scholarly journals Measuring and Leveraging Motives and Values in Dietary Interventions

Nutrients ◽  
2021 ◽  
Vol 13 (5) ◽  
pp. 1452
Author(s):  
Sarah J. Eustis ◽  
Gabrielle Turner-McGrievy ◽  
Swann A. Adams ◽  
James R. Hébert
Keyword(s):  
Research Question ◽  
Dietary Change ◽  
Dietary Interventions ◽  
Nutritional Recommendations ◽  
Search Terms ◽  
Three Factor Eating Questionnaire ◽  
Nutrition Messages ◽  
Personalized Approach ◽  
The Individual ◽  
Food Motives

Why measure and leverage food motives and values? Every failure and every success in dietary change can be connected to motivation. Therefore, this research question naturally arises: How can food motives and values be measured and leveraged to improve diet outcomes from the individual to populations? There are four ways that food motives and values (FMVs) can assist researchers and health professionals. First, FMVs can help to create a personalized approach to dietary change. Second, FMVs can inform content for dietary interventions. Third, these FMV measures can be used in data analysis to elucidate differences in adherence and outcomes among participants. Fourth, public health nutrition messages can be tailored using information on FMVs. Each of these uses has the potential to further the literature and inform future efforts to improve diet. A central aim of our study is to provide specific examples and recommendations on how to measure and leverage FMVs. To do so, we reviewed 12 measures included in the literature citing the Food Choice Questionnaire by Steptoe, Pollard, and Wardle, which was identified as the earliest, highly cited article appearing under the search terms “food motives” AND “food values” AND “eating behavior” AND “measure”. Specific details on how articles were selected from the citing literature are described in the Methods section. We also expound on our reasoning for including the Three-Factor Eating Questionnaire, which made for 13 measures in total. Our main finding is that each measure has strengths and shortcomings to consider in using FMVs to inform nutritional recommendations at different levels.

A Culture of Organizational Grit From the Perspective of U.S. Military Officers: A Qualitative Inquiry

2021 ◽  
pp. 0095327X2098519
Author(s):  
Celeste Raver Luning ◽  
Prince A. Attoh ◽  
Tao Gong ◽  
James T. Fox
Keyword(s):  
Research Question ◽  
Qualitative Inquiry ◽  
Growth Mindset ◽  
Organizational Level ◽  
Military Officers ◽  
Individual Level ◽  
Qualitative Research Design ◽  
Professional Pride ◽  
The Individual ◽  
The Military

With the backdrop of the utility of grit at the individual level, speculation has begun to circulate that grit may exist as an organizational level phenomenon. To explore this potential construct, this study used an exploratory, qualitative research design. This study explored grit at the organizational level by interviewing leaders’ perceptions of what may be a culture of organizational grit. Participants included 14 U.S. military officers. Seven themes emerged relative to the research question: “What do U.S. military officers perceive as a culture of organizational grit?” Themes included professional pride, team unity, resilience-determination, mission accomplishment, core values, growth mindset, and deliberate practice. This study indicated that a culture of organizational grit is likely a combination of converging organizational elements. Overall, findings indicate that there may be a culture of organizational grit in the military and at the least, more research examining the concept is warranted.

scholarly journals Modelling the feasibility of nutritional recommendations at the individual level

2008 ◽  
Vol 67 (OCE5) ◽  
Author(s):  
M. Maillot ◽  
F. Vieux ◽  
E. Ferguson ◽  
M. J. Amiot-Carlin ◽  
J. L. Volatier ◽  
...  
Keyword(s):  
Individual Level ◽  
Nutritional Recommendations ◽  
The Individual

Interventions Promoting Educators’ Use of Data: Research Insights and Gaps

2012 ◽  
Vol 114 (11) ◽  
pp. 1-48 ◽  
Author(s):  
Julie A. Marsh
Keyword(s):  
Data Collection ◽  
Research Question ◽  
Time Frame ◽  
System Level ◽  
Quality Of Data ◽  
Leverage Points ◽  
Knowledge To Action ◽  
Use Of Data ◽  
The Individual ◽  
Capacity Data

