Healthy Snack Availability Near High- and Low-Income Urban Schools

Children’s snacking habits are influenced by their immediate food environments. Increasingly, findings show that factors such as corner stores near schools are related to obesity. This study was conducted in preparation for a larger, community-based participatory research project to create healthy snacking zones” near schools in a rural Oregon county. The objective was to assess healthy snack availability in stores located within a half mile radius of high- and low-income elementary and middle schools in Portland, Oregon. Using Geographic Information Systems, convenience and food stores were selected and classified as either high- or low income based on % eligibility to receive free or reduced-price lunch at the proximal school. The SNACZ food store checklist was used to evaluate availability of 50 healthy items in single- and multi-portion servings at these stores. A statistical test for the pairwise difference between two proportions was performed to evaluate the relationship between percentage of each single-serving size available and any size product available in the two location categories. Of the fifty snack items, statistically significant differences in availability between high- and low-income stores were found in eight single portion items, and ten items of any size. Single portion snack items were found less frequently than multi-portion items in both high- and low-income stores. Overall, the lack of single-serving healthy snack items in all stores indicates that children who do consume convenience store foods may benefit from healthier, single portion options to inhibit over-consumption and snacks high in fat, sugar, and sodium

A Community-Based Participatory Research Approach to Developing the Harvest for Healthy Kids Curriculum

Background: A diet rich in fruits and vegetables is associated with reduced risk of diet-related chronic diseases. However, fewer than half of children in the United States consume the recommended amount. Objectives: This article describes the community-based participatory research (CBPR) process used to develop the Harvest for Healthy Kids curriculum. Methods: Harvest for Healthy Kids is a intervention research project designed to increase access to and intake of fruits and vegetables among preschoolers enrolled in Head Start. The curriculum is composed of eight kits, each focusing on a different fruit or vegetable. Results: The Harvest for Healthy Kids curriculum was developed through an iterative process in which Head Start teachers were highly involved. The final product reflects the teachers’ experiences using the curriculum and their suggestions for improving. Conclusions: The CBPR process used to develop the Harvest for Healthy Kids curriculum led to a product that is grounded in theory and practice

Finishing the euchromatic sequence of the human genome

The sequence of the human genome encodes the genetic instructions for human physiology, as well as rich information about human evolution. In 2001, the International Human Genome Sequencing Consortium reported a draft sequence of the euchromatic portion of the human genome. Since then, the international collaboration has worked to convert this draft into a genome sequence with high accuracy and nearly complete coverage. Here, we report the result of this finishing process. The current genome sequence (Build 35) contains 2.85 billion nucleotides interrupted by only 341 gaps. It covers ∼99% of the euchromatic genome and is accurate to an error rate of ∼1 event per 100,000 bases. Many of the remaining euchromatic gaps are associated with segmental duplications and will require focused work with new methods. The near-complete sequence, the first for a vertebrate, greatly improves the precision of biological analyses of the human genome including studies of gene number, birth and death. Notably, the human enome seems to encode only 20,000-25,000 protein-coding genes. The genome sequence reported here should serve as a firm foundation for biomedical research in the decades ahead

Prevalence, associated factors and outcomes of pressure injuries in adult intensive care unit patients: the DecubICUs study

Funder: European Society of Intensive Care Medicine; doi: http://dx.doi.org/10.13039/501100013347Funder: Flemish Society for Critical Care NursesAbstract: Purpose: Intensive care unit (ICU) patients are particularly susceptible to developing pressure injuries. Epidemiologic data is however unavailable. We aimed to provide an international picture of the extent of pressure injuries and factors associated with ICU-acquired pressure injuries in adult ICU patients. Methods: International 1-day point-prevalence study; follow-up for outcome assessment until hospital discharge (maximum 12 weeks). Factors associated with ICU-acquired pressure injury and hospital mortality were assessed by generalised linear mixed-effects regression analysis. Results: Data from 13,254 patients in 1117 ICUs (90 countries) revealed 6747 pressure injuries; 3997 (59.2%) were ICU-acquired. Overall prevalence was 26.6% (95% confidence interval [CI] 25.9–27.3). ICU-acquired prevalence was 16.2% (95% CI 15.6–16.8). Sacrum (37%) and heels (19.5%) were most affected. Factors independently associated with ICU-acquired pressure injuries were older age, male sex, being underweight, emergency surgery, higher Simplified Acute Physiology Score II, Braden score 3 days, comorbidities (chronic obstructive pulmonary disease, immunodeficiency), organ support (renal replacement, mechanical ventilation on ICU admission), and being in a low or lower-middle income-economy. Gradually increasing associations with mortality were identified for increasing severity of pressure injury: stage I (odds ratio [OR] 1.5; 95% CI 1.2–1.8), stage II (OR 1.6; 95% CI 1.4–1.9), and stage III or worse (OR 2.8; 95% CI 2.3–3.3). Conclusion: Pressure injuries are common in adult ICU patients. ICU-acquired pressure injuries are associated with mainly intrinsic factors and mortality. Optimal care standards, increased awareness, appropriate resource allocation, and further research into optimal prevention are pivotal to tackle this important patient safety threat

