In class work 2/6-2/8

1. Rees, G. A., Richards, C. J., & Gregory, J. (2008, October 1). Food and Nutrient Intakes of Primary School Children: a comparrison of school meals and packed lunches. Journal of Human Nutrition and Dietetics. 420-427
2. Cohort
3. The method of cohort is used in this article in a way that they did not know the outcome of this research whether packed lunches had better nutritional values than school lunches. The took a sample of 120 students aged 6-11 and observed the items they consumed and the differences in nutritional intake between those who ate school lunches and packed lunches (420). In this study, “Children taking a packed lunch to school were con- suming approximately double the amount of sugar and 50% more sodium and saturated fat in their midday meal compared with those having a school lunch. However packed lunches were providing children with more calcium, iron and fruit” (420). They compared the calculations from all different nutrients like fats, protiens, calcium and different vitamins between both meals of the students. This method enabled them to find the differences in packed lunches versus school lunches.
4. The conclusion of this study was, “Very few packed lunches contained vegetables, and fruit intake was particularly low for those having a school meal. Children taking a packed lunch to school were consuming approximately double the amount of sugar and 50% more sodium and saturated fat in their midday meal compared with those having a school lunch. However packed lunches were providing children with more calcium, iron and fruit” (427). This method allowed them to get to these results with each of the different things they measured.
5. I found this article and study to be very interesting as well as useful for my research process. This article will definietly come into play during my research process.

1. Rush, E; McLennan, S; Obolonkin, V. (2014). Project Energize: whole-region primary school nutrition and physical activity programme; evaluation of body size and fitness 5 years after the randomised controlled trial. British Journal of Nutrition. 111(2), 363-371.
2. RCT
3. This was a region-wide, whole-wchool nutrition and activity program that was also a randomized control trial. They got all the schools in the New Zeland region to participate in this study and had a nutrition specialist assigned to each school. This method of RCT allowed them to have numerous schools at random pick to reduce bias. In the article, it states, “The long-term regional commitment to the Energize program in schools may potentially lead to a secular reduction in the prevalence of overweight and obesity and gains in physical fitness, which may reduce the risk of developing obesity and type 2 diabetes.” For this type of study, bias is an important factor so by the RCT method, it reduced the chance for bias as well.
4. The conclusion of this study was the results of this were cpmparing all the statistical data they had collected from the different schools, different ages, and different genders. Thye compared all the results from over the years and eliminated the ones that were not complate or accurate. This method alowed them to come to this conclusion because RCT is a controlled trial just like this was but you ahve the participants that are chosen and who participate and there is usually no bias in this type of method.
5. Something interesting I found was that I thought this study would have better results and a more clear conclusion of what exaclt they found. They just compared the statistics of each student and group where I thought more results would of what they learned about it.

1. Spence, S; Matthews, JNS; White, M. (2014). A repeat cross-sectional study examining the equitable impact of nutritional standards for schoollunches. International Journal of Behavioral Nutrition and Physical Activity. 11(1), 128-139.
2. Cross sectional
3. The researchers of this study conducted a cross sectional study in 12 Elementry English primary schools before and after legislation and they recorded the dietary intake of students ages 4-7. This method is used for different groups of people who differ in the diestary inatake (variable) but do have something in common or share characteristics (age and school). In the methods section of this study it states, “Dietary intake was recorded for 4-7y olds using a validated, prospective four-day food diary. Socio-economic status was estimated using the Index of Multiple Deprivation; three groups of approximately equal sizes were created. Linear, mixed-effect models explored the effect of year, lunch type (school or home-packed lunch), level of deprivation and the interaction(s) between these factors on children's diets” (128). This method is very useful for this particular study because of all the circumstances and variables they are testing. This method enables them to not only get the results that they are aiming for but also anything else they may discover through the process like if oler kids eat significantly different than the younger ones, etc.
4. The conclusion of this study was, “By 2008-9, NMES at lunchtime and in total diet was lower for children consuming a school lunch; this change was equitable across the deprivation groups” (128). They also measured the Viatmin C intake which they found that it inceased more for children in the deprived group. This method allowed them to get these results of the Vitamin C intake because they measured it along with the other dietary intake.
5. I found this article to be very interesting and this method could be one of the important ones and this is a great example of that. After reading through this article, I am not sure if this will be a primary article I use, however, I will be sure to look for more articles with the corss sectional method.

1. Chen, He. (2012). Effect of organic school meals to promote healthy diet in 11-13 year old children. A mixed methods study in four Danish public schools. Appetite. 59(3), 866-876.
2. Mixed Methods
3. This was a study to test if organic foods served in schools helped promote healthy eating habbits. They also looked into if the food they ate affected their behaviors and study habits. It is becoming a bigger study to see how nutrition affects learning developments and behaviors. This method allowed them to study multiple aspects of how the organic foods help the students healthy eating habits and their learning development. It states, “The aim of this study was to investigate whether organic school meals can be an effective strategy to provide healthy food to children and promote their healthy eating habits. Furthermore, the study aimed to examine pupils’ attitudes predicting intention and behaviours in relation to organic food and health” (866).
4. The conclusion of this study was, “ In summary, from the qualitative interviews it appears that the pupils in both school groups possessed basic knowledge about organic food and health, their attitude towards organic food and health positively impacted their intention to purchase organic food, and both groups of pupils intended to adapt to a healthier diet” (876). This method allowed them to get to these results of what effect organic foods have on the students.
5. This was a very interesting article to read through because this is one of the topics I was thinking about researching whether organic foods really do have an impact, but I changed my topic but this is related to the school lunches side of it.