Добірка наукової літератури з теми "Nutrition Study and teaching (Primary) Victoria"
Оформте джерело за APA, MLA, Chicago, Harvard та іншими стилями
Ознайомтеся зі списками актуальних статей, книг, дисертацій, тез та інших наукових джерел на тему "Nutrition Study and teaching (Primary) Victoria".
Біля кожної праці в переліку літератури доступна кнопка «Додати до бібліографії». Скористайтеся нею – і ми автоматично оформимо бібліографічне посилання на обрану працю в потрібному вам стилі цитування: APA, MLA, «Гарвард», «Чикаго», «Ванкувер» тощо.
Також ви можете завантажити повний текст наукової публікації у форматі «.pdf» та прочитати онлайн анотацію до роботи, якщо відповідні параметри наявні в метаданих.
Статті в журналах з теми "Nutrition Study and teaching (Primary) Victoria"
Still, Leonie V. "Women Managers in Advertising: An Exploratory Study." Media Information Australia 40, no. 1 (May 1986): 24–30. http://dx.doi.org/10.1177/1329878x8604000105.
Повний текст джерелаAydin, Gozde, Alison Booth, Claire Margerison, and Anthony Worsley. "Food and nutrition education in Australian primary schools: parents' views." Health Education 121, no. 4 (May 12, 2021): 451–64. http://dx.doi.org/10.1108/he-11-2020-0113.
Повний текст джерелаAydin, Gozde, Claire Margerison, Anthony Worsley, and Alison Booth. "Australian Teachers’ Perceptions and Experiences of Food and Nutrition Education in Primary Schools: A Qualitative Study." Australian Journal of Teacher Education 47, no. 2 (February 2022): 61–75. http://dx.doi.org/10.14221/ajte.2022v47n2.5.
Повний текст джерелаKafatos, Irene, Antonis Peponaras, Manolis Linardakis, and Anthony Kafatos. "Nutrition education and Mediterranean diet: exploring the teaching process of a school-based nutrition and media education project in Cretan primary schools." Public Health Nutrition 7, no. 7 (October 2004): 969–75. http://dx.doi.org/10.1079/phn2004565.
Повний текст джерелаMaliotou, Maria Neocleous, and Georgia Liarakou. "Teachers’ Perceptions and Educational Practices on Sustainable Nutrition in Cyprus." Journal of Education for Sustainable Development 16, no. 1-2 (March 2022): 61–79. http://dx.doi.org/10.1177/09734082221116858.
Повний текст джерелаFollong, Berit Maura, Elena Prieto-Rodriguez, Andrew Miller, Clare E. Collins, and Tamara Bucher. "An Exploratory Survey on Teaching Practices Integrating Nutrition and Mathematics in Australian Primary Schools." International Journal of Research in Education and Science 6, no. 1 (November 8, 2019): 14. http://dx.doi.org/10.46328/ijres.v6i1.566.
Повний текст джерелаÇeviker, Arzu Pekğöz, and Mustafa Önder Şekercioğlu. "Determination of the Nutritional Habits of the Primary Teacher Candidates for the Game and Physical Activities Teaching Course." Journal of Educational Issues 8, no. 1 (June 18, 2022): 557. http://dx.doi.org/10.5296/jei.v8i1.19826.
Повний текст джерелаBouterakos, M., A. Booth, D. Khokhar, M. West, C. Margerison, K. J. Campbell, C. A. Nowson, and C. A. Grimes. "A qualitative investigation of school age children, their parents and school staff on their participation in the Digital Education to LImit Salt in the Home (DELISH) program." Health Education Research 35, no. 4 (July 6, 2020): 283–96. http://dx.doi.org/10.1093/her/cyaa015.
Повний текст джерелаCrawford, Renée. "Creating unity through celebrating diversity: A case study that explores the impact of music education on refugee background students." International Journal of Music Education 35, no. 3 (July 21, 2016): 343–56. http://dx.doi.org/10.1177/0255761416659511.
