Статті в журналах: "Farm schools"

1

Christensen, Libby O., Becca B. R. Jablonski, and Jeffrey K. O'Hara. "School districts and their local food supply chains." Renewable Agriculture and Food Systems 34, no. 03 (November 7, 2017): 207–15. http://dx.doi.org/10.1017/s1742170517000540.

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AbstractThe 2015 Farm to School Census reports that during the 2013–2014 school year there were over 5200 farm to school (FTS) programs in the USA that involved 39,000 schools and 24.1 million children. These FTS programs are intended, in part, to increase market access and therefore the viability of farms and ranches. Accordingly, the majority of FTS programs involve local food procurement directly from farmers, from non-traditional suppliers that market locally branded food products such as ‘food hubs’, or from traditional suppliers such distributors and food service management companies. Yet, there is reason to believe that transaction costs vary based on the supply chain that schools use to procure local food. Moreover, that the supply chain that schools use to procure local food has a relationship with school's expenditures on local food. We use the 2015 Farm to School Census to estimate the relationship between school district's local food expenditures per student and supply chain structure. We analyzed data using ordinary least squares regressions, controlling for the region of the USA, the type of local food products purchased, and other school-specific characteristics. Importantly, we find a negative and significant relationship between school district's non-milk local food expenditure per student, and purchases directly from the farm and from non-traditional suppliers. This implies that schools that purchase local food from traditional distributors are likely to have higher on average expenditures per student compared with schools that purchase local food directly from farmers or non-traditional distributors. Results point to the need for additional research in determining the efficacy of policies to support direct and non-traditional FTS marketing arrangements.

2

Simonian, S. V., L. L. Calderon, P. Jambazian, and J. Huffaker. "Farm Stands in Schools: Bringing Fresh Fruits to the Schools." Journal of the American Dietetic Association 108, no. 9 (September 2008): A90. http://dx.doi.org/10.1016/j.jada.2008.06.249.

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3

Hippert, Christine, Emma Bremer, Rileigh Van Driessche, Hana Tanberg, Mitchell Running, and Angela Rooker. "From Local Fields to School Lunch Lines: Multiple Stakeholders' Experiences with a Farm 2 School Project." Practicing Anthropology 36, no. 1 (January 1, 2014): 11–15. http://dx.doi.org/10.17730/praa.36.1.30h42g370851136k.

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Throughout the country, farm to school (F2S) programs have emerged to connect schools and local farmers within a web of practices to improve student nutrition and to strengthen local farming economies. To date, 2,571 F2S programs have been implemented in all 50 states in order to strategically link producers, food preparers, and consumers to: • strengthen local farming economies; • provide access to a wider variety of fruits and vegetables in schools; • assist food service personnel as they establish new menus for school-age children; and • support school systems and administrators in their quest to locate area producers and distributors (National Farm to School Network 2012).

4

Godfrey, Jodi. "The Farm to School Program: City of Decatur, Georgia, Public Schools." Childhood Obesity 6, no. 5 (October 2010): 285–87. http://dx.doi.org/10.1089/chi.2010.0513.

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5

Fitzsimmons, Jill, and Jeffrey K. O'Hara. "Market Channel Procurement Strategy and School Meal Costs in Farm-to-School Programs." Agricultural and Resource Economics Review 48, no. 3 (October 10, 2019): 388–413. http://dx.doi.org/10.1017/age.2019.18.

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Farm-to-school (F2S) local food procurement must be cost-effective to be financially sustainable without policy support. We test, among schools participating in F2S programs, whether market channel procurement strategies for local foods affect schools’ perceptions of whether meal costs decline as a result of F2S participation. Schools that buy local foods exclusively from intermediaries are 7 percentage points less likely to report lower costs from undertaking F2S initiatives. We further demonstrate that the probability that schools source local foods exclusively from intermediaries is influenced by the number of direct marketing farmers in their county.

6

Kruger, A., S. Lemke, Mars Phometsi, H. van't Riet, AE Pienaar, and G. Kotze. "Poverty and household food security of black South African farm workers: the legacy of social inequalities." Public Health Nutrition 9, no. 7 (October 2006): 830–36. http://dx.doi.org/10.1017/phn2005927.

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AbstractObjectiveTo assess socio-economic indicators, nutritional status and living conditions of farm workers and their families, with the purpose to develop research and intervention programmes aimed at enhancing nutritional status and quality of life.Design and settingThree farm schools in two districts of the North-West Province and farming communities were selected. Anthropometrical measurements, structured face-to-face questionnaires and focus group discussions were carried out in 2002 and 2003 by a multidisciplinary research team.ResultsAccess to electricity, water and sanitation, as well as monthly food rations or subsidies, vary and depend on farm owners. The majority of adults have education below or up to grade four, farm schools provide only up to grade seven. Distance to farm schools and intra-household issues hamper children's attendance and performance at school. Household food security is compromised due to a lack of financial resources, infrastructure and also household resource allocation. This impacts negatively especially on children, with half of them being underweight, stunted or wasted. Employment is usually linked to men, while most women have access to casual jobs only. Insecurity of residence and the perceived disempowered position towards farm owners add to feelings of hopelessness and stress.Conclusions and recommendationsThis study highlights destitute living conditions of farm worker families. Apart from structural and financial constraints, paternalistic structures of the past might also hamper development. Based on these findings, follow-up research projects and in-depth investigations into underlying social issues with regard to nutrition insecurity and livelihoods of farm workers were initiated.

7

Carrabba, James, Sherry Wyckoff, Melissa Scribani, Paul Jenkins, and John May. "Farm Safety Education in New York Mennonite Schools." Journal of Agromedicine 17, no. 3 (July 2012): 338–44. http://dx.doi.org/10.1080/1059924x.2012.686387.

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8

Lakind, Alexandra, Lihlani Skipper, and Alfonso Morales. "Fostering Multiple Goals in Farm to School." Gastronomica 16, no. 4 (2016): 58–65. http://dx.doi.org/10.1525/gfc.2016.16.4.58.

