Zealand, Denmark
Zealand, Denmark

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Nordstrom K.,Jönköping University College | Coff C.,University College Zealand | Jonsson H.,Lund University | Nordenfelt L.,Linköping University | And 2 more authors.
Genes and Nutrition | Year: 2013

In personalized nutrition, food is a tool for good health, implying an instrumental relationship between food and health. Food receives a secondary value, while health would appear to be a descriptive biological concept. This article gives an introduction to cultural understandings of food and health. The wider definition of food and health is explored in relation to the commonly used scientific approach that tends to take a more reductionist approach to food and health. The different discourses on food and health are being discussed in relation to ethical aspects of personalized nutrition. The success of personalized nutrition is likely dependent upon the ability to integrate the scientific approach with everyday cultural, emotional, ethical, and sensual understandings of food. Health theories can be divided into two principal rival types - biostatistical and holistic. Biostatistical focuses on survival, while holistic focuses on ability as a precondition for health. Arguments in favor of a holistic and individualistic theory of health and illness are presented. This implies a focus on the ability of the individual to realize his or her "vital goals." A holistic and individualistic health concept may have a reinforcing effect on the individualized approach in personalized nutrition. It allows focus on individual health premises and related dietary means of health promotion, as well as an individualized perspective on the objectives of health promotion. An individualistic notion of health also indicates that people with high levels of vital goals benefit more easily. To reach beyond these groups is likely difficult. This potential injustice should be balanced with global preventive medical programs. © 2013 Springer-Verlag Berlin Heidelberg.


PubMed | Australian Catholic University, University College Zealand, University of Canberra and Australian Institute of Sport
Type: | Journal: The Journal of physiology | Year: 2016

We investigated the effects of adaptation to a ketogenic low-carbohydrate (CHO), high-fat diet (LCHF) during 3 wk of intensified training on metabolism and performance of world-class endurance athletes. We controlled three isoenergetic diets in elite race walkers: High CHO availability (8.6g.kg


PubMed | University of Southern Denmark, Entrance, Bispebjerg and Frederiksberg Hospital, University College Zealand and Technical University of Denmark
Type: Controlled Clinical Trial | Journal: The British journal of nutrition | Year: 2015

Dietary intake among Danish children, in general, does not comply with the official recommendations. The objectives of the present study were to evaluate the 3-year effect of a multi-component school-based intervention on nutrient intake in children, and to examine whether an intervention effect depended on maternal education level. A total of 307 children (intervention group: n 184; comparison group: n 123) were included in the present study. All had information on dietary intake pre- and post-intervention (mean age 68 and 95 years for intervention and comparison groups, respectively) assessed by a 7-d food record. Analyses were conducted based on the daily intake of macronutrients (energy percentage (E%)), fatty acids (E%), added sugar (E%) and dietary fibre (g/d and g/MJ). Analyses were stratified by maternal education level into three categories. Changes in nutrient intake were observed in the intervention group, mainly among children of mothers with a short education ( < 10 years). Here, intake of dietary fibre increased ( = 21 g/d, 95 % CI 05, 36, P= 001). Intake of protein tended to increase ( = 06 E%, 95 % CI -001, 12, P= 005), while intake of fat ( = -17 E%, 95 % CI -38, 03, P= 009) and SFA ( = -09, 95 % CI -20, 02, P= 010) tended to decrease. Also, a significant intervention effect was observed on the intake of SFA among children of mothers with a long education ( = -08, 95 % CI -15, -003, P= 004). This multi-component school-based intervention resulted in changes in the dietary intake, particularly among children of mothers with a short education. As the dietary intake of this subgroup generally differs most from the recommendations, the results of the present study are particularly encouraging.


Brinkmann P.,Teacher Training Institute | Hakansson A.,Kristianstad University College | Butiene I.,Klaipeda University | Kjaersgard H.,University College Zealand | And 4 more authors.
International Journal of Entrepreneurship and Innovation | Year: 2014

Increasing competition and regulatory changes place microsized enterprises (MSEs) in the agri-food sector under strong competitive pressure. Smallness may be a substantial barrier to success. Previous research suggests that networks can be used strategically to combat these constraints. However, there is a lack of understanding of the extent to which this finding may be applicable to MSEs and the local agri-food sector. Based on eight in-depth interviews of agri-food MSEs, it is concluded that MSEs apply networks to strengthen their competitive advantage - for example, by forming stronger customer relationships. The MSEs are using their networks to combat their size-related disadvantages, but not by growing; rather, the networks enable them to remain small and independent while further strengthening their position as small producers. © 2014 The Japanese Society of Gastroenterological Surgery.


Eriksen K.K.,University College Zealand
Biochemistry and Molecular Biology Education | Year: 2015

Novel possibilities for employing genetic testing as part of the diagnostic process for a wide variety of diseases and conditions are emerging almost every day. This development brings prospects of more efficient treatment and prevention of serious and often lethal conditions. However, it also raises ethical questions concerning the issue of knowing or not knowing about our genetic make-up. Thus, as techniques for genetic testing are increasingly employed, demands on health professionals are changing. Health professionals must be able to inform and guide patients, and therefore they need knowledge and competencies related to both the technical and the ethical dimensions of genetic testing. This paper explores the requirements of the general education of health professionals if this need for ethics is acknowledged. It is suggested that it is important to include both an individualised and a societal ethical perspective to the development of genomic healthcare and that a key concept in doing so is 'professional reflectivity'. Employing one concrete example of teaching, this concept of reflectivity is operationalised in the health educational setting at the bachelor's level with a special focus on biomedical laboratory science, and three key concepts are developed: Gap sensitive interaction, professional humility, and contextual awareness. Additionally, anchored ethical dialog is explored as an instructional design that may support the development of reflectivity among health professionals. © 2015 The International Union of Biochemistry and Molecular Biology.


