The importance of diet and exercise in preventing type 2 diabetes

Diabetes is reaching epidemic proportions globally with estimates of 374 million people worldwide (WHO 2014 ) and impacts on the people with the condition, their families and on health service resources. While type 1 diabetes is an autoimmune disease, the causes of type 2 diabetes are more multi-factorial. In the UK there are about 2.9 million with diabetes of whom approximately 90% will have type 2. It is also estimated that there are about 850,000 people in the UK who have type 2 diabetes but have not as yet been diagnosed ( NHS UK 2014). Coupled with this, there are people who have known risk factors for developing diabetes. This article aims to consider the role of diet in adults in preventing those who are at high risk of developing type 2 diabetes and to present the evidence and practical application for nurses

Rhyming and undeciding in Wordsworth and Norman Nicholson

Wordsworth's poem ‘Yarrow Unvisited’ suggests that it is better not to go somewhere than to go and risk being disappointed. Responding to this idea in the poem ‘Askam Unvisited’, the twentieth-century Cumbrian poet Norman Nicholson describes how he had planned to visit the dilapidated town of Askam in the southern Lake District only to face an agony of indecision before resolving in the end not to go. Both poets look forward to a time when they might be forced to look back with regret, and choose instead to preserve a sense of what might have been. A preoccupation with the passage of time and the consequences of decision-making is connected in these poems to the workings of rhyme, particularly to rhyme's relationship with effects of timing and determinism

Who can tell me what the product actually means, and Kate’s got the right answer-ish, let’s just tweak it…” Follow-up strategies in the U.K primary school classroom: Does teacher gender matter?

© 2019 McDowell J. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.Jobs are rarely seen as gender neutral but built on gendered stereotypes as to what they involve, and the gendered characteristics assumed needed to perform them. Despite an increase in the number of women entering ‘male’ workplaces, gendered occupational stereotypes continue to endure as they are so deeply entrenched within community. Furthermore, even with frequent government initiatives, men’s numbers are not increasing in ‘female’ occupations such as teaching as these jobs persistent to be seen as only suitable for those with ‘feminine’ characteristics. Fewer than 15 percent of United Kingdom (U.K.) primary school teachers are male. De-stereotyping this work role is therefore of key importance as we need more qualified teachers in the U.K. To date, there has been relatively little research into the linguistic behaviour of men working in primary school teaching. To address this gap, this current paper focuses on men’s discursive behaviour in the occupation of teaching in an attempt to begin to de-stereotype this profession through an exploration of how the job is actually performed through language to assess whether teacher gender affects teaching strategies utilised in the classroom. This paper reports on the qualitative findings from an exploratory case study that examines male and female primary school teachers’ linguistic strategies in teacher-led class instruction. To provide empirical insights into how this work-role practice is performed, this paper focuses on the oral feedback given by the teacher to pupils to examine how they use follow-up strategies. Data collected by 12 teachers across 4 schools in Hertfordshire in the U.K. was explored using Interactional Sociolinguistics and a social constructionist perspective. Results demonstrate both female and male teachers actively constructing a context-dependent teaching identity, with their language breaking stereotypical gendered norms of speaking. The discursive behaviour of these teachers should therefore not be described as ‘feminine’ or ‘masculine’, but rather labelled as the discourse of doing ‘being’ a teacher. They are using the unmarked speech styles in this environment as the work role guides, shapes and permeates their discursive choices. Arguably then, gender is not an overriding variable here in being a teacher. These findings lend support to the current ongoing debate for the imperative need to de-gender how we think about language use, occupations, and the skills and characteristics one is assumed to have simply because of their gender. Men often decide against becoming a primary teacher because they think it is a female profession. We must re-interpret language use as reflecting professional identity rather than gender identity. By raising awareness of primary school teachers’ linguistic behaviour, we may start to take steps towards de-gendering the job for only then may we see more men taking up such professional occupations. This research has important implications for U.K government incentives which currently try to recruit men by stressing that they are needed for hegemonic ‘masculine’ reasons, which only serves to strengthen gender stereotypes.Peer reviewe

A Black Swan in a Sea of White Noise: Using Technology-Enhanced Learning to Afford Educational Inclusivity for Learners with Asperger’s Syndrome