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In the United States, the farm to school movement has recently spread from fringe and grassroots to mainstream. As schools expand their participation, there is a rapidly growing demand to scale up food distribution. Yet, in the rush to support “farm” and “school,” the supply chain, made up of the aggregation, processing, distribution, and logistics services, has been overlooked. Paying attention to the ways in which the standard model is incongruent with goals of the movement incites possibilities for new types of supply chain that reorient from profit and efficiency toward regional economy and transparency. This article elucidates a cooperative framework consisting of three primary aims: sustain the values of the movement; successfully scale up food distribution, expanding access to local, nutritious food; and support the negotiations needed to achieve individual and collective goals. This university/community collaboration evinces the great potential for cooperatives to play a significant role in future supply chain partnerships.

9

Lehnerd, Megan E., Jeanne P. Goldberg, Sara C. Folta, Sean B. Cash, Timothy S. Griffin, Rebecca Lucas, and Jennifer M. Sacheck. "Qualitative Exploration of Farm to School Program Adoption and Expansion in Massachusetts Schools." Journal of Hunger & Environmental Nutrition 15, no. 2 (May 1, 2019): 230–50. http://dx.doi.org/10.1080/19320248.2019.1610539.

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10

Bello, Abdel Raouf Suleiman. "Factors Affecting Respondents’ Participation in Farmers Field Schools in Khartoum State, Sudan." Advances in Social Sciences Research Journal 7, no. 4 (April 19, 2020): 62–70. http://dx.doi.org/10.14738/assrj.74.7380.

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This study was conducted to determine the socioeconomic factors influencing farmer participation in the Farmer Field Schools (FFS) program in Bahari Locality of Kharoum State, Sudan. Eighty farmers were selected randomly and interviewed for this study where Frequency distribution and multiple regressions were used to analyze the data. The study findings indicate that more than 95.0% of respondents were economically active, 88.7% had formal education, 83.0% managed their own farm and 86.3% were currently married. Multiple regressions revealed that the level of participation in FFS was significantly associated with education, farm ownership, farm size, and the period of residency. In addition, the data showed that the level of application of received agricultural innovations was significantly associated with education level, farm ownership, farm size, and total income. The study recommended some interventions to improve and develop the practices and approach of the FFS approach.

11

Barros, Carina Simionato de, Gabriela Geraldi Mendonça, and Augusto Hauber Gameiro. "Farm-Boarding School Management: Linear Programming Contributions in the Search of Self-Sufficiency and Optimization." Journal of Agricultural Science 9, no. 3 (February 13, 2017): 59. http://dx.doi.org/10.5539/jas.v9n3p59.

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Farm schools offer a learning environment for the education of students in Agricultural Technical Programs and offer this program adopting boarding systems (“farm-boarding schools” or “FBS”). The big challenge in FBS is balancing education and production, that is, provide resources for practical classes and at the same time provide food for farm residents from a pre-defined budget by the sponsoring institution. The aim of this paper is to present a linear programming model to plan and optimize FBS production and supply. The model was applied in two FBS in Brazil. The model developed could show the complexity of the FBS system, which features a variety of productions and the interactions among them. The modeling process presented positive results from a technical and managerial point of view, including people management. The formulated model showed an optimized scenario which extended the managers’ analysis horizon and allowed safer decision making. The system’s complexity hampers dialogue between the farm-boarding school team and managers. From the modeling process and the standardization of data and generated results, there was a greater safety margin to present investment proposals and analyzes, accelerating the decision-making process, which was a positive addition to the system.

12

Schmitt, Mathilde. "Gender Segregation at Vocational Schools - Women Farm Apprentices' Dilemma." Sociologia Ruralis 38, no. 3 (December 1998): 303–17. http://dx.doi.org/10.1111/1467-9523.00080.

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13

Bontrager Yoder, Andrea B., Leah L. Foecke, and Dale A. Schoeller. "Factors affecting fruit and vegetable school lunch waste in Wisconsin elementary schools participating in Farm to School programmes." Public Health Nutrition 18, no. 15 (March 2, 2015): 2855–63. http://dx.doi.org/10.1017/s1368980015000385.

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AbstractObjectiveTo examine characteristics potentially associated with school lunch fruit and vegetable waste, both overall and pre/post implementation of the Healthy, Hunger-Free Kids Act.DesignMulti-year (2010–2013) cross-sectional study using pre- and post-meal digital photographs of students’ school lunch trays to estimate fruit and vegetable availability and consumption. Fruit and vegetable items were categorized for factors suspected to impact waste: prior farm to school years, placement (main menu, salad bar), procurement (local, conventional), preparation (cooked, raw) and meal component (entrée, side, topping). Analyses to assess within-category differences in waste volume were performed using a Tobit model.SettingWisconsin elementary schools participating in farm to school programmes, USA.SubjectsChildren in third to fifth grade.ResultsMany within-factor differences were detected overall and/or across time. Cooked fruits were wasted less than raw, while cooked vegetables were wasted more than raw. Where identified, locally sourced items were wasted more than conventionally sourced (+0·1 cups, P<0·0001) and salad bar items more than main menu items (+0·01 cups, P<0·0001). Increasing prior farm to school years decreased waste (−0·02 cups, P<0·0001). Items previously tried were wasted at the same volume whether reported as liked or not. New school lunch meal pattern requirement implementation did not uniformly impact fruit and vegetable waste across all categories and there was no change in waste for seven of fifteen assessed categories.ConclusionsMany factors impact elementary students’ school lunch waste. These factors may be helpful for school food-service authorities to consider when planning school menus.

14

O'Hara, Jeffrey K., and Matthew C. Benson. "The impact of local agricultural production on farm to school expenditures." Renewable Agriculture and Food Systems 34, no. 03 (November 7, 2017): 216–25. http://dx.doi.org/10.1017/s1742170517000552.

