ethanporcaro/eric-fulltext-meta huggingface dataset:
Food Safety in the National School Lunch Program. USDA Food and Nutrition Service
Author: Food and Nutrition Service (USDA)
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Safety,Lunch Programs,Breakfast Programs,Nutrition,Food Standards,Inspection,State Agencies,Child Health,Hygiene,Compliance (Legal),Quality Control

Schools that serve meals under the National School Lunch Program (NSLP) and School Breakfast Program (SBP) are required to maintain proper sanitation and health standards in conformance with all applicable State and local laws and regulations. In addition, schools are required to obtain two school food safety inspections per school year, which are to be conducted by a State or local governmental agency responsible for food safety inspections. The Child Nutrition and WIC Reauthorization Act of 2004 (Public Law 108-265) increased the inspection requirement from one to two per school year, beginning in school year (SY) 2005-2006. In addition, Public Law 108-265 requires schools to post the latest inspection report in a visible location and to make it available to the public upon request. This law also requires State Agencies that administer the school meal programs to report to USDA's Food and Nutrition Service (FNS) the number of inspections obtained by their schools in each of fiscal years 2006 through 2009. State Agency reports are due to FNS by November 15 following each school year. This paper presents the schools' inspection compliance data for SY 2006-2007.
The School Breakfast Program
Author: US Department of Agriculture
Date: 2009-12-00
Type: Reports - Descriptive
Subjects: Private Schools,Breakfast Programs,Nutrition,State Departments of Education,Public Schools,Residential Institutions,Federal Programs,Dietetics,Food Standards,Food Service,Eligibility,Federal Government,At Risk Students,Financial Support

The School Breakfast Program is a federally assisted meal program operating in public and nonprofit private schools and residential child care institutions. It began as a pilot project in 1966, and was made permanent in 1975. The School Breakfast Program is administered at the Federal level by the Food and Nutrition Service. At the State level, the program is usually administered by State education agencies, which operate the program through agreements with local school food authorities in more than 87,000 schools and institutions. This paper discusses the following: (1) how the program works; (2) the nutritional requirements for school breakfasts; (3) how children may qualify for free and reduced price breakfasts; (4) the reimbursement schools get; (5) the other support schools get from the United States Department of Agriculture (USDA); (6) the number of children that have been served over the years; and (7) the cost of the program.
Meeting Total Fat Requirements for School Lunches: Influence of School Policies and Characteristics. Economic Research Report Number 87
Author: Newman, Constance
Date: 2009-11-00
Type: Reports - Research
Subjects: Obesity,Lunch Programs,Nutrition,Dietetics,Child Health,Food Standards,Food Service,School Policy,Geographic Regions,Urban Schools,School Size,Economic Factors,Competition,Purchasing,Planning,Institutional Characteristics

Concerns about child obesity have raised questions about the quality of meals served in the National School Lunch Program. Local, State, and Federal policymakers responded to these concerns beginning in the mid-1990s by instituting a range of policies and standards to improve the quality of U.S. Department of Agriculture-subsidized meals. Schools have been successful in meeting USDA nutrient standards except those for total fat and saturated fat. This report uses school-level data from the School Nutrition Dietary Assessment-III to calculate statistical differences between the fat content of NSLP lunches served by schools with different policies (e.g., menu planning) and characteristics like region and size. Positive associations are found between a meal's fat content and the presence of a la carte foods and vending machines, which are thought to indirectly affect the nutrient content of USDA-subsidized meals. (Contains 1 figure, 5 footnotes, and 7 tables.)
Meeting Total Fat Requirements for School Lunches: Influence of School Policies and Characteristics. ERS Report Summary
Author: Newman, Constance
Date: 2009-11-00
Type: Reports - Research
Subjects: Obesity,Lunch Programs,Nutrition,Dietetics,Child Health,Food Standards,Food Service,School Policy,Geographic Regions,Urban Schools,School Size,Economic Factors,Competition,Purchasing,Planning,Institutional Characteristics

