Gender, Nonhuman Animals, and Education

Educational theorists are increasingly concerned with the areas of environmental education, ecological education, and animal studies. As social and political efforts to “go green” and make our industrial and personal habits more sustainable and ethical increase, schools as socializing agents take up these initiatives. Students already engage with nonhumans in significant ways in schools: they might interact with live nonhuman animals in extracurricular activities; they might dissect nonhuman animals in their science classes; they might eat the bodies of nonhuman animals at lunch; and they might read about literary or poetic representations of nonhuman animals in English classes. A continuously developing area of educational theory is how the ways in which students engage with nonhuman animals is gendered. Posthumanism and ecofeminism are philosophical paradigms that educational theorists engage with to think through the ways hierarchies of sentiency, humanity, and rationality are propagated by literary, cultural, and metaphorical representations of nonhuman others. There is a long history of women-animal comparisons that is evident in the literature and other cultural artifacts that we teach about in schools. Many students are also served animals as food in school cafeterias. Ecofeminist scholars and scholars of educational philosophy are likewise concerned with the gendered aspects of animal bodies as food and how the ontological representations of the bodies of women and their labor manifest in schools. Educational researchers are investigating these literary, metaphorical, and cultural comparisons.

Program for Healthier School Cafeterias in Rio Grande do Sul, Brazil: Protocol for a Community-Based Randomized Trial

Background School cafeterias can promote poor eating habits, as these retail outlets have a variety of foods considered to be nonnutritive and unhealthy. However, despite the need for effective preventive strategies, there is still disagreement on the best approach due to the lack of evidence on interventions to prevent and treat obesity in the school settings. Objective We aim to verify the efficacy of an educational intervention program to improve the hygienic conditions and the composition of the menu offered in school cafeterias in the state of Rio Grande do Sul, Brazil. Methods We will conduct a randomized, parallel, two-arm, community-based controlled study. Elementary and high schools, both public and private, in the State of Rio Grande do Sul, Brazil, that have a cafeteria will be eligible. Schools will be recruited and randomly assigned to the intervention (n=27) or control (n=27) group. The intervention group will receive an educational intervention program based on the guidelines issued by the Ministry of Health of Brazil, consisting of a 160-hour distance-learning qualification course, for 10 weeks, and using the Moodle platform and WhatsApp app. The intervention targets the owners and people in charge of the cafeterias, food handlers, principals, vice principals, teachers, pedagogical coordinators, dietitians, representatives of students' parents, and students over 16 years old. Meanwhile, the control group will receive only a printed copy of the book containing the guidelines used. The efficacy of the intervention will be determined by the hygienic conditions of the cafeteria and the composition of the menu offered, also considering the levels of processing of food sold. All outcomes will be analyzed as intention-to-treat and per-protocol. We will use covariance analysis or a generalized linear model for continuous data and ordinal logistic regression for ordinal categorical data. The level of statistical significance considered will be P<.05 for a 95% CI. Results This project was funded in early 2018. We administered the intervention program in 2019. All data have already been collected, and we are analyzing the data. The results are expected in 2021. Conclusions To our knowledge, this may be the first randomized controlled study in school cafeterias held in Brazil. The results will provide evidence for the formulation of public food and nutritional security policies and for the development of effective strategies to provide safe and healthy school meals. Trial Registration Brazilian Clinical Trials Registry RBR-9rrqhk; https://ensaiosclinicos.gov.br/rg/RBR-9rrqhk International Registered Report Identifier (IRRID) DERR1-10.2196/22680

The big business of school meals

Big corporations and food service companies are making millions of dollars from public school meal programs, often to the detriment of students’ health. Jennifer Gaddis explains how government policies and funding shortfalls have affected what is served is school cafeterias. Common cost-cutting measures include serving cheap and easy-to-prepare meals, selling junk food to raise revenues, or bringing in outside companies to manage cafeterias. Parents and community groups have pushed back, trying to bring scratch cooking and nutritious food back into their cafeterias.

