REVIEW OF LITERATURE. Introduction This document seeks to provide the full scope and context of current breastfeeding initiation and duration rates, efforts, and barriers for mothers in the United States, focusing on the national level, state level, and within the specific county of Jefferson, Mississippi. The aim is to build a practical and comprehensive intervention for increasing the rates of breastfeeding initiation and duration specifically in Mississippi. The included literature is intended to provide context for the proposed baby café intervention within Jefferson County, Mississippi. It is important to recognize the current magnitude that a lack of breastfeeding initiation and duration plays in the state of Mississippi, particularly as it relates to the implications on public health. This chapter will also present current recommendations and the available body of evidence for breastfeeding initiation and duration approaches. Literature Review Strategy The focus of this literature review is to summarize the published research articles on the current rates, trends, benefits, and racial disparities of breastfeeding initiation and duration. This literature review will focus specifically on the state of Mississippi and compare these rates to national rates and other states. In order to identify the most relevant articles, categories of search terms were identified as shown below: Breastfeeding: Breastfeeding initiation and duration; Breastfeeding rates; Breastfeeding rates in African American community; Breastfeeding in Mississippi; Barriers to breastfeeding; Why does returning to work impact breastfeeding; Breastfeeding challenges for working mothers; Breastmilk composition; Benefits of breastfeeding increase with exclusivity; and Benefits of breastfeeding. Breastfeeding interventions: Baby Cafés; Breastfeeding Cafés; Evaluation of baby cafés; Baby Friendly designation; Maternity Practices in Infant Nutrition and Care (mPINC); What type of interventions are there for breastfeeding; Health literacy; Health education; Peer support intervention in breastfeeding; Lactation support; social support for breastfeeding; lack of social support impact on breastfeeding; and Peer support and breastfeeding. Racial disparities/inequalities associated with breastfeeding: Barriers to breastfeeding for black women; Health disparities; Health Equity; Health disparities faced by African Americans; and First food deserts. Historical perspective on breastfeeding trends: Paradigm shift in breastf...
REVIEW OF LITERATURE. “We repeat what we don’t repair” (Xxxxxxx-Xxxxxx, 2017). The purpose of this exploratory study is to understand teachers’ perceptions of primary and secondary trauma by examining their personal, professional, and relational impact. It also aims to examine the forms of trauma that educators encounter within their school sites. Trauma has systemic effects on our schools and communities, which are transmitted physically, verbally, nonverbally, emotionally, and mentally (Walkley & Cox, 2013). Organizations and leadership that lack resilience often perpetuate the trauma cycle (Xxxxxxxx et al., 2011). Thus, identifying organizational and leadership qualities that promote resilience in schools and educators while improving well-being and self-efficacy, may improve teacher retention within K-12 education significantly. To date, the bulk of existing studies about trauma in education have been centered on trauma-informed practices or trauma-sensitive schools and their impact on student learning, achievement, and social-emotional development. Minimal research has been conducted on the impact of primary and secondary trauma on teachers. Galand et al. (2007) conducted a quantitative study, focusing on 487 French-speaking secondary school teachers from Belgium, randomly selected from 24 secondary Belgium schools and their viewpoints on relationships with colleagues, school leadership, students’ misbehavior, verbal victimization, depression, somatization, perceived violence, anxiety, and professional disengagement. Based on their findings, they argued that negative emotional interactions with students impacted teacher well- being and aided professional disengagement (Galand et al., 2007). Similarly, Xxxx et al. (2004) focused on workplace violence against K-12 teachers, who are the most common victims of nonfatal workplace attacks, after law enforcement, health care professionals, and individuals employed in retail. Xxxx noted that one in five teachers leave the profession due to a dangerous teaching environment. Xxxxxxx et al. (2007) led a qualitative study specifically focusing on the first and second year, middle school special education teachers, their experience at school sites, job demands, and how these factors influence their choice to leave the education field at startling rates. The authors claimed that compassion fatigue, a form of secondary trauma that can deplete one’s ability to function at an optimum level, could also be associated with K-12 educators (Xxx...
