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1
Mphahlele, Leuba Alfred. "Parents' perceptions about the health and well-being of farm schools / Leuba Alfred Mphahlele." Thesis, North-West University, 2008. http://hdl.handle.net/10394/1625.
Testo completoAbstract (sommario):
Various research reports and articles in the popular press have highlighted the obstacles and negative conditions that learners experience at some farm schools in South Africa. These obstacles and conditions are not conducive to the health and well-being of farm schools and violate farm school learners' rights to receive a high quality of education.
The aim of this research was to establish how parents of farm school learners perceive the health and well-being of farm schools.
A literature study and a qualitative investigation were undertaken to achieve the aim of the research. The literature study focused on the health and well-being of schools with specific reference to farm schools. In the qualitative part of the research, focus group interviews were conducted with 38 parents of learners who attend farm schools in the Mopani District of the Department of Education in the Limpopo Province.
The qualitative data analysis revealed the following findings: • Parents who participated in the research have negative perceptions of the health and well-being of the farm schools that their children attend. • Their negative perceptions can be ascribed to various health-related problems/issues that prevail at these schools.
Based on the research findings, various recommendations were made with a view to improve the health and well-being of these farm schools.<br>Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2008.
2
Gale, Frances. "A preliminary examination of teacher development in farm schools through an illuminative evaluation of a teacher development course implemented by the 1820 Foundation Farm School Project." Thesis, Rhodes University, 1989. http://hdl.handle.net/10962/d1003595.
Testo completoAbstract (sommario):
The 1820 Foundation INSET Farm School Project is described in order to set the context in which this illuminative evaluation of a Teacher Development course took place. The concepts of training, education and development are discussed and it is suggested that the term 'education' encompasses a training-development continuum. The design and implementation of the Teacher Development course, which attempts to promote both personal and professional development, are presented, and the facilitator discusses i) her attempt to encourage teacher control of the course and, ii) the factors which mitigate against teacher control. The decision to use the illuminative evaluation method is placed in the context of interpretive research methodologies, and the methods of data collection are discussed. A wide range of data sources is used, but primary importance is attached to i) a questionnaire administered to the five teachers involved and ii) a group interview and individual interviews with the teachers. Factors which emerge in the illumination of the data indicate that teacher control of development courses in farm schools in the Eastern Cape is problematic, that the teachers' preference is for professional development, and that development seems to take place through implementation of training strategies.
3
Segale, Mbaco Talita. "Educators' perceptions about the health status of farm schools / Mbaco Talita Segale." Thesis, North-West University, 2010. http://hdl.handle.net/10394/4994.
Testo completoAbstract (sommario):
It is common to find farm schools some distance from the villages where learners reside, and in most cases these do not look good from the outside and are normally not given as much support as they should get. There are many challenges facing educators who are teaching learners in farm schools. Some of the problems emanate from home, including the socia-economic status and parental involvement. Other problems are as a result of the environmental conditions, including a lack of basic services like water, electricity and others.
The education system is believed to be failing farm school learners in a way when it comes to issues like a lack of teaching or learning aids, a lack of a referral system, a lack in high schools, a lack of funding, managing and controlling the feeding scheme. At times some additional problems are caused by the learners themselves, including latecoming, absenteeism, a high drop-out rate, teenage pregnancy and vandalism. The bad road conditions and the fact that learners have to walk long distances to school, also impact negatively on the learners.
Educators in farm schools feel that they are over-burdened in their task of teaching because of issues like multi-grade classes, too much administration, and lack of support from the department and the parents, as well as financial constraints. The above factors cause much frustration in the teaching profession and educators become drained and experience serious fatigue, which impacts negatively on their work.
The aim of this study is to investigate the general perceptions of educators about the health status of farm schools.
To attain this aim, the study had following specific objective: To determine the perceptions of educators about the health status of farm schools.
A qualitative research design was considered to be the most appropriate for gaining in depth insight into the educators' perceptions about the health status of farm schools. Data was collected through phenomenological semi-structured interviews and direct observations. This data was then organised into categories and subcategories, and direct quotations were presented verbatim. Research findings were compared to the relevant literature to identify existing information and possible differences, and the findings were then recorded
The study showed that there are many barriers in farm schools that hinder the smooth running the of school, in other words the learning and teaching. It is necessary to eliminate these barriers where possible, and to minimise and control the barriers that can be detrimental to the health status of farm schools. Findings from this research were classified according to the following main categories:
• Difficult working conditions experienced by educators in the classroom.
• Poor socio-economic status of learners.
• Lack of support to learners from outside the school.
• Dissatisfaction with the Department of Education's management.
Lack of transport and bad road conditions on the way to school.
• The adverse effect of the status quo on educators.
• Learners’ negative attitude.
• Struggles with helper mothers.<br>Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2010.
4
Barnett, Jyl Marie. "Farm-to-school in Humboldt County : opportunities for economic growth for small farmers and strategies for change in public schools /." California : Humboldt State University, 2005. http://hdl.handle.net/2148/21.
Testo completo
5
Kucelin, Ana. "Teacher Practices, Attitudes, and Perceptions About the Decatur Farm to School Program." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/nutrition_theses/11.
Testo completoAbstract (sommario):
Purpose: Farm to School (F2S) Programs are increasing in number across the United States, yet research on teachers’ perceptions and practices about F2S is limited. Teachers are a key component of any F2S program, since their acceptance and support influences program implementation and sustainability. The purpose of this study was to examine teacher practices, attitudes, and perceptions about the Decatur F2S Program.
Methods: City Schools of Decatur teachers completed a questionnaire designed to obtain information concerning their practices, attitudes, and perceptions regarding the Decatur F2S Program. Participants indicated their level of agreement with 18 statements using a Likert scale rating, answered an open-ended question, and recorded both implemented and desired F2S activities. Cumulative frequencies were determined for all questionnaire items, and themes were extracted for the open-ended question.
Results: Seventy percent of K – 12 teachers would like to see F2S activities implemented in their classroom, and 28% of these teachers already implement some F2S activity. The majority of teachers had positive perceptions about the Decatur Farm to School Program’s impact on students, the local economy, and the environment. Teachers perceived that the F2S programs encompassed four themes: 1) supplying schools with locally grown foods; 2) educating children on healthy eating, food, and nutrition; 3) educating children on gardening and growing foods; and 4) building a strong connection between local farms, schools, and communities.
Conclusion: There is a high degree of interest and support for the Decatur F2S Program by City Schools of Decatur teachers, which is consistent with efforts to implement F2S Programs across the country. Most teachers were not familiar with the CSD F2S Program but would desire F2S activities in their schools.
6
Mojapelo, Sandra Senthakeng. "Schooling experiences in farm schools of the Capricorn District (Mogodumo and Polokwane Circuits) in Limpopo Province." Thesis, University of Limpopo (Turfloop Campus), 2008. http://hdl.handle.net/10386/626.
Testo completoAbstract (sommario):
Thesis (M.Ed.) --University of Limpopo, 2008<br>This dissertation describes the schooling experiences of learners in farm schools in the Capricorn District of the Limpopo Province. The study examines how learners and teachers cope with the daily challenges they face in farm schools. The study followed a qualitative approach, where a case study design was used. Two methods of data collection were used, namely, interviews and observations. The study found that schooling in farm schools was characterized by a lack of basic learning and teaching resources such as classrooms, chalkboards, and basic amenities such as toilets. It was also found that the use of the multi-grade system adversely affected quality schooling
7
Mashoko, Oremeng Lawrens. "Perceptions of school management teams (SMTs) with regard to health and well-being of farm schools/public schools on private property (PSPP) / by Oremeng Lawrens Mashoko." Thesis, North-West University, 2007. http://hdl.handle.net/10394/772.
Testo completoAbstract (sommario):
This study was undertaken in five (5) farm schools in the Maquassi Hills Area Project Office (APO) with the intention to assess whether the School Management Teams (SMT's) are given necessary guidance to deal with health and well-being of schools. The Constitution of South Africa stipulates that human values (dignity, freedom and equality) form the most important challenges that condone and maintain that a safe and discipline environment should be created for effective teaching and learning.
Focus group interviews were conducted to gather information which was relevant to the study. The findings show that SMT's of farm schools have problems with the managerial tasks as well as the functional tasks of schools' daily activities. The researcher infers that both the landowners and the DoE must ensure that electricity and water is provided where contractual agreements exist, as power affects the usage of visual aids and administering school businesses.
The Department of Education (DoE) has no legal structure within which farm schools should operate to guarantee equal educational opportunities, and create a positive disciplined schools where learners and educators not only know what is expected, but feel secure. The officials who are responsible for the dispatch of learning support materials (LSM) hold the
SMT's back in assigning duties to the educators because of lack of LSM. The study shows that the official seem to be ignorant of basic education to farm school learners, and how the DoE manages farm schools, reflects how it still clanged to the red-tape of funding farm schools. Other essentials like water and phones are not given attention to communicate problems that need immediate attention like illness, danger or accident. Learners still have to travel long distances which is a safety thread.
The researcher eludes that it is in the interest of the landowners and the DoE that the conditions that prevail on farm schools should not impede with the work of the SMT's. The landowners and the DoE should come to a consensus in making the school environment for SMT's inviting. The DoE through school-based support teams from Area Project Office (APO) should support SMT's and guide them in managerial tasks.<br>Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2008.
8
Nongauza, Anthony Davidson Mbulelo. "The role of a principal in an academically successful farm school: a case study." Thesis, Rhodes University, 2005. http://hdl.handle.net/10962/d1003631.
Testo completoAbstract (sommario):
This study looks at the various actions by the principal of a farm school in running an academically successful school. The study exposes the difficulties faced by farm schools and looks at how the principal confronts these difficulties and turn some of these into success stories. In trying to understand the role of the principal this study uses school effectiveness literature as a source and reference in an attempt to understand the actions adopted by the principal to make this farm school successful. The study uses the interpretive orientation as the methodology for investigating the principal’s role. This is in line with my attempt at explaining the perceptions, views and experiences of the people who are working closely with the principal. I have done this by employing semi-structured interviews and participant observation. The information gathered from the respondents helped in the development of the role of the principal which in this case, is the expressed views of the respondents. The investigation is conducted as a case study and the handling of the information provided by the respondents is in line with case study methods. The study has revealed that actions of the leader have an influence on the organizational success. The way in which the leader of Rocklands farm School conducts herself and the vision she shares with the people within the organization go a long way towards the improvement of organizational structures and their functioning. In this case the principal has been noted as particularly transformational, charismatic, instructional and transactional in her approaches to school administration and that her dedication to the cause of learners from disadvantaged background is reflected in her sacrificial actions. The study has also found that the principal is considered to be fairly autocratic in her leadership, which is a departure from current leadership thinking. The study has also shown that socio-economic disadvantages do not necessarily inhibit the school from performing beyond expectation. With good guidance from the leader and trust among staff members the farm school has been able to overcome some socio-economic pressures to emerge successful in the academic field. The fact that the principal of this school is a woman has not changed the overall findings that leadership qualities for successful schooling are universal and do not necessarily depend on the gender of the leader. This study suggests that leaders have a potential to turn poor situations in schools around and that leaders should as a matter of course ensure that they understand the organizational dynamics within their schools. They should be in the forefront as agents of change being mindful that those within the school understand and share the vision the leader has. The study also suggests that the human element in the educational processes in schools is of critical importance than the conditions in which schools find themselves.
