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The purpose of this scoping review was to investigate in the literature how a learning health systems (LHS) can be implemented in cases of complex, costly, chronic conditions.

To conduct a scoping review of literature on programs aimed at increasing Special Supplemental Nutrition Program for Women, Infants, and Children (WIC) enrollment and participation rates.

Diabetes continues to be a major health concern for public health officials. The incidence of diabetes has grown in the past two decades producing more than 37 million Americans who live with diabetes (about 1 in 10), and approximately 90-95% of Americans have type 2 diabetes 1. It is estimated that in 2030 cases of diabetes will rise to 439 million 2. Risk factors contribute to the likelihood of developing type 2 diabetes and other health concerns 3. Reducing risk factors like a sedentary lifestyle and a high red meat consumption diet has shown to improve the overall health and reduce the likelihood of developing type 2 diabetes. Some practices to reduce red meat consumption have included taxation of these products, health marketing on products, and implementation of nutrition programs to increase more plant-based diet 4 5. The methodology behind finding this research included doing a comprehensive search through our institutional library database. Specific search words like “meat consumption” and “programs” and a range of publishing dates, in attempts to locate recent and updated findings. Research has shown that higher rates of red meat consumption contributes to a greater chance of diabetes as well as other non-communicable diseases 6. Common preventions have encouraged weight loss, which is obtained through a drastic diet change and continuing with an active lifestyle3. Health behavior is the driving force to encourage people to change, an analysis with the Health Belief Model contributes to a strong understanding as to why people struggle to make these necessary health changes. With more research and more health promotion programs, people can have an avenue to improve their health.

Early and rich conversations with a range of stakeholders – academics, professionals and graduates in their early years of practice – quickly clarified that the singular challenge for most parties centres on the ways in which courses prepare graduates for the pace, diversity and flux of contemporary professional practice.---------In pursuing understanding of this central challenge this study has focused on new graduates in BED disciplines by canvassing their views and those of two other major stakeholder groups (academic staff and professional practitioners in the disciplines studied). The first crucial years of a young graduate’s life in the workforce are shaped by a number of factors including the quality of the transition-to-work experience. The quality of this life-shaping transition is dependent on a range of factors including the ways in which graduates are educated in universities, their personal developmental characteristics and those of the professional people around them and the preparedness of workplaces and other professional groups to guide new recruits through the transition experience. This study makes recommendations about how the variations in transition experience, resulting from the vagaries of all these factors across a range of worksites, may be better understood, perhaps normalised, and, at least, supported. . Early and rich conversations with a range of stakeholders – academics, professionals and graduates in their early years of practice – quickly clarified that the singular challenge for most parties centres on the ways in which courses prepare graduates for the pace, diversity and flux of contemporary professional practice. The study proceeded through literature review, focus group interviews, national online survey and workshops. Through all these methods a number of challenges and factors essential to the transition experience, and the quality of education which precedes it, were identified. Firstly the study found further evidence of the importance of higher-order graduate capabilities, namely, the development of judgment, critical enquiry and strategic thinking. Alongside these capabilities the importance of the development of emotional intelligence, particularly interpersonal and social skills, was stressed by all stakeholders. At the time of writing the global economic crisis was providing challenges to the sector and its young graduates. This phenomenon proved the value of the development of resilience and persistence in graduates, the education system was called upon by all stakeholders as a place where the future-proofing of neophytes would ensure that the unknown challenges of the future could also be confronted. The study found that the challenges of transition to work are best supported by authentic undergraduate experiences both on and off campus, inside and outside classrooms, and that commencing professional life is made easier for new graduates when university courses and workplace settings develop, sustain and support high standards and high expectations of students. All these findings indicate the importance of stakeholder expectations, roles and responsibilities in respect of the transition-to-work experience. Whilst full agreement about how these things should occur is not necessary, a process (amongst stakeholders) which seeks value alignment around transition through discussion, debate and agenda-setting would probably assist to address what is seen as a major challenge in built environment and design education.