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This study evaluated the prevalence of anaemia and its association with various risk factors in 500 infants attended at two municipal primary health care centres in Rio de Janeiro. Anaemia was assessed using a portable haemoglobinometer (HemoCue). Nutritional status was assessed via weight/age, weight/height and height/age indices. The cut off value –2 z score was used to define underweight, wasted and stunted children according to the National Centre for Health and Statistics – NCHS – curves. Socio‐economic and biological data were obtained from the child’s mother through the use of questionnaires. No association was corroborated between the prevalence of anaemia and the studied risk factors. Development of primary health care intervention is important as a means of reducing the incidence of anaemia in infants, especially in boys and children in the second semester of life, who demonstrated a higher risk.

This study aims to examine the effects of front-of-package (FoP) labels on the healthy evaluation of Peruvian consumers. This relationship was examined in cases where snacks were healthy and unhealthy. In addition, the study included the role of three consumer purchase objectives (i.e. hedonic, healthy and weight loss) and two types of consumers (high and low use of labelling) in the healthy evaluation.

The sample consisted of 628 Peruvian youngsters aged between 16 and 24 years who frequently consume processed food. The research panel “QueOpinas” oversaw the recruitment of the participants through social media and television. Four types of FoP labels were studied in depth: Nutritional Warnings, Monochrome Guideline Daily Amount (GDA), Polychrome Guideline Daily Amount (GDA-Semaphore) and Traffic Light Labelling. A paired sample t-test and MANOVA were performed to evaluate the research objectives.

The GDA FoP label was found to be insufficient to promote a healthy evaluation. In contrast, the Nutritional Warnings and GDA-Semaphore and Traffic Light FoP labels had a significant and positive effect on the healthy evaluation of the snacks at a 95% confidence level. However, a comparative analysis of the labels revealed that some can be more efficient than others in promoting healthy purchase decisions. For the nutritional warnings (NWs) and traffic light FoP labels, the results revealed that consumers better distinguish unhealthy and healthy cereal bars when these products display traffic light labels.

This research topic has not been investigated in Peru and relevant research in this region is still incipient. In addition, the findings are important for policymakers as the findings will be able to implement specific labelling systems that will help consumers make healthier choices and support the debate about the effectiveness of the main FoP systems.

Nutrition labels provide a cost-effective method of conveying nutrition information to consumers. This study aimed to assess the use of nutrition facts panels, knowledge of traffic light labelling (TLL) and perceived healthiness of food items using TLL among consumers.

A web-based cross-sectional study was conducted among adults in the United Arab Emirates (UAE) (n = 1,322). TLL knowledge score was derived for each participant. Conjoint analysis was used to calculate the utilities and relative importance of the perceived healthiness scores for four attributes (fat, saturated fat, total sugar, salt) at the aggregate level.

Participants had a positive attitude towards TLL but were less familiar with TLL than the nutrition facts panel (47.4 vs 85.8%). The mean TLL knowledge score was 3.6 out of 7 (51.6%). Younger age, higher education, higher income, and health-related qualifications were associated with higher scores. Conjoint analysis showed that participants tend to choose products with greener labels, especially for sugars (80.1%) and avoid red labels for fats. Sugars had the highest percentage value of relative importance compared to the other attributes (27.1%).

The study outcomes offer valuable insights into the extent of consumer awareness, comprehension and utilization of nutrition facts panels in the UAE. These findings contribute essential knowledge for a deeper understanding of the impact of nutrition labels on consumer behaviour and decision-making in the region.

My aims in this chapter are to discuss alternative ways of doing education and research, and thereby highlight key contributions from Paulo Freire, Orlando Fals-Borda and Dorothy Lee, to active learning, participatory action-research and intercultural dialogue. These scholars were heirs of the university reform movements of the twentieth century, and their vital legacy is alive as shown in this book. The enclosed ideas and illustrations of transformative research and education draw from my academic experience in various corners of the world and points in time.

Colleges of education must do more than expose prospective educators to “best” practices for teaching and leading linguistically, culturally, and ethnically diverse students. Educators need to develop attitudes, knowledge, skills, and dispositions necessary to become competent in catering to diverse student populations in schools. In this chapter, we seek to extend this conversation using a critical pedagogical lens. We draw specifically on Paulo Freire’s concept of radical love to interrogate our ways of teaching, leading, and opening up spaces for dialogue toward educating pre-service teachers and leaders who are critically conscious. Additionally, we use Paulo Freire’s concept of radical love to explore the similarities and disjunctures in our pedagogy and positionalities as international scholars of color.

Educator‐philosopher Paulo Freire (1921‐1997) is internationally known for his adult literacy work with peasants and workers in his native Brazil. Through a process of “conscientization”, the oppressed become active subjects in the making of culture and history, as opposed to passively accepting that which is imposed on them by society’s élite. Freire’s pedagogy has been embraced by many in the Third World and adapted to a First World context by North American educators. The annotated bibliography that follows presents a selection of Freire’s work, as well as that of other educators who have adopted a “Freirean” approach to education. In addition, several books recount Freirean inspired literacy campaigns instituted in countries rocked by political conflict and revolutionary change.

The post-truth moment comes at a time of deference for epistemic authority, which has serious implications for democracy. If democracy implies an epistemology, attempting to live a democratic way of life implies a theory about the nature of knowledge among other theoretical aspects (e.g. political and ethical). At the time of ‘fluid modernity’, the post-truth politics of renouncing truth damages the foundations of democracy, for how could we proceed with a democratic way of life without truth as a common denominator for deliberation? While a defining feature of the post-truth era is its intrinsic relativism, Gellner (2013) warns this could lead to ‘cognitive nihilism’. Thus, it is imperative to (i) find our way back to reasonableness (based on both reason and emotions) based on a Freirean dialogic middle ground, instead of renouncing truth (that is any notion of truth), and (ii) critically discuss possibilities for various approaches to truth-seeking. While it is important to question the foundation and reasonableness of truth, two crucial issues arise: which theory of knowledge and whose theory of knowledge should be accepted as the epistemological basis of truth? Moreover, this chapter will argue that a more plausible notion of truth is neither one that is based on intrinsic objectivity nor intrinsic relativism, but one that is based on the relationship between objectivity and subjectivity; that is a relational (nor relative) and dialectic understanding of truth which does not rule out the existence of facts but questions the political constructs of facts. The final section of the chapter focuses on the application of the understanding of truth as a relational dialogical epistemology. While arguing for a dialogical theory of truth, the chapter also problematizes the predominant view of evidence-based research and policy and offers an in-depth discussion of how our understanding of the relational dialogical notion of truth can be utilized in the analysis of cases involving pro-active discrimination and affirmative action.

In pursuit of democracy, John Dewey argued that public education should be the driving force. As educators strive to address issues of social justice and create inclusive academic environments, they must address the inequalities that are perpetuated in our educational system. Higher education (HE) plays a pivotal role, as it has the potential to shape those who will go on to become future educators, lawmakers, and politicians. Recognizing the importance of HE, we have the responsibility to address inclusivity in and out of the classroom. This chapter examines how critical pedagogy can be used as a tool to promote social justice in HE. In doing so, it will challenge educators to begin to address socially constructed ideas that are agents of oppression. Utilizing critical pedagogy, faculty and students can learn together and critically challenge these educational and social injustices. This will have a rippling impact on our educational system and society as a whole. Successfully implementing this pedagogical approach can lead to diverse and inclusive classrooms that foster learning for all students.