California State University, Long Beach

About: California State University, Long Beach is a education organization based out in Long Beach, California, United States. It is known for research contribution in the topics: Population & Poison control. The organization has 10036 authors who have published 13933 publications receiving 377394 citations. The organization is also known as: Cal State Long Beach & Long Beach State.

Food parenting and child snacking: a systematic review.

Abstract: While the role of parenting in children’s eating behaviors has been studied extensively, less attention has been given to its potential association with children’s snacking habits. To address this gap, we conducted a systematic review to describe associations between food parenting and child snacking, or consuming energy dense foods/foods in between meals. Six electronic databases were searched using standardized language to identify quantitative studies describing associations of general and feeding-specific parenting styles as well as food parenting practices with snacking behaviors of children aged 2–18 years. Eligible peer-reviewed journal articles published between 1980 and 2017 were included. Data were extracted using a standard protocol by three coders; all items were double coded to ensure consistency. Forty-seven studies met inclusion criteria. Few studies focused on general feeding (n = 3) or parenting styles (n = 10). Most studies focused on controlling food parenting practices (n = 39) that were not specific to snacking. Parental restriction of food was positively associated with child snack intake in 13/23 studies, while pressure to eat and monitoring yielded inconsistent results. Home availability of unhealthy foods was positively associated with snack intake in 10/11 studies. Findings related to positive parent behaviors (e.g. role modeling) were limited and yielded mixed results (n = 9). Snacking was often assessed using food frequency items and defined post-hoc based on nutritional characteristics (e.g. energy-dense, sugary foods, unhealthy, etc.). Timing was rarely included in the definition of a snack (i.e. chips eaten between meals vs. with lunch). Restrictive feeding and home access to unhealthy foods were most consistently associated with snacking among young children. Research is needed to identify positive parenting behaviors around child snacking that may be used as targets for health promotion. Detailed definitions of snacking that address food type, context, and purpose are needed to advance findings within the field. We provide suggested standardized terminology for future research.

Students’ perceptions of STEM learning after participating in a summer informal learning experience

Abstract: Informal learning environments increase students’ interest in STEM (eg, Mohr‐Schroeder et al School Sci Math 114: 291–301, 2014) and increase the chances a student will pursue a STEM career (Kitchen et al Sci Educ 102: 529–547, 2018) The purpose of this study was to examine the impact of an informal STEM summer learning experience on student participants, to gain in-depth perspectives about how they felt this experience prepared them for their in-school mathematics and science classes as well as how it influenced their perception of STEM learning Students’ attitudes and perceptions toward STEM are affected by their motivation, experience, and self-efficacy (Brown et al J STEM Educ Innov Res 17: 27, 2016) The academic and social experiences students’ have are also important Traditionally, formal learning is taught in a solitary form (Martin Science Education 88: S71–S82, 2004), while, informal learning is brimming with chances to connect and intermingle with peers (Denson et al J STEM Educ: Innovations and Research 16: 11, 2015) We used a naturalistic inquiry, phenomenological approach to examine students’ perceptions of STEM while participating in a summer informal learning experience Data came from students at the summer informal STEM learning experiences at three diverse institutions across the USA Data were collected from reflection forms and interviews which were designed to explore students’ “lived experiences” (Van Manen 1990, p 9) and how those experiences influenced their STEM learning As we used a situative lens to examine the research question of how participation in an informal learning environment influences students’ perceptions of STEM learning, three prominent themes emerged from the data The informal learning environment (a) provided context and purpose to formal learning, (b) provided students opportunity and access, and (c) extended STEM content learning and student engagement By using authentic STEM workplaces, the STEM summer learning experience fostered a learning environment that extended and deepened STEM content learning while providing opportunity and access to content, settings, and materials that most middle level students otherwise would not have access to Students also acknowledged the access they received to hands-on activities in authentic STEM settings and the opportunities they received to interact with STEM professionals were important components of the summer informal learning experience

Reaction mechanism and kinetics for CO 2 reduction on nickel single atom catalysts from quantum mechanics

Abstract: Experiments have shown that graphene-supported Ni-single atom catalysts (Ni-SACs) provide a promising strategy for the electrochemical reduction of CO2 to CO, but the nature of the Ni sites (Ni-N2C2, Ni-N3C1, Ni-N4) in Ni-SACs has not been determined experimentally. Here, we apply the recently developed grand canonical potential kinetics (GCP-K) formulation of quantum mechanics to predict the kinetics as a function of applied potential (U) to determine faradic efficiency, turn over frequency, and Tafel slope for CO and H2 production for all three sites. We predict an onset potential (at 10 mA cm−2) Uonset = −0.84 V (vs. RHE) for Ni-N2C2 site and Uonset = −0.92 V for Ni-N3C1 site in agreement with experiments, and Uonset = −1.03 V for Ni-N4. We predict that the highest current is for Ni-N4, leading to 700 mA cm−2 at U = −1.12 V. To help determine the actual sites in the experiments, we predict the XPS binding energy shift and CO vibrational frequency for each site. Single atom catalysts (SACs) are promising in electrocatalysis but challenging to characterize. Here, the authors apply a recently developed quantum mechanical grand canonical potential kinetics method to predict reaction mechanisms and rates for CO2 reduction at different sites of graphene-supported Ni-SACs.

Customer complaint situations: An equity theory perspective

Abstract: The purpose of the study was to determine the effects of equity and outcomes in customer complaint situations. The study utilized a 2 × 2 within-subjects design with equity (inequity, equity) and outcomes (low, high) as the independent variables. The dependent variables were perceived equity, behavioral intentions, resentment, and guilt. Subjects were 128 students from a large western university. It was hypothesized that high outcome situations would be perceived as more equitable than low outcome situations, regardless of equity condition; high outcome situations would yield more favorable behavioral intentions, regardless of equity condition; subjects would perceive more resentment in inequitable, low outcome situations; subjects would perceive more guilt in inequitable, high outcome situations. Hypotheses 1, 2, and 3 were supported. Hypothesis 4 was not supported. Implications for customer complaint handling practices were discussed. © 1995 John Wiley & Sons, Inc.