Concerns about child obesity have raised questions about the quality of meals served in the  National School Lunch Program (NSLP). Local, State, and Federal policymakers responded to  these concerns beginning in the mid-1990s by instituting a range of policies and standards to  improve the quality of USDA-subsidized meals. While most of USDA's nutrition standards have  been met by schools, total fat and saturated fat as a percent of calories is an ongoing challenge. The School Nutrition Dietary Assessment-III, conducted by USDA's Food and Nutrition Service, recently found that while most schools meet requirements for vitamins, protein, calcium, and iron, only one in five schools served lunches that met the standard for total fat, set at 30 percent of calories or less. This report compares the characteristics and food policies of schools serving lunches that met total fat requirements to those serving lunches with fat content that was either 30-35 percent of calories (middle category) or over 35 percent (high). Identifying the food practices and policies of conforming versus nonconforming schools may help to identify effective strategies for improving the nutritional quality of USDA school meals. [This is a summary of an ERS report. For the full report, see   ED508187.]
National School Lunch Program
Author: US Department of Agriculture
Date: 2009-08-00
Type: Reports - Descriptive
Subjects: Private Schools,Lunch Programs,Nutrition,State Departments of Education,Public Schools,Residential Institutions,Federal Programs,Dietetics,Food Standards,Food Service,Eligibility,Federal Government,At Risk Students,Financial Support

The National School Lunch Program is a federally assisted meal program operating in over 101,000 public and non-profit private schools and residential child care institutions. It provides nutritionally balanced, low-cost or free lunches to more than 30.5 million children each school day in 2008. In 1998, Congress expanded the National School Lunch Program to include reimbursement for snacks served to children in afterschool educational and enrichment programs to include children through 18 years of age. The Food and Nutrition Service administers the program at the Federal level. At the State level, the National School Lunch Program is usually administered by State education agencies, which operate the program through agreements with school food authorities. This paper discusses the following: (1) how the program works; (2) the nutritional requirements for school lunches; (3) how children may qualify for free and reduced-price meals; (4) how much reimbursement schools get; (5) the other support schools get from USDA; (6) the types of food schools get from USDA; (7) the number of children that have been served over the years; and (8) the cost of the program.
McGovern-Dole International Food for Education and Child Nutrition Program. Fact Sheet
Author: US Department of Agriculture
Date: 2009-02-00
Type: Reports - Descriptive
Subjects: Equal Education,Nutrition,Agricultural Production,Agriculture,Technical Assistance,Child Development,Federal Programs,Food,Hunger,Poverty,Child Health,Child Welfare,Developing Nations,Access to Education,Federal Legislation,Federal Aid,Foreign Countries,Females,Mothers,Pregnancy

The McGovern-Dole International Food for Education and Child Nutrition Program (McGovern-Dole program) helps support education, child development, and food security for some of the world's poorest children. It provides for donations of U.S. agricultural products, as well as financial and technical assistance, for school feeding and maternal and child nutrition projects in low-income, food-deficit countries that are committed to universal education. The McGovern-Dole program was originally authorized by the Farm Security and Rural Investment Act of 2002. The legislation called for the use of $100 million in Commodity Credit Corporation (CCC) funds to launch the program in fiscal year 2003, with future funding coming from Congressional appropriators. The program was reauthorized in the Food, Conservation, and Energy Act of 2008. That legislation provides for the use of $84 million in CCC funds and allows for annual Congressional appropriations, which has been approximately $100 million annually in recent years. The program is administered by the U.S. Department of Agriculture's Foreign Agricultural Service and is named in honor of Ambassador and former Senator George McGovern and former Senator Robert Dole for their tireless efforts to encourage a global commitment to school feeding and child nutrition. (Contains 3 footnotes.)
Direct Certification in the National School Lunch Program: State Progress in Implementation. Report to Congress--Summary. USDA Food & Nutrition Service
Author: Food and Nutrition Service (USDA)
Date: 2009-10-00
Type: Reports - Descriptive
Subjects: Lunch Programs,Nutrition,Federal Programs,Certification,Eligibility,Child Welfare,Federal Legislation,Program Effectiveness,State Government,Local Government,School Districts