9
Fox, Jonathan Franklin. "HOW EFFECTIVE ARE PUBLIC HEALTH EDUCATION PROGRAMS, UNFETTERED FARM MARKETS AND SINGLE SEX SCHOOLS?" Diss., The University of Arizona, 2010. http://hdl.handle.net/10150/195813.
Testo completoAbstract (sommario):
My dissertation examines the effectiveness of three policy choices in meeting socio-economic goals. The first analyzes the impact of public health education and poverty relief on child mortality in the early twentieth century, when infant and child mortality rates in the United States were startlingly high. During the 1920s, the rates dropped significantly and only part of the declines can be attributed to major sanitation and water projects in cities.Using a fixed effects identification strategy and adjusting to 2007 dollars, about $29,000 in public health education spending and about $781,000 in poverty relief spending were each associated with an infant death avoided. In comparisons with many modern programs, these costs associated with saving infant lives in the early 1920s were low. After controlling for city-specific trends in mortality, the effect of public health education programs is attenuated. This potentially suggests that with public health education, it is the stock of knowledge that is important.The second part of my dissertation examines the sensitivity of agricultural prices and output to local and non-local weather fluctuations in the United States prior to 1932, when markets were relatively open and largely unfettered by modern farm programs. The price sensitivity to these local and non-local weather fluctuations is estimated for the crops cotton and wheat, which have relatively low transport costs and are primarily exported to non-local markets, as well as for corn and hay, crops with high transport costs and used in local productive activities.For cotton and wheat, changes in local weather seem to have little effect on farm-gate prices, while changes in weather affecting the aggregate market play an important role. Corn and hay prices are much more sensitive to changes in state-level temperature, precipitation, and drought conditions.The third study examines the returns to education for women who attended a college with a predominantly female population. Using the program evaluation framework and matching techniques, I find that attending a female-dominated school yields positive labor market effects on the order of about 15 percent upon first entry into the labor market but that these effects seem to diminish over time.
10
Davids, Lizl Nanazilee Shareen. "Parental involvement in the education of learners on farm schools in the Citrusdal area." Thesis, University of the Western Cape, 2010. http://hdl.handle.net/11394/2615.
Testo completoAbstract (sommario):
Magister Educationis - MEd<br>This research focused on parental involvement in the rural farm area in Citrusdal to examine the nature and characteristics of farm worker parents' involvement in their children' education. This study followed a mixed method approach (qualitative and quantitive approach) to determine if parents are involved in their children's education. Questionnaires and interviews were used for data gathering. Participants that were involved were a sample of the parents, and the learners of the four schools in Citrusdal area. From the data gathered the findings of the study indicated that farm-worker parents in rural farms of Citrusdal area are involved in their children's education and that mothers are more involved than fathers in their children's education. I hope this research will make a contribution towards understanding the involvement of the farm-worker parents in their children's education. I have also proposed possible recommendations to assist the school-based personnel and the parents in developing and sustaining a stronger and more positive role in their children's education.<br>South Africa
11
Bruno, H. Raven. "Farm to school an exploration of purchasing local foods for school cafeterias in southeastern North Carolina /." View electronic thesis (PDF), 2009. http://dl.uncw.edu/etd/2009-1/brunoh/hbruno.pdf.
Testo completo
12
Du, Plessis Chantelle Aretha. "The development of a coping and life skills programme for adolescents in a rural area / Chantelle A. du Plessis." Thesis, North-West University, 2006. http://hdl.handle.net/10394/17.
Testo completoAbstract (sommario):
The purpose of this study was to determine the sources of stress, support systems, coping
strategies and psychological well-being of adolescents in a rural area, and to use this
information to develop a coping and life skills programme.
While all families face stressor events and crises, some are more likely than others to
experience a series of challenges that threaten their functioning. Rural families often face
a greater variety of stressor events on a more continues basis than do families in
metropolitan areas (Dyk, 2003). Rural families do not have as many resources and
services available lo address their problems as do urban families (Deavers & Hoppe,
2001).
Farm schools suffer from a variety of shortages. Many schools suffer from a pressing
shortage of space and educational aids and in most cases there is only one teacher for
every 50 learners (Van Kleist, 2002). Some of the learners have to walk more than 1Okm
to school everyday because of the lack of transport. Most schools lack proper sanitation
and electricity. Recreational and cultural activities are curtailed through shortages of
equipment and suitable locations.
Education in life skills may contribute to the enhancement of life quality, The
development of constructive coping strategies protects mental health and enhances bio psycho-
social well-being in times of high stress. Previously it was assumed that each
individual acquired these skills as part of growing up. Alas, the truth is that many people
do not cope with life and never learned these skills. These skills should therefore be
taught in a direct and systematic way, rather than being left to be learnt incidentally.
The qualitative research design was based on a sample of 56 male and female adolescents
between 1 2 and 16 years of age. The adolescents were from four farm schools situated in
the Potchefstroom area. Sixteen learners were randomly selected for semi-structured
interviews to obtain basic information for the pilot study. Approximately 37 learners
took part in the programme. The learners attended Grades 4-7.
The deve1opment of the programme was done in five phases. During phase one semi structured
interviews were held with some of the learners. During phase two the
interviews were evaluated thematically, The data was then organized into conceptual
categories and was then analyzed. During phase three the programme was developed
according to the themes derived from phase two. In phase four the programme was
presented at the schools as a trial test. During phase five the programme underwent some
changes according to the findings in phase four.
The development of the programme went well, however presenting the programme was a
more demanding task. Almost none of the participants could properly speak or
understand Afrikaans or English.<br>Thesis (M.A. (Psychology))--North-West University, Potchefstroom Campus, 2007
13
Izumi, Betty Tomoko. "Farm to school programs in public K-12 schools in the United States perspectives of farmers, food service professionals, and food distributors /." Diss., Connect to online resource - MSU authorized users, 2008.
Cerca il testo completoAbstract (sommario):
Thesis (Ph.D.)--Michigan State University. Dept. of Community, Agriculture, Recreation and Resource Studies, 2008.<br>Title from PDF t.p. (viewed on July 7, 2009) Includes bibliographical references (p. 175-183). Also issued in print.
14
Obertello, Olivia Oriana. "Stakeholders' Views about the Benefits, Challenges, and Opportunities of Primary Schools to Implement Farm to School Programs for Children in Southwestern Virginia." Thesis, Virginia Tech, 2019. http://hdl.handle.net/10919/90290.
Testo completoAbstract (sommario):
Research suggests school-based interventions and health education programs can increase children's fruit and vegetable exposure and consumption to improve their diet quality and reduce the risk of diet-related chronic diseases during adulthood. Nevertheless, children have limited availability and access to fruits and vegetables in school environments, which is a barrier to healthy eating. Farm to school (FTS) programs are one of many synergistic interventions to increase children's intake of locally and regionally produced fruits and vegetables at school. In 2015, the United States (U.S.) Department of Agriculture reported that 42% of U.S. school districts and 57% of Virginia schools participated in FTS programs. However, there is a lack of research on FTS programs in Montgomery County, Virginia. This MS thesis describes a mixed-methods, Q Methodology study to explore the views of diverse stakeholders (n=14) regarding the benefits, opportunities, and challenges to implement FTS programs for children, aged 5-11 years, in primary schools in Montgomery County, Virginia. Objective 1 was used to identify and mapped stakeholders invested in or affected by FTS programs in Virginia. Objective 2 used Q Methodology and factor analysis to identify the views of stakeholders regarding the benefits, opportunities, and challenges of FTS programs in Montgomery County. Results found two factors that summarized all 14 participants' viewpoints. Factor one (n=12), Appreciators of Child-Centered Benefits and factor 2 (n=2), Advocates for Legislative Change. Objective 3 described policies and future actions needed to institutionalize and sustain FTS programs in Montgomery County and southwestern Virginia.<br>Master of Science<br>Research suggests school-based interventions and health education programs can increase children’s fruit and vegetable exposure and consumption to improve their diet quality and reduce the risk of diet-related chronic diseases during adulthood. Nevertheless, children have limited availability and access to fruits and vegetables in school environments, which is a barrier to healthy eating. Farm to school (FTS) programs are one of many synergistic interventions to increase children’s intake of locally and regionally produced fruits and vegetables at school. In 2015, the United States (U.S.) Department of Agriculture reported that 42% of U.S. school districts and 57% of Virginia schools participated in FTS programs. However, there is a lack of research on FTS programs in Montgomery County, Virginia. This MS thesis describes a mixed-methods, Q Methodology study to explore the views of diverse stakeholders (n=14) regarding the benefits, opportunities, and challenges to implement FTS programs for children, aged 5- 11 years, in primary schools in Montgomery County, Virginia. Objective 1 identified and mapped stakeholders invested in or affected by FTS programs in Virginia. Objective 2 used Q Methodology and factor analysis to identify the views of stakeholders regarding the benefits, opportunities, and challenges of FTS programs in Montgomery County. Results found two factors that summarized all 14 participants’ viewpoints. Factor one (n=12), Appreciators of Child-Centered Benefits and factor 2 (n=2), Advocates for Legislative Change. Objective 3 described policies and future actions needed to institutionalize and sustain FTS programs in Montgomery County and southwestern Virginia.
15
Robinson, Craig Grant. "An emancipatory approach for innovative access to education in farm schools of the Eastern Cape, South Africa." Thesis, Rhodes University, 2019. http://hdl.handle.net/10962/72462.
Testo completo
16
Thompkins, Mary. "The Philanthropic Society in Britain with particular reference to the Reformatory Farm School, Redhill, 1849-1900." University of Western Australia. School of Humanities, 2007. http://theses.library.uwa.edu.au/adt-WU2007.0221.
