Teachers' Experience and Perspectives of Traditional Breakfast and Breakfast in the Classroom.
OBJECTIVE
To understand teachers' perceptions about Breakfast in the Classroom and traditional breakfast.


DESIGN
An electronic survey was sent to teachers across the state of Utah. Teachers responded to an open-ended question exploring what they liked and/or disliked about Breakfast in the Classroom and traditional breakfast.


SETTING
Schools across the state of Utah.


PARTICIPANTS
Kindergarten through grade 12 teachers who were members of the Utah Education Association.


PHENOMENON OF INTEREST
Teachers' opinions regarding Breakfast in the Classroom and traditional school breakfast ANALYSIS: Researchers independently coded all responses and then grouped codes into themes. Themes were reviewed recursively over time.


RESULTS
The 3 overarching themes were food and nutrition, administration of school breakfast, and student outcomes. Aspects most commonly disliked were the nutrition or quality of food, the mess created, the time required, coordination and logistical issues, behavioral issues, and waste. Aspects most commonly liked were breakfast being available to all students, students being fed or not hungry, coordination and logistics, and student learning and academics.


CONCLUSIONS AND IMPLICATIONS
Teachers liked and disliked aspects of Breakfast in the Classroom and traditional breakfast. Schools could potentially increase efforts to garner support and feedback from teachers to create buy-in and identify best practices. Future research could focus on identifying the effect that the School Breakfast Program model has on teachers' perceptions as well as confirming results with a larger and more diverse population.
Teachers' Perceptions and Attitudes Toward Breakfast in the Classroom: The Importance of Health.
BACKGROUND
Teacher resistance is sometimes cited as a barrier to implementing Breakfast in the Classroom (BIC), an approach to school breakfast in which students eat at their desks after the school day has begun. Given their role in serving breakfast with BIC, teacher perceptions may be critical in implementing an effective BIC program.


METHODS
K-5 teachers (N = 249) in an urban, low-income school district completed an online survey that assessed their expectations of BIC (retrospectively), perceptions of its benefits and challenges, and current program satisfaction. Descriptive statistics, Pearson's correlation tests, and multiple regression analyses were performed.


RESULTS
Most teachers (64%) whose students were currently receiving BIC were satisfied with the program overall, and 81% of teachers agreed that (1) BIC should continue and (2) is worth the effort. The most commonly identified problem was lack of breakfast variety and healthfulness. Retrospective positive expectations were positively correlated with current program satisfaction (r = .61, p < .001), although overall post-implementation perceptions are much more positive. Additionally, the perception that BIC improves students' health is related to higher satisfaction with BIC.


CONCLUSIONS
Focusing on the health implications of BIC may be important to implementing new BIC programs.
Design of a Ceiling Glass Installation Robot
Building materials and components are much larger and heavier than many industrial materials. Ceiling glass is a type of building material for interior finishing. The demand for larger ceiling glass has increased along with the number of high-rise buildings and an increased interest in interior design. The objective of the study is to introduce robotic technology for installing ceiling glass on construction site. Robotically installed ceiling glass is receiving special attention because of the difficulties in moving to high installation positions and handling fragile building materials. Below, we describe the design of a ceiling glass installation robot. After analyzing a target project, we establish a design concept for a proposed robot. Finally, we describe the detailed design of the robot.