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AbstractThe implementation of farm to school programs and the use of local foods in US school meals have increased dramatically since the 1990s. However, supply constraints are often cited by school districts as an impediment to purchasing local foods. In this paper, we estimate the responsiveness of local food sourcing by schools in response to changes in local agricultural production. We test several hypotheses by merging data from the nationally administered 2015 Farm to School Census, which solicits information about local food sourcing from school districts, with Census of Agriculture data and other socio-economic data. We test whether local agricultural conditions influence the probability that a school district sources local foods, as well as the level of such purchases among the subset of school districts that are buying locally. We examine two types of local food purchases: local fluid milk purchases, which is the predominate food product that is locally sourced by schools, and local non-milk food purchases. We test the extent to which local purchases are influenced by local dairy production in the former case and local direct-to-consumer (DTC) agricultural production in the latter case. We find that the dairy and DTC agricultural production had a positive, although modest, impact on local milk and local non-milk purchases, respectively.We find that county-level average income and the percentage of residents in poverty, when statistically significant, had positive and negative, respectively, impacts on local sourcing. Interpreting the coefficients on some of our other control variables involves greater nuance. For instance, while the percentage of students eligible for free and reduced-price meals decreases the predicted probability of a school making local non-milk purchases, it has a positive impact on the level of expenditures. We also find that the number of students in a school district has a positive impact on local food expenditures. However, while county-level population has a positive impact on local food expenditures, it has a negative impact on the predicted probability that a school district sources local non-milk products.

15

Rains, Prue. "La justice des mineurs et The Boy’s Farm : 1909-1968." Criminologie 18, no. 1 (August 17, 2005): 104–27. http://dx.doi.org/10.7202/017211ar.

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Reform schools for juvenile delinquents have shown remarkable resilience and adaptability in the face of changing public policy about how children who break the law should be treated. This paper is a case study of one Canadian reform school which has survived four serious population crises since 1909 : the Boy's Farm and Training School in Shawbridge, Quebec. In describing the first population crisis from 1921 to 1930, it focuses on the strategies adopted by the Boy's Farm's influential board of directors. In describing the three later population crises, it focuses on the struggle between the Boy's Farm and the Montreal Social Welfare Court over the commitment of older boys and emotionaly disturbed boys.

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Wright, Glenn C., and Stephen E. Poe. "(149) Arizona Farm Safety Day." HortScience 40, no. 4 (July 2005): 1045B—1045. http://dx.doi.org/10.21273/hortsci.40.4.1045b.

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Arizona Farm Safety Day has been held annually since 2000 as an attempt to educate students and farm workers (pesticide applicators, tractor and equipment operators, irrigators, and field workers) in farm safety. Our programs have emphasized tractor safety, pesticide safety, ATV safety, electrical safety, and firearms safety. The all-day events have been held in Yuma and in Safford, Ariz., and most of the attendees are high school students. Agriculture students from six to eight high schools typically participate. The agenda is determined by consulting with local agriculture leaders. Attendees have the opportunity to attend a 4-hour training session in the morning. Subjects taught at these sessions might include reading a pesticide label, sprayer calibration, wearing proper protection, avoiding spray drift, tractor safety, and farm safety. At least one of these sessions is an outdoors “hands-on” session. Individual participants receive up-to-date information and literature, a certificate of completion, CEUs, CCA credits, a hat, and a lunch. Spanish translation is available at each session. In the afternoon, a tractor driver safety course and equipment demonstration is typically held. In the course, selected representatives from local farms or local youth get a chance to demonstrate their tractor and ATV driving and safety skills for recognition and awards. Plaques and trophies are awarded to the winners. Additionally, there is an equipment demonstration. Attendees are tested before and after the event.

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Cushman, Kent, and Crofton Sloan. "Pizza Farm Presents Agriculture to Youth." HortScience 32, no. 4 (July 1997): 590E—590. http://dx.doi.org/10.21273/hortsci.32.4.590e.

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A circular garden, divided into eight sections or “slices,” was established for the purpose of demonstrating agriculture to youth. Each section of the garden represents a form of agriculture associated with the consumption of pizza. Soybeans were planted to represent oil, wheat to represent flour, vegetables to represent tomato sauce and vegetable toppings, herbs to represent spices, and pine trees to represent paper and cardboard products. A dairy cow, beef cow, and pig were fenced within separate sections to represent cheese, beef, and pork, respectively. The idea originated in Madera, Calif., from Thank-a-farmer, Inc. and was used with permission. The garden is an ongoing cooperative effort between research and extension personnel of Mississippi State University, local county officials, and area schools. The project has garnered support from the Mississippi Cattle Industry Board (start-up and maintenance funds), Heritage Vinyl Products (fencing), D.P. Fence Co. (construction), and Dominoe's Pizza (pizza lunches for the youth). We anticipate at least 1000 school children to visit the “Pizza Farm” each year, and we expect the community to continue to support and take pride in this project.

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Feenstra, Gail, Shosha Capps, Kristy Lyn Levings, Elaine James, Mary Laurie, Mitchell Maniti, and Emma Lee. "Getting the farm to the school: Increasing direct, local procurement in Yolo County schools." California Agriculture 71, no. 3 (September 2017): 125–29. http://dx.doi.org/10.3733/ca.2017a0024.

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19

Christie, Pam, and Margaret Gaganakis. "Farm Schools in South Africa: The Face of Rural Apartheid." Comparative Education Review 33, no. 1 (February 1989): 77–92. http://dx.doi.org/10.1086/446813.

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20

van Beek, Christy L., Davies D. Onduro, Louis N. Gachimbi, and André de Jager. "Farm nitrogen flows of four farmer field schools in Kenya." Nutrient Cycling in Agroecosystems 83, no. 1 (August 15, 2008): 63–72. http://dx.doi.org/10.1007/s10705-008-9199-6.

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21

van Beek, Christy L., Davies D. Onduru, Louis N. Gachimbi, and André de Jager. "Farm nitrogen flows of four farmer field schools in Kenya." Nutrient Cycling in Agroecosystems 83, no. 1 (October 18, 2008): 95. http://dx.doi.org/10.1007/s10705-008-9221-z.

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22

M., Vaarst, and Fisker I. "Potential Contradictions Connected to the Inclusion of Stable Schools in the Legislation for Danish Organic Dairy Farms." Open Agriculture Journal 7, no. 1 (December 13, 2013): 118–24. http://dx.doi.org/10.2174/1874331501307010118.