Program for Healthier School Cafeterias in Rio Grande do Sul, Brazil: Protocol for a Community-based Randomized Trial (Preprint)

BACKGROUND School cafeterias can promote poor eating habits as these retail outlets have a variety of foods considered to be nonnutritive and unhealthy. However, despite the need for effective preventive strategies, there is still disagreement on the best approach due to the lack of evidence on interventions to prevent and treat obesity in the school settings. OBJECTIVE We aim to verify the efficacy of an educational intervention program to improve the hygienic conditions and the composition of the menu offered in school cafeterias in the state of Rio Grande do Sul, Brazil. METHODS We will conduct a randomized, parallel, two-arm, community-based controlled study. Elementary and high schools, both public and private, in the State of Rio Grande do Sul, Brazil, which have a cafeteria, will be eligible. Schools will be recruited and randomly assigned to the intervention (n=27) or control (n=27) group. The intervention group will receive an educational intervention program based on the guidelines issued by the Ministry of Health of Brazil, consisting of a 160-hour distance-learning qualification course, for 10 weeks, and using the Moodle platform and WhatsApp app. The intervention targets the owners and people in charge of the cafeterias, food handlers, principals, vice-principals, teachers, pedagogical coordinators, dietitians, representatives of students' parents, and students over 16 years old. Meanwhile, the control group will receive only a printed copy of the book containing the guidelines used. The efficacy of the intervention will be determined by the hygienic conditions of the cafeteria and the composition of the menu offered, also considering the levels of processing of food sold. All outcomes will be analyzed with the intention-to-treat and per-protocol. We will use covariance analysis or the Generalized Linear Model for continuous data and ordinal logistic regression for ordinal categorical data. The level of statistical significance considered will be P <.05 for a 95% CI. RESULTS This project was funded in early 2018. We administered the intervention program in 2019. All data has already been collected and we are starting to analyze the data. The first results are expected to 2021. CONCLUSIONS To our knowledge, this may be the first randomized controlled study in school cafeterias held in Brazil. The results will provide evidence for the formulation of public food and nutritional security policies and for the development of effective strategies to provide safe and healthy school meals. CLINICALTRIAL Brazilian Platform of Clinical Trials (REBEC – Registro Brasileiro de Ensaios Clínicos) RBR-9rrqhk

The Impact of a District-Wide Chocolate Milk Removal Policy on Secondary Students’ Milk Purchasing and Consumption

Objectives Removing chocolate milk from school cafeterias is an increasingly popular policy approach for reducing youth sugar-sweetened beverage consumption and improving health. Evidence on the impact of such policies in urban secondary schools, which is needed to inform future school-based health improvement efforts targeting our highest-need youth, is lacking. The objective of this study is to determine the impact of a school district's chocolate milk removal policy on racially/ethnically and socioeconomically diverse middle and high school students’ milk, calcium, and added sugar consumption. Methods Student-level lunch data were collected in the springs of 2016 (pre-chocolate milk removal policy) and 2018 (post-policy) during one lunch period each in 24 middle and high schools in a diverse urban school district. Linear mixed effects models adjusted for school-level demographic characteristics were used to assess changes in the proportion of students who purchased milk; the proportion of milk consumed; and the average grams of added sugar, ounces of milk, and grams of calcium consumed per student. Results Pre-policy, 3,158 students (mean 132 per school) participated in lunch data collection across all 24 schools; post-policy, 2,966 students (mean 124 per school) participated. There was a 13.6% (95% CI −16.4, −10.8) decrease in the proportion of students who purchased milk pre-policy (89.5%) to post-policy (75.9%). The proportion of milk consumed remained stable pre- (68.3%) and post-policy (66.3%; 95% CI for difference −4.1, 0.01). There was a statistically significant 3.8g decline in added sugar consumed post- policy (95% CI for change −3.9g, −3.6g) and no significant changes in ounces of milk or grams of calcium consumed. Conclusions Immediately post-chocolate milk removal from school cafeterias, fewer secondary students purchased milk. However, among students who purchased milk, consumption remained stable pre- and post-policy, and added sugar consumption significantly declined. Evidence on the longer-term impact of chocolate milk removal policies is necessary. Funding Sources This work was funded by the United States Department of Agriculture, National Institute of Food and Agriculture, (Grant ID: 2015-68001-23236); Technology and Design Innovation to Support 21st Century School Nutrition.