REVIEW OF LITERATURE. In order to properly understand the context surrounding the topic of fluency, one must study the literature that pertains to fluency instruction, and intervention for XXXx, especially those who live in poverty. Fluency is more often than not considered the forgotten component to reading instruction (Hall, 2006). There are a few reasons why educators might feel this way. First of all, many educators neglect fluency because they treat it as a separate component of instruction and feel they do not have the time for it in the classroom throughout the day. (Xxxxxxxx, 2006). When fluency is taught as a separate entity from a reading program, the emphasis tends to be on speed rather than the primary purpose of reading, which is to gain meaning and understanding (Xxxxxxxx, 2006; Xxxxxxxx, 2012). It is no wonder that fluency is considered a forgot element of literacy instruction in the education field. There are two groups of students who need extra support in their literacy development: students who are second language English learners and students who live in poverty. These students can have serious delays in literacy development. Between a lack of resources and lack of language development, these students have a significant achievement gap and it is the responsibility of the teachers to support them. This review will analyze the research conducted on filling the gap for these students and how best to develop their fluency skills. In this review the following topics will be discussed: What is fluency and how is it measured? Why is fluency important for literacy development? What are possible interventions for improving fluency? English language learners and the impact that their language development can have on student achievement will be defined. The benefits and barriers of fluency instruction for English language learners will be discussed. Then, poverty and the impact poverty has on student achievement will be explained. Finally, a connection between reading fluency and poverty will be made. These topics are essential for understanding the basis of this research study. The hope in conducting this research was to gain a better understanding of the concept of fluency as it pertains to XXXx who live in poverty and to develop an appropriate and effective intervention to help struggling readers. What is Fluency? There is no definitive definition of fluency. The meaning is widely debated among experts in the field (Hall, 2006). However, one thing is highly agreed u...
REVIEW OF LITERATURE. College and career preparation—a mandate connected to the Common Core movement— is forcing educators across the nation to ensure students have the skills to compete in the 21st century. The skills needed for today’s workforce go beyond the traditional education that’s been expected in our schools for the last hundred years. Now all (not some) of our students must be prepared for post-high school training and lifelong learning. Gone are the days in which students with low skills to learn and adapt to the workplace can find a viable career to sustain themselves and their families. Xxxxxxx-Xxxxxxx (2010) states, Students need to design, evaluate, and manage one’s [their] own work so that it continually improves, frame, investigate, and solve problems using a wide range of tools and resources, collaborate strategically with others, communicate effectively in many forms, find, analyze, and use information for many purposes, and develop new products and ideas. (p. 4) These skills and concepts are making educators rethink how they guide or improve instruction to ensure student learning. Educators will have to realize the economic effects on our national, state, and local economies if students are not properly prepared for college and career. The US is facing ongoing challenges to meet the workforce needs of an economy that is STEM-based. The US continues to fall behind other industrialized nations in this expanding area, causing enormous economic and workforce gaps. US industries have turned to recruiting and importing workers from around the world to fill STEM jobs that American students are unqualified for. College and Career Preparation in the United States As the US continues to move out of the Great Recession, the economic impact of the changing job market continues to leave a tremendous impact on citizens who are or are not college- and career-ready. Xxxxxxxxx, Xxxxxxxxxxx, and Xxxxxx (2016) highlight the effects of an evolving economy in which jobs are (now more than ever) requiring workers to have some post- high school training (i.e. college). Xxxxxxxxx, Xxxxxxxxxxx, and Xxxxxx (2016) also identified how the US economy is producing jobs; however, the jobs being produced are not targeted toward workers who do not hold a college degree or have college skills. According to Xxxxxxxxx, Xxxxxxxxxxx, and Xxxxxx (2016), “the economy has added 11.6 million jobs since the recession bottomed out – 11.5 million, or 99 percent of them have gone to workers with at lea...
REVIEW OF LITERATURE. A review of the available and/or published pertinent geologic and geotechnical literature concerning the project site and surrounding area.
REVIEW OF LITERATURE. The Social Dynamic Relationship The social dynamic relationship between OB-GYN fellows and Black mothers in GA can influence maternal health outcomes. This relationship can be strengthened with a patient- centered approach. The patient-centered approach “acknowledges the whole person, their personality, life history, and social structure in order to develop a shared understanding of the problem, the goals of treatment, and the barriers to that treatment and wellness” (Xxxxxxxx C. A., 2018). However, research has shown that, this collaborative approach is not always taken by healthcare providers with Black Americans. Reasons for this includes gaps in patient-centered training in healthcare professionals and implicit and racial biases embedded in the US healthcare system.
