Perceptions of key stakeholders on peer led strength building program for suicide prevention among young adolescents: A qualitative study from Karnataka, India.

Context: Adolescent suicides are a significant public health concern in India and understanding the intersecting perspectives becomes imperative for the prevention of various mental health concerns. Aim: Assessing perceptions of various key stakeholders, that is, mental health experts, school and college teachers, and District Mental Health Program staff about peer-led strength building programs for suicide prevention. Settings and Design: A cross-sectional qualitative design using two Focus Group Discussions (FGDs) with mental health experts and teachers and one FGD with DMHP staff was conducted. The sample comprised 45 participants from Bengaluru urban district. Materials and Methods: The data were analyzed manually by the method of direct content analysis, and themes were determined using existing literature. Results: The teachers and the DMHP highlighted the need for an intensive training program/module that is necessary to be developed in order to train the peer leaders first. The mental health experts opined that creating a network will help in easy identification of the cases and appropriate treatment could be provided without delays. Conclusions: This study indicated that suicide is a preventable public health emergency and inaccessibility to existing as well as proper support systems was perceived as a major concern. Therefore, peer-led programs are beneficial in steering and improving help seeking behavior in suicidal adolescents.

Work Stress and Personal and Relational Well-Being Among Chinese College Teachers: The Indirect Roles of Sense of Control and Work-Related Rumination.

Purpose: The association between work stress and well-being has been well documented. However, the underlying mechanism for such association is not clear, especially in terms of how work stress relates to both personal and relational well-being. Based on the Conservation of Resources Theory and the Stress Process Model, the present study examined the potential indirect roles of the sense of control and the work-related rumination in the associations between work stress and both personal and relational well-being. Methods: Data were collected from 536 married Chinese university teachers (Mage = 39.40 + 7.64, 38.6% males) through an online survey. Analyses were conducted using structural equation modeling via Mplus. Results: Work stress was indirectly associated with life satisfaction through (a) sense of control, (b) work-related rumination, and (c) a sequential pathway from sense of control to work-related rumination. Work stress was indirectly associated with relationship satisfaction through sense of control. Conclusion: Findings suggest that sense of control would be an important linking mechanism underlying the association between work stress and college teachers' well-being. Personal well-being may be more vulnerable to work-related rumination than relational well-being. Insights for prevention and intervention efforts in enriching college teachers' well-being are discussed.

COVID-19 vaccine hesitancy between family decision-makers and non-decision-makers among college teachers.

BACKGROUND: Teachers with high educational levels significantly impact the health-related knowledge and attitudes of young students and their family members. This study aimed to investigate the coronavirus disease 2019 (COVID-19) vaccine hesitancy and associated factors, and compare the differences between decision-makers and non-decision-makers among college teachers. METHODS: A cross-sectional online survey was administered across mainland China from 4 to 7 August 2021. Overall, 251 college teachers were included using snowball sampling. A multivariable logistic regression model was applied to explore the association between decision-makers and hesitancy to receive a COVID-19 vaccine. RESULTS: Overall, 42.2% of the teachers were hesitant to being vaccinated against COVID-19. The hesitancy rate was lower among primary decision-makers than that among non-decision-makers (34.8% vs. 60.3%, p < .001). Primary decision-makers were less hesitant regarding COVID-19 vaccination than non-decision-makers (OR = 0.37, 95% CI 0.20-0.70); remarkably, whereas those engaged in nursing education versus non-medical related professional education (OR = 2.67, 95% CI 1.29-5.49), and partial versus full-course vaccination recipients (OR = 4.48, 95% CI: 1.76-11.42) were more likely to be hesitant regarding COVID-19 vaccination. CONCLUSION: Our findings indicate that a high proportion of college teachers in China are hesitant to receiving COVID-19 vaccination, and that primary decision-makers are less likely to exhibit hesitancy to being vaccinated against COVID-19 than non-decision-makers in their family. Family decision-makers among teachers can be considered a priority for COVID-19 vaccine promotion, thereby enhancing vaccine acceptance among vulnerable populations-including older adults and children-and preventing adverse outcomes.KEY MESSAGESQuestion: How prevalent is COVID-19 vaccine hesitancy among college teachers? Do differences exist between decision-makers and non-decision-makers?Findings: We found that a substantial proportion of college teachers are hesitant to being vaccinated against COVID-19, and that family decision-makers exhibited a lower hesitancy rate than non-decision-makers.Meaning: Our findings indicate that distinguishing between family decision-makers and non-decision-makers is necessary to facilitate vaccination promotion interventions among college teachers.