Testo completoAbstract (sommario):
This study of the Philanthropic Society (later the Royal Philanthropic Society) sets out to explain how it survived during many shifts in thinking about the treatment of juvenile offenders in nineteenth-century Britain. The study also pays particular attention to relationships between the Society and the state, showing how the Society was gradually drawn into dependence on the state. The thesis begins with an overview of the Society's work prior to its decision to move from London to Redhill in 1849. Next it proceeds to a close study of the Society's work until the end of the century. The decision to concentrate on the Redhill Farm School reflects not only changing views about the reformation of young offenders, but also the financial imperatives which forced the Society along paths shaped by the state. Close attention is paid to the way Parliamentary inquiries and commissions, which in the mid-Victorian period tended to laud the Society as a model, later criticized it for lagging behind advanced thinking. Interwoven within this narratives are descriptions of the specific measures the Society took for training and caring for boys at Redhill. It explores the nature of unpaid labour, training and discipline enforced at the farm school. It also examines the variety of subjects taught during the years a boy would spend working within a strict discipline, and the methods used to enforce such discipline. Another subject worthy of extended consideration is the Society's enthusiasm for emigration to British colonies following a boy's term of incarceration. The thesis closes with an examination of how and why the Society lost its reputation as a leader in the treatment of young offenders in the late-Victorian period, as government imposed new rules and regulations. The overall argument is that the Society born as the result of moral panics about children at risk became a long-term survivor as the result of partnerships with the state.
17
Semela, Vincent Taole. "The perceptions of the Department of Education with regard to the health and well-being of farm schools/schools on private property in the Free State / by Vincent Taole Semela." Thesis, North-West University, 2010. http://hdl.handle.net/10394/5010.
Testo completoAbstract (sommario):
This study focuses on improving the provision of education, effective teaching and learning at farm schools or schools on private property through health promotion.
Comprehensive school health education has received significant visibility through numerous national, state and local authorities. Healthy People (2000), makes a nationwide commitment to health promotion and disease prevention, which includes objectives that fall within the framework of comprehensive schools' health promotion. All teachers responsible for health promotion should receive adequate professional support in the development, implementation and evaluation of a comprehensive school's health promotion. It must be noted that teacher support represents a critical factor for implementing health promotion that would result in behaviour-related changes. Lack of support in health promotion, however, remains a problem for Health and Life Orientation educators.
Chapter one focuses on expounding upon the problems that are seen as predominant factors in the ineffective provision of education regarding the teaching and learning at farm schools.
Chapter two outlines the qualitative research design the study adopted. Questionnaires and individual interviews were utilised to determine the perceptions of departmental officials regarding the provision of education at farm schools or schools on private property.
Chapter three aims at linking the theoretical framework in the provision of education. The concepts of health, health promotion and health promoting schools are important aspects in the provision of education.
Chapter four aims at linking the theoretical framework to provision of education by providing infrastructure, resources such as teaching and learning material, electricity, water and sanitation.
Chapter five concentrates on analysing and interpreting the collected data. The data revealed that farm schools are finding it difficult to provide adequate education, the main reasons being a lack of support or proper infrastructure and a lack of essential resources.
Chapter six concludes the study with key findings, a summary as well as recommendations.<br>Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2010.
18
Krause, Siobbhan Karen. "An account of second language teaching and learning in a multi-standard farm school classroom, utilising an ethnographic approach." Thesis, Rhodes University, 1998. http://hdl.handle.net/10962/d1003297.
Testo completoAbstract (sommario):
Multi-standard classrooms are a distinctive feature of many South African farm schools. This study adopts an ethnographic approach in order to explore how classroom life in one particular Eastern Cape multistandard farm school classroom is shaped by a set of circumstances which influence the nature of teaching and learning in that classroom. The research focuses on the extent to which the difficulties associated with teaching a multi-standard class dictate the teacher's approach to lesson planning and style of teaching and how the resultant pattern of interaction influences language learning within a second language context. Data from a variety of sources, obtained primarily through classroom observations, interviews and questionnaires, is presented. Findings tend to indicate that the demands made on the teachers and pupils in terms of large, multi-standard classes, second language medium of instruction and lack of teaching aids, encourages the use of rote learning techniques which are not conducive to language learning. The pattern of interaction that predominates is a teacher-led series of questions and prompts followed by a chorus response from the pupils. This pattern tends to undermine the communicative aspects of language learning by reducing natural interaction and results in pupil passivity as language learners.
19
Kolb, Florentina, Frank Swinton, Iuliia Solodovnik, and Tina Jönsson. "Putting Farm-to-School on Sweden’s sustainability menu." Thesis, Blekinge Tekniska Högskola, Institutionen för strategisk hållbar utveckling, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-16407.
Testo completoAbstract (sommario):
The global food system plays a significant role in the sustainability challenge. One way to approach such a complex problem is to provide a science-based, functional definition of success, and then to find leverage points in the system that can force change. Because they are accessed by all children, we see food education and responsibly sourced school food as such leverage points. Farm-to-School is a US concept which encourages schools to provide classroom food education, a garden, and locally produced food in the school restaurant. We explored how the Farm-to-School concept might move the Swedish public-school system, in a strategic way, towards sustainability, using the municipality of Karlskrona as an example. We interviewed stakeholders in Karlskrona to understand the current system, and what the benefits of Farm-to-School and the obstacles to implementation might be. We also interviewed stakeholders in the US, to gain knowledge about their experience of Farm-toSchool. We found that in Karlskrona there are some initiatives but restrictive regulations hindered innovation and local procurement, insufficient leadership meant there was no unified vision to work towards, collaboration was absent and not encouraged, and there was a shortage of resources. We therefore do not advise implementing Farm-to-School at present.
20
Hawley, John L. "The Role of Utah Farmers in Farm to School Programming." DigitalCommons@USU, 2017. https://digitalcommons.usu.edu/etd/6087.
Testo completoAbstract (sommario):
Many studies have observed the involvement of stakeholders in farm to school (FTS) programming to further understand their role, yet no study had previously assessed the role of Utah farmers in FTS programming. As a result, the purpose of this research was to describe Utah farmers' role in FTS programming and their interest in institutional marketing of local foods. The researcher sent an online descriptive survey to 5,470 farmers belonging to the Utah Farm Bureau. The survey used Dillman's Tailored Design Method. Of the 184 survey responses received, 143 surveys were usable.
The theory of planned behavior was the theoretical framework for the study. Respondents reported a positive attitude toward FTS programming, although a majority (83.6%) had not participated. They indicated that building relationships with community members and increasing awareness of local food were top benefits associated with FTS programming. Top barriers to participating in FTS programming included a lack of information about schools seeking to purchase local products and restriction of growing seasons. Respondents indicated that they intended to host farm tours for students and food service personnel. Their training and resource needs related to FTS programming included small business assistance. Demographics characteristics revealed a majority of respondents were male and had more than 22 years of farming experience. The subjective norm and perceived behavioral control components of the theory of planned behavior statistically predicted the intention of respondents to participate in farm to school programming. Theory components, including attitude, accounted for 67.2% of the variance in intention to participate in FTS programming. These findings suggest other influences contributed to the intention of respondents to participate in FTS programming.
One future research recommendation for FTS programming includes conducting similar studies with different groups of farmers. The researcher recommends continued use of the theory of planned behavior as a theoretical framework for studies assessing involvement in FTS programming. Variables not included in this study may discover further influences on farmers' intention to participate in FTS programming. One recommendation is to increase outreach and marketing to farmers who may be interested in FTS programming.
21
Tshabalala, Moloadi Johannes. "The right to basic education : what about farm school learners? / M.J. Tshabalala." Thesis, North-West University, 2008. http://hdl.handle.net/10394/1780.
Testo completoAbstract (sommario):
The purpose of this study was to investigate the challenges faced by farm
schools in exercising the right to basic education. In doing so, also to
determine possible reasons behind learners' drop-out rate at farm schools.
This stUdy was prompted by political changes, which took place after the
democratic elections of April 1994, impacting on the provisioning of education
in South Africa. The South African education system and its institutions were
confronted by many laws and policies, including the South African Schools Act
84 of 1996 (84/1996), the National Education Policy Act 27 of 1996 (27/1996)
and specific obligations under the Convention on the Rights of the Child.
Through literature and empirical studies it was found that the State's
commitment to social justice, especially to education, remains unfulfilled for
large numbers of children, youths and adults living in rural areas. Literature
revealed that the South African government is failing to protect the right to a
primary education for learners living on commercial farms by neither ensuring
their access to farm school, nor maintaining the adequacy of learning
conditions at these schools.
The research findings revealed that poverty resulting from unemployment or
low income on the farms increases the need for teenagers to be in paid
employment in the evenings or at the weekend, increasing absenteeism and
ultimately resulting in learners dropping out, and an increase in child-labour.
The empirical method, using questionnaires, was successful in obtaining
information about what challenges are faced by farm schools in exercising the
right to basic education and the reasons behind farm school learners
dropping-out. It also established how participants felt and thought about their
experiences and perceptions on the challenges confronting the right to basic
education as well as the reasons behind farm school learners dropping out.
The study established that if the State could respect and fulfil economic and
social rights of the farm sChool community, including the right to basic
education, by eradicating measures that deny the enjoyment of the right to
education as seen at the farm schools, great progress and sustainability as far
as education is concerned could be achieved by these schools.
A number or recommendations were made with regard to the research on
findings for the Sedibeng-West District (08).<br>Thesis (M.Ed. (Education Law))--North-West University, Vaal Triangle Campus, 2008.
22
Ramgathi, Pitamber. "School governance : a case study investigating the governance capacity of the farm school governing body." Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1018617.
Testo completoAbstract (sommario):
School governance at South African schools is now almost twelve years old. In these twelve years some schools have made great strides whilst others are still facing various challenges. This research article is a qualitative, empirical and a descriptive case study, based on two farm schools in Kwa-Zulu Natal Province. It has investigated the governance capacity of both farm school governing bodies (SGB) in the execution of their roles and responsibilities together with the challenges that they faced using a documentary study and with structured interviews in a focus group. The structure for writing this article used the four principles as designed by Yin (1994) which are; Conceptualization, Contextual details, Data collection and Analytical strategies. Evidence from this Research indicate that the Farm School Governing Body face many contextual challenges and that a tailor-made Governance capacity building programme be made available to farm schools so that they (SGB) are able to carry out their roles and responsibilities effectively.
