scholarly journals Assessing diet in a university student population: a longitudinal food card transaction data approach

2020 ◽  
Vol 123 (12) ◽  
pp. 1406-1414
Author(s):  
M. A. Morris ◽  
E. L. Wilkins ◽  
M. Galazoula ◽  
S. D. Clark ◽  
M. Birkin
Keyword(s):  
Dietary Assessment ◽  
Time Of Day ◽  
First Year ◽  
Food Groups ◽  
First Year Students ◽  
Transaction Data ◽  
Novel Approach ◽  
Behavioural Characteristics ◽  
Important Time ◽  
Purchasing Patterns

AbstractStarting university is an important time with respect to dietary changes. This study reports a novel approach to assessing student diet by utilising student-level food transaction data to explore dietary patterns. First-year students living in catered accommodation at the University of Leeds (UK) received pre-credited food cards for use in university catering facilities. Food card transaction data were obtained for semester 1, 2016 and linked with student age and sex. k-Means cluster analysis was applied to the transaction data to identify clusters of food purchasing behaviours. Differences in demographic and behavioural characteristics across clusters were examined using χ2 tests. The semester was divided into three time periods to explore longitudinal changes in purchasing patterns. Seven dietary clusters were identified: ‘Vegetarian’, ‘Omnivores’, ‘Dieters’, ‘Dish of the Day’, ‘Grab-and-Go’, ‘Carb Lovers’ and ‘Snackers’. There were statistically significant differences in sex (P < 0·001), with women dominating the Vegetarian and Dieters, age (P = 0·003), with over 20s representing a high proportion of the Omnivores and time of day of transactions (P < 0·001), with Dieters and Snackers purchasing least at breakfast. Many students (n 474, 60·4 %) changed dietary cluster across the semester. This study demonstrates that transactional data present a feasible method for dietary assessment, collecting detailed dietary information over time and at scale, while eliminating participant burden and possible bias from self-selection, observation and attrition. It revealed that student diets are complex and that simplistic measures of diet, focusing on narrow food groups in isolation, are unlikely to adequately capture dietary behaviours.

scholarly journals Compliance with the Eatwell guide: a case study using supermarket transaction records in Yorkshire and the Humber

2020 ◽  
Vol 79 (OCE2) ◽  
Author(s):  
Stephen Clark ◽  
Becky Shute ◽  
Victoria Jenneson ◽  
Tim Rains ◽  
Michelle Morris
Keyword(s):  
Dietary Assessment ◽  
Significant Proportion ◽  
Objective Measure ◽  
Fruit And Vegetables ◽  
Food Groups ◽  
Transaction Data ◽  
Food Purchase ◽  
Food Purchases ◽  
The Uk ◽  
Protein Rich

AbstractIntroductionSupermarket transaction data, generated from loyalty cards, offers a novel source of food purchase information. Data are available for large sample sizes, over sustained periods of time, allowing for habitual purchasing patterns to be generated. In the UK, recommended dietary patterns to achieve a healthy diet are pictorially illustrated using the Eatwell Guide. Foods include: Fruit and vegetables; starchy products including potatoes, bread, pasta, rice; dairy or dairy alternatives; proteins such as beans, pulses, fish, eggs and meat; oils and spreads; and advice to limit foods high in salt, fat and sugar. Through mapping of foods purchased to the categories of the Eatwell Guide it is possible to review population performance against these national recommendations.Materials and methodsAll loyalty card transaction records for purchases made in a UK supermarket chain, by residents of Yorkshire and the Humber during 2016 were included in this research. Customers who purchased foods from 7 or 11 Living Cost and Food Survey (LCFS) categories on ten or more occasions throughout the year were included in the sample, as these customers were considered to be purchasing the majority of their foods from the supermarket. All foods purchased were mapped to the Eatwell Guide food groups via the LCFS categories.ResultsHouseholds purchased: 25% of their total spend on fruits and vegetables, compared with 39% recommended; 13% on starchy products compared to 37% recommended; 23% of protein rich foods compared with 12% recommended; 12% dairy and alternatives compared to 8%; oils and spreads 2% compared to 1% recommended; and 25% foods that should be limited compared to 3% (recommended, but not pictorially illustrated on the plate).DiscussionSupermarket transaction data is a novel source of food purchase information which can be used to illustrate dietary behaviours in the UK population. However, it represents foods purchased, not consumed and is at a household level, not individual. Food purchases outside the home are not included. That said, it is arguably an objective measure for dietary assessment. From this study, it is clear to see that food purchases do not match the recommendations. Purchases of high sugar, high fat and high salt snacks constitute a significant proportion of spending, when they should in fact be limited. Protein rich products are also over-represented. Fruit and vegetables and starchy products are under-represented. This insight can benefit both retailers and policy makers for understanding the food purchase behaviours of our society.

