Public health Project Report

Order Instructions:

Please use Australian Info and Australian Harvard references.

Project Report – Assignment 2 – Word length Maximum 2750 and is worth 60% of my grade.

Please do better on this order as for the first assignment on order #114485 which is the same subject I barley passed.

You do the same project you did on order #114485 which was:
Project Title:
.Healthy Eating: It’s not just about eating apples! Developing programs for preschool children, primary and high school students on healthy eating.

I have added files which will explain how to set out the assignment.

It states that we need to copy and paste the first assignment on the beginning of the second assignments paper and than we need to follow what it asks us to do in the second assignment.

start like this. (file attached for further info)

.The Project Rationale -(Assignment One) add to the beginning of the paper
.Stakeholder Identification and Analysis
.Budget and Project Procurement
.Project Risks and Contingencies and Ethical Issues (risk management issues)
.Monitoring and Control
.Handover and Evaluation
.Reference List
.Any Appendices

Essentially this is a comprehensive project proposal to apply, as far as possible, the knowledge and skills developed in this course. Students are required to include Assignment 1 (not part of the word count). Then have Stakeholder Table, Budget, Risks and Ethics, Monitoring and Control and Handover and Evaluation. Finally a Reference List and any relevant Appendices are included but are not part of the word count.

I have added the first assignment #114485 that your writers did and attached the feedback my teacher gave me on the assignment.

I have asked your chat to ensure the writer knows that there is a few tables that needs to be created in word for this assignment.
there is an example on how to write the second assignment which my teacher has added follow that as much as possible with my project of course.

Thank you

SAMPLE ANSWER

Project Title

Healthy Eating: It’s not just about eating apples! Developing programs for preschool children, primary and high school students on healthy eating.

Role and Organisation

Australia Food and Grocery Council’s main mandate is to develop specific nutritious programs for different age groups in the community (Bevans et al., 2011). The focus of their programs is directed towards promoting healthy eating. There are organisations are concerned with developing and implementation of nutritious programs across various settings ranging from schools to elderly homes and hospitals. In this case, the healthy eating programs to be developed are to be implemented in schools (Department of Health and Aging, 2008). The organisation is under the Department of Health and Ageing and its workforce is majorly composed of nutrition officers who are extensively experienced in matters of developing and implementing healthy diet programs that target children.

Project Summary

In this project there will be development of a pilot program for various schools sampled in a particular state in Australia. The criteria for this selection of the schools is to be included in the healthy eating project re that, they must have all the levels of schooling; preschool, primary school as well as high school. The aim of the program to be developed is to introduce a new diet method that is nutritious to the children going to school. Prior to the beginning of the project there will be elimination of all confounding variables with potential to influence the program. The confinement of the program will be strictly to boarding schools to ensure a significant reduction of confounding variables interference. In addition, the focus of the new diet implementation will be in the incorporation of a balanced diet in all three meals during the day for three meals. All the participating children will have their weights taken and recorded prior and after the program. This will be followed by a physical check-up on all children prior and after the study in order to ensure that the changes caused by the program are assessed. The grouping of all the children will be based on their ages. Another group of children not participating in the study will be taken as a control where the collection of data will be done in the children of the same age group.

Project goal

To provide the students, at preschool, primary and high school level with adequate nutrition to foster their progress in terms of academics.

Project objectives

1. To design programs that ensure students have access to three square meals in a single day.

2. To develop programs that ensure students have access to proteins, carbohydrates, vitamins, and fats (a balanced diet) in the morning, lunch hour and the evening.

3. To design programs that ensure students have access to regular exercise to shed off extra weight.

4. To create awareness of the programs amongst the stakeholders and make sure they are educated on their importance and how they impact their nutritional status.

5. To perform frequent monitoring and evaluation of the students participating in the pilot program to allow for speculation of its progress (in terms of implementation) and impact.

Project Rationale

Patterns and trends of healthy eating habits at childhood and adolescent play a vital role in promoting optimal growth among school going children (Burns, Bentley, Thornton & Kavaanagh 2013). Sahota (2014) noted that these patterns are fundamental in intellectual development among the children in addition to promoting their growth. Additionally, these patterns also determine the development of modern day health problems such as anaemia, dental caries, and overweight, obesity, among other eating disorders (Slusser, Prelip, Kinsler, Erausquin, and Thai& Neumann 2011). This may also be critical in influencing prevention or reduction of health problems that are long term including stroke, cancer, diabetes, hypertension, and cardiovascular diseases (Denney-Wilson, Harris, Laws & Robinson 2013; Wilson, Campbell, Hesketh & Sanigirski 2011). As a result, developing healthy eating school programs can help school going children to achieve good health as well as their optimal educational potential (Wilson, Campbell, Hesketh & Sanigirski 2011).

In the world over, people have depicted poor health because of poor eating habits which have in turn led to poor nutritional status (Ballam 2016). Individuals with weak states in terms of their nutrition will also depict declining health. This is attributed to the fact that their immunity will deteriorate significantly to the extent that they will be unable to fight off diseases (Peyer et al. 2016). When students are involved, their poor eating habits will cause them to develop nutrition-related conditions that will hinder their academic progress. Schools in this community have exhibited poor food programs for their students, yet they demand remarkable academic performance from their students.

