“We should at least have basic survival skills, right?”: young males support mandatory food skills education

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Lucy Yixuan Zhang ◽  
Kristen Simonds ◽  
June Matthews

PurposeThis study explored young males' suggestions for food skills education in three domains: food selection and planning, food preparation and food safety and storage. It also solicited young males' perspectives on mandatory food skills education.Design/methodology/approachThis descriptive qualitative study employed a semi-structured interview guide. A one-page list of food skills was provided to each participant to form a consistent basis for the interviews. Data were analyzed using the constant comparative method.FindingsForty-four young men aged 17 to 35 participated in the study. Thirty-seven supported mandatory education for food skills. Gender stereotypes around food skills were identified as a barrier to young males enrolling in elective food skills courses. When asked how food skills should be taught, the two main strategies mentioned were “online” and “hands-on.” Most participants identified skills in the food preparation domain as essential to include in the curriculum, although some recognized the importance of incorporating skills from all three domains.Practical implicationsUnderstanding important characteristics of effective food skills education for young males may increase their participation in school, virtual and community-based food skills education. Curricular content should consider young males' interests and baseline competencies and emphasize practical hands-on skills. Mandatory food skills education in secondary schools for all genders represents a comprehensive solution.Originality/valueThis study is among the first to report young males' opinions on crucial components of, and methods for, effective food skills education for this population.

Author(s):  
Kristen Simonds ◽  
Lucy Yixuan Zhang ◽  
June I. Matthews

Purpose: This descriptive qualitative study explored young males’ perceptions of food skills in 3 domains: food selection and planning, food preparation, and food safety and storage. Methods: Semi-structured interviews were audio-recorded and transcribed verbatim. Data were analyzed using the constant comparative method. Results: Forty-four young men (aged 17–35) reported varying levels of food skills, from little/no confidence to very confident and skilled. Most participants learned food skills from their mothers. Greater involvement in food selection and planning at a young age appeared to be related to parental influence and encouragement, exposure to food skills at school, and interest in food-related activities, which, in turn, provided a solid foundation for being confident cooks as young adults. Most notable was the lack of knowledge about, or confidence in, food safety and storage. Young men with low self-perceived food skills were deeply embarrassed about this deficiency in front of peers who had higher levels of confidence and skills. Conclusions: Future interventions or curricula should emphasize food safety and storage. This research also illustrates the importance of the home environment in teaching food skills to youth and ensuring that food skills are taught well before young adults begin living independently.


2020 ◽  
Vol 4 (Supplement_2) ◽  
pp. 1303-1303
Author(s):  
Gretchen George ◽  
Melanie Gerdes

Abstract Objectives Food insecurity is prevalent on college campuses. Many campuses have food assistance programs (e.g., food pantries, cooking classes, government support) to provide resources and education but research has identified that knowledge related healthy food selection, meal planning, food budgeting, and safe food preparation skills are suboptimal. The objective of this pilot study was to determine the most effective nutrition education model to increase self-efficacy, skill, knowledge, and food choice awareness in the food insecure college student. Methods Eligible university students (N = 54) were recruited and randomized to a three-arm four-week intervention. All participants received weekly food pantry items and pilot nutrition education curriculum through different application models; food demonstration and handout (FD, n = 20), cooking class and handout (CC, n = 14), or handout only (H, n = 20). The weekly one-hour CC was hands-on with tasting at the end. The weekly 20-minute FD was observation only with tasting at the end. Participants completed a validated pre-post survey. Results Using MANOVA, statistically significant (P < 0.05) pre-post changes were identified in all scores (food selection planning, food preparation, food safety storage). The overall food skills score (OFSS), a combined measure, indicated a statistically significant interaction effect between study arms on the combined dependent variable, F(2, 51) = 5.37, P = 0.008, Wilks’ Λ = 0.826, partial n2 = 0.174. A follow-up univariate two-way analysis using Tukey pairwise comparisons identified non-significant pre-post mean differences for OFSS scores between CC (+44.29), FD (+16.05), and H (+20.30). Conclusions Nutrition education through a CC, FD, and H model improves knowledge, skill, and self-efficacy in food insecure students. CC have the largest pre-post improvements but tended to have more attrition. Universities with food pantries should include nutrition education ideally with a hands-on or observation component including tasting of new recipes and foods mirroring food pantry offerings. Campuses can use concise 4-week curriculum to maximize learning and self-efficacy while considering resources (staff, space, materials). Funding Sources California State University Small-Scale Faculty Research Grants 2019-2020 15 K.


