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Susan Bagwell: Project Director and Principal Investigator. Professor Eileen Environmental Health (CIEH), the Association of London .. and pizza outlets close to schools, involving the youth health . then produced a table with the test results of all 12 outlets. the morning for breakfast and during lunch time for lunch. Susan "Dee" Haslam is an American businesswoman, and the CEO and executive producer of Haslam is the daughter of Ross Bagwell Sr., and Sue Burchfield Bagwell. transferring to Webb School of Knoxville, where she was a classmate with Jimmy Haslam. "Birth reference results for Susan Bagwell Haslam". Results The virtual era has enriched the debate about the importance of the .. The Correlation between School Managers' Communication Skills and School Culture .. Brody, Celeste; Fuller, Kasi; Gosetti, Penny Poplin; Moscato, Susan; Nagel, .. To assess the school food environment in terms of breakfast consumption.
As increased alcohol consumption and poor dietary quality are linked to weight gain and cardiovascular disease risk, our findings hold importance to campus health professionals. Nutrition is a key component of worksite wellness efforts to prevent chronic disease, but little is known about the foods or beverages people obtain at work. The purpose of this study was to examine the frequency of purchasing or acquiring free foods and beverages at work, to determine the foods most commonly obtained, and to assess the dietary quality of those foods.
Data from the USDA Food Acquisition and Purchasing Survey FoodAPSa nationally representative household survey on food purchases and acquisitions during a 7-d study period, was used to examine food purchases and free acquisitions made at worksites among employed adults.
We assessed the prevalence of obtaining food from work on at least one occasion during the week overall and according to demographic characteristics. We also examined the number of worksite food acquisitions made, the amount of money spent on work foods, the most commonly obtained food types, the leading sources of calories, and the dietary quality of foods using the Healthy Eating Index HEI Obtaining foods at work differed by education level, sex, and race or ethnicity, and was more common among college graduates, women, and non-Hispanic whites.
HEI scores suggest that work foods are high in empty calories, sodium, and refined grain,s and low in whole grains and fruit. The leading food types obtained include foods typically high in solid fat, added sugars, or sodium, such as pizza, soft drinks, cookies and brownies, cakes and pies, and candy. A significant number of working Americans obtain foods and beverages from work, and the foods they obtain do not align with dietary guidance.
Worksite wellness efforts should consider improving the dietary quality of foods sold or offered at work. The aim of this study was to compare the degree of strictness between nutrient profiling systems NPSs relevant for the Latin-American region by applying them in the Mexican context.
A sample of foods and beverages dairy products, sweetened beverages, salty snacks, breakfast cereals, and ready-made foods available in the Mexican market were classified according to 7 NPSs: Chi-square tests were used to compare the percentage of foods complying with NPS nutritional criteria. Bivariate logistic regression models were used to compare the overall mean content of critical and noncritical nutrients between compliant and noncompliant foods according to each NPS.
The proportion of Mexican foods classified as compliant varied greatly i. For most NPSs i. The opposite was observed for nutrients to encourage, except for the Chilean octagons and Ecuador's MTL. Important differences exist in the strictness of NPSs. Models targeted or designed by food manufacturers may be less stringent than those based on scientific evidence.
Our results highlight the importance of evaluating thoroughly the underlying criteria of a model, especially those used as a reference for front-of-pack labeling.
More recently, health care providers have introduced fruit and vegetable prescriptions that are written by providers in exchange for fresh produce. Differences in food security scores between participants 1.The Great Gildersleeve: Leroy's Paper Route / Marjorie's Girlfriend Visits / Hiccups
This finding suggests that fruit and vegetable prescription programs targeting underserved children may are be effective in improving access to fresh fruits and vegetables. Funding Sources This research was not funded. The fruit and vegetable prescription program was supported by grants from the Michigan Department of Health and Human Services and Rite-Aid Foundation. Excessive postpartum weight retention has been cited as a major contributor to overweight among women of reproductive age, especially among women from ethnic minorities.
