Discuss Cancel Culture as social phenomenon (rather than debate) using critical discourse analysis.
MA DIGITAL MEDIA DISSERTATION PROPOSAL
Dissertation Project
15,000-word Dissertation, using Harvard referencing, with a strong research question,
bibliography and abstract.
Proposed Topic
Discussing Cancel Culture as social phenomenon (rather than debate) using critical discourse
analysis.
What is cancel culture, and what is it doing in a rhetorical field (political rhetoric). Discussing the
circulation of the term in pop culture and media. Freedom of speech discourses. Must be media
specific – why cancel culture and why now – as a product of the media environment.
What is the discourse? Why does the discourse exist? What is the purpose and what are the aims
of the discourse? When did the discourse take place? Where did it happen? Who participated in
the discourse? Who created it and who consumed it? What does the discourse say about society in
general? How is meaning being conveyed in the context of the discourse?
A culture war, using political talking points of contestation (i.e. Putin mentioning cancel culture
from the west: https://www.theguardian.com/world/2022/mar/25/putin-says-west-treatingrussian-culture-like-cancelled-jk-rowling) which can be a key discourse statement. Implications,
implosion of public figures and shaming/exposure and how the media environment
enabled/caused this. Compare with ‘Moral Panics’ theory by Stuart Hall.
Create an informed discussion. With an academic framework, including sociology, and social
media perspective/social media platform studies and how online community’s work. Use journals,
articles and perspectives. Include an ideology of how ideas such as values and beliefs are shared
using language (like in political speeches).
Some example titles I was working towards: a better research question needed.
• To what extent has cancel culture contributed to online media narratives and what are the
social and political impact of the social media phenomenon?
• Discussing the results of cancel culture by wiping history, muting expression and
boycotting freedom of speech in the toxic online space.
• Has activism been appropriated? An analysis into cancel culture and whether the
movement has served a positive or negative role in society.
Dissertation, Project or Project Proposal Description
I would like the thesis to discuss cancel culture as a concept with sub-themes that recognise
political, social and cultural themes as a discourse.
These themes may include:
• The currency of ‘outrage:’ 1
o Everything is subject to scrutiny with action and intent
o ‘Outrage Fatigue’ and the Oppression Olympics
• The Choir Effect and Mob Behaviour (is retweet culture killing our free will?)
• The appearance of ‘Free Speech’ with Shadow banning and censorship
o “Freedom is a two-edged sword” with liberty and responsibility 2
• Anti-social media: negativity and toxic platforms, with hints of dopamine and addictive
qualities (is News Affective Disorder costing our health?)
3
• Positive effects from negative press, “All publicity is good publicity” – hardwired for
narratives and stories – STEPPS4 marketing technique
• Intolerance against competing viewpoints and digital accountability practice5
• Outrage-Mongers: including cross comparing Piers Morgan’s autobiography ‘Wake Up’
6
and how this highlights the ‘Halo Effect’ 7of perfection online
• Fake news and propaganda:
o Assigning a blame narrative: Victims become heroes (Molly-Mae and the 24 hours
in a day: https://www.nationalworld.com/news/people/what-did-molly-maehague-say-love-island-stars-24-hour-comments-from-steven-bartlett-interviewAll references I would like included in the dissertation: 1 Charles, A., 2020. Outraged. New York: Bloomsbury Publishing.
2 Jeftovic, M., 2020. Unassailable: Protect Yourself from Deplatform Attacks. p.8.
3 Zada, J., 2021. Veils of Distortion: How the News Media Warps Our Minds. p.116.
4 Berger, J., 2013. Contagious. New York: Simon & Schuster Audio, pp.124, 33, 10.
5 Dantzler Corbin, K., 2021. Cancel Culture: A Modern form of Ostracism. pp.25-57.
6 Morgan, P., 2020. Wake Up: Our Eyes Have Been Opened. We Must Never Close Them Again. HarperCollins Publishers.
7 Mathers, V., 2021. Celebrities and Cancel Culture: Biographies of Stars Called Out on Social Media. pp.167-178.
explained-3518584) through the Villain-Victim-Hero storytelling formula
• ‘Google Marxism’ and cancel culture as the modern panopticon (the Streisand effect)
• Conducting ethnographic research and critical discourse analysis of message boards/data
forums/commentary threads such as https://tattle.life online for qualitative, nuanced
discussions and in-depth interactions. These can be compared to hate speech and #trends
on social media.
