Food hygiene knowledge in adolescents and young adults

Purpose – The purpose of this paper is to utilise the comprehensive Food Safety Knowledge Instrument to compare food hygiene knowledge across a population of high school and university students in Australia and the UK. Design/methodology/approach – In total, 475 students from secondary schools and universities in Australia and the UK took part in a survey, which included a Food Safety Knowledge Instrument and demographic items. Findings – Food safety knowledge was generally very low. High school students had a mean score of only 38 per cent, while university students just reached a “pass” with a mean of 54 per cent. Demographics accounted for 41 per cent of variance in food knowledge scores. Female gender, being at university rather than high school, and living out of home rather than with parents were associated with greater food knowledge. Residing in Australia rather than the UK and being older were also associated with greater knowledge; however, these findings were subsumed by education group. Socio-economic status was not a significant predictor of food knowledge. Practical implications – Identifying demographic and cultural differences in food knowledge can help to identify at-risk populations to better target in theory and knowledge-based interventions. Originality/value – This study is the first to apply the knowledge instrument in an Australian population. Understanding the baseline knowledge in this population is an important first step at developing effective interventions for food safety.

Cost effectiveness of childhood obesity interventions: Evidence and methods for CHOICES

INTRODUCTION: The childhood obesity epidemic continues in the U.S., and fiscal crises are leading policymakers to ask not only whether an intervention works but also whether it offers value for money. However, cost-effectiveness analyses have been limited. This paper discusses methods and outcomes of four childhood obesity interventions: (1) sugar-sweetened beverage excise tax (SSB); (2) eliminating tax subsidy of TV advertising to children (TV AD); (3) early care and education policy change (ECE); and (4) active physical education (Active PE). METHODS: Cost-effectiveness models of nationwide implementation of interventions were estimated for a simulated cohort representative of the 2015 U.S. population over 10 years (2015-2025). A societal perspective was used; future outcomes were discounted at 3%. Data were analyzed in 2014. Effectiveness, implementation, and equity issues were reviewed. RESULTS: Population reach varied widely, and cost per BMI change ranged from $1.16 (TV AD) to $401 (Active PE). At 10 years, assuming maintenance of the intervention effect, three interventions would save net costs, with SSB and TV AD saving $55 and $38 for every dollar spent. The SSB intervention would avert disability-adjusted life years, and both SSB and TV AD would increase quality-adjusted life years. Both SSB ($12.5 billion) and TV AD ($80 million) would produce yearly tax revenue. CONCLUSIONS: The cost effectiveness of these preventive interventions is greater than that seen for published clinical interventions to treat obesity. Cost-effectiveness evaluations of childhood obesity interventions can provide decision makers with information demonstrating best value for the money.

Student knowledge: curriculum, assessment and reporting

At a time when national and international high-stakes testing has assumed such prominence, one might begin to wonder about the status of teacher judgement when assessing and reporting on children’s knowledge and skills against the descriptors specified in curriculum standards. Were standardised test results congruent with the judgements that teachers make when reporting on students’ achievement, concern about how one type of judgement might compare with another would perhaps be unwarranted. This article draws on research that has investigated whether standardised assessments in the state of Victoria, Australia are actually comparable with teacher’s judgements about their students’ work to illustrate that discrepancies do exist. These results have been interpreted within an analytical framework that derives from Aristotle’s (350BC/2000) distinction between three types of knowledge, namely epistemic, technical and phronetic knowledge.

Teacher knowledge, child interest and parent expectation: Factors influencing multicultural programs in an early childhood setting

© 2015, Early Childhood Australia Inc. All rights reserved. MULTICULTURAL CURRICULA/PROGRAMS assume an important role within a cultural approach to learning and teaching in early childhood education in New Zealand. Te Whariki, the national early childhood curriculum framework of New Zealand, is an emancipatory and socially constructive document that emphasises equity, social justice and the important position of culture in children's learning and development. In practice this means developing early childhood programs that are sensitive and responsive to the needs and interests of children and families of minority cultures. Drawing on a critical social constructivist framework, this study of one early childhood centre in New Zealand identifies the features of its multicultural curriculum. The paper argues that a devotion to supporting children of minority cultures has persisted in the curriculum, but there is a reliance on mainstream pedagogy focused on children's learning within the centre environment and teachers' subjective knowledge about children's needs.

Knowledge of glaucoma, and its relationship to self-care practices, in a population sample

OBJECTIVE: To determine the level of knowledge of glaucoma in a population-based sample, and its relationship to self-care practices.

DESIGN AND SUBJECTS: A cluster random sample of the Melbourne population 40 years of age and older was interviewed. One thousand seven hundred and eleven residents living in five randomly selected Melbourne metropolitan suburbs, each consisting of two adjacent census collector districts.

MEASURES: Questions were asked concerning respondents' awareness, knowledge and description of the disease. Respondents were also asked the year of their last visit to their eye health care provider.

RESULTS: Seventy per cent of the sample had heard of glaucoma. However, only 22% provided a description that demonstrated a reasonable understanding of the disease. A lack of awareness and knowledge of glaucoma appeared to be negatively related to self-care practices.

