Evaluation of Negotiation Success and Skill Sets Among Nutrition and Dietetics Professionals in the United States

2021 ◽  
Vol 121 (10) ◽  
pp. A138
Author(s):  
K. Goldberg ◽  
S. Hinck ◽  
L. Jones ◽  
E. McKinley ◽  
A. Paczosa ◽  
...  
Keyword(s):  
United States ◽  
The United States ◽  
Skill Sets ◽  
Nutrition And Dietetics ◽  
Negotiation Success

Resources Used and Innovations in Teaching Vegetarian and Vegan Nutrition in Accredited Dietetics Programs in the United States

2021 ◽  
Vol 3 (2) ◽  
Author(s):  
Irana W Hawkins ◽  
A. Reed Mangels
Keyword(s):  
United States ◽  
Program Directors ◽  
The United States ◽  
Cross Sectional ◽  
Innovative Teaching ◽  
Survey Question ◽  
Dietetics Education ◽  
Instructional Methodologies ◽  
Vegetarian Nutrition ◽  
Nutrition And Dietetics

Background: Vegetarian and vegan diets effectively reduce morbidity and mortality from many chronic diseases and are associated with reduced environmental impact. However, little is known about the role of teaching vegetarian and vegan nutrition in dietetics education in the United States. Thus, we examined the resources and methods used in teaching vegetarian/vegan nutrition in accredited dietetics programs in the United States. Methods: A cross-sectional, internet-based survey was sent to all Accreditation Council for Education in Nutrition and Dietetics (ACEND) program directors in the United States (N = 574). Questions included queries about where vegetarian/vegan nutrition is taught in the curriculum (if at all), instructional methodologies, and the resourcesutilized. Overall, 205 program directors responded to our survey. Results: Vegetarian/vegan nutrition was taught in a variety of courses, most commonly in introductory nutrition courses. The evidence-based resources used most often included the Academy of Nutrition and Dietetics (AND) Position Paper on Vegetarian Nutrition, the AND Evidence Analysis Library, and peer-reviewed studies. Hands-onfood preparation activities were commonly cited as a useful means for teaching vegetarian and vegan nutrition. Nearly 60% of 183 respondents to the relevant survey question indicated that their programs reviewed flexitarian/semi-vegetarian/low-meat diets. Innovative teaching techniques included stand-alone vegetarian nutrition courses, cu-linary experiences including recipe development and sensory evaluation, student presentations to the community, and asking students to follow vegetarian/vegan diets and then evaluate those experiences. Conclusions: Many dietetics educators used innovative strategies to teach vegetarian/vegan nutrition. These methods offer novel experiences for students to increase self-efficacy in vegetarian/vegan nutrition that can ultimately improve public and planetary health outcomes in practice.

Immigration Trends in the United States

2020 ◽  
pp. 27-38
Author(s):  
Eugenio M. Rothe ◽  
Andres J. Pumariega
Keyword(s):  
United States ◽  
Race And Ethnicity ◽  
The United States ◽  
Political Orientation ◽  
Psychological Effects ◽  
Family Factors ◽  
Time Of Arrival ◽  
Skill Sets ◽  
Demographic Profile ◽  
The Family

The chapter on immigration trends describes the current legal and illegal paths of immigration to the United States; a historical perspective of the reasons for migration; the past and current numbers of immigrants who have arrived in the United States and their demographic profile; which countries contribute immigrants and which states receive them; the changing race and ethnicity of the immigrants throughout the country’s history; the immigrants’ levels of education, skill sets, and financial attainment at the time of arrival and after the second generation. A demographic profile of the illegal immigrants, their vulnerability for exploitation, and their financial importance to the country’s economy is presented. The composition of immigrant families, some of the psychological effects of geographical separations and deportations on the family, factors that facilitate or impede assimilation and adaptation, the intergroup relations, values, and political orientation of the different immigrant groups, and the immigrants’ financial contributions to the United States are discussed.