Critically analyse the key arguments advanced by Leggett and justify and evidence your argument as to whether you agree or not with his conclusion
ASSESSMENT QUESTION (this question carries 50% of the overall module mark)
Zach Leggett in his case comment, .Leggett Z. Court of Appeal: Theft: Appropriation through submitting false claims? Darroux v R [2018] EWCA Crim 1009. The Journal of Criminal Law. 2018;82(4):287-291, discusses the case of Darroux and the issue of appropriation of property.
Critically analyse the key arguments advanced by Leggett and justify and evidence your argument as to whether you agree or not with his conclusion that:
Ultimately, the decision in Darroux takes a narrow view of appropriation which sits uneasily with cases such as Gomez and Hinks….It seems that the Court of Appeal is minded to create a distinction between theft and fraud and is reluctant to use s. 1 of the Theft Act 1968 as a catch-all offence. If the suggestion from Catherine Elliott is that R v Williams closed off some of the problematic loopholes created in Preddy, then by taking a strict approach in the current case, the Court of Appeal is potentially opening them back up again.
ASSESSMENT CRITERIA
CONTENT
⦁ Identification of Issues – Students should demonstrate the ability accurately to identify the legal issues discussed in the article. The issue relates to appropriation.
⦁ Explanation of the Law – Students should demonstrate the ability to accurately explain the law being discussed in the case comment, referring to relevant legal authority including case-law and other academic journal articles, to support his explanation. Clearly student should read the Darroux judgment and the academic journal by Catherine Elliott, referred to above in Leggett’s conclusion and an additional article by Catherine Elliott in her article Theft: Appropriation and Remoteness J. Crim. L. 2004, 68(2), 103-105. The Leggett case comment, Darroux judgment and the two Elliott articles are on your Modules page of your canvas site at the top under Assessments. Students should also clearly understand the Hinks and Gomez judgments.
⦁ Identification of the key aspects of the analysis of the cases and of the main arguments put forward in the article – Students should demonstrate the ability to identify the key points the author makes in their analysis of the issues and identify and explain the most important cases discussed in the article
⦁ Evaluation of the arguments/criticisms advanced in the article – Students should discuss how persuasively the authors’ make their point that the Barton case was a missed opportunity to clarify the law.
PRESENTATION
We will be assessing you in the following areas:
⦁ Structure – Make sure your structure is clear, logical and easy to follow.
⦁ Clarity and appropriateness of expression – This is an essential part of developing your writing skills whilst at university. This article evaluation is an academic piece of writing and so should not be written in a journalistic or “chatty” style but in standard English; avoiding slang and abbreviations such as “they’d” and “wouldn’t”. However, this does not mean that you have to write long, complex sentences or use complex vocabulary for the sake of it. Clarity and accuracy of expression is what we are looking for, including the accurate use of legal terms. Write in full sentences which are grammatically correct. Read your work aloud to yourself for sense and fluency.
⦁ Conciseness – Linked to the criteria above, do not feel that you should use long, complicated sentences: shorter, more direct ones are often better. Avoid “waffle” and make sure you stick to the point. Consider carefully the value and relevance of each point that you make and use your word county wisely.
⦁ Grammar, Spelling and Punctuation – Check your work very carefully and do so more than once before submitting it. Computer spell checks do not always spot mistakes, especially is the wrong word is used e.g. there/their. Pay attention to detail. You should be able to eliminate spelling mistakes and careless errors from your work. A series of errors will indicate a lack of attention to detail and will result in a lower mark. First class marks will not be available for work that is not accurately and fluently written.
