Food and Mood: Exploring the determinants of food choices and the effects of food consumption on mood among women in Inner London.

Introduction: The aim of this study was to explore the relationship between food and mood against the backdrop of increased mental health and nutrition cognizance within public health and scientific discourses. Mood was defined as encompassing positive or negative affect. Methodology: A constructionist qualitative approach underpinned this study. Convenience sampling in two faith-based settings was utilised for recruiting participants, who were aged 19-80 (median,48) years. In total 22 Christian women were included in the research, eighteen were in focus groups and four were in individual semi structured interviews. All were church-attending women in inner London. A thematic analysis was carried out, resulting in four central themes relating to food choice and food-induced mood states. Findings: Women identified a number of internal and external factors as influencing their food choices and the effect of food intake on their moods. Food choice was influenced by mood; mood was influenced by food choice. Low mood was associated with unhealthy food consumption, apparent addiction to certain foods and overeating. Improved mood was associated with more healthy eating and eating in social and familial settings. Discussion: Findings indicate food and mood are interconnected through a complex web of factors, as women respond to individual, environmental, cultural and social cues. Targeting socio-cultural and environmental influences and developing supportive public health services, via faith-based or community-based institutions could help to support more women in their struggle to manage the food and mood continuum. Successful implementation of health policies that recognise the psychological and social determinants of food choice and the effect of food consumption on mood, is essential, as is as more research into life-cycle causal factors linking food choice to moo

Patients' attitudes to analgesics and expectations of emergency care : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Psychology at Massey University, Palmerston North, New Zealand

Alleviating pain and suffering has long been a goal of health professionals. Pain has been shown to be one of the leading reasons that patients present to emergency departments (ED) throughout the world and the use of analgesics in ED's has been extensively explored. What has been less extensively researched is why some patients in pain choose not to use analgesics and what it is that they expect from emergency health care. The present work is an exploratory study looking at the attitudes of patients in pain, presenting to an urban ED and declining analgesics. It asks why patients decline analgesics and what they expect from emergency care. Seven participants were recruited over a two month period and volunteered to participate in semi-structured interviews while waiting to see a health professional. Four women and three men participated. Thematic analysis led to several themes being reported. People did not like taking analgesics because their injury was "not that painful"; they used "pain as a reference point"; and they had an "aversion to taking medications". Reasons for accessing emergency services included a "need to know what's wrong" and a belief that "diagnostic tests" were required. A surprising theme to emerge was the use of dental pain as a reference point for pain tolerance and pain behaviours. It was concluded that health professionals should accept that some patients in pain do not desire analgesics. Patients have non-pharmacological means of coping with pain. They access emergency care for diagnosis, active treatment, and have an underlying need to understand the cause of their pain. It is suggested that future study might include interviews with health professionals to compare and contrast their subjective perceptions with objective observations and to investigate the use of dental pain as a reference point

The role of practical work in the developing practice of beginning physics teachers

The role and rationale of practical work in teaching school science are receiving renewed scrutiny (Abrahams and Saglam, 2010). This paper is a case study which reports part of a larger longitudinal study which used semi-structured interviews to explore the approaches of beginning teachers of physics to teaching electricity during Initial Teacher Education (ITE) and beyond. The interview transcripts were analysed using thematic analysis. One of the emergent themes was the use of practical work in secondary school science. All of the beginning teachers had embedded the use of practical work in their teaching. This paper discusses their reasons for doing so and compares their responses with the rationales suggested by Hodson (1993), Lunetta, Hofstein, Clough, Abell, & Leerman (2007) and Abrahams (2011). The implications for ITE and continuing professional development (CPD) are discussed

Starting the journey: discovering the point of D&T

Starting with the question ‘Why teach Design and Technology in secondary schools?’, this paper describes the first stages of a journey to discover a values framework for D&T in English secondary schools. Events and reflections, some of which are described, have informed the initial stages of my PhD studies which is to develop a framework defining the value of D&T in secondary school education in England. This paper is a presentation of some initial findings for the framework. This is only the start of my PhD journey in which there are three stages: 1. An exploratory study of interviews and personal rationales to develop a framework of the value of D&T, 2. Using the framework to make judgements about the profiles different stakeholders have of the subject 3. Using the framework, evaluate the practice in schools The values reported here have been identified from two stakeholder groups: trainee D&T teachers from my own university and D&T academics. At this stage in the study I am not comparing the values held by different stakeholders only in discovering their values which will inform the values framework

Reasons behind ERP package adoption: a diffusion of innovations perspective

Enterprise Resource Planning (ERP) packages have been widely adopted and it is becoming clear that this is driven by multiple rationales that may be simultaneously at odds and complimentary. In this paper, we aim to develop a greater understanding of these rationales by taking ERP packages to be innovations and analysing their adoption with reference to the theory of diffusion of innovations. In particular, we consider the attributes of ERP packages that may affect their adoption such as relative advantage, compatibility, complexiblity, trialability and observability. We argue that users’ perceptions of these attributes are not always accurate and these ’misconceptions’ can further explain reasons for ERP adoption or rejection. Although our analysis aims to provide rich insights into the adoption of ERP packages, the results of the study are arguably of further interest to the more general study of packaged software and the more established literature on custom development