Young people are very needy when it comes to their nutrition. Considering that they are a growing bunch, they need more nutrition than an average individual. According to researchers, in the early years through to adolescence, a person experiences growth spurts (Niermann et al. 2015). For them to maintain the required growth phase, a child has to have access to enough food. It is notable that the food required should not be the empty calories full of fats and carbohydrates. This is because access to too much of the calories could result in catastrophic illnesses that are medically considered to be terminal. Some of these diseases included diabetes, obesity, heart diseases and even fatty liver (Lamari et al. 2014). Such conditions are bound to make the life of these students tough especially when it comes to learning.

Healthy eating programs in schools play an important role in ensuring that healthy eating habits are promoted among school children. This is attributable to the fact that, dietary factors in these school based programs are essential in ensuring that there is substantial reduction of premature deaths caused by nutrition related illness in countries such as Australia (Grube Bergmann, Herfurth, Keitel, Klein, Klitzing & Wendt 2013). In fact, the Department of Health and Aging advocates for schools to develop a nutrition health promotion for all students from pre-school and 12^th grade. National Health and Medical Research Council abbreviated as NHMRC is in the forefront in encouraging all schools across Australia to introduce and teach healthy eating and nutrition matters in their educational system such as a nutrition subject (Department of Health and Aging, 2008). The two organisations are fully aware of the imperative role in developing healthy eating among small children.

On the same note, children in the preschool, primary, and high school levels of education are still incapable of making healthy choices on their own (Dedaczynski and Boye 2015). It is the responsibility of the adults including the parents and teachers to ensure that their students have a healthy life while at home and school. A child at the preschool age would opt for the sweeter foods neglecting the natural, and nutritious foods like the vegetables which improve their health. Other students at the high school level are at the adolescent stage where they are conscious of their body images and would, in turn, forgo meals to maintain their body shapes (Niermann et al. 2015).

In the nation today, obesity is one of the greatest public concerns, and this affects the schools and the children learning in these institutions (Zayed et al. 2016). According to statistics, one of every three children is either overweight or obese, and this stresses the significant disregard of proper nutrition in our everyday lives. Good health is the ultimate way to increase the lifespan of people and cannot be achieved by providing medicine for diseases alone. The lack of nutrition for children in communities is leading to increasing food insecurity and hunger for children at school. Further statistics assert that 16.7 million children reside in households that go without food for some days of the week throughout the year. This further emphasizes the need for healthy eating programs for children at schools.

For a child to develop as required, it is essential for the parents and teachers to be aware of the necessity of all the meals, that is breakfast, lunch, supper and snacks in between meals (Olsen et al. 2015). Following a good night’s rest, it is essential for a child to have breakfast. This is because the child is probably hungry and this will present a challenge for him or her to concentrate in the classroom the rest of the day. Therefore, a bowl of cereals, milk and some fruit could serve as an excellent starter for the child. At school, the children have access to the school canteen which provides a variety of choices for the child. But because a child opts for the sweeter foods that are high in energy and low in other nutrients, it is essential for a helping hand to be there to assist in picking the desired foods. Therefore, the school programs, once initiated, will provide healthy choices for the children by limiting the highly processed, sugary, fatty and salty foods which would make a small portion of the diet.

A number of health and nutrition programs that are school based have a high potential of improving dietary habits and practises among young persons in childhood and adolescent phases of growth in order to deal with a wide range of health issues often affecting them. A good example is the school feeding program initiated by the Obama administration to provide the young children at school to meet their nutrition needs (Townsent, Murphy and Moore, 2011). According to Just and Price (2013), some of the eating patterns that manifest unhealthy trend among most children include undernutrition, obesity, iron deficiency anaemia, as well as being overweight. Wilson, Magarey and Masterson (2013) stated that under nutrition has the potential of causing a lasting negative influence on cognitive development of children as well as their respective school performance. In addition, undernourished children are believed to be likely of attaining lower scores or grades in school setting, especially when the test is related to languages ((Bevans, Sanchez, Teneralli & Forrest 2011). Furthermore, school children who are hungry and undernourished have compromised immune system which makes them vulnerable to infections meaning that such children have a more likelihood to miss school and this can subsequently have a significant negative influence on their performance in (Denney-Wilson et al., 2013).In addition, a significant number of such children have low concentration in class because of their low energy levels and also show increased levels of irritability(Denney-Wilson, Harris, Laws & Robinson 2013; Wilson, Campbell, Hesketh & Sanigirski 2011). As a result, most of such children miss school and fall behind curriculum compared to other children, especially those coming from poor backgrounds (Bevans, Sanchez, Teneralli & Forrest 2011). Some reports from the health department in the Australia indicate that millions of children suffer from hunger over the course of years while in school (Department of Health and Aging, 2008). Dudley, Cotton and Peralta (2015) conducted a study in some Australia schools on school children coming from schools located in low income areas whereby health programs led to improved standardised scores as well as a reduction in school absence rates and tardiness among school children. The health program envisaged to be developed will ensure that children across various settings will grow well mentally as well as physically. In addition, children across varied settings have a high likelihood of suffering from mineral deficiency, especially iron deficiency which subsequently leads to anaemia. This means that such a health program has the potential to prevent or eliminate some of the associated health deficiencies that are not easy to detect in general populations (Denney-Wilson, Harris, Laws & Robinson 2013; Wilson, Campbell, Hesketh & Sanigirski 2011).