23
Berg, Sven. "The National School Nutrition Programme and its affects on schooling for farm workers in South Africa : -An investigation of two generations living and working on wine farms in the rural areas of Western Cape." Thesis, Linnéuniversitetet, Institutionen för kulturvetenskaper, KV, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-14250.
Testo completoAbstract (sommario):
In this thesis, I study the effects of the National School Nutrition Programme (NSNP) on the rural areas of Western Cape, South Africa. More precisely I try to find out how the NSNP has affected the families in this rural area and what attitudes that can be found among the two generations of people living and working on wine farms. The reason for this investigation is that NSNP was set up to increase school attendance among children living in an exposed socioeconomic environment, and I wanted to see how much the NSNP affect people’s daily life, with focus on the ones living on/near wine farms in the more rural areas in Western Cape since these areas holds socioeconomic groups that are exposed in the society. To answer the research questions, I conducted several interviews with both wine farm workers and pupils living on/near a wine farm. But oral history is more than a method! I wanted to look upon the history from a grassroots perspective with a special focus on the working class, ethnic minorities and women´s part in the history. My theory is based upon the terms Welfare and Social inequality. These two perspectives describe access to labor market, poverty, education and income support. These aspects highlight different forms of social exclusion which wine farm workers and pupils living on/near wine farm lives in. With these methods I found out that the NSNP plays a crucial part in the lives of those who lives in the rural areas of Western Cape. Many pupils go to school just because their parents want it due to lack of food at home. The government’s purpose of the NSNP, to increase the school attendance can be seen in the answers giving to me during interviews with wine farm workers.
24
Lazarus, Jennie Annabel. "Understanding Grower and Producer Motivations for Participation in Farm to School Programs." Thesis, North Dakota State University, 2014. https://hdl.handle.net/10365/27548.
Testo completoAbstract (sommario):
This thesis examined small-crop producers? motivations for current and future participation in Farm-to-School programs within the region of Becker, Clay, Otter Tail, and Wilkin counties in Western Minnesota and Cass County in North Dakota. A quantitative approach was employed and utilized secondary data from the Growers? Motivation Survey of 2013. The purpose of this study was to identify possible contextual characteristics that influence motivations; determine whether there were significant differences in the motivations of farmers who identified as currently participating; and to investigate significant differences in the motivations of farmers who identified as being at least somewhat likely to participate in Farm-to-School programs within the next five years.
Findings from this research suggested that there is limited support for the theoretical framework of the embeddedness of farmers. However, there is a need for additional studies before the overall concept may be disregarded for all Farm-to-School or direct-to-consumer markets studies.
25
Moss, Ashley Ann. "Farm-to-School and Nutrition Education: Positively Affecting Elementary School-Aged Children's Nutrition Knowledge and Consumption Behavior." OpenSIUC, 2012. https://opensiuc.lib.siu.edu/theses/889.
Testo completoAbstract (sommario):
Good nutrition is crucial. School-aged children battle social issues such as poor nutrition, childhood obesity, and minimal nutrition knowledge. This study was a quasi-experimental design analyzing the effects of CATCH curriculum with a Farm-to-School program to assess nutrition knowledge of third grade students, and to increase fruit and vegetable consumption behavior. Third grade boys and girls (n=65) participated in this study. The intervention consisted of two nutrition education classes and a farm tour. Data were collected at baseline and post intervention. Surveys assessed nutrition knowledge and fruit and vegetable consumption behavior. Data were analyzed with independent sample t-tests. Significant differences were found concerning knowledge of fiber and farm exposure (p<0.001). Knowledge of vitamins and minerals and reported vegetable consumption behavior at home and school were also significant (p<0.05). These findings suggest that CATCH nutrition education and farm tours can positively affect school-aged children's nutrition knowledge and consumption behavior.
26
Blagg, Caroline. "The Pink Papers." Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4270/.
Testo completoAbstract (sommario):
The Pink Papers is a collection of three short stories and a novel in progress consisting of four chapters. Each piece is a work of original fiction. The preface addresses the female writer and the female voice in fiction. "Broken Clock" and "Pink Paper" are the stories of two girls coping with endometriosis. "Normal Capacity" looks at the loss of a dream through the eyes of a first-year law student. The novel in progress, titled Blanchard, OK, is set in a rural farming town in Oklahoma. The novel tells the stories of 24-year-old Robin, her Aunt Paula, and Paula's boyfriend, Sam.
27
Duncan, Samuel. "The status of search and seizure policies and practices in secondary schools : how far have we come since T.L.O.? /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9974624.
Testo completo
28
Scott, Jasmine Layne. "Exploring Experiences of Unofficial Actors in the Farm to School Policy-Making Process." Thesis, Virginia Tech, 2020. http://hdl.handle.net/10919/99888.
Testo completoAbstract (sommario):
The farm to school movement is partially supported by unofficial actors in the policymaking process who promote legislation to encourage activities such as local procurement, school gardening, and agricultural education. However, farm to school legislation can vary in its level of effectiveness and implementation throughout the United States. Research shows that Virginia has a low level of support and advocacy for farm to school activities when compared to other states. Unofficial actors, such as advocates, producers, and school nutrition professionals are uniquely qualified to identify challenges, opportunities, and suggestions on improving the policymaking process, due to their experiences with farm to school. This study addressed a gap in scholarly literature as there is limited research on the role that unofficial actors play in promoting farm to school during the legislative process. In this qualitative, case-study, the Stages Heuristic Model was used as a theoretical framework to explore unofficial actors' experiences as they participate in the agenda-setting and policy formulation stages of policy cycle in the Northern Virginia Region. The findings uncovered experiences that unofficial actors believed either prevented or made their engagement in policymaking more challenging. Opportunities and successes during these stages of advocacy were also examined. Further, participants provided suggestions to all policymaking actors to improve the process in the future. Key findings revealed the importance of themes such as collaboration, connectedness, and relationship building in the policymaking process. Additionally, unofficial actors generally found success in the "small wins'' of advocacy, such as increasing farm to school awareness, as opposed to more extensive legislative outcomes.<br>The farm to school movement is partially supported by active citizens in the policymaking process who promote legislation to encourage activities such as purchasing local foods, school gardening, and agricultural education. However, farm to school legislation can vary in its level of effectiveness and implementation throughout the United States. Research shows that Virginia has a low level of political advocacy for farm to school activities when compared to other states. Individuals such as advocates, farmers, and school nutrition professionals are uniquely qualified to identify challenges, opportunities, and suggestions on improving the policymaking process, due to their experiences with farm to school. This study addressed a gap in the academic community as there is limited research on the role these individuals play in promoting farm to school during the legislative process. In this study, a policymaking model was used as a foundation to explore individuals' experiences as they participate in the farm to school legislative process in the Northern Virginia Region. The findings uncovered experiences that respondents believed either prevented or made their engagement in policymaking more challenging. Opportunities and successes during these stages were also examined. Further, respondents provided suggestions to all policymakers for improving the process in the future. Key findings revealed the importance of collaboration, connectedness, and relationship building in the policymaking process. Additionally, respondents generally found success in "small wins," such as increasing farm to school awareness, as opposed to more extensive legislative outcomes.
29
Mattsson, Linnea, and Cecilia Stenquist. "Skolans arbete med barn som far illa : En kvalitativ undersökning av skolpersonals förhållningssätt till barn som misstänks fara illa." Thesis, Högskolan Dalarna, Socialt arbete, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:du-27172.
Testo completoAbstract (sommario):
Lärare har i sin dagliga kontakt med barn en unik roll i att upptäcka barn som far illa, de omfattas av en lagstadgad, personlig och ovillkorlig anmälningsskyldighet. Trots detta är anmälningsbenägenheten generellt sett låg och det antas finnas ett stort mörkertal barn som far illa. Syftet med vår studie var att undersöka skolpersonals kunskaper om och attityder till att vid misstanke om att ett barn far illa ingripa på ett lämpligt och konstruktivt sätt. En kvalitativ studie med semistrukturerade intervjuer genomfördes. Genom tematisk analys utvärderades det empiriska materialet och empirin kopplades till tidigare forskning och teoretiska perspektiv och begrepp inom den symboliska interaktionismen. Våra slutsatser är att det finns ett glapp mellan vad skolpersonal enligt skolverket förväntas göra avseende barn som far illa och vad de gör. Vi har identifierat en bristande förmåga att identifiera barn som far illa och en hierarki där lärare kan förhindras att fullfölja sin anmälningsskyldighet.<br>In their daily contact with children, teachers have a unique role in detecting child-maltreatment, as mandated reporters they are subject to a statutory personal and unconditional notification. Nevertheless, reporting abilities are generally low, and it is assumed that there are a large number of children who are maltreated. The purpose of our study was to investigate school staff’s knowledge and attitudes to act in an appropriate and constructive way if suspicion arises that a child is maltreated. A qualitative study using semi-structured interviews were conducted. The empirical data, evaluated through a thematic analysis and linked to previous research and theoretical perspectives and concepts within symbolic interactionism. Our conclusion is that there is a gap between how teachers act regarding maltreated children and how they are supposed to act according to skolverket. We have identified a lack of ability to identify maltreated children and a hierarchy where teachers can be prevented from completing their mandatory reporting.
30
Barth, Richard R. (Richard Russell). "Airline fare competition : econometric evidence of oligopolistic coordination." Thesis, Massachusetts Institute of Technology, 1990. http://hdl.handle.net/1721.1/32575.
Testo completo
31
Mattu, Leanne McIver. "Farm visits : interdisciplinary outdoor learning for primary school pupils and Scotland's Curriculum for Excellence." Thesis, University of Glasgow, 2016. http://theses.gla.ac.uk/7715/.
Testo completoAbstract (sommario):
There is concern around children’s lack of knowledge and understanding of food sources and production, and more broadly around their apparent disconnection from nature. Spending time in the outdoors has been shown to yield a range of benefits, although the mechanisms underpinning these are not well understood. Studies have suggested, however, that there has been a decline in time spent outdoors by children. The introduction of the ‘Curriculum for Excellence’ guidelines in Scotland was heralded as an opportunity to address this decline. Although the guidelines advocate the use of outdoor environments, little research has been conducted, and little guidance is available, on how teachers can and do use outdoor learning in relation to the guidelines, particularly beyond ‘adventure’ activities. Farms are utilised as an educational resource around the world. This research explored the use of educational farm visits, as an example of outdoor learning, in the context of Curriculum for Excellence. A qualitatively driven, mixed methods study, comprising survey and case study methodologies, was undertaken. A questionnaire for teachers informed subsequent interviews with teachers and farmers, and ‘group discussions’ with primary school pupils. The study found that teachers can link farm visits and associated topics with the Curriculum for Excellence guidelines in a range of ways, covering all curriculum areas. There was a tendency however for farm visits to be associated with food and farming topics at Primary 2-3 (age 6-7), rather than used more widely. Issues to consider in the planning and conduct of farm visits were identified, and barriers and motivations for teachers, and for farmers volunteering to host visits, were explored. As well as practical examples of the use of farm visiting, this research offers a perspective on some of the theoretical literature which seeks to explain the benefits of spending time outdoors. Furthermore, five main recommendations for farm visiting in the context of Curriculum for Excellence are given. These relate to the type of visit appropriate to different age groups, opportunities for teachers to become more familiar with what farms visits can offer, and raising awareness of the organisations and networks which can support volunteer farmers to host visits.