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This article aims to raise questions and discuss how a previous farmer-driven group approach (Stable Schools) works under a legislation framework as a part of an obligatory health advisory service for Danish organic dairy producers. The study takes its starting point in an on-line questionnaire evaluation (79 farmer respondents) conducted after one year (2011) with the Stable School approach as part of the legislation. This is followed by a discussion on the perspectives of ‘obligatory farmer groups’ supported by literature on experience from other institutionalized advisory approaches. Respondents generally found the Stable Schools useful for many organic farmers, also after introduction to the legislation, given that farmers are motivated and the process is actively supported by a skilled facilitator. We raise the question of a potential mismatch between the legislative aims and the farmer group approach. Shifts between different advisory approaches at the farm level can potentially stimulate continuous on-farm development.

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Yon, Bethany, J. Taylor, S. Amin, and R. Johnson. "Elementary School Children’s Fruit and Vegetable Consumption in Schools with and without a Farm to School Program." Journal of Nutrition Education and Behavior 45, no. 4 (July 2013): S74. http://dx.doi.org/10.1016/j.jneb.2013.04.192.

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24

Smith, Cydni A., Nicole Corriveau, Susan Aaronson, Cathy Fitzgerald, Alison Heeres, Kim A. Eagle, and Jean DuRussel-Weston. "School Intervention Incorporates Farm to School Programs To Highlight Healthy Eating: A Report from Project Healthy Schools." Childhood Obesity 8, no. 6 (December 2012): 584–87. http://dx.doi.org/10.1089/chi.2012.0042.

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25

Babatunde, R. O., A. E. Omoniwa, and M. N. Ukemenam. "Gender analysis of educational inequality among rural children of school-age in Kwara State, Nigeria." Agricultural Science and Technology 11, no. 3 (September 2019): 267–74. http://dx.doi.org/10.15547/ast.2019.03.046.

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Abstract. Educational inequality has been accepted widely as an indicator of wellbeing. However, in most developing countries, very little attention has been paid to it. This article examined the gender differences in educational inequality among rural children of school-age in Kwara state, Nigeria. Using a three-stage random sampling technique, 200 rural households were sampled for data collection. Analytical tools used are descriptive statistics, the Gini-coefficient and the Ordinary Least Square regression analysis. The result of the analysis showed educational inequality for boys and girls was 0.4 and 0.5, respectively. Educational inequality among children of school-age was significantly determined by the age of household heads, education status of the household heads, marital status, main occupation of the household head, household size, dependency ratio, farm size, cost of schooling, average time spent by children in farm work and asset-base of the households. It was therefore recommended that strategies that will promote mothers’ education be put in place as well as the provision of accessible credit schemes. This can help in the hiring of labour for farm and non-farm businesses thereby increasing production, while providing the household with more funds to enroll their children in schools.

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Luo, Xiao Gang, Wang Zhi Wen, and Wang Wei Fang. "A Research on Websites of British Primary and Secondary Schools - A Case Study of Schools in Leeds." Advanced Materials Research 271-273 (July 2011): 351–56. http://dx.doi.org/10.4028/www.scientific.net/amr.271-273.351.

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Based on the literature research and web investigation, taking the websites of secondary schools in Leeds UK as a sampling frame, the contents, column settings and layout styles of these websites are examined and some of their characteristics are summarized and analyzed. A case study on the website of Ellerton Farm School is also offered to introduce further information. The research result shows that British school websites are becoming an important school image and information window, providing rich and practical information. With good service and pragmatic awareness, the target of these websites highlights students and their parents. The websites are designed in a simple yet characteristic way with clear navigation and are easy to use. The web technologies are relatively new or more standardized, and site contents updated timely. Chinese school websites can learn from it in several ways.

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Hawkins, Roxanne, Gilly Ferreira, and Joanne Williams. "The Development and Evaluation of ‘Farm Animal Welfare’: An Educational Computer Game for Children." Animals 9, no. 3 (March 13, 2019): 91. http://dx.doi.org/10.3390/ani9030091.

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Many children growing up in urban areas of Western countries have limited contact with and knowledge of farm animals and food production systems. Education can play an important role in children’s understanding of farm animal welfare issues, however, most education provided focuses on pets. There is a need to develop new farm animal welfare interventions for young children. This study examines the process of designing, developing, and evaluating the effectiveness of a new theoretically-driven digital game to teach children, aged 6–13 years, about farm animal welfare. ‘Farm Animal Welfare’ aimed to promote children’s knowledge about animal welfare, promote beliefs about animal sentience, and promote positive attitudes and compassion. A quasi-experimental design was carried out, using self-report questionnaires that children (n = 133, test = 69, control = 64) completed in the classroom. Test and control groups were from different schools and the control group did not engage in the intervention. Findings indicate a positive impact on beliefs about animal minds, knowledge about animal welfare needs, and knowledge about welfare in different farming systems, but there was no change in compassion or attitudes about cruelty. This study presents the first evaluation of a digital animal welfare education intervention for children, demonstrating the benefits of incorporating ‘serious games’ into farm animal welfare education. The findings will inform future practice around farm animal welfare education interventions for primary school children.

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Sanjeevi, Namrata, Leah M. Lipsky, Tonja R. Nansel, Denise Haynie, Aiyi Liu, and Bruce Simons-Morton. "Stronger State School Nutrition Laws Are Associated With Healthier Eating Behaviors and Optimal Weight Status in US Adolescents." American Journal of Health Promotion 34, no. 8 (February 10, 2020): 857–66. http://dx.doi.org/10.1177/0890117120902346.