The Impacts of Work-Life Balance on the Emotional Exhaustion and Well-Being of College Teachers in China.

UN Sustainable Development Goal 3 states that "Ensuring healthy lives and promoting well-being at all ages is essential to sustainable development." The sustainable well-being of college teachers deserves attention. Currently, college teachers in China are facing enormous challenges and pressures, which may increase their emotional exhaustion (EE) and hinder the sustainable development of their well-being (WB). Therefore, this study examined Chinese college teachers' well-being in relation to their work-life balance (WLB) and EE. An online survey was conducted. The valid subjects included 586 college teachers (367 females, 62.6%). We assessed their WLB, EE, and WB. The results revealed that among the Chinese college teachers, (1) WLB was negatively correlated with EE, but positively correlated with WB; EE was negatively correlated with WB; (2) EE partially mediated the relationship between WLB and WB; and (3) College teachers who are male, class tutors, and in public colleges scored higher on EE and lower on WLB and WB than those who are female, non-class tutors, and in private colleges, respectively. The findings indicated that WLB is an important factor for the sustainable development of the well-being of college teachers, and special attention should be paid to college teachers who are male, class tutors, and in public colleges in China.

How Work Stress Impacts Emotional Outcomes of Chinese College Teachers: The Moderated Mediating Effect of Stress Mindset and Resilience.

Based on the job demands-resources model and conservation of resource theory, this study investigated 456 Chinese college teachers' work stress, stress mindset, resilience, emotional exhaustion, positive affect, and negative affect. The results of mediation analysis showed that resilience played a partial mediation role between work stress and emotional outcomes (emotional exhaustion, positive affect, and negative affect). Moreover, the results of a moderated mediation analysis showed that stress mindset moderated the relationship between work stress and resilience, and moderated the mediating effect of resilience between work stress and emotional outcomes (emotional exhaustion, positive affect, and negative affect). Specifically, work stress had a significant negative predictive effect on resilience when stress mindset is low (ß = -0.54, p < 0.001); work stress could also negatively predict resilience when the stress mindset is high (ß = -0.47, p < 0.001), but its effect decreased, and stress mindset negatively moderated the path between work stress and resilience. Finally, we discussed theoretical implications, practical implications, limitations, and future directions.

Teaching College in the Time of COVID-19: Gender and Race Differences in Faculty Emotional Labor.

The COVID-19 pandemic placed new teaching demands upon faculty that may have exacerbated existing race and gender disparities in the amount of emotional labor they perform. The present study surveyed 182 full-time tenured and tenure-track faculty from three small private liberal arts colleges to examine the effect of social and professional statuses on emotional labor (i.e., managing the expression of emotions to meet job requirements) during the emergency switch to remote instruction in spring 2020. Ordinary least squares (OLS) regression revealed that white cisgender men performed less emotional labor than Black, Indigenous, and People of Color (BIPOC) cisgender men, BIPOC cisgender women, and white cisgender women and gender non-conforming (GNC) faculty. Student demands for special favors fully mediated the relationship between intersectional race and gender identity and self-directed emotional labor and partially mediated its relationship with student-directed emotional labor. We conclude that the status shield afforded white cisgender men by their race and gender protected them from student demands that would have required them to engage in as much emotional labor as faculty with other intersectional race and gender identities during the pandemic. We discuss considering differences in emotional labor when making personnel decisions. Supplementary Information: The online version contains supplementary material available at 10.1007/s11199-021-01271-0.

