Time to Eat Healthy School Meals

Urge USDA and the US Department of Education, in collaboration with School Food Authorities (SFAs), to develop best practices and guidance to ensure school schedules provide students adequate time to eat healthy school meals. Short lunch periods are a concern for all students – especially millions of food-insecure children who depend on school meal programs as a primary source of key nutrients. Research demonstrates that school breakfast and lunch programs support obesity prevention, student health and academic achievement. Schools must ensure students have adequate time to consume these meals. School meals include more fresh fruits and vegetables, and these high-fiber, crunchy foods take more time to eat. Short lunch periods cause many students to eat the entree first and discard the nutrient- dense fruits, vegetables and milk that they don’t have time to finish. Research shows student consumption of school meals is “significantly associated” with the amount of time to eat. Students with shorter lunch periods were less likely to select fruit and ate less of their vegetables, milk and entrees. Researchers concluded that “school policies that encourage lunches with at least 25 minutes of seated time may reduce food waste and improve dietary intake.” As part of their “School Health Guidelines to Promote Healthy Eating and Physical Activity,” the Centers for Disease Control and Prevention (CDC) recommended “ensuring sufficient time to receive and consume a meal, with at least 10 minutes for eating breakfast and 20 minutes for eating lunch after being seated.” Any effort to address time to eat must focus on “seat time,” as lunch periods also require adequate time for students to get to the cafeteria and collect their meals. School cafeteria professionals minimize time spent in line by streamlining the serving process, offering grab-and-go options or establishing multiple points of sale, including hallway kiosks or healthy vending machines. However, in overcrowded schools or those that establish single lunch period schedules (often called “Power Hour”), school meal programs often struggle to serve students in a timely fashion. School nutrition professionals must be included in scheduling decisions to ensure students have adequate time to eat. .

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Understanding Consumers' Convenience Orientation. An
sustainability Article Understanding Consumers’ Convenience Orientation. An Exploratory Study of Fresh-Cut Fruit in Italy Riccardo Testa , Giorgio Schifani and Giuseppina Migliore * Department of Agricultural, Food and Forest Sciences, University of Palermo, Viale delle Scienze, 90128 Palermo, Italy; [email protected] (R.T.); [email protected] (G.S.) * Correspondence: [email protected]; Tel.: +39-091-23896618 Abstract: In Western society, the fresh-cut fruit market is experiencing significant growth, especially in Italy, where, in 2019, the fresh-cut fruit sales volume increased by 35% compared with the previous year. This study aims to understand Italian consumers’ demand for fresh-cut fruits and to explore whether this trend is also affected by the prevalence of healthy lifestyles. Health orientation seems, in fact, to be a growing trend in the food sector. Research has recognized that consumers’ orientation towards products that are ready to be consumed is not only related to saving time. Sociodemographic factors and psychometric variables, including values and lifestyles, play important roles in under- standing consumer demand for convenience products. For this purpose, the food-related lifestyles (FRLs) tool was used to profile consumers. The FRLs tool is a useful instrument that describes different ways in which people use food to achieve their values in life. Data were collected by using an online survey carried out with Italian consumers of fresh-cut fruits. By using a cluster analysis technique, four Italian fresh-cut fruit consumer target groups were identified. The largest target group was represented by uninvolved consumers, who are not inclined to cook or plan meals and who are very influenced by the advertising of food products in their buying decisions.
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Herbal Mixology : Bitters, Digestives and Aperitifs October 19, 2017
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I Believe That Eating Breakfast Is a Major Part of Having a Healthy Lifestyle
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SUSHI BUSINESS EN HONG KONG and ITS FUTURE DEVELOPMENT T
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Cooking and Eating!
