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FSHN 428- Exam 1
| Question | Answer |
|---|---|
| indirect (epidemiological) evaluations (3) | case control, cross sectional, longitudinal |
| direct intervention evaluations (4) | animal, clinical trials, education programs, surveys |
| impact factor | average number of times the article was cited |
| case reports | provide useful observations which need to be confirmed (anecdotal) |
| case-control | small population; match to control age etc, good for rare disorders |
| longitudinal | CAN be evidence of cause and effect; problems on follow-up and # of people who develop disease |
| regression to the mean | very high or low values tend to be closer to the mean when measured again |
| alpha/type 1 error | sample size too small |
| effect size | mean difference b/w groups without taking variability into account |
| p value | p= 0.05 (95% chance you're correct) |
| absolute vs relative vs actual risk | probability stated w/out context; risk associated w/ trait vs not; number of people affected |
| qualitative research | data not well defined by normal statistical procedures |
| qualitative research often called | "naturalistic approach" |
| uses of qualitative research (4) | cultural beliefs, develop/validate theories, formative evaluation, why something didn't work |
| ethnography (qualitative) | observation of social systems and cultures |
| grounded theory (qualitative) | systematic examination of data to produce a theory |
| phenomenology (qualitative) | study of people's first emotions after they have experienced a phenomenon |
| symbolic interaction (qualitative) | how people create meaning in social interactions |
| narratives (qualitative) | life histories |
| participatory action research (qualitative) | planning and implementing an action and then observation of the effect |
| case studies (qualitative) | report of an individual or group |
| methods of obtaining data (6) | focus groups, interviews, observation, documents/photos, consensus, internet |
| elements of the code of ethics (5) | fundamental (honesty, fairness), public, clients, profession, colleagues/other professionals |
| responsibility to the public (4) | protect health/safety, laws, respect, unbaised and up to date |
| ethics of communication (4) | unbaised, clear, copyright, conflict of interest |
| responsibility to the profession | evidence based, substantiated information, knowledge improvement, avoid conflicts of interest |
| ethics of communicating w/ clients outside of appointments | they must acknowledge you first, can't leave messages w/out permission |
| what makes an effective message? (5) | is it received, understood, valued, remembered, affects behavior? |
| grabber | title or first sentence that convinces audience to keep reading |
| people remember in __s | 3s (6 things, 3 main things, etc) |
| SOCO | single overriding communication objective |
| how many ideas? | 7 +- 2 (3-5 optimal) |
| WIFM | what's in it for me? (audience) |
| acadamese | jargon characteristic of academicians who are writing for a specialized but limited audience (or who have a limited grasp of how to make arguments clearly and specifically) |
| unbiased presentation | weight evidence, balanced presentation, state opinion but say it's your opinion |
| questionable advertisements | "miracle" etc, "cleanse" etc, cure a disease not well understood?, excessive amounts, effective for many ailments? etc |
| why do consumers lack confidence in nutrition messages? (3) | changes frequently, controversy regarding diseases, sources differ in opinion |
| eXtension websites | people can post questions for professionals |
| use what websites w/ caution? | .org, .com, news sites (some can be great though) |
| useful commercial health related sites | dietwatch.com, intellihealth.com (harvard), webmd, mayo clinic |
| rate nutrition information on internet | fraud, evaluates nutrition articles in popular magazines |
| where do people go on the internet for nutrition info? (top 5) | webmd, wikipedia, health magazines, advocacy groups, youtube |
| some trends in the news (6) | weight loss shows, where food comes from, homemade, supergrains, food waste, pintrest |
| new food movement | people trying to understand where their food comes from |
| sources of misinformation (5) | reporters, biased reporters, celebrities, bad health professionals, groups' ideology |
| where do people get most nutrition info (2011)? | television |
| perceived credibility | RDs top, but they can't get to us, so we should go to the media |
| 5 steps to make good article/interview | hook, key messages, support point, anticipate questions, strong close |
| key message (media) 5 traits | concise/compelling, simple, relevant, positive, interesting |
| support (media) | statistics ("twice"), comparisons, stories |
| questions (media) | bring them back to a key message |
| important questions to make something newsworthy | who what when where why how and who cares? |
| what not to do w/ reporters | jargon, "no comment", "off the record", argue, negative, compromise beliefs |
| inverted pyramid approach | most important information first |
| press release format | LOOK AT IT |
| maximum length of a press release | 2 double-spaced maximum |
| what is a public service announcement called when for radio? | sound bite |
| public service announcement (4) | 1 or 2 key points, actionable, positive, pre-tested |
| PSA techniques (6) | testimonial, slice of life, animation, humor, emotion, music |
| low-income does NOT mean | low literacy, low skill, low education level |
| low-income DOES mean | limited income, diverse ethnicities, diverse educational backgrounds |
| what to consider when developing nutrition messages? (3) | purpose, what accomplish, who audience |
| how to achieve behavioral change for low income? (3) | educational theories, cultural difference, consider diverse backgrounds (like adversity to school) |
| class environment for group education (3) | safe (emotionally) , interactive, informal |
| delivery strategy for group education | learner centered |
| Joye's 4 A's in teaching | anchor (warm-up), add, apply, away (goals) |
| focus on ___ for low income audiences | behaviors (don't say "don't do this") |
| approximately __% of US adults read at or below ___ grade level | 50%; 8th |
| senior reading level | 75% in lowest 2 levels (up 2 8th grade) |
| important for visual presentations (2) | white space, real pictures |
| EFNEP | expanded food and nutrition education program (families/pregnant below 185% of poverty line); funded by USDA's National Institute of Food and Agriculture (NIFA) |
| SNAP-Ed | supplemental nutrition assistance program (education); anyone below 130% of poverty line; funded by USDA's Food and Nutrition Service (FNS) |
Created by:
melaniebeale
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