Entrepreneurship Education and Health-Stress Analysis of College Teachers and Students Using Backpropagation Neural Network Model.

The purpose is to solve the problem of college students' employment difficulties. It is the development trend of the times to master the basic psychological pressure state of students and analyze students' problems by using modern technology and science. First, based on Marxist theory, the theory of entrepreneurship education and the characteristics of teachers and students in colleges are expounded, and the principle and algorithms of Backpropagation Neural Network (BPNN) are introduced. Second, from the perspective of entrepreneurship education and mental health factors of college students, the sample set of the BPNN model is collected using a Questionnaire Survey (QS). Then, the sample set is normalized to analyze the current college entrepreneurship education and the health and stress of college students. The results show that the comprehensive BPNN output of entrepreneurship education is 0.726, indicating that entrepreneurship education in colleges is at a moderate level. The proposed BPNN model can perform better than the traditional prediction methods in predicting college students' mental health, and the data fitting results are satisfactory. Overall, college students' entrepreneurship education should be improved, and schools should take more incentives to help adjust college students' mentality.

Analysis on the difference of college teachers' professional pressure and strategies to improve teachers' mental health under the expectancy theory.

BACKGROUND: Professional pressure is one of the most concerned issues in society. Teachers are a group of people with greater professional pressure. The pressure sources include students, schools and society. OBJECTIVE: This exploration aims to explore the professional pressure and mental health of college teachers. METHOD: Based on the expectancy theory, the professional pressure and mental health of different college teachers are investigated. The overall steps are as follows: the determination of topic, questionnaire design, questionnaire distribution and recovery, questionnaire data analysis to obtain results, as well as countermeasure analysis based on the results. RESULTS: The investigation suggests that the sores of college teachers' work pressure load, family life pressure, interpersonal pressure, physical and mental pressure, leadership and organizational factors pressure, career development pressure, scientific research, and professional title pressure are high. From senior to elementary, the pressure of teachers increases first and then decreases. The professional development pressure of liberal arts teachers is significantly higher than that of science teachers and engineering teachers (P < 0.05). Among science and engineering teachers, the professional development pressure of science teachers is relatively high. Men have better mental health than women (P < 0.05). Unmarried teachers have the best mental health status, followed by married and finally divorced (P < 0.05). The mental health of senior and elementary teachers is significantly better than that of sub-senior teachers and intermediate teachers (P < 0.05). CONCLUSION: The investigation on professional pressure and mental health of college teachers can contribute to the related problem solving in China, as well as enrich the content of relevant fields in China.

Corrigendum: The Relationship Between College Teachers' Frustration Tolerance and Academic Performance.

[This corrects the article DOI: 10.3389/fpsyg.2021.564484.].

The Relationship Between College Teachers' Frustration Tolerance and Academic Performance.

The purpose of this study was twofold: to validate the College Teachers' Academic Frustration Tolerance (CTAFT) Questionnaire and the College Teachers' Academic Performance (CTAP) Questionnaire and to explore the relationship between frustration tolerance and academic performance among college teachers. A total of 25 experts were recruited to modify and validate both questionnaires, and the results showed that the questionnaires had good content validity. Exploratory factor analysis provided further evidence supporting the reliability of the CTAFT and the CTAP, suggesting that the instruments are reliable and valid. Confirmatory factor analysis showed that frustration tolerance affected academic performance, which could best be modeled in the three dimensions of Affect (AF), Preferred Difficulties (PD), and Action (AC). A total of 450 college teachers from each faculty of both universities were then recruited to explore the significant positive correlation between academic frustration tolerance and academic performance. The results from the structural equation model suggested that AC and PD combined significantly predicted academic performance. To our knowledge, this is the first study to explore the relationship between college teachers' academic frustration tolerance and academic performance in China.

College Faculty Member Grief Over Deaths of Current and Former Students.

