A Report of Nutrition Field Observation and Experiences in the State of Arkansas

Introduction: This report is a presentation of the student\u27s observations and experiences during seven weeks of field training with the Nutrition Service of the Arkansas State Department of Health. During this period the student was under the direct supervision of the Senior Nutrition Consultant responsible for training and orientation programs of the Nutrition Service. Much information was obtained concerning state and local nutrition services, but the information presented in this report will be restricted since it is impossible to comprehend the full extent of the program within this limited amount of time. The student will describe the nutrition program as it appeared during the field experience. It is hoped that this report will reflect the progressiveness and effectiveness of the nutrition program in the Arkansas State Department of Health. The purpose of this field experience was to supplement the student\u27s academic training in Public Health Nutrition at the University of Tennessee. It was felt that actual observation of and participation in the Nutrition Service programs would provide the student with knowledge of how the nutrition staff functions to meet the particular needs of the community in which it works. Another objective was to become familiar with the public health programs on state and local levels and to develop appreciation of the place of nutrition services in these total health programs. Since the student had had no background in public health work, another objective of the field experience was to develop some ability to function as a nutritionist in a health agency. This would include ability to plan, organize, and carry on the services that make nutrition an integral part of the public health program Skills in working effectively with individuals, families, and groups needed to be developed. To help the student accomplish these objectives, a varied program was planned. Some time was spent with each member of the nutrition staff since they each had different types of responsibilities and programs. Conferences with the Assistant State Health Officer and with the directors of various divisions of the Arkansas State Department of Health and other related agencies helped to present a picture of the total health program. While the majority of time was spent in observation of the work carried on by the nutrition staff members, the student did participate in some phases of the program. During the seven weeks, the student recorded daily the information gained through observations, meetings, conferences, and actual participation. The information gained during the field experience is summarized in the following four chapters. In Chapter II, some of the cultural, geographical, economical, educational, and health characteristics of the state are presented since these factors directly influence the health problems and programs of the state. Chapter III briefly describes the history, organization, and bureaus and divisions of the Arkansas State Department of Health. The administrative placement of the Nutrition Service in relation to the total health department program is also discussed in this chapter. In Chapter IV, the history, staff organization, and functions of the Nutrition Service are presented. A summary and evaluation of the field experience as related to the objectives as stated in the introduction are given in the last chapter

Computer Literacy for Teachers: A Staff Development Model for the Sioux Falls School District 49-5

PROBLEM: The problem of this study was to determine the computer literacy competencies required for teachers to utilize microcomputers in the Sioux Falls Public Schools. The Sioux Falls School District had made a significant invest­ment in microcomputer equipment between 1977 and 1983. Staff development classes were developed to introduce teachers to the use of microcomputers in the classroom. It was necessary to assess, however, whether the courses being taught were consistent with each other and whether they were comprehensive in content. Therefore, the purpose of this study was to provide data and information concerning the following: (1) the competencies necessary for teachers to be considered computer literate, (2) the characteristics of successful staff development plans, (3) the content of the District\u27s staff development program on computers, (4) the principles of instructional design, (5) the affect teacher\u27s attitudes about computers had on their use of computers in the classroom. PROCEDURE: The following three sources of information were used in the study: (1) a review of recent literature on staff development and microcomputers, (2) an analysis of existing District microcomputer inservice programs, (3) a survey of participants in existing District microcomputer inservice programs. The survey was selected to determine participants\u27 knowledge and attitudes about computers. The information from the three sources was compiled, studied and summarized. SUMMARY AND CONCLUSIONS: The information indicated that the District\u27s existlng staff development courses on computers were appropriate in content. However, classes should utilize a variety of instructional resources and methods, be flexible enough to accommodate participants with differing entry-level skills and assure the success of all participants. Follow-up assistance should be provided to the staff to support their use of computers in the classroom. On-going needs assessments and evaluation of existing courses should enable courses to help staff reach District goals for instructional computing

A structured management approach to implementation of health promotion interventions in Head Start.

Improving the health and health literacy of low-income families is a national public health priority in the United States. The federal Head Start program provides a national infrastructure for implementation of health promotion interventions for young children and their families. The Health Care Institute (HCI) at the Anderson School of Management at the University of California, Los Angeles, developed a structured approach to health promotion training for Head Start grantees using business management principles. This article describes the HCI approach and provides examples of implemented programs and selected outcomes, including knowledge and behavior changes among Head Start staff and families. This prevention-focused training platform has reached 60,000 Head Start families in the United States since its inception in 2001. HCI has demonstrated consistent outcomes in diverse settings and cultures, suggesting both scalability and sustainability

Longitudinal EEG power in the first postnatal year differentiates autism outcomes

An aim of autism spectrum disorder (ASD) research is to identify early biomarkers that inform ASD pathophysiology and expedite detection. Brain oscillations captured in electroencephalography (EEG) are thought to be disrupted as core ASD pathophysiology. We leverage longitudinal EEG power measurements from 3 to 36 months of age in infants at low- and high-risk for ASD to test how and when power distinguishes ASD risk and diagnosis by age 3-years. Power trajectories across the first year, second year, or first three years postnatally were submitted to data-driven modeling to differentiate ASD outcomes. Power dynamics during the first postnatal year best differentiate ASD diagnoses. Delta and gamma frequency power trajectories consistently distinguish infants with ASD diagnoses from others. There is also a developmental shift across timescales towards including higher-frequency power to differentiate outcomes. These findings reveal the importance of developmental timing and trajectory in understanding pathophysiology and classifying ASD outcomes.R01 DC010290 - NIDCD NIH HHS; T32 MH112510 - NIMH NIH HHS; U54 HD090255 - NICHD NIH HHSPublished versio