Socio-economic inequalities in women`s fruit and vegetable intakes: a multilevel study of individual, social and environmental mediators

Objective: This study employed a multilevel design to test the contribution of individual, social and environmental factors to mediating socio-economic status (SES) inequalities in fruit and vegetable consumption among women. Design: A cross-sectional survey was linked with objective environmental data. Setting: A community sample involving 45 neighbourhoods. Subjects: In total, 1347 women from 45 neighbourhoods provided survey data on their SES (highest education level), nutrition knowledge, health considerations related to food purchasing, and social support for healthy eating. These data were linked with objective environmental data on the density of supermarkets and fruit and vegetable outlets in local neighbourhoods. Results: Multilevel modelling showed that individual and social factors partly mediated, but did not completely explain, SES variations in fruit and vegetable consumption. Store density did not mediate the relationship of SES with fruit or vegetable consumption. Conclusions: Nutrition promotion interventions should focus on enhancing nutrition knowledge and health considerations underlying food purchasing in order to promote healthy eating, particularly among those who are socio-economically disadvantaged. Further investigation is required to identify additional potential mediators of SES–diet relationships, particularly at the environmental level.

Uncontrolled face recognition by individual stable neural network

There usually exist diverse variations in face images taken under uncontrolled conditions. Most previous work on face recognition focuses on particular variations and usually assume the absence of others. Such work is called controlled face recognition. Instead of the ‘divide and conquer’ strategy adopted by controlled face recognition, this paper presents one of the first attempts directly aiming at uncontrolled face recognition. The solution is based on Individual Stable Neural Network (ISNN) proposed in this paper. ISNN can map a face image into the so-called Individual Stable Space (ISS), the feature space that only expresses personal characteristics, which is the only useful information for recognition. There are no restrictions for the face images fed into ISNN. Moreover, unlike many other robust face recognition methods, ISNN does not require any extra information (such as view angle) other than the personal identities during training. These advantages of ISNN make it a very practical approach for uncontrolled face recognition. In the experiments, ISNN is tested on two large face databases with vast variations and achieves the best performance compared with several popular face recognition techniques.

Individual, social and home environment determinants of change in children's television viewing: the Switch-Play intervention

Understanding potential determinants of change in television (TV) viewing among children may enhance the effectiveness of programs targeting this behaviour. This study aimed to investigate the contribution of individual, social and home environment factors among 10-year-old Australian children to change in TV viewing over a 21-month period. A total of 164 children (49% boys) completed a 19-lesson (9-month) intervention program to reduce TV viewing time. Children completed self-administered surveys four times over 21 months (pre- and post-intervention, 6- and 12-month follow-up). Baseline factors associated with change in TV viewing during the intervention and follow-up periods were: ‘asking parents ≥once/week to switch off the TV and play with them’ (21.6 min/day more than those reporting <once/week, p = 0.007); being able to ‘watch just 1 h of TV per day’ (26.1 min/day less than those who could not, p = 0.010); ‘watching TV no matter what was on’ (36.6 min/day more than those who did not, p < 0.001); and ‘continuing to watch TV after their program was over’ (33.0 min/day more than those who did not, p = 0.006). With every unit increase in baseline frequency of TV viewing with family and friends, children spent on average 4.0 min/day more watching TV over the 21-month period (p = 0.047). Baseline number and placement of TVs at home did not predict change in children's TV viewing over the 21 months. Greater understanding of the family dynamics and circumstances, as well as the individual and social determinants of TV viewing, will be required if we are to develop effective strategies for reducing TV viewing in children.

An exploration of high performance practices through individual and organisational values

This study examines the extent to which the values consistent with the new organizational paradigm of High Performance Work Systems (HPWS) are perceived to be important to a range of professionals and the extent to which they are perceived to be important to organizations. Findings reveal there are contrasts between the hierarchies of individual and organisational values. There is stronger support by individuals than their organisations for the values underpinning the HPWS paradigm. These levels of individual - organisational value incongruence have implications for individual job satisfaction and motivation and for organizational effectiveness and in bridging the gap between the rhetoric of espoused values and reality of values in action.

"Who says yes? Collective and individual framing of Pacific children`s consent to, and participation in, research in New Zealand"

The complex debate surrounding child consent has been addressed from a predominantly western perspective that often fails to address the important issue of collective rights. Indigenous groups argue that legal and ethical considerations of child consent and research participation are framed within concepts of individual rights and ownership. Such individualistic frameworks are problematic for Pacific communities where the rights of children in extended families are collectively framed, knowledge is collectively owned, and ‘life stage’1 is privileged over age. We discuss the need to frame Pacific children’s rights to consent to, and participate in, research within a collective Pacific worldview.

Solution-focused model for improving individual university teaching

Universities commonly use individual teaching development as one of a suite of strategies to improve teaching and learning outcomes. This paper outlines an individual teaching development programme based on the tenets of solution-focused brief therapy (SFBT). The programme was trialled with a senior lecturer of a large third-year subject in an Australian university. The approach resulted in evidence of positive changes in teaching. The potential and wider application of this approach is considered.