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Purpose: To investigate relationships of farm-to-school, school meal, and competitive food state laws with eating behaviors and weight status and to examine interaction between different types of state laws. Design: Observational cohort study. Settings: US adolescents. Participants: The NEXT study is a nationally representative sample of adolescents assessed annually for 7 years. Data (N = 2751) from students attending public schools from the first (W1) and third (W3) assessment waves (2010 and 2012), occurring during grades 10 and 12, respectively, of the NEXT study were included. Measures: Eating behaviors and weight status of adolescents were linked with Classification of Laws Associated with School Students scoring for state laws. Analysis: Regression analyses examined associations of laws with intake and weight status, accounting for complex survey design and school-level clustering. Results: Adolescents in states with strong farm-to-school laws had greater W1 whole fruit, lower soda, and snack intakes versus those in states with no laws. Strong school meal laws were associated with lower W1 soda intake. Adolescents in states with strong competitive food laws had lower soda intake and overweight/obesity odds than those in states with no laws in W3. Strong farm-to-school laws were inversely associated with W3 overweight/obesity odds only in states with strong competitive food laws. Conclusions: Stronger laws governing school nutrition were related to healthier eating behaviors and optimal weight status in this nationally representative sample of adolescents. Further, farm-to-school laws may be more effective in reducing obesity when combined with strong competitive food legislation.

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Mehlhorn, Sandy A., Barbara Darroch, and Staci W. Jackson. "Raising Awareness of Farm Equipment on Public Roadways in Tennessee." Journal of Agricultural Safety and Health 23, no. 4 (2017): 241–46. http://dx.doi.org/10.13031/jash.12336.

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Abstract. A program was developed to educate young drivers about laws and guidelines governing farm equipment on public roadways in Tennessee. The goal of the program was to make young drivers aware of their responsibilities and the responsibilities of farm equipment drivers when sharing public roadways. A presentation was developed outlining the topics and was accompanied by identical pre- and post-surveys. The material was presented to drivers’ education classes and agriculture science classes at several high schools in west and middle Tennessee. A total of 365 students between the ages of 13 and 19 participated in the program. The pre- and post-survey scores were used to determine the effectiveness of the program. The average score of the pre-survey for all participants was 66.0%. This score significantly improved to 89.3% for the post-survey (p < 0.0001 for paired t-test). Based on these scores, the students were able to gain a better understanding of the laws and guidelines in Tennessee concerning farm equipment on public roadways. Keywords: Collisions, Farm equipment, High school students, Public roadways, Safety, Young drivers.

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Epeju, William Faustine. "Knowledge and Innovations for farmers from Teaching Agriculture in Ugandan Primary Schools: A Study of Kumi Communities in the Teso Sub-Region." Sustainable Agriculture Research 5, no. 1 (January 14, 2016): 56. http://dx.doi.org/10.5539/sar.v5n1p56.

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Kumi communities consist of Bukedea, Kumi and Ngora districts whose agriculture is increasingly complex with declining productivity because of population increase, climate change, low yielding technologies used & poor market access impacting negatively on yields and environment. More knowledge & innovations are needed by farmers. Teaching agriculture in primary schools raised hopes, hence the study. The design was exploratory. In-depth interviews, focus group discussions, questionnaires, documents and observations were used to collect data from 40 primary schools randomly selected. Of 2,069 respondents, 1,951 were head teachers, teachers and primary seven students & 118 were farmers including extension workers purposively selected. Qualitative data were analysed using open coding & axial coding based on objectives and research questions. Agricultural productivity and its growth rate were found low caused by many factors. Education quality and innovations attained by farmers were not assuring for successful farming and rural living. Primary school agriculture was poorly conducted encountering implementation problems such as limited land, no funds, unfavourable weather and lack of improved inputs. Forty five percent (45%) of the students preferred farming as an occupation. The key innovations attained were literacy and numeracy important in the use of improved inputs; knowledge and skills for several farm operations including environmental management and good family living. On ranking school completion rates and farm output of 16 sub-counties, Spearman Rank Order coefficient computed was positive (r = 0.421 with r<sup>2</sup> = 0.1772, 18% at 0.05 α). Increased farm output was explained by 18% through completed primary education by farmers. Smallholder farms in Kumi for years may only be run commercially through intelligent and differentiated policies, addressing market access, jobs in non-farm economy and social transfers to improve welfare of the poor. Primary school agriculture through innovations attained by farmers enhances production thus the need for more investment in it.

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Ellsworth, Devin, Jenny Ernst, and Anastasia Snelling. "A mobile farmers’ market brings nutrition education to low-income students." Health Education 115, no. 2 (February 2, 2015): 171–77. http://dx.doi.org/10.1108/he-03-2014-0031.

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Purpose – The purpose of this paper is to examine the impact of a nutrition-education intervention delivered at low-income middle schools in Washington, DC in the USA, using a mobile farmers’ market to bring hands-on lessons to schools. The program was a partnership between a local farm and university and was funded by the United States Department for Agriculture (USDA) Team Nutrition grant. Design/methodology/approach – Seven low-income middle schools received the intervention, which included 45-minute lessons focussed on nutrition education and sustainable farming concepts. The farmers’ market was delivered via a converted school bus, allowing for full market setup at each school to provide local fruits and vegetables as teaching tools. The nutrition-education lesson focussed on the USDA MyPlate and healthy meal planning. The farm education component focussed on organic farming principles, sustainability of local food systems, and seasonality. A six question pre- and post-survey was administered to 408 participating middle school students to assess changes in knowledge. Findings – Overall, average scores increased from 51 to 58 percent. Nutrition knowledge questions increased from 58 to 74 percent, while agriculture questions remained constant at 43 percent. Both increases significant using a two-sample t-test (p<0.001). This suggests that students gained more nutrition education concepts in this format as compared to the agricultural concepts. Originality/value – Childhood obesity is a growing epidemic that affects low-income communities disproportionally. Innovative strategies must be implemented to increase healthy food consumption. This case study presents such an approach and its value in increasing student knowledge of healthy behavior.

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Sardar, Hussain, Rana Muhammad Amir, Ayesha Khurshid, Hafiz Ali Raza, and Adeela Manzoor. "ASSESSMENT OF NUTRITIONAL STATUS OF THE FARM FAMILIES WITH SPECIAL FOCUS ON PRIMARY SCHOOL CHILDREN IN PAKISTAN." Humanities & Social Sciences Reviews 9, no. 3 (May 26, 2021): 553–63. http://dx.doi.org/10.18510/hssr.2021.9356.

