The Effect of Alternative Nutrition Menu Labels on Children’s Meals Purchases and Parent-Child Decision-Making

Children are one subpopulation that have seen a threefold increase in obesity over the last two decades but have received no attention in the menu labeling literature. The purpose of this study is to explore the effects of different menu labeling formats on purchases of children’s meals and parent-child decision-making at a family-oriented restaurant. The intervention consists of five children’s menus featuring six bundled, nutritionally diverse, and equally priced combinations that are implemented over about a year. Accompanying each menu is a survey postcard collecting information on the parent-child decision process in choosing the item. This is ongoing research and all data is not in but at this point, the very early evidence points toward child-menu labeling having very little impact on food choices and caloric intake. This result is likely due to low parental involvement in the decision process given that children are the main ones deciding what to eat.Consumer/Household Economics, Food Consumption/Nutrition/Food Safety,

Introduction to Vocal Pedagogy

https://kb.gcsu.edu/cme_profdev/1002/thumbnail.jp

"But I did practice!" Self-reported versus observed self-regulated practice behaviors

The primary purpose for this study was to learn more about the practice habits of young musicians by evaluating whether self-reported data collected with Miksza's (2012) Measure of Self-Regulated Practice Behavior for Beginning and Intermediate Instrumental Students (MSRPBBIIS) was predictive of the observed practice behaviors of young musicians. A secondary purpose was to examine the interactions between self-reported and observed practice behaviors in the self-regulated musical dimensions method (strategy selection and usage), time usage (time management behaviors), and behavior (choosing and monitoring outcome behaviors) and selected moderator variables to develop a more detailed understanding of students' practice and practice perceptions. Participants (N = 45) were selected from four Georgia schools. Miksza (2012) showed that data gathered with the MSRPBBIIS had acceptable internal consistency, reliability over time, and preliminary validity levels, but questioned the predictive validity of the self-report format. My regression analyses revealed that the MSRPBBIIS lacked predictive validity in all three observable dimensions: method (strategy selection and usage), time usage (time management behaviors), and behavior (choosing and monitoring outcome behaviors). This finding could be due to the unreliability of the self-report format in that young musicians may either report or perceive their practice efforts differently (as surveyed) than they regulate them (as observed). I found differences in the observed self-regulated learning behaviors of various subgroups within my sample. For example, high school students demonstrated more self-regulated learning behaviors than middle school students. Students who reported taking private lessons demonstrated more self-regulated learning behaviors than those who reported no private lessons. Additionally, percussionists demonstrated more self-regulated learning behaviors than woodwinds or brass students. Differences in self-reported self-regulated practice behaviors among subgroups repeatedly conflicted with observed self-regulated practice behaviors. Middle school students demonstrated less observed self-regulated learning behaviors but reported higher motive (self-efficacy, self- determination, and goal-setting), which means that they worked without an apparent plan, but were more confident that they would achieve success. Woodwinds also reported higher levels of self-regulated practice behaviors than percussion, but demonstrated these behaviors less during observations. Findings from this research suggest that teachers may not be able to rely on students' descriptions of their own practice efforts, and that those efforts vary according to private lessons, instrument family, and grade levels. Because students in my sample appeared to follow their band class routines during practice, overtly teaching and modeling self-regulated practice strategies during instrumental rehearsals and lessons might allow teachers to influence their students' practice behaviors

Electrochemical detection of TNT at cobalt phthalocyanine mediated screen-printed electrodes and application to detection of airborne vapours

We describe the use of cobalt phthalocyanine as a mediator to improve the sensitivity for the electrochemical detection of TNT. Commercial screen-printed electrodes containing cobalt phthalocyanine were employed for determination of TNT. Improved sensitivities compared to screen-printed carbon electrodes without phthalocyanine were observed, current response for cyclic voltammetric measurements at modified electrodes being at least double that of unmodified electrodes. A synergistic effect between oxygen and TNT reduction was also observed. Correlation between TNT concentrations and sensor output was observed between 0–200 µM TNT. Initial proof-of-concept experiments combining electrochemical determinations, with the use of an air-sampling cyclone, are also reported

Apollo experience report: Development of guidance targeting techniques for the command module and launch vehicle

The development of the guidance targeting techniques for the Apollo command module and launch vehicle is discussed for four types of maneuvers: (1) translunar injection, (2) translunar midcourse, (3) lunar orbit insertion, and (4) return to earth. The development of real-time targeting programs for these maneuvers and the targeting procedures represented are discussed. The material is intended to convey historically the development of the targeting techniques required to meet the defined target objectives and to illustrate the solutions to problems encountered during that development

Angst About Academic Writing: Graduate Students at the Brink

This paper offers some insights into the anxieties graduate students bring into the classroom about academic or technical writing. In this qualitative study, a focus group of graduate students was utilized to describe the specific negative feelings, attitudes and experiences held about writing. Findings suggest that students were able to identify three main reasons or causes of writing anxiety: (1) lack of confidence in writing ability (2) lack of time to devote to writing activities and (3) lack of skills in utilizing scholarly resources. Participants also suggest that colleges and universities take more proactive steps in implementing strategies early in the matriculation process to support graduate students in acquiring writing competency. This exploration suggests that there is still much to be learned from graduate students about what colleges and universities can do to improve writing literacy, help graduate students acquire writing self-efficacy and create a culture of writing expectations.https://openriver.winona.edu/educationeddfacultyworks/1004/thumbnail.jp

