Investigating the healthiness of food products on promotion: market brands and own brands

PurposeThe purpose of this study is to investigate the proportionality of market brand (MB) foods versus supermarket own brand (OB) foods sold on promotion and to compare their healthiness.Design/methodology/approachAn existing dataset containing nutritional information about a variety of foods on promotion (n = 6,776) from 48 stores across 8 retail chains in Northern Ireland (NI) was reanalysed. Product healthiness was measured using a score aligned to the Food Standards Agency's Front of Pack nutrient labelling system. MBs and OBs were considered as a whole and in their respective subsets–international/national and regional MBs, and premium, mid-market and value tiered OBs.FindingsResults found a balance in favour of health (52.4% amber/green versus 47.6% red) across retailers' promotions in NI. Further, OB products were often found to be superior to MBs with regards to overall healthfulness, and regional brands were found to be less healthy than international/national brands.Research limitations/implicationsFindings rationale further retail research to compare nutritionally OB and MB product types, and further consumer research regarding important attributes of OBs.Practical implicationsRetailers should communicate the comparative healthiness of their OBs in comparison to MB alternatives, in addition to communicating comparative price savings. There is opportunity for retailers to increase visibility of mid-market and value OB tiers, and for regional MBs to improve the nutritional profile of products in line with the consumer trend for health.Originality/valueThis study provides a contribution by using data on OBs and MBs on promotion, and by investigating the nutritional differences between different tiers of OB and MB products.

Optimizing the Impact of Pragmatic Clinical Trials for Veteran and Military Populations: Lessons From the Pain Management Collaboratory.

Pragmatic clinical trials (PCTs) are well-suited to address unmet healthcare needs, such as those arising from the dual public health crises of chronic pain and opioid misuse, recently exacerbated by the COVID-19 pandemic. These overlapping epidemics have complex, multifactorial etiologies, and PCTs can be used to investigate the effectiveness of integrated therapies that are currently available but underused. Yet individual pragmatic studies can be limited in their reach because of existing structural and cultural barriers to dissemination and implementation. The National Institutes of Health, Department of Defense, and Department of Veterans Affairs formed an interagency research partnership, the Pain Management Collaboratory. The partnership combines pragmatic trial design with collaborative tools and relationship building within a large network to advance the science and impact of nonpharmacological approaches and integrated models of care for the management of pain and common co-occurring conditions. The Pain Management Collaboratory team supports 11 large-scale, multisite PCTs in veteran and military health systems with a focus on team science with the shared aim that the "whole is greater than the sum of the parts." Herein, we describe this integrated approach and lessons learned, including incentivizing all parties; proactively offering frequent opportunities for problem-solving; engaging stakeholders during all stages of research; and navigating competing research priorities. We also articulate several specific strategies and their practical implications for advancing pain management in active clinical, "real-world," settings.

The use of video to maximise cooking skills

PurposeThe aim of this research is to examine the impact of video-based learning on the cooking skills development of students. More specifically, exploring the first stages in the learning process through embedding declarative knowledge utilising both video content and learner profiles, with the purpose to make teaching practice more effectively and efficiently targeted.Design/methodology/approachA quantitative social experimental approach was employed. The sample consisted of 414 students from three post primary schools in Northern Ireland. Students were randomly allocated into both control and experimental video content groups. All participants were made aware of ethical procedures and the nature of the study.FindingsThrough the application of latent class analysis (LCA), three distinct types of students were classified. Class one (n = 250) students were termed independent learners, class two (n = 88) students were motivated and benefited from video-based learning and class three (n = 52) students demonstrated an inability to apply information because video did not assist in embedding declarative knowledge.Research limitations/implicationsImplications from this research inform content generation for video-based cooking skills.Practical implicationsGiven the unprecedented move towards online teaching in 2020 due to coronavirus disease 2019 (COVID-19) restrictions, there is increasing interest in targeting resources effectively to meet the requirements of all learning groups. This paper fulfils an identified need to study how video impacts on skills development and learning within specific learning typologies.Originality/valueThis research will be of interest to educationalists in promoting a cost-effective resource in line with constructivist values to streamline and meet the needs of individual learners.

Experiencing the Shift: How Postsecondary Contract and Continuing Faculty Moved to Online Course Delivery

The shift to online learning that occurred in March of 2020 created an unprecedented period of intense work for faculty and sessional instructors at the postsecondary level. This shift necessitated courses be adapted under short timelines, new technology be integrated into course design, and teaching strategies and assessment methods be adapted for an online environment (Van Nuland et al., 2020). This study examines how sessional instructors, referred to in this article as contract faculty, and continuing full-time faculty members delivering the same online courses experienced this shift. While the demands of a continuing faculty position call for balancing of teaching, research, and service responsibilities, contract instructors have their own unique stressors (Karram Stephenson et al., 2020). Contract faculty lack job security, are paid by the course, and often receive their teaching assignments with short notice. By examining their perspectives on delivering the same courses online, we learn that the shift to online teaching resulted in additional work in order to adapt courses to the online environment, with faculty describing the challenges of balancing the additional work with other responsibilities of their position. Concerns of participants focused on a perceived inability to develop relationships with students in an online environment.

Leading the Pandemic Practicum: One Teacher Education Response to the COVID-19 Crisis

Résumé: Cet article présente une réponse de la formation des enseignants canadiens a la fermeture des écoles de la maternelle a la douzieme année en raison de la pandémie de la COVID-19 et le stage de formation des enseignants en ligne qui en a résulté et qui a ensuite été développé, appelé stage pandémique. Au mois de mars 2020, les formateurs d'enseignants de tout le Canada ont été invités a passer a la diffusion en ligne de contenus destinés aux enseignants en formation initiale et, dans de nombreux cas, ce changement, bien que loin d'etre simple, était au moins imaginable. Plus difficile était l'intégration d'une solution en ligne pour le stage d'enseignement, pierre angulaire de la formation des enseignants. L'article suivant décrit les mesures prises pour garantir une expérience en ligne cohérente et attrayante. Les themes ont été générés par les réflexions de l'équipe de conception et de direction, ainsi que par une enquete réalisée aupres des étudiants de l'enseignement supérieur qui ont effectué le stage en ligne. Les conclusions ont porté sur les défis initiaux relevés par l'équipe de conception, notamment en ce qui concerne les exigences en matiere de programme et de certification, ainsi que sur les différentes conceptions des parties prenantes quant au rôle du stage dans la formation des enseignants. En outre, ce passage a un stage en ligne a présenté un certain nombre de possibilités importantes, concernant notamment l'importance de la pédagogie de l'apprentissage en ligne et la nécessité de revoir et de remettre en question le stage.Alternate abstract:This article will outline one Canadian teacher education response to the closure of kindergarten to grade twelve schools due to the COVID-19 pandemic and the resultant online teacher education practicum that was subsequently developed, termed the pandemic practicum. In the month of March 2020, teacher educators across Canada were prompted to move to online delivery of content for preservice teachers and, in many cases, this pivot was, while not simple, at least imaginable. More difficult was the integration of an online solution for the teaching practicum, a cornerstone of teacher education. The following article outlines the steps taken to ensure a credible and engaging online experiential offering. Themes were generated through the self-reflections of the design and leadership team, as well as through a survey completed by postsecondary students undertaking the online practicum. Findings included the initial challenges as noted by the design team including program and licensing requirements, as well as philosophical differences among stakeholders as to the role of practicum in teacher education. In addition, a number of important opportunities were presented by this shift to an online practicum, including the importance of the pedagogy of online learning and the need to re-vision and question the practicum.