Correction to: Prevalence, associated factors and outcomes of pressure injuries in adult intensive care unit patients: the DecubICUs study

The original version of this article unfortunately contained a mistake

Prevalence, associated factors and outcomes of pressure injuries in adult intensive care unit patients: the DecubICUs study

Funder: European Society of Intensive Care Medicine; doi: http://dx.doi.org/10.13039/501100013347Funder: Flemish Society for Critical Care NursesAbstract: Purpose: Intensive care unit (ICU) patients are particularly susceptible to developing pressure injuries. Epidemiologic data is however unavailable. We aimed to provide an international picture of the extent of pressure injuries and factors associated with ICU-acquired pressure injuries in adult ICU patients. Methods: International 1-day point-prevalence study; follow-up for outcome assessment until hospital discharge (maximum 12 weeks). Factors associated with ICU-acquired pressure injury and hospital mortality were assessed by generalised linear mixed-effects regression analysis. Results: Data from 13,254 patients in 1117 ICUs (90 countries) revealed 6747 pressure injuries; 3997 (59.2%) were ICU-acquired. Overall prevalence was 26.6% (95% confidence interval [CI] 25.9–27.3). ICU-acquired prevalence was 16.2% (95% CI 15.6–16.8). Sacrum (37%) and heels (19.5%) were most affected. Factors independently associated with ICU-acquired pressure injuries were older age, male sex, being underweight, emergency surgery, higher Simplified Acute Physiology Score II, Braden score 3 days, comorbidities (chronic obstructive pulmonary disease, immunodeficiency), organ support (renal replacement, mechanical ventilation on ICU admission), and being in a low or lower-middle income-economy. Gradually increasing associations with mortality were identified for increasing severity of pressure injury: stage I (odds ratio [OR] 1.5; 95% CI 1.2–1.8), stage II (OR 1.6; 95% CI 1.4–1.9), and stage III or worse (OR 2.8; 95% CI 2.3–3.3). Conclusion: Pressure injuries are common in adult ICU patients. ICU-acquired pressure injuries are associated with mainly intrinsic factors and mortality. Optimal care standards, increased awareness, appropriate resource allocation, and further research into optimal prevention are pivotal to tackle this important patient safety threat

Teacher Enthusiasm and Implementation of Harvest for Healthy Kids Curriculum Activities: Descriptive Preliminary Data

Harvest for Healthy Kids is a community-based participatory research (CBPR) project between Mt. Hood Community College (MHCC) Head Start and Dr. Betty Izumi at the School of Community Health, Portland State University. Modeled after the farm-to-school concept, Harvest for Healthy Kids is a nutrition intervention designed to introduce children in early care and education settings to a wide variety of locally grown fruits and vegetables through their meals, snacks, and classroom activities. This year (2012-2013), research assistants conducted weekly check-in phone calls to evaluate the fidelity of the Harvest for Healthy Kids curriculum by ten MHCC Head Start teachers involved in the intervention. Teachers were asked what activities were completed, if they liked them and if they will use them in the future. Teachers were also asked to rank their personal enthusiasm level regarding implementation of the curriculum. Descriptions, adaptations and opinions of activities were noted. Data collection is ongoing through the end of the school year. Analysis of teacher check-in phone call findings will enrich the implementation of activities, address teachers experienced barriers, and show the significance and fidelity of the Harvest for Healthy Kids curriculum. Research findings will be used to adapt Harvest for Healthy Kids activities, and will assist in the development of future teacher training\u27s and expand the curriculum\u27s use in other early childhood education settings

