Quantifying Quality of Life

Describes technological methods and tools for objective and quantitative assessment of QoL Appraises technology-enabled methods for incorporating QoL measurements in medicine Highlights the success factors for adoption and scaling of technology-enabled methods This open access book presents the rise of technology-enabled methods and tools for objective, quantitative assessment of Quality of Life (QoL), while following the WHOQOL model. It is an in-depth resource describing and examining state-of-the-art, minimally obtrusive, ubiquitous technologies. Highlighting the required factors for adoption and scaling of technology-enabled methods and tools for QoL assessment, it also describes how these technologies can be leveraged for behavior change, disease prevention, health management and long-term QoL enhancement in populations at large. Quantifying Quality of Life: Incorporating Daily Life into Medicine fills a gap in the field of QoL by providing assessment methods, techniques and tools. These assessments differ from the current methods that are now mostly infrequent, subjective, qualitative, memory-based, context-poor and sparse. Therefore, it is an ideal resource for physicians, physicians in training, software and hardware developers, computer scientists, data scientists, behavioural scientists, entrepreneurs, healthcare leaders and administrators who are seeking an up-to-date resource on this subject

Understanding, planning for and meeting the needs of children who are known to have experienced neglect in their first year of life: strengthening the influence of research on practice

There is evidence to indicate that early adversity has long-lasting impact on child development and later educational outcomes. Many studies show significant correlations between early neglect and later social, emotional and behavioural difficulties, which negatively affect school inclusion and achievement. Six children known to have experienced neglect in the first two years of life comprised the research sample, with whom a range of assessments was undertaken, including heart-rate variability, assessment of attachment style, cognitive skills, neuropsychological skills and achievement. Their teachers and carers completed the Strengths and Difficulties Questionnaire, and questionnaires relating to adaptive behaviour and communication skills. Assessment data were harnessed within an action research framework, to inform intervention plans to support progress in school for two of the children, and outcomes reviewed with school staff and carers. Results highlighted both the homogeneity of the research sample and shared characteristics, and the value of a dynamic biopsychosocial model of development in accounting for the individual children’s developmental trajectories. Relational-Developmental Systems metatheory, an extension of dynamic systems theory formed the integrating conceptual framework within which results are interpreted, with emphasis on the complex, recursive, multi-level, co-actional influences between children’s attributes, capabilities and historical identity, and the social contexts which children inhabit

Quantifying Quality of Life

Describes technological methods and tools for objective and quantitative assessment of QoL Appraises technology-enabled methods for incorporating QoL measurements in medicine Highlights the success factors for adoption and scaling of technology-enabled methods This open access book presents the rise of technology-enabled methods and tools for objective, quantitative assessment of Quality of Life (QoL), while following the WHOQOL model. It is an in-depth resource describing and examining state-of-the-art, minimally obtrusive, ubiquitous technologies. Highlighting the required factors for adoption and scaling of technology-enabled methods and tools for QoL assessment, it also describes how these technologies can be leveraged for behavior change, disease prevention, health management and long-term QoL enhancement in populations at large. Quantifying Quality of Life: Incorporating Daily Life into Medicine fills a gap in the field of QoL by providing assessment methods, techniques and tools. These assessments differ from the current methods that are now mostly infrequent, subjective, qualitative, memory-based, context-poor and sparse. Therefore, it is an ideal resource for physicians, physicians in training, software and hardware developers, computer scientists, data scientists, behavioural scientists, entrepreneurs, healthcare leaders and administrators who are seeking an up-to-date resource on this subject

Effectiveness of Behavioral Economics-Informed Strategies and Enhanced Food Preparation Skills to Increase Vegetable Intake and Variety of Vegetables Eaten among Low-Income Children

University of Minnesota Ph.D. dissertation. 2017. Major: Nutrition. Advisors: Marla Reicks, Zata Vickers. 1 computer file (PDF); 285 pages.Obesity prevalence among children continues to be a serious problem, especially for those in low-income households. Inadequate vegetable intake leading to low dietary quality may be a contributing factor to the obesity problem among children. The field of behavioral economics has gained momentum in nutrition interventions for improving vegetable intake, mainly in school and other cafeteria settings, using low-to-no cost modifications to the food environment. Similar strategies have yet to be tested in the home in a large-scale trial. The overall objective of the following dissertation was to determine if an intervention comprised of 6 behavioral economics-informed strategies within a 6-session vegetable-focused cooking skills program, grounded in Social Cognitive Theory, was more effective for improving vegetable intake, vegetable liking, variety of vegetable eaten, BMI-z score, and home availability of vegetables for a diverse sample of low-income children (ages 9-12) than a control condition of the vegetable-focused cooking skills program alone. The 6 strategies tested were: 1) child helping to prepare the vegetables, 2) using a plate that shows the appropriate proportion of food groups within a meal, 3) making the vegetables the most available and visible part of the meal, 4) serving at least 2 vegetables with the meal, 5) serving the vegetables before the meal, and 6) using a bigger spoon to serve the vegetables. The three separate reports included in this dissertation utilized data collected in a longitudinal controlled intervention trial conducted in the Minneapolis-St. Paul metropolitan area from September 2014-June 2017. Outcome measures were collected at 4 time points: baseline, immediate post-course, 6-months post-course, and 12-months post-course. Mixed model regression analyses and t-tests were used to compare outcomes between intervention and control groups. A total of 103 parent/child pairs were enrolled with 91 who completed the weekly cooking skills program. The child outcomes of vegetable intake, vegetable liking, variety of vegetables eaten, and BMI-z score, as well as home availability of vegetables were not improved for the intervention children more than the control children. The immediate impact of the vegetable-focused cooking skills program on parent and child psychosocial measures (e.g. cooking self-efficacy and interest in cooking) was assessed. Baseline and immediate post-course survey data from the intervention and control groups were combined since both groups participated in the cooking skills program. The combined data were used to assess changes in outcome measures from pre- to post-course. Validated parent self-report questionnaires were used to assess changes in the following psychosocial outcomes: cooking confidence, healthy food preparation, cooking barriers, and food resource management. Parents and children were asked if they had ever tried each of 37 different vegetables and if yes, to rate their liking. Changes between pre- and post-course responses were tested using paired t-tests or Wilcoxon signed-rank tests. Improvements were observed for parental cooking confidence, healthy food preparation skills, number of vegetables present in the home, parental vegetable liking, parental variety of vegetables eaten, and confidence in cooking individual vegetables and using several vegetable cooking methods. Improvements were also observed for child cooking self-efficacy and variety of vegetables eaten. Vegetable liking and acceptability for a wide variety of vegetables was measured among a racially and ethnically diverse sample of 9-12 year old children. Child liking data were combined from the present study and another in-home intervention study with a similar study population. Mean liking ratings for each vegetable were calculated. The number of children that found each vegetable acceptable and unacceptable was also tabulated. The most liked vegetables were corn, potatoes, lettuce, and carrots. Artichoke, onion, and beets were the 3 vegetables with the lowest mean liking. Overall, children found a wide variety of vegetables acceptable

Psychology

Psychology is designed to meet scope and sequence requirements for the single-semester introduction to psychology course. The book offers a comprehensive treatment of core concepts, grounded in both classic studies and current and emerging research. The text also includes coverage of the DSM-5 in examinations of psychological disorders. Psychology incorporates discussions that reflect the diversity within the discipline, as well as the diversity of cultures and communities across the globe.https://commons.erau.edu/oer-textbook/1000/thumbnail.jp