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Opinions on secondary technical schools are varied and often strongly held but, as with views on comprehensive schools, it helps to have been inside one. Mr Brazendale, a Cambridge graduate in his mid‐twenties, has taught in secondary modern and grammar schools as well as the technical school he discusses here

Emotions affect food intake and food choice. Therefore, this paper aims to investigate the relationship between sociodemographic factors, eating habits and anthropometric measurements and negative and positive emotional eating.

This cross-sectional study was conducted with 343 female college students 18–24 years of age. Data were collected using the Emotional Appetite Questionnaire (EMAQ). Anthropometric measurements were obtained (height, weight, triceps skinfold thickness, neck, mid-upper arm, waist and hip circumference). Sociodemographic factors and lifestyle and eating habits were questioned. Generalized linear models were used to identify each EMAQ score.

While high body mass index (BMI) was associated with high negative emotional eating scores, low BMI was related to high positive emotional/situation eating scores (p < 0.01). There was no relationship between waist circumferences (p = 0.09), triceps skinfold thickness (p = 0.09) and negative emotional eating. Participants consuming vegetables and fruit = 5 portions/day had higher negative emotional eating scores, regardless of BMI (p = 0.04). Smokers (p < 0.01) and participants doing regular physical activity (p = 0.02) had lower positive emotional eating scores.

Negative emotional eating was related to higher BMI but not adiposity. Active female participants were less likely to eat in response to positive emotions.

To the best of the authors’ knowledge, this is one of the first studies examining positive emotion scores from many aspects. The authors also investigated the association between emotional eating and anthropometric measurements by using different methods, including neck and mid-upper arm circumference and triceps skinfold thickness.

Educators who work in K-12 educational settings have only begun to make sense of the many consequences the COVID-19 pandemic has had for students. Months of remote teaching and learning have made one thing quite clear; the academic, physical, and mental health benefits of in-person schooling are difficult to replicate through online learning. The COVID-19 pandemic has elevated the importance of social emotional learning (SEL) as children have experienced substantial reductions in social contact with peers while attending school remotely. Given the profound impact this past year has had on children’s social emotional (SE) health, it has never been more important for educators, parents, and caregivers to support student’s SE health. While it may be tempting to put student’ SE well-being on the back burner as we scramble to make up for lost learning; we stand at a crossroad. We can radically weave SEL into the school day to ensure students continue to develop critical SE skills in a socially distanced world or we can fall back on business as usual.

The purpose of this study is to provide a method for designing the software for a process control system that avoids difficulties that lead to safety problems.

Design of real-time software for safety critical programmable equipment systems (PES) such as process control or shutdown systems needs to be approached quite differently compared to any other software. It must be designed by those who understand the equipment system not by software engineers who do not. Following the ‘Piper Alpha’ disaster in the North Sea in the late 1980s, it was realised that the software of safety critical PES, such as the shut-down system on an oil rig, was proving very unreliable. Earlier hardwired relay-based shut-down systems were designed by process control engineers who understood the functions the equipment was required to perform; however, by the 1980s, such systems had been replaced by PES designed by system analysts who did not understand the technologies involved. The safety critical real-time software for a programmable equipment system will only be reliable when it is designed by control engineers who understand the functions it has to perform.

Bottom-up design of software is necessary to avoid safety issues and this can only be achieved using object-oriented methods.

This paper describes an entirely original idea of the author based on experience of managing the design and construction of the process control, emergency shut-down and fire and gas and communication systems for a major oil and gas platform in the North Sea around the time of the Piper Alpha disaster.

In 2020, the education system was preliminary halted by the COVID-19 crisis and went through radical improvisation, and online-based distance learning was the only plausible initiative to continue educational activities ensuring health guidelines properly. However, in reality, such desperate measure in case of a lower-middle-income developing nation lacking proper structural capabilities raised some issues and concerns for both pupils and mentors, and this study aims to explore the practice of online-based distance learning in private universities of Bangladesh and the challenges associated with it.

This exploratory research is qualitative in nature. A total number of 89 undergraduate level university students from different private universities were divided into two main clusters and interviewed in depth.

