Recent attention to communities ''localizing'' food systems has increased the need to understand the perspectives of people working to foster collaboration and the eventual transformation of the food system. University Cooperative Extension Educators (EEs) increasingly play a critical role in communities' food systems across the United States, providing various resources to address local needs. A better understanding of EEs' perspectives on food systems is therefore important. Inspired by the work of Stevenson, Ruhf, Lezberg, and Clancy on the social food movement, we conducted national virtual focus groups to examine EEs' attitudes about how food system change should happen, for what reasons, and who has the resources, power, and influence to effect change. The institutions within which EEs are embedded shape their perceptions of available resources in the community, including authority and power (and who holds them). These resources, in turn, structure EEs' goals and strategies for food system change. We find that EEs envision working within the current food system: building market-centric alternatives that address inequity for vulnerable consumers and producers. EEs bring many resources to the table but do not believe they can influence those who have the authority to change policy. While these findings could suggest EEs' limited ability to be transformative change agents, EEs can potentially connect their efforts with new partners that share perceptions of food system problems and solutions. As EEs increasingly engage in food system work and with increasingly diverse stakeholders, they can access alternative, transformational frames within which to set goals and organize their work.
The cover map displays results extracted from a national survey conducted with the members of the American Planning Association in 2014 by the Growing Food Connection team. A subset of the sample reported working on behalf of local, regional, or metropolitan governments and identified that their governments were engaged in food systems work. These responses are shown in solid green on the map.
Self-harm is a public health issue that accounts for thousands of presentations at hospital each year. Self-harm commonly involves self-injury by cutting, burning or poisoning. The incidence of self-harm is increasing in the UK, particularly in young people. Research suggests that people who self-harm experience negative attitudes from healthcare staff, including nurses, on presentation to healthcare services. This is an ethical issue in nursing practice that has implications for the quality of care provided. Nurses with a lack of mental health training provide care for patients who self-harm in emergency departments and acute medical settings. This article presents a literature review exploring the factors affecting nurses' attitudes towards patients hospitalised for self-harm and makes recommendations for improving practice. The article identifies requirements for nurse education and training in mental health and effective provision of care for patients who self-harm and present at the emergency department.
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