These kinds of health programs aim to address another major problem that affect the health and nutrition of children across pre-school, primary and high school levels. Overweight and obesity rates have also been noted to be increasing exponentially among school children across schools in Australia. For instance, it has been noted that the current prevalence rates have doubled among school children aged between 6-17 years over the past three decades (Tran, Ohinmaa, Johnson, Veugelers, 2014).Such high obesity levels are associated with sedentary life as well as increased intake of junk foods and animals that have high cholesterol levels, which are directly related to cardiovascular diseases. As a result, increased physical activity and balanced diets have the potential to effectively address this health problem. Thus, this health programs are aimed at ensuring that such health issues are dealt with through increased awareness as well as appropriate physical activity methods(Tran, Ohinmaa, Johnson, Veugelers, 2014).

Townsend, Murphy and Moore (2011) stated that eating disorders in adolescents in most cases commonly begin at adolescence whose eating behaviours are influenced by moodiness, depression, low self-esteem, negative body image compared to other age groups. As a result, the program will involve creation of awareness and motivation to avoid negative eating habits. Guidelines for use by nutritional management will also be developed in this program outlining the required food proportions of a balanced diet including carbohydrates, proteins, fats as well as other important components of a balanced diet including vitamins, fibre, water and minerals.

While at school, it is essential for the child to access some mid-morning and afternoon snacks to keep up the energy to propel him or her throughout the day (Nigg et al. 2016). It is also notable that too much food could make a child sleepy during the afternoon classes. However, a properly treated child with access to just the right amounts of calories will be fueled to go through the day. In this sense, some snacks would provide the child with some needed energy. It is, however, important to note that the snacks should be a limited resource for the child considering that at the young age, he or she might prefer the sweeter foods over the nutritious meals meant for them (Ross and Melzer 2016). If this is not done, the outcome would be that the child will not eat nutritious foods, become overweight or even obese, lots of money spent on snacks and the child will disregard healthy eating habits.

At the preschool and primary school age, children exhibit swings regarding their appetite for food which is related to the level of activities they are involved. A child with no physical activity on their schedule will have almost no desire for foods (Mareno 2015). Also, considering that some of the nutritious foods might not be appealing to some of them, these children will avoid eating at all costs (McGill et al. 2015). In this sense, the children will have to be exposed to some snacks in between their meals.

As mentioned before, obesity is one of the greatest public health concerns in the contemporary society (Tzu-An et al. 2016). This issue affects the children because they are the ones who frequently opt for the junk foods in the fast food chain restaurants as opposed to home cooked meals. The worrying factor is that children could eat the junk food frequently (Olsen et al. 2015). For the young minds, it is understandable because they might be ignorant of the health impact of such foods. On the other hand, the teenagers ignore the information they are provided and continue to consume foods. This leads to another critical component of these school-based healthy eating programs which are aimed to fight obesity among the school going children (Tchoubi et al. 2015). The healthy eating programs have the exercise and activity part where all children will have time to work out.

Children experiencing growth spurts will tend to eat more than they require because of their needy nature. As such, these children, if not taken care of, will become overweight, and these programs will not have achieved any of its objectives (Chai et al. 2016). The plans will involve the students having time in the early evening before being released, to work out and exercise in a bid to improve their health and frame in general. Every student will be involved in an activity regardless of health status. In other words, those with a health problem or conditions such as physical disabilities will be provided with activities suited for them (Hohman and Mantinan 2014). The exercise would be a good way to ensure that students can maintain or regulate their body weights.

This healthy eating program which has been proposed in this project is aimed at providing all the fundamental elements of a balanced and nutritious diet. As a result, healthy program is highly essential at ensuring that balanced diets are implemented in all schools across the three levels because of their potential to protect the school going children against diet related diseases. In turn, the children will benefit from improved health and their optimal potential academically and physically. The effect of developing and implementing healthy eating programs in schools might have the greatest impact among small children in preschool and primary school, especially during the respective development and growth phases. Once full implementation of such programs has been achieved it is highly likely that the children will grow and develop healthily. In addition, more awareness on healthy program will be created among the children.

The Gantt chart

Project Activities	Time in Weeks
	1	2	3	4	5	6	7	8	9	10	11	12	13	14	15	16
Conduct Project Scoping
Write training packages
Training
Develop Evaluation Tools
Arrange Program Locations
Scope for Participants
Eligibility of participants
Invite Participants
Progress Check
Training Package
Create Timetable For Nutritional and Academic Assessments
Implementation of The Pilot Program
Perform Academic Assessment
Perform Nutritional Assessments
Write Evaluation Report
Deliver Report to Stakeholders

Assignment 2 Project Proposal

 

Stakeholder identification and analysis

A stakeholder refers any individual who has an interest in any aspect of a business (Angrave, 2015). It may be a single person, groups or even organizations and the operation of the business affects them. In this sense, a stakeholder refers to all the people involved in the success of this healthy eating program. They include the teachers, parents, community leaders, participating students and the project team.They were identified following the stakeholder analysis of the project. Stakeholder analysis refers to the process of pointing out individuals and groups that are affected by the activity of a business. The identified parties are then sorted based on how the stakeholders’ actions impact will have on the business. They all have a stake in this project and its successful implementation would lead positive outcomes their way.