Background/Context In recent years, states, districts, schools, and external partners have recognized the need to proactively foster the use of data to guide educational decision-making and practice. Understanding that data alone will not guarantee use, individuals at all levels have invested in interventions to support better access to, interpretation of, and responses to data of all kinds. Despite the emergence of these efforts, there has been little systematic examination of research on such efforts. Purpose/Objective/Research Question/Focus of Study This article synthesizes what we currently know about interventions to support educators’ use of data—ranging from comprehensive, system-level initiatives, such as reforms sponsored by districts or intermediary organizations, to more narrowly focused interventions, such as a workshop. The article summarizes what is what is known across studies about the design and implementation of these interventions, their effects at the individual and organizational levels, and the conditions shown to affect implementation and outcomes. Research Design Literature review. Data Collection and Analysis This review entailed systematic searches of electronic databases and careful sorting to yield a total of 41 books, peer-reviewed journal articles, and reports. Summaries of each publication were coded to identify the study methods (design, framework, sample, time frame, data collection), intervention design (level of schooling, focal data and data user, leverage points, components), and findings on implementation, effects, and conditions. Findings/Results The review uncovers a host of common themes regarding implementation, including promising practices (e.g., making data “usable” and “safe,” targeting multiple leverage points) and persistent challenges (e.g., developing support that is generic but also customized, sustaining sufficient support). The review also finds mixed findings and levels of research evidence on effects of interventions, with relatively more evidence on effects on educators’ knowledge, skills, and practice than on effects on organizations and student achievement. The article also identifies a set of common conditions found to influence intervention implementation and effects, including intervention characteristics (capacity, data properties), broader context (leadership, organizational structure), and individual relationships and characteristics (trust, beliefs and knowledge). Conclusions/Recommendations The review finds that the current research base is limited in quantity and quality. It suggests the need for more methodologically rigorous research and greater attention to the organizational and student-level outcomes of interventions, comparative analyses, interventions that help educators move from knowledge to action, and specific ways in which the quality of data and leadership practices shape the effectiveness of interventions.

After the Blackbird Whistles: Listening to Silence in Classrooms

2010 ◽  
Vol 112 (11) ◽  
pp. 2833-2849 ◽  
Author(s):  
Katherine Schultz
Keyword(s):  
High School ◽  
High School Students ◽  
Classroom Practice ◽  
Literacy Practices ◽  
Longitudinal Research ◽  
Research Question ◽  
Ethnographic Study ◽  
School Students ◽  
Student Talk ◽  
The Individual

Background/Context Students spend a large part of their time in schools in silence. However, teachers tend to spend most of their time attending to student talk. Anthropological and linguistic research has contributed to an understanding of silence in particular communities, offering explanations for students’ silence in school. This research raised questions about the silence of marginalized groups of students in classrooms, highlighting teachers’ role in this silencing and drawing on limited meanings of silence. More recently, research on silence has conceptualized silence as a part of a continuum. Purpose/Objective/Research Question/Focus of Study The purpose of this project was to review existing literature and draw on two longitudinal research studies to understand the functions and uses of silence in everyday classroom practice. I explore the question, How might paying attention to the productivity of student silence and the possibilities it contains add to our understanding of student silence in educational settings? Silence holds multiple meanings for individuals within and across racial, ethnic, and cultural groups. However, in schools, silence is often assigned a limited number of meanings. This article seeks to add to educators’ and researchers’ tools for interpreting classroom silence. Research Design The article is based on two longitudinal qualitative studies. The first was an ethnographic study of the literacy practices of high school students in a multiracial high school on the West Coast. This study was designed with the goal of learning about adolescents’ literacy practices in and out of school during their final year of high school and in their first few years as high school graduates. The second study documents discourses of race and race relations in a postdesegregated middle school. The goal of this 3-year study was to gather the missing student perspectives on their racialized experiences in school during the desegregation time period. Conclusions/Recommendations Understanding the role of silence for the individual and the class as a whole is a complex process that may require new ways of conceptualizing listening. I conclude that an understanding of the meanings of silence through the practice of careful listening and inquiry shifts a teacher's practice and changes a teacher's understanding of students’ participation. I suggest that teachers redefine participation in classrooms to include silence.

scholarly journals Patients’ Views on Self-Management of Chronic Musculoskeletal Pain

2020 ◽  
Vol 5 (4) ◽  
pp. 254-266
Author(s):  
Barbka Huzjan ◽  
Ivana Hrvatin
Keyword(s):  
Health Care ◽  
Chronic Pain ◽  
Musculoskeletal Pain ◽  
Health Care Providers ◽  
Multidisciplinary Approach ◽  
Research Question ◽  
Chronic Musculoskeletal Pain ◽  
Self Management ◽  
Care Providers ◽  
The Individual

