The challenge: motivating women to increase calcium intake from dairy foods.

Miller, Gregory D.; Steinbach, T T; Jarvis, Judith K.

doi:10.1080/07315724.1995.10718514

Cited by 7 publications

(5 citation statements)

References 7 publications

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“…Diets low in calcium are often low in many other essential nutrients, including vitamin D, vitamin B6 and magnesium (Miller, Groziak, & DiRienzo, 1996). Despite the increasing number of research studies and health messages in the popular press stating the decreased risk of chronic disease associated with calcium, nutritional surveys reveal that calcium consumption among American women has not significantly improved over the last 20 years (Miller, Steinbach, & Jarvis, 1995).…”

Section: Actual Calcium Intakementioning

confidence: 99%

“…Increased dietary calcium from foods may be more beneficial than supplements. Good food sources of calcium also contribute magnesium, phosphorus, thiamine, riboflavin, and vitamins C and D to the diet (Miller, Steinbach, & Jarvis, 1995).…”

Section: Calcium Supplementationmentioning

confidence: 99%

“…Although whole milk is a major contributor of excess fat in the diets of Americans, lowfat dairy foods and calcium-fortified foods are widely available (Miller, Steinbach, & Jarvis, 1995).…”

Section: Knowledge Perceptions and Attitudes About Calcium And Dairmentioning

confidence: 99%

“…A study of women ages 22 to 85 suggested that 97 percent of women associate calcium intake with osteoporosis, however, 25 percent of women do not know how to evaluate their calcium intake and are unaware that they are calcium deficient (Miller, Steinbach, & Jarvis, 1995).…”

Section: Knowledge Perceptions and Attitudes About Calcium And Dairmentioning

confidence: 99%

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Special Acknowledgement

2015

Journal of the American Society of Cytopathology

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AcknowledgementsThe research team acknowledges the assistance of Frances Plummer and Kevin Bradburn, NSW DET; the teachers of the nine case study schools who were welcoming, open and supportive of this research; the many teachers in Quality Teaching Action Learning projects, who responded to surveys or took the time to engage in conversations with the researchers; Kate Aubusson for research assistance; and the support staff at the Faculties of Education at the University of Technology, Sydney and the University of Wollongong. Action learningAction learning is concerned with improvement and change. Schmuck (1998, 28) provides a description which could be applied to action learning: "(the) study (of) a real school situation with a view to improving the quality of action and results within it. It aims also to improve one's professional judgment and to give insight into how better to achieve desirable educational goals. … (It) offers a means for changing from current practice toward better practice."The focus on improving action and providing answers to significant questions is expressed succinctly by the more recent picture Yates (2004, 173) provides of what good practitioner inquiry looks like: 'it … provides a "way of seeing" or an approach to, or a guide to action on, or answers about "something that matters".'There are several noteworthy characteristics of action learning: ! It is applied so that the practitioner uses the investigation as a methodology to gain understanding about how to improve practice. ! It is often both subjective and objective: it may involve self-reflective inquiry and inquiry-oriented practice directed towards obtaining meaningful data. ! It most typically occurs in school-based teams and involves dialogue with significant others about the nature of practice and the process of learning. ! It operates through cycles of reflecting, planning, acting, data collecting, analysing, reflecting again, re-planning, and so on. (Dick, 1997; Schmuck, 1998) Quality Teaching frameworkThe NSW Quality Teaching framework (NSW DET, 2003) incorporates the NSW model of pedagogy. The 18 elements of the NSW model of pedagogy may be applied to all learning areas and all stages. These elements are incorporated into three dimensions relating to classroom practice:! Intellectual quality, involving deep understanding of important skills and concepts; and a view of learning as actively constructed and requiring higher-3 order thinking and the ability to communicate understandings. The elements of this dimension are: deep knowledge, deep understanding, problematic knowledge, higher-order thinking, metalanguage and substantive communication. ! Quality learning environments, involving productive learning environments focused on learning, positive relationships and clear expectations between teachers and students. The elements of this dimension are: explicit quality criteria, engagement, high expectations, social support, students' selfregulation and student direction. ! Significance, involving meaningful learning t...

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Section: Actual Calcium Intakementioning

confidence: 99%

Section: Calcium Supplementationmentioning

confidence: 99%

Section: Knowledge Perceptions and Attitudes About Calcium And Dairmentioning

confidence: 99%

Section: Knowledge Perceptions and Attitudes About Calcium And Dairmentioning

confidence: 99%

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Special Acknowledgement

2015

Journal of the American Society of Cytopathology

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“…17,[131][132] Dairy products, a major source of dietary calcium, are sometimes perceived as fat-containing foods and are typically not emphasized during periods of caloric restriction. [133][134][135][136] As mentioned, this may have a deleterious effect on bone health for premenopausal women already striving to meet calcium intake recommendations.…”

Section: Considerations For Choices Of Calcium Sourcementioning

confidence: 99%

Caloric Restriction and Calcium's Effect on Bone Metabolism and Body Composition in Overweight and Obese Premenopausal Women

Radak¹

2004

Nut. Rev.

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Obesity results in numerous preventable deaths and comorbidities. Unfortunately, a reduction of body weight has been correlated with a reduction in bone mass, the reasons for which have not been fully elucidated. The importance of maximizing peak bone mass during premenopausal years is well known. Most studies demonstrate a positive relationship between calcium intake and bone mass. However, during caloric restriction, which is commonly used for weight loss, calcium intake has shown mixed results. Calcium from dairy sources has received additional attention, beyond its importance to bone, for its role in regulating body weight and composition. Dairy foods are perceived as high fat, and therefore, are generally minimized or avoided during caloric restriction. The current calcium intake for premenopausal women is significantly below recommendations, and even if met during caloric restriction, may not be adequate. This review underscores the need for maintaining at least adequate intake levels of calcium, if not more, during weight loss regimens to minimize potential long-term detrimental effects on bone metabolism.

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Alfonso²

2000

Social Marketing Quarterly

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The challenge: motivating women to increase calcium intake from dairy foods.

Cited by 7 publications

References 7 publications

Special Acknowledgement

Special Acknowledgement

Caloric Restriction and Calcium's Effect on Bone Metabolism and Body Composition in Overweight and Obese Premenopausal Women

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