Organic food attributes determing consumer choices

The aim of the research was to identify the factors influencing consumption of organic food. In our research an attempt was made to find a method for identifying organic food and assessing the features ascribed to it by consumers. These features were then analyzed in terms of their technical and market attributes. The paper presents results of research conducted in 2005, 2010 and 2013 on the organic food market with special emphasis placed on pricing, distribution systems and consumers in the north-eastern Poland. Respondents’ answers indicate their increasing interest, knowledge and commitment to the environment. They also indicate that the most important technological attribute of organic food is its way of production, which ensures that the food is healthy, contains no chemical additives and has good, natural taste. Market attributes include the food’s high nutritious value and naturalness, the producer’s logo and price. Consumers buying organic food believe that the production and processing of food does not destroy the natural environment. Emphasizing the health and taste attributes of organic food is not enough, however, and it has to coincide with the consumer’s behavior and pro-environmental bias, which become explicit in his choice of food.peer-reviewe

Capacity building for evidence-based decision making in local health departments: Scaling up an effective training approach

Abstract Background There are few studies describing how to scale up effective capacity-building approaches for public health practitioners. This study tested local-level evidence-based decision making (EBDM) capacity-building efforts in four U.S. states (Michigan, North Carolina, Ohio, and Washington) with a quasi-experimental design. Methods Partners within the four states delivered a previously established Evidence-Based Public Health (EBPH) training curriculum to local health department (LHD) staff. They worked with the research team to modify the curriculum with local data and examples while remaining attentive to course fidelity. Pre- and post-assessments of course participants (n = 82) and an external control group (n = 214) measured importance, availability (i.e., how available a skill is when needed, either within the skillset of the respondent or among others in the agency), and gaps in ten EBDM competencies. Simple and multiple linear regression models assessed the differences between pre- and post-assessment scores. Course participants also assessed the impact of the course on their work. Results Course participants reported greater increases in the availability, and decreases in the gaps, in EBDM competencies at post-test, relative to the control group. In adjusted models, significant differences (p < 0.05) were found in ‘action planning,’ ‘evaluation design,’ ‘communicating research to policymakers,’ ‘quantifying issues (using descriptive epidemiology),’ and ‘economic evaluation.’ Nearly 45% of participants indicated that EBDM increased within their agency since the training. Course benefits included becoming better leaders and making scientifically informed decisions. Conclusions This study demonstrates the potential for improving EBDM capacity among LHD practitioners using a train-the-trainer approach involving diverse partners. This approach allowed for local tailoring of strategies and extended the reach of the EBPH course.http://deepblue.lib.umich.edu/bitstream/2027.42/109528/1/13012_2014_Article_124.pd