FIND & LIST DILEMMA Visit the FREEMAN FARM HOUSE. Look around the Imagine you are making a cake in your bake oven. You lose kitchen, buttery, and storage areas. track of time and burn your cake. You don’t have time to make another cake before your guests arrive for tea. FIND & LIST all of the food items you see. COOKING AND ______________ ______________ ______________ What do you do? ______________ ______________ ______________ EATING! ______________ ______________ ______________ ______________ ______________ ______________ BIG QUESTION: How did people feed their families? CIRCLE the 5 foods you think people ate the most. CHECK YOUR GUESSES by asking the costumed historians. INTERVIEW DRAW MAKE INTERVIEW the costumed historian who is cooking. Your goal is to find out what people were eating and how food was Find a kitchen where people are cooking. DRAW the items Cook this delicious recipe at home! preserved. you see around the hearth. LABEL everything. Q. What does it mean to preserve food? CUP CAKE Cup cake is about as good as pound cake, and is cheaper. One cup of butter, two cups of sugar, three cups of flour, and four eggs, well beat together, and baked in pans or cups. Q. What are the ways that food was preserved in the 1830s? Bake twenty minutes, and no more. – Mrs. Child, The American Frugal Housewife. 1833. Q. How is food preserved now? CUP CAKE Ingredients: Q. What did people eat for breakfast? Lunch? Dinner? Snacks? 1 cup butter, softened 2 cups sugar 3 cups all purpose flour WATCH 4 eggs Visit the TIN, BLACKSMITH, or POTTERY Cream together butter SHOP where cooking tools were made or and sugar.
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Hunger Banquet
what is a hunger banquet? 3 setting up 4 preparations 5 hunger banquet Schedule 6 Pre-Banquet Discussion 6 Seating & Meal 9 Facilitated Discussion 11 Response 13 appendix A: Admission Tickets 15 appendix B: Room Signage 16 appendix C: Handouts 20 appendix D: Banquet Team Training 22 appendix E: How to Make Dirty Water 23 appendix F: Character Back Stories 24 appendix G: Serving at the FH Sponsorship Table 27 appendix H: Opportunities with Food for the Hungry 30 Hunger Banquet. © 2011 Food for the Hungry. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form by any means, electronic, mechanical, photocopy, recording, or otherwise, without the prior permission of Food for the Hungry, except as provided by USA copyright law. Possession of this document grants you permission to print, photocopy and implement these materials for your group in their original form. Do not modify the material or teach any of the lessons or activities outside the context presented in this document without written consent from Food for the Hungry. You may request permission for such use by contacting the Global Engagement department of Food for the Hungry at [email protected]. 1224 E Washington St, Phoenix, AZ 85034. (800) 248-6437. www.fh.org. The Hunger Banquet® is a registered service mark of Oxfam-America, Inc. (http://www.oxfamamerica.org) and is used herein by permission of the service mark owner. ©2002 Oxfam-America. Inc. All Rights Reserved. Portions of this work were originally published by Oxfam-America, Inc.
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Convenience Foods - What They Cost You by Dianne Ödland and Julein Axelson
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Eating Disorders During the COVID-19 Pandemic
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Mindful Cooking and Eating
125 Mindful Cooking and Eating Learning to eat and live mindfully is the key to experiencing health and peace. Thich Nhat Hanh / Lilian Cheung As a practice of mindfulness, mindful cooking and eating is primarily about creating a space to pause and be aware of the present moment. It means concentrating fully on the preparation of the meal and then also as you eat the food. This also entails taking an interest in these processes, devoting our full attention to them. For example, when cutting the vegetables, we can pay attention to the slices that we cut piece by piece, to their shape and texture, as well as the respective colors that become visible. We can also perceive the sound as we cut them, or their smell, which may develop in intensity as we pay attention. When we cook rice, we can observe the steam in the pot and hear the water boiling. As we consciously eat, we likewise engage all our senses. Before we begin to actually eat, we can be attentive and mindful while setting the table and serving the meal. As mindfulness also includes taking a mindful approach to ourselves in general, the question of what we eat is also important. Does it nourish us sufficiently? Do we feel vital and healthy after eating this food? Mindful cooking and eating also involved thinking more consciously about the pro- duction, transport and sale of food. What paths does the food take until it finally ends up on our plate? Under what conditions do those who produce our food work? Is the production of the food environmentally friendly and fair? In order to make the idea of mindful eating more tangible, I often use an exercise called “The Sound of a Raisin” from the book Achtsam mit Kindern leben [Living Mind- fully with Children] by Nils Altner, Ph.D.
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