Monday, February 24, 2020

Recent changes made to the National Breakfast and Lunch Program Research Paper

Recent changes made to the National Breakfast and Lunch Program - Research Paper Example It is in the process of seeking to ensure that the meals received by children at schools meet the required health standards that the USDA has issued new dietary guidelines, which the school meals should meet. While the new requirements might seem to be too demanding or disruptive of the current school breakfast and lunch program, it is conclusive to say that the new requirements are highly beneficial not only to the school children, but also to the society at large. The U.S. Department of Agriculture (USDA) new requirement standards for the school breakfast and lunch programs provides that children should be served with more fruits, vegetables and whole-grain containing foods, while at the same time being offered low-fat or fat-free dairy products (USDA, 2012). Secondly the new requirements provide that processed meat and processed dairy products should wholesomely be eliminated from the school breakfast and lunch programs, to avoid the adverse health effects that are associated with these type of foods on children’s health (FRAC, 2014). Offering daily plant-based snacks/salads as an option for all children eligible for the NSLP, which constitute of fresh garden salad-bars, as way of ensuring the provision of fiber-based whole meal diet for children (FRAC, 2014). The other recommendation of the new NSLP requirements is that the schools should ensure to offer low-fat, fat-free or nondairy milk on a daily basis as an option for all children eligible for the NSLP, where soy milk; a plant-based nondairy milk, has been recommended as the new milk beverage that schools should offer to the children, owing to the potential health benefits that are associated with this nondairy milk (FRAC, 2014). The other requirement by the USDA revised school food programs provide that the schools should increase their annual food and nutrition classes to a minimum of 50 hours per academic year (USDA, 2012). This recommendation has been established on

Saturday, February 8, 2020

Thought paper Assignment Example | Topics and Well Written Essays - 500 words

Thought paper - Assignment Example However, it seems like it would take a quick study to recognize the cues that indicate these issues. In most cases, I wouldn’t have caught the cues if it hadn’t been for the arrows pointing them out. However, not having the arrows to do so, I might have paid closer attention to the text. What I found most interesting about the article was that the final couple, who were discussing issues that would never be resolved, were the ones that had the best chances of celebrating a happy marriage. Their issues didn’t seem to be much different from the other couples featured – couple 1 fundamentally disagreed about him talking to her more when he wanted only to be left alone and couple 3 had essentially the same problem as she wanted him to talk to her more and he wanted to leave things private – but the outcomes were very different simply by the way they discussed them and the expectations each had. Couple 1 expected the other to change, couple 3 acknowledge d that they had different ways of seeing things and agree to continue trying to meet halfway. As far as the article relates to class readings, I can see a lot of ways in which the communication styles of the couple will affect the family. The naturalistic study vows not to interfere in the relationship and thus is able to determine which communication styles are effective in helping a marriage last. There are a number of ways that the family can be examined, but all of these would be affected by poor communication. For example, there seems to be a strong bias in which the women are constantly seeking attention and validation from the men and in which the men are constantly seeking escape or silence from the women. This could be the examination of the conflict theorists or the biosocial theorists. The issues brought up in chapter three regarding poverty and the