The findings of this paper revealed that common developing country syndromes like improper technological infrastructure development, limitation to devices or internet accessibility and financial hindrances can disrupt the harmony of the online learning experience. Also, the lack of tech literacy has created a huge tension and psychological inertia among both the teachers and the students.

The coronavirus pandemic event, with its dreadful influence, is creating immense mental pressures for students to cope well with the online learning system. Comprehending the underlying challenges affiliated with online-based distance learning and enabling faculties or respected personnel with training and development programs to handle impediments better way, this learning initiative can ensure the best outcomes.

The significance of this study lies in comprehending the feasibility of online-based education regarding lower-middle-income developing nation context and the realism of such learning process's acceptability considering its actual effectiveness.

Boys & Girls Clubs of America (BGCs) provide numerous avenues for youth to connect, be physically active and have healthy meals/snacks. These services are often provided to low-income families at reduced cost to bridge the gap in after school and summer childcare. However, many of these clubs were forced to dramatically change their services during the COVID-19 pandemic. This study aims to examine how 13 BGCs in Texas, USA, experienced COVID-19 and persevered to provide services.

Interviews were conducted with 16 BGC leaders from 13 different BGCs. Open-ended questions were used to elicit leaders’ experiences with the pandemic, services their clubs were able to offer, barriers overcome and supports crucial to their ability to serve their communities. Thematic analysis was used to generate findings from these interviews.

BGC services changed significantly during the pandemic. Normal activities were no longer possible; however, leaders (alongside their communities) continually provided services for their families. Further, leaders reiterated the power of the community coming together in support of their families.

While BGC leaders had to adapt services, they found ways to reach families and serve their community. These adaptations can have dramatic impacts on the social and physical well-being of children in their communities. Learning from this adversity can improve services as clubs start to build back.

This study provides vital context to the changing care and setting children were exposed to during the pandemic response. Additionally, these results provide understanding of the adaptations that took place in these services.

Since the COVID-19 pandemic had a significant impact on all facets of civilisation around the world, including food safety, this study aimed to determine and compare the pre-COVID and post-COVID food safety knowledge of Bangladeshi consumers and their association with sociodemographic variables.

The current study performed a cross-sectional survey of 503 consumers who prepared food at least 2–4 times per week through a validated questionnaire, selected through convenience sampling from two metropolitan cities and two rural districts in Bangladesh. The non-parametric Wilcoxon signed-rank test, Mann–Whitney U tests, Kruskal–Wallis H and binary logistic regression were used for statistical analysis.

Although an increased percentage of consumers showed a better level of overall food safety knowledge in the post-pandemic (38.2%) than the pre-pandemic (28.8%), there is a low level of awareness of the appropriate duration of handwashing, foodborne pathogens, consuming raw milk or eggs, safe storage and temperature control of food. University graduates, families with few children and urban consumers had a good understanding of food safety both pre- and post-pandemic.

This study compares consumers’ pre- and post-COVID-19 food safety knowledge previously unknown in Bangladesh. The findings have significantly contributed to existing food safety knowledge in Bangladesh to adopt policies and structure training programmes for consumers in the country.

The study aims to analyze research trends and hotspots in the field of food and nutrition literacy to inform evidence-based policymaking, and promote the health and well-being of the general population.

The Scopus database was used to retrieve relevant research articles using specific keywords related to food or nutritional literacy.

The analysis included 341 research articles, predominantly authored by scholars from the USA. Growth pattern of publications indicated recent evolution of the food and nutrition literacy concepts. The research hotspots identified included the development of tools to assess literacy, assessing food and nutritional literacy competencies among school children and adolescents and finally, cross-sectional survey studies on various international cultures to assess food and nutritional literacy. The top cited articles in the field focused on the operational definition and difference between nutrition literacy and food literacy.

The findings underscore the need for comparative studies across countries, and advocacy for policy change to advance food and nutrition literacy among school students and vulnerable populations.

Policymakers, public health officials and practitioners can use the research findings to inform the development of evidence-based policy frameworks and interventions aimed at addressing the gaps in food and nutrition literacy.

By promoting and advocating for policy reforms, and addressing gaps in food and nutrition literacy, the study contributes to fostering global future public health.

The study provides insights into the evolving research landscape on food and nutrition literacy, emphasizing the growing scholarly interest in understanding the concept and its public health impact.