽  
School Food Programs ◽  
Food Programs ◽  
Lunch Program

UNSTRUCTURED Good nutrition impacts children’s health, wellbeing and learning, and schools offer an important setting to promote healthy behaviors that can last a lifetime. Once children reach school age, they spend more of their waking hours in school than in any other environment. Children’s eating habits may be easier to influence than those of adults. In Canada, households with children are more likely to experience food insecurity, and school food programs that are universally available to all children can support the development of healthy eating patterns across groups of varying socioeconomic status. There is a significant gap in rigorous community-engaged academic research on the impact of school meal programs, especially universal ones. The purpose of this population health intervention research is to study the impacts of a two-year universal, curriculum-integrated healthy school lunch program in elementary schools in Saskatoon, Saskatchewan, Canada on food consumption, dietary quality and food and nutrition-related knowledge, attitudes and practices. This population health intervention study will take place in two intervention elementary schools matched with two control schools. We will collect pre-intervention data including objective measurement of food eaten at school and food-related knowledge, attitudes and behaviors. This will be followed by the intervention itself along with qualitative case studies of the intervention process in the two intervention schools. Then we will collect post-intervention data similar to pre-intervention. Finally, we will wrap up data analysis and complete the ongoing sharing of learning from the project. The opportunity we have to systematically and comprehensively study a curriculum-integrated school lunch program, as well as the promising practices for school food programs across Canada is without precedent.

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