Research Question (RQ): Chronic musculoskeletal pain is a complex condition and one of the most important causes of suffering of modern times. Self-management refers to the individual’s ability to manage the symptoms, treatment, physical and psychosocial consequences and life style changes inherent in living with a chronic condition. The research question is; what is the view on the selfmanagement of chronic musculoskeletal pain from the patient's perspective? Purpose: The purpose of this literature review was to review original articles that reported how selfmanagement educational programmes are viewed from the patient’s perspective. Method: We used an integrative review of the literature. The search was conducted from November 2019 to March 2020 on the PubMed, PEDro and OTseeker databases. We included original studies, written in English that examined the patients’ point of view on self-management. The included studies, needed to be conducted on adult patients of both sexes, that were suffering from chronic pain and were educated on self-management of their pain. Two authors independently searched for original studies. Results: Nine article were included in the review. Most of the studies included a multidisciplinary approach. Patients reported they more frequently used passive strategies to manage their pain. They want to be included in the management and be able to communicate with the provider of selfmanagement. There are several positive aspects of a multidisciplinary and groups approach. Organization: Health care providers can encourage an individual to proactively behave through ongoing processes of communication, partnerships and the creation of appropriate self-management plans over time. Society: We assume that the analysis will help to identify the social responsibility of the individual and society in the common concern for the health of the population and the individual within it. Originality: The research provides an up-to-date, new overview of the patients' perspective on self management on chronic pain. The review can be helpful to health care providers s they can compare their expectations with patients's. Limitations / further research: Further research would focus on high quality studies, and specific forms of multidisciplinary approach, and finding what patients use at a home setting and how to help them continue in the self management of their pain. Limitations of this review include the lack of risk of bias assessment and the fact that this is not a systematic review.

Factors Influencing the Willingness to Mentor Students within Campus Recreation

2005 ◽  
Vol 29 (1) ◽  
pp. 59-77 ◽  
Author(s):  
Glenna G. Bower ◽  
Mary A. Hums ◽  
John L. Keedy
Keyword(s):  
Phenomenological Study ◽  
Comparative Method ◽  
Research Question ◽  
Organizational Factors ◽  
Campus Recreation ◽  
Factors Influencing ◽  
Recreation Directors ◽  
Primary Means ◽  
Recreation Professionals ◽  
The Individual

The purpose of this study was to discover factors influencing a person's decision to mentor students within campus recreation. The present study investigated four areas of inquiry within campus recreation: (a) What are the individual reasons for mentoring students? (b) What organizational factors inhibit or facilitate mentoring students? (c) What protégé characteristics attracted mentors?, and (d) What outcomes are associated with mentoring students? The phenomenological study relied on in-depth interviews of five campus recreation professionals. This research study utilized three in-depth phenomenological interviews with each participant as the primary means of collecting data. The researcher used the constant comparative method of analysis throughout the study. Analysis of the data produced personal life history portraits of each participant and provided themes and categories for each research question. Study findings provided valuable information for campus recreation directors wishing to successfully mentor students entering the campus recreation profession.

Exploring social entrepreneurial boundary spanning for compassion-triggered opportunities

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Eliada Wosu Griffin-EL
Keyword(s):  
Emerging Market ◽  
Research Question ◽  
Well Being ◽  
Boundary Spanning ◽  
Comparative Case Study ◽  
Social Entrepreneurs ◽  
Content Type ◽  
The Social ◽  
Entrepreneurial Action ◽  
The Individual

Purpose The purpose of this paper is to address the research question: How does the social entrepreneur’s compassion inform how they engage with their environment to mobilize resources for social entrepreneurial action? Design/methodology/approach The study features a comparative case study analysis of seven high-profile social entrepreneurs within Cape Town, South Africa. Data via in-depth interviews, site visits and archival information and follow-up conversations were collected and then analyzed via thematic coding of qualitative analysis. Findings The findings suggest that compassion is an antecedent for the social entrepreneurial boundary spanning shaped by their orientation toward concern for others’ well-being. Propositions presented offer the groundwork for an emergent theoretical framework of social entrepreneurial boundary spanning. Originality/value The study builds upon the emerging compassion research within social entrepreneurship, extending the conceptualization of compassion to be shapers of the social structure – not just the individual or the organization – in an emerging market context.

Assistant to “Full”: Rank and the Development of Expertise

2009 ◽  
Vol 111 (2) ◽  
pp. 443-479
Author(s):  
Dorothy E. Finnegan ◽  
Adrienne E. Hyle
Keyword(s):  
Doctoral Programs ◽  
Social Role ◽  
Research Question ◽  
Full Rank ◽  
Faculty Attitudes ◽  
Institutional Commitment ◽  
Academic Rank ◽  
The Public ◽  
Professional Activities ◽  
The Individual