This article is an autoethnographic exploration of college faculty grief. Over a career, a college teacher is likely to encounter deaths of current and former students. The rich connections that can develop in a faculty-student relationship can make for strong grief. Issues that can complicate faculty grief include regrets that might be unique to faculty-student relationships and information about the deceased that the faculty member feels obligated to keep confidential and cannot mention while processing their grief with others. Faculty members may rarely have the benefit of attending funeral or memorial services for students and former students, but with the deaths of current or recent students, a faculty member is likely to have colleagues and students who knew the deceased with whom to talk. With deaths of students from long ago, a faculty member is likely to be limited to processing grief with people who never knew the deceased.

[Nutritional knowledge, attitudes and dietary behaviors of teachers and students in a medical college in Beijing and their influencing factors].

OBJECTIVE: To investigate nutritional knowledge, attitudes and dietary behaviors of teachers and students in a medical college in Beijing and their influencine factors, and to provide evidence for nutrition education and promotion. METHODS: The subjects of this study were teachers, as well as first-year and second-year graduate students, and first-year to third-year undergraduate students. The teachers and students were respectively sampled by stratified cluster sampling with equal proportion. t-test or ANOVA was used to compare the means between the groups, and multiple linear regression was used to analyze the influencing factors of knowledge, attitude and practice (KAP) score. RESULTS: The average score of nutrition knowledge was 5.7±1.5. The knowledge rate of nutrition was 57.3%. The average score of nutritional attitudes was 8.3±3.0. The mean nutritional behavior score was 5.1±2.0. The average nutritional KAP score was 19.1±4.6, with the teachers 19.9±5.2 higher than the students 18.9±4.5; the female 19.5±4.5 higher than the male 18.4±4.5; All the differences were statistically significant (P < 0.05). The scores of nutritional attitudes, nutritional behavior and total KAP scores of doctoral students were significantly higher than those of the undergraduate and postgraduate students (P < 0.01). CONCLUSION: The nutrition attitudes of teachers and students is relatively correct, the nutrition knowledge needs to be further strengthened, and there are some unreasonable aspects in the nutrition behaviors. Gender, identity and degree are the main influencing factors of the nutrition score of knowledge, attitudes and behaviors. It is necessary to carry out nutritional education in schools to improve the nutrition knowledge of teachers and students, correct bad eating habits, and promote the construction of healthy China action.

Influence of job stress and psychological capital on job burnout in college teachers / 中国职业医学

OBJECTIVE: To explore the influence of work pressure and psychological capital on job burnout of college teachers. METHODS: A total of 287 teachers from 7 universities in Nanjing City were selected as the research subjects using the convenient sampling method. The Maslach Burnout Inventory, Job Stress Scale for University Teachers and Psychological Capital Questionnaire were used to investigate their job burnout, job stress and psychological capital. RESULTS: The total scores of job burnout and job stress were(42.9±12.5) and(48.5±12.4) respectively, and the occurrence of job burnout was 64.1%. The total scores of psychological capital was(106.7±14.7), and the scores of the four dimensions including self-efficacy, hope, resilience and optimism were(27.6±4.6),(26.7±4.8),(27.0±4.2) and(25.4±3.8) respectively. The total score of job stress was positively correlated with the total score of job burnout [correlation coefficient(r)=0.41, P<0.01]. The total score of psychological capital, self-efficacy, hope, resilience and optimism were negatively correlated with the total score of job burnout(r values were-0.42,-0.28,-0.36,-0.36 and-0.42, respectively, P<0.01). The results of multiple linear regression analysis showed that after adjusting the influence of confounding factors and excluding other confounding factors, the higher the job stress, the higher the job burnout level(P<0.01), the higher the psychological capital optimism dimension score, the lower the job burnout level(P<0.01). CONCLUSION: The job stress and psychological capital of college teachers can independently affect their job burnout level, with a dose-effect relationship.