Introduction

2020 ◽  
pp. 1-16
Author(s):  
Karma R. Chávez ◽  
Eithne Luibhéid
Keyword(s):  
United States ◽  
Legal Status ◽  
The United States ◽  
Military Bases ◽  
Skill Sets ◽  
Internally Displaced ◽  
Family Ties ◽  
Internally Displaced People ◽  
Displaced People ◽  
International Migrants

Globally, nearly 300 million people live either as international migrants1 or internally displaced people.2 Over the past several decades, the number of people compelled to leave their homes has continued to grow, and along with such growth, migrant detentions and deportations have skyrocketed in the United States (from where we live and write) and globally. Except for those who can show that they fit into a narrow spectrum of state-designated family ties, skill sets, large bank accounts, or protection needs, possibilities for acquiring legal status have been greatly reduced or entirely cut. Legally present migrants, too, increasingly lose status and become routed into detention and deportation. Legal channels disappear even as countries like the United States remain “reliant on the … dispossession and disavowal of Indigenous peoples, global circuits of expropriated labor, economies of racialization, and its expansive network of military bases,” which generate continual international migration....

scholarly journals A Comparative Analysis of 21st Century Schools in the United States of America and the People’s Republic of China

2019 ◽  
Vol 2 (1) ◽  
pp. 17
Author(s):  
Cheryl James-Ward ◽  
Lawrence Xu Ke ◽  
Olympia Kyriakidis ◽  
James Marshall ◽  
Michelle Harkrider
Keyword(s):  
United States ◽  
21St Century ◽  
The United States ◽  
People’S Republic Of China ◽  
Educational Systems ◽  
People's Republic Of China ◽  
Student Preparedness ◽  
Skill Sets ◽  
Republic Of China ◽  
21St Century Schools

<p><em>This study investigated schools in the two largest global economies, the United States and The People’s Republic of China, in order to understand how both educational systems are preparing students to thrive in the global workplace. The study 1) delineates skill sets needed for success in the new economy, 2) identifies and reports on the instructional findings within seven schools in China and seven schools in the United States that describe themselves as preparing students for the 21st century workplace, 3) compares findings between schools studied in both countries, and 4) ends with suggestions for policymakers and school systems wishing to improve student preparedness for the global workplace.</em><em></em></p>

Snapshots of nutrition and dietetics outside of the United States: The Netherlands and Colombia

Nutrition ◽  
1998 ◽  
Vol 14 (2) ◽  
pp. 253-256
Author(s):  
Marian Van Bokhorst-De van der Schueren ◽  
Cora F. Jonkers-Schuitema ◽  
Patricia Savino ◽  
Jose Pablo Velez Londoño
Keyword(s):  
United States ◽  
The Netherlands ◽  
The United States ◽  
Nutrition And Dietetics

scholarly journals Academic Library Administrators’ Perceptions of Four Instructional Skills

2012 ◽  
Vol 73 (1) ◽  
pp. 78-93 ◽  
Author(s):  
John D. Shank ◽  
Nancy H. Dewald
Keyword(s):  
United States ◽  
Educational Technology ◽  
Academic Library ◽  
The United States ◽  
Traditional Teaching ◽  
Library Directors ◽  
Skill Sets ◽  
Future Studies ◽  
Associate Deans ◽  
Instructional Role

This study seeks to fill a gap in the literature by examining the perceptions of current administrators toward four domains and their associated skill sets needed to fulfill the library’s instructional role. Hundreds of Library Directors/Deans/Associate Deans/Heads in academic libraries of all sizes across the United States were surveyed to determine to what extent they value the skill sets associated with the four selected instructional skill domains: two traditional—teaching and presentation—and two more recently adopted by librarians—instructional design and educational technology. The findings of this research indicate that library administrators value the traditional skill sets more than the newer nontraditional skills. The results and possible implications, as well as directions future studies can take, are discussed.

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