This report responds to the legislative requirement of Public Law 110-246 to assess the effectiveness of State and local efforts to directly certify children for free school meals. Under direct certification, children are determined eligible for free school meals without the need for household applications by using data from other means-tested programs. The 2004 Child Nutrition and WIC Reauthorization Act required local educational agencies (LEAs) to establish, by School Year 2008-2009, a system of direct certification of children from households that receive Supplemental Nutrition Assistance Program (formerly Food Stamp Program) benefits. The mandate was phased in over three years; the largest LEAs were required to establish direct certification systems first, by School Year (SY) 2006-2007. As of SY 2008-2009, all LEAs are subject to the mandate. Seventy-eight percent of LEAs directly certified SNAP-participating students in SY 2008-2009. These LEAs enroll 96 percent of all students in NSLP-participating schools. The median direct certification rate was 72 percent in SY 2008-2009. This is up from 69 percent in SY 2007-2008.
Food Insecurity in Households with Children: Prevalence, Severity, and Household Characteristics. ERS Report Summary
Author: Nord, Mark
Date: 2009-09-00
Type: Reports - Descriptive
Subjects: Food,Hunger,Federal Programs,Low Income Groups,Security (Psychology),Family (Sociological Unit),Incidence,Nutrition Instruction,Children,Family Characteristics,National Surveys,Child Health,Well Being

Food security is especially important for children because their nutrition affects not only their current health, but also their future health and well-being. Previous studies that used various data sources suggest that children in food-insecure households face elevated risks of health and development problems, compared with children in otherwise similar food-secure households. The U.S. Department of Agriculture's (USDA's) domestic food and nutrition assistance programs improve children's food security by providing low-income households with access to healthful food, as well as to nutrition education. Knowledge about the extent of food insecurity in households with children--and the household characteristics associated with food insecurity--contributes to effective operation of these and other programs that support the well-being of children. This report describes the prevalence and severity of food insecurity in households with children as of 2007, the trends since 1999, and characteristics of households affected by food insecurity. [For the associated report, "Food Insecurity in Households with Children: Prevalence, Severity, and Household Characteristics", see ED508211.]
What's New in USDA's Food Distribution Program for Schools? School Programs USDA Foods Update. Volume 14, Issue 1
Author: US Department of Agriculture
Date: 2009-10-00
Type: Collected Works - Serial
Subjects: Nutrition,Hunger,Food Service,Child Health,Federal Programs,Child Welfare,Educational Opportunities,Food Standards,Safety,Lunch Programs

This paper provides an update on all the new products and projects that U.S. Department of Agriculture (USDA) Food and Nutrition Service (FNS) has been working on, in its effort to help schools meet the nutritional needs of the students and to help in the President's challenge to End Childhood Hunger by 2015. This issue includes: (1) Back to School; (2) Commodity Forecast; (3) Bonus Offerings; (4) Fresh Cut Sliced Apple Pilot; (5) DoD Fresh Program; (6) WBSCM; (7) USDA Foods Communication Initiative; (8) Educational Opportunities; (9) Holds and Recalls; (10) Fresh Produce Safety for Schools; (11) Other Resources; (12) Did You Know; (13) Thank You for Your Feedback; and (14) Acronym List.
Special Milk Program
Author: US Department of Agriculture
Date: 2009-09-00
Type: Reports - Descriptive
Subjects: Costs,Breakfast Programs,Nutrition,Kindergarten,Child Care,Child Health,Residential Institutions,Public Schools,Private Schools,Young Children,Eligibility,Financial Support