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Purpose of the study: The main purpose of this study was to assess the nutritional status of farm families with a special focus on primary school children in Punjab. Methodology: This study was conducted in tehsil Jaranwala, Faisalabad. Five villages and two primary schools were selected from each village randomly. From these schools, 323 children whose fathers were farmers were selected as samples. A cross-sectional research design was used for the present study. In this context, an interview schedule was prepared and face-to-face interviews were administered to collect the required data. Main Findings: The chi-square analysis confirmed that education, and income of parents associated factors had a statistically significant (P<0.05) and positive correlation with BMI. Descriptive statistics indicated poverty was ranked 1st among reasons for malnutrition followed by inappropriate dietary choices and unavailability of healthy foods with mean values of 4.25 and 4.11, respectively. Whereas, children don't want to come to school due to poor health" was ranked 1st in all effects of poor health with a mean value of 4.50. Applications of the study: This study has highlighted the importance of the nutritional status of primary school-going children and also investigates the different factors that inverse impact on their health. This study will be proved helpful among farm families by creating awareness about the nutrition of children. Based on the findings of this study, the urge to the government to take steps to improve the literacy level and build strategies to improve the awareness level of mothers about the nutrition of children, especially in rural areas. The novelty of the Study: This is the first study that investigates the assessment of the nutritional status of school-going children of farm families in Punjab, Pakistan especially in tehsil Jaranwala, Faisalabad.

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Hartline, MorganE, JulieA Albrecht, and Paula Ritter-Gooder. "A Mixed-Methods Case Study of 4 Rural Schools before Initiating Local Farm-to School-Programs." Health Behavior and Policy Review 4, no. 2 (March 1, 2017): 150–60. http://dx.doi.org/10.14485/hbpr.4.2.6.

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Obayelu, Oluwakemi Adeola, and Ifeoluwa Olawale Fadele. "Choosing a career path in agriculture: A tough calling for youths in Ibadan metropolis, Nigeria." Agricultura Tropica et Subtropica 52, no. 1 (March 1, 2019): 27–37. http://dx.doi.org/10.2478/ats-2019-0004.

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Abstract The decline in youth population and the upsurge in ageing farmer population have resulted in low agricultural output and per capital productivity in rural Nigeria, which is a threat to the national food security. High school students’ perception of agriculture and factors influencing their willingness to study agriculture in tertiary institutions were therefore investigated in this study. Information from 285 science students in high schools was analysed using descriptive statistics, Likert scale and logistic regression. Age of the students was 15.30 ± 1.17 years with almost equal distribution of both sexes. About half (50.5 %) of them wanted to study medicine where as only 4.6 % of the respondents were willing to study agriculture in the university. A higher percentage of female students (57.6 %) were willing to study agriculture in tertiary institution than their male counterparts (42.4 %). A higher percentage of students from public schools (51.4 %) were willing to study agriculture whereas 48.6 % of those from private schools were willing to do so. The students were undecided about the contribution of agriculture to national development but strongly disagreed that agriculture gives less income than other professions. Major motivating factors that can stimulate the respondents’ willingness to study agriculture were career awareness program in agriculture, practical knowledge of agriculture and agricultural excursion. The likelihood of a high school student’s willingness to study agriculture increased significantly with having a father who primarily practised agriculture and supports agricultural education, attending a school where crude implements are not used, visit to a mechanized farm and the youth’s willingness to own a farm in the future irrespective of the course of study, while attending a private school will decrease it. In conclusion, high school students had average perception of agriculture and were not willing to study agriculture in tertiary institutions. Suggestions are presented on how to change this negative attitude towards this vital branch of science.

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Permatasari, Dwi Kusuma, Syamsuhaidi Syamsuhaidi, Erwan Erwan, Wiryawan Wiryawan, Sumiati Sumiati, and Tapaul Rozy. "Pembimbingan Usaha Beternak Unggas dan Pengolahan Limbah Peternakan Unggas Pada Masyarakat di Desa Wakan Kecamatan Jerowaru Lombok Timur." Jurnal Gema Ngabdi 2, no. 2 (July 25, 2020): 178–85. http://dx.doi.org/10.29303/jgn.v2i2.91.

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This dedication activity was based on requests from the management of the Ar-Rusydiny Segaet Islamic boarding school and the people of Wakan village, Jerowaru sub-district, East Lombok regency to get guidance on poultry raising and processing of poultry manure waste, which is one of the activities in the boarding school. The activity involved the community and students of Islamic boarding schools in the village of Wakan. Activities include counseling on poultry farming and poultry farm waste processing in the form of hongkong caterpillar cultivation using poultry droppings. The method used is a participatory method, counseling, and waste treatment practices with various alternative treatment processes. The target to be achieved from this activity is the community and boarding school students motivated to conduct poultry farming and poultry farm waste processing business, and make it one of the leading programs in boarding schools. Based on the results of the community service activities, various problems were found, namely the ignorance of the community in processing poultry, cow, and goat manure waste which is often complained of by the community. The Wakan village community and the management of the Ar-Rusydiny Segaet boarding school do not know how to handle livestock waste. Wakan villagers enthusiastically participated in counseling and practices of sewage treatment, as evidenced by the number of participants who took part, 37 people and during the active discussion session, as well as the emergence of community commitment to process waste into useful products.

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I.Yu., SVINAREV. "TRANSPARENT PIG FARM: CONSUMER EDUCATION." PIG-BREEDING, no. 5 (2021): 4–9. http://dx.doi.org/10.37925/0039-713x-2021-5-4-9.

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Over the past 10 to 15 years, there has been a significant change in people's access to information. The need for food producers to understand consumers and their motivation when choosing a product has increased. The article compares consumer preferences in the United States and Russia. Specific examples are used to analyze the difference in the perception of visual information depending on the experience and knowledge of the biological characteristics of pigs. The 9 most relevant issues of educational work, including: environmental protection measures, measures to reduce odors, production in the open air and indoors, fixed or free maintenance of pregnant sows, castration, cutting of tails, grinding of fangs, the practice of using antibiotics, the practice of using growth stimulants, the nature of rapid growth and achieving slaughter condition, animal welfare. The answers to most of the above questions are contained in the information and technical handbook of the Best Available Technologies Intensive Pig Breeding, which was put into effect in the Russian Federation in December 2017. As the main tools for information communication with the consumer, it is proposed to use more actively social networks, company websites on the Internet, television and radio, publications in the press, agrotourism, agricultural classes and agricultural classes in schools.