Повний текст джерелаAkram Hassan, Moneam, Abd Alsalam Harfash Hassan, and Nadhim Ghazal Noaman. "Epidemiological Study of Non-communicable Diseases Among Patients Attending Nutritional Clinic in Baquba Teaching Hospital." Diyala Journal of Medicine 19, no. 2 (December 15, 2020): 6–12. http://dx.doi.org/10.26505/djm.19025220122.
Повний текст джерелаДисертації з теми "Nutrition Study and teaching (Primary) Victoria"
Smith, Ronald William 1945. "Professional development organization and primary mathematics teachers : exploring connections with beliefs and practice." Monash University, Faculty of Education, 2001. http://arrow.monash.edu.au/hdl/1959.1/8624.
Повний текст джерелаTurner, Sheila. "Teaching and learning about food : a study of curriculum change in nutrition education in primary schools." Thesis, University College London (University of London), 1992. http://discovery.ucl.ac.uk/10006570/.
Повний текст джерелаPardjono, [none], and mikewood@deakin edu au. "The Implementation of student active learning in primary mathematics in Indonesia." Deakin University. School of Scientific and Developmental Studies, 1999. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20051017.134922.
Повний текст джерелаHill, Kathleen J. (Kathleen Josephine) 1920. ""This one is best" : a study of children's abilities to evaluate their own writing." Monash University, Faculty of Education, 2001. http://arrow.monash.edu.au/hdl/1959.1/8956.
Повний текст джерелаMonala, Pumla Kgomotso. "Determining the contribution of the national school nutrition programme to the total nutrient intake of Mogale city learners." Thesis, Vaal University of Technology, 2018. http://hdl.handle.net/10352/435.
Повний текст джерелаThe purpose of this study was to determine the contribution of the National School Nutrition Programme (NSNP) has made on the total nutrient intake of Kagiso learners. This was done by investigating the nutrient intake of school children participating in the NSNP (experimental group) and comparing this to the nutrient intake of learners participating in the tuck-shop or lunch box (control group) from one school. The research methodology was undertaken in two phases, namely phase one; planning and phase two; data collection and analysis. The following measuring methods were applied; socio-demographics, household food insecurity assessment scale, anthropometry measurements, food frequency questionnaires (FFQ), 24-hour recall and the observation of the NSNP during the school lunch breaks. Anthropometry measurements were analysed according to the World Health Organization standards (WHO 2008), socio-demographics, and household food insecurity assessment scale and FFQ were captured on an Excel spreadsheet by the researcher and analysed using the Statistical Package for Social Sciences (SPSS) version 22.0 for descriptive statistics such as frequencies, standard deviations and confidence intervals. An expediency sample of 160 primary school children aged 6-13 years, including girls (n=84) and boys (n=76) and 106 caregivers were recruited into the study. The results showed that majority of caregivers (59%) completed secondary level education, followed by 39% with primary level or college completion (2%). The employment rate in the Kagiso households of the sampled group was low with 20% of caregivers being unemployed. Out of the 76% of the employed caregivers, 26% were permanently employed and 51% were temporarily employed with contract work and piece jobs. The highest monthly income (42%) was between R1000-R3000 and the lowest (38%) was less than R1000 with only R101-R200 to spend on food per week. The food insecurity status of Kagiso learners showed that 44% of school children were food secure, and 56% were food insecure – of these, 29% experienced hunger. Heightfor-age, weight-for-age and BMI-for-age were measured for all of the 160 children. The group was categorized as follows; school children participating in the NSNP (n=59) and children using the tuck-shop foods (n=35) and lunch box (n=66). The nutritional status of Kagiso learners from the sampled group showed that more boys were stunted (13%) and wasted (12%) while of the girls, 30% were at risk of being overweight, with only 2% reported to be overweight. The majority of boys reported to be stunted and wasted were from the NSNP group and the girls reported to be overweight or at risk of being overweight were from the tuck-shop group. Thus, the learners from the lunchbox had optimum growth