Optimizing L2 Vocabulary Acquisition: Applied Linguistic Research

Any acquisition in Second Language Acquisition (SLA) starts as word recognition; as such vocabulary acquisition is integral to language learning as a whole and is a precursor to fluent communication (Ellis, 1996; Moore, 1996). To maximize SLA, vocabulary acquisition must be optimized. However, vocabulary acquisition is understudied and underutilized, especially compared to other aspects of SLA (Paribakht & Wesche, 1997). Cook states, “…the vast bulk of examinations, syllabuses, and course books around the globe show little overt influence from SLA research” (1998, p.10). Courses, teachers, and students would benefit from directly addressing SLA research, rather than utilize inefficient methods (Cook, 1998; Moore, 1996). Problematic course books influence thousands of teachers and a multitude of students (Cook, 1998); this costs educational institutions billions of dollars globally. Prioritizing sound pedagogy when designing courses would alleviate the problems of inefficient acquisition in SLA and the financial cost. An outline is presented for creating and supplementing programs in instructed SLA, these guidelines utilize linguistic research on vocabulary acquisition: 1) The course is built using frequency data, from spoken corpus in the target language. Zipf’s law dictates that word frequency occurs on a predictable curve where the most frequent word is twice as common as the next most frequent word; word rank is inversely proportional to frequency (Milton, 2009). The 100 most frequent words can be up to 50% of a text (Moore, 1996). The 2,000 most frequent words of English make up about 80% of the language. The next 2,000 words are 8% of the occurrences (Milton, 2009). Vocabulary sorting based on frequency, will provide the most useful words and [Document title] will front-load functional words, allowing L2 acquirers to create grammatical constructions (Milton, 2009; Moore, 1996). 2) This frequency determined L2 vocabulary, uses small, alliterated word lists instead of semantic sets. Alliterated word lists and phonological similarity improve L2 vocabulary retention (Hulstijn, 2003; Laufer, 2009). Semantic sets have been shown to create confusion (Hulstijn, 2003; Schmidt & Watanabe, 2001). 3) Pseudo immersion is avoided because it is not effective for L2 acquirers (Schmidt & Watanabe, 2001). Cody (2009) states, ‘immersion’ and incidental learning are often attempted. Although immersion is effective for (multiple) L1 acquisition, post critical-period acquisition is radically different; ‘mere exposure’ will not work (Hyltenstam & Abrahamsson, 2003). Explicit instruction in the student’s native language is encouraged (Atkinson, 1987). Lexical meaning must be taught explicitly and utilizing explicit instruction can double retention rates (Laufer, 2009; Laufer & Hulstijn, 2001). 4) Mnemonic devices, visual and otherwise are utilized. Flipping an image upside creates a unique association with the word, rather than have the learner ‘mediate’ with the L1 representation, which they would otherwise default to (Hulstijn, 2003). Learner generated mnemonics were found useful in Cohen’s 1987 study (Laufer, 2009). Multiple studies have determined that mnemonic devices comparing an L2 with a semantically related L1 word are effective (Hulstijn, 2003)

Effectiveness of Health Education Teachers and School Nurses Teaching Sexually Transmitted Infections/Human Immunodeficiency Virus Prevention Knowledge and Skills in High School

BACKGROUNDWe examined the differential impact of a well‐established human immunodeficiency virus (HIV)/sexually transmitted infections (STIs) curriculum, Be Proud! Be Responsible!, when taught by school nurses and health education classroom teachers within a high school curricula.METHODSGroup‐randomized intervention study of 1357 ninth and tenth grade students in 10 schools. Twenty‐seven facilitators (6 nurses, 21 teachers) provided programming; nurse‐led classrooms were randomly assigned.RESULTSStudents taught by teachers were more likely to report their instructor to be prepared, comfortable with the material, and challenged them to think about their health than students taught by a school nurse. Both groups reported significant improvements in HIV/STI/condom knowledge immediately following the intervention, compared to controls. Yet, those taught by school nurses reported significant and sustained changes (up to 12 months after intervention) in attitudes, beliefs, and efficacy, whereas those taught by health education teachers reported far fewer changes, with sustained improvement in condom knowledge only.CONCLUSIONSBoth classroom teachers and school nurses are effective in conveying reproductive health information to high school students; however, teaching the technical (eg, condom use) and interpersonal (eg, negotiation) skills needed to reduce high‐risk sexual behavior may require a unique set of skills and experiences that health education teachers may not typically have.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/110561/1/josh12234.pd

Cleveland Urban Gardens and Local Food Production

Study of urban community gardens in the City of Cleveland, Ohio.https://commons.case.edu/research-showcase/1001/thumbnail.jp

Substrate finishing and niobium content effects on the high temperature corrosion resistance in steam atmosphere of CrN/NbN superlattice coatings deposited by PVD-HIPIMS

The main objective of this work was to evaluate the oxidation resistance of three PVD-HIPIMS CrN/NbN coatings, studying the effect of the surface finishing of the substrate and the role of niobium content into the coating composition. CrN/NbN nano-multilayered films on P92 steel were tested at 650°C in pure steam atmosphere. The mass gain was measured at fixed intervals to study their oxidation kinetics. The morphology and thickness of nanoscales were measured by transmission electron microscopy (TEM). Characterization of coatings before and after the thermal treatment was performed by scanning electron microscopy-energy with facilities of dispersive X-ray spectroscopy (SEM–EDX) and X-ray diffraction (XRD). All coatings improved the oxidation resistance of the substrate material, but the best behaviour was exhibited by the CrN/NbN with the high niobium (Nb) content and deposited on the substrate with the finest surface finishing