: The possible beneficial properties of functional foods are due to their content in bioactive ingredients, with specific biological properties. A number of processed functional foods are available in the market – probiotic yogurt, calcium and ω-3 fatty acids enriched orange juice and milk. Simultaneously, new research studies confer potential health benefits of various conventional foods (salmon, berries, green tea, vegetables, fruits, nuts, cereals and breads etc) termed as “superfood” which is a marketing term and there is no established medical definition. Following suitable dietary patterns superfood reduces the risk of degerative diseases by promoting physical and emotional health. Scientific evidences suggests that superfood are dense source of antioxidants, minerals, vitamins and other nutrients. There is insufficient research on the exact explanation of term ‘superfood’and its health claims by different companies without any legislation. This buzz word making confusion among consumers, that how much and what quantity should make a food superfood, as no single food may be as nutritious to be stated as superfood. This article introduces further investigation on superfood which was categorized on the basis of their major constituents and potential health benefits. Further there is a need of more reviews, researches, clinical trials and human case studies to investigate or test superfood.

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The purpose of the study was to examine the influences of age, family socio-economic status (SES), and parents' food knowledge on preschool, kindergarten, and second grade students' conceptual understanding of food and nutrition. Fifty-two parent-child dyads, consisting of 17 preschoolers, 17 kindergartners, and 18 second graders participated in the study. Parents completed a self-administered survey at home and the children were interviewed at school sites. We found the significant age effects on children's conceptual understanding of food. Specifically, significant differences were found in total food knowledge between preschool and second-grade students, the foodbody and food-fat knowledge scores between preschool and second grade students, and between kindergarten and second grade students. SES family background had no significant impact on children's conceptual understanding of food. No clear correlation was found for food knowledge between children and their parents.

Objective: The purpose of this study was to investigate the effects of an aerobic exercise intervention programme on elementary school students’ math learning and daily physical activity. Methods: This mixed-methods study included 7 educators and 83 students (n=90). The students were all children who were enrolled in Grades 3, 4, and 5 in a semi-rural elementary school in the United States of America. Data were collected through focus-group interviews, surveys, quantitative analysis of step counts, and from quasi-experimental research design. Results: Students in the experimental group were found to have: (1) increased scores on math standard score, (2) greater confidence in their academic ability, and (3) had more accumulated steps compared to students in the control group. Students in the experimental group also reported that they were more “ready to learn” after completing the physical activity intervention. This finding was also confirmed by their teachers. Conclusion: This study demonstrates how an increase in physical activity during the morning time has positive benefits for students throughout the school day.

For students to become global citizens they need globally competent teachers. The purpose of this article is to describe and compare the development of global competencies in teacher candidates who participated in international teaching-focused study abroad programs. The article is framed by Critical Cosmopolitan Theory (Byker, 2013), which offers a lens for the development of global competencies through the fusion of critical consciousness (Freire, 1970) and cosmopolitanism (Appiah, 2010). In the field of teacher education, study abroad experiences can help enhance teacher candidates’ commitment to culturally responsive teaching practices (Gay, 2002) and intercultural awareness (Hammer, Bennett, & Wiseman, 2003). The article reports on two case studies of study abroad programs for U.S. teacher candidates. One case study focuses on a study abroad program in China (n=13) and the other case study focuses on a study abroad program in South Africa (n=22). The article compares the teacher candidates’ perceptions of their study abroad experiences in relationship to the development of global competencies.