Nutritional knowledge, attitudes and dietary behaviors of teachers and students in a medical college in Beijing and their influencing factors / 北京大学学报(医学版)

OBJECTIVE@#To investigate nutritional knowledge, attitudes and dietary behaviors of teachers and students in a medical college in Beijing and their influencine factors, and to provide evidence for nutrition education and promotion.@*METHODS@#The subjects of this study were teachers, as well as first-year and second-year graduate students, and first-year to third-year undergraduate students. The teachers and students were respectively sampled by stratified cluster sampling with equal proportion. t-test or ANOVA was used to compare the means between the groups, and multiple linear regression was used to analyze the influencing factors of knowledge, attitude and practice (KAP) score.@*RESULTS@#The average score of nutrition knowledge was 5.7±1.5. The knowledge rate of nutrition was 57.3%. The average score of nutritional attitudes was 8.3±3.0. The mean nutritional behavior score was 5.1±2.0. The average nutritional KAP score was 19.1±4.6, with the teachers 19.9±5.2 higher than the students 18.9±4.5; the female 19.5±4.5 higher than the male 18.4±4.5; All the differences were statistically significant (P < 0.05). The scores of nutritional attitudes, nutritional behavior and total KAP scores of doctoral students were significantly higher than those of the undergraduate and postgraduate students (P < 0.01).@*CONCLUSION@#The nutrition attitudes of teachers and students is relatively correct, the nutrition knowledge needs to be further strengthened, and there are some unreasonable aspects in the nutrition behaviors. Gender, identity and degree are the main influencing factors of the nutrition score of knowledge, attitudes and behaviors. It is necessary to carry out nutritional education in schools to improve the nutrition knowledge of teachers and students, correct bad eating habits, and promote the construction of healthy China action.

Prevalence of gallstones among university teachers and related risk factors: A multicenter study / 临床肝胆病杂志

ObjectiveTo investigate the prevalence rate of gallstones among university teachers in Tianjin, China, and related risk factors. MethodsPhysical examination data were collected from the teachers from five universities who participated in physical examination in Physical Examination Center, Tianjin Medical University Cancer Institute and Hospital, in 2015, and abdominal ultrasound was used for the diagnosis of gallstones. The chi-square test was used for comparison of categorical data between groups. Univariate and multivariate logistic regression analyses were used to identify the risk factors for gallstones in the teachers from different universities, and a meta-analysis was used for the pooled analysis of prevalence rate and risk factors. ResultsA total of 8006 university teachers were enrolled, among whom 440 were diagnosed with gallstones, and the pooled prevalence rate of gallstones was 5.5%. The meta-analysis showed that hypertension (odds ratio ［OR］=1.67, 95% confidence interval ［CI］: 1.32-2.12, P＜0.001), fatty liver (OR=1.39, 95%CI: 1.12-1.72, P＜0.001), kidney stones (OR=1.90, 95%CI: 1.15-3.14, P=0.01), and high levels of hexokinase (OR=1.42, 95%CI: 1.03-1.94, P=0.03), alanine aminotransferase (OR=1.32, 95%CI: 1.01-1.73, P=0.04), and globulin (OR=1.74, 95%CI: 1.08-2.79, P=0.02) were risk factors for gallstones. ConclusionThere is a relatively low prevalence rate of gallstones among university teachers in Tianjin, and hypertension, fatty liver, kidney stones, and high levels of hexokinase, alanine aminotransferase, and globulin may be the risk factors for gallstones.

Contribuições analítico-comportamentais para descrever o repertório de professores universitários eficazes / Behavior-analytical contributions to describe the repertoire of effective university teachers / Contribuciones analítico-comportamentales para describir el repertorio de profesores universitarios eficaces

O objetivo deste estudo foi propor uma interpretação analítico-comportamental da expressão professor universitário eficaz como repertório comportamental e descrever classes gerais de comportamentos que o compõem. Verificou-se que classificar o trabalho docente como eficaz envolve, pelo menos, três critérios: objetivos de ensino definidos em função de necessidades dos aprendizes e da sociedade; sucesso na promoção de aprendizado sem tornar o ambiente educacional aversivo; e aplicação pelos estudantes, quando forem profissionais, do que foi aprendido para atenuar ou resolver necessidades sociais. As classes de comportamento identificadas foram didaticamente organizadas em duas categorias: gerenciar condições de ensino e relacionar-se profissionalmente. Este estudo pode contribuir para o planejamento da formação e avaliação de professores universitários.

