College students, vending machines, and improving nutritional choices: the effects of adding healthier foods on perceptions of vending machines

2014 ◽  
Vol 5 (1) ◽  
pp. 16 ◽  
Author(s):  
Julia L. Lapp ◽  
William Harris Ressler ◽  
Amy L. Frith
Keyword(s):  
College Students ◽  
Vending Machines

scholarly journals College Students’ Perception of the Effectiveness of Vending Machine Interventions to Improve Snack Quality

2021 ◽  
Vol 5 (Supplement_2) ◽  
pp. 558-558
Author(s):  
Christie Kirchoff ◽  
Karina Abadia ◽  
Cristina Palacios ◽  
Marianna Sanchez
Keyword(s):  
College Students ◽  
Saturated Fat ◽  
South Florida ◽  
Bivariate Analysis ◽  
Snack Food ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Snack Foods ◽  
Vending Machines ◽  
Total Fat

Abstract Objectives The college food environment plays an integral role in student dietary intake during a critical transitional time. Snacking in the US is frequent and even more so among college students, with 98% consuming snacks daily, and about four times per day. Snacking affects overall diet quality by contributing 22% of the total energy, 36% of the total sugar, and 19% of the total fat and saturated fat consumed daily. Vending machines (VM) at colleges are of increased importance because they are used frequently and contain calorie-dense, nutrient-poor, and highly-processed foods. Many schools have attempted to improve the quality of snack foods offered in VMs with a top-down approach that often fails and might decrease VM revenue. This study aims to uncover college students' purchasing habits and preferences for improving snack options. Methods A cross-sectional survey was administered in the Spring of 2019 to a sample of 194 college students examining snacking practices and preferences at a large Hispanic serving university in South Florida. Statistical analysis using SPSS 26 included descriptive statistics and bivariate analysis in determining frequency, percentages, and relationships between VM use and factors influencing snack choice and perception of intervention effectiveness. Results Respondents' ages ranged between 18–40 years old (M = 20.9, SD = 3.10), 91% reported purchasing snack foods from vending machines. Participants who used VM (occasionally or frequently) ranked lowering the price of healthy products (score 3.45 and 3.60, respectively) as the intervention that would be most helpful in choosing a healthy snack. However, participants who rarely or never use VM chose labels indicating which items were healthy (score 3.40) as the most helpful intervention. Significant differences exist between VM users and Non-VM users related to intervention preference. Conclusions Incorporating student perspectives to tailor VM interventions to impact a broader range of VM users and non-users will improve the effectiveness. Without students' perspective, many factors that influence students' snack food choices and how they utilize VMs will be missed. By eliciting student consumers' feedback, Universities can improve food environments to include healthier options without sacrificing revenue. Funding Sources None.

Anonymous linkage between college students and HIV facilities: systematic evaluation of urine self-collection for HIV testing initiative in China

2020 ◽  
Author(s):  
Yi Lv ◽  
Guanqiao Li ◽  
Maogui Hu ◽  
Chengdong Xu ◽  
Hongyan Lu ◽  
...  
Keyword(s):  
College Students ◽  
At Risk ◽  
Social Networking ◽  
Hiv Testing ◽  
Evaluation Framework ◽  
Systematic Evaluation ◽  
Annual Number ◽  
Testing Methods ◽  
Student Activity ◽  
Vending Machines

Abstract Background Identifying young HIV-infected individuals who are unaware of their status is a major challenge for HIV control in China. To address this, an innovative, anonymous vending machine-based urine self-collection for HIV testing (USCT) program was implemented in 2016 in colleges across China. Methods From June 2016 to December 2019, 146 vending machines stocked with urine self-collection kits were distributed on 73 college campuses across 11 provinces of China. Urine samples were collected, delivered, and tested in an anonymous manner. We analyzed the returned rate, reactive rate (likelihood of HIV screening positive), testing effectiveness (the annual number of HIV-infected college students screened by USCT or other testing methods), and the spatiotemporal relationship between USCT usage and student activity per college generated from the usage of a social networking application. Results Among the total of 5178 kits sold, 3109 (60%) samples were returned and of these 2933 (94%) were eligible for testing. The HIV-reactive rate was 2.3% (66/2933). The average effectiveness ratio among the 34 participating Beijing colleges was 0.39 (12:31) between USCT and conventional testing methods. A strong spatiotemporal correlation between USCT numbers and online student activity was observed during school semesters in Beijing. Conclusions USCT is a powerful complement to current interventions that target at-risk students and promote HIV testing. The social networking-based evaluation framework can guide us in prioritizing at-risk target populations.