CONCLUSION: Serious deficiencies in the basic knowledge of glaucoma in the community was demonstrated. This has significant public health implications as only a small percentage of the at-risk population may present themselves for assessment and treatment. Informing the community about glaucoma is an important step in promoting preventative ophthalmic care and reducing visual impairment and blindness.

The getting physical on cigarettes trial: rationale and methods

Smoking cessation success rates are generally dismal amongst self-quitters, with a discrepancy apparent among sexes with women having lower cessation rates than men (Osler, Prescott, Godtfredsen, Hein, & Schnohr, 1999; Royce, Corbett, Sorensen, & Ockene, 1997; Wetter et al., 1999). The Getting Physical on Cigarettes project aims to be the first clinical trial to appropriately evaluate the effectiveness of home-based lifestyle exercise maintenance program in assisting women to prevent smoking relapse and maintain exercise and weight following the termination of a structured and supervised exercise and nicotine replacement therapy (NRT) smoking cessation intervention. This paper outlines the rationale and methods of the trial - a supervised exercise and NRT program lasting 14 weeks, which is followed by a home-based exercise maintenance program. Sedentary female smokers will be randomized into one of four research arms: Exercise Maintenance; Exercise Maintenance + Relapse Prevention Booklets; Relapse Prevention Booklets + Contact; Contact Control. The Exercise Maintenance groups will be counseled on maintaining exercise in their home environment, while the other groups will be counseled on health issues not involving exercise or smoking. The "Forever Free" booklet series (Brandon, Collins, Juliano, & Lazev, 2000) will be distributed to participants in the Relapse Prevention groups. The primary outcome measure is continuous smoking abstinence. Secondary outcomes are exercise behaviour, and selected physiological and psychological variables. Results will assist researchers and health professionals develop and implement similar treatment interventions that are grounded in behaviour change theory.

Materiality, language and the prduction of knowledge art, subjectivity and Indigenous ontology

If ontology concerns theories of being, and epistemology theories of knowing, how might we bring the two together to account for movements between being and knowing that constitute cultural production? something occurs or lies behind language and meaning that must be acknowledged if we are to arrive at an explanation. In this essay, I examine some key ideas that emerge from the work of Julia Kristeva, as well as those of Gilles Deleuze and Félix Guattari on sensation and affect, to demonstrate how ontology and epistemology are inextricably entwined in knowledge production.1 Kristeva’s perspective of creative practice not only aligns with the new materialist acknowledgement of the agency of matter, but, in contrast to Deleuze and Guattari, it also affirms the dimension of human or subjective agency that is implicated in cultural production.

Refugee education and justice issues of representation, redistribution and recognition

This paper examines justice issues of representation, redistribution and recognition within a specialised secondary school for immigrant and refugee students in Queensland, Australia. Fraser’s three-dimensional model of justice – towards the ideal of ‘participatory parity’ – is drawn on to analyse interview data gathered from a study that sought to identify productive approaches to addressing cultural diversity. Through these lenses, injustices created by mainstream/dominant discourses within and beyond the school are highlighted. The paper details the school’s efforts to support greater equity for these students through educator advocacy, critically reflective practice and a centring of students’ perspectives. The significance of educators identifying and challenging the limits and exclusions of these discourses to support these efforts is highlighted. Fraser’s theorising is presented as useful in capturing, understanding and addressing justice and marginality in schools amid the broader social context where matters of justice are characterised by uncertainty, complexity and contention.

Development of an expert system modelling the construction process

The construction industry in the UK needs to improve its performance and provide clients with an improved level of satisfaction. The inefficient design and construction process is usually criticised as one of the main causes of poor performance.

A new construction process system, CONstruction Best Practice System (CONBPS), has been developed based on the use of an expert system. CONBPS is based on the traditional procurement strategy as it is probably the most popular procurement method in the UK and yet it is subject to most criticism. This model clearly identifies the roles and responsibilities of the major parties within the building team and identifies the activities and the key issues within the project cycle. The completed model reflects the full project cycle from inception to completion.

The prototype of this system has been demonstrated to the construction participants for their comments. The practitioners included architects, quantity surveyors, planning supervisors, private and public clients. The method of collecting data was through the use of semi-structured interviews.

Following feedback from practitioners, the CONBPS has been updated. This version is more robust; besides, it is more practical and user-friendly as it incorporates the comments from practitioners, who are also the potential users.

The primary aim of this paper is to discuss the development of the updated CONBPS. The improvement of the updated CONBPS includes the information for constructing the system, the computerised functions, system structure, knowledge representation structure and the system operation.

Working and learning in vocational education and training in the knowledge era : final report of the professional development for the future project

This Report summarises the outcomes of the phases of the Professional
Development for the Future Project and presents the implications of this research for professional development of staff in Vocational Education and Training (VET), as they become knowledge workers.

These shifts are occurring within the knowledge era. Distinguishing features of this era are summarised into four broad areas:
- the importance and value placed on knowledge in organisations
- the time span of discretion
- the complexity of relationships, and
- the ubiquitous nature of information and communication technology.