Little is known about how best to intervene to help low-income women lose weight after childbirth. Our objective was to explore perceived barriers to weight loss after childbirth and ideas for postpartum weight loss interventions among participants of the Special Supplemental Nutrition Program for Women, Infants, and Children WIC.
Audio recordings were transcribed verbatim by an independent party. The Spanish transcriptions were reviewed by a bilingual coinvestigator for discrepancies and translated into English for analysis.
Participants had a mean age of The majority of participants self-identified as Hispanic or Latina Overall, participants expressed a desire to lose weight and fears about the negative consequences of obesity. Intervention ideas, including providing accountability and peer support for weight loss, providing a variety of nutrition and exercise weight-loss strategies, and integrating mobile phone technologies into weight-loss programs, were suggested by participants.
Weight-loss strategies for postpartum WIC participants should address cultural beliefs and provide knowledge, support, accountability, and preferably integrate technology.
To Eat or Not to Eat? The high prevalence of obesity among low-income preschool-aged children may be partially explained by the type and quantity of foods offered by parents and declined by children. The child was then asked to repeat the words in the proper sequence. Results from the study showed that children performed better in general when tested after the school breakfast than they did after the home breakfast.
They concluded that serving pre-school children a meal in accordance with SBP Guidelines does result in a greater performance in various tasks than in children who were not served the school meal. More research has been done in support of the School Breakfast Program. They had a higher intake of energy than those students who skipped breakfast completely, because those students that skipped did not appear to make up for the loss by increasing energy intake at other meals during the day. Although much research has been done on the relationship between school breakfast programs and school performance, this is not the basis for all past research.
The next study attempted to discover what types of children are most affected in school performance by omitting breakfast. The effects of omitting breakfast were looked at in children of differing nutritional status.
The first group of children was the stunted group, who were defined as linear-growth-retarded low height-for-age due to undernutrition school children. The second group was the non-stunted control group not growth-retardedand the third group was the previously severely malnourished students malnourished in early childhood. The children were given a series of tests to measure their performance.
Three of the tests were subtests of the Wechsler Intelligence Scale for Children, and they consisted of an arithmetic test, a digit span test memory recall testand a coding test substituting symbols for numbers as quickly as possible. These tests were chosen for the study because performance on these tests are affected by attention and distractibility, which are things likely to be susceptible to missing breakfast.
Results from all of the tests showed that the control group was not adversely affected when they missed breakfast. The stunted and previously malnourished groups, however, were adversely affected in most of the tests when they missed breakfast. The study concluded that missing breakfast could possibly be a serious contributor to poor school performance and achievement in undernourished, elementary-aged school children.
Although most of the past research conducted on the relationship between breakfast and school performance has been conducted on preschool and elementary-aged children, there were two studies done on college students. The first college student study, conducted by Benton and Parkerlooked at the relationship between breakfast consumption, memory, and blood glucose. The study was done on 33 university students, and they were given a series of tests. One such test was a word list test similar to the one from the Worobey and Worobey study.
Students were read three lists of 15 frequently used words. Then, to prevent rehearsing, the students were asked to write down as many of the fifty states that they could think of. Immediately after this, they were asked to write down as many of the words from the list that they could remember.
One interesting thing they found was that in some of their memory tests, a decline in student performance with the non-breakfast eaters was reversed by the consumption of a glucose-supplemented drink.
This was not the case, however, with all of the memory tests. The second study on college students Politt, also looked at the relationship between eating breakfast and performance in school.
The students were placed into either the fasting group or the breakfast group.
The students were then given tests in spatial memory and immediate recall. Politt, who reviewed the study, stated that those who ate breakfast displayed higher performance in both tests than those who were in the no-breakfast condition.
He claimed that the most important conclusion to be drawn from the study is that the data seems to indicate that brain functioning is sensitive to short-term changes in the availability of nutrient supplies. All of the previous studies looked at the relationship between eating breakfast and performance in school, but none of them stated exactly what kind of breakfast should be eaten in order to attain the most energy.