Teachers

Teaching is an essential component of many Australian societies considering that they have an integral role in developing and cultivating the young minds (Barlow 2011). Students might have skills and talents but without the nurturing hand of the teacher, they will have a bleak future (Barlow 2011). In this sense, teachers are essential in this program. They can nurture and assist the students participating in the program motivating them to be integrated fully in the program. It is also in their best interest that the students go through the program successful. This is because the students developing healthily will increase academic performance as opposed to the under-nourished ones. Therefore, a teacher would be more grateful to teach bright minds rather than struggle with hindered and distracted ones. In this sense, the teachers will be on board with the pilot program so that their students can have a chance at better performance in schools. Their power over the students can also serve to align them towards the achievement of this pilot project’s objectives.

Parents

They are among the influential members of the stakeholders because of the power they have over the students. In the development phase for children, it is recognizable that parents are among the forces that shape the morality for their children. This implies that the input from the parent is important. They form the section of stakeholders who will determine whether their children could participate in the healthy eating program. Because of the power they have, an education program will be initiated to inform the parents of the project implementation in the selected schools. The program will not only request their permission regarding the involvement of their children but also teach them on its merits. Regardless, the parents will be appreciative of this study because of the numerous health benefits the program provides to the beneficiaries (students). In this sense, those parents with a difficulty in feeding their children will have an easier time because of this project.

Community leaders

They are considered to be the gate keepers of the community and they include the shire president or mayor. They are a powerful advocate force for the program because they are in control of the local amenities and environment and once they are included in the loop, they will inform everyone in the area of the program. Even though their actions are aligned with the national guidelines, they act locally. As part of the training program, they will be educated on the program implementation and benefits so that they would inform others in the area.

Students

They are the most important in the study because they are the main participants in the program. This project encompasses the ethical component where they are given the opportunity to reject participation. Therefore, they will be educated and informed on what they are to do while in the program as well as the benefits of this program. Most of the students will be up for the program because the healthy eating program provides them with not only healthy foods but also well-cooked meals. Because of their ages, students will not pass an opportunity to have a chance for good meals considering that young people still need energy to maintain their growth spurts.

The project team

Without them, the project cannot be implemented. This is because the project team is the main human resource available with the technical know-how on the implementation and adjustments necessary to successfully go through with the projects. There are many aspects of the program that need to be installed hence their involvement allows them to be a very critical component.

Stakeholder identification and analysis

Stakeholder Name	Project Role	Stakeholder’s Interests in the Project	What does the Project Need from the Stakeholder?	Interests Analysis	Power Analysis
Parents	Stakeholder	The project will provide healthy meals for their children at no costs.	They are required to provide their children with the necessary support to go through the program.	High	Low
Teachers	Stakeholder	Healthy students perform well and actively in the classroom.	They are meant to assist the students to understand the importance of the program.	High	Medium
Community Leaders	Stakeholder	The program will serve to improve the community in terms of health and academic performance.	They are to create awareness throughout the community informing parents and other concerned parties of the program and how they could be involved.	Medium	Low
Students	Participants	Their participation determines the progress and success of the whole project.	They are to be involved in the program whole-heartedly.	High	Low
Project team members	Team Member	Their coordination and skills ensure appropriate implementation within the designated time frame.	They are to employ their project management skills to ensure the successful implementation of the project. Also, they are to provide the necessary training of the involved parties.	High	High

Budget and Procurement

Another important component of this project is the budget allocation which describes the expenditure of this program. The budget is essential as it assures the stakeholders of the proper use of the money allocated to the project. It also screams accountability and considering a successful implementation in the sampled schools, it can be adopted throughout the education system. Among the stakeholders, there are those who provide the capital for initiating such a program and they require a complete breakdown on how their money is being utilized towards the realization of their shared dream. Money is important and once it is misused, the stakeholders lose their hope and trust in the program making it even more difficult in completing the project within the stipulated time.

The budget for this program has several components and as such categorized into two key distinctions, employee compensation and other expenses. Employee compensations refers to the all those factors affecting the hired persons in the project such as salary, benefits, and incentives. The other expenses category on the other hand covers all the remaining aspects of the project. They include the training and seminars fee, legal fees, office expenses (supplies), insurance and travelling expenses. Following the budget for the healthy eating program, the total expenses accumulated to $1,210,000. Employee expenses totaled to $380,000 while the other expenses summed up to $830,000. It is however notable that the budget is for the selected time period ranging from the implementation to monitor and control of the project. The table below provides the budget breakdown more clearly.