⦁ Correct use of academic referencing conventions – All legal authorities and other source material should be properly cited using OSCOLA and a bibliography included in the required format. Not only should you reference all the material that you consider, you should also include all the material you have read in the course of your research in your bibliography and this must be divided into primary and secondary sources. All material must be fully reference i.e. text books should be referred to by name, author, publisher and edition; journal articles should be referred to by title, author, journal title and volume number and/or page reference and cases should be referred to by title, year and full case citation for the judgement of the most senior court that has given judgement in the case.
describe when you might use thematic analysis and outline how thematic analysis is carried out
Aims and objectives
After studying this chapter you should be able to:
. recognise different types of qualitative data
. describe when you might use thematic analysis and outline how
thematic analysis is carried out
. appreciate how the findings from a thematic analysis of interview
data can be reported
. outline how data mining can be used alongside qualitative data to
study online friendships.
222
1 Introduction to qualitative data and thematic analysis
1 Introduction to qualitative data and
thematic analysis
This chapter focuses on qualitative research methods, the types of data
they produce and a commonly used type of qualitative data analysis
called thematic analysis.
1.1 Types of qualitative data
In Chapter 1, you read about some of the differences between
qualitative and quantitative research methods and the different types of
data they produce. To recap, quantitative data are numerical and can be
represented in charts, tables and graphs. Quantitative data can be
described in terms of descriptive statistics such as the mean and
standard deviation, and are subjected to inferential statistical tests so
that inferences can be drawn in relation to the hypotheses being tested.
Qualitative data deals with meanings and experience. This distinction is
illustrated in the following example of two different reports of the same
tennis match (inspired by Dey, 1993). Remember that you will
see ‘data’ referred to in
both plural and singular
forms. Generally, the
plural is used for
referring to several
pieces of data, typical
of quantitative research,
and the singular form
is used for a set of
data, typical of
qualitative research.
Example 1:
Smith won the match, 6-4, 6-3, 7-6. He served 2 double faults and
15 aces. The average speed of his serve was 95 mph.
Example 2:
There was a real buzz in the stands at Wimbledon today as the
French player walked on to the court and began the warm-up
session. There was some concern that his hamstring injury might
impede his performance but this was unfounded as he ran and
stretched for every ball sent hurtling across the net by his opponent.
The crowd were enthralled as he …
As you can see, the report in Example 1 consists of a set of
quantitative results such as the overall score, and the report in
Example 2 is a qualitative description of the game. Of course, it is
possible for a qualitative researcher to capture many different types of
data that represent the same game of tennis; they could, for example,
attend the match in person and make extensive notes, or make a videorecording or take photographs. Moreover, a researcher could ask other
people to provide data for them by, for example, asking the ball boys/
girls to write a report about their experiences, or ask the young children
223
Chapter 6 Addressing qualitative data through thematic analysis
present among the spectators to draw a picture. Alternatively, a
researcher could collect samples of writing and reports that have not
been produced specifically for research purposes, such as newspaper
articles, blogs and tweets which offer opinions on the match.
So, the range of potential qualitative data sources is vast. In summary,
qualitative data can be:
. audio; for example, a recording of a prime minister’s speech or a
popular song (this type of data is often, but not always, transcribed
and transformed into text)
. textual; for example, words in a diary, print in a newspaper, or a
transcribed interview
. visual; for example, photographs, videos, drawings and paintings, or
maps and diagrams
. observations; for example, a researcher’s own understandings and
descriptions of observed behaviour and interactions.
You may have noticed that the categories of qualitative data above are
not mutually exclusive. For example, a prime minister’s speech can be
written down and its verbal delivery recorded in both audio and video
formats. The delivery could also be photographed, depicted in a
drawing or written about in a poem. A researcher’s descriptions of the
delivery of the speech, the tone, the context of the occasion, etc., are
themselves a form of verbal data. These different ways of representing
the same event all point to the fact that researcher have a choice; they
have to decide which kinds of data to collect and how to use them to
respond to their own particular research question.
Discuss the role of ethics in hospitality and in key decision-making scenarios.
Description
Discuss the role of ethics in hospitality and in key decision-making scenarios. 10 sentences
How does my strategy use affect my comprehension?
