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Food insecurity is associated with increased risk of chronic disease and poor dietary intake. The United States charitable food system, a complex network of food banks, pantries and congregate meal sites, provides food for millions of low-income households each year. Food banks and pantries play a critical role in supporting food security and are an important contributor to dietary intake for its clients. In recent years, there has been an increased focus on sourcing and supplying more nutritious foods within the charitable food system. Despite this, there is a lack of alignment in how the charitable food system defines and tracks the nutritional quality of food.In 2019, Healthy Eating Research convened a panel of nutrition, charitable food system and food policy experts to create a set of evidence-based nutrition standards. Standards were developed based on a review of the literature and existing nutrition ranking systems, while also considering the operational needs and capacity of the charitable food system. The panel provided recommendations for eleven distinct food categories: fruits and vegetables, grains, protein, dairy, non-dairy alternatives, beverages, mixed dishes, processed and packaged snacks, desserts, condiments and cooking staples, and other miscellaneous items. Products are ranked into three tiers, choose often (green), choose sometimes (yellow) or choose rarely (red), based on designated saturated fat, sodium, and added sugar thresholds. This paper outlines the expert panel's approach and summarizes the barriers and opportunities for implementing these standards across the charitable food system.

In this paper, we explore second-level students' understanding of the concept of creativity and the implications for their engagement in class-based assessments. We propose that creativity represents an important outcome of education, particularly at second level. We use a single case study, with data presented from a series of semi-structured focus groups. The participants are students who take classes in a range of subjects including science, languages and practical subjects. Our findings suggest that second-level student's recognition and value creativity. Our findings also indicate that creativity plays a positive role in the students' educational development as it encourages them to learn new things. However, their attitudes change during second level. This is due to factors: including the attitudes of family, peers and teachers. In addition, the format of assessments and the form of feedback can contribute significantly to the students' propensity to be creative. This research contributes to the literature on the role of schools in supporting creativity.

The national Special Supplemental Nutrition Program for Women, Infants, and Children (WIC) provides nutrition education, growth monitoring, breastfeeding promotion and support, and food to low-income pregnant or postpartum women, infants, and children aged

In this paper, we explore second-level students' understanding of the concept of creativity and the implications for their engagement in class-based assessments. We propose that creativity represents an important outcome of education, particularly at second level. We use a single case study, with data presented from a series of semi-structured focus groups. The participants are students who take classes in a range of subjects including science, languages and practical subjects. Our findings suggest that second-level student's recognition and value creativity. Our findings also indicate that creativity plays a positive role in the students' educational development as it encourages them to learn new things. However, their attitudes change during second level. This is due to factors: including the attitudes of family, peers and teachers. In addition, the format of assessments and the form of feedback can contribute significantly to the students' propensity to be creative. This research contributes to the literature on the role of schools in supporting creativity. [ABSTRACT FROM AUTHOR]