32
Wleklinski, Danielle Marie. "Illinois School Foodservice Employees' and Purchasers' Perceived Benefits, Obstacles, and Attitudes to Purchasing Local Foods." OpenSIUC, 2011. https://opensiuc.lib.siu.edu/theses/716.
Testo completoAbstract (sommario):
AN ABSTRACT OF THE THESIS OF Danielle Wleklinski, for the Master of Science degree in Food and Nutrition, presented on December 7, 2010, at Southern Illinois University Carbondale. TITLE: ILLINOIS SCHOOL FOODSERVICE EMPLOYEES' AND PURCHASERS' PERCEIVED BENEFITS, OBSTACLES, AND ATTITUDES TO PURCHASING MORE LOCAL FOODS MAJOR PROFESSOR: Dr. Sylvia Smith Due to the recent surge in environmental consciousness and childhood obesity, Farm to School Programs have gained interest. Previous research studies indicate school foodservice purchasers perceive benefits and obstacles to purchasing local foods (32,74,78,80-81). However, no studies have investigated school foodservice employees' perceptions to benefits, obstacles, and interest to purchasing local food, and if purchasers view benefits and obstacles differently based on school size. Our study sought to further understand perceived benefits, obstacle and attitudes to purchasing local food among school foodservice employees and purchasers. Our study (N=151) found purchasers and employees agree to 13 benefits and 16 obstacles to purchasing local food. Purchasers from large- and medium-size schools perceive less "less use of pesticides" and "ability to know product sources" as stronger benefits to purchasing local food and perceive "cost of food", "adequate volume", "reliable supply of food quantity", "payment arrangement", and "packing material" as stronger obstacles to purchasing local food (p<≤>¡Ü05). Results also show purchasers and employees are interested in receiving training to prepare and serve more local foods; however, purchasers only slightly agree they have resources to train their employees to prepare more meals with local foods and slightly disagree they are willing to pay more for local foods. Results suggest training programs may be needed to encourage local food procurement in schools. Further research should be performed to validate this study's findings; if differences in purchasers' perceived benefits and obstacles based on school size are identified, researchers should investigate where differences lie and why they exist.
33
Molomo, Ntsubise Regina. "Relationship between urinary levels of organophosphate metabolites and pesticide exposures among rural school boys of the Western Cape." Master's thesis, Faculty of Health Sciences, 2021. http://hdl.handle.net/11427/32859.
Testo completoAbstract (sommario):
Background: Biomonitoring of pesticides is an objective measure of short-term pesticide exposure as it measures possible exposure in the human body. Current evidence on the relationship between demographic, socio-economic and pesticide exposure risk factors and urinary levels of organophosphate (OP) pesticide metabolites among children is generally incomplete and conflicting in some cases. There is therefore a need for further research. Objectives: This study investigated the relationship between socio-economic, demographic and reported pesticide exposure related activities and characteristics in relation to urinary levels of three dialkyl phosphate (DAP) metabolites (diethyl phosphate (DEP), dimethyl phosphate (DMP) and dimethyl triphosphate (DMTP)) among boys living in the rural areas of the Western Cape, South Africa. Methods: This was an analysis of data collected during a cross- sectional study of 183 boys from three agricultural intense areas in the Western Cape of South Africa between April 2007 and March 2008. Measurements included a questionnaire on demographic, socio-economic and pesticide exposure risk factors and analysis of spot urine samples for DAP metabolites. Results: Most of the boys (70%) lived on farms with a median age of 12 years (range: 5.0 - 19.5 years). The median concentrations of DAP, DEP, DMP and DMTP were 68.3 ng/ml (IQR= 27.9; 129.5), 5.5 ng/ml, 32.6 ng/ml and 16.7 ng/ml, respectively. The sum of the three DAP levels wasinversely associated with age. Children older than 14 years had less DAP levels (β = -68.1; 95% CI: -136.8,0.6) than children 9 years and younger. DAP levels also varied significantly with residential area, with the levels highest in Grabouw (apple farming), followed by Hex River Valley (grape farming) (β= -52.1; 95% CI: -97.9, -6.3) then Piketberg (wheat farming) (β= -54.2; 95% CI:-98.8, -9.7). Other weaker and non-significant associations with increased DAP levels were found with increased household income, member of household work with pesticides, living on a farm, drinking water from an open water source and eating crops from the vineyard and or garden. Conclusion: The study found younger age and living in and around an apple and grape farms, to be associated with increased urinary DAP concentrations among the school children provide evidence that younger age and residential area can be associated with increased urinary DAP concentrations among boys. Additionally, there are other household and behavioural characteristics that are associated with elevated urinary DAP levels. Further studies with larger sample sizes and longitudinal designs to improve the statistical power and the associations found are recommended. The study provided more insight to incomplete and inconclusive evidence of previous studies.
34
Elkin, Suzanna. "Comprehensive Farm-to-School: A Mixed-Methods Case Study of the Classroom, Cafeteria, and Community." ScholarWorks @ UVM, 2019. https://scholarworks.uvm.edu/graddis/1056.
Testo completoAbstract (sommario):
Farm-to-school (FTS) programs are supported at federal, state, and local levels as a cross-sectoral intervention to curb rising levels of obesity, strengthen local food systems, and improve school climate and academic outcomes. Comprehensive FTS programming, according to the “3-C” approach embraced by leaders in the FTS movement, includes interventions in three domains: the cafeteria, classroom, and community. FTS programming in these domains may include procurement of local food; school gardens; and education related to food, agriculture, and nutrition. Existing research supports the comprehensive FTS approach, illustrating that multi-component programs with strategies that are integrated across these environments improve outcomes for students. FTS programs have potential impacts in the sectors of public health, economic development, education, and environmental sustainability, and they involve a diverse range of stakeholders including students, teachers, school leadership, food service staff, local farmers, and state and national policymakers. However, literature on FTS programs is largely in the areas of health behavior and nutrition outcomes for students, and further investigations of other aspects may lead to improved programming.
The three distinct papers in this dissertation represent an unsequenced descriptive case study, in which each article explores one of the three FTS domains. The case study methodology allowed for in-depth mixed-methods data collection about a bounded system using multiple sources of information. The case for this research was a school district in northern California with a comprehensive FTS program supported by partnership with a local non-profit partner. The first study examines the classroom through teacher involvement in FTS programming using qualitative methods. Social cognitive theory is used as a framework to understand factors that impact classroom teacher involvement and propose strategies to support teacher involvement in FTS. The second study examines the cafeteria through research of a new school lunch program connected to the district FTS programming. Through mixed-methods data collection and analysis, the second article examines the factors that supported a school district in overcoming the barriers to instituting healthier meal options as well as a broad range of student outcomes. The third study examines the community through a qualitative exploration of the relationships between schools, families, and community partners at the case study site. Specifically, it examines FTS programming as an avenue for community partner involvement and family engagement in schools.
This research may support teachers, administrators, and non-profit partners in improving comprehensive FTS programming. These studies fill gaps in the research around the three domains of FTS, particularly the classroom and community, and they may contribute to further studies that seek to explore and compare the different aspects of FTS that lead to outcomes for students and schools. Each chapter may also be a resource for researchers in the fields of food, agriculture, and nutrition education; curriculum innovation; school food; and community-school partnerships.
35
McLoughlin, Jo-Ann. "Papsak consumption and problem drinking amongst farm workers in the rural Western Cape : prevalence and risk factors." Master's thesis, University of Cape Town, 2007. http://hdl.handle.net/11427/9331.
Testo completoAbstract (sommario):
Includes bibliographical references (leaves 79-84).<br>[Motivation] A high prevalence of alcohol consumption and the negative impact of alcohol on rural communities in the Western Cape have been linked to coercive labour practices and the ease of availability of cheap, low quality white wine, typically packaged in foil bags (papsakke). A process is underway to regulate papsakke out of the market. However, limited research has been conducted on the use and impact of papsakke. [Aims and objectives] This study aims to determine the prevalence of, and risk factors for papsak consumption and problem amongst farm workers in the rural Western Cape. It also explores the attitudes of drinkers with respect to their choice of alcohol type and the practices of papsak drinkers, in order to identify target groups for community level interventions and to inform the consent and monitoring of developmental and/or restrictive interventions. [Study design] A cross sectional analytical study performed as a post hoc analysis of data obtained from a larger study on papsakke which included a farm worker survey. [Subjects] 461 female and male farm workers resident on predominantly wine grape producing farms in Stellenbosch, Franschoek and Vredendal in the rural Western Cape Province from February to May of 2004.
36
Martinovic, Marina. "Att hjälpa barn som far illa." Thesis, Mälardalen University, School of Sustainable Development of Society and Technology, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-713.
Testo completoAbstract (sommario):
<p>Förskola och skola kan upptäcka om ett barn far illa och anmäler till socialtjänsten som utreder fallet. Studiens syfte var att med kvalitativ metod i form av intervjuer undersöka hur samarbetet mellan dessa instanser upplevs, samt vilka möjligheter och hinder som upplevs för att hjälpa barnet. Tio personer från de olika instanserna intervjuades. Studien visade att (1) möjligheter finns att hjälpa familjerna, (2) det är svårt då föräldrar inte samarbetar samt då samarbetet mellan förskola, skola och socialtjänst begränsas genom socialtjänstens tystnadsplikt och (3) samarbetet mellan instanserna är bra men kan förbättras med mer insikt i varandras arbete. Det framkom att ett behov av bättre samarbete behöver utvecklas. Åtgärder på ett tidigare stadium skulle vara resursbesparande.</p>
37
Delvecchio, Afton Khale. "The Impact of Fruit and Vegetable Education with a School Garden on Kindergardeners' Nutrition Knowledge." OpenSIUC, 2014. https://opensiuc.lib.siu.edu/theses/1477.