Description
Literacy for the 21st Century, 8e
https://www.pearson.com/store/en-us/pearsonplus/login
Part 1 (Chapter 8): Before you can teach reading comprehension strategies (or anything for that matter), you
must have a clear and deep understanding of the topic, which always starts with what you know about yourself
in that area. After reading and engaging with information on cognitive strategies that support reading
comprehension skills, please take a few minutes to reflect on how you (as a reader) use comprehension strategies
as you read. In your reflection and response, ask yourself:
• Am I aware that I am using cognitive strategies>
• Which cognitive strategies do I use most often?
• Am I aware that I am using metacognitive strategies?
• Am I a strategic reader?
• How does my strategy use affect my comprehension?
Be sure to use and cite the text/reading materials in your reflection to demonstrate the application of information
covered.
Part 2: Using the information from Chapter 9, please reread the vignette at the beginning of chapter 9 (pages
290-293), use the questions in the Teacher Checklist: How Do I Teach Text Factors? (page 319), to analyze Mr.
Abrams’s instruction about nonfiction text factors: In your response, briefly describe and analyze Mr. Abrams’s
instruction and offer recommendations on how the teacher might improve his instruction.
Be sure that you use and cite the text/reading materials in your reflection to demonstrate the application of
information covered.
How is your ability to identify with characters determined by values and beliefs as well as feelings?
LEVEL 6
ENG-20066
METHODS AND APPROACHES
ESSAY QUESTIONS 2021-22 (70%)
Write an essay on ONE of the questions given here. Your essay should take the form of an argument, with an introduction, a thesis sentence making it clear what you are going to argue (not just the kind of issues you will raise), a main body which builds up the argument step by step, one paragraph at a time, and a conclusion that rounds things off. It should demonstrate evidence of thorough secondary research, critical analysis, and independent thinking. For the purposes of this essay, unless otherwise specified, ONE text = 1 novel, film, or short story, or a minimum of 3 poems or fairy tales or essays.
For secondary criticism, please use books and articles from the library and/or found via Literature Online or the library catalogue or other reputable sites; do not use websites like SparkNotes. Make sure that all ideas taken from secondary criticism are clearly referenced, using bracket references with page numbers, and that you provide a bibliography of all works consulted. You will find guidance on essay presentation and on plagiarism in the English/EAL handbook on the KLE. Your essay should have numbered pages and should include a word-count. The essay should be 1,700 words in length (+/-10%). The word-count should include references and quotations, but not the bibliography and should appear at the end of your essay.
Please ensure when submitting your essay, you enter your student number in the ‘submission title’ drop box, as we will be unable to identify your work without it. If you have questions, please ask your seminar tutor.
Late submissions, without formally agreed extensions, will receive at most a bare pass mark of 40. Extensions must be applied for via e-Vision. Requests for extensions of 5 days or fewer will be automatically granted; requests for longer extensions will be considered and granted based on your explanation.
ESSAY QUESTIONS
Does it make more sense to read Waiting for Godot as comedy, or as tragedy, or is this a false opposition?
Examine the representation of labour in any one or two of the creative texts you have read for this module.
Does it make more sense to read Dr Faustus as tragedy, or as a morality play, or is this a false opposition?
Examine the representation of time and/or history and/or change and/ or death in any one or two creative texts on the module.
Use one of the theoretical texts you have read for this module to analyse how bodies and behaviours are shaped by, and/or resist, power in one or two of the creative texts on the module.
‘[C]arnival celebrated temporary liberation from the prevailing truth and from the established order; it marked the suspension of all hierarchical rank, privileges, norms, and prohibitions’ (Bakhtin, Rabelais and His World 10). Discuss the treatment of carnival and/or the ‘carnivalesque’ in any one or two creative texts you have studied on this module.
Write an essay on the representation of cities and/or the countryside in any one or two creative texts on the module.
Eve Sedgwick claims that queer identities might best be understood by rejecting the binary homo- and hetero-sexual. To what degree do you think her opinion would be shared by any one or two writers whose works you have studied on this module?
To what degree does the genre of autofiction (autobiographical fiction) trouble notions of the stable and coherent self? Discuss with reference to any one or two texts on the module.