Asian American and Pacific Islander Presidential Fellows Report

Since the 2010 Census, Oregon’s Asian American population has grown by 42.3% and its Pacific Islander population has grown by 57.3%, making these groups the fastest growing in the state (US Census Bureau, 2019; US Census Bureau, 2020a). In the Portland metropolitan area, these populations experienced a growth of 42.1% and 64.7%, respectively (US Census Bureau, 2019; US Census Bureau, 2020a). Although Asian Americans and Pacific Islanders (AAPIs) are often lumped together as a monolith, they differ from each other in ethnicity and also culture, politics, socioeconomic status, language, religion, immigration status, and migration and colonization histories. Given the history of anti-Asian exclusion laws in the US and the colonization of the Pacific Islands, AAPIs are often invisible in the US cultural, social, and political landscapes. Furthermore, the racist stereotype of the model minority — successfully assimilated, high-achieving, and upwardly mobile — erases the heterogeneity of AAPIs and their long history of racism. More recently, racist phrases associated with the COVID-19 pandemic have fueled anti-AAPI racism and xenophobia. As an anchor institution, Portland State University aims to provide all Oregonians with an opportunity to pursue a college education in an environment that promotes access, inclusion, and equity as its pillars of excellence. With its proximity to organizations that serve AAPIs, such as APANO (Asian Pacific American Network of Oregon), Asian Health & Services Center, and Asian Family Center, Portland State has an enormous opportunity to meet the higher education needs and aspirations of AAPIs, especially among those who live in the Portland metropolitan area where much of their population growth has been concentrated. In order to attract, retain, and graduate AAPI students, Portland State must distinguish itself as an institution that values equity in higher education and is inclusive of all students, including those who identify as AAPI. The needs of AAPI students at PSU, however, have long been overlooked and misunderstood. Although more than 13% of undergraduate and about 8% of graduate students identify as AAPI, Portland State still does not have an AAPI Studies Program despite almost a decade of activism led by students with support from faculty and staff. Recently reported findings from Students First, a campus-wide initiative focused on student success, are also troubling. Compared with other racial groups, Pacific Islander students have among the lowest retention and graduation rates. And the 2020 Student Experience Survey (Loper & Garrity, 2020) shows that, compared to their peers, Asian American students experience greater challenges related to academic support, commuting to campus, and emotional or mental health. Cultural representation among faculty and staff on college campuses is critical for reducing the negative effects caused by racist stereotypes such as the “model minority” and “forever foreigner” and to 3 increase a sense of belonging (Yeh, 2004; Poon et al., 2016). Yet the number of AAPI faculty and staff at PSU has not kept pace with the increasing numbers of AAPI students. This report presents three priority actions that Portland State can take towards fulfilling its commitment to ensuring that all of their students, including those who identify as AAPI, have the opportunity and support they need to experience the transformative power of a college education. ACTION 1: Establish an Asian American and Pacific Islander Studies Program in the School of Gender, Race and Nations by the 2022 Fall term. ACTION 2: Collect disaggregated and nuanced data to better understand the experiences and challenges faced by Asian American and Pacific Islander students at Portland State. ACTION 3: Establish policies and practices to retain, recognize, and reward Asian American and Pacific Islander faculty and staff whose efforts help to enable the University to deliver on its access mission

Badge It! Using Digital Badges to Certify Information Literacy Skills within Disciplinary Curriculum

Purpose – The purpose of this article is to discuss the collaborative learning outcomes-based approach taken by a librarian and disciplinary faculty members to improve information literacy (IL) curriculum within disciplinary courses. To this end, the team aimed to award badges to certify IL skills. Design/methodology/approach – This article considers relevant literature on competency-based curriculum, technological innovation in higher education, collaboration between library and disciplinary faculty and badges. This literature is used to frame the approach to plan a successful and sustainable project to embed IL in disciplinary curriculum using digital badges. The approach includes mapping learning outcomes and engaging in instructional design tasks – including planning for content delivery and student assessment. Findings – An approach to technological innovation for instructional projects based on the principles of pedagogical design can result in improvements to IL pedagogy and collaboration between librarians and disciplinary faculty, whether or not a technological implementation is successful. Practical implications – Librarians and disciplinary faculty can take a pedagogical and learning outcomes-based approach to embedding IL into disciplinary curricula. Further, despite administrative push for technological innovation, projects can succeed when focused on improvements to pedagogy rather than solely on the implementation of new technologies. Originality/value – Planning for and implementing badges for IL curriculum is in an incipient phase in higher education. This paper uniquely addresses a collaborative approach to be used by librarians to plan and implement embedded library instruction in disciplinary courses, with or without the use of badging technology. The presentation associated with this article can be accessed at http://archives.pdx.edu/ds/psu/14547

Food-Related Practices and Beliefs of Rural US Elementary and Middle School Teachers

INTRODUCTION: Childhood obesity disproportionately affects rural populations; therefore, promoting healthy eating among rural children is essential. Teachers are important role models for children and can influence children\u27s eating behaviors through their own behaviors and beliefs about food. This study examined the food-related practices and beliefs of rural elementary and middle school teachers. METHODS: Data were used from the SNACZ study, a school- and community-based trial conducted in rural Oregon. Kindergarten through eighth-grade teachers (n=87), teaching students usually aged 5-14 years, from eight rural school districts completed a baseline survey in November 2012 concerning their classroom food practices, eating behaviors at school, beliefs about the school food environment, and nutrition knowledge. Frequencies of responses to each item were calculated. RESULTS: Nearly all teachers (97.6%) agreed that a healthy school food environment is important, but fewer agreed that teachers\u27 behaviors and the foods available at school influence students\u27 eating behaviors (71.0% and 67.0%, respectively). Nearly 86% of teachers used candy as a reward for students, while 78.2% consumed unhealthy snacks and 42.5% consumed sweetened beverages in the classroom. CONCLUSIONS: The results suggest that most rural teachers recognize that having a healthy school food environment is important, but are less aware of factors within the school that influence students\u27 eating behaviors - including their own eating behaviors and classroom food practices - and, perhaps for this reason, many rural teachers engage in classroom practices and behaviors that do not promote healthy eating. Teacher training and expanded school policies that focus on teacher behavior may be needed to ensure a healthier rural school food environment