Testo completoAbstract (sommario):
AN ABSTRACT OF THE THESIS OF AFTON KHALE DELVECCHIO, for the Master of Science Degree in Food and Nutrition, presented on November 15, 2013 a Southern Illinois University. TITLE: THE IMPACT OF FRUIT AND VEGETABLE EDUCATION WITH A SCHOOL GARDEN ON KINDERGARTENERS' NUTRITION KNOWLEDGE MAJOR PROFESSOR: Dr. Sylvia Smith, CHE BACKGROUND: Over 12.5 million children and adolescents are obese in the United States (Nowak, Kolouch, Schneyer, & Roberts, 2012). Only 7% of youth are currently consuming the recommended daily amounts of fruits and vegetables (Krebs-Smith & Cook, 1996). Children are required to receive some sort of schooling, thus schools are utilized as a prime location in the United States for nutrition and health education. It has been found that exposure to and knowledge about food items, such as fruits and vegetables, results with increased intake (Ohri-Vachaspati, Turner, & Chaloupka, 2012). OBJECTIVE: The purpose of this study was to determine the effects of a nutrition education intervention with a school garden on kindergarten students' attitude and knowledge about fruits and vegetables. EXPERIMENTAL DESIGN: A five-week quasi-experimental study design was used. Three kindergarten classrooms from the same school participated in the study: a control, an education only, and an education with a garden. A total of 62 kindergarten students made up the convenience sample for this study. The study was conducted during April and May of 2013 at Parrish Elementary School in Carbondale, Illinois. The intervention classrooms experienced a half hour nutrition education intervention twice a week, for five weeks. The intervention lessons were based on the Fresh from the Farm curriculum, specifically for the first grade population. The classroom with the garden had an additional hour throughout the week to work and explore a growing garden. The students were given a Nutrition Knowledge Questionnaire for baseline measurement and again after the five week intervention. The students' attitude was measured using a three-point hedonic scale, while nutrition knowledge was measured using three separate matching exercises: fruits and vegetables to color, nutrients, and body parts. MAIN OUTCOME MEASURE: Independent Variables: Demographics, Nutrition Education Intervention. Dependent Variables: Attitudes to Fruits and Vegetables, Nutrition Knowledge. STATISTICAL ANALYSES PERFORMED: Descriptive statistics were run to evaluate the study's sample. Chi-square test for cross tabulations was used to evaluate the attitude and knowledge of the kindergarten students. RESULTS: Kindergarten students in the garden classroom had a p-value of <0.001 for the nutrient matching portion of the nutrition assessment. In addition, self-identified white students correctly matched nutrient to body part significantly better than self-identified black students, p< 0.05. An association was found between the garden classroom and correctly matching nutrients, p< 0.001. CONCLUSIONS: Positive associations were found with students experiencing a school garden along with a nutrition a nutrition education intervention and their knowledge outcomes. The children in the garden classroom improved from pre-test to post-test, specifically with the nutrition matching portion of the nutrition knowledge. When compared with the education-only and control classrooms, the students in the garden classroom out-performed on the nutrient matching aspect of nutrition knowledge.
38
Mongwa, Grace Kelebogile. "Effects of vegetables from a school garden, in a school feeding programme, on the school attendance rate and general health of children in a farm school / Grace Kelebogile Mongwa." Thesis, North-West University, 2005. http://hdl.handle.net/10394/1044.
Testo completoAbstract (sommario):
Background
Poverty in the rural areas often results in people being unable to buy the necessary food
to feed their families and at the end, the children suffer, as they do not get the necessary
foodstuffs needed for their development. Workers living in rural or agricultural
communities do not have adequate access to basic primary health care facilities. Children
need to be immunized and have regular check-ups during their developmental years and
this is often lacking in farming communities. Farm workers and their children are also
often denied access to other Government services. They are often not informed of
services which are available and which will benefit them.
Children attend schools without clean drinking water or proper sanitation, putting them at
risk of disease. Some children travel far to reach the schools. A lack of state-funded
transport from homes hinders access to education in commercial farming areas. Such
exhausting conditions adversely affect the ability of these children to adequately
participate in activities in the classroom. This results in poor performance, nonattendance
or regular absence.
Children from families who are dependent on employment on commercial farms for their
livelihoods are vulnerable due to low education status of their parents/guardians, low pay,
poor working conditions and dependence on the farmer.
Project aim
The main aim of the project was to investigate the effects of a daily vegetable meal on the
health of farm school children.
Objective of the study
The specific objectives of this study were to evaluate the effects of vegetables in the
school feeding programme over a 15 week period on:
the school attendance in the experimental and control schools,
the prevalence of infections,
the occurrence of sores in the school going learners of both the experimental and the
control schools.
Research setting
This study was part of the larger FLAGH (Farm Labour And General Health) programme
that was a follow up of the THUSA study. The FLAGH programme consists of a number
of different projects and studies mainly aimed at improving the nutritional status and
quality of life of black South African farm dwellers in the North-West Province. Two
schools in the Rysmierbult district were selected to participate in this study. One of the
schools was used as a control school and the other school was used as the intervention
(experimental) school. The vegetable garden in the experimental school started in 2003
and in the control school it was started in 2001. In 2004 after the school opened, the
garden in the control school was not functional due to some reasons. Therefore the
school was used as a control school as the learners were not fed vegetables each day.
Subjects
A total number of 109 primary school learners between the ages of 6 and 14 years old
took part in the study. The intervention school enrolment was 70 learners at the
beginning of the study and at week 7 to 15 it was 67, as 3 learners had left school with no
reason. The control school enrolment was 42 learners.
Study design
It was a comparative evaluation intervention study with baseline and end measurements
to assess the effects of vegetable gardens in farm schools to supplement the school
feeding programme. This was a comparison study of two farms schools. The
implementation of vegetable garden projects at schools was one of the interventions
aimed at improving the nutritional status of the children.
Research Methods
Four types of instruments were used in the study namely:
anthropometric measures (height and weight) were used to calculate the Body Mass
Index (BMI) for age and Z-scores (by age) for all the children (Annexure 11),
observation of the occurrence of skin sores and infection (Annexure I),
a structured face-to-face interview for learners (Annexure Ill),
a questionnaire for teachers to get their views towards the vegetable garden project
(Annexure IV).
Results
The school attendance for the control school was throughout the 15 week intervention
period better than the experimental school. Although the anthropometric measurements
of learners at baseline in the experimental school differed statistically significantly from
those in the control school it was of low practical significance (d<0.5). The learners in
the experimental school were more undernourished (Z-score for weight for age: -1.86
and height for age: -1.55) than those in the control school (Z-score for weight for age:
-0.99 and height for age: -1.37). Over the 15 week period the children in the control
school got more undernourished (Z-score for weight for age: -1.34 and height for age: -
1.44) while the nutrition status of the children in the experimental school improved (Z-score
for weight for age: - 1.65 and height for age: - 1.48).
No differences in the occurrence of infections in the children were observed between the
two schools. However, the results on the occurrence of skin sores indicated a highly
significant (p<O.OOI) improvement in the occurrence thereof in the experimental school.
Conclusion
Malnutrition is still a major problem worldwide and especially in Asia and Africa
especially the Sub-Sahara area. There are a number of factors contributing to
malnutrition. The underlying factors include access to food, caring practices, health
services, the environment and lastly the immediate factors include dietary intake and
infection/illness.
From the results of this study it seems as if a vegetable meal can improve the nutrition
status of learners and it can help to reduce the incidence of skin sores in children. The
fact that no improvement in the incidence of infections was measured during this study
by the occurrence of symptoms such as colds, flu, coughs and a running nose was
observed, might be due to the short period of the intervention (15 weeks) and the small
number of children included in the study.
Recommendation
A multifaceted approach is recommended to improve the nutritional status of learners
attending schools in the farming areas. One of these approaches can be to include
vegetables in the daily school meal. The study period was too short (15 weeks) to
determine an explicit outcome, so it would be more appropriate to extend the study to a
longer period.<br>Thesis (M. Consumer Science)--North-West University, Potchefstroom Campus, 2006.
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Kim, Grace. "Development of a nutrition-based curriculum for farm-to-school programs for the fourth and fifth grades." Thesis, California State University, Long Beach, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1527328.
Testo completoAbstract (sommario):
<p> The purpose of this project was to develop a garden-enhanced nutrition curriculum for educators of students in the fourth and fifth grades. The goals of this curriculum were to provide literature related to farm-to-school initiatives, to increase educators’ and students’ knowledge about farm-to-school programs through an evidence-based nutrition education curriculum, and to increase fruit and vegetable consumption among the students. </p><p> The curriculum, Let’s Grow!, was created addressing perceived barriers that prevent the implementation of school gardens that may further encourage fruit and vegetable intake in children. Though intended to specifically reach students in Los Angeles, the curriculum may be used outside this urban setting. </p><p> The curriculum consists of nutrition lessons and gardening activities relating to topics identified from literature reviews. An expert-review panel reviewed the curriculum, having critiqued the literature, and provided feedback. Evaluation forms for the curriculum were created to assess the overall value of the program.</p>
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Shirinde, Kwena Sara. "The relationships between perceived benefits, barriers of participating in physical activity and physical activity levels of farm school children / Kwena Sara Shirinde." Thesis, North-West University, 2009. http://hdl.handle.net/10394/5016.
Testo completoAbstract (sommario):
Participation in physical activity was found to be associated with health benefits. Lack of physical activity is a risk factor that may lead to mortality. The purpose of this study was to investigate the perceptions of barriers and benefits of participating in physical activity and the levels of physical activity and to investigate the relationships between perceived barriers and benefits of participating in physical activity and levels of physical activity in boys and girls attending farm schools in Alma-Vaalwater area. A total of 344 children (185 boys and 159 girls) aged 15 to 16 years completed a questionnaire on perceptions of barriers and benefits of participation in physical activity, and a Previous Day Physical Activity Recall (PDPAR) questionnaire on the levels of physical activity. The data was analysed using descriptive statistics, independent t-testing and correlations by means of SPSS (Version 15.0). The results show that barriers (with high mean values) experienced by boys to be physically active included lack of time, to do work/school work, and physical activity makes one sweat. In girls barriers experienced to be physically active included lack of time, to do work/school work and lack of equipments. With regard to the perceived benefits of participating in physical activity both boys and girls showed high mean values in to stay in good health, to feel well and to have energy. The results further showed that lack of equipments was negatively associated with participation in physical activity in boys and girls during the week and weekend days respectively. In addition girls showed a Significant relationship between to relieve stress and physical activity. Significant gender differences regarding the levels of physical activity with girls participating more in light physical activity than boys were found.
