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1 – 3 of 3Lauranna Teunissen, Kathleen Van Royen, Iris Goemans, Joke Verhaegen, Sara Pabian, Charlotte De Backer, Heidi Vandebosch and Christophe Matthys
Explore what popular food influencers among Flemish emerging adults portray in their Instagram recipe posts in terms of (1) references to food literacy, (2) nutritional value, (3…
Abstract
Purpose
Explore what popular food influencers among Flemish emerging adults portray in their Instagram recipe posts in terms of (1) references to food literacy, (2) nutritional value, (3) rational and emotional appeals and (4) the relation between the nutritional value and rational/emotional appeals.
Design/methodology/approach
A content and nutritional analysis of Instagram recipe posts from seven food influencers (N = 166).
Findings
Findings reveal that food influencers rarely embed references to food literacy in their recipe posts, especially regarding meal planning, food selection, meal consumption and evaluating food-related information. Only in 28.9% of the posts information was given on how to prepare a recipe. Second, 220 recipes were included in the 166 recipe posts, of which the majority (65%) were main course meals that met at least six of the 11 nutrient criteria for a healthy main meal (67.2%). Finally, food influencers promote their recipe posts as positive narratives, focusing on the tastiness (66%) and convenience (40.9%) of meals.
Originality/value
This is the first study to evaluate what food influencers post nutritionally in their Instagram recipes, as well as how they promote these recipes. Health promotors should note the influential role of food influencers and seek ways to collaborate to provide information on how food literacy cues can be embedded in influencers' communications and provide insights into how influencers' recipes can be optimised.
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Heather Bailie Schock, Yvonne Franco and Madelon McCall
Most teacher preparation programs (TPP) provide little instruction on mitigating the stress-related consequences of teaching (Miller and Flint-Stipp, 2019). This study aims to…
Abstract
Purpose
Most teacher preparation programs (TPP) provide little instruction on mitigating the stress-related consequences of teaching (Miller and Flint-Stipp, 2019). This study aims to provide empirical support for including a self-care unit in teacher preparation curricula to address the secondary trauma and stressors inherent to the teaching profession (Essential 2; NAPDS, 2021; Sutcher et al., 2019).
Design/methodology/approach
This investigation occurred in an elementary TPP at a private southeastern US university and spanned two years, utilizing a mixed methods approach.
Findings
Findings suggest that after experiencing a 5-week self-care unit, preservice teachers exhibited a statistically significant increase in well-being and a newfound recognition of the need to prioritize self-care for effective teaching, suggesting its potential effectiveness in reducing burnout and attrition.
Research limitations/implications
While this study provided valuable insights into the implementation and impact of a self-care unit within the context of elementary education majors at a mid-sized private university in the USA, it is essential to acknowledge its limitations. One notable limitation is the relatively homogenous sample, primarily consisting of White female participants.
Practical implications
The implications of this study are critical for teacher education policy and practice, advocating for including self-care curricula to enhance teacher well-being and, by extension, prepare teachers with a skillset to support their career trajectory (Essential 3; NAPDS, 2021).
Originality/value
This recommendation underscores the collaborative efforts between TPPs and partnership schools to implement such initiatives effectively, representing a pivotal step toward better-preparing teachers to manage the demands of their profession while prioritizing their mental health (Essentials 4 & 5; NAPDS, 2021).
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Jill Manthorpe, Steve Iliffe and Richard Bourne
It is over 20 years since the publication of the Wanless Report, “Securing our Future Health: Taking a Long-Term View”. The Wanless Report argued that the National Health Service…
Abstract
Purpose
It is over 20 years since the publication of the Wanless Report, “Securing our Future Health: Taking a Long-Term View”. The Wanless Report argued that the National Health Service (NHS) would survive in its current form only if the population became “fully engaged” with it.
Design/methodology/approach
In this discussion paper, the authors explored what “fully engaged” meant to Wanless, what it might mean now (allowing for the impact of the anti-vaxxer movement) and what policymakers could do to enhance public engagement.
Findings
Although the Wanless Report neatly fitted into other long-term thinking about the NHS, it was unique in that it built economic models to predict the costs and impact of different patterns of NHS performance. Wanless predicted that people’s poor levels of health would put considerable pressure on the NHS. This pressure could swamp efforts to meet healthcare targets and improve health outcomes, despite its sizeable investment of money. Wanless set out three possible scenarios for public engagement with the NHS: solid progress, slow uptake and fully engaged.
Practical implications
The authors pose questions for policymakers and practitioners. Would a reboot of the Wanless approach be worth the effort for policymakers? If yes, how would it differ from the original? The NHS faces the whole of society; could it be the vehicle for engaging the anti-vaxxer public with the truthfulness of medical science, and will it be this, that is, Wanless' enduring legacy?
Originality/value
The exploration of the Wanless Report is complicated (at least for the time being) by the rise of the anti-vaxxer movement’s resistance to health promotion and mistrust of part of the NHS.
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