Expenses	Amount ($)
Employee Compensation
Salary	$          200,000
Bonus and Commissions	$             80,000
Employee Incentive	$                      –
Employee Benefits	$          100,000
Temporary Labor	$                      –
Total Salary and Benefits	$          380,000
Other Expenses
Seminars & Training
Training the trainers	$          100,000
Seminar for teachers	$          100,000
Seminars for parents in the community	$          100,000
Consulting Fees	$             80,000
Legal Fees	$          300,000
Other Professional Fees	$                      –
Contracted Services	$                      –
Recruitment	$          200,000
Advertising
Brochures	$              40,000
Posters	$              20,000
Advertising	$             20,000
Marketing Materials	$             50,000
Travel & Entertainment	$                      –
Office Expense	$                      –
Telephone	$                      –
Computer Lease	$                      –
Repairs & Maintenance	$                      –
Utilities
Food Materials	$              50,000
Cooking Equipment	$           200,000
Office Supplies	$             50,000
Dues & Subscriptions	$                      –
Office Rent	$                      –
Postage	$                      –
General Insurance
Public Liability Insurance	$          100,000
Professional Indemnity Insurance	$          100,000
Taxes & Licenses	$                      –
Software Licenses	$                      –
Total for Other Expenses	$       1,510,000
Total Expenses	$       1,890,000

Assumptions and Risks

Strategies are put in place to ensure that risks are avoided at all costs. The great fear behind risks in project management lies in the fact that they are usually accompanied with consequences which might even cripple the progress of the project. An assumption on the other hand refers to the factors in the project that are deemed to be true without the requirement of proof and very essential in the planning purposes. In any project, assumptions are made to enable proper achievement of the objectives.

Resource assumptions

The most common assumption in any project is the resource assumption and this can be any of the items utilized in a bid to complete the project. In the implementation of the healthy eating program, the primary resource assumptions made are labor and the materials necessary to complete the project. Resources are usually limited and such an assumption might have profound effects on the completion of the program. The human resources overtly states that individuals are required to work 40 hours in the day shift (Angrave 2015). This is an approximate 8 hours in a day. The material on the other hand covers the other resources like computers, the internet, energy and stationary. They have to be adequate and such an assumption is made from the basis of the budget.

Student permission assumption

Several aspects had to be assumed to allow this project to be successful in the long run. Also, it has been assumed that the parents of the students selected for the pilot program will be able to make room and support the children without any setbacks. For those students who will be going back home, the program assumes that they follow the strict protocols from the healthy eating program. As such, they will not deviate from the set objectives.

Safety risk

On the other hand, there is one risk that is associated with the program even though means will be taken in order to reduce it. Because all the meals are prepared together, the issue of clean environments in the kitchen while preparing the meals is boggling. The cooks have to ensure that they are clean at all times while in the kitchen where they will be provided with clean apparels to wear during the cooking procedures. The equipment used to make the food will also be cleaned severely after every meal to ensure that all the disease-causing germs and bacteria have been scrubbed off (Ross and Melzer 2016).

Success Criteria

In order for this project to be successful, it has to be able to reach the desired outcome. In this sense, after the three months set, the students should not only be depicting improving nutritional statuses but also academic progress. As mentioned before, low performance has been associated with students with poor nutritional statuses. This does not only imply those students with low nutritional statuses (underweight students) but also those with over-nutrition. Malnutrition refers to having inadequate or more than the required amount of nutrients leading health conditions (Barbosa et al. 2015). Therefore, as students depict criteria that would enable them to exit the program, they will be well nourished and their parents or guardians provided with more information on how they will ensure that their children should be feeding as per the healthy eating program guideline.

Ethics

The project will provide the students the choice to participate in the program voluntarily. This will be achieved where students will be educated on how the program works, its benefits to their health and more importantly, on their academic performance. Soon after, they are provided with contractual documents with an ethical consent note that provides them with the opportunity to make informed choices regarding their involvement in the pilot project. As such, the student will not be punished for not participating in the program. All students regardless of their health status will also be provided for in the program in line with their nutritional needs. In this sense, everyone will have an equal opportunity to participate in the program. In order to ensure child safety, the project team leader will constantly report to the stakeholders following the mandatory reporting laws of Australia. Apart from the project team leader, other mandatory reporters include the teachers.

Monitoring and Control

The final and equally component of this program would be monitoring, evaluation, and control. Control refers to the regular assessment of the program in line with its objectives to check whether its implementation is going as planned. It allows the stakeholders to know whether every aspect of their program has been successfully and correctly implemented (Banna et al. 2016). The best control strategies for this pilot project will involve the use of a key performance indicator (KPI) will be employed where the students’ performance will be evaluated constantly. Coupled with the evaluation which will be carried out twice, as the program goes on (mid-term evaluation) and after the designated period after successful implementation (end-term evaluation), the monitoring will involve repeated assessment of the students and the workers responsible for the running of the pilot project. The mid-term review will be carried to assess the progress of the program as set out by the objectives (Banna et al. 2016). The end-term evaluation, on the other hand, will be carried out after the implementation in order to assess the impact of the program. One month after the implementation of the pilot program, the students will be involved in a nutritional assessment followed by assessment exams in order to provide an outlook of the general progress. The nutritional assessment will involve the collection of the students’ weight and height data after the designated period. The weight value will then be divided by the squared value of the students’ height in order to achieve their body mass indices (BMI), a representation of their nutritional statuses.  It is also notable that the project team leader will head the entire monitoring and control.