scholarly journals Vending machines, sugar‐sweetened beverage (SSB) use, and weight status of college students

2013 ◽  
Vol 27 (S1) ◽  
Author(s):  
Mallory Koenings ◽  
Tanya Horacek ◽  
Kendra Kattelmann ◽  
Carol Byrd‐Bredbenner ◽  
Matthew Gurka ◽  
...  
Keyword(s):  
College Students ◽  
Weight Status ◽  
Sugar Sweetened Beverage ◽  
Sweetened Beverage ◽  
Vending Machines

Milk Vending Does Not Improve College Students’ Milk and Calcium Intakes

2017 ◽  
Vol 19 (2) ◽  
pp. 295-302 ◽  
Author(s):  
Angela M. Rose ◽  
Rachel A. Williams ◽  
Andrew S. Hanks ◽  
Julie A. Kennel ◽  
Carolyn Gunther
Keyword(s):  
College Students ◽  
Young Adulthood ◽  
Diet Quality ◽  
Life Stage ◽  
Public University ◽  
Effective Strategy ◽  
Sales Data ◽  
Vending Machines ◽  
Before And After ◽  
The Impact

In the transition from adolescence to young adulthood, overall diet quality decreases, including a reduction in both dairy and calcium consumption. The objective of this pilot study was to determine the impact of milk vending on milk and calcium intakes in college students. Participants were 124 college students living in dorms at a large public university (Fall 2012). Milk vending machines were installed in two campus dorms. Before and 2 months after installation, students were surveyed about milk and calcium intakes, as well as attitudes regarding milk vending. Sales data for the newly installed machines were also collected between the pre- and posttest surveys. Students reported similar milk and calcium consumption before and after the intervention. Mean calcium intakes were lower than the recommended dietary allowance for students in either life stage group (18 years old or 19 years and older). Milk vending sales data showed that during the study period, approximately nine bottles of milk were bought each day from the two dorms combined. Results from this study suggest that milk vending alone may not be an effective strategy for preventing the commonly observed decrease in milk and calcium intakes among college students.

scholarly journals Vending Machine Purchasing Experience Among Students in the University’s Residential College

2018 ◽  
Vol 3 (SI) ◽  
pp. 8
Author(s):  
Mohamad Naqiuddin Md Mansor ◽  
Norhidayah Mohd Rashid ◽  
Hairunnisa Ma’amor ◽  
Nur Idayu Badrolhisam ◽  
Nor Intan Shamimi Abdul Aziz
Keyword(s):  
College Students ◽  
Daily Basis ◽  
Walking Distance ◽  
Residential College ◽  
Vending Machines ◽  
Price Range ◽  
Machine Operators ◽  
Long Time ◽  
University Colleges

University colleges provide cafeteria for student living on campus to purchase foods. These cafeteria open on daily basis, located in separate building and usually within a walking distance from college. A college cafeteria system often has a virtual monopoly on the students due to an isolated location and less competition for on-campus food. There is situation where students must wait for a long time to purchase pre-cooked or ordered foods. The situation will become worse when students are hungry at night and the cafeteria is already closed. In addition most of the cafeterias are closed during semester break since only few students stay at the college. Alternatively, purchasing foods via vending machines are adaptable and acceptable since it operates twenty-four hours seven days a week. Vending machine can provide variety of foods and drinks with affordable price range. This study aims to investigate the purchasing experience among university’s residential college students by using vending machine. The result will help vending machine operators develop and customize their own machines to better serve the customers’ needs.