Discuss the ways in which any one or two of the creative texts covered on the module describe the individual experience of diaspora.
‘There is no such thing as a single-issue struggle because we do not lead single-issue lives’ (Audre Lorde, ‘Learning from the 60s’). How does an understanding of intersectionality enable you to better understand the experiences of individuals represented in any one or two creative texts on the module?
Compare the representation of interiority (or ‘character) in any two creative texts on the module.
Show how any one theoretical text you have read on the module illuminates your understanding of any one or two creative texts on the module.
‘Here he scraps with serpents and snarling wolves, / here he tangles with wodwos causing trouble in the crags, / or with bulls and bears and the odd wild boar’ (Sir Gawain and the Green Knight, trans. Armitage, lines 720-22). Analyse human-nature and/or human-animal relationships in any one or two of the creative texts we have studied.
‘You’re tricked and trapped! But let’s make a truce, / Or I’ll bind you in your bed, and you’d better believe me’ (Sir Gawain and the Green Knight, trans. Armitage, lines 1210-11). Investigate the relationship between language and action (e.g. seduction, compulsion, persuasion, insult) in two of the creative texts we have studied.
How is your ability to identify with characters determined by values and beliefs as well as feelings?
You may make up your own essay title, but if you choose to do this, you must agree the title with your tutor before the Easter vacation begins.
What is the distinction that Nelson Mandela makes between terrorism and the type of violence that Umkhonto we Sizwe (Spear of the Nation) resorted to? Do you agree with this difference?
This is a 4,000 words essay writing. Please use UWE Harvard Referencing style, find the link below:
The essay must have a clear introduction, overall argument and conclusion. The essay should not simply summarise reading materials, but needs to incorporate your own analysis and argumentation. Your argument needs to be supported by examples and evidence.
The essay must be properly referenced, using University of West England Harvard Referencing style. Please find the link for the UWE referencing below
https://www.uwe.ac.uk/library/info/refbuilder/
Please you must use the Required readings below for this work. There are additional resources below which must also be used as well as your independent research. On this essay details, you will find questions for discussions which is of great importance for this work. Please use the UK English for this work.
ESSAY QUESTION: ‘Violence itself participates in the definition of violence.’ (Coronil and Skurski, p.6 ) Discuss.
REQUIRED READINGS
1)Arendt, H. (1970) Excerpt from Part II. On Violence. London: Harcourt Brace Jovanovich, pp. 43-56.
2) Mandela, N. (1964) An Ideal for Which I am Prepared to Die – Part I (Mandela’s Statement from the Dock at the Rivonia Trial, Pretoria, 20 April 1964). Guardian
3) Butler, J. (2020) Introduction. The Force of Nonviolence. London: Verso, 1-25.
ADDITIONAL RESOURCES
Bernstein, R. J. (2013) Violence: Thinking without Banisters. Cambridge: Polity.
Coronil, F. and Skurski, J. (2006) States of Violence. Ann Arbor: University of Michigan Press.
Della Porta, D. (1995) Social Movements, Political Violence and the State. Cambridge: Cambridge University Press.
Evans, B. and Carver, T. (2017) Histories of Violence: Post-war Critical Thought. London: Zed.
Galtung, J. (1969) Violence, Peace and Peace Research. Journal of Peace Research. 6 (3), pp. 167-191.
Ruggiero, V. (2006) Understanding Political Violence: A Criminological Approach. Maidenhead: Open University Press.
Tilly, C. (1985) War Making and State Making as Organized Crime. In: Evans, P., Rueschemeyer, D., and Skocpol, T., eds., Bringing the State Back In. Eds. (Cambridge: Cambridge University Press, 1985), pp. 169-187.
Žižek, S. (2008) Violence: Six Sideways Reflections. London: Profile.
Arendt, H. (1970) On Violence. London: Harcourt Brace Jovanovich.
Bernstein, R. J. (2013) Violence: Thinking without Banisters. Cambridge: Polity. [Especially Chapter 3 on Arendt]
Çubukçu, A. (2017) Thinking Against Humanity. London Review of International Law. 5 (2), pp. 251-267.
