Associations between sensory issues, mealtime behaviours, and food and nutrient intakes in children with Autism Spectrum Disorder : a thesis presented in partial fulfilment of the requirements for the degree of Master of Science in Human Nutrition and Dietetics at Massey University, Albany, New Zealand

Appendix 2, BPFAS scoring sheet, redacted for copyright reasonsBackground: Sensory issues are defined as dysfunction within the integration of the seven senses within the brain. Dysfunction can lead to issues within higher-level integrative functions such as social participation and planning and praxis, and lead to atypical responses to one’s environment. Sensory issues are highly prevalent in children with Autism Spectrum Disorder (ASD) and have been associated with difficult mealtime behaviours. It is not known if sensory issues are associated with food or nutrient intake in ASD children living in New Zealand (NZ). Nutritional deficits during development could have compounding effects on cognition and behaviour in ASD. Methods: Analysis of baseline data from an ongoing randomised-controlled trial was undertaken. Using a cross-sectional observational study design we investigated associations of sensory issue severity with frequency of difficult mealtime behaviour and food and nutrient intakes of children aged 2.5–8 years with ASD in NZ. The Sensory Processing Measure (SPM), Behavioural Paediatric Feeding Assessment Scale, Dietary Intake for Child’s Eating (DICE), and four-day food diaries were used to measure sensory issues, difficult mealtime behaviours, food intake, and nutrient intake, respectively. Results: Of 113 participants, 90.2% of children had sensory issues, and 41.5% of children had clinical difficult mealtime behaviours. An increase in sensory issue severity corresponded to an increase in frequency of difficult mealtime behaviours (r=.265, p=.007). Social participation issue severity was inversely associated with the total DICE score (r=-.305, p=.003). More than 50% of the children did not meet Ministry of Health recommendations for servings of fruit, vegetables, breads and cereals, milk and milk products, or nutrient intakes for calcium. Neither sensory issue severity nor frequency of difficult mealtime behaviours appeared to be associated with food and nutrient intakes. Conclusion: Sensory issues are highly prevalent in ASD children and sensory issue severity is positively associated with frequency of difficult mealtime behaviours. Intervention is required in a number of children with ASD to ensure food and nutrient intake recommendations are met

Nontraditional Students: Understanding and Meeting their Needs in the Anthropology Classroom

In light of the fact that nontraditional students (those age 25 years or older) outnumber traditional students on many US college campuses, it is important to understand their needs and experiences in higher education. A key characteristic distinguishing nontraditional students from traditional-aged college students is the high likelihood that they are juggling multiple competing demands and stressors, including parenthood, work, marriage, and financial responsibility. The findings presented here are part of a larger study that included in-depth interviews with 25 nontraditional undergraduate students at New Mexico Highlands University (NMHU or Highlands). This article highlights the narratives of five of these nontraditional students to illustrate the range of experiences that emerged across the sample. The authors reflect on how learning these narratives has influenced their personal approaches to teaching and engaging with nontraditional students and provide strategies for supporting nontraditional students in the anthropology classroom

Diverse Student Experiences in Higher Education: Implications for the Anthropology Classroom

The articles in this special collection were presented at the Society for Applied Anthropology meeting in 2018 on a panel affiliated with the organization’s Issues in Higher Education Topical Interest Group. This topical interest group focuses on examining how ongoing shifts in student demographics, financial challenges, and national policy impact decision-making and practice at all levels of the institution in complex ways. The articles in this collection explore educational experiences and needs of college students from their perspectives within the broader context of a rapidly changing higher education landscape and with a focus on applying this knowledge to teaching practices in the anthropology classroom. The authors present ethnographic research on students’ experiences, discuss implications of findings for the anthropology classroom, and provide concrete strategies that instructors can implement to address students’ needs. In doing so, they bring together two fields of study that often appear in the literature as separate areas of focus – the anthropology of higher education and the teaching of anthropology

The Fantasy of Embodiment: Afrofuturism, Cosplay and the Afrodiaspora

Cosplay, or costume play, refers to the act of dressing up as characters from Japanese manga and anime, television, film, comics, cartoons and video games. Costumes are infused with the imaginative power capable of transporting cosplayers into different realms of existence. Cosplayers step into the narratives of the characters that they dress up as. For people of colour (POC), most especially those who belong to the Afrodiasporic community, cosplay can be understood as a social experiment that creates a discursive space to play with preconceived racial stereotypes. Commonly, cosplay is described as being an expressive realm to show passion for a fandom, but by melding cosplay subculture with Afrofuturist theories on play, the power of the imagination, and the creation of alternative systems of being and belonging, it can be conceptualized as a tool that possesses the capability to (re)signify and (re)present blackness by encouraging cosplayers to take control of self-visualization. Along with building from the theoretical framings of Afrofuturism, this project makes use of interviews with Afrofuturist scholars and artists, as well as cosplay participants to interrogate the relationship between cosplay and authentic visual representation. This work culminates in a research-creation project that depicts a visual and interactive guide that expounds on how conceiving cosplay, as an Afrofuturist tool, can encourage a desire to play with embodiment to create new narratives that allow for greater expression from and for racialized cosplayers

THE WIDENING CORN BASIS IN SOUTH DAKOTA: FACTORS AFFECTING AND THE IMPACT OF THE LOAN DEFICIENCY PAYMENT

Crop Production/Industries,

Let\u27s get physical: the dual-task costs of multiple motor responses

Dual-task costs occur when attention is divided among two or more concurrent tasks. Most dual-task studies involve paradigms where participants complete two, concurrent cognitive tasks; in these studies, performance on one or both tasks are slower and/or less accurate. The goal of this study was to examine whether dual-task costs would exist when participants completed a cognitive task while walking and whether those costs would be greater when the cognitive task required a motor-based response or when the task was more difficult. Twenty-two college students completed four blocks of a visual search task while walking. The difficult and the manual blocks were associated with the greatest accuracy costs, but performance was slower in both the difficult and the verbal modality blocks. These findings indicate that dual-task costs do occur, even when one of the tasks is walking, and that costs are greatest when the concurrent task is especially difficult