Improving Laws and Legal Authorities for Obesity Prevention and Control

This is the second paper in a two part series on the laws and legal authorities for obesity prevention and control. In this paper, the authors present the applicable laws and legal authorities that public health professionals and lawyers can consider implementing to close the legal gaps identified in the first paper (“Assessing Laws and Legal Authorities for Obesity Prevention and Control”). This set of legal action items encompass the federal, tribal, state, local, and community levels and should be considered when developing, implementing, and evaluating obesity prevention and control strategies and interventions. The paper organizes the action items within three key domains: healthy lifestyles, healthy places, and healthy societies. In the healthy lifestyles domain, the goal is to make the default environment one that fosters healthy lifestyles by making the healthy option the easier choice through actions such as altering farm subsidies to increase the affordability of healthy foods and the regulation of marketing practices targeting children. The healthy places domain recognizes that the surrounding community, workplace, and transportation options influence the ability to make healthy choices. Actions under this domain include the strategic use of zoning, the support of public transportation, and employer incentivization for healthy lifestyles at the workplace. The final domain of healthy societies addresses the complex societal causes and contributors to obesity, disparities, and discrimination. This domain includes actions such as the strengthening of public policies for school nutrition standards and increased physical activity, increasing access to health care (including preventative services), and addressing weight discrimination to ensure social justice and adequate care

How and why do student teachers use ICT?

This paper examines how and why student teachers made use of information and communication technology (ICT) during a 1-year initial teacher education programme from 2008 to 2009. This is a mixed methods study involving a survey (N = 340) of the entire cohort and a series of semi-structured interviews with a sample of student teachers within the cohort (N = 21). The study explored several themes, including the nature of student teachers' use of ICT; variation in the use of ICT; support for, and constraints on, using ICT; attitudes to ICT and to teaching and learning more generally. It was found that nearly all teachers were receptive to using ICT – more so than their in-service counterparts – and made frequent use of it during their placement (internship) experience. The Interactive Whiteboard (IWB) was central to nearly all student teachers' use of ICT, in good part, because it was already used by their mentors and was widely accessible. Student teachers' use of ICT was categorized in three levels. Routine users focused mostly on the use of the IWB for whole class teaching; extended users gave greater opportunities for pupils to use ICT for themselves; innovative student teachers used ICT in a greater range of contexts and made more effort to overcome barriers such as access. ICT use was seen as emerging from a mix of factors: chiefly student teachers' access to ICT; their feeling of ‘self-efficacy’ when using ICT; and their belief that ICT had a positive impact on learning – in particular, the impact on pupils' behavioural and affective engagement. Factors which influenced ICT use included mentoring, training and support. Limitations on student teachers' use of ICT are explored and it is suggested that new teachers need to be supported in developing a more discerning use as they begin their teaching careers

Sequence elements controlling expression of Barley stripe mosaic virus subgenomic RNAs in vivo.

Barley stripe mosaic virus (BSMV) contains three positive-sense, single-stranded genomic RNAs, designated alpha, beta, and gamma, that encode seven major proteins and one minor translational readthrough protein. Three proteins (alphaa, betaa, and gammaa) are translated directly from the genomic RNAs and the remaining proteins encoded on RNAbeta and RNAgamma are expressed via three subgenomic messenger RNAs (sgRNAs). sgRNAbeta1 directs synthesis of the triple gene block 1 (TGB1) protein. The TGB2 protein, the TGB2' minor translational readthrough protein, and the TGB3 protein are expressed from sgRNAbeta2, which is present in considerably lower abundance than sgRNAbeta1. A third sgRNA, sgRNAgamma, is required for expression of the gammab protein. We have used deletion analyses and site-specific mutations to define the boundaries of promoter regions that are critical for expression of the BSMV sgRNAs in infected protoplasts. The results reveal that the sgRNAbeta1 promoter encompasses positions -29 to -2 relative to its transcription start site and is adjacent to a cis-acting element required for RNAbeta replication that maps from -107 to -74 relative to the sgRNAbeta1 start site. The core sgRNAbeta2 promoter includes residues -32 to -17 relative to the sgRNAbeta2 transcriptional start site, although maximal activity requires an upstream hexanucleotide sequence residing from positions -64 to -59. The sgRNAgamma promoter maps from -21 to +2 relative to its transcription start site and therefore partially overlaps the gammaa gene. The sgRNAbeta1, beta2, and gamma promoters also differ substantially in sequence, but have similarities to the putative homologous promoters of other Hordeiviruses. These differences are postulated to affect competition for the viral polymerase, coordination of the temporal expression and abundance of the TGB proteins, and constitutive expression of the gammab protein

Effective Practice Based Therapeutic Techniques with Children Diagnosed with Reactive Attachment Disorder: From the Perspective of Mental Health Professionals