The Special Milk Program provides milk to children in schools, child care institutions and eligible camps that do not participate in other Federal child nutrition meal service programs. The program reimburses schools and institutions for the milk they serve. In 2008, 4,676 schools and residential child care institutions participated, along with 743 summer camps and 522 non-residential child care institutions. Schools in the National School Lunch or School Breakfast Programs may also participate in the Special Milk Program to provide milk to children in half-day pre-kindergarten and kindergarten programs where children do not have access to the school meal programs. This article discusses the following: (1) how the program works; (2) the types of milk that can be offered and the nutritional requirements for the milk program; (3) how children may qualify for free milk; (4) the reimbursement schools get; (5) the quantity of milk served annually in the Special Milk Program; and (6) the cost of the program.
The WIC Program: Background, Trends, and Economic Issues, 2009 Edition. Economic Research Report Number 73
Author: Oliveira, Victor
Date: 2009-04-00
Type: Reports - Descriptive
Subjects: Economic Factors,Nutrition,Infants,Nutrition Instruction,Social Services,Mothers,Child Health,Low Income Groups,Young Children,At Risk Persons,Dietetics,Access to Health Care,Federal Programs,Federal Aid,Eligibility,Delivery Systems,Federal Legislation,Expenditures,Costs,Individual Characteristics,Racial Differences,Ethnicity,Poverty,Socioeconomic Status,Program Administration,Food,Financial Support,Program Effectiveness,Obesity,Well Being

The mission of the Special Supplemental Nutrition Program for Women, Infants, and Children (WIC) is to safeguard the health of low-income women, infants, and children through age 4 who are at nutritional risk. WIC provides nutritious foods to supplement diets, nutrition education, and referrals to health care and other social services. Administered by USDA's Food and Nutrition Service (FNS), almost half of all infants and about a quarter of all children ages 1-4 in the United States participate in the program. WIC is USDA's third-largest food and nutrition assistance program, accounting for 10 percent of total Federal spending on food and nutrition assistance. This report describes the WIC program--how it works, its history, program trends, and the characteristics of the population it serves. It also examines current issues facing WIC, focusing mainly on those with important economic implications. Methodology for Estimating WIC Participants as a Percent of U.S. Population Subgroups is appended. (Contains 23 figures, 7 tables, and 126 footnotes.)
Rural Broadband at a Glance: 2009 Edition. Economic Information Bulletin Number 47
Author: Economic Research Service (USDA)
Date: 2009-02-00
Type: Numerical/Quantitative Data
Subjects: Rural Areas,Internet,Use Studies,Information Theory,Information Technology,Access to Information,Technological Advancement,Rural Urban Differences,Rural Environment,Rural Economics,Information Networks

Three-quarters of U.S. residents used the Internet to access information, education, and services in 2007. Widespread Internet adoption suggests it has great value to individuals, businesses, and communities. Broadband Internet access is becoming essential for both businesses and households; many compare its evolution to other technologies now considered common necessities--such as cars, electricity, televisions, microwave ovens, and cell phones. Although rural residents enjoy widespread access to the Internet, they are less likely to have high-speed, or broadband, Internet access than their urban counterparts. Nonetheless, broadband access for both rural and urban populations increased rapidly between 2000 and 2006. The main limitation of slower, dial-up Internet access is that many content-dense applications and documents, and such critical services as anti-virus protections, are not readily usable via dial-up due to low transmission capability and speed. Broadband Internet access in rural areas is less prevalent than in more densely populated areas of the country. Circumstantial evidence suggests that the difference in access may lie in the higher cost and limited availability of broadband Internet in rural areas. As a result, rural residents depend more on Internet use outside of the home, relying on places like the library, school, and work, where broadband Internet access is available.
The Effects of Constructivist Learning Environment on Prospective Mathematics Teachers' Opinions
Author: Narli, Serkan
Date: 2010-01-00
Type: Journal Articles
Subjects: Constructivism (Learning),Experimental Groups,Control Groups,Mathematics Education,Mathematics Teachers,Attitude Measures,Preservice Teachers,Student Teacher Attitudes,Teaching Methods,Comparative Analysis,Questionnaires,Theories,Foreign Countries