Constant monitoring of the project is necessary in order to check whether the implementation is going as scheduled and planned, and to ensure that the objectives are achieved. As such, the program instituted a monitoring component where a checklist will be used to reassess the achieved and to be achieved aspects of the program implementation. Also, after the achievement of a major milestone, a review will be underway to ensure that it is in line with the desired outcome after the three months period. For example, after the training of the workers, they will be subjected to an assessment to review the skills they have acquired from the process.

In terms of evaluation, the program has instituted two sessions, one when the project is mid-way and the other after the project is successful. The ultimate outcome desired for this project is to ensure that the students depict improved nutritional statuses, and increasing academic performance. Nutrition has been associated with an improved outcome and till that is achieved, the project cannot be installed anywhere else. Therefore, the nutrition assessment component will be present for this project. This implies that the students’ nutritional status will be evaluated in terms of their body mass indices (BMI) which is calculated from their weight and height. Most students should be in the normal category whereas the remaining put through the program to ensure that they improve nutritionally. Because of the association with academics, the students’ performance has to be critically appraised. Therefore, the students will be put through assessment tests that will be charted in order to monitor their progress. As such, the performance before joining the program will be assessed to measure the program’s impact. Also, the chart should continually go up after the implementation of the program implying that they are improving academically.

 Handover and Evaluation

After the program has been implemented in the target schools, the students will go through for another three months so as to appreciate the changes in the students’ health changes. The end term evaluation will therefore be done after the three months that the students have to be in the program. As such, the nutrition assessment will be included in the final report considering that it will be assessing its impact. This will be achieved through the calculation of the students’ BMI and the results compared to the standards that have been set by the World Health Program (WHO). The results of this evaluation procedure will inform the stakeholders the impact of the project influencing the final decision. Academic performance will be covered every month after the successful implementation and the results charted. Results from each evaluation will be included in the report assessing the impact further.

Project scope

The Problem

Many schools have tried to introduce the health component in the menus they provide for their students in schools. Regardless, it has proven to be very expensive and difficult to manage the choices that children make about their meal options. As such, students have continually depicted poor performances, and despite the efforts of the stakeholders, no changes have been realized. The world is increasing becoming aware of the impact of nutrition on the lives of human beings. Poor nutrition has been associated with lifestyle diseases, and this has been shown to decrease the concentration power of young minds (Nigg et al. 2016). According to a survey performed in the US, close to 17 million children comes from a household that experiences hunger some days in a week throughout the year. The purpose of this proposal is to provide a means to ensure that the young children of preschool, primary and high school age have access to adequate meals while they are in session.

 Objectives

Specific

The set objectives for the healthy eating program are indeed specific considering that they have specified what they are to achieve (Jung 2007). For example, the first program goal is to ensure that the school children from the sampled schools have at least three square meals in a single day. This will be achieved via program components that aim to ensure that they have breakfast, lunch and evening meals coupled with some snacks during the day (Lara et al. 2016).

Measurable

Given the layout of the program, the objectives can be measured effectively. This is achieved through the monitoring and evaluation component of the healthy eating program. The students’ nutritional status will provide an indication of the impact of the program. In this sense, the outcome after the designated three weeks will provide the measure of all the objectives(Jung 2007).

 Achievable

The set targets are possible following that the constraints are put at bay. Through the support that the parents, teachers and the community as a whole will provide in the pilot program, all the objectives could be achieved. In other words, the set-out role of every stakeholder of this program has to be properly carried out for it to be successful. The desired outcome is a healthy population of students with improving academic performance (Lara et al. 2016).

Realistic

The practical nature of these goals comes from the core fact that we all need our children to eat properly. In this sense, the program will have adequate support from the parents and teachers who would not like to see their students struggling while in school. Also, healthy eating is an individual choice, and in the case of children with little or no ability to make healthy choices for themselves, parents have to teach their kids about healthy eating habits (Ling, Robbins and Hines 2016).

 Time Framed

This project is time sensitive, and the set objectives cover up to three months. This is because it is a pilot project trying to check the effectiveness of this program once implemented in schools throughout the education system.

Appendices

Appendix 1: The Work Breakdown Structure

References

Angrave, D, Charlwood, A, & Wooden, M 2015, ‘Long working hours and physical activity’, Journal Of Epidemiology & Community Health, 69, 8, pp. 738-744.

Ballam, R 2016, ‘British Nutrition Foundation Healthy Eating Week 2016’, Nutrition Bulletin, 41, 3, pp. 283-289.

Barlow, D 2011, ‘Cultivating Curious and Creative Minds: The Role of Teachers and Teacher Educators, Part I Teacher Education Yearbook XVIII’, Education Digest, 76, 9, p. 62.

Banna, J, Gilliland, B, Keefe, M, & Dongping, Z 2016, ‘Cross-cultural comparison of perspectives on healthy eating among Chinese and American undergraduate students’, BMC Public Health, 16, pp. 1-12.

