scholarly journals Correction: The Good Food for Learning Universal Curriculum-Integrated Healthy School Lunch Intervention: Protocol for a Two-Year Matched Control Pre-Post and Case Study

10.2196/34393 ◽  
2021 ◽  
Vol 10 (11) ◽  
pp. e34393
Author(s):  
Rachel Engler-Stringer ◽  
Jennifer Black ◽  
Nazeem Muhajarine ◽  
Wanda Martin ◽  
Jason Gilliland ◽  
...  
Keyword(s):  
Matched Control ◽  
School Lunch ◽  
Intervention Protocol ◽  
Good Food

scholarly journals The Good Food For Learning Universal Curriculum-Integrated Healthy School Lunch Intervention: A Two-Year Matched Control Pre/Post and Case Study (Preprint)

10.2196/30899 ◽  
2021 ◽  
Author(s):  
Rachel Engler-Stringer ◽  
Jennifer Black ◽  
Nazeem Muhajarine ◽  
Wanda Martin ◽  
Sinikka Elliott ◽  
...  
Keyword(s):  
Matched Control ◽  
School Lunch ◽  
Good Food

Culturally and Linguistically Sensitive Applications in Other Countries

2021 ◽  
pp. 180-194
Author(s):  
Hiroko Fujisato ◽  
Noriko Kato ◽  
Dominique Phillips ◽  
Estefany Sáez-Clarke
Keyword(s):  
Children And Adolescents ◽  
Emotional Disorders ◽  
Cultural Context ◽  
Japanese Culture ◽  
Cultural Groups ◽  
Cultural Adaptations ◽  
Transdiagnostic Treatment ◽  
Unified Protocol ◽  
Intervention Protocol

Cultural adaptation can help maintain a balance between scientifically rigorous interventions and culturally sensitive, effective practice. When introducing the Unified Protocol for Transdiagnostic Treatment of Emotional Disorders in Children and Adolescents (UP-C/A) into a new cultural context, translating the treatment may be sufficient in some countries and regions, while others may require more systematic modification. This chapter discusses specific steps that were taken for adapting the UP-C/A in the context of Japanese culture and presents a case study in Japan. When introducing the UP-C/A into the Japanese context, modifications were made to increase the treatment’s acceptability and comprehension, but there were no significant modifications in the content of the intervention protocol. In the future, as the UP-C/A is introduced into other cultures, its effectiveness will be further evaluated and the cultural adaptations needed to accommodate new cultural groups will become increasingly apparent.

scholarly journals CASE STUDY ON ATTITUDE AND BEHAVIOR OF SCHOOL LUNCH OFFICIALS REGARDING UTILIZATION OF LOCAL PRODUCE -FOCUSING ON THE DIFFERENCE OF OCCUPATION

2020 ◽  
Vol 6 (2) ◽  
pp. 111-120
Author(s):  
Chie Tokuhiro ◽  
◽  
Ikuko Shimada ◽  
Satoshi Numata ◽  
Kazuko Kitamura ◽  
...  
Keyword(s):  
School Lunch ◽  
The Difference ◽  
And Behavior

scholarly journals Evaluation of matched control algorithms in EHR-based phenotyping studies: A case study of inflammatory bowel disease comorbidities

2014 ◽  
Vol 52 ◽  
pp. 105-111 ◽  
Author(s):  
Victor M. Castro ◽  
W. Kay Apperson ◽  
Vivian S. Gainer ◽  
Ashwin N. Ananthakrishnan ◽  
Alyssa P. Goodson ◽  
...  
Keyword(s):  
Inflammatory Bowel Disease ◽  
Bowel Disease ◽  
Matched Control ◽  
Control Algorithms ◽  
Inflammatory Bowel

scholarly journals Impact of a virtual reality-based intervention on motor performance and balance of a child with cerebral palsy: a case study

2014 ◽  
Vol 32 (4) ◽  
pp. 389-394 ◽  
Author(s):  
Silvia Leticia Pavão ◽  
Joice Luiza Bruno Arnoni ◽  
Alyne Kalyane Câmara de Oliveira ◽  
Nelci Adriana Cicuto Ferreira Rocha
Keyword(s):  
Virtual Reality ◽  
Cerebral Palsy ◽  
Motor Development ◽  
Motor Performance ◽  
Promising Tool ◽  
Hemiplegic Cerebral Palsy ◽  
Intervention Protocol ◽  
Level I ◽  
Gmfcs Level