Bukhave E.B.,University of Southern Denmark | Bukhave E.B.,University College Zealand | La Cour K.,University of Southern Denmark | Huniche L.,University of Southern Denmark
Scandinavian Journal of Occupational Therapy | Year: 2014

Objective: The aim of this paper is, first, to advance the understanding of participation and its relationship to activity; second, to add to discussions or understandings of the ICF by contributing an empirically derived understanding of participation and its relationship to activity connected to the conduct of everyday life in people with hand osteoarthritis (hand OA). Methods: Semi-structured interviews were carried out with 31 men and women living with hand OA because existing research on this group and the challenges they encounter in their everyday life is sparse. The analytical process was inspired by Interpretive Phenomenological Analysis and informed by critical psychology and social practice theory as interpretive frameworks. Results: Our empirical findings indicate that persons with hand OA experience participation restrictions in their everyday lives and activity limitations as aspects of participation. This indicates that activity and participation are experienced as interrelated across social contexts. Conclusions: Participation in everyday life seems complex: what to participate in, how to participate and with whom seem of importance for subjective meaning-making. Implications are discussed in relation to methodology, the empirical findings, and clinical practice. © 2014 Informa Healthcare.


The research project has developed a design framework for an adaptive MOOC that complements the MOOC format with blended learning. The design framework consists of a design model and a series of learning design principles which can be used to design in-service courses for teacher professional development. The framework has been evaluated by alpha-testing and beta-testing, and the relationship between design principles and the intended, the implemented and the attained designs has been analyzed. The project is methodologically inspired by Design Based Research. © ACPIL.


Bukhave E.B.,University of Southern Denmark | Bukhave E.B.,University College Zealand | Huniche L.,University of Southern Denmark
Disability and Rehabilitation | Year: 2014

Purpose: To explore first-person perspectives on activities and participation in everyday life among people with hand osteoarthritis (OA). Method: Semi-structured interviews were carried out with 5 men and 26 women of different ages living with hand OA. Supplemental data were collected via photo-interviews of two of the men and nine of the women. The analytical process was inspired by the interpretive phenomenological analysis and informed by the interpretive frameworks of critical psychology and social practice theory. Results: Empirical findings indicate that persons with hand OA experience activity problems and participation limitations in the conduct of everyday life. Activity problems were related to self-care, paid work, as well as leisure activities. The participants also reported employing different strategies attempting to overcome the challenges of their everyday lives in order to keep actively performing valued activities. They reported environmental support of utmost importance for these attempts. Social participation in networks was also reported to be affected by the participants' activity problems. Conclusions: Arranging everyday life is complex and is carried out in structures of social practice. A supportive physical and social environment facilitates participation. The findings highlight the importance of paying attention to individual needs in rehabilitation processes.Implications for RehabilitationPatients with hand osteoarthritis might have unmet needs for rehabilitative interventions targeting activity problems and participation restrictions related to work, self-care and leisure.Interventions targeting individual needs within fields such as ergonomics, adaptations of workplace environment, assistive technology and home modifications, may be relevant.Single living persons or people with sparse networks need special attention in clinical practice as they have fewer options for allocating difficult-to-perform tasks and therefore experience huge challenges in daily living. © 2014 Informa UK Ltd. All rights reserved.


Gynther K.,University College Zealand
Proceedings of the European Conference on e-Learning, ECEL | Year: 2015

The research project has developed a design framework for an adaptive hybrid MOOC that complements the MOOC format with blended learning. The design framework consists of a design model and a series of pedagogical design principles that can be used to design courses for teacher professional development. The project is methodologically inspired by Design Based Research.


PubMed | University College Zealand
Type: Journal Article | Journal: Biochemistry and molecular biology education : a bimonthly publication of the International Union of Biochemistry and Molecular Biology | Year: 2015

Novel possibilities for employing genetic testing as part of the diagnostic process for a wide variety of diseases and conditions are emerging almost every day. This development brings prospects of more efficient treatment and prevention of serious and often lethal conditions. However, it also raises ethical questions concerning the issue of knowing or not knowing about our genetic make-up. Thus, as techniques for genetic testing are increasingly employed, demands on health professionals are changing. Health professionals must be able to inform and guide patients, and therefore they need knowledge and competencies related to both the technical and the ethical dimensions of genetic testing. This paper explores the requirements of the general education of health professionals if this need for ethics is acknowledged. It is suggested that it is important to include both an individualised and a societal ethical perspective to the development of genomic healthcare and that a key concept in doing so is professional reflectivity. Employing one concrete example of teaching, this concept of reflectivity is operationalised in the health educational setting at the bachelors level with a special focus on biomedical laboratory science, and three key concepts are developed: Gap sensitive interaction, professional humility, and contextual awareness. Additionally, anchored ethical dialog is explored as an instructional design that may support the development of reflectivity among health professionals.

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