To explore the effects of constructivist learning environment on prospective teachers' opinions about &quot;mathematics, department of mathematics, discrete mathematics, countable and uncountable infinity&quot; taught under the subject of Cantorian Set Theory in discrete mathematics class, 60 first-year students in the Division of Mathematics Education at the Department of Science and Mathematics in Buca Education Faculty at Dokuz Eylul University were divided into two homogenous groups. In order to do this segmentation, Minimum Requirements Identification Test was developed and used by the researchers. This test includes concepts like &quot;set&quot;, &quot;correlation&quot; and &quot;function&quot;, which are required to understand Cantorian Set Theory. While the control group was taught by traditional methods, a teaching method based on a constructivist approach was applied to the experimental group. Data were gathered by an open-ended questionnaire administered to total 40 students, 20 from the each group. Collected data were evaluated through content analysis. In the end, despite the minor differences, no statistically significant difference was found between the opinions of control and experimental groups about mathematics (x[superscript 2] calculation=2.578, SD=3, p greater than 0.05), department of mathematics (x[superscript 2] calculation=3.185, SD=3, p greater than 0.05) and discrete mathematics (x[superscript 2] calculation=4.935, SD=3, p greater than 0.05) after the instruction. However, opinions about Cantorian Set Theory were significantly differentiated between experimental and control groups after the instruction (x[superscript 2] calculation=13.486, SD=2, p less than 0.05). (Contains 8 tablels.)
Towards a Stress Free Education: International Perspective
Author: Sedere, Upali M.
Date: 2010-02-03
Type: Reports - Evaluative
Subjects: Failure,Fear,Anxiety,Stress Management,Stress Variables,Competition,Coping,Foreign Countries,Academic Achievement,Elementary Secondary Education,Standardized Tests

Stress is simply the body's response to changes that create taxing demands. When one cannot cope with it, these cause distresses. Stress is not always bad. The manageable stress motivates individuals to achieve what he/she wishes to achieve. When one can cope with stress it is called &quot;eustress&quot; which is good. Education in many countries cause distress in children and there are many factors such as too much demands place on the child by parents and school system; severe competition and fear of failure, Child's inability to cope with pressure, ones fitness, socio-economic and family backgrounds, cost of learning and more over the system of education that places too many bureaucratic and systemic controls such as examinations which are not learner friendly. The paper examines the international perspectives around some of these issues. (Contains 6 footnotes.)
Emerging Hispanic-Serving Institutions (HSIs): Serving Latino Students
Author: Santiago, Deborah A.
Date: 2010-02-00
Type: Numerical/Quantitative Data
Subjects: Hispanic American Students,Higher Education,College Administration,Instructional Leadership,Organizational Change,Educational Policy,Interviews,College Faculty,Group Dynamics,Organizational Culture,Enrollment Trends,Federal Legislation,Full Time Equivalency,Surveys,Case Studies,College Students,State Colleges,Academic Persistence,School Holding Power,Success,Academic Achievement,Graduation Rate,College Presidents

In this fifth brief in &quot;Excelencia&quot; in Education's series on Hispanic-Serving Institutions (HSIs) the focus is on the methods and strategies that are producing successful results in a growing sector of colleges and universities we call, &quot;Emerging&quot; Hispanic-Serving Institutions. These Emerging HSIs are institutions that currently do not meet the federal threshold of 25 percent Latino enrollment to be classified as HSIs, but have Latino enrollments ranging between 12-24 percent. These institutions have the potential to be eligible for the designation as an HSI in the coming years. This brief is the first formal appraisal of this important group of institutions and the role they play in serving Latino students. Specifically, this brief examines Emerging HSIs--institutions that do not yet meet the HSI enrollment threshold of 25 percent, but which are within the critical mass range of 12-24 percent and have the potential to become HSIs in the next few years. The brief integrates national data with data from a web-based survey and four case studies to examine Emerging HSIs' awareness of Latinos as a definable group on their campus, as well as changes in institutional practices to better serve their Latino students. The four Emerging HSIs studied in this brief include: Loyola Marymount University (CA), Palm Beach Community College-Lake Worth (FL), Texas State University-San Marcos (TX), and Metropolitan State College of Denver (CO). Appended to this report are: (1) List of Emerging Hispanic-Serving Institutions (HSIs): 2006-07; and (2) Survey of Emerging Hispanic-Serving Institutions: Data Collection Process. (Contains 6 endnotes.) [For the Executive Summary, see ED508203.]