Barbosa Gonçalves, H, Thimoteo da Cunha, D, Stedefeldt, E, & de Rosso, V 2015, ‘Family farming products on menus in school feeding: a partnership for promoting healthy eating’, Ciência Rural, 45, 12, pp. 2267-2273.

Bevans, KB, Sanchez, B, Teneralli, R, & Forrest, CB 2011, ‘Children’s eating behaviour: The

Importance of nutrition standards for foods in schools.’ Journal of School Health, vol. 81, no. 7,pp. 424–429. Viewed 11 August 2016 <http://doi.org/10.1111/j.1746-1561.2011.00611.x>

Brindal, E, Wilson, C, Mohr, P &Wittert, G 2014, ‘Nutritional consequences of a fast food Eating occasion are associated with choice of quick-service restaurant chain.’ Nutrition & Dietetics, vol. 4, no. 2, pp.

Burns, C, Bentley, R, Thornton, L & Kavanagh, A 2013, Associations between the purchases of Healthy and fast foods and restrictions to food access: A cross-sectional study in Melbourne,Australia.’ Public Health Nutrition, vol. 17, no. 3, pp. 143-150.

Chai, L, Macdonald-Wicks, L, Hure, A, Burrows, T, Blumfield, M, Smith, R, & Collins, C 2016, ‘Disparities exist between the Australian Guide to Healthy Eating and the dietary intakes of young children aged two to three years’, Nutrition & Dietetics, 73, 4, pp. 312-320.

Cobiac, L, Record, S, Leppard, P, Syrette, J & Flight, I 2003, ‘Sugars in the Australian diet: Results from the 1995 National Nutrition Survey.’ Australian Journal of Nutrition and Dietetics,vol. 60, no. 3, pp. 152–73.

Dadaczynski, K, & Boye, J 2015, ‘Examining the quality of the ‘Healthy Eating and Physical Activity in Schools’ (HEPS) quality checklist: German results on usability and reliability’, Health Promotion International, 30, 4, pp. 954-962.

Denney-Wilson, E, Harris, M, Laws, R & Robinson, A 2013, ‘Child obesity prevention inPrimary health care: Investigating practice nurse roles, attitudes and current practices.’ Journal ofPaediatrics and Child Health, vol. 12, no. 3, pp. 294-299.

Department of Health and Aging (2008) 2007 Australian National: Children’s Nutrition and Physical Activity Survey. Viewed 25 August 2016

<https://www.health.gov.au/internet/main/publishing.nsf/Content/8F4516D5FAC0700ACA257

F0001E0109/$File/childrens-nut-phys-survey.pdf>

Dudley, DA, Cotton, WG & Peralta, LR 2015, ‘Teaching approaches and strategies that promote Healthy eating in primary school children: a systematic review and meta-analysis.’ International Journal of Behavioural Nutrition and Physical Activity, vol. 12, no. 1, p. 28.

Ehrlich, G 2008, ‘Health = Performance’, American School Board Journal, 195, 10, pp. 42-44.

Grube M, Bergmann S, Herfurth-Majstorovic, K, Keitel, A, Klein AM, Klitzing KV, Wendt V 2013, ‘Obese parents – obese children? Psychological-psychiatric risk factors of parental Behaviour and experience for the development of obesity in children aged 0–3.’ BMC Public Health, vol.10, no. 1, pp. 1471-2458.

Just, DR & Price, J 2013, ‘Using Incentives to Encourage Healthy Eating in Children.’ Journal of Human Resources, vol. 48, no. 3, pp. 855–872. http://doi.org/10.1353/jhr.2013.0029

Pieper, JR & Whaley, SE 2011, Healthy eating behaviours and the cognitive environment Are positively associated in low-income households with young children. Appetite, vol. 57, no. 1,pp. 59–64.

Hohman, K, & Mantinan, K 2014, ‘Concerns in measurement of healthy eating and physical activity standards implementation’, New Directions for Youth Development, 2014, 143, pp. 25-43.

Jung, LA 2007, ‘Writing SMART Objectives and Strategies That Fit the ROUTINE’, Teaching Exceptional Children, 39, 4, pp. 54-58.

Lamari, M, Michaud, M, Jean, M, & Tanguay, L 2014, ‘Obesity and student retention among teenagers. Correlational analyses in high schools in Quebec (Canada)’, Appetite, 76, p. 208.

Lara, J, O’Brien, N, Godfrey, A, Heaven, B, Evans, E, Lloyd, S, Moffatt, S, Moynihan, P, Meyer, T, Rochester, L, Sniehotta, F, White, M, & Mathers, J 2016, ‘Pilot Randomised Controlled Trial of a Web-Based Intervention to Promote Healthy Eating, Physical Activity and Meaningful Social Connections Compared with Usual Care Control in People of Retirement Age Recruited from Workplaces’, Plos ONE, 11, 7, pp. 1-17.

Ling, J, Robbins, L, & Hines-Martin, V 2016, ‘Perceived Parental Barriers to and Strategies for Supporting Physical Activity and Healthy Eating among Head Start Children’, Journal Of Community Health, 41, 3, pp. 593-602.

Mareno, N 2015, ‘Parental perception of healthy eating and physical activity: results from a preliminary Photovoice study’, Journal of Clinical Nursing, 24, 9/10, pp. 1440-1443.

