ACTE November/December2011 : Page 53

to fruits and vegetables (taste testings and preparation). Additional activities involved special training of teachers and peer leaders, active participation and encouragement by the school food service staff, active involvement of parents at school and home, development of a school nutrition policy, community involvement and length of follow-up. The authors con-clude that creating an “enabling environ-ment” for fruit and vegetable consump-tion that includes multiple components is most likely to succeed. In addition, Zabinski et al . (2006) suggest effective di-etary change interventions for adolescents should include multiple components. to use hydroponic growing methods. This model of hydroponic vegetable growing was tested for its efficacy in reducing obe -sity indices in at-risk population of young people. The objectives of the research project were: to determine the cost-effectiveness of growing hydroponic vegetable gardens in high school CTE classrooms for rural adolescents and their families, and to determine the impact of class-produced hydroponically grown veg-etables on obesity indices in participants. quency Questionnaire (YAQ), National Institutes of Health Fruit and Vegetable Screener, and the Five a Day Stages of Change. Data on food intake (YAQ, Fruit and Vegetable Screener, and Stages of Change) was collected four times yearly on the students. Academic Integration and cTe Hydroponics gardening systems, with organic nutritients, were installed in the Ag classroom greenhouse at the rural county high school. Students were involved in the set-up, care and mainte-nance of the systems. Moreover, students participated in collecting yield data from each plant, as well as following standard-ized procedures for growing the plants hydroponically. Individual “Aerogarden” hydroponics systems were set up in FACS classrooms for use in the Nutrition and data collection Thirty students enrolled in CTE classes (both FACS and Ag classes) at a rural high school and their families completed permission forms. The first set of data collection included height and weight on each student. Data collection instruments included: Youth and Adolescent Food Fre-The role of cTe Programs and Families in Addressing obesity Families provide important role models and are responsible for creating the food environment within the home. In addi-tion, CTE classes such as Nutrition and Foods, FACS, school lunch programs, and agriculture classes such as Greenhouse Management, Aqua Culture Hydropon-ics, Plant Biotechnology and Plant and Soil Science classes provide another avenue for creating an environment that promotes increased consumption of fruits and vegetables. Adolescents above age 13 can be taught to use theory-based behavior change strategies and decision-making skills to improve intake of fruits and vegetables. Visit our Booth #1006 Using Hydroponic Growing methods to Address obesity Using a combination of Knai et al. , (2006); Zabinski et al. (2006) and Pollard et al. , (2002) as the theoretical foundation, researchers at a southeastern university recently collaborated with CTE teachers and students attending a rural, southern high school. The purpose of this project was to address obesity factors by increas-ing availability and improving sensory appeal of fruits and vegetables, while employing hands-on activities by learning Drafting and Supplies • 800-622-1003 N ovember/december 2011 Techniques 53

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