Artefacts, stories & photographs : do they work as a tool for cultural understanding & humanitarian learning? : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education in Adult Education at Massey University

This thesis is a qualitative, ethnographic study, which examines the assumption that at the heart of worthwhile teaching and learning is our shared humanity. Artefacts, stories and photographs are explored as vehicles through which learners critically examine and share their cultural learning and perceptions of what is significant and valuable. In this way artefacts, stories and photographs provide a conduit for learning between and among people of diverse cultures. I believe such learning celebrates our shared humanity, which is deliberately defined in positive terms as "the best that encompasses the collective quality and characteristics of all people including kindness, compassion, empathy, humility, caring and thoughtfulness" Learning that celebrates our humanity may be considered a positive force and humanitarian in nature. In the context of this thesis I speak of and describe humanitarian learning as "the development of understanding of self and others through the sharing of personal, cultural and social experiences that exemplify the attitudes and values needed for responsible citizenship and dignified relationships. Rich sources of ideas, expertise and perceptions about relevant experience have been drawn from various authors and educators. Key documentation from the International Baccalaureate Organisation, (IBO), including "A Continuum of International Education"(2002) and the work of the former Director General of the IBO. Professor George Walker also provided useful resource material. The data was generated through questionnaires and photographs focussing on cultural artefacts with personal meaning, documenting the voices, reflections, interactions, and perceptions of the participants about the significance of cultural diversity in their lives and education. The data is presented in a series of charts and graphic organisers linked with the IBO expected teaching practices. These are analysed in the context of intercultural understanding and humanitarian learning, a notion developed and examined in this thesis with a view to how it may be supported. In analysing the data, the following key points emerged. • Personal multicultural experiences, a sense of global awareness and a thorough appreciation of people from differing backgrounds are considered highly significant in humanitarian learning • Stories, artefacts and photographs create an accessible, versatile and effective human connecting instrument enabling humanitarian learning • Stories, artefacts and photographs can illuminate cultural conflict, tension and misunderstanding. Suggestions and recommendations for ways that humanitarian learning can be fostered in a climate defined by tolerance, respect and responsibility include: • The need to make more explicit the obligations of learners to develop perspectives, intuition and empathy so they know themselves and others and are able to view cultural difference as enriching • The notion of learning as humanitarian is worthy of greater emphasis and implementation in educational organisations • The recognition that areas of tension between people have great potential for meaningful growth of understanding across cultures. This thesis provides a springboard for more serious consideration and action towards initiating learning that purposefully fosters people knowing each other in a spirit of global responsibility

What about the men? Perinatal experiences of men of color whose partners were at risk for preterm birth, a qualitative study.

BACKGROUND:Preterm birth in the United States is associated with maternal clinical factors such as diabetes, hypertension and social factors including race, ethnicity, and socioeconomic status. In California, 8.7% of all live births are preterm, with African American and Black families experiencing the greatest burden. The impact of paternal factors on birth outcomes has been studied, but little is known about the experience of men of color (MOC). The purpose of this study was to explore the experiences of MOC who are partners to women at medical and social risk for preterm birth. METHODS:This study used a qualitative research design and focus group methods. The research was embedded within an existing study exploring experiences of women of color at risk for preterm birth conducted by the California Preterm Birth Initiative. RESULTS:Twelve MOC participated in the study and among them had 9 preterm children. Four themes emerged from thematic analysis of men's experiences: (1) "Being the Rock": Providing comfort and security; (2) "It's a blessing all the way around": Keeping faith during uncertainty; (3) "Tell me EVERYTHING": Unmet needs during pregnancy and delivery; (4) "Like a guinea pig": Frustration with the healthcare system. Participants identified many barriers to having a healthy pregnancy and birth including inadequate support for decision making, differential treatment, and discrimination. CONCLUSIONS:This study shows novel and shared narratives regarding MOC experiences during pregnancy, birth, and postpartum periods. Healthcare providers have an essential role to acknowledge MOC, their experience of discrimination and mistrust, and to assess needs for support that can improve birth outcomes. As MOC and their families are at especially high social and medical risk for preterm birth, their voice and experience should be central in all future research on this topic

The design research pyramid: a three layer framework

To support knowledge-based design development, considerable research has been conducted from various perspectives at different levels. The research on knowledge-based design support systems, generic design artefact and design process modelling, and the inherent quality of design knowledge itself are some examples of these perspectives. The structure underneath the research is not a disparate one but ordered. This paper provides an overview of some ontologies of design knowledge and a layered research framework of knowledge-based engineering design support. Three layers of research are clarified in this pattern: knowledge ontology, design knowledge model, and application. Specifically, the paper highlights ontologies of design knowledge by giving a set of classifications of design knowledge from different points of view. Within the discussion of design knowledge content ontology, two topologies, i.e., teleology and evolutionary, are identified

Spartan Daily, April 2, 1990

Volume 94, Issue 46https://scholarworks.sjsu.edu/spartandaily/7976/thumbnail.jp