This study recommended the need for the introduction of awareness programmes on physical activity as well as well-structured programmes of physical activity by qualified personnel geared towards the improvement of general well-being of children. More studies with a larger sample size are required to verify the present findings.<br>Thesis (M.A. (Human Movement Science))--North-West University, Potchefstroom Campus, 2010.
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DALY, FRANCES K. "THE FEASIBILITY OF IMPLEMENTING A FARM-TO-COLLEGE PROGRAM AT THE UNIVERSITY OF CINCINNATI." University of Cincinnati / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1178723108.
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Thornburg, Gina K. "Who benefits?: the intersection of governance and agency in farmers’ engagement with the Oklahoma Farm to School Program." Diss., Kansas State University, 2016. http://hdl.handle.net/2097/34636.
Testo completoAbstract (sommario):
Doctor of Philosophy<br>Department of Geography<br>Bimal Kanti Paul<br>Farm-to-school (FTS) programs are promoted as direct-marketing opportunities for farmers. As such, they are regarded by advocates and state and federal agencies as a pathway to rural economic development. The implementation of FTS food procurement poses significant challenges, however. Farmers make decisions regarding whether or not to market products to schools after learning about the program and considering an array of signals from multiscalar policies and governance structures. Research to date has left a gap in understanding farmers’ agency as it relates to governance structures and policy signals. This research on farmers’ engagement with the Oklahoma FTS Program contributes evidence to bridge this gap by examining the experiences not only of producers who participated in a FTS program but also of those who ceased participation or who chose not to participate. Employing a phronetic approach to social science, this explanatory, sequential, mixed-methods case study obtained quantitative and textual data from a mail survey, as well as data from two stints of qualitative fieldwork, in fall 2011 and fall 2012, which involved semistructured interviews and participant observation. Archival research completed the study methods used to gain a deeper understanding of farmers’ perspectives, practices, values, and experiences that informed their decisions to participate or not in a top-down-administered FTS program. Data collection was driven by the concept of farmers’ engagement. As such, eight categories of farmers’ engagement with the Oklahoma Farm to School Program emerged. This research answers these value-rational questions (Flyvbjerg, 2001): (1) Which farmers gain, and which farmers lose, by which mechanisms of power? (2) Is this desirable? (3) What should be done? Results provide evidence of geographically uneven development of a FTS program and incompatibilities between small- to midscale farming and the structure and governance of federal child-nutrition programs.
43
Adams, Frederick Allan. "A case study of the Elim Farm Project of the Filipino Free Methodist Church." Theological Research Exchange Network (TREN), 1999. http://www.tren.com.
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Benson, Matthew Carl. "Exploring Food System Change through a Mixed Methods Analysis of Cooperative Extension's Role in the Farm to School Movement." Diss., Virginia Tech, 2013. http://hdl.handle.net/10919/22077.
Testo completoAbstract (sommario):
Farm to School is a program that connects local and regional foods and other farm products to school meals, develops school gardens, and develops other types of Farm to School experiential learning programs for K-12 students. Since Farm to School began in the mid-1990\'s, Farm to School programs have been developed in all 50 states and Washington D.C. The National Farm to School Network has estimated that almost 12,500 schools are involved with Farm to School, and that during the 2011-2012 school year, 5.7 million students were reached through Farm to School programs and activities. Research to date investigating Farm to School has primarily focused on food system and school system stakeholders including school nutrition directors, food distributors, farmers, school teachers, students, and principals. Not as much research has explored Cooperative Extension\'s role in Farm to School. Farm to School programs are one method for Extension professionals to support community food system development while addressing pressing social concerns related to agricultural viability and public health. Drawing on reasoned action theory and social movement theory, the purpose of this study was to explore food system change through an analysis of Cooperative Extension\'s role in the Farm to School movement. In this two-phase explanatory sequential mixed methods research study, the behavioral intentions/behaviors of Cooperative Extension professionals were analyzed. Additionally, the goals, strategies, and knowledge production of Cooperative Extension professionals participating in the Farm to School movement were explored. Data were collected through an online survey distributed to Extension professionals in eight states. A total of 931 Extension professionals completed the questionnaire resulting in a 48 percent response rate. Data were also collected through a state-based case study that explored Ohio State University (OSU) Extension involvement and leadership in the Ohio Farm to School Program. The case study included 21 interviews with OSU Extension professionals and Farm to School program partners. Regression models were developed to explore which behavioral intentions are statistically significant in explaining Extension participation in the Farm to School movement. Results show that past participation in a Farm to School training program, knowledge about Farm to School, attitude towards Farm to School, perceived social norms towards Farm to School, and perceived behavioral control towards Farm to School are positively associated with participation in the Farm to School movement. Drawing on Stevenson, Ruhf, Lezberg, and Clancy (2007), qualitative analysis found that OSU Extension professional\'s goals for the Farm to School movement were primarily related to food system transformation and inclusion, and their strategies were primarily related to connection. Drawing on Eyerman and Jamison (1991), qualitative analysis also found that OSU Extension professionals were producing primarily organizational knowledge through participation in the Farm to School movement. Additionally, qualitative analysis found that Cooperative Extension Systems are home to several Farm to School movement intellectuals. This study concludes with a discussion of recommendations for Cooperative Extension participation in the Farm to School movement, recommendations for Farm to School program partners, and recommendations for future research in Farm to School.<br>Ph. D.
45
Banning, Jenna. "Measuring the Impacts of a School Garden-Based Nutrition Intervention." ScholarWorks @ UVM, 2015. http://scholarworks.uvm.edu/graddis/425.
Testo completoAbstract (sommario):
School garden-based education programs have become an increasingly popular tool to improve children's nutrition, yet evaluations have found mixed results. This study analyzes three years of student surveys collected before and after one year of participation in the American Heart Association's Teaching Gardens program. Analysis was guided by the Social Cognitive Theory, and measured changes in determinants of healthy eating behavior: preferences for fruits and vegetables, gardening skills, food systems learning, and perceptions of self-efficacy and social norms regarding fruit and vegetable consumption. A total of 755 pre-test and 976 post-test responses were included in the analysis, as well as 173 pre-test and 146 post-test responses from two control schools that did not participate in any gardening activities. Frequencies and crosstabulations were used to analyze pre- and post-test data. Paired t-tests were also used to analyze differences between pre- and post-test when data were collected for the same student before and after Teaching Gardens participation.
Paired t-test results indicated improvement in Preferences, Food Systems Learning, and Social Norms for both control and experimental groups and in Gardening Skills for the experimental group, although none of the changes over time were significant. At posttest, significant differences by gender were found in responses across all five indices, with girls answering generally more positively to questions than boys. Crosstab results also indicated significant differences by school minority concentration and socioeconomic status (SES) across all five indices at post-test, as well as a general correlation between minority concentration and SES. However, the effects of these environmental factors were mixed.
The second article of this thesis investigates the effects of another environmental factor - the level of integration of the school garden program into the wider school environment - on students' reported knowledge of Gardening Skills. Eight schools and 142 matched pairs of students that participated in the Teaching Gardens program were analyzed. Adult responses from each of the schools were used to create an index of the program's Level of Integration, which was then compared with the students' reported changes in Gardening Skills using bivariate analysis and Paired Samples t-tests. Repeated Measures General Linear Model tests were then conducted to compare the model including the Level of Integration against the more traditional model of school garden evaluation, which focuses on school's minority concentration and SES. Results indicate that students at schools with well-integrated school garden programs gain greater Gardening Skills as a result of one year of participation in the program and confirms previous findings that students from lower SES areas experience greater gains in Gardening Skills than students from higher SES areas.
46
Maddison, Anne. "How far can the inclusion of an international dimension in a special school demonstrate a school's progress towards becoming a learning organisation? : an evaluative case study." Thesis, University of Lincoln, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.400801.
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Martins, Laura Isabel Machado Silvestre. "A efetividade das estratégias de prevenção da obesidade infantil : estudo de caso no concelho de Faro." Master's thesis, Universidade Nova de Lisboa. Escola Nacional de Saúde Pública, 2011. http://hdl.handle.net/10362/9671.
Testo completoAbstract (sommario):
RESUMO - A obesidade é um problema de saúde pública com dimensões alarmantes, motivo pelo qual foi classificada como uma das principais epidemias do século XXI. Estudos recentes demonstram que a prevalência da obesidade tem vindo a aumentar, sendo Portugal um dos países onde as taxas de prevalência são mais elevadas. No caso da obesidade infantil a situação também é muito preocupante. As crianças com excesso de peso ou obesas têm um risco acrescido de se tornarem adultos com doenças crónicas pelo que importa, desde cedo, desenvolver estratégias que permitam promover estilos de vida saudáveis e prevenir as várias doenças associadas.
O desenvolvimento de intervenções durante a infância é considerado como uma das mais promissoras estratégias para a redução do excesso de peso e obesidade. Por outro lado, a escola é considerada como um dos locais mais atrativos e populares para se desenvolverem esses programas.
Com este estudo pretendeu-se avaliar a intervenção realizada no concelho de Faro e verificar a sua efetividade no cumprimento dos objetivos definidos.
A intervenção realizada em Faro, durante os anos letivos de 2007/2008 a 2010/2011, a 857 alunos do ensino básico, com idades compreendidas entre os 6 e os 10 anos de idade, teve como objetivos: avaliar e estabilizar a prevalência da obesidade infantil nas escolas do ensino básico do concelho de Faro, no ano letivo de 2007/2008; avaliar a evolução da prevalência da obesidade infantil durante os anos letivos de 2007/2008 a 2010/2011; e desenvolver estratégias para a promoção, em meio escolar, de uma alimentação mais saudável durante a intervenção.
Os resultados levam-nos a concluir que a prevalência do excesso de peso e obesidade (15,2% e 10,5%, respetivamente) continua a níveis muito preocupantes nas crianças, tendo as raparigas apresentado uma prevalência maior do que os rapazes. A avaliação dos alunos, acompanhados prospetivamente ao longo dos primeiros 3 anos de intervenção, demonstrou uma diminuição da prevalência da obesidade de 9,6% no ano inicial para 8,3% no 3.º ano, e uma subida da taxa de prevalência do excesso de peso de 12,9% para 21,0%.