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Soares, Panmela, Suellen Secchi Martinelli, Leonardo Melgarejo, Suzi Barletto Cavalli, and Mari Carmen Davó-Blanes. "Using local family farm products for school feeding programmes: effect on school menus." British Food Journal 119, no. 6 (June 5, 2017): 1289–300. http://dx.doi.org/10.1108/bfj-08-2016-0377.

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Purpose The purpose of this paper is to explore the effect of the use of food products from family farms on school menus of the school feeding program (SFP) of a municipality in Southern Brazil. Design/methodology/approach A qualitative content analysis was carried out of 16 key informant interviews involved in the SFP, or in agriculture production related to SFP planning, development and supply. The resulting categories were used to construct a quantitative analysis protocol for school menus for three years both prior to and after (n=130 days) procurement of the SFP with food from family farms. The studied variables were the presence (yes/no) of vegetables, fruits, legumes and concentrated foods. Monthly frequency and contrast of proportions were calculated for each variable during the years studied. Findings The interviewees recognized that the proximity between food production and the school increased the variety of fresh, natural and organic foods in school menus. The direct supply of the SFP with foods from local family farms resulted in a significant increase (p<0.05) in the frequency of vegetables, fruits and legumes in school menus as well as a progressive reduction in concentrated foods. Originality/value The design of food and agriculture policy increases the availability of healthy foods in school menus and has beneficial results for promoting healthy meals in schools.

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Amungwa, Fonteh. "Appraisal of the Agricultural Extension System of Family Farm Schools in Cameroon." Asian Journal of Agricultural Extension, Economics & Sociology 3, no. 6 (January 10, 2014): 530–43. http://dx.doi.org/10.9734/ajaees/2014/9851.

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Ignasiak, Kara R., and Kerry D. Peterson. "Implementation and Evaluation of a Small-Scale Farm to School Program in Rural Wisconsin Area Elementary Schools." Journal of Hunger & Environmental Nutrition 15, no. 6 (February 4, 2020): 809–26. http://dx.doi.org/10.1080/19320248.2020.1721392.

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Cirignano, S., K. Ensle, K. Morgan, C. Fisher-Maltese, A. Grenci, and L. Hughes. "Identifying Implementation of Farm-to-School Practices to Promote Interest and Availability of Local Produce in Schools." Journal of the Academy of Nutrition and Dietetics 112, no. 9 (September 2012): A82. http://dx.doi.org/10.1016/j.jand.2012.06.295.

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Nicholson, Lisa, Lindsey Turner, Linda Schneider, Jamie Chriqui, and Frank Chaloupka. "State Farm-to-School Laws Influence the Availability of Fruits and Vegetables in School Lunches at US Public Elementary Schools." Journal of School Health 84, no. 5 (April 8, 2014): 310–16. http://dx.doi.org/10.1111/josh.12151.

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Stonich, Susan. "Strengthening Academic and Community Ties Through Schools." Practicing Anthropology 17, no. 4 (September 1, 1995): 11–14. http://dx.doi.org/10.17730/praa.17.4.ku2742t7140l2146.

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Santa Barbara County, located along the Pacific Ocean approximately one hundred miles north of Los Angeles, is well known for its spectacular coastline, Mediterranean climate, and many celebrity inhabitants. Those of us who live there know, however, that if Santa Barbara is paradise, it is paradise spelled with a small "p." The growing gap between rich and poor, the lack of affordable housing for the middle class as well as the poor, and the deplorable living conditions of the poor and homeless are all signs of a decline in the human environment. The emergent tuberculosis epidemic in the county, which is particularly striking among the growing Latino population of farm workers and their families, but which threatens the entire population, is another sign of this decline.

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Clarke, Paul. "Sustainable cities, sustainable minds, sustainable schools: Pop-Up-Farm as a connecting device." Improving Schools 15, no. 1 (March 2012): 37–44. http://dx.doi.org/10.1177/1365480212438759.

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Alemnge, Fedelis. "Impact of School Requirements on Pupils’ Academic Performance." Journal of Education and Development 3, no. 1 (April 2, 2019): 76. http://dx.doi.org/10.20849/jed.v3i1.577.

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This study examines the influence of some school requirements (textbooks, writing materials, school wear and farm tools) on pupils’ academic performance in urban and rural schools in Kumba III sub Division in the Southwest Region of Cameroon. The study used a cross-sectional survey design and a semi-structured Likert-type questionnaire to collected data from class six pupils. Data was analyzed descriptively using frequency, proportion and Multiple-Response Analysis (MRA). To analyse the hypotheses, the perceptions between those that agreed and disagreed were compared using the Chi-Square test of independence. The findings of study showed that generally pupils did not have any of the required learning materials in sufficient quantities and this seriously affected their academic performance. However, pupil’s performance is slightly better in rural areas as children from rural schools possessed slightly more learning materials in comparison to their peers from urban schools. It is recommended that government should increase efforts aimed at ameliorating the living conditions of the populations while international partners (UNICEF, UNESCO) and non-governmental organizations use every means possible to assist government efforts to address and improve this very critical situation and thus enable the pupils to improve their academic performance.

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Gullette, Margaret Morganroth. "In My Nicaraguan High School: Giving Excluded Women and Men a Second Chance." Radical Teacher 109 (September 12, 2017): 4–11. http://dx.doi.org/10.5195/rt.2017.385.

