Titlebook: Nutritional Adequacy, Diversity and Choice Among Primary School Children; Policy and Practice Shreelata Rao Seshadri,Jyoti Ramakrishna Boo

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Nutritional Status of School-Going Children: What Do We Know?,, stunting, and wasting among children aged 0–5?years of age. Despite the well-known impacts of malnutrition on the cognitive, psycho-motor and social development of children, the tracking and monitoring of common indicators of malnutrition has been done only intermittently, and has been confined to

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Measuring Child Malnutrition: A Review of Assessment Methods of the Nutritional Status of School-Gonce given the multiple ways that such measures have been used and interpreted in the literature. There have been several recent debates on whether indeed the extent of malnutrition in India is as severe as has been presented by research studies and survey data. Much of this debate revolves around wh

Chipmunk

Malnutrition Among Students in Primary School: A Profile of Government School Students,y (NFHS), albeit not frequently enough. The recently released NFHS-4 data indicates that there has been a slow decline in the proportion of children (0–3?years) who are underweight and stunted; and a more substantial decline in the proportion of wasting in the same age group. However, the tracking o

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What Do the Children Eat in Schools? ,,ions regarding the implementation, the benefits and challenges of the school meal program and other health-related measures being implemented by the government. It presents a detailed analysis of the teachers’ understanding of the health and nutrition status of children in their schools and the chan

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Food and Nutrition Policy: The Government Response,comes of children, the chapter critically analyzes government interventions in terms of nutritional policies and programs. Examining the evolution, scope, implications, and impact of programs such as ICDS, MDMS, and PDS, the chapter draws linkages between the accessibility and adequacy of such progr

hauteur

A Health and Nutrition Framework for Primary Schools: Policy Recommendations,eir full potential. Going beyond looking at the systemic response, we suggest a framework that puts the child at the center, and conceptualize what it would take for a concerted “child-centric” response. While current thinking proposes using the school as the locus of action to redress nutritional d

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