REVIEW OF LITERATURE. 9 POVERTY AND MALNUTRITION 9 LIVESTOCK IN TANZANIA 10 IMPORTANCE OF BEHAVIORS ON NUTRITION 13 ADVANCED VALUE-CHAIN DEVELOPMENT: MAZIWA XXXXX AND MOREMILKIT 14 SOCIAL BEHAVIOR CHANGE COMMUNICATION (SBCC) 16 METHODS 16 OVERVIEW OF TOOLS 19 DATA COLLECTION 25 ANALYSIS 29 RESULTS 31 SOCIOCULTURAL CONTEXT 31 TRIANGULATION OF BEHAVIORAL DETERMINANTS 39 PROGRAM IMPLEMENTATION 53 DISCUSSION 59 SUMMARY OF DETERMINANTS 59 INSUFFICIENT MILK 61 INFANT AND YOUNG CHILD FEEDING 63 PROGRAM LEARNINGS 65 STRENGTHS AND LIMITATIONS 66 NEXT STEPS 67 REFERENCES 69 APPENDICES 73 PERMISSION FROM SILVERBACK PUBLISHING 73 EXAMPLE TRIANGULATION TABLE 74 FIGURES FIGURE 1. VISUAL OF THE FORMATIVE RESEARCH PROCESS 3 FIGURE 2. THE COM-B MODEL10 5 FIGURE 3. THEORETICAL DOMAINS FRAMEWORK AND COM-B11 5 FIGURE 4. COM-B, TDF, AND BARRIER ANALYSIS 6 FIGURE 5. THE BEHAVIOR CHANGE WHEEL10 7 FIGURE 6. SIMPLE VALUE CHAIN22 15 FIGURE 7. SBCC COMPONENT OF AVCD 17 FIGURE 8. BEHAVIORAL PATHWAY 1: MATERNAL NUTRITION 43 FIGURE 9. FRAMEWORK OF PERCEIVED INSUFFICIENT BREASTMILK 46 FIGURE 10. BEHAVIORAL PATHWAY 2: EXCLUSIVE BREASTFEEDING 49 FIGURE 11. BEHAVIORAL PATHWAY 3: INFANT AND YOUNG CHILD FEEDING 52 FIGURE 12. CONCEPTUAL FRAMEWORK OF PROGRAM LEARNINGS 54 TABLES TABLE 1. DOER/NON-DOER CATEGORIES AND BEHAVIORS 20 TABLE 2. DOER/NON-DOER SURVEY ITEMS AND RESPONSE CATEGORIES 21 TABLE 3. FOCUS GROUP THEMES BY RESPONDENT CATEGORY 24 TABLE 4. DEMOGRAPHICS 33 TABLE 5. HOUSEHOLD HUNGER SCORES 34 TABLE 6. DIET DIVERSITY SCORES, MOTHER AND CHILD 35 TABLE 7. MILK CONSUMPTION 37 TABLE 8. DOER/NON-DOERS PER BEHAVIOR 39 INTRODUCTION Malnutrition is widespread throughout lower-income, middle-income, and higher- income countries. As the second target of the second Sustainable Development Goal,23 “end hunger, achieve food security and improved nutrition and promote sustainable agriculture,”23 malnutrition is viewed as a serious yet solvable issue in the world. According to FAO, malnutrition is measured by stunting, a chronic state of undernutrition resulting in hindered growth in height, and wasting, an acute process of inadequate nutrition resulting in severe weight loss or weight gain.1 In a global effort to reduce hunger and its resulting health consequences, scientists and food economists search for effective means of intervention. Like any other public health crises, hunger and malnutrition are embedded in a web of socio-determinants, such as cultural contexts, environmental landscapes, and political climates, m...