Angst About Academic Writing: Graduate Students At The Brink

This paper offers some insights into the anxieties graduate students bring into the classroom about academic or technical writing. In this qualitative study, a focus group of graduate students was utilized to describe the specific negative feelings, attitudes and experiences held about writing. Findings suggest that students were able to identify three main reasons or causes of writing anxiety: (1) lack of confidence in writing ability (2) lack of time to devote to writing activities and (3) lack of skills in utilizing scholarly resources. Participants also suggest that colleges and universities take more proactive steps in implementing strategies early in the matriculation process to support graduate students in acquiring writing competency. This exploration suggests that there is still much to be learned from graduate students about what colleges and universities can do to improve writing literacy, help graduate students acquire writing self-efficacy and create a culture of writing expectations

Responses to supplementation by dairy cows given low pasture allowances in different seasons 2. Milk production

Two factorial experiments were designed to determine the effects of stage of lactation, and season of the year, on cow responses to supplementary feeding. These experiments were conducted over consecutive years with 128 high genetic merit multiparous Holstein-Friesian cows in early, mid and late lactation in spring, summer, autumn and winter. At each stage of lactation, and in each season of the year, cows were offered a restricted pasture allowance (25 to 35 kg dry matter (DM) per cow per day), either unsupplemented (control) or with supplement at 50 MJ metabolizable energy (ME) per cow per day in experiment 1 and 80 MJ ME per cow per day in experiment 2. The two supplements given in both years were rolled maize grain (MG) and a mixture of foods formulated to nutritionally balance the diet (BR). In experiment 2, another treatment, of a generous pasture allowance (60 to 75 kg DM per cow per day) (AP), was imposed on an additional group of early lactation cows during each season. Direct milk solids (MS) (milk fat plus milk protein) responses in experiment 1 to MG were 169, 279, 195 and 251 g MS per cow per day in spring, summer, autumn and winter, respectively, while those to BR were 107, 250, 192, 289 g MS per cow per day. In experiment 2, however, milk solids responses to both supplements during spring were slightly below the control treatment, with values similar to those in experiment 1 in summer and autumn for cows on the BR but not the MG supplement. Milk solids responses to supplementary foods were largest during seasons of the year when the quantity and quality of pasture on offer resulted in the lowest milk solids yield from unsupplemented cows. When carry-over effects of feeding MG and BR on milk solids production were detected, they were only about half the magnitude of the direct effects. Serum urea concentrations were higher in control cows than those offered MG with a similar effect for BR in all but summer in experiment 1, while serum glucose concentrations were highest in winter and lowest in summer. The most important factor influencing milk solids responses was the relative food deficit (RFD) represented by the decline in milk solids yield of the respective control groups after,changing from a generous pasture allowance to restricted allowance when the feeding treatments were imposed. Total milk solids responses (direct and carry-over) to supplements were greatest when severe food restrictions, relative to the cows' current food demand, resulted in large reductions in milk solids yield of the control groups. The RFD was the best predictor of milk solids response to supplementary foods. Therefore, it is likely that cows are most responsive to supplementary foods during or immediately after the imposition of a severe food restriction

Responses to supplementation by dairy cows given low pasture allowances in different seasons 1. Pasture intake and substitution

Two factorial experiments were designed to determine the effects of stage of lactation, and season of the year, on cow responses to supplementary feeding. These experiments were conducted over consecutive years with 128 high genetic merit multiparous Holstein-Friesian cows in early, mid and late lactation in spring, summer, autumn and winter. At each stage of lactation, and in each season of the year, cows were offered a restricted pasture allowance (25 to 35 kg dry matter (DM) per cow per day), either unsupplemented (control) or supplemented with 50 MJ metabolizable energy (ME) per cow per day in experiment 1 and 80 MJ ME per cow per day in experiment 2. Two different supplements were offered, namely, rolled maize grain (MG) and a mixture of foods (BR) formulated to nutritionally balance the diet. In experiment 2, a fourth treatment consisting solely of a generous pasture allowance (60 to 75 kg DM per cow per day, AP) was introduced. Offering MG and BR increased DM intake (DMI). At the restricted pasture allowance, increasing total ME allowance (MEA) by offering supplementary foods increased ME intake (MEI) by 0.68 (s.e. 0.047) MJ per extra MJ ME offered. This highly significant (P < 0.001) linear relationship was consistent across seasons, and did not diminish at higher MEA. In experiment 2, cows in early lactation had lower substitution rates than mid and late lactation cows irrespective of season. Substitution rate was higher when higher pasture allowance or quality of pasture on offer enabled the unsupplemented cows to achieve higher DMI from pasture than at other times of the year. These results suggest that one of the key factors determining the intake response to supplementary foods is pasture allowance. Within spring calving dairying systems, the largest increases in total DMI per kg of supplement offered is likely when offering supplements to early lactation cows grazing restricted allowances of high quality pasture