Evans, B. and Carver, T. (2017) Histories of Violence: Post-war Critical Thought. London: Zed. [Especially Chapter 3 on Arendt]
Frazer, E. and Hutchings, K. (2008) On Politics and Violence: Arendt Contra Fanon. Contemporary Political Theory. 7 (1), pp. 90-108.
QUESTIONS FOR DISCUSSIONWhat are the different possible definitions of violence? What about ‘political’ violence?
What is the definition of ‘political violence’ that Fernando Coronil and Julie Skurski work with in their Introduction to States of Violence?
Why is the relationship between power and ‘violence’?
What is Butler’s criticism of ‘self-defence’ as justified violence?
What do Coronil and Skursi mean when they write: ‘the rhetoric of violence is thus inseparable from the violence of rhetoric’ (p. 6)?
When political activists and leaders contemplate the question of violence, they usually do so in terms of the congruence between means and ends. How do the texts you have read for this week theorise the instrumentality of violence? What are some of the justifications and critiques of violence they offer?
How does Arendt differentiate power, strength, force, authority, and violence? What are her respective definitions of these terms? Do they make sense to you?
What is the distinction that Nelson Mandela makes between terrorism and the type of violence that Umkhonto we Sizwe (Spear of the Nation) resorted to? Do you agree with this difference?
How does Nelson Mandela’s explanation of the movement’s recourse to violence as “responsible leadership” compare to Arendt’s view that ‘power and violence are opposites’?
TOPICS COVERED
WHAT IS POLITICAL VIOLENCE?
Introduction to the module: its scope, framework, general aims, and central concerns
Definitions of violence and nonviolence
An overview of the vocabulary for contextualising individual acts of violence within broader structures of violence: subjective/objective violence, systemic violence, symbolic violence, epistemic violence, slow violence
Introduction to critical thinking on relations between state power, law and violence, and on official discourses around political violence and terrorism
CRITICAL DEBATES: VIOLENCE AS INSTRUMENT?
TOPICS COVERED
The instrumentality of violence: the question of means and ends
Introduction to the thought of Hannah Arendt on violence and politics
Arendt’s definitions of power, strength, force, authority, violence, terror – do they make sense?
Through the lens of the anti-apartheid movement in South Africa: considering violence as political strategy
CRITICAL PERSPECTIVES: COLONIALISM & VIOLENCE
TOPICS COVERED
Introduction to the thought and influence of Frantz Fanon on the question of violence
Fanon’s analysis of colonialism and decolonization
The possibilities and limits of non-violent action
CRITICAL PERSPECTIVES: LAW & VIOLENCE
TOPICS COVERED
Introduction to the thought of Walter Benjamin on violence
The relationship between law and violence: law-positing and law-preserving violence
The question of legal violence
DEFINING TERRORISM
TOPICS COVERED
The stakes of defining terrorism
The workings of ‘terrorism discourse’
The rise of ‘terrorism studies’ as a discipline, its limits, and its effects on law and policy
The critique of ‘clash of civilizations’ WAR & TERRORISM
TOPICS COVERED
The distinctions between war and terrorism in contemporary public discourse
Talal Asad’s thinking on the continuities and co-implications between war and terrorism
Asad’s theorisation of ‘forms of death-dealing’ and their ‘moral packaging’
Judith Butler on the hegemonic frame for understanding violence in the immediate aftermath of 9/11
Quandaries of legally defining terrorism as opposed to acts in war: the example of R v. Gul (2013)
POLICING TERROR I: MIMETIC VIOLENCE
TOPICS COVERED
The involvement of state institutions and agents in ‘unsanctioned’ political violence
Counterterrorism and imitative violence
Producing terrorism through policing: sting operations and the use of informants
POLICING TERROR: SUSPECT COMMUNITIES
TOPICS COVERED
The social life of counter-terrorism measures
Anti-terror laws, policing of terrorism, and the creation ‘suspect communities’
How counter-terrorism measures combine with discourses of nationalism and social identities
Policing terrorism through notions of ‘risk’
Theories of radicalisation and the example of PREVENT in the UK
THE LEGAL LANDSCAPE OF THE WAR ON TERROR
TOPICS COVERED
The expansion of state power under anti-terror laws
The post-9/11 debates around the notion of emergency powers and the ‘state of exception’
The concept of ‘hyperlegality’
The relationship between administrative determinations and legal violence
The role that law plays, and the shape that it takes in the war on terror
What are some issues that parents face regarding breastfeeding versus formula feeding?