2014 ◽  
Vol 70 (1) ◽  
pp. 119-147 ◽  
Author(s):  
Joan E. Beaudoin

Purpose – The purpose of this paper is to report on a research study which examined how and why images were used by professional image users to inform the design and development of information systems and services. Design/methodology/approach – A total of 20 participants in four user groups, archaeologist, architect, art historian and artist, took part in this qualitative research study. Data was collected through a survey and one-on-one semi-structured interview and data analysis was completed using case-ordered displays and the constant comparative method. Findings – The findings revealed that image use varied according to profession. Archaeologists and art historians identified using images within their lecture presentations, and for research and publications. While architects and artists noted using images for research and design creation, their work products differed. Several reasons why these professionals used images in their work were identified: knowledge, conceptual model, inspiration, cognitive recall, critical thinking, emotion, engagement, marketing, proof, social connection, translation, and trust. Research limitations/implications – Study limitations include the small number of user groups, and methods dependent on participants' abilities to recall and clearly articulate past activities. Originality/value – The study clarifies the varied roles visual information plays in the work of archaeologists, architects, art historians and artists. As the paper reveals how and why images are used, its contents are particularly useful for systems designers, librarians and other individuals who support image users.


2020 ◽  
Vol 34 (3) ◽  
pp. 183-193
Author(s):  
Chanonya Chaiwongroj ◽  
Khajornsak Buaraphan

PurposeThis study explored the effectiveness of sex education lessons developed for six graders by the local community and experts.Design/methodology/approachThree lesson plans were developed based on a focus group discussion with students, parents, and teachers and then revised based on experts' feedback. The finalized three lessons were taught to 102 sixth graders in three different primary schools. Pre-test and post-test the students' sex education understanding was measured, and a 5-point Likert scale questionnaire was used to measure overall sexual attitude and awareness. The participants engaged in a semi-structured interview after each lesson, supplemented with researchers' notes. Descriptive statistics and t-tests, and the comparative method were used to analyze quantitative and qualitative data, respectively.FindingsThe sex education knowledge of participants at the three schools improved significantly (p < 0.01) after completing the learning units. Students also expressed satisfaction with the media, activities, and discussions during these sex education classes. The created learning units improved students' sexual attitude and awareness.Research limitations/implicationsFurther long-term follow-up studies are needed to determine if there is retention of knowledge, attitudes, and awareness.Practical implicationsThere should be more sex education programs at the earlier primary school level, especially in risky regions. Compulsory sex education curriculum in primary schools needs to be adjusted for each school by using a constructivist approach.Originality/valueThis study is unique because it was designed to better fit a specific school’s context and the contents were adapted to be taught by a teacher with minimal training required.


2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Srikar Chamala ◽  
Heather T. D. Maness ◽  
Lisa Brown ◽  
C. Brooke Adams ◽  
Jatinder K. Lamba ◽  
...  

Abstract Background Participants in two recent National Academy of Medicine workshops identified a need for more multi-disciplinary professionals on teams to assist oncology clinicians in precision oncology. Methods We developed a graduate school course to prepare biomedical students and pharmacy students to work within a multidisciplinary team of oncology clinicians, pathologists, radiologists, clinical pharmacists, and genetic counselors. Students learned precision oncology skills via case-based learning, hands-on data analyses, and presentations to peers. After the course, a focus group session was conducted to gain an in-depth student perspective on their interprofessional training experience, achievement of the course learning outcomes, ways to improve the course design in future offerings, and how the course could improve future career outcomes. A convenience sampling strategy was used for recruitment into the focus group session. A thematic content analysis was then conducted using the constant comparative method. Results Major themes arising from student feedback were (1) appreciation of a customized patient case-based teaching approach, (2) more emphasis on using data analysis tools, (3) valuing interdisciplinary inclusion, and (4) request for more student discussion with advanced preparation materials. Conclusions Feedback was generally positive and supports the continuation and expansion of the precision oncology course to include more hands-on instruction on the use of clinical bioinformatic tools.


2014 ◽  
Vol 5 (4) ◽  
pp. 167-177
Author(s):  
Mark F Dalgarno ◽  
Sharon A Riordan

Purpose – The purpose of this paper is to explore the lived experiences of learning disability nurses working within forensic services, and their views on their practice as a speciality. Design/methodology/approach – A qualitative, semi-structured interview-based design was used and participant's voices were examined through interpretive phenomenological analysis. Findings – Nurses explored a range of topics related to their practice and overall, five superordinate themes were developed. Forensic nursing as being both the same and different to generic nursing, the journey, and the emotional challenge of forensic nursing, the balancing act of everyday practice and the role of language within forensic nursing practice. Originality/value – Very little research has examined the views of learning disability nurses within the forensic field. This study gives both a voice to these nurses and suggests areas of interest both for research and for clinicians to consider in their practice.


