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- Genre: Doctoral Dissertation
Description
Fruit and vegetable consumption among school children falls short of current recommendations. The development of Public-Private Partnerships (PPP), which combine the resources of government entities with the resources of private entities, such as businesses or not-for-profit agencies, has been suggested as an effective approach to address a number of public health concerns, including inadequate fruit and vegetable consumption. The United States Department of Agriculture's (USDA) Fresh Fruit and Vegetable Program (FFVP) provides fruits and vegetables as snacks at least twice per week in low-income elementary schools. In addition to increasing fruit and vegetable consumption behaviors at school, children participating in the FFVP have been found to make more requests for fruits and vegetables in grocery stores and at home, suggesting the impact of the program extends beyond school settings. The purpose of this multicase study was to describe key stakeholders' perceptions about creating PPPs between schools and nearby retailers to cross-promote fruits and vegetables in low-income communities, using the FFVP. Semi-structured interviews were conducted with participants from three cases groups: grocery store/produce managers (n=10), district FFVP personnel (n=5) and school FFVP personnel (n=12). Data were analyzed using a directed content analysis approach using constructs from the Health Belief Model, including benefits, barriers, strategies, and motivation. While findings varied by case group, key benefits of creating a PPP included the potential to increase store sales, to enhance public relations with the community, and to extend the impact of the FFVP to settings outside of schools. Barriers included offering expensive produce through the FFVP, time/labor-associated costs, and needing approval from authorities and supervisors. Strategies for developing a PPP included using seasonal produce and having clear instructions for teachers and staff. Stakeholders reported being motivated to create a PPP by the potential to improve health outcomes in children and by wanting to help the community. Both objective and subjective measures were suggested to measure the success of such a partnership. Finally, the educational component of the USDA's Supplemental Nutrition Assistance Program (SNAP-Ed) has the potential to serve as a catalyst for organizing a PPP between FFVP-participating schools and nearby grocery stores.
ContributorsGruner, Jessie (Author) / Ohri-Vachaspati, Punam (Thesis advisor) / Evans, Browynne (Committee member) / Bruening, Meg (Committee member) / Tasevska, Natasha (Committee member) / Hekler, Eric (Committee member) / Arizona State University (Publisher)
Created2017
Description
What are the embodied educational experiences among students who were forced to migrate from war areas in Ukraine and study at Ukrainian displaced universities? Building on somatic literature and process philosophy, I developed embodied method of data collection and body-echo analysis to explore the complexities, entanglements and relationality of education and embodied experiences in the context of forced migration in Ukraine. The goal of this dissertation was to learn about students’ experiences of forced migration through an essentially embodied learning processes that integrate mental and physical capacities. I believe that students learn through sensing their way through forced migration, accumulating layers of kinesthetic information hidden in their bodies. More specifically, the students in this study moved either with Displaced Universities from the war areas in Ukraine or independently in several waves or enrolled at the Displaced Universities to receive their education in mainland Ukraine at relocated Displaced Universities. The key insights include 1) uniqueness of embodied experience(s) of forced migration for each student; 2) invisible or virtual university spaces created by forced migration in Ukraine; 3) displaced universities created a virtual relational space in Ukraine where university is people not building; 4) somatic practice allowed an entry point into the safe space of talking about forced migration; 5) unique reactions of students to the somatic movement; 6) sense of belonging to space and people; 7) students’ insights very often remain unfinished thoughts and students at times lack the language to talk about their experiences; 8) students educational trajectories should be viewed as unique experiences even when factors are the same or similar; 9) war is a continuous background of the experience even if students move to a safe place in a different country; 10) humor and care have a visible supportive and healing effects in the context of uncertainty. For this reason, I bring embodied experiences of students from Ukrainian Displaced Universities into education, and I expand the limits of cognitive thinking, and focus more into embodied learning through sensing and relating to one-self and others in the context of forced migration.
ContributorsVitrukh, Mariia (Author) / Koro, Mirka (Thesis advisor) / Dinn-You Liou, Daniel (Committee member) / Fitzgerald, Mary (Committee member) / Sereda, Viktoria (Committee member) / Blue Swadener, Beth (Committee member) / Arizona State University (Publisher)
Created2023
Description
Exposure to social and ecological adversity during sensitive windows of development often leadto disadvantageous outcomes in adulthood such as reduced social connectedness and shorter lifespan. Consequences of early life adversity can persist across generations. The mother is a crucial component of the early life environment for mammals and plays an important role in shaping offspring development. The mechanisms underlying the associations between early life adversity, adult outcomes, and transgenerational effects are not well established, and the complexities of how early life environments shape the ways offspring prioritize different dimensions of development are only beginning to be understood. This dissertation leverages longitudinal data, detailed behavioral observations, fecal hormone sampling, and noninvasive estimates of infant body size to assess how early life experiences shape development and adult outcomes in a wild population of olive baboons (Papio anubis) in Laikipia, Kenya. Four dissertation papers address: 1) the relationship between a mother’s early life adversity and her maternal effort, physiology, and offspring survival; 2) how the maternal environment shapes the ways developing offspring allocate resources among play, behavioral independence, and growth; 3) the role of interaction style in mediating the relationship between early life adversity and adult female sociability; and 4) the relative importance of female competition over food, mates, and male caretakers. Results of these papers show early life adversity can have lasting consequences on maternal effort and physiology, which in turn shape offspring developmental trajectories. Females who experienced early life adversity were less likely to develop an interaction style that was associated with sociability. Finally, the energetic costs of lactation were the primary driver of female competition, and in light of findings in chacma and yellow baboons, this indicates evolution has finely tuned female baboons’ responses to the social and ecological pressures of their local environments. To better understand the complexities of early life experiences and developmental trajectories, it is important to leverage longitudinal data and create comprehensive models of the maternal environment and infant development.
ContributorsPatterson, Sam K (Author) / Silk, Joan (Thesis advisor) / Hinde, Katie (Committee member) / Langergraber, Kevin (Committee member) / Arizona State University (Publisher)
Created2021