Submissions for the 2014 SNEB Annual Conference in Milwaukee, WI June 28 – July 1 will begin November 1, 2013.
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Abstracts must be no more than 250 words and must follow the specific guidelines based on the type of abstract: Research or Program.
Click for additional information about the two types of abstract accepted. Guidelines for writing your abstract is also online.

Presentation Formats
Oral
Research papers centered on common topics will be selected for group oral presentation, each about 10 minutes. Oral format is only available to research abstracts and only to submissions made by January 20, 2014 deadline.
Poster
Poster presentations allow presenters to discuss their program or research with interested colleagues in an informal setting. All submissions between January 21 and late breaking deadline of February 28 will be considered for poster presentations.

Submission Process
Use the online submission form to submit your abstract by January 20, 2014. A $25 fee will be charged for each abstract submission. The online form will be available on November 1, 2013.
All abstracts will be blinded and then peer reviewed according to specific criteria. More information about the review criteria is online. Authors will receive feedback based on a standardized evaluation form if their submission is rejected. Rejected submissions may submit before the late breaking deadline of February 28, 2014.

Submission Deadlines
Regular Abstracts: These must be submitted by 11:59 PM EST on January 20, 2014.
Authors may pay online via credit card or mail a check for $25, payable to SNEB, with the full name of the lead author and abstract submission number (as noted in your e-mail submission confirmation) clearly noted on the check.

Late Breaking Abstracts:
The purpose of late breaking abstracts is to accommodate abstracts with results not available before the regular submission deadline. Research or program abstracts that are submitted without results as late breaking abstracts will not be accepted. Abstracts submitted between January 21 at 12:01 AM EST and February 28, 2014 at 11:59 PM EST will be considered late breaking. Late breaking abstracts must follow the same submission guidelines as for regular abstracts.

Additional Notes:
Authors may pay online via credit card or mail a check for $50, payable to SNEB, with the full name of the lead author and abstract submission number (as noted in your e-mail submission confirmation) clearly noted on the check.

Accepted presenters (both oral and poster presenters) must register for the annual meeting and are responsible for all registration and personal expenses related to the meeting.
All accepted abstracts will be published as submitted in a supplemental issue of the Journal of Nutrition Education and Behavior.

 

Posted by Dr. Janey Thornton, Deputy Under Secretary for Food, Nutrition and Consumer Services, on September 30, 2013 at 9:30 AM

The last few years have seen significant improvements to the health of the school environment.  Schools across the country are increasing their efforts to prevent childhood obesity by serving healthier school meals providing more time for physical activity, and helping kids learn about proper nutrition.  It’s clear that the new, healthier school meals implemented last year are working and having a positive impact on the health of our next generation.

We recently surveyed states and schools across the country, and the vast majority of schools—80 percent—have already reported that they are meeting the updated meal standards successfully, with some states reporting 100% of schools completely transitioned to the new standards.  We expect the remaining schools to “make it official” soon, too.  In fact, a study just released by the Kids’ Safe and Healthful Foods Project found that 94 percent of U.S. school districts expect to meet the updated nutrition standards for lunches by the end of this school year.

Our own survey shows that a very small percentage—only 0.15 percent of schools—have cited difficulty complying with the new standards as a reason for leaving the program. While we encourage the very few eligible school districts that have chosen not to participate in the school meals program to take steps to ensure all children will still have access to healthy, affordable meals during the school day, it is clear that the vast majority of schools and parents think that the new meals are working.

Even before the additional resources provided under the new standards were available, many schools were already leading the way in providing healthier options and appropriate portion sizes to kids. Positive stories are rolling in from across the country. I have even heard from a number of schools that adopted the changes early on that participation has actually increased as students and parents became accustomed to the healthier options.

And USDA has just released additional evidence that shows that more than half of public schools in 2005 were already meeting the new standard for fruit (60 percent) and many more were meeting the new daily standard for total vegetables (88 percent). The researchers also found that when kids were offered greater quantities of fruits and vegetables at lunch, they ate more of those healthy foods.

It’s important to remember that some schools weren’t as close to meeting the new standards, and they may need a little more time for their students to fully embrace the new meals. That’s why it’s such a priority for us to continue to provide flexibility and help to schools as they work toward full implementation.  Some of our aid to schools includes technical assistance, school equipment assistance grants, and an additional six cents reimbursement for each lunch that meets the new standards.

Better child nutrition through improved school meals is one of the most important investments we can make in America’s future. A recent study in the journal Pediatrics suggests that efforts to establish healthy habits at an early age are working: kids ages 11 to 16 are eating more fruits and vegetables and consuming less sugar, getting more physical activity, and starting their days with a healthy breakfast. At the same time, the Centers for Disease Control (CDC) is reporting that the rate of obesity among low-income children appears to be declining, dropping for the first time in decades in some states. Yet childhood obesity rates still remain higher than we’d like, which we know can significantly impact children’s ability to learn, grow and reach their full potential. It’s clear that a healthier breakfast and lunch at school can make a positive difference in children’s diets and habits—making the efforts of parents, teachers, school nutrition professionals and communities to implement the new standards well worth the effort.

 

Listening Session on National Nutrition Education Standards
Monday, August 12 | 11:45 a.m. – 12:45 p.m.
Speakers: Karla Shelnutt, PhD, RD, University of Florida; Karen Chapman-Novakofski, PhD, RD, LD, University of Illinois; Helen Chipman, PhD, RD, USDA NIFA; Marilyn Townsend, PhD, RD, University of California-Davis

This session will provide participants with an overview of the National Nutrition Education and Activity Standards USDA/FNS funded IOM March 2013 Washington D.C. workshop discussions. The panel will discuss the merits and potential uses for a set of National Nutrition Education and Physical Activity Standards for K-12. Panelist include several SNEB members who are on the IOM planning committee and workshop agenda including Dr. Karla Shelnutt, Dr. Karen Chapman-Novakofski, Dr. Marilyn Townsend, and Dr. Helen Chipman. Discussion topics will include a summary of the Washington D.C. IOM workshop, examples from associated programs, and potential future developments on National Nutrition Education and Activity Standards.

Questions for discussion:

  1. What are your thoughts regarding National Nutrition Education Standards?
  2. What are the most important skills, tools and knowledge for children to learn to support healthful diets?
  3. How adequate are the current nutrition education related materials available to teachers in the K-12 setting in addressing these areas?
  4. Do teachers and administrators have the adequate training necessary to provide classroom instruction in the areas of nutrition education and/or nutrition education integration into core-curriculum courses?
  5. What models, benchmarks, or promising practices should be used in developing the standards?
  6. What challenges could impact development and implementation of national nutrition education standards?
  7. What forces or barriers should be considered in developing these standards?
  8. How do age, gender, culture, community and ethnicity need to be factored into the standards?
  9. How will the standards be used?
  10. Who will be a champion for the development and use of the standards?
  11. What are the potential positive outcomes resulting from the implementation of nutrition education standards in core-curriculum courses?
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