Against a backdrop of increasingly vocation-focussed course provision within higher education, of widening participation initiatives intended to promote greater inclusion for learners affected by learning difficulties, and of moves towards greater use of social and collaborative forms of learning, this paper discusses the case of an undergraduate Computing student affected by Asperger’s Syndrome (AS).While there is recognition in the literature of problems associated with face-to-face dialogue for persons affected by AS, there is a paucity of research both into the experience of students in higher education, and around the issue of participation in group-work activities increasingly found in creative aspects of computing. This paper highlights a tension between moves towards collaborative learning and UK disabilities legislation in relation to learners with AS. Employing a qualitative case-study methodology, the investigation revealed how a technology-enhanced learning intervention afforded an AS-diagnosed learner greater opportunities to participate in group-work in a higher education context. The findings suggest that not only can computer-mediated communications afford AS-diagnosed learners opportunities to participate meaningfully in group-work, but also that the learner demonstrated higher levels of collective-inclusive versus individual-exclusive phraseology than neurotypical peers, thereby challenging assumptions around participation in collaborative learning activities and assimilation of peer-feedback

Meaning and Understanding

Explores the central role in Wittgenstein's later work of his opposition to a 'mechanistic' conception of understanding. Offers a diagnosis of Kripke's skeptical paradox on this basis

Nurses\u27 Job Satisfaction in Northwest Arkansas

During the month of October 2013, approximately 450 registered nurses working at a hospital in Northwest Arkansas were surveyed. All registered nurses were included in the study and were given the survey with instructions to complete it and return it within 30 days. A modified version of the McCloskey/Mueller Satisfaction Scale by Tourangeau was utilized, evaluating factors as they related to job satisfaction such as control and responsibility, scheduling, professional opportunities, praise and recognition, balance of family and work, relationship with coworkers, salary/vacation/benefits, maternity leave/child care, care delivery, social contact, research opportunities, and decision making. These variables were all rated individually using the scale of seven factors. Ninety-three were returned, giving a response rate just over twenty percent, 20.67%. Of the 93 returned, 14 were incomplete, approximately 15.1%. After receiving the surveys, the data was entered into an excel spreadsheet. Demographics such as gender, employment status, were given numeric values. Analyses were completed using the IBM SPSS Statistics version 20. Demographics were analyzed along with factors affecting job satisfaction and factors affecting likelihood to remain at the hospital or in their current position. The only two statistically significant subscales included satisfaction with work conditions and supervisor support and satisfaction with collegial relationships and support. When grouped as likely or unlikely to remain working at the current hospital until retirement, 39 of the 80 RNs (49%) who responded to this item did not intend to stay until retirement. From these findings, the hospital will be able to improve retention strategies. The limitations of this study were that a better response rate would have been achieved had we been able to mail out the surveys and a reminder to return them after a certain amount of time, as well as the fact that the median age of those surveyed was 28 years, so it was unrealistic to ask if they planned on staying until retirement. Overall, a great deal can be taken away from this study and used to improve nursing turnover in this particular hospitals and in hospitals elsewhere

Measuring traumatic stressors : an investigation into police perceptions of traumatic incidents : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Psychology at Massey University

Traumatic experiences are an inherent part of many aspects of police work. Due to the personal and organisational costs they incur their impact is of growing concern to the New Zealand police. Recent research has indicated that reactivity is less a function of the type of event that officers' encounter and more a function of the event characteristics which officers are exposed to. The present study aimed to contribute to the definition of work related traumatic stressors among police officers. Fifty-two members of the New Zealand police were interviewed to examine their individual constructions of traumatic incidents, in order to gain an understanding of the factors which influence psychological morbidity following exposure to trauma. Taking an exploratory approach, the present study employed the repertory grid method to elicit officers' personal perceptions and constructions of traumatic events. Principal components analysis with varimax rotation led to the extraction and interpretation of six factors underlying police officers' descriptions of event characteristics: emotions, lack of control, work-related factors, training inadequacies, victim orientated, and aspects of death. The results highlighted the wide variety of incidents and event characteristics, which can be interpreted as traumatic among police officers. Despite the focus on traumatic events, the results also reflected the participants' concern with organisational and job stressors. The limitations of the research were mainly related to the small sample size and assumptions associated with the raw data