OBJECTIVE: To verify the effect of an intervention protocol using virtual reality (VR) on the motor performance and balance of a child with cerebral palsy (CP).CASE DESCRIPTION: To comply with the proposed objectives, a 7-year old child with spastic hemiplegic cerebral palsy (CP), GMFCS level I, was submitted to a physiotherapy intervention protocol of 12 45-minute sessions, twice a week, using virtual reality-based therapy. The protocol used a commercially-available console (XBOX(r)360Kinect(r)) able to track and reproduce body movements on a screen. Prior to the intervention protocol, the child was evaluated using the Motor Development Scale (MDS) and the Pediatric Balance Scale (PBS) in order to assess motor development and balance, respectively. Two baseline assessments with a 2-week interval between each other were carried out for each tool. Then, the child was re-evaluated after the twelfth session. The results showed no changes in the two baseline scores. After the intervention protocol, the child improved his scores in both tools used: the PBS score increased by 3 points, reaching the maximal score, and the MDS increased from a much inferior motor performance to just an inferior motor performance.COMMENTS: The evidence presented in this case supports the use of virtual reality as a promising tool to be incorporated into the rehabilitation process of patients with neuromotor dysfunction.

scholarly journals The Necessity of the Medial Temporal Lobe for Statistical Learning

2014 ◽  
Vol 26 (8) ◽  
pp. 1736-1747 ◽  
Author(s):  
Anna C. Schapiro ◽  
Emma Gregory ◽  
Barbara Landau ◽  
Michael McCloskey ◽  
Nicholas B. Turk-Browne
Keyword(s):  
Statistical Learning ◽  
Temporal Lobe ◽  
Medial Temporal Lobe ◽  
Sensory Input ◽  
Matched Control ◽  
Test Phase ◽  
Control Groups ◽  
Subsequent Test ◽  
Continuous Sequence

The sensory input that we experience is highly patterned, and we are experts at detecting these regularities. Although the extraction of such regularities, or statistical learning (SL), is typically viewed as a cortical process, recent studies have implicated the medial temporal lobe (MTL), including the hippocampus. These studies have employed fMRI, leaving open the possibility that the MTL is involved but not necessary for SL. Here, we examined this issue in a case study of LSJ, a patient with complete bilateral hippocampal loss and broader MTL damage. In Experiments 1 and 2, LSJ and matched control participants were passively exposed to a continuous sequence of shapes, syllables, scenes, or tones containing temporal regularities in the co-occurrence of items. In a subsequent test phase, the control groups exhibited reliable SL in all conditions, successfully discriminating regularities from recombinations of the same items into novel foil sequences. LSJ, however, exhibited no SL, failing to discriminate regularities from foils. Experiment 3 ruled out more general explanations for this failure, such as inattention during exposure or difficulty following test instructions, by showing that LSJ could discriminate which individual items had been exposed. These findings provide converging support for the importance of the MTL in extracting temporal regularities.

scholarly journals Campus Food Movements and Community Service-Learning: Mobilizing Partnerships through the Good Food Challenge in Canada

2019 ◽  
Vol 5 (1) ◽  
pp. 57-76 ◽  
Author(s):  
Charles Z. Levkoe ◽  
Simon Erlich ◽  
Sarah Archibald
Keyword(s):  
Service Learning ◽  
Community Service ◽  
Food Systems ◽  
Food Challenge ◽  
Community Service Learning ◽  
Sustainable Food ◽  
Non Profit ◽  
Food Movements ◽  
Good Food

This paper addresses the growing collaborations among students, faculty and community-practitioners attempting to build healthy, equitable and sustainable food systems within post-secondary institutions and the ensuing implications for food movements. Specifically, we investigate the role of Community Service-Learning (CSL) in fostering food systems change through a case study of Planning for Change: Community Development in Action, a graduate CSL course at the University of Toronto and a partnership with Meal Exchange, a national non-profit organization, to develop the Good Food Challenge on college and university campuses across Canada. Using CSL to support social movements is not uncommon; however, there has been little application of these pedagogical approaches within the field of food systems studies, especially in the area of campus food movements that engage diverse groups in mutually beneficial and transformative projects. Our description of the case study is organized into three categories that focus on key sites of theory, practice and reflection: classroom spaces, community spaces and spaces of engagement. Through reflection on these spaces, we demonstrate the potential of CSL to contribute to a more robust sustainable food movement through vibrant academic and community partnerships. Together, these spaces demonstrate how campus-based collaborations can be strategic levers in shifting towards more healthy, sustainable and equitable food systems. 

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