Hüsna Kaya Kaçar, Amanda Avery, Sarah Bennett and Fiona McCullough
This paper aims to understand the association of dietary patterns with perceived fatigue and identify predictors for presence of fatigue in women who are obese and trying to lose…
Abstract
Purpose
This paper aims to understand the association of dietary patterns with perceived fatigue and identify predictors for presence of fatigue in women who are obese and trying to lose weight.
Design/methodology/approach
An online survey, hosted by slimming world (SW), comprised of a questionnaire regarding weight, level of fatigue and food frequency questionnaire before joining the weight management programme (T0) and current data (T1) was conducted. In total, 543 non-pregnant women with obesity of child-bearing age (19-49 years) completed the survey (T0-T1). The principal components analysis was used to determine dietary patterns and multinomial logistic regression was used to analyse predictors for presence of fatigue.
Findings
The participants who have a “simple carbohydrate and high fat” dietary pattern were more likely to have fatigue at T0 (p ≤ 0.001) and those who followed a “vegetables” dietary pattern were less likely to have fatigue at T1 (p ≤ 0.05). The study findings indicate that while “simple carbohydrate and high fat” dietary pattern was associated with increased risk of fatigue, “vegetables” dietary pattern was associated with reduced risk of fatigue and a higher percentage of weight loss.
Originality/value
The present study appears to be the first study to examine associations between dietary patterns and fatigue. The strengths of the study included the in-depth analysis of this association in both before joining a weight management programme (SW) and currently as a member of SW with an adequate sample size.
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This article examines efforts of late nineteenth century educational reformers in Boston, Massachusetts (USA), to meet the pedagogical needs of an industrial age by balancing…
Abstract
This article examines efforts of late nineteenth century educational reformers in Boston, Massachusetts (USA), to meet the pedagogical needs of an industrial age by balancing manual work and intellectual activity. Led by Swedish educator Gustaf Larsson and Boston philanthropist Pauline Agassiz Shaw, they employed traditional Swedish wood handcrafts (slojd, or ‘sloyd’ in English) to teach theoretical academic subjects and foster individualised learning. The reformers hoped to create, for students in kindergarten through to twelfth grade, a progression of manual work to parallel intellectual activities in the curriculum. That task became difficult as tool work moved from wood to steel, machines replaced hand tools, and artistic handcraft fell victim to efficient production. The school failed to sustain itself following the deaths of Shaw and Larsson. Today sloyd is credited as being a forerunner of technology education as well as an important influence on arts education in the United States.
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Raj Aggarwal, J. Edward and Louise E. Mellen
Justifying new manufacturing technology is usually very difficult since the most important benefits are often strategic and difficult to quantify. Traditional capital budgeting…
Abstract
Justifying new manufacturing technology is usually very difficult since the most important benefits are often strategic and difficult to quantify. Traditional capital budgeting procedures that rely on return measures based on direct cost savings and incremental future cash flows do not normally capture the strategic benefits of higher quality, faster responses to wider ranges of customer needs, and the options for future growth made available by flexible manufacturing technology. Adding to these limitations is the difficulty of using traditional cost accounting systems to generate the information necessary for justifying new manufacturing investments. This paper reviews these problems and recommends procedures useful for assessing investments in flexible manufacturing technology.
This study explores how a group of middle school social studies teachers at a school, whose student population is primarily affluent and white, include multicultural content in…
Abstract
This study explores how a group of middle school social studies teachers at a school, whose student population is primarily affluent and white, include multicultural content in their curriculum. Interviews and observations along with an analysis of the textbooks, state standards, and the school’s scope and sequence were the main sources of data collection. Three common themes arose in this study in relation to the incorporation of multicultural content into the social studies curriculum: (a) There is a discrepancy between teachers’ perceptions and practices; (b) the teachers’ background in multicultural education is limited, and (c) though there is some inclusion of multicultural content, it is not put into practice in any substantial way because it is not seen as applicable to their school environment.
David Ng Foo Seong and Jeanne Marie Ho
The purpose of this paper is to examine the process of information communication technology (ICT) reform in a government school in Singapore. The focus is on the distributed…
Abstract
Purpose
The purpose of this paper is to examine the process of information communication technology (ICT) reform in a government school in Singapore. The focus is on the distributed leadership actions performed by various individuals, and how the multiple leaders and their leadership practices interacted with one another.
Design/methodology/approach
A naturalistic inquiry approach was adopted, involving the case study of a school in the process of implementing an instructional reform involving the use of ICT.
Findings
It was found that distributed leadership for ICT implementation requires a combination of transformational leadership and instructional leadership to develop teachers’ capacity to enhance their instruction with ICT, emotional leadership to support teachers’ effort to change, and strategic management of resources to sustain teachers’ change efforts. Transformational leadership is performed mainly by senior management (SM). Instructional leadership is performed mainly by middle management (MM). Both senior and middle management provided emotional leadership and strategic resource management. In addition, SM provided second‐order changes leadership, while MM provided first‐order changes leadership.
Originality/value
The paper rectifies the current disproportionate focus on the role of the Principal by uncovering the leadership actions performed by other school members, and how these leadership actions are interrelated. In particular, the paper provides insight into how leadership was distributed in a school reform involving the use of ICT for instruction.
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Sarah W. Beck, Karis Jones, Scott Storm, J. Roman Torres, Holly Smith and Meghan Bennett
This study aims to explore and provide empirical evidence for ways that teachers can simultaneously support students’ literary reading and analytic writing through dialogic…
Abstract
Purpose
This study aims to explore and provide empirical evidence for ways that teachers can simultaneously support students’ literary reading and analytic writing through dialogic assessment, an approach to conferencing with writers that foregrounds process and integrates assessment and instruction.
Design/methodology/approach
This study uses qualitative research methods of three high school teachers’ dialogic assessment sessions with individual students to investigate how these teachers both assessed and taught literary reading moves as they observed and supported the students’ writing. An expanded version of Rainey’s (2017) scheme for coding literary reading practices was used.
Findings
The three teachers varied in the range and extent of literary reading practices they taught and supported. The practices that they most commonly modeled or otherwise supported were making claims, seeking patterns and articulating puzzles. The variation we observed in their literary reading practices may be attributed to institutional characteristics of the teachers’ contexts.
Research limitations/implications
This study illustrates how the concept of prolepsis can be productively used as a lens through which to understand teachers’ instructional choices.
Practical implications
The descriptive findings show how individualized coaching of students’ writing about literature can also support literary reading. Teachers of English need not worry that they have to choose between teaching writing and teaching reading.
Originality/value
This study presents dialogic assessment as a useful way to guide students through the writing process and literary interpretation simultaneously.