Children diagnosed with Reactive Attachment Disorder (RAD) have experienced pathological care and disruption of early attachment experiences, resulting in disorganized attachment with caregivers, as well as a myriad of complex symptoms and behaviors. Little research exists regarding effective treatment for children diagnosed with RAD, leaving both mental health professionals and caregivers wanting. The purpose of this qualitative study was to explore effective treatment for children diagnosed with RAD through the lens of mental health professionals. Seven experienced mental health professionals were interviewed regarding their perceptions on effective therapeutic treatment that contributes to increased attachment bonds with caregivers and decreased RAD symptoms. Analysis of the data revealed key themes, which were organized into a theory representative of an effective therapeutic process. Findings demonstrated an overarching conceptual framework of Attachment Theory emphasizing the core themes of theory and research, professional competency, assessment and evaluation, an attuned therapeutic dyad, and community collaboration. These key themes may contribute to increased attachment bonds between children and their caregivers, as well as resolve of symptoms. Future research that addresses and refines these critical components is necessary for prevention, effective treatment, increased professional competency and decreased societal stigmas towards children diagnosed with RAD and their caregivers

Effective Practice Based Therapeutic Techniques with Children Diagnosed with Reactive Attachment Disorder: From the Perspective of Mental Health Professionals

Children diagnosed with Reactive Attachment Disorder (RAD) have experienced pathological care and disruption of early attachment experiences, resulting in disorganized attachment with caregivers, as well as a myriad of complex symptoms and behaviors. Little research exists regarding effective treatment for children diagnosed with RAD, leaving both mental health professionals and caregivers wanting. The purpose of this qualitative study was to explore effective treatment for children diagnosed with RAD through the lens of mental health professionals. Seven experienced mental health professionals were interviewed regarding their perceptions on effective therapeutic treatment that contributes to increased attachment bonds with caregivers and decreased RAD symptoms. Analysis of the data revealed key themes, which were organized into a theory representative of an effective therapeutic process. Findings demonstrated an overarching conceptual framework of Attachment Theory emphasizing the core themes of theory and research, professional competency, assessment and evaluation, an attuned therapeutic dyad, and community collaboration. These key themes may contribute to increased attachment bonds between children and their caregivers, as well as resolve of symptoms. Future research that addresses and refines these critical components is necessary for prevention, effective treatment, increased professional competency and decreased societal stigmas towards children diagnosed with RAD and their caregivers

Adolescent Health Services: Missing Opportunities

Examines the status of adolescents' health and health services, including critical needs, promising models, and components for improving disease prevention and health promotion. Recommends better primary care, coordinated policy, and expanded coverage

Taking stock of arctic sea ice and climate

Abstract The relationship among the cause-and-effect of the Arctic atmosphere, sea ice, and ocean is discussed. The increased vulnerability of the Arctic system to anomalous atmospheric forcing can be argued from the perspective that recent ice loss is the result of a long-term preconditioning to thinner ice. Such consequences demonstrate the difficulties inherent in ascertaining how the atmospheric circulation responds to Arctic, and global, climate change. Later-forming sea ice also leads to less protection from the waves of fall storms, affecting coastal communities such as Kivalina and Shishmaref. The coming decades will provide new insights into the complexities of the Arctic climate system and how changes will affect the biological and human communities within and beyond its boundaries

The Third Person in the Room: Servants and the Construction of Identity in the Eighteenth-Century Gothic Novel

“The Third Person in the Room: Servants and the Construction of Identity in the Eighteenth-Century Gothic Novel” explores the eighteenth-century Gothic novelists’ use of the stock servant character device to illustrate the tenuous nature of identity construction in a novelistic world torn between an admiration for its feudalistic past and a desire to embrace rising notions of individualism. I examine representations of real and literary servants to argue that the servant figure offers a convenient avenue for the discussion of class, social expectation, and economics, for as both family members and participants in the economy of the outside world, servants bridge the gap eighteenth-century authors find between their reclusive, feudalistic past and their social, individualistic present. Further, servants’ ties to the household associate them with the feminine perspective and provide authors, particularly authors of the Female Gothic, with a means of presenting the female voice in cases where it had otherwise been silenced by male oppression. In this work, I focus specifically on usurpation in Horace Walpole’s The Castle of Otranto¸ Robert Jephson’s The Count of Norbonne, and William Godwin’s Caleb Williams, maternal history in Clara Reeve’s The Old English Baron, Ann Radcliffe’s The Italian, and Sophia Lee’s The Recess, sexual surrogacy in Ann Radcliffe’s The Mysteries of Udolpho, and aristocratic criminalization in Charlotte Smith’s The Old Manor House. I examine these works in the context of eighteenth-century realistic literature, social criticism and historical frameworks as well as through the lens of current theoretical examinations of the eighteenth-century Gothic