Solution-focused work in individual academic development

There is one account in the literature of the application of a solution-focused approach to individual teaching development at university level (Devlin, 2003). The solution-focused approach is based on solution-focused brief therapy (SFBT). The current paper elaborates on the existing account, further outlining and illustrating the techniques that make up the solution-focused approach to academic development. The central tenets of SFBT-based academic development and the core components of solution-focused work are articulated. Current research in this area is outlined.

Family, school, peer and individual influences on early adolescent alcohol use: first-year impact of the Resilient Families programme

Introduction and Aims:  This study aimed to examine: (a) the influence of family factors relative to school, peer and individual influences on the development of adolescent alcohol use during the first year of secondary school; and (b) the feasibility of preventing adolescent alcohol use by modifying family factors. Design and Methods:  Twenty-four schools in Melbourne, Australia were randomly assigned to either the 'Resilient Families' intervention or a control condition. A baseline cohort of 2315 grade 7 students (mean age 12.3 years) were followed-up one year later (n = 2128 for longitudinal analyses). A sub-set of parents (n = 1166) also returned baseline surveys. Results: The prevalence of lifetime alcohol use in year 7 was 33% and rose to 47% by year 8. Student-reported predictors of year 8 alcohol use included baseline alcohol [Odds Ratio (OR) 3.64] and tobacco use (2.68), and school friend's alcohol (1.41) and tobacco use (1.64). After adjusting for other influences, student-reported family factors were not maintained as significant predictors of year 8 alcohol use. Parent-report predictors of student-reported alcohol use included allowing alcohol use in the home (2.55), parental alcohol use (1.88) and child hyperactivity (1.85). Protective factors included attendance at brief parent education (0.60) and parent involvement in school education (0.65). Discussion and Conclusions: The intervention appeared to benefit education-related outcomes, but no overall effect in reducing student alcohol use was found in year 8. Intervention effects on alcohol misuse may become significant in later secondary school once the entire program has been implemented. Considerable alcohol use was detected in early secondary school,   suggesting that interventions to reduce alcohol use may be usefully implemented prior to this period.

Associations among individual, social, and environmental barriers and children's walking or cycling to school

Purpose. To examine associations among individual, social, and environmental barriers and children's walking or cycling to school.

Design. Exploratory cross-sectional study.

Setting. All eight capital cities in Australia.

Subjects. Parents (N = 720) of school-aged children (4-13 years; 27% response rate 49% parents of boys,).

Measures. Multivariate-adjusted odds ratios (OR) and 95% confidence intervals (CI) for parental reporting of barriers to their children's walking or cycling to school, based on a computer-assisted telephone interview.

Results. Forty-one percent of children walked or cycled to school at least once per week. Multivariable analyses found inverse associations with individual ("child prefers to be driven" [OR = 0.4, 95% CI = 0.3-0.6], "no time in the mornings" [OR 0.5, 95% CI = 0.3-0.8]); social ("worry child will take risk" [OR = 0.6, 95% CI = 0.3-0.9], "no other children to walk with" [OR = 0.7, 95% CI = 0.4-0.99], "no adults to walk with" [OR = 0.6, 95% CI = 0.4-0.9]); and environmental barriers ("too far to walk" [OR = 0.1, 95% CI = 0.0- 0.1], "no direct route" [OR = 0.4, 95% CI = 0.2-0. 7]) and positive associations with "concern child may he injured in a road accident" (OR = 1.9, 95% CI = 1.1-3.1) and active commuting.

Conclusion. Working with parents, schools, and local authorities to improve pedestrian, skills and environments may help to overcome barriers.

Individual discriminative subspace for face recognition under uncontrolled conditions

Most face recognition (FR) algorithms require the face images to satisfy certain restrictions in various aspects like view angle, illumination, occlusion, etc. But what is needed in general is the techniques that can recognize any face images recognizable by human beings. This paper provides one potential solution to this problem. A method named Individual Discriminative Subspace (IDS) is proposed for robust face recognition under uncontrolled conditions. IDS is the subspace where only the images from one particular person converge around the origin while those from others scatter. Each IDS can be used to distinguish one individual from others. There is no restriction on the face images fed into the algorithm, which makes it practical for real-life applications. In the experiments, IDS is tested on two large face databases with extensive variations and performs significantly better than 12 existing FR techniques.

Describing individual incidents of sexual abuse: a review of research on the effects of multiple sources of information on children's reports

Objective: For successful prosecution of child sexual abuse, children are often required to provide reports about individual, alleged incidents. Although verbally or mentally rehearsing memory of an incident can strengthen memories, children’s report of individual incidents can also be contaminated when they experience other events related to the individual incidents (e.g., informal interviews, dreams of the incident) and/or when they have similar, repeated experiences of an incident, as in cases of multiple abuse.

Method: Research is reviewed on the positive and negative effects of these related experiences on the length, accuracy, and structure of children’s reports of a particular incident.

Results: Children’s memories of a particular incident can be strengthened when exposed to information that does not contradict what they have experienced, thus promoting accurate recall and resistance to false, suggestive influences. When the encountered information differs from children’s experiences of the target incident, however, children can become confused between their experiences—they may remember the content but not the source of their experiences.

Conclusions: We discuss the implications of this research for interviewing children in sexual abuse investigations and provide a set of research-based recommendations for investigative interviewers.