Analysis of association of sensory and laboratory assessments for quality and consumer acceptability of steamed East Africa highland bananas

BACKGROUND: The relevance of several characteristics for the acceptability of steamed East Africa bananas (matooke) was assessed using consumer-preferred characteristics, the overall liking scores, check-all-that-apply (CATA) and the Just About Right scale. The study was conducted in rural and urban locations in three banana growing regions of Uganda. Two landraces and two hybrids were processed into matooke. Twelve trained panellists evaluated color, taste and texture sensory characteristics. RESULTS: Consumers scored matooke from landraces as the most liked. The CATA test showed that the most important characteristics were: smooth mouthfeel, soft to the touch, not sticky, moldable, deep yellow color, attractive, good matooke taste and smell. Principal component analysis confirmed that most of the preferred sensory characteristics were associated with the local genotypes, whereas the less preferred characteristics were associated with hybrids. Correlation analysis revealed strong positive correlations between the consumer assessed characteristics, hardness by touch, softness to touch and yellowness, as well as quantitative laboratory characteristics (moldable, hardness by touch, softness and yellowness) of the steamed matooke. Color assessed by consumers was strongly correlated with the laboratory-assessed color indicators. CONCLUSION: The strong associations observed between laboratory-assessed and consumer-based characteristics (moldable by touch and yellowness) suggest the possibility of predicting consumer characteristics using quantitative laboratory sensory assessments. Matooke taste as assessed by consumer panel is strongly associated with smooth texture and deep yellow color, which were the characteristics associated with landraces in the laboratory sensory assessment

Availability of human immunodeficiency virus prevention services in secondary schools in Kabarole District, Uganda

This study was to assess the level of availability of HIV prevention strategies in secondary schools in Kabarole district, Uganda in order to inform the design of interventions to strengthen HIV Prevention and psychosocial support.The aim of this study was to assess the level of availability of HIV prevention strategies in secondary schools in Kabarole district, Uganda in order to inform the design of interventions to strengthen HIV Prevention and psychosocial support. Quantitative and qualitative research methods were used in eight secondary schools in Kabarole district to establish available HIV prevention and psychosocial support services. Questionnaires were administered to 355 students 12-24 years old. In addition, 20 Key Informant interviews were held with education service providers. Quantitative data was analyzed using Epi-data and qualitative data were analyzed by thematic content analysis. Seven of the eight schools had at least one HIV prevention strategy. Two teachers in each of the five schools had been trained in HIV prevention. No school had a nurse trained in HIV prevention, care and support. Education service providers had limited knowledge of HIV prevention support and care of students living with HIV. We found out that students had knowledge on how one can acquire HIV. HIV prevention services reported by students in schools included: talks from teachers and guests (19%), drama with HIV prevention related messages (16%), peer education clubs (15%), workshops and seminars on HIV (8%), sensitization about HIV/AIDS (7%), guidance and counseling (6%), talking compounds- (5%), abstinence talks (6%), keeping students busy in sports (4%), straight talk (4%). Sixty three percent reported receiving HIV reading materials from various sources. Preventing HIV infection among students in schools is still demanding with limited interventions for students. Efforts to support school interventions should focus on including HIV Prevention in the school curriculum, working with peer educators as well as education service providers who spend much of the time with the students while at school