AN ANALYSIS ON STUDENTS’ SPEAKING ABILITY THROUGH STORYTELLING FOR GRADE X SENIOR HIGH SCHOOL

2017 ◽  
Vol 6 (2) ◽  
Author(s):  
Khairani Nur Adha And Rahmad Husein
Keyword(s):  
Research Finding ◽  
Sampling Technique ◽  
First Grade ◽  
First Year ◽  
English Teacher ◽  
First Year Students ◽  
Descriptive Research ◽  
Oral Test ◽  
Fluency And Comprehension ◽  
Low Ability

The aim of this research was to find out the ability of the first year students in speaking by using storytelling at MAS. Al-Jam’iyatul Wasliyah. The design of this research was descriptive research. The population of this research was 20 students of XC class in the first grade at MAS. Al-Jam’iyatul Wasliyah. In selecting the sample the writer used random sampling technique. The total number of the sample was 12 students. The data was collected by using oral test. The researcher only measured the ability of students’ speaking in storytelling by considering five components of speaking: (grammar, vocabulary, pronunciation, fluency, and comprehension). And their speaking had been recorded by using phone recorder. From the result of analyzing the data, the researcher found that the students’ speaking ability by using storytelling was moderate. It proved by the fact that 4 students (33.33%) classified as high ability, 4 students (33.33%) classified as moderate ability, and 4 students (33.33%) classified as low ability. Based on the data, the students’ score were bigger in the high and moderate level than in the low ability level. Based on the research finding, the English teacher is suggested to consider the five components in scoring speaking ability (grammar, vocabulary, pronunciation, fluency, and comprehension). The students are suggested to do more practice in pronunciation and fluency, because they dominantly speak incorrect pronunciation and have pauses in the sentences. Students are also suggested to enrich their vocabulary by using storytelling.

THE EFFECT OF USING NOTING INTERACTING SUMMARIZING AND PRIORITIZING STRATEGY ON STUDENTS’ ACHIEVEMENT IN READING COMPREHENSION

2013 ◽  
Vol 2 (4) ◽  
Author(s):  
Maruh Sianturi And Berlin Sibarani
Keyword(s):  
Reading Comprehension ◽  
Experimental Design ◽  
Null Hypothesis ◽  
Alternative Hypothesis ◽  
Control Group ◽  
First Year ◽  
Teaching Reading ◽  
First Year Students ◽  
Level Of Significance ◽  
Experimental Group

This study was aimed at finding out the effect of using Noting, Interacting, Summarizing, and Prioritizing Strategy on Students’ Achievement in Reading Comprehension. This study was designed with the experimental design. The population of this study was the first year students at academic 2013/2012 of SMA swasta YP St. Paulus Martubung, Medan. There were fourty students taken as the sample of the research. The sample was divided into two groups: the first group (20 students) as the experimental group and the second group (20 students) as the control group. The experimental group was taught by Using Noting, Interacting, Summarizing, and Prioritizing Strategy, while the control group was taught by using conventional method. The instrument for collecting the data was multiple choices which consisted of 40 items. To obtain the reliability of the test, the researcher used Kuder -Richardson (KR-21) formula. The calculation showed that the reliability of the test was 0.75. The data were calculated by using t-test formula. The result of the analysis shows that t-observed (4.98) was higher than t-table (2.025) at the level of significance (α) 0.05 and the degree of freedom (df) 38. Therefore, the null hypothesis (H0) was rejected and alternative hypothesis (Ha) was accepted. It meant that teaching reading comprehension by using Noting, Interacting, Summarizing, and Prioritizing Strategy significantly affects reading comprehension.

REVERSE ENGINEERING: TENSION RATCHET DISSECTION PROJECT

2011 ◽  
Author(s):  
Jeremiah Vanderlaan ◽  
Josh Richert ◽  
James Morrison ◽  
Thomas Doyle
Keyword(s):  
Reverse Engineering ◽  
Engineering Students ◽  
Measurement Techniques ◽  
First Year ◽  
Stepping Stones ◽  
First Year Students ◽  
Final Project ◽  
Undergraduate Study ◽  
Solid Edge ◽  
Part Modeling

We are a group of engineering students, in our first year of undergraduate study. We have been selected from one thousand first year students and have competed and won the PACE competition. All engineers share a common general first year, but we have been accepted into Civil and Mechanical engineering. This project was assigned as the final project in the Design and Graphics course. The project we are tasked with, called the Cornerstone Design Project, is to first dissect a product, discover how it works, dimension each part and create a fully assembled model using CAD software (Solid Edge V20 in our case). As part of discovering how it works we must benchmark it so the device can be compared with competing products. The goal of the project is to develop a full understanding of part modeling and assembly in Solid Edge, learn proper measurement techniques, and learn the process of reverse engineering and product dissection. All of these tasks were stepping stones to help us fully understand how the device, and all its components, work.