Introduction
Childhood obesity is a public health concern with both
short- and long-term health consequences [1, 2].
Approximately one in every 10 children from age birth
to 2 years old is at a high weight-for-length percentile
[3, 4]. Overweight and obesity in childhood increases
the risk of adult obesity and weight-related health conditions
indicating a need for early behavioral interventions [1].
Rising childhood obesity rates have been linked to increasing energy balance secondary to caloric intake and
age-inappropriate dietary patterns [1, 5]. Children’s dietary behaviors are first formed during the critical ages of
birth to 2 years when children are introduced to new
foods and transition to an adult diet [6]. Early exposure
to new and healthful foods, particularly through repeated
exposure and feeding techniques, can help improve dietary behaviors [7–9]. Parents and caregivers serve as the
primary direct influence on children’s intake through the
types of foods they introduce and the methods they use
to do so [9–11]. Specifically, parental feeding styles and
practices have been associated with children’s dietary
intake and weight status [12–14].
Previous studies have also identified healthcare and
education providers as having significant influences on
child feeding practices by way of parents and caregivers,
with resulting positive and negative outcomes [15–18].
Essential resources for child feeding information are
often disseminated by healthcare, community-based, and
education providers to parents during the first few years
of a child’s life. While health and education providers
have an important role in educating parents about early
childhood feeding and obesity prevention, several professional agencies that provide child health information
sometimes promote conflicting early child feeding information and guidelines [19–21]. For instance, some agencies recommend the introduction of complementary
foods as soon as 4 months while others recommend
waiting until 6 months of age. Further, some agencies
recommend introducing cow’s milk before 12 months of
age while others recommend waiting until at least 12
months of age. These conflicting messages may further
contribute to inadequate or inappropriate feeding
practices through increased confusion among parents
and caregivers about proper timing and techniques to
implement in early child feeding practices [22]. Despite
the evident impact on dietary behaviors and health
outcomes, there is limited research-based educational
outreach currently targeting child-feeding practices
for birth to 2-year-olds [22, 23]. To address the growing issue of early childhood obesity, it is essential to
provide parents and caregivers with evidence-based
child feeding messages and to understand what
obesogenic practices are being observed, their origin,
and how providers address feeding issues.
For the first time in history, the US Dietary Guidelines
for Americans will include guidance on nutrition needs
of children ages 0 to 2 years old [24]. Healthcare,
community-based, and education providers can have significant influences on parental child feeding practices
[15, 16, 18, 25] and serve as key health communicators
of timely and updated dietary guidance for infants and
toddlers. The purpose of this qualitative study was to
determine misconceptions and barriers that prevent
parents from implementing early childhood feeding and
obesity prevention practices as reported by healthcare,
community-based, and education providers.
Methods
The study was approved by the University of Connecticut
(UConn) Institutional Review Board (IRB) for Human
Subjects, Human Research Protection Program, Protocol
H16–029 and conducted in accordance with the Declaration of Helsinki. Written informed consent was waived
with approval of the UConn IRB because interviews were
conducted by phone. Prior to the interview, each participant reviewed an information sheet and provided verbal
informed consent.
Participants
As part of a larger project by the research team to develop childhood obesity prevention messages for parents
for future outreach, a convenience sample of participants
were purposefully recruited from two US states where
the lead researcher was located to include a variety of
representative and experienced providers. An initial list
of healthcare and education providers was developed
with input from the project advisory committee and expert input from the authors. Recommendations were
based on types and specific providers who have a vested
stake and expertise in childhood nutrition and/or obesity
prevention. Providers were then contacted by the research team to determine interest in participating in the
study. Criteria for participants included being a healthcare or education provider known in the field with a
minimum of 5 years work experience, at least 18 years of
age, able to speak and read English, and working with
families with children between birth to 2 years of age.