2014 ◽  
Vol 6 (1) ◽  
pp. 98-118
Author(s):  
Coral Houtman ◽  
Maureen Thomas ◽  
Jennifer Barrett

Purpose – The purpose of this paper is to address the advantages of education and training in creating the “Audiovisual/Digital Media Essay” (AV/DME), starting from visual and cinematic thinking as a way of setting up, developing and concluding an argument. Design/methodology/approach – Recognising the advantages to education and training of the “AV/DME” this paper explores ways of enabling visually disciplined students to work on film theory within their chosen medium, and to develop arguments incorporating audiovisual sources, using appropriate academic skills. It describes a hands-on BA/MA workshop held at Newport Film School (May 2011) and subsequent initial implementation of an examinable DME. The paper contextualises the issue in the light of practice-led and practice-based research and of parity with written dissertations. Drawing on analysis of in-depth interviews with students and tutors, it makes practical recommendations for how to resource, staff and support the implementation and continuation of the AV/DME and/or dissertation. Findings – The paper feeds back from both students and staff on the running of an initial AV/DME workshop and finds that the Film School Newport is suited to running the AV/DME and suggests a framework for its support. Research limitations/implications – The study needs to be followed up when the students complete their full dissertations. Practical implications – The AV/DME needs sufficient technical and human resources to support student learning. Originality/value – The paper provides a clear and original framework for teaching, supporting and assessing the AV/DME. This framework can be disseminated beyond the University of Wales Newport, and can be used to teach the AV/DME in further contexts and to wider groups of students.


2016 ◽  
Vol 12 (4) ◽  
pp. 706-718 ◽  
Author(s):  
Samuel Nana Yaw Simpson ◽  
Francis Aboagye-Otchere ◽  
Ruby Lovi

Purpose This study aims to examine the nature and extent of internal auditors’ (IAs) involvement in corporate social responsibility (CSR) assurance. It also ascertains the capacity building requirements to legitimise the role of IAs as a credible form of providing CSR assurance. Design/methodology/approach A qualitative research approach was adopted, where data were collected through semi-structured interview of IAs of companies in Ghana that produce CSR reports. Findings Findings suggest that companies appreciate the fact that the internal audit function could provide independent assurance on CSR reports. However, there is limited information on the nature and scope of the assurance procedures. Moreover, most IAs seem to lack the requisite knowledge and skills needed to effectively carry out CSR assurance engagements. These evidences suggest a relatively low level of reliance being placed on CSR assurance services provided internally. Research limitations/implications Findings are purely based on the perceptions of IAs. Future studies may include the views of those who appoint IAs (i.e. management). Practical implications Findings engender discussions on the need for IAs and regulators of IAs (e.g. the Institute of Internal Auditors), particularly those in developing countries to begin to conscientise practitioners on the changing roles of the IA in the areas of CSR and CSR assurance. Originality/value This study is one of the very few studies on CSR assurance from the perspective of IAs and it also based on evidence from an African context. Also, the study provides evidence on the need for a deliberate effort to equip internal audit practitioners to provide at least some minimal assurance on CSR disclosures and reports.


2021 ◽  
Vol 194 ◽  
pp. 463-486

463Human rights — Women’s rights — Elimination of discrimination against women — Sexual orientation — Exhaustion of domestic remedies — Due diligence obligations — Obligation to investigate — Requirement of prompt and impartial investigation — Protection of lesbian women from violence — Gender stereotypes — Committee case law and general recommendations — Remedies — Whether Russian Federation violating Articles 1, 2 and 5 of United Nations Convention on the Elimination of All Forms of Discrimination against Women, 1979International tribunals — Jurisdiction and admissibility — United Nations Committee on the Elimination of Discrimination against Women — Local remedies rule — Application in light of time bar under national law


2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Viktoriia Gorbunova ◽  
Natalia Gusak ◽  
Vitalii Klymchuk ◽  
Valeriia Palii ◽  
Vitalina Ustenko ◽  
...  

Purpose The purpose of this paper is to explore senses of powerlessness and empowerment among Romani in Ukraine in relation to such social circles as the extended family, the Romani local community and the whole Ukrainian society. The main research interest is focused on situations and factors that make people feel powerless or empowered. Design/methodology/approach The study was conducted using a semi-structured interview method via telephone. Romani NGO experts approved the interview content. Trained Roma-facilitators were interviewers. Every interview was transcribed for further thematic analysis. Findings The most prominent empowerment factors for Romani people are located within their families and local communities, while the bigger society (Ukrainians themselves and Ukrainian public institutions) is a main source of powerlessness. At the same time, the rigid role of family and community expectations is seen as detrimental for both males and females. Originality/value The paper is original in terms of its topic (senses of powerlessness and empowerment among Romani in Ukraine as social determinants of mental well-being) and research strategy (engagement of Roma-facilitators as interviewers).


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