Refining Contrapuntal Pedagogy: Reflections on Teaching Warsan Shire’s “Home” and W.H. Auden’s “Refugee Blues” to First-Year Students

2020 ◽  
Vol 24 ◽  
Author(s):  
Bridget Grogan
Keyword(s):  
Racial Identity ◽  
Teaching Practice ◽  
Human Experience ◽  
First Year ◽  
First Year Students ◽  
Poetic Voice ◽  
Teaching Poetry ◽  
Approach To Teaching ◽  
The University ◽  
The Way

This article reports on and discusses the experience of a contrapuntal approach to teaching poetry, explored during 2016 and 2017 in a series of introductory poetry lectures in the English 1 course at the University of Johannesburg. Drawing together two poems—Warsan Shire’s “Home” and W.H. Auden’s “Refugee Blues”—in a week of teaching in each year provided an opportunity for a comparison that encouraged students’ observations on poetic voice, racial identity, transhistorical and transcultural human experience, trauma and empathy. It also provided an opportunity to reflect on teaching practice within the context of decoloniality and to acknowledge the need for ongoing change and review in relation to it. In describing the contrapuntal teaching and study of these poems, and the different methods employed in the respective years of teaching them, I tentatively suggest that canonical Western and contemporary postcolonial poems may reflect on each other in unique and transformative ways. I further posit that poets and poems that engage students may open the way into initially “less relevant” yet ultimately rewarding poems, while remaining important objects of study in themselves.

Perfectionism in the transition to university: Comparing diathesis-stress and downward spiral models of depressive symptoms

2019 ◽  
Author(s):  
Shelby L. Levine ◽  
Marina Milyavskaya
Keyword(s):  
Mental Health ◽  
Depressive Symptoms ◽  
Poor Mental Health ◽  
First Year ◽  
First Year Students ◽  
Personal Standards ◽  
Downward Spiral ◽  
Personal Standards Perfectionism ◽  
Spiral Model ◽  
Diathesis Stress Model

Transitioning to university may be especially difficult for students who expect perfection from themselves. Self-critical perfectionism has consistently been linked to poor mental health. The current study compares a diathesis-stress and a downward spiral model, to determine why self-critical perfectionism is detrimental for mental health during this transition. First-year students (N=658) were recruited prior to beginning university in August and contacted again in October, January, and April. Participants completed measures on perfectionism, stress and depressive symptoms. Evidence was found for a downward spiral model with self-critical perfectionism, but not a diathesis-stress model. Students higher in self-critical perfectionism were more likely to experience increased stress and depressive symptoms in a circular and additive manner. Conversely, students higher in personal standards perfectionism experienced less stress and subsequent depressive symptoms. This research provides a theoretical model for why self-critical perfectionism is related to poor mental health outcomes which become sustained over time.

SELF-ISOLATION DURING THE COVID-19 PERIOD AS A RESOURCE FOR SELF-DEVELOPMENT

2020 ◽  
Author(s):  
Галина Николаевна Травинова ◽  
Дарья Сергеевна Головченко
Keyword(s):  
Free Time ◽  
First Year ◽  
Moral Self ◽  
First Year Students ◽  
Self Development ◽  
Development Analysis

Самоизоляция актуализировала использование свободного времени в качестве ресурса саморазвития. Анализ результатов анкетирования позволил выявить достижения и трудности интеллектуального и нравственного саморазвития студентов-первокурсников. Self-isolation actualized the use of free time as a resource for self-development. Analysis of the questionnaire made it possible to identify the achievements and difficulties of the intellectual and moral self-development of first-year students.

A Longitudinal Study of the Effects of Academic and Social Integration and Commitment on Retention

NASPA Journal ◽  
1999 ◽  
Vol 37 (1) ◽  
pp. 1-10 ◽  
Author(s):  
Cheryl Beil ◽  
Carol A. Reisen ◽  
Maria Cecilia Zea ◽  
Robert C. Caplan
Keyword(s):  
Longitudinal Study ◽  
Social Integration ◽  
Academic Integration ◽  
Research University ◽  
First Year ◽  
First Year Students ◽  
First Semester ◽  
Academic And Social Integration ◽  
Private Research

This longitudinal study predicted retention from academic integration, social integration, and commitment to remain in college in a sample of first-year students at a residential, private research university. When assessed separately, first-semester reports of commitment mediated the effects of both academic and social integration on retention six semesters later.

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