Administrasi Layanan Khusus

The learning process requires the support facilities that are not directly used in the classroom. Facilities that are not directly included include school libraries, school cooperatives, school health businesses and school cafeterias. Special service administration is to provide special services or a business that is not directly related to the teaching and learning process in the classroom. But specifically given by the school to the students so that they are more optimal in implementing the learning process.There are various types of special services, but only four types will be discussed on this occasion. The four types of special service administration are school libraries, school cooperatives, school health businesses and school cafeterias

9. Administrasi Layanan Khusus

The purpose in writing this article is to find out matters relating to the administration of special services. Special service administration is to provide special services or an effort that is not directly related to the teaching process in the classroom, but specifically given by schools to their students so that they are more optimal in the implementation of learning. This special service administration is made to facilitate learning and can also help students carry out special needs. The types of special service administration are libraries, laboratories, uks, school cafeterias, religious facilities, cooperatives and transformations. The role of the teacher in the administration of special services is the involvement of the teacher in library administration, for example introducing books to students, knowing the types and mastering general criteria that determine the merits of a library of books and promoting the library both for use and for guidance.

Microbial Quality of Ready-to-Eat Foods Sold in School Cafeterias in Chongqing, China

ABSTRACT The microbiological quality of ready-to-eat (RTE) foods from school cafeterias in Chongqing, People's Republic of China, was evaluated and compared with a guideline published by a provincial health commission. These RTE foods were divided into five types based on their preparation processes and potential risks: 1, general cooked and hot-held foods; 2, cooked meats; 3, heated aquatic products; 4, fresh fruits or vegetables; and 5, cooked foods with postcooking handling (e.g., cutting, cooling, or addition of ingredients or condiments). Food types 1 through 3 (subjected to thermal processes and hot-held) were microbiologically safer than types 4 and 5 (prepared by nonthermal process or with postcooking processes). None of the samples of types 1 through 3 were unsatisfactory based on their aerobic plate counts (APC) and total coliforms (TC), whereas 43.1% of type 4 and 8.3 and 71.7% of type 5 samples were unsatisfactory due to high counts of TC and high APC and TC, respectively. Two, 12, and 50 samples of types 2, 4, and 5, respectively, were unacceptable due to high levels of Staphylococcus aureus. Bacillus cereus and Vibrio parahaemolyticus were detected, but levels were below the unacceptable limits. None of the samples were positive for Salmonella, Listeria monocytogenes, or Escherichia coli O157. The bacterial profile can be used by policy makers and epidemiologists for microbiological risk assessments, which may be conducive to developing interventions to control hazards, improve food hygiene, and develop safety management systems for school cafeterias in China. HIGHLIGHTS

Administrasi Layanan Khusus

This article describes the administration of special services. The teaching and learning process requires the support of facilities that are not directly used in the classroom. Facilities that do not directly include school libraries, school cooperatives, school health businesses and school cafeterias. Management of special services in schools is effective and efficient School Based Management (SBM). School is one of the facilities that can be used to improve the quality of Indonesia's population. Schools not only have responsibilities and duties to carry out the learning process in developing science and technology, but must maintain and improve students' physical and spiritual health.Special service management in schools is basically defined and organized to facilitate or facilitate learning, and can meet the special needs of students at school. Special services are provided in schools with a view to facilitating the implementation of teaching in the context of achieving educational goals in schools. Special services include guidance and counseling, libraries, laboratories, school health efforts (uks), canteens, school cooperatives, and transportation.