Participants were recruited in-person, via phone calls, or
email. All participants contacted for an interview agreed.
Interview
To parallel with interviews with parents as part of a simultaneous project [26], the interview questions for this
study were based on personal beliefs and behaviors
grounded in the Theory of Planned Behavior and the
interpersonal factors and dynamic interactions of the
Social Cognitive Theory [27]. Questions were reviewed
by the study team and project advisory committee for
Heller et al. BMC Public Health (2021) 21:1276 Page 2 of 9
Table 1 Interview questions with providers to determine perceived practices, barriers and educational opportunities to prevent early
childhood obesity of children ages birth to 2 years old
Research Objective Interview Questions
To determine what feeding practices and obesogenic behaviors of
families with 0–2 year olds are observed by providers.
• What are some issues that parents face regarding breastfeeding versus
formula feeding?
• What are some issues parents face with complementary foods?
• What foods or food related practices do parents have the most trouble
implementing?
To determine what barriers providers face when implementing early
childhood obesity prevention practices with families of young children.
• What are some common misconceptions/confusion that parents have
regarding feeding their baby/child?
• If parents have mentioned misconceptions these to you, where do these
misconceptions tend to come from?
• What are the most common reasons why parents do not or are unable
to follow the feeding advice or suggestions given?
• What reasons do they give for not following it [suggestions for food/
drinks parents should avoid giving their children]?
To determine what nutrition education resource gaps providers identify
for use with families of 0–2 year olds.
• What other resources would be useful for you (as a provider or within
your organization) to further educate parents about feeding their child?
What is new about new media? How does it differ from “old” media that may display the same defining features?
Assessment 2: essay
Length: 1,500 words
This assessment provides students the opportunity to critically reflect on their learning and examines students’ understanding of concepts
related to media, communications, and culture.
Choose one question to answer:
- What is new about new media? How does it differ from “old” media that may display the same defining features?
- Is there an old media that fits some or all of the characteristics of new media? Why is that important?
- Is the digitalization a revolution with disruptive character or an evolution with natural progress?
- Does broadcasting media need to be managed publicly or privately and why?
- What is the significance of the image (such as the selfie) for the construction of digital identity? How does this digital self become centred in
the offline self? - What is the importance of grassroots creativity in consumer-generated production and distribution of cultural goods?
- An essay question of your choosing, to be confirm with the module leader by email.
GUIDELINES: Your essay must have the following basic elements: - Adherence to the word limit of 1,500 words
- Double line spacing
- Use of standard font such as Times New Roman or Arial
- An Introduction: this is where you state your argument / make your thesis statement, and outline the boundaries of the discussion, around
150 words - Body of the essay, around 1,200 words
a. Ideally you would split it into 3/4 points in your argument
b. That means about 300/400 words per point
c. Each point must follow the basic structure (ii & iii can be reversed):
i. Topic sentence
ii. Evidence – primary source
iii. Support – secondary source
iv. Analysis of primary source and support from secondary sources
v. Lead into next paragraph/point - At least two course-based readings used as secondary sources to support your argument – this means using actual quotes, explaining
them and showing how they help you understand your chosen media, and therefore help you build your argument. Always cite and include
page numbers. - One media used as an example/primary source/ evidence for your argument
- A conclusion that not only summarises your argument but points to the larger issues you have raised; around 150 words
- Accurate citations of your sources and ideas – use Harvard in text citation and provide accurate page numbers. Citations and quotes
without accurate page numbers will not be accepted. Incomplete, inaccurate or non-existent citations will be automatically penalised
by 10 points. - Works cited page
- Use of Harvard referencing style: https://www.mendeley.com/guides/harvard-citation-guide
write a 1600 word policy analysis.
Description
You will need to write a 1600 word policy analysis. You will need to choose a particular policy change that you
would like to analyse as a case study, and by applying one theory of policy change you have studied during the
module, you will explain the change. You’ll need to show how you are applying the model clearly. please read
the attached document it has a further clarifying to the subject.