The objective of this study was to propose an analytical-behavioral interpretation of the expression effective college teacher as a behavioral repertoire and to describe general classes of behaviors that compose it. It has been found that classifying teacher work as effective involves three criteria: teaching objectives defined in terms of the needs of learners and the society; success in promoting learning without transforming the educational environment in aversive stimuli; and application by the students, when they become professionals, of what has been learned to mitigate or solve social needs. The classes of behavior identified were organized into two categories: managing teaching conditions and relating professionally. This study can contribute to the planning of training and assessment of college teachers.

El objetivo de este estudio fue proponer una interpretación analítico-conductual de la expresión profesor universitario eficaz como repertorio comportamental y describir clases generales de comportamientos que lo componen. Clasificar el trabajo docente como eficaz involucra tres criterios: objetivos de enseñanza definidos en función de necesidades de los aprendices y de la sociedad; éxito en la promoción del aprendizaje sin hacer lo ambiente educativo aversivo; y aplicación por los estudiantes, cuando sean profesionales, de lo que se ha aprendido para atenuar o resolver necesidades sociales. Las clases de comportamiento identificadas fueron organizadas en dos categorías: administrar las condiciones de enseñanza y relacionarse profesionalmente. Este estudio puede contribuir a la planificación de la formación y evaluación de los profesores universitarios.

A Multivariate Generalizability Theory Approach to College Students' Evaluation of Teaching.

Teachers' teaching level evaluation is an important component in classroom teaching and professional promotion in the institutions of higher learning in China. Many self-made questionnaires are currently being administered to Chinese college students to evaluate teachers' classroom teaching performance. Quite often, due to the absence of strong educational, and psychological measurements and theoretical foundations for these questionnaires, their dependability remains open to doubt. Evaluation time points, the number of students, major type, and curriculum type were examined in relation to college students' perceptions on their teachers' classroom teaching performance, using Teachers' Teaching Level Evaluation Scale for Colleges (TTLES-C). Data were collected in a sample of 556 students at two time points from three Chinese universities and were analyzed using multivariate generalizability theory. Results showed that evaluations at the beginning of the spring semester produced better outcomes than did evaluations at the end of the fall semester, and 20 student evaluators were sufficient to ensure good dependability. Results also revealed that the evaluation dependability of science curriculum appeared higher than that of liberal arts curriculum. Recommendations were discussed on the evaluation criteria and mode.

Impact of Cancer Awareness Drive on Generating Understanding and Improving Screening Practices for Breast Cancer: a Study on College Teachers in India

Background: Breast cancer is the most common cancer among women in India and most present at advanced stage. Although early detection is the only way to reduce morbidity and mortality, people have a very low awareness about breast cancer signs and symptoms and screening practices. The purpose of this study was to assess the level of awareness and impact of awareness programs in adoption of safe practices in prevention and early detection. Methods: This assessment was part of a pink chain campaign on cancer awareness. During events from 2011 to 2015 at various women colleges in different parts in India, a pre-test of knowledge related to breast cancer was followed by an awareness program. Post-tests using the same questionnaire were conducted at the end of the interactive sessions, at 6 months and after1 year. Results: A total of 872 out of 985 teachers participated in the study (overall response rate of 88.5 %). Mean age of the study population was 41.6 years (range 28-59 yrs). There was a significant increase in level of knowledge regarding breast cancer at 6 months and this was sustained at 1 year. Adoption of breast self-examination (BSE) was significantly more frequent in comparison to CBE and mammography. Magazines and newspapers were sources for knowledge regarding screening tests for breast cancer for more than 60% of teachers. Regarding post-awareness at 6 months and 1 year, there was a significant change in alcohol and smoking habits. Major reasons came out to be ignorance (83%) at the start of the campaign which was changed to lack of time (37.7%), lethargic attitude (32.2 %) and lack of time (31.5 %) at 6 months and same at 1 year also. Conclusions: With our awareness program there was a significant increase in level of knowledge regarding breast cancer at 6 months and this was sustained at 1 year. Adoption of BSE was significantly greater in comparison to CBE, mammography. To inculcate safe lifestyle practices in people, awareness programmes such as pink chain campaigns should be conducted more widely and frequently.

