Development and validation of a tool to assess appetite of children in low income settings

Appetite ◽  
2019 ◽  
Vol 134 ◽  
pp. 182-192 ◽  
Author(s):  
Baitun Nahar ◽  
Muttaquina Hossain ◽  
Scott B. Ickes ◽  
Nurun Nahar Naila ◽  
Mustafa Mahfuz ◽  
...  
2021 ◽  
Vol 115 ◽  
pp. 103997
Author(s):  
Monica M. Abdul-Chani ◽  
Christopher P. Moreno ◽  
Julie A. Reeder ◽  
Katharine E. Zuckerman ◽  
Olivia J. Lindly

2009 ◽  
Vol 109 (9) ◽  
pp. 1593-1598 ◽  
Author(s):  
Jodi M. Cahill ◽  
Jeanne H. Freeland-Graves ◽  
Bijal S. Shah ◽  
Hongxing Lu ◽  
Deborah M. Klohe-Lehman

2003 ◽  
Vol 35 (6) ◽  
pp. 302-307 ◽  
Author(s):  
Mei-Wei Chang ◽  
Susan Nitzke ◽  
Roger L. Brown ◽  
Linda Ciofu Baumann ◽  
Linda Oakley

2009 ◽  
Vol 18 (3) ◽  
pp. 866-875 ◽  
Author(s):  
María E. Fernández ◽  
Pamela M. Diamond ◽  
William Rakowski ◽  
Alicia Gonzales ◽  
Guillermo Tortolero-Luna ◽  
...  

2019 ◽  
Vol 11 (14) ◽  
pp. 3789 ◽  
Author(s):  
Evan Thomas

The Engineer’s role in addressing global poverty challenges has often been confined to village and community-scale interventions, product design and development, or large-scale infrastructure design and construction. Yet despite fifty years of these approaches, over half the world’s population still lives on less than $5.50 a day, the global burden of disease in low-income countries is overwhelmingly attributable to environmental health contaminants, and climate change is already negatively affecting people in developing countries. The conventional community, product or infrastructure focuses of development engineering is insufficient to address these global drivers that perpetuate poverty. The emerging field of Global Engineering can work to identify and address these structural issues. Global Engineering should be concerned with the unequal and unjust distribution of access to basic services such as water, sanitation, energy, food, transportation and shelter, and place an emphasis on identifying the drivers, determinants and solutions favoring equitable access. Technology development and validation, data collection and impact evaluation can contribute to evidence-based influence on policies and practice. Global Engineering envisions a world in which everyone has safe water, sanitation, energy, food, shelter and infrastructure, and can live in health, dignity, and prosperity.


2019 ◽  
Vol 38 (7) ◽  
pp. e143-e148
Author(s):  
Mohammad Tahir Yousafzai ◽  
Atif Riaz ◽  
Saad B. Omer ◽  
Sara Husain ◽  
Imran Nisar ◽  
...  

2018 ◽  
Author(s):  
Mapa Mudiyanselage Prabhath Nishantha Piyasena ◽  
Venkata S. Murthy Gudlavalleti ◽  
Clare Gilbert ◽  
Jennifer LY Yip ◽  
Tunde Peto ◽  
...  