Lessons Learned From Coaching Postsecondary Students With Traumatic Brain Injury

2020 ◽  
Vol 5 (1) ◽  
pp. 88-96
Author(s):  
Mary R. T. Kennedy
Keyword(s):  
College Students ◽  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Sense Of Self ◽  
Scientific Evidence ◽  
Sudden Onset ◽  
Lessons Learned ◽  
Speech Language Pathologists ◽  
The Brain ◽  
Exhaustive List

Purpose The purpose of this clinical focus article is to provide speech-language pathologists with a brief update of the evidence that provides possible explanations for our experiences while coaching college students with traumatic brain injury (TBI). Method The narrative text provides readers with lessons we learned as speech-language pathologists functioning as cognitive coaches to college students with TBI. This is not meant to be an exhaustive list, but rather to consider the recent scientific evidence that will help our understanding of how best to coach these college students. Conclusion Four lessons are described. Lesson 1 focuses on the value of self-reported responses to surveys, questionnaires, and interviews. Lesson 2 addresses the use of immediate/proximal goals as leverage for students to update their sense of self and how their abilities and disabilities may alter their more distal goals. Lesson 3 reminds us that teamwork is necessary to address the complex issues facing these students, which include their developmental stage, the sudden onset of trauma to the brain, and having to navigate going to college with a TBI. Lesson 4 focuses on the need for college students with TBI to learn how to self-advocate with instructors, family, and peers.

Effects of Physical Training on Stuttering

1968 ◽  
Vol 11 (4) ◽  
pp. 767-776 ◽  
Author(s):  
B. Don Franks ◽  
Elizabeth B. Franks
Keyword(s):  
College Students ◽  
Group Therapy ◽  
Physical Training ◽  
Cardiovascular Response ◽  
Training Group ◽  
Physical Stress ◽  
Submaximal Exercise ◽  
Endurance Running ◽  
Response To Exercise

Eight college students enrolled in group therapy for stuttering were divided into two equal groups for 20 weeks. The training group supplemented therapy with endurance running and calisthenics three days per week. The subjects were tested prior to and at the conclusion of the training on a battery of stuttering tests and cardiovascular measures taken at rest, after stuttering, and after submaximal exercise. There were no significant differences (0.05 level) prior to training. At the conclusion of training, the training group was significandy better in cardiovascular response to exercise and stuttering. Although physical training did not significantly aid the reduction of stuttering as measured in this study, training did cause an increased ability to adapt physiologically to physical stress and to the stress of stuttering.

The Effects of a Neutral Stimulus (Buzzer) on Motor Responses and Disfluencies in Normal Speakers

1969 ◽  
Vol 12 (1) ◽  
pp. 179-184 ◽  
Author(s):  
Richard R. Martin ◽  
Gerald M. Siegel
Keyword(s):  
College Students ◽  
Neutral Stimulus ◽  
Motor Responses ◽  
Control Subjects ◽  
And Control ◽  
Speaking Task

Seventy-two college students were divided into three groups: Button Push-Speech (BP-S), Speech-Button Push (S-BP), and Control. BP-S subjects pushed one of two buttons on signal for 8 min. During the last 4 min, depression of the criterion button caused a buzzer to sound. After the button-push task, subjects spoke spontaneously for 30 min. During the last 20 min, the buzzer was presented contingent upon each disfluency. S-BP subjects were run under the same procedures, but the order of button-push and speech tasks was reversed. Control subjects followed the same procedures as S-BP subjects, but no buzzer signal was presented at any time. Both S-BP and BP-S subjects emitted significantly fewer disfluencies during the last 20 min (Conditioning) than during the first 10 min (Baserate) of the speaking task. The frequency of disfluencies for Control subjects did not change significantly from Baserate to Conditioning. In none of the three groups did the frequency of pushes on the criterion button change significantly from minute to minute throughout the 8-min button-push session.

Distinctive Phonetic Features as Relevant and Irrelevant Stimulus Dimensions in Speech-Sound Discrimination Learning

1974 ◽  
Vol 17 (3) ◽  
pp. 417-425
Author(s):  
Stuart I. Ritterman ◽  
Nancy C. Freeman
Keyword(s):  
College Students ◽  
Discrimination Learning ◽  
Irrelevant Dimension ◽  
Speech Sound ◽  
Irrelevant Stimulus ◽  
Relevant Dimension ◽  
Phonetic Features ◽  
Sound Discrimination ◽  
Nonsense Syllables

Thirty-two college students were required to learn the relevant dimension in each of two randomized lists of auditorily presented stimuli. The stimuli consisted of seven pairs of CV nonsense syllables differing by two relevant dimension units and from zero to seven irrelevant dimension units. Stimulus dimensions were determined according to Saporta’s units of difference. No significant differences in performance as a function of number of the irrelevant dimensions nor characteristics of the relevant dimension were observed.

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