status when compared to the other two groups. The respondents consumed a mainly high carbohydrate diet with a low consumption of vegetable and fruits. The results from the Food Variety Score (FVS) revealed a low individual mean (2.25±1.57) in the legume and nuts group, followed by a medium individual mean (7.9±2.81) in the fruits and other juices group, 7.16±2.68 in the vegetable group, and lastly, the highest individual mean (9.26±3.04) in the cereal, roots and tubers diversity. The results from the top 20 popular food items ranked as follows; maize meal stiff (1st), maize meal porridge (5th), white rice (6th), white bread (7th) brown bread (9th), potato fries (12th), breakfast cereal (13th) and samp and beans (14th). Cabbage (15th) and pumpkin (20th) were the most popular vegetables and there were no fruits within the top 20 popular list of food items. The Nutrient Adequacy Ratio (NAR) of the NSNP (n=59) meals was below the 1/3 (33.3%) and 30% dietary requirements for lunch meals. This was very evident regarding vitamin A (16.85%), energy kilojoules (23.78%), calcium (18%), folate (26.72%), zinc (15.71%), dietary fiber (25.71%) and iodine (4.65%). Iron (38.98%) was slightly above the 1/3 and 30% dietary intake, but there were a high percentage (61%) of respondents who did not meet the EARs of 5.9mg for iron. The results revealed an inadequate contribution by the NSNP to the nutrient intake of Kagiso learners. The poor intake of folate, vitamin A and dietary fiber in this sampled group is linked to the low consumption of vegetable and fruits. Results from this observational study showed that a majority of respondents do not participate in the NSNP when they do not have their own eating utensils. Respondents also revealed that the NSNP meals caused allergies such as skin rash while some mentioned diarrhea as the cause of not eating meals from the NSNP. Hence, a larger percentage (41%) of school children preferred to participate in the lunch box rather than in the NSNP (37%). The high prevalence of inadequate nutrient intake and the poor nutritional status of Kagiso learners in the sampled group, is an indication that strict monitoring of dietary measures needs to be implemented and continuously evaluated to ensure that positive nutritional results are obtained by the NSNP across South Africa
Vermeer, Susan Inge. "Impact of a nutrition education programme on the nutrition knowledge of grade R learners in Durban." Thesis, 2015. http://hdl.handle.net/10321/1277.
Повний текст джерелаAIM: The aim of the study was to identify the need, develop, implement and determine the effect of a Grade R Nutrition Education Programme (NEP) in order to make recommendations to the South African Department of Basic Education (DBE) to include an effective NEP in the pre-primary school education curriculum. OBJECTIVES: The objectives for this study is in two phases, The objective of the baseline study was to assess the need for nutrition education (NE) in Grade R in suburban areas of Durban and identify the most suitable nutrition education tools (NETs) for this age group. For the intervention study the objectives were 1) to develop a nutrition knowledge questionnaire (NKQ) to determine the existing nutrition knowledge of Grade R learners in suburban government and private schools in Durban, 2) to develop a nutrition education programme (NEP) for Grade R based on the South African Food-Based Dietary Guidelines (FBDGs) and the food groups, 3) to implement the NEP in Grade R in a government and private school, 4) to determine the effect of the NEP on the retention of FBDGs (Section one) and food group (Section two) knowledge, and 5) to compare the results between the control group (CG) and the government (EGG) and private (EPG) experimental school groups, and between genders. METHODS: A self-administered nutrition education needs questionnaire was completed by 20 Grade R teachers in Durban suburban schools. Nutrition education material was identified based on the results from the pilot study and a Nutrition education programme developed. The classroom-based intervention study involved 120 Grade R learners in three schools, two experimental schools: government (n=37) and private (n=40), with a control school (n=43), with 35 percent (n= 42) male and 65 percent (n=78) female participants, ranging in age from five to seven years. A validated questionnaire assessed baseline nutrition knowledge of these children. A qualified foundation phase