A avaliação deste tipo de intervenções, apesar de difícil realização, é importante para que se possam definir novas estratégias, novas metodologias e novos caminhos para combater a obesidade infantil.<br>ABSTRACT - Obesity is a public health problem with alarming dimensions, reason why it was classified as one of the main epidemics of the 21st century. Recent studies have shown that the prevalence of obesity has been increasing, and Portugal is one of the countries where the prevalence rates are higher. The situation of childhood obesity is also very worrying. Children who are overweight or obese have a greater risk of becoming adults with chronic diseases and it is important, from early on, to develop strategies to promote healthy lifestyles and to prevent the various associated diseases. The development of interventions during the childhood is considered as one of the most promising strategies for the reduction of overweight and obesity. On the other hand, the school is considered as one of the most attractive and popular settings to develop these programs. With this study it was intended to evaluate the intervention carried through in the municipality of Faro and to verify its effectiveness in the fulfillment of the objectives. The intervention performed in Faro during the school years of 2007/2008 to 2010/2011, have included 857 children, aged from 6 to 10 years old, and aimed to: evaluate and stabilize the prevalence of obesity in primary schools in the municipality of Faro, in the 2007/2008 school year; monitor the evolution of the prevalence of childhood obesity during the school years of 2007/2008 to 2010/2011; and develop strategies to promote healthier diet during the intervention. The results lead us to conclude that the prevalence of overweight and obesity (15,2% and 10%, respectively) is still in very disturbing levels in children, with girls presenting a higher prevalence than boys. The students accompanied prospectively over the 3 years of intervention showed a decrease in prevalence of obesity from 9.6% in the initial year to 8.3% in the third year, and a rise in the prevalence of overweight from 12.9% to 21.0%. The evaluation of such interventions, although difficult to achieve, is important to define new strategies, new methodologies and new ways to combat the childhood obesity.
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Souza, Maria Deuselena Dias de. "The house to school ground terreiro: a path of educational practices and social practices built in the light of the alternation pedagogy. The case of Family Farm School Dom Fragoso." Universidade Federal do CearÃ, 2015. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=15322.
Testo completoAbstract (sommario):
nÃo hÃ<br>O presente estudo busca investigar o projeto formativo desenvolvido na Escola FamÃlia AgrÃcola Dom Fragoso, localizada na comunidade de Santa Cruz, IndependÃncia, CearÃ. As reflexÃes desse trabalho incidem em compreender o papel desse projeto na prÃtica social de seus/suas alunos/as egressos/as que convivem no contexto do semiÃrido cearense. Trata-se de uma pesquisa qualitativa que fez uso da estratÃgia de estudo de caso para aprofundamento dos conceitos abordados. Para alcance do objetivo proposto, a investigaÃÃo pÃe como guia de orientaÃÃo destes estudos o seguinte problema: Quais as contribuiÃÃes do projeto formativo da Escola AgrÃcola FamÃlia AgrÃcola Dom Fragoso na prÃtica social de seus/uas alunos/as egressos/as? Embasam as ideias deste trabalho os seguintes autores: CALDART(2005), ARROYO(2003), MATTOS(2011), FREIRE(2005), FREIRE(1983), GARCIA-MARRIRODRIGA (2010), MORIN(2003), PEREIRA(2010), FRAGOSO(2005), FURTADO(2004), CARVALHO(2006), BEGNAMI(2004), GIMONET(2007). Assim como o contexto das Leis de Diretrizes Curriculares Nacionais para a EducaÃÃo BÃsica (2010), os Marcos Normativos da EducaÃÃo do Campo(2012) e a Proposta PedagÃgica da Escola, dentre outros autores e documentos que tratam da EducaÃÃo do Campo. Para confrontar as leituras, foram realizadas observaÃÃes na Escola e nas comunidades onde residem os/as alunos/as egressos, entrevistas com alunos/as egressos e com profissionais da escola. Foram realizadas ainda entrevistas com uma ex-professora dos/as alunos/as entrevistados e com dois lÃderes comunitÃrios que acompanham esses alunos/as ao longo de suas vidas. No decorrer da pesquisa, verificou-se que a escola reconstrÃi um olhar humanizador e consciente sobre o campo e sobre suas fragilidades econÃmicas e naturais. Para finalizar, pode-se asseverar que a prÃtica social dos alunos e alunas à diferenciada, na medida em que hà um desenvolvimento da consciÃncia crÃtica desses, lhes permitindo uma leitura de mundo ampla capaz de subsidiar uma prÃtica social de construÃÃo de um mundo melhor em seus diferentes espaÃos de vivÃncia, promovendo, assim, a prÃxis educativa atravÃs da reflexÃo da vida e da escola.<br>This study investigates the formative project developed at the School Agricultural Family Dom Fragoso, located in the community of Santa Cruz , Independence, CearÃ. The reflections of this work focus on understanding the role of this project in the social practice of its graduates students who live in the context of Cearà semiarid region. It is a qualitative study that used the case study strategy to deepen the concepts discussed. To reach the proposed objective and investigation will as a guide these studies the following problem: What are the contributions of the training project of Dom Fragoso Agricultural Family Farm School in social practice of its graduates students? The following authors form the base ideas for this study: CALDART (2005), ARROYO (2003), MATTOS (2011), FREIRE (2005), FREIRE (1983), GARCIA-MARRIRODRIGA (2010), MORIN (1999), PEREIRA (2010) , FRAGOSO (2005), FURTADO (2004), CARVALHO (2006), BEGNAMI (2004), GIMONET (2007). The context of National Curriculum Guidelines for Basic Education Laws (2010), the Normative Guides for Countryside Education (2012) and the School‟s Pedagogical Planning, among other authors and documents, deal with Rural Education. To confront the readings, the following tasks were performed: observations at school and communities where the former students live; interviews with former students, school professionals. Interviews were also performed with a former teacher of the interviewed students and two community leaders who accompany these students throughout their lives. During the search the school rebuilds a humanizing and conscious look at the field and it‟s economic and natural. Finally one can assert that the social practice of pupils is different , in that there is a development of critical awareness of these , allowing them a wide world of reading able to subsidize social practice of building a better world in its different spaces of experience , thus promoting the educational practice through reflection of life and school. Finally one can assert that the social practice of pupils is different, in that they seek to integrate union and solidarity in building a better world in its different spaces of experience, thus promoting the educational praxis through reflection of life and school.
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Silva, Soraya Sousa Gomes Teles da. "Escola e Fam?lia no Enfrentamento ? Viol?ncia: Psicologia no Ensino Fundamental." Pontif?cia Universidade Cat?lica de Campinas, 2017. http://tede.bibliotecadigital.puc-campinas.edu.br:8080/jspui/handle/tede/999.
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Previous issue date: 2017-12-12<br>Conselho Nacional de Pesquisa e Desenvolvimento Cient?fico e Tecnol?gico - CNPq<br>Defining violence is a complex challenge because of the multiple senses and meanings that find expression in human relationships. In view of this, this research sought to know what a public school and the students' families understand about violence. The sources of information were: Political Pedagogical Project; questionnaire with the teachers; and interviews with the families of the elementary school students. These instruments contained three questions: 1) "What is violence? "2)" How did you feel in a situation of violence? "And 3)" What is the result made in a situation of violence? ". The data analyzed followed the perspective of Constructive-Interpretative Methodology and, it was sought to understand the awareness, through the three dimensions: knowing, feeling and acting. Families define violence by pointing to types of manifestation, passing through their own life history, presenting a naturalized (re) production and reporting having the most effective action in dealing with violence. The school understands violence as directed action to the other, instrumentalized and typified by physical and verbal aggression, mainly. Faced with this, there is a mismatch (between school and family) that little favors the process of integral development of the child and adolescent. The prevention strategy brought by the teachers and the PPP was differentiated care for the students and the convening of the families, and the dialogue was pointed out as an action in facing violence in the school. It is understood that the Political Pedagogical Project needs to be reflected, more critically, presenting the limits and possibilities before the violence in search of a liberating education and of emancipation. Therefore, it is understood that the role of the school is also to promote the integral development of the child and adolescent, as well as to manage the risk situations that some of them live in their daily lives, and for this, it must make a commitment to face the violence, and a partnership with families is fundamental; and psychology, as part of its technical team, has much to contribute to this process.<br>Definir viol?ncia ? um desafio complexo, devido aos m?ltiplos sentidos e significados que encontram expressividade nas rela??es humanas. Diante disto, esta pesquisa buscou conhecer o que uma escola p?blica e as fam?lias dos estudantes entendem sobre viol?ncia. Como fontes de informa??es foram utilizados: Projeto Pol?tico Pedag?gico (PPP); question?rio com os professores; e entrevistas com as fam?lias de estudantes de uma escola de ensino fundamental. Esses instrumentos continham tr?s perguntas: 1) ?O que ? viol?ncia? ? 2) ?Como se sentiu em uma situa??o de viol?ncia? ? e 3)? Qual o encaminhamento realizado em situa??o de viol?ncia??. Os dados analisados seguiram a perspectiva da Metodologia Construtiva-Interpretativa e, buscou-se entender a conscientiza??o, pelas tr?s dimens?es: conhecer, sentir e agir. As fam?lias definem a viol?ncia apontando os tipos de manifesta??o, perpassando a pr?pria hist?ria de vida, apresentando uma (re)produ??o naturalizada e relatam ter o di?logo como a??o mais efetiva no enfrentamento ? viol?ncia. A escola entende a viol?ncia como a??o direcionada ao outro, instrumentalizada e tipificada pela agress?o f?sica e verbal, principalmente. Diante disto, percebe-se um desencontro (entre escola e fam?lia) que pouco favorece o processo de desenvolvimento integral da crian?a e adolescente. As estrat?gias preven??o ? viol?ncia trazida pelos professores e no PPP foram atendimento diferenciado aos estudantes e convoca??o das fam?lias, sendo que o di?logo foi apontado como a??o no enfrentamento ? viol?ncia na escola. Entende-se que o Projeto Pol?tico Pedag?gico necessita ser refletido, mais criticamente, apresentando os limites e possibilidades diante da viol?ncia em busca de uma educa??o libertadora e de emancipa??o. Portanto, considera-se que o papel da escola ?, tamb?m, favorecer o desenvolvimento integral da crian?a e adolescente, al?m de gerenciar as situa??es de risco que algumas delas vivem em sua vida cotidiana, e para isso, precisa assumir um compromisso de enfrentar ? viol?ncia, sendo a parceria com as fam?lias fundamental; e a psicologia, como parte de sua equipe t?cnica, tem muito a colaborar nesse processo.
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Quincey, Therese. "How far can the antithetical characteristics of school effectiveness and school improvement explain school failure? : a case study of an urban comprehensive, 13-18, 1995-2000." Thesis, University of Newcastle upon Tyne, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.289205.
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