BACKGROUND Visual impairment and blindness from diabetic retinopathy (DR), which can be reduced by early screening and treatment, is an emerging public health concern in low-income and middle-income countries (LMICs) owing to the increasing prevalence of diabetes mellitus (DM). However, no systematic screening exists in most LMIC settings. The Western province of Sri Lanka has the highest prevalence of DM (18.6%) in the country. A situational analysis identified a marked gap in DR screening (DRS) and treatment services uptake in this region; only opportunistic screening is practiced currently. OBJECTIVE The aim of this protocol is to describe the methods of development and validation of a DRS intervention using a hand-held nonmydriatic digital camera by physician graders in a non-ophthalmological setting at a tertiary-level medical clinic to propose a valid and feasible modality to improve uptake. METHODS DRS modality was developed after assessing barriers and identifying the most appropriate personnel, methods, and location for screening services, following formative research work. The validation will be conducted in a public sector tertiary care center in the Western province of Sri Lanka. The selected physicians will be trained on capturing and grading images according to a valid locally adopted protocol. Two physicians rated high on training will screen a sample of 506 people with DM at a medical clinic. They will use nonmydriatic and mydriatic 2-field imaging strategy. The validity of the proposed screening procedure will be assessed and compared with the mydriatic indirect biomicroscopic examination by a senior retinologist. RESULTS The validity of screening by physician graders will be analyzed and the sensitivity, specificity, and predictive values (with 95% CIs) calculated by the dilation status and for each grader. The diagnostic accuracy at each level of severity of DR will be assessed to define the most appropriate referable criteria. Data is currently being collected. CONCLUSIONS The outcome of this study will be useful for the detection of a defined level of DR at non-ophthalmological setting to filter the people with DM before referral to an eye clinic. This will be helpful to improve the uptake and identify risk groups in advance to prevent sight-threatening DR. Furthermore, evidence from this study will be useful for the implementation of a DRS program in this region and in similar communities. INTERNATIONAL REGISTERED REPOR PRR1-10.2196/10900


2017 ◽  
Vol 33 (2) ◽  
pp. 79-86 ◽  
Author(s):  
Shanna N. Ricketts ◽  
George Engelhard ◽  
Mei-Lin Chang

Abstract. The purpose of this study is to describe the development and validation of a scale designed to measure academic resilience in mathematics (ARM). The ARM scale includes nine items and was administered to 528 7th and 8th grade students in a low-income urban school in the United States. The Many-Facet Rasch model was used to investigate the psychometric quality of the scale. Students responded to a six-category rating scale with responses ranging from 1 (= strongly disagree) to 6 (= strongly agree). The overall reliability of person separation was good (Rel = .79), and the scale exhibited good model-data fit. The data indicated that there were no statistically significant differences in student perceptions of their academic resilience by socioeconomic status (SES) or by performance levels on a statewide-standardized mathematics assessment. There were, however, statistically significant differences in student perceptions of their academic resilience by gender and teacher-assigned grades. The ARM scale is a promising addition to the array of instruments for measuring affective and motivational states of students. This study supports the inference that individual perceptions of academic resilience can be measured in a meaningful way. The ARM scale holds promise as a tool for examining academic resilience in future research.


2019 ◽  
Vol 62 (6) ◽  
pp. 1775-1786 ◽  
Author(s):  
Lucía I. Méndez ◽  
Gabriela Simon-Cereijido

Purpose This study investigated the nature of the association of lexical–grammatical abilities within and across languages in Latino dual language learners (DLLs) with specific language impairment (SLI) using language-specific and bilingual measures. Method Seventy-four Spanish/English–speaking preschoolers with SLI from preschools serving low-income households participated in the study. Participants had stronger skills in Spanish (first language [L1]) and were in the initial stages of learning English (second language [L2]). The children's lexical, semantic, and grammar abilities were assessed using normative and researcher-developed tools in English and Spanish. Hierarchical linear regressions of cross-sectional data were conducted using measures of sentence repetition tasks, language-specific vocabulary, and conceptual bilingual lexical and semantic abilities in Spanish and English. Results Results indicate that language-specific vocabulary abilities support the development of grammar in L1 and L2 in this population. L1 vocabulary also contributes to L2 grammar above and beyond the contribution of L2 vocabulary skills. However, the cross-linguistic association between vocabulary in L2 and grammar skills in the stronger or more proficient language (L1) is not observed. In addition, conceptual vocabulary significantly supported grammar in L2, whereas bilingual semantic skills supported L1 grammar. Conclusions Our findings reveal that the same language-specific vocabulary abilities drive grammar development in L1 and L2 in DLLs with SLI. In the early stages of L2 acquisition, vocabulary skills in L1 also seem to contribute to grammar skills in L2 in this population. Thus, it is critical to support vocabulary development in both L1 and L2 in DLLs with SLI, particularly in the beginning stages of L2 acquisition. Clinical and educational implications are discussed.


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