McGill, R, Anwar, E, Orton, L, Bromley, H, Lloyd-Williams, F, O’Flaherty, M, Taylor-Robinson, D, Guzman-Castillo, M, Gillespie, D, Moreira, P, Allen, K, Hyseni, L, Calder, N, Petticrew, M, White, M, Whitehead, M, & Capewell, S 2015, ‘Are interventions to promote healthy eating equally effective for all? Systematic review of socioeconomic inequalities in impact’, BMC Public Health, 15, 1, pp. 1-15.

Niermann, C, Kremers, S, Renner, B, & Woll, A 2015, ‘Family Health Climate and Adolescents’ Physical Activity and Healthy Eating: A Cross-Sectional Study with Mother-Father-Adolescent Triads’, Plos ONE, 10, 11, pp. 1-18.

Nigg, C, Md Mahabub Ul, A, Braun, K, Mercado, J, Kainoa Fialkowski, M, Ropeti Areta, A, Belyeu-Camacho, T, Bersamin, A, Leon Guerrero, R, Castro, R, DeBaryshe, B, Vargo, A, Van der Ryn, M, Braden, K, & Novotny, R 2016, ‘A Review of Promising Multicomponent Environmental Child Obesity Prevention Intervention Strategies by the Children’s Healthy Living Program’, Journal Of Environmental Health, 79, 3, pp. 18-26.

Olsen, S, Tuu, H, Honkanen, P, & Verplanken, B 2015, ‘Conscientiousness and (un)healthy eating: The role of impulsive eating and age in the consumption of daily main meals’, Scandinavian Journal Of Psychology, 56, 4, pp. 397-404.

Peyer, K, Welk, G, Bailey-Davis, L, Senlin, C, & Chen, S 2016, ‘Relationships between County Health Rankings and child overweight and obesity prevalence: a serial cross-sectional analysis’, BMC Public Health, 16, pp. 1-10.

Pyper, E, Harrington, D, & Manson, H 2016, ‘the impact of different types of parental support behaviors on child physical activity, healthy eating, and screen time: a cross-sectional study’, BMC Public Health, 16, pp. 1-15.

Ross, A, & Melzer, T 2016, ‘Beliefs as barriers to healthy eating and physical activity’, Australian Journal of Psychology, 68, 4, pp. 251-260.

Sahota, O 2014. ‘Understanding vitamin D deficiency.’ Age and Ageing, vol.43, no. 5, pp. 589-591.

Slusser, W, Prelip, M, Kinsler, J, Erausquin, JT, Thai, C & Neumann, C 2011, Challenges to parent nutrition education: a qualitative study of parents of urban children Attending low-income schools. Public Health Nutrition, vol. 14, no. 10, pp. 1833–1841.

Townsend, N, Murphy, S & Moore, L 2011 ‘the more schools do to promote healthy eating, the Healthier the dietary choices by students.’ Journal of Epidemiology and Community Health, vol. 65, no. 2, pp. 889–895.

Tran, BX, Ohinmaa, A, Kuhle, S, Johnson, JA, & Veugelers, PJ 2014, ‘Life course Impact of school-based promotion of healthy eating and active living to prevent childhood Obesity’. PLoS ONE, vol. 9, no. 7, pp. 1371-1380.

Tchoubi, S, Sobngwi-Tambekou, J, Noubiap, J, Asangbeh, S, Nkoum, B, & Sobngwi, E 2015, ‘Prevalence and Risk Factors of Overweight and Obesity among Children Aged 6–59 Months in Cameroon: A Multistage, Stratified Cluster Sampling Nationwide Survey’, Plos ONE, 10, 12, pp. 1-16.

Tzu-An, C, Baranowski, T, Moreno, J, O’Connor, T, Hughes, S, Baranowski, J, Woehler, D, Kimbro, R, Johnston, C, & Chen, T 2016, ‘Obesity status trajectory groups among elementary school children’, BMC Public Health, 16, pp. 1-12.

Vandeweghe, L, Moens, E, Braet, C, Van Lippevelde, W, Vervoort, L, & Verbeken, S 2016, ‘Perceived effective and feasible strategies to promote healthy eating in young children: focus groups with parents, family child care providers and daycare assistants’, BMC Public Health, 16, pp. 1-12.

Wilson ED, Campbell K, Hesketh, K & Silva Sanigorsk, i AD 2011 ‘Funding for child obesity Prevention in Australia.’ Australian and New Zealand Journal of Public Health, vol. 11, no. 3, 184-192.

Wilson, A, Magarey, A & Mastersson, N 2013, ‘Reliability of questionnaires to assess the Healthy eating and activity environment of a child’s home and school.’ Journal of Obesity, 2013.

Zayed, A, Beano, A, Haddadin, F, Radwan, S, Allauzy, S, Alkhayyat, M, Al-Dahabrah, Z, Al-Hasan, Y, & Yousef, A 2016, ‘Prevalence of short stature, underweight, overweight, and obesity among school children in Jordan’, BMC Public Health, 16, pp. 1-10.

 We can write this or a similar paper for you! Simply fill the order form!