REVIEW OF LITERATURE. This chapter illustrates the literature related to the current study. A number of concepts, theories, models, and relevant information are included in this section, telling connected aspects of the paper. By adopting the grounded theory, the researcher took only some related literature that allows finding out more and adding up the body of knowledge from real fieldwork. Therefore, there are five sections presented as follows:
REVIEW OF LITERATURE. Changes in the alveolar bone dimensions invariably occurs after tooth extraction. During socket healing period, new bone grows into the extraction site while the alveolar ridge is being resorbed. Several studies have demonstrated that the height and width of the alveolar bone has been reduced significantly and immediately after tooth extraction.[5,6,7] Xxxxx et al (1960)[5] in his study, explained the events following extraction When a tooth is removed, there is haemorrhage followed by formation of a blood clot that fills the entire socket. This is an inflammatory reaction that stimulates recruitment of cells to form granulation tissue. Within 48 to 72 hours after extraction the clot starts to breakdown as granulation tissue begins to infiltrate the clot especially at the base of the socket. By four days the epithelium proliferates along the socket periphery and immature connective tissue is apparent. After seven days the granulation tissue has completely infiltrated and replaced the clot. At this stage, osteoid is evident at the base of the socket as uncalcified bone spicules. Over the next 2–3 weeks this begins to mineralize from the base of the socket coronally. This is accompanied by continued re- epithelialization which completely covers the socket by six weeks post-extraction. Further infill of bone takes place with maximum radiographic density at around 100 days. Studies by Xxxxxxxxxx et al (1967)[6] showed that maximum changes in alveolar dimension takes place within 12 months immediately after extraction. Dimensional loss of socket bone hinders dental implant placement and conventional prosthesis. Therefore, in order to maintain the alveolar ridge dimensions, it is essential to perform socket preservation procedures after tooth extraction, which can be done by placing grafting materials in the extraction socket as a framework for bone deposition. Xxxxxxx et al (2003)[7] in his study, showed Healing of an extraction socket is characterized by internal changes that leads to formation of bone within the socket, and external changes that leads to loss of alveolar ridge width and height. Xxxxxxx et al (2003)[8] studied the effect of a single tooth extraction of premolar or molar teeth on bone healing and soft tissue changes using clinical and radiographic measurements as well as digital subtraction radiography. They showed that the major changes take place in the 12 months following an extraction with an average of 50 per cent reduction in the width of...
REVIEW OF LITERATURE. Introduction The rapid pace of globalization in the 21st-century requires a different and more democratic leader (Xxxxxxx, 2011; Hay, 2013). A leader with the 21st-century skill set of collaboration, strong communication skills, and relationship-building empowers others to grow. The path to this authentic, inspiring, and meaningful leadership is not an easy one or, for the faint of heart (Hay, 2013). The call to service starts with a desire to improve leadership and authentically help others (Xxxxxxxxx, 2002). This calling also includes exploring different leadership styles that support this calling to establish a positive climate and xxxxxx teacher morale and student engagement (Xxxxx, 2012; Xxxxxxx, 2018). Servant and transformative leadership theories provide a pathway that helps leaders answer this calling. This literature review examines the traits of servant and transformative leadership that improve the relationship between school leaders and teachers, contributing to a more positive school climate. The approach to school leadership has shifted due to 21st century educational reform, making it challenging to land on the most effective leadership style (Xxxxxxx-Xxxx et. al, 2013). In the 1990s, a new elementary and secondary education act with an educational reform package was developed by Congress. In 2001, this became known as the: "No Child Left Behind" (NCLB) Act (Ravitch, 2016). It was signed into law by Xxxxxx X. Xxxx in 2002 (Xxxxxxx-Xxxx et al., 2013; Ravitch, 2016). The implementation of NCLB shifted school priorities to high- stakes testing (Xxxxxxx-Xxxx et al., 2013). The demands of NCLB emphasizing high-stakes testing left school leaders with less time to focus on behaviors that contribute to a positive school climate (Fullan, 20111; Xxxxxxx-Xxxx et al., 2013; Xxxxxxx, 2016). Since the sun has set on NCLB, new emphasis has emerged on evolving types of leadership to counter the consequences of NCLB (Xxxxxxx-Xxxx et al., 2013; Xxxxxxxxx & Xxxxx, 2013; Ravitch, 2016). Educational organizations have placed a greater emphasis on shared decision-making, collaboration, and building trust since the conclusion of NCLB (Hauserman & Stick, 2013). President Xxxxxx Xxxxx signed Every Student Succeeds Act (ESSA)into law on December 10, 2015 (Xxxxxx, 2015) ESSA, a bipartisan bill, was enacted to revise and replace No Child Left Behind (Xxxxxx, 2010). This new law helped states and districts reduce time spent on standardized tests, provide multiple ways ...
