E. Bergman

Students Consuming Sack Lunches Devote More Time to Eating Than Those Consuming School Lunches

Concern has been raised about the amount of time provided for students to consume school lunch. This study analyzed the amount of time used by elementary students to consume school lunch vs sack lunch. Data collectors used stop watches to collect wait time, opportunity time to eat and consumption time for elementary students consuming school lunch, sack lunch, and sack lunch with a separate milk purchase. Students consuming school lunch had a significantly longer wait time than those consuming sack lunch or sack lunch with milk (P<.0001). In contrast, students consuming sack lunch and sack lunch with milk had significantly longer opportunity times to eat (P<.0001) and consumption times (P<.001). There was also a significant decrease in opportunity time to eat and consumption time as grade level increased, particularly in boys (P<.05). Older boys appeared more anxious to finish eating so they could go out to recess.

Caffeine knowledge, attitudes and consumption in adult women

Abstract This study investigated the relationship between caffeine knowledge, attitudes and consumption in 47 adult women between 45 and 80 years of age. Caffeine intake was estimated through both food frequency questionnaires and three-day diet diaries. A questionnaire was completed by the subjects to determine caffeine knowledge and attitudes. The strongest indicator of caffeine intake was the attitude that “caffeine is difficult to limit.” Caffeine knowledge scores were negatively correlated with the attitude scores that “caffeine is safe to consume” and that “caffeine is difficult to limit.” The attitude score that “caffeine is safe to consume” was negatively correlated with the attitude score that “nutrition is important.” There was no relationship seen between caffeine consumption and caffeine knowledge scores. This sample of women consumed close to Recommended Dietary Allowance levels of Calcium. This intake was not affected by the amount of caffeine consumed.

Nutrition Knowledge and Attitudes of Elementary School Teachers in Washington State

Abstract LEARNING OUTCOME: To define two factors influencing inclusion of nutrition in teaching by elementary school teachers in the state of Washington. This study surveyed 203 elementary school teachers in Washington to investigate the relationship between nutrition knowledge and attitudes, as well as to determine the relationship of educational level, years of teaching experience, science and nutrition courses, gender, and age on nutrition knowledge and attitudes. Analysis of variance was used to test for differences in nutrition knowledge scores as well as nutrition attitude scores, and the above variables. Pearsons correlations were also used and indicated that there was a significant correlation between the number of hours of college nutrition and the hours the teachers taught nutrition to their classes. Age was found to be significantly related to knowledge scores in this study. As the age of the teachers increased the nutrition knowledge scores also increased. The number of years of teaching experience was also positively correlated with nutrition knowledge. Teachers who had nutrition included in other college courses had more positive attitudes toward nutrition than those who had no nutrition incorporated in other college courses. A positive relationship was found between college nutrition hours and attitudes concerning nutrition, although the correlation was not significant. There was no correlation between nutrition knowledge scores and nutrition attitude scores. This study indicates that the inclusion of nutrition courses in the preparation of elementary school positively influences the amount of time devoted towards teaching nutrition by elementary school teachers.

The Incidence of Eating Disorders among University Students Majoring in Dietetics:: A Reevaluation Eight Years Later

Abstract LEARNING OUTCOME: To determine if eating disorders are more prevalent among 1995 dietetic students than the non-dietetic major college student population or among the disorders among dietetic student in 1987. A questionnaire was distributed to dietetic students (1995) at four Western US universities and to non-nutrition majors (1995 non-majors) at one Western US university to assess incidence of eating disorders. Results from these questionnaires were compared to a similar study conducted eight years ago among dietetic students (1987) at the same four Western US universities. Results indicate that the 1995 dietetic students had significantly lower incidence of bulimic tendencies that the 1995 control subjects (7% to 18%, p

Do middle School Students Have Enough Time to Eat Lunch

Abstract Studies have indicated that the children who participate in National School Lunch Programs (NSLP) have better nutrient intakes than those who do not, resulting in better ability to concentrate and more attentive behavior. Concerns have been raised that students are not provided with enough time to receive and consume their lunches. A field research method was employed in two middle schools in Pittsburgh, NY (PL) and Ellensburg, WA (EL) to determine waiting time in service line (WSL), waiting time in cashier line (WCL), and travel time to the eating area (TTEA), the sum of these resulted in total student waiting time (TSWT). Opportunity time to eat (OTE), was also measured which consisted of consumption time (CT) and non-consumption time (NCT). Observations of 3583 students were made over 20 days of data collection. The lunch period in EL consisted of two, 35minute staggered lunch periods. PL provided six, 22minute staggered lunch periods. WSL was significantly longer in PL (PL: 2.98 ± 1.80min; EL: 1.60 ± 1..88min (all data are means ± SD), p

Time Required for Elementary Students to Eat Lunch

Abstract Studies have indicated that the children who participate in National School Lunch Programs (NSLP) have better nutrient intakes than those who do not, resulting in better ability to concentrate and more attentive behavior. Concerns have been raised that students are not provided with enough time to receive and consume their lunches. A field research method was employed in two elementary schools in Pittsburgh, NY (PL) and Ellensburg, WA (EL) to determine total travel time (TTT), student total waiting time (TWT), and opportunity time to eat (OTE) at each location. 1877 student observations were made over 20 days of data collection. The lunch period in EL consisted of five, 15minute staggered lunch periods each followed by a 15minute recess. PL provided 40 to 45minutes of combined time for lunch followed by recess. Students ate in the cafeteria in EL and in the classroom in PL. TTT consisted of travel to the cafeteria and in PL, travel back to the classroom. (EL: 1.68 ± 0.68min; PL: 6.62 ± 2.27min; (all data are means ± SD), p

Walking, fitness, body composition and inch loss

Twenty-two women aged 53.4±8.6 years (mean ± SD) walked four nights per week for eight weeks at 76% of maximum heart rate in an indoor facility. The women maintained their regular diet as evidenced by comparison of three-day diet records before and during the study. The fitness level of the women improved. Resting heart rate improved from 78.2±9.9 beats per minute (bpm) to 71.4±9.9 bpm after eight weeks of walking (p<0.05). Heart rate after 6 minutes on a treadmill set at 3 miles per hour also improved (117±19.0 bpm before to 110.6±11.1 bpm after, p<0.05). The subjects lost weight (75.23±17.9 kg before to 74.55±17.81 kg after, p<0.05), and reduced percent body fat (34.4±6.0 to 33.4±6.0 percent, p<0.005). Circumference measures only indicated a reduction in one area. The chest measure reduced from 40.9±5.4 to 39.8±5.2 inches, (p<0.005). Therefore, this study indicated that walking can result in increased fitness, weight loss, and fat loss. Inch loss may not be as easily detectable.