A study done by Morse and Pollack compared various starch foods to see how much maltose carbohydrates that are easily convertible in the small intestine to energy-yielding glucose was produced by the action of chewing and breaking down food.
It was found that foods such as Cheerios yielded a large amount of maltose, while foods such as white bread yielded very little maltose. This difference in maltose was related to the presence of preservatives and other such chemicals in some processed foods such as white breadwhich can have a inhibitory effect on chewing and breaking down food.
According to the results of the study, eating breakfasts with less inhibitory preservatives or other chemicals, such as Cheerios, can produce a large amount of maltose when combined with thorough and relaxed chewing, resulting in increased energy availability for the students to function better in school. All of these studies can relate to the present study in that each one highlights the relationship between eating breakfast and greater school performance.
The Relationship Between Breakfast and School Performance
Although these studies have discovered some interesting relationships between the two variables, many of them fail to address the different aspects of school performance that were addressed in this study, such as alertness, mood, note taking, test taking skills, concentration, and participation in class.
This study is important not only because it addressed different aspects of performance that other studies have not, but because it was done on college students. Although some information has been found on the effects of breakfast on college students, the majority of studies done on this topic have been done on pre-school and elementary school students.
By doing this study on college students and answering some questions about different aspects of school performance, the study has helped to fill in the gaps in the previous literature by providing more information on the topic.
In this study, the two variables that were studied were eating breakfast and school performance. Breakfast included eating breakfast before school.
School performance included alertness in class, attention span in class, mood in class, note taking in class, test taking skills in class, concentration in class, participation in class, and recall of information memory. It is expected that the more a student eats breakfast before school, the greater the school performance that he or she will display.
Because of this, it is predicted that there is a positive relationship between eating breakfast before school and school performance. The participants included 11 male and 85 female freshman undergraduate students from Loyola University over the age of Some of the students participated as part of a course credit in one of their psychology classes. The others participated as part of a class requirement.
They were recruited by the experimenters. This sample was a convenience sample, because the participants who were recruited were easily available for the study. A copy of the survey can be found in Appendix A. They were also handed two informed consent forms to read and sign before the study began.
The experimenter held a list of words that would be used for the memory test. The words were read to the student as follows: A survey packet which participants were asked to fill out after the memory test consisted of two parts. The first part consisted of seven questions asking the participants questions pertaining to their performance in classes before lunch.
They were asked questions such as, "Before lunch, how alert do you feel in your classes? The second part consisted of four questions asking students about their breakfast habits. The first variable of the study was breakfast, and the term was confined to eating breakfast before school. Breakfast consisted of any type of food or beverage eaten or drunk by the students before going to their classes. The second variable of the study was school performance, and it was measured by alertness in class, attention span in class, mood in class, note taking in class, concentration in class, participation in class, test taking in class, and the ability to recall information in class memory.
Students were asked to rate how well they performed in classes before lunch by rating themselves in Part A of the survey packet.
In Part B of the survey packet, students were asked questions pertaining to their breakfast habits. To help control for extraneous variables, all groups of participants were tested in a classroom setting, the procedures for the study were conducted in the same order and in the same way for all groups of participants, and all groups took the memory test at the same time.
Participants were tested in groups. Upon arriving at the testing location classrooms at the campus of Loyola Universityparticipants were seated and given two informed consent forms to read and sign before participating in the study. One copy was given back to the experimenters, and the other copy was kept for their own records. Once consent had been obtained, the participants were handed a survey package. They were not asked to put their names anywhere on the survey.
During the first five minutes, participants were asked to complete a brief memory test where a list of eight words was recited to them in a certain sequence.
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It was explained to them that they should pay attention to each word the experimenter would call out because they would have to write down the words they remembered shortly after the list was called out. The experimenter called out each word once, and each word followed within a second of the previous word.
The words were recited as follows: Immediately after the list of words was recited to them, they were asked to write down as many of the fifty U. After the thirty seconds ended, the participants were told to recall and write down as many words from the memory list that they could remember in the order that they were recited.
After giving participants a minute to write down their list of words, they were asked to fill out the short survey in the survey packet.