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When I went to Nicaragua for the first time during the Contra war, I had no idea that I would soon wind up helping a Nica friend start two literacy programs and then a Free High School for Adults. It opened in 2002, and now, only 15 years later, we have 1001 graduates, 54% women, 45% rural (mainly from subsistence farm families)--all of them excluded from the regular high schools for one reason or another: being pregnant, being a woman, turning eighteen, working five days a week, or living too far from town without the ability to pay bus fare. My real education came with theirs and is still going on, with no end in sight. What I wanted to know was how the teachers--all college graduates who were teaching in the high prestige regular high schools--figured out how to teach these people, many of whom had been out of school for decades and were unused to learning or scholastic discipline; many accustomed to being heads of households; some pregnant or carrying a baby to School for lack of child care or need to nurse; some drunk or exhausted early on Saturday mornings when classes began. The teachers told me their own stories, of overcoming prejudice and learning how to create a welcoming atmosphere. And the graduates told me THEIR stories, of what it took to succeed in those conditions, and how education--especially learning how to speak better-- transformed them, and they, in turn, transformed the entire culture and economy of the region.

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Chen, Qihui, Jingqin Xu, Jiaqi Zhao, and Bo Zhang. "Endogenous schooling, school proximity and returns to rural schooling in Northwestern China." China Agricultural Economic Review 9, no. 2 (May 2, 2017): 270–86. http://dx.doi.org/10.1108/caer-02-2016-0031.

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Purpose The purpose of this paper is to estimate the returns to rural schooling in China, addressing both endogeneity in rural individuals’ schooling and self-selection into off-farm work. Design/methodology/approach This paper exploits geographical proximity to rural secondary schools to create instrumental variables (IV) for individuals’ years of schooling. It addresses both endogenous schooling and self-selection using the two-step procedure developed in Wooldridge (2002, p. 586). Findings The preferred IV estimate of schooling returns, 7.6 percent, is considerably higher than most previous estimates found in rural China. Originality/value This paper is among the few papers that examine returns to rural schooling in China while simultaneously addressing both endogeneity in individuals’ schooling and self-selection into off-farm work. Its findings suggest that rural education in China is potentially able to generate a respectable level of economic returns if policies are designed to provide greater school accessibility to rural individuals.

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Francis, Diane, Anne McEvoy, Tracey Roney, and L. Michelle Gibson. "Farm Safety - A Family Priority: The Implementation of a Collaborative Approach to Primary Health Care in a Rural Setting." Australian Journal of Primary Health 6, no. 4 (2000): 202. http://dx.doi.org/10.1071/py00054.

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Farm Safety - A Family Priority' was a collaborative, integrated primary health care promotion conducted during Rural Health Week, starting 27th May 1999 in the rural town of Elmore, Victoria. Five primary schools in surrounding districts were invited to participate: Goornong, Colbinabbin, Drummartin, Our Lady of the Sacred Heart, Elmore, and Elmore Primary School. Involving 113 children and five teachers, issues concerning safety on the farm included riding on tractors, horses and agriculture bikes, the safe use and storage of chemicals, safe places to play, the importance of displaying emergency telephone numbers, and a demonstration on Expired Air Resuscitation. By using a demonstration and an interactive teaching method it was envisaged that student participation would be encouraged and learning through practical application reinforced. Further, students were provided with ample time to ask questions of the demonstrators regarding any displays and activities. At the conclusion of the day a questionnaire was distributed to all children while teachers' perceptions were recorded by interview. Children took away some clear messages about farm safety, and the coordination and content of the activities impressed teachers. The activity clearly demonstrated the need for more integrated, collaborative approaches in promoting primary health care in rural settings, that are relevant to the community concerned in order to create a sustainable healthy community.

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Schultz, Celeste, and Janet Thorlton. "Access to Fresh Fruits and Vegetables in School Lunches: A Policy Analysis." Journal of School Nursing 35, no. 4 (March 21, 2018): 248–55. http://dx.doi.org/10.1177/1059840518762517.

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Consumption of fresh fruits and vegetables helps to reduce childhood obesity and improves academic achievement and attendance. However, providing fresh fruits and vegetables is challenging for some schools due to cost, administrative burden, and concern for food waste. To address these challenges, the Fruit and Vegetable Access for Children Act proposes to allow federally funded programs to substitute fresh fruits and vegetables with canned, frozen, or pureed versions. In this policy analysis, we propose options for providing fresh fruits and vegetables to children enrolled in the National School Lunch Program. We recommend that school nurses actively facilitate the process of obtaining fresh fruits and vegetables by being appointed members of Team Nutrition giving them authority to collaborate with local famers, entrepreneurs, and land-grant universities in Farm to School Programs. This strategy empowers school nurses in promoting healthy eating habits, reducing obesity, and improving academic performance and school attendance.

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Onwumere, Michael, Melody N. Modebelu, and Isiwu Edward Chukwuka. "Influence of School Farm on Teaching of Agricultural Science in Senior Secondary Schools in Ikwuano Local Government Area, Abia State." OALib 03, no. 06 (2016): 1–6. http://dx.doi.org/10.4236/oalib.1102742.

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Taylor, Carl, Elizabeth B. Symon, Amy Dabbs, Alexander Way, and Olivia M. Thompson. "Assessing a School Gardening Program as an Integrated Component of a Pilot Farm-to-school Initiative Based in South Carolina." HortTechnology 27, no. 2 (April 2017): 228–34. http://dx.doi.org/10.21273/horttech03543-16.

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South Carolina public schools consistently rank low in academic performance. In addition, 39% of elementary, 40% of middle, and 30% of high school students within the state are classified as overweight or obese. School garden-based learning (GBL) is a low-cost and high-impact initiative that addresses both poor academic performance and childhood obesity. This study examined how school-based gardens, as part of a pilot farm-to-school (FtS) initiative, are administered and used within academic and cafeteria meal programs. An online survey was developed and sent to 102 educators who previously completed an online training course entitled School Gardening for South Carolina Educators during the 2012–15 academic school years. Data were collected from 37 educators (36% response rate). Survey results indicate that the majority of these educators, although they completed the training course, were unaware that their garden was a component of an FtS program. Moreover, gardens were not integrated with school-wide programs, especially in the cafeteria: most gardens did not contribute food to the cafeteria and meals offered most often did not align with plants learned about in the gardens. Successes of the pilot program were that the majority of educators started and maintained their garden for over 1 year and they were able to use their gardens during the day for academic instruction in multiple disciplines, including math, science, and nutrition.

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