Head Start and child care providers’ motivators,barriers and facilitators to practicing family-style meal service

This paper presents a qualitative investigation of the motivators, barriers, and facilitators for practicing family-style meal service (FSMS) from the perspective of 18 child care providers serving preschool children in Head Start (HS), Child and Adult Care Food Program (CACFP) funded, and non-CACFP child-care centers. Providers were selected based on maximum variation purposive sampling and semi-structured interviews were conducted until saturation was reached. Provider responses were systematically coded using thematic analysis. HS and CACFP providers reported being motivated to practice FSMS because it created pleasant mealtimes, opportunities to role model healthy eating, and healthful child development. CACFP and non-CACFP providers reported not using FSMS because it was resource intensive, messy, and seemed to violate CACFP policy. HS and CACFP providers offered suggestions to overcome these barriers. They suggested that FSMS eventually becomes easier with practice, children can self-regulate their energy intake, and teaching children self-help skills during play time can avoid messes during mealtimes. Findings from this study have implications for programming, policy, and research.     

Trust: A Master Teacher's Perspective on Why It Is Important: How to Build It and Its Implications for MBE Research

Teaching is an interaction. It is a relationship between my students and myself. For successful interactions to take place there needs to be trust. In order for my students to be successful I have to be successful as well. My students and I have to have a variety of interactions. These interactions build trust, which leads to bonding. I believe these are the core components to success for myself and therefore my students. The environment that I work in also has to be about trust. I have to feel trusted to do my job in order to be successful. My experiences hopefully will lead to more research and the understanding of trust in the cognitive process of learning.     

Neither Fish nor Fowl: Feminism,Desire, and the Lesbian Consumer Market

This article addresses gay marketers’ tardy and ambivalent attempts to imagine and organize lesbians as a viable target marketing niche. Practical considerations make lesbians less attractive as a market: They have a lower average household income than gay male and heterosexual couples and they are hard to reach for market research purposes and with advertising. But the lesbian market is also dogged by the popular image of lesbians as lacking both erotic and acquisitive desire, embodied in the stereotype of anti-consumption, parsimonious, unsexy feminists who resist marketers’ interest in them as consumers.     

The role of assertiveness,personal control,and participation in the prediction of nurse Burnout

The research reported here considered a critical problem facing today's hospital: burnout and commitment of nurses. A review of the literature revealed that nurse communication, particularly participation or collaboration in patient care decisions, had rarely been considered in models of nurse commitment. A model was proposed in which nurse participation and assertiveness were key predictors of emotional exhaustion, commitment and intent to remain, and the theoretical construct of personal control was used as a moderating variable in predicting these outcomes. The model was tested on a sample of nurses from a large hospital Results were generally supportive of the proposed model. Implications of the model for theory were discussed in terms of the role of personal control and the importance of nurse assertiveness, and applications for nurse and physician training were considered.     

Cultural differences in cognitive responding to ads: a comparison of young American and Chinese consumers

This study explored the differences in young consumers' cognitive responses to visual ads across two cultures. In an experiment, 120 college students from the USA and 120 college students from China were exposed to different types of visual ads, and subsequently participants were instructed to recall objects from the ads, and to list thoughts regarding the product/brand meanings. It was found that compared with Chinese participants, participants from the USA recalled more salient objects and generated more product/brand thoughts elicited by salient objects from the ads. Moreover, Chinese participants were more likely to assign a social role to a person recalled from the ads than their American counterparts. These findings suggested that young Americans attended more to salient objects in the ads, and therefore are more analytic than their Chinese participants. Implications for international advertising were provided.     

Books,Children, Dogs,Artists: Library Programs for the Entire Family

The promotion of library resources and services is a continuous process for all libraries, especially hospital family resource center libraries. Like public libraries, a family resource center can utilize programs as a pathway for connecting with and developing awareness of library resources and services available to patient families. This column describes the programs currently offered for All Children's Hospital Johns Hopkins Medicine patient families, marketing initiatives to promote these programs, and utilization of grant funding to supplement a program.     

Focused Library Instruction for Occupational Therapy,Physical Therapy,and Respiratory Care Students and Faculty: Library Instruction in Allied Health

The integration of librarians into allied health programs presents many exciting opportunities for collaboration. This column will describe how a library instruction program is integrated into the occupational therapy, respiratory care, and physical therapy curricula at the University of Texas Health Science Center at San Antonio. The allied health faculty have welcomed and recognized the librarians’ expertise in teaching evidence-based practice and library research skills.     

New “Starting Points” for Resources by Subject

The objective of the Starting Points Web page series at The University of Texas Health Science Center at San Antonio (UT HSC) Libraries is to provide specialized information resources in an organized online format. Highlighted resources include databases, journals, UT HSC campus information, funding sources, PubMed® RSS article feeds, and information about professional associations. This paper discusses the development process, planning, challenges, and outcomes of the Starting Points series.     

‘Does it answer the question or is it French fries?’: an exploration of language supports for scientific argumentation

ABSTRACT

Reform initiatives around the world are reconceptualising science education by stressing student engagement in science practices. Yet, science practices are language-intensive, requiring students to have strong receptive and productive language proficiencies. It is critical to address these rigorous language demands to ensure equitable learning opportunities for all students, including English language learners (ELLs). Little research has examined how to specifically support ELL students’ engagement in science practices, such as argumentation. Using case-study methodology, we examined one middle school science teacher's instructional strategies as she taught an argumentation-focused curriculum in a self-contained ELL classroom. Findings revealed that three trends characterized the teacher’s language supports for the structural and dialogic components of argumentation: (1) more language supports focused on argument structure, (2) dialogic interactions were most often facilitated by productive language supports, and (3) some language supports offered a rationale for argumentation. Findings suggest a need to identify and develop supports for the dialogic aspects of argumentation. Furthermore, engaging students in argumentation through productive language functions could be leveraged to support dialogic interactions. Lastly, our work points to the need for language supports that make the rationale for argumentation explicit since such transparency could further increase access for all students.