Level of Awareness of Various Aspects of Lung Cancer Among College Teachers in India: Impact of Cancer Awareness Programmes in Prevention and Early Detection.

Lung cancer is one of the most common causes of cancer mortality among men in India and incidence is increasing, but actually, they are largely preventable diseases. In India, advanced stage at the time of presentation is responsible for high mortality and morbidity and early detection is the only way to reduce it. The purpose of this study is to know the level of awareness of various aspects of lung cancer among college teachers and impact of awareness programmes in its prevention and early detection. This assessment was part of Pink Chain Campaign-a campaign on cancer awareness. During the cancer awareness events in 2011-2013 at various women colleges in different parts in India, pre-test related to lung cancer was followed by awareness programme. Post-test using the same questionnaire was conducted at the end of interactive session, at 6 months and 1 year. A total of 872 out of 985 teachers participated in the study (overall response rate was 88.5 %). Mean age of the study population was 41.6 years (range 26-59 years). There was a significant increase in the level of knowledge regarding lung cancer at 6 months, and this was sustained at 1 year. Among teachers who were just asked yes or no question, 117 teachers (13.4 %) were smokers and 241 teachers (27.6 %) were alcoholics. Magazines and newspapers were sources for knowledge in 50-60 % of teachers, whereas approximately 30 % of teachers were educated by TV and Internet regarding various aspects of lung cancer. Post awareness at 6 months and 1 year, Pink Chain Campaign was the major source of knowledge related to lung cancer in more than 90 % of teachers by continuous and timely update on subject. Post awareness at 6 months and 1 year, there was a significant change in alcohol and smoking habits. Major reasons for not going for check-up were ignorance (83.1 %), fear (30.1 %) and lethargic attitude (29.3 %) initially, but over time, lack of time, lethargic attitude and hesitation became important factors after knowing various aspects of lung cancer. Knowledge of lung cancer was very low among teachers. Overall awareness of risk factors, sign and symptoms, screening modalities of lung cancer has improved in a year along with practices related to smoking and alcohol, but there was not much improvement in people undergoing regular check-ups. To inculcate safe practices in the lifestyle of people, awareness programmes such as the Pink Chain Campaign should be conducted more widely and frequently.

Effects of a new diet intervention for college teachers on their dietary behavior change / 中国实用护理杂志

Objective To construct the new diet intervention scheme of dyslipidemia of university teachers, discuss the effect of this plan on eating behavior change. Methods Choose two groups of college teachers in Harbin, who were hyperlipemia and had physical examinations from June to September, 2014. 44 teachers from one college were conducted the new dietary intervention as experimental group, 37 teachers from another college were the control group, used the usual method. Compared two groups before and after the intervention of dietary behavior and blood lipid. Results The experimental group′s dietary behaviors changed strongly after implement the new dietary intervention, the scores of DTS before the experiment (58.82 ± 18.47) points,3 months after the experiment (48.36 ± 14.25) points and 6 months after the experiment (44.18±14.92) points were statistically significant (F=21.308, P 0.05), respectively (60.51 ± 16.91) points, (57.19 ± 16.35) points, (56.92 ± 21.35) points. After 6 months, the experimental group′s subjects of TC was (4.28±3.73) mmol/L, the control group was (6.23±1.04) mmol/L, the difference was statistically significant (t = 3.082, P 0.05). Conclusions The new dietary guidance plan can effectively improve and maintain the dietary behavior in hyperlipidemia college teachers, and decrease the blood lipid level.