It is within this context that work is currently performed, and understanding this context provides the foundation for considering new capabilities required in the knowledge era.
Key capabilities required of knowledge workers to work effectively in the
knowledge era were drawn together from an analysis of the theoretical literature and the results of interviews with knowledge workers. The core capabilities identified include:
- adaptive problem solving – becoming designers as well as problem -
solvers
- rapid knowledge gathering and sharing with others
- discriminating between relevant and irrelevant information, and
- understanding and working effectively with the organisation’s culture.

Knowledge era characteristics and knowledge worker capabilities have been mapped to each other illustrating conceptual linkages between these two areas.

Professional development themes drawn from interviews with knowledge
workers are presented. While global trends in knowledge work have been well documented, the impact of these trends on the capabilities of workers, and the ways in which knowledge workers develop these capabilities is less well understood. Their learning methods challenge our current thinking in relation to the ways in which workers acquire skills and knowledge. Some of the professional development methods include seeking exposure to new ideas from a wide variety of sources, embracing intense learning opportunities, and using relationships to increase knowledge.

‘Thought pieces’ (see p17 ff) commissioned for this Project, as well as
subsequent interviews with the authors, provided further insights into the
professional development of knowledge workers. The implications of these insights are an extension of earlier themes and emphasise:
- the emergent nature of knowledge work
- the importance of relationships that facilitate knowledge sharing
- coherent conversations and dialogue
- collaborative work and generosity.

A key insight is the shift from thinking about knowledge work in terms of
borrowed knowledge to an emphasis on generated knowledge within a context.

Data from focus groups of the Project provide further insights for knowledge worker professional development. These augment the perspectives of the earlier data analysis but also add greater emphasis to:
- the clear and direct relationship between professional development and
work and career aspirations of knowledge workers,
- the relationship of professional development to the organisational
mission, and
- the issues of managing and leading knowledge workers and their
development.

As part of this analysis the defining features of organisational life in VET were reviewed in relation to effective professional development of knowledge workers.

The final section of the Report revisits the core dimensions of the Project.
Concise commentaries on working and learning in the knowledge era,
professional development in the knowledge era, and leadership and
management in the knowledge era are presented.

The Report concludes with a discussion of the enablers of professional
development for knowledge workers in VET. This discussion is introduced by a re-statement of the VET sector’s positioning in the knowledge era and the consequences of this for VET managers an d staff in terms of complexity, uncertainty and diminished prospects for accurate predictiveness. The enablers comprised:
- integration of information technology into socio -technical systems
- greater understanding of the organisation from within
- connecting staff to the organisation’s fundamental identity
- connecting to the work and career trajectories of workers
- establishing work structures which integrate the use of professional
development resources with knowledge work
- providing workers with the autonomy to design their own professional
development activities
- building professional development into the iterative nature of knowledge
work, and
- creating organisational contexts that value intuitive thinking and working.

Professional development needs to be thou ght of in a much broader context in the knowledge era. What each VET staff member knows and shares will become increasingly central to their work, and in that sense all VET workers require capabilities for knowledge work. This report accurately describes t he VET context, the capabilities required, and the organisational enablers that will promote ‘knowing’ and thus embed a new style of professional development within VET.

Knowing schooling, identity and pedagogy visually

This research produced in one region in Ghana examines the production of educational practices, relations of power and student experiences within teaching and non-teaching spaces in junior secondary settings. The strength of the visual approach in interrogating school cultural norms and the problematising of the tangled complexities of knowing about schooling, identity and pedagogy are outlined. An important aspect of the study is the foregrounding of educational practice as a social act occurring in response to historical circumstances and changing social contexts (Brown & Jones, 2001). We see this work as an important step towards democratization of the research relationship and empowerment of students to contribute to the way they are educated. But also we are wary of how representation through visual methods also can 'frame' participants and the researchers. We recognise that one way to uncover how school practices are exemplified in Ghana is to put students in the middle of researching their experiences. In this way, our research moved from constructing students as simply consumers of adult designed and managed products to practices based on democratic participation (Thomson & Gunter, 2007). Throughout the research journey we were guided by the fact that knowledge is not neutral or to be discovered. Culture and communicative processes are essential determinants of reality. In this study the students as researchers, produced photographs that trigger dialectical conversations of students’ perspectives that foreground their experiences at school. This enabled us to digress from dominant positivistic empiricism to a more legitimate ethical practice, and understanding of the intricacies of educational practice, the norms and structures that underpin everyday actions in schools.

First year pre-service teachers' mathematical content knowledge : methods of solution to a ratio question

In this article, pre-service teachers' mathematics content knowledge is explored through the analysis of two items about ratio from a Mathematical Competency, Skills and Knowledge Test. Pre-service teachers' thinking strategies, common errors and misconceptions in their responses are presented and discussed. Of particular interest was the range and nature of common incorrect responses for one whole-whole ratio question. Results suggested pre-service teachers had difficulty interpreting a worded multi-step, ratio (scale) question, with errors relating to ratio and/or conversion of measurement knowledge. These difficulties reveal underdeveloped knowledge of mathematical structure and mathematical connections as well as an inability to deconstruct key components of a mathematical problem. Most pre-service teachers also lacked knowledge of standard procedures and methods of solutions.