scholarly journals Middle school nutrition knowledge tool development and evaluation in North Carolina

2017 ◽  
Vol 47 (3) ◽  
pp. 332-345
Author(s):  
Caroline Hodges ◽  
Ashley Roseno ◽  
Melani W. Duffrin ◽  
Virginia C. Stage
Keyword(s):  
North Carolina ◽  
Health Information ◽  
Item Difficulty ◽  
Reliability And Validity ◽  
Knowledge Score ◽  
School Nutrition ◽  
Nutrition Knowledge ◽  
Eighth Grade ◽  
Content Type ◽  
The North

Purpose This study aims to develop and empirically assess an instrument for measuring nutrition knowledge aligned to the North Carolina (NC) Healthful Living Essential Standards for teaching nutrition. The instrument was critically evaluated and used to assess nutrition knowledge in Eastern NC students. Design/methodology/approach Researchers evaluated 250 students in 16, eighth-grade classrooms using a 22-question researcher-developed nutrition knowledge questionnaire. Assessment questions were aligned with NC Healthful Living Essential Standards, which suggest students should be able to: apply tools to plan healthy nutrition, create strategies to improve dietary intake, create plans for lifelong health, and evaluate health information and products. Survey reliability and validity (face) were evaluated prior to study implementation. Descriptive statistics for individual items, total and individual standard scores were analyzed. Instrument efficacy was evaluated using item-difficulty and discrimination indexes. Findings The survey displayed appropriate levels of item difficulty with three exceptions: two questions were identified as too difficult, and one as too easy. The majority of items also displayed acceptable (>0.20) or excellent (>0.40) discrimination (17 out of 20). Average total nutrition knowledge score was 11.82-3.26 (53.7 per cent). Within aligned standards, students scored highest in creating plans for lifelong health (79 per cent) and lowest in evaluating health information (37.6 per cent). Originality/value Study findings suggest eighth-grade students may only possess half the nutrition knowledge standards expected in the eighth grade. More instrument development is needed to supply researchers with standard means of assessing nutrition knowledge.

The Reliability and Validity of the North Carolina Family Assessment Scale

2001 ◽  
Vol 11 (4) ◽  
pp. 503-520 ◽  
Author(s):  
Kellie Reed-Ashcraft ◽  
Raymond S. Kirk ◽  
Mark W. Fraser
Keyword(s):  
North Carolina ◽  
Reliability And Validity ◽  
Assessment Scale ◽  
Family Assessment ◽  
The North

The storm after the storm: the long-term lingering impacts of hurricanes on schools

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Cassandra R. Davis ◽  
Sarah R. Cannon ◽  
Sarah C. Fuller
Keyword(s):  
North Carolina ◽  
Data Collection ◽  
Instructional Time ◽  
Emotional Needs ◽  
Social Emotional ◽  
Content Type ◽  
The North ◽  
State Education ◽  
The Impact

PurposeThe purpose of this paper is to identify and describe the long-term impacts of hurricanes on schools and discuss approaches to improving recovery efforts.Design/methodology/approachInterviews with 20 school districts in Texas and North Carolina after Hurricanes Harvey (2017) and Matthew (2016). In total, 115 interviews were conducted with teachers, principals, district superintendents and representatives from state education agencies. Interview questions focused on the impact of storms and strategies for recovery.FindingsThe authors uncovered three long-term impacts of hurricanes on schools: (1) constrained instructional time, (2) increased social-emotional needs and (3) the need to support educators.Research limitations/implicationsThis paper focuses on two storms, in two states, in two successive years. Data collection occurred in Texas, one academic year after the storm. As compared to the North Carolina, data collection occurred almost two academic years after the storm.Practical implicationsThis paper illuminates strategies for stakeholders to implement and expedite hurricane recovery through; (1) updating curricula plans, (2) providing long-term counselors and (3) supporting educators in and out of school.Originality/valueTo date, very few studies have explored the ways in which schools face long-term impacts following a disaster. This paper provides insight to the challenges that prolong the impacts of disasters and impede recovery in schools. With hurricanes and related disasters continuing to affect schooling communities, more research is needed to identify the best ways to support schools, months to years after an event.

scholarly journals Apparent Loss of Vibrio vulnificus from North Carolina Oysters Coincides with a Drought-Induced Increase in Salinity

2012 ◽  
Vol 78 (11) ◽  
pp. 3885-3889 ◽  
Author(s):  
Brett A. Froelich ◽  
Tiffany C. Williams ◽  
Rachel T. Noble ◽  
James D. Oliver
Keyword(s):  
North Carolina ◽  
Water Column ◽  
Vibrio Vulnificus ◽  
Severe Drought ◽  
Estuarine Ecosystem ◽  
Content Type ◽  
Negative Results ◽  
The North ◽  
Apparent Loss ◽  
Elevated Water