teacher was trained to implement the NEP. The experimental school groups received eight one hour nutrition education (NE) lessons over an eight week period; the control group did not receive any NE. During the lesson firstly theory was covered then the children worked on the related fun activities in the Healthy Eating Activity Book (HEAB) and lastly involved in the nutrition educational games. These included a food group plate puzzles, a NEP board game, a card game and ‘My little story books’. A post-test determined the impact of the intervention. RESULTS: The baseline study confirmed the need for NE in Grade R and identified suitable NETs that were used in the intervention. At pre-test, the nutrition knowledge of Grade R children in the two experimental groups (EG) and one CG was very similar with knowledge of FBDGs greater than knowledge relating to the food groups. Both Grade R EGs showed a significant increase in knowledge for the whole test immediately after the intervention with the CG, achieving similar post-to pre-test results. The intervention had a significant impact on nutrition knowledge of Grade R children in both experimental schools (EGG p=0.004 and EPG p=0.001). The EPG were most knowledgeable regarding FBDGs with no significant difference in knowledge of the EGG. Food group knowledge in all schools was poor at baseline and the NEP resulted in the EGG obtaining the highest post-test results. Post-intervention for the whole test the EGG were marginally (0.80 percent) more knowledgeable than the EPG. The knowledge of boys and girls were very similar in pre-and post-test results. However, the boys were fractionally more knowledgeable than the girls in relation to the whole post-test. In Section two, relating to food group knowledge, girls were slightly more knowledgeable than boys although both genders lacked knowledge in relation to which foods belonged to a particular food group. CONCLUSION: The primary aim of formal NE was met as the statistical significance between the CG and experimental group post-test results was evident in the majority of Section one questions and in all questions in Section two. The NEP resulted in similar increase in knowledge of Grade R learners in the government and private experimental school groups in Durban. In addition, the boys and girls showed a minimal difference in nutrition knowledge.
Книги з теми "Nutrition Study and teaching (Primary) Victoria"
Bagby, Robin S. Nutrition smart!: Ready-to-use lessons and worksheets for the primary grades. West Nyack, N.Y: Center for Applied Research in Education, 1991.
Знайти повний текст джерелаShirley, Woika, ed. Nutrition smart!: Ready-to-use lessons and worksheets for the primary grades. 2nd ed. University Park, Penn: Penn State Nutrition Center, 1995.
Знайти повний текст джерелаMyPyramid for kids: Lessons for grades 3 and 4 : level 2. Alexandria, Va.]: U.S. Dept. of Agriculture, Food and Nutrition Service, 2005.
Знайти повний текст джерелаUnited States. Food and Nutrition Service., ed. MyPyramid for kids: Lessons for grades 5 and 6 : level 3. Alexandria, Va: U.S. Dept. of Agriculture, Food and Nutrition Service, 2008.
Знайти повний текст джерелаJaw breakers and heart thumpers: A study in fun foods and body basics :grades 3-4. Fresno, Calif: Aims Educational Foundation, 1994.
Знайти повний текст джерелаCestnik, Lisa. Healthy bodies, wealthy minds: Lessons, activities and resources for teaching nutrition : kindergarten. Toronto: Learnxs Foundation, 1997.
Знайти повний текст джерелаBrabant, Ginette. Tout ce qui vit, me nourrit (l'être humain). Ottawa: Conseil scolaire d'Ottawa, Département des langues vivantes, 1985.
Знайти повний текст джерелаCestnik, Lisa. Healthy bodies, wealthy minds: Lessons, activities and resources for teaching nutrition : grades 1 & 2. Toronto: Learnxs Foundation, 1997.
Знайти повний текст джерелаMatricardi, Joanne. Health, safety, and nutrition activities A to Z. Clifton Park, NY: Thomson Delmar Learning, 2008.
Знайти повний текст джерелаSnowball, Lesley, and Kenneth Snowball. Primary Inquirer. Pearson Education, Limited, 2010.
Знайти повний текст джерелаЧастини книг з теми "Nutrition Study and teaching (Primary) Victoria"
Lee, Mark J. W., and Catherine McLoughlin. "Supporting Peer-to-Peer E-Mentoring of Novice Teachers Using Social Software." In Cases on Online Tutoring, Mentoring, and Educational Services, 84–97. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-60566-876-5.ch007.
Повний текст джерела