Search Results (3)

This study aimed to characterize access to food establishments through a meal delivery application in university and non-university settings within a Brazilian metropolis. This cross-sectional study used data from a leading meal delivery platform. All establishments delivering to four public and four private university campuses in Belo Horizonte, Brazil were identified. For comparison, one corresponding non-university location was selected for each campus (yielding eight campus–location pairs). Each location corresponds to a central address within the paired neighborhood that was entered into the app to simulate delivery availability. Pairing criteria were based on geographic region and income levels. Information on establishment categories (classified by keywords), delivery distances, delivery fees, and geographic centrality was collected and analyzed descriptively. The number of available establishments ranged from 7176 to 11,440 across the assessed locations. Most establishments were categorized under keywords referring to snacks (e.g., burgers, savory snacks, pizza), regardless of location. Delivery distances ranged from 0 to 19.6 km, with shorter distances observed for university addresses and corresponding locations situated in central neighborhoods of the city, and longer distances for peripheral areas. Only 4.7% of establishments offered free delivery, and higher delivery fees were more frequent in non-university locations. No significant differences were observed between public and private universities. Food establishments are widely accessible via the app; however, central areas tend to have broader service coverage. Regardless of whether the location is a university or non-university setting, or whether it is central or peripheral, there is a predominance of establishments classified under keywords associated with unhealthy food options. Full article

To support families during the COVID-19 pandemic, the USDA allowed all US schools to offer meals at no cost regardless of family income, a policy referred to as Universal Free Meals or Healthy School Meals for All (HSM4A). Despite the recognized benefits and popularity of HSM4A during the pandemic, the policy expired in June 2022. The goal of this study was to gather perceptions of parents in Arizona about school meals, the HSM4A program, and the discontinuation of HSM4A. In collaboration with a local anti-hunger group, using an online survey distributed in September and October 2022, we collected data from a diverse sample of over 2000 parents living in Arizona. Parents unequivocally supported HSM4A during the pandemic (97%) and expressed support for continuing to offer HSM4A (95%). High levels of support were seen across all groups in the study, including from individuals who identified as politically conservative. We also analyzed 750 responses to an open-ended question asking respondents to share their thoughts about offering meals to all Arizona students regardless of family income. The majority of emergent themes related to perceived benefits of HSM4A, including reducing financial burden and stress for families. Our findings will be useful for advocates and policy makers considering HSM4A legislation. Full article

This paper sheds light on the causes of school dropouts, a major challenge facing UPE attainment in public primary schools of Uganda. We offer microregional analysis of school dropout patterns in the Mpigi district, and show a number of distinct patterns of school dropouts in Mpigi that can be differentiated from studies based on national data. While the Universal Primary Education program covered tuition fees, additional costs for education, such as meals, school transport, and uniforms, function as hurdles for longer school years. This is an obstacle regardless of parental awareness about education’s importance and how wealthy the parents think they are. Such findings directly conflict with existing knowledge that higher household income results in longer school years. The previous understanding of girl dropouts in Sub-Saharan Africa and its patriarchal context offer little explanations on the dropout pattern of Mpigi, as it is more related to the economic cost of education and the high demand for male agricultural labor. For a multicultural society such as Uganda, we highlight the importance of microlevel regional study in educational research. Full article