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Observation Sessions (observation + session)
Selected AbstractsFeeding strategies used by primary school meal staff and their impact on children's eatingJOURNAL OF HUMAN NUTRITION & DIETETICS, Issue 1 2010S. N. Moore Abstract Background:, In parent,child interactions, feeding strategies including pressure, restriction, modelling, rewards, encouragement and repeated taste exposure have been reliably shown to influence children's eating. Because there is no evidence that the psychosocial interactions inherent in the strategies are context-dependent, the present study investigated their utilisation during primary school meal supervision. Methods:, A case study of one Local Authority in Wales was conducted involving eleven primary schools stratified into socio-economic quartiles. Focussed observations were carried out over two to three lunchtimes per school to explore the feeding strategies, outcomes and behaviours inherent in the dining hall context. These were supplemented by semi-structured interviews with catering staff and midday supervisors, which were carried out after the observation session. Results:, Most feeding strategies used by school meal staff reflected those reported in the literature (e.g. pressure, encouragement and rewards), although purposeful modelling of eating behaviours was not found and the imposition of food norms, such as eating dessert last, was common. Dining hall staff readily, if not consistently, used these strategies, although the constraints and opportunities of each dining hall context influenced their selection and implementation. However, even if children left the service point with nutritionally balanced meals, they often failed to eat them. Conclusions:, Because repeated taste exposure is known to increase liking for foods, further studies are recommended to investigate how the naturally occurring feeding strategies evident in primary school dining halls could be harnessed to encourage children to taste the nutritionally balanced schools meals that school meal transformation programmes will expose them to. [source] Detection of artificially induced vertical radicular fractures using Tuned Aperture Computed TomographyEUROPEAN JOURNAL OF ORAL SCIENCES, Issue 6 2001Madhu K. Nair This study compared the accuracy of three imaging modalities for the detection of artificially induced vertical root fractures (VRF) on teeth in cadaver mandibles. Fifty-four single-rooted, endodontically treated mandibular teeth being prepared to carry posts were evaluated using direct digital radiography (DDI) with a Schick sensor, unprocessed Tuned Aperture Computed Tomography® (TACT-U) images and iteratively restored TACT (TACT-IR) images. Twenty-eight of these teeth had been subjected to fracture induction using an apically driven force. Nine basis images were used for each TACT image generation. Eight observers used a five-point confidence rating scale to record the confidence with which they considered a fracture to be present or not. Sensitivity and specificity values were computed and receiver operating characteristic (ROC) curves were generated. The areas under the curves (Az) used as an indication of the diagnostic accuracy of the imaging system were as follows: DDI: 0.37; TACT-U: 0.77 and TACT-IR: 0.81. DDI was significantly inferior to the TACT modalities. Differences in detection efficacy based on observers and observation sessions were noted on ANOVA and post-hoc Tukey's tests. This study indicates that TACT is the imaging modality of choice for VRF in endodontically treated teeth. [source] Observations and ratings of preschool children's social behavior: Issues of representativeness and validityPSYCHOLOGY IN THE SCHOOLS, Issue 1 2005Brian C. McKevitt Data were gathered from videotaped recordings of two preschool children engaged in unstructured free play over 12 days each. Observers coded behavior from the videotapes and completed a behavior rating scale for each child after every two observation sessions. Teachers also completed two behavior rating scales per child. Results indicated that at least three 30-min observation sessions were required to reliably represent a child's overall behavior. Moderate correlations were obtained when observations were compared with teachers' and observers' own ratings, indicating the behavior rating scale did an adequate job of reflecting actual observed behavior. The implications of these results for researchers and practitioners are discussed. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 13,26, 2005. [source] | ||||||||||