Background/Context Faculty rank has been used variously as an independent variable to explore faculty attitudes and behaviors such as productivity, institutional commitment, and turnover, and as a dependent variable to establish the case for discrimination. As a sociological role, however, rank has been neglected. We know little about the competencies of the faculty who have earned their rank, and the presence of a connection between advancing through the ranks to the qualitative progression of professional mastery or expertise has yet to be investigated. This study begins this exploration through a review of the development of professional expertise among history faculty. Purpose/Objective/Research Question/Focus of Study As a result of personal experience and professional observations, our initial interest was to ascertain to what extent expertise is associated with rank. We assumed that assistant professors are by no means novices, rather, that they are less expert than professors. We wondered if explicit and differentiated expertise behaviors associated with the three primary ranks could be identified. In other words, to what extent is the acquisition of expert skill related to the progression through academic rank? Population/Participants/Subjects A random sample of 13 faculty members in history departments offering baccalaureate through doctoral programs from two institutions in the same Carnegie category (RU/H) served as participants. Research Design This is a qualitative two-site case study. Data Collection and Analysis Absent an applicable analytical model, we devised a nondirective interview outline that allowed us to probe faculty about the ways by which they think and execute their work, and we discuss the development of their confidence and conviction in research, publications, professional activities, and teaching. Throughout the interviews, we asked faculty to place their responses in the context of the rank in which the activity occurred. Findings/Results Although moving from one rank to another is a clean and discrete act or event, moving from one level of expertise to the next is not. Conclusions/Recommendations Although the interviews suggest that patterns exist by rank, we do not believe that rank is the sole or dominant force in this growth. Rather, as one might suspect, a combination of factors exist that propel and guide faculty toward control and confidence in their expertise. We still hold though that rank is a more important social role than the research would have us believe. Although it may be symbolic in nature, it is a signifier to professional colleagues, to students, to the public, and to the individual who has earned it that this person has achieved a certain level of expertise in his or her field.

scholarly journals Personalized Nutrition Approach in Food Allergy: Is It Prime Time Yet?

Nutrients ◽  
2019 ◽  
Vol 11 (2) ◽  
pp. 359 ◽  
Author(s):  
Enza D’Auria ◽  
Mariette Abrahams ◽  
GianVincenzo Zuccotti ◽  
Carina Venter
Keyword(s):  
Food Allergy ◽  
Dietary Intervention ◽  
Unmet Needs ◽  
Tolerance Induction ◽  
Nutritional Recommendations ◽  
Treatment Principle ◽  
Ige Mediated ◽  
Diagnostic Modalities ◽  
Personalized Approach ◽  
Infants And Young Children

The prevalence of food allergy appears to be steadily increasing in infants and young children. One of the major challenges of modern clinical nutrition is the implementation of individualized nutritional recommendations. The management of food allergy (FA) has seen major changes in recent years. While strict allergen avoidance is still the key treatment principle, it is increasingly clear that the avoidance diet should be tailored according to the patient FA phenotype. Furthermore, new insights into the gut microbiome and immune system explain the rising interest in tolerance induction and immunomodulation by microbiota-targeted dietary intervention. This review article focuses on the nutritional management of IgE mediated food allergy, mainly focusing on different aspects of the avoidance diet. A personalized approach to managing the food allergic individual is becoming more feasible as we are learning more about diagnostic modalities and allergic phenotypes. However, some unmet needs should be addressed to fully attain this goal.

scholarly journals Overview and Insights into Carbapenem Allergy

Pharmacy ◽  
2019 ◽  
Vol 7 (3) ◽  
pp. 110 ◽  
Author(s):  
Yuman Lee ◽  
Nicole Bradley
Keyword(s):  
Case Reports ◽  
Review Article ◽  
Limited Data ◽  
Substantial Impact ◽  
Cross Sensitivity ◽  
Search Terms ◽  
Incidence Risk ◽  
Pubmed Search ◽  
The Individual ◽  
Insight Into

Understanding antibiotic allergies and the risk of cross-sensitivity between and within antibiotic classes can have a substantial impact on patient care. The purpose of this review article is to provide insight into carbapenem allergies, describing the overall incidence, risk factors, and in-class cross-sensitivity. A PubMed search was conducted using the following search terms: carbapenem, allergy, cross-sensitivity, incidence, imipenem/cilastatin, meropenem, ertapenem, and doripenem. Article bibliographies and relevant drug monographs were also reviewed. The overall reported incidence of carbapenem allergy is 0.3%–3.7%. Risk of cross-sensitivity between penicillins and carbapenems is less than 1% in patients with a positive penicillin skin test. Data on cross-sensitivity between cephalosporins and carbapenems are limited; however, the risk appears to also be low. No clinical studies have described cross-sensitivity between the carbapenem agents thus far. The limited data available from case reports demonstrates a lack of cross-sensitivity between the individual carbapenems, suggesting that an alternative carbapenem may cautiously be used in patients with a reported carbapenem allergy.

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