ABSTRACTDespite years of successful isolation ofVibrio vulnificusfrom estuarine waters, beginning in 2007, it was extremely difficult to cultureV. vulnificusfrom either North Carolina estuarine water or oyster samples. After employing culture-based methods as well as PCR and quantitative PCR for the detection ofV. vulnificus, always with negative results, we concluded that this pathogen had become nearly undetectable in the North Carolina estuarine ecosystem. We ensured that the techniques were sound by seeding North Carolina oysters withV. vulnificusand performing the same tests as those previously conducted on unadulterated oysters.V. vulnificuswas readily detected in the seeded oysters using both classes of methods. Furthermore, oysters were obtained from the Gulf of Mexico, andV. vulnificuswas easily isolated, confirming that the methodology was sound but that the oysters and waters of North Carolina were lacking theV. vulnificuspopulation studied for decades. Strikingly, the apparent loss of detectableV. vulnificuscoincided with the most severe drought in the history of North Carolina. The drought continued until the end of 2009, with an elevated water column salinity being observed throughout this period and withV. vulnificusbeing nearly nonexistent. When salinities returned to normal after the drought abated in 2010, we were again able to routinely isolateV. vulnificusfrom the water column, although we were still unable to culture it from oysters. We suggest that the oysters were colonized with a more salt-tolerant bacterium during the drought, which displacedV. vulnificusand may be preventing recolonization.

scholarly journals Gaps and barriers along the North Carolina agri-food value chain

2016 ◽  
Vol 118 (2) ◽  
pp. 301-317 ◽  
Author(s):  
Carol S. Kline ◽  
Leah Elizabeth Joyner ◽  
Jon F Kirchoff ◽  
Alleah Crawford ◽  
Stephanie Jilcott Pitts ◽  
...  
Keyword(s):  
North Carolina ◽  
Value Chain ◽  
Food Distribution ◽  
Content Type ◽  
The North ◽  
Critical Issues ◽  
Food Distributors ◽  
Two Stages ◽  
The Impact ◽  
Food Value

Purpose – The purpose of this paper is twofold: first, to formulate an exhaustive list of the issues, gaps, and barriers at each level of the agri-food value chain in North Carolina (NC), and second, to identify the issues of greatest importance to its members. Design/methodology/approach – This research employed the Delphi technique in two stages of input. The first round of input was designed to create a comprehensive list of issues for each of nine “stages” of the agri-food value chain. In round two, the issues were prioritized. Findings – The top ten responses of each stage were aggregated into themes that represent the most critical issues identified by respondents: connectedness within the value chain, access to markets and marketing, affordability/availability of food and food distribution, farm profitability, societal awareness, and education about healthy, local food, and supporting institutions. Originality/value – The findings could be used by practitioners to inspire innovation in food-related products, programs, processes, organization, and marketing. The findings can help farmers, institutions, food distributors, policy makers, and other members of the agri-food value chain to make decisions about food distribution and access in NC and in other states facing similar issues and circumstances. The findings of this research also have further reaching implications, such as the connectivity of members along the agri-food value chain, the impact of a strong agri-food value chain on agritourism and the potential value of state marketing initiatives.

Teacher education and multicultural courses in North Carolina

2019 ◽  
Vol 13 (2) ◽  
pp. 155-168 ◽  
Author(s):  
John Andrew Williams III ◽  
Tehia Starker Glass
Keyword(s):  
North Carolina ◽  
Multicultural Education ◽  
Students Of Color ◽  
Teacher Candidates ◽  
New Teachers ◽  
Culturally Diverse ◽  
Content Type ◽  
The North ◽  
Diverse Learning ◽  
Education Courses

Purpose Teacher effectiveness in diverse school environments depends highly on the multicultural education courses provided by Educator Preparation Programs (EPP). Research measuring new teachers’ (i.e. teachers having 0-3 years of teaching experience) effectiveness as a result of EPPs’ multicultural education courses is limited. The purpose of this study was to examine if any association occurred between the number of multicultural courses offered to pre-service teacher candidates by EPPs and their graduates rating of effectiveness, as it pertains to creating a culturally diverse classroom environment. Design/methodology/approach Using data from the North Carolina Department of Public Instruction (NCDPI) and public EPPs course catalogs for North Carolina, this descriptive study investigates multicultural education course offerings and recent teacher graduate data for North Carolina for 2015, as it pertains to creating culturally diverse learning environments for students of color. Findings The results indicate that multiple EPPs in North Carolina are not providing multicultural courses for their pre-service teachers, and that novice teachers in North Carolina are lacking the ability to produce diverse learning environments for students of color at a high capacity as defined by the North Carolina Teacher Effectiveness definition. Research limitations/implications Data were retrieved from 2015. In the current year, EPPs could have boosted their offerings of multicultural courses since that time. Social implications It is anticipated that the lack course offerings by EPPs will directly reflect new teachers’ ability to create respectful learning environment for students of color, suggesting that EPPs may be counterproductive towards teacher candidates’ understanding of race in the classroom. Originality/value This study’s originality exists in its ability to begin to connect new teachers’ productivity with regards for promoting diversity or multiculturalism and the multicultural courses offered by EPPs.

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