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Search Results: 1 - 10 of 8661 matches for " Marie Fanelli Kuczmarski "
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The Spice Kitchen: Apprenticeship Training in Culinary Skills  [PDF]
Marie Fanelli Kuczmarski, Elisabeth M. Jones
Creative Education (CE) , 2012, DOI: 10.4236/ce.2012.38203
Abstract: Current Dietary Guidelines for Americans emphasize the need to reduce dietary sodium. Spices impart flavor to food, serving as substitutes for salt. In addition, the antioxidant activity of spices can provide health benefits. Dietetic students receive training in basic food preparation and foodservice management however, their knowledge and use of spices can be limited. This article describes the enhancement of their culinary experiences through participation in a class designed to explore the flavors and health properties of 10 spices. The class provided an opportunity for apprenticeship training, exposing students to spices and cooking methods. Student objectives were: 1) to increase knowledge of spices and their potential health benefits; 2) to use flavorful swaps, substituting spices for salt in daily food preparation; 3) to identify and evaluate the intensity of aromas associated with selected spices; and 4) to gain experience utilizing cooking methods that reduce fat in preparation. All of the objectives were achieved based on student responses to pre-, mid-, and post-course evaluations and the completion of aroma charts for each lab. Course challenges such as food costs and space availability were identified but easily managed. To our knowledge this is the first class devoted to spices in a didactic dietetics accredited program in the United States. Training dietetic and other health professional students, about the use of spices to enhance flavor when reducing the sodium, fat and sugar content of foods may be beneficial to their clients who are trying to manage not only their weight but also other medical conditions such as hypertension and diabetes mellitus.
Peer Mentoring Contributes to Career Growth of Undergraduate Nutrition and Dietetics Students  [PDF]
Megan E. Grimes, Sandra D. Baker, Marie Fanelli Kuczmarski
Creative Education (CE) , 2014, DOI: 10.4236/ce.2014.514147

Peer mentoring has been shown to improve social networks and reduce the rate of failure in college classes. However, it has not been studied extensively with nutrition and dietetics majors, who may benefit from peer mentoring as a way to cultivate learning and improve communication and leadership skills. The University of Delaware’s Dietetics Program recently implemented cross-year peer mentoring in the relatively large Introduction to Nutrition Professions class, a First Year Experience course. At the end of every class, the mentors, upperclassmen, met with small groups of students to answer questions, review assignments, and share their experiences. The ratio of mentor to student was 1:10. All mentors received training by the course instructor prior to the first mentoring sessions. The effectiveness of the mentoring experience was evaluated for both the mentees and the mentors of the 2012 and 2013 classes by a validated online survey. Of the 254 mentees, 176 (69%) completed the survey; of the 24 mentors, 21 responded. Approximately 75% of the mentees agreed or strongly agreed that mentoring provided them nutrition resources, and that they could ask the mentor questions about the field of nutrition. Mentees noted that they benefited from increased knowledge of university resources and nutrition careers and the valuable advice from mentors. Almost all mentors agreed that the program increased their leadership and communication skills, and that it was a positive experience. Mentor benefits included career development and favorable dietetic internship acceptance rate, higher than the national average. Roughly 35% of mentees and 8 of 21 mentors agreed or strongly agreed that the mentoring session expanded their friendship networks within the major. Based on these positive outcomes, peer mentoring is an effective method to enhance students’ learning and career growth.

How to Stay Healthy While Studying Abroad: Development of an Electronic Magazine for College Students  [PDF]
Hannah M. Lightcap, Marie Fanelli Kuczmarski, Lisa P. Chieffo
Creative Education (CE) , 2016, DOI: 10.4236/ce.2016.715206
Abstract: Increasing numbers of US college students are participating in travel study programs. As part of their pre-departure preparation, institutions provide orientation materials covering a range of topics. These materials typically cover such health-related topics as immunizations, sun safety, psychological distress, personal assault, and water quality. However, comprehensive coverage of strategies to ensure optimal physical wellness while traveling has been overlooked. This article describes the development and evaluation of an electronic (e) magazine entitled, “How to Stay Healthy While Studying Abroad”. This e-magazine not only explains the importance of physical activity, food and beverage practices, sleep, and stress and time management, but also offers tips for achieving wellness during travel. The primary objective of the study was to evaluate the usefulness of the e-magazine. The secondary objective was to enhance the content of the guide based on an assessment of students’ attitudes, perceptions and behaviors related to wellness pre- and post-participation in travel study programs. Prior to travel over 70% of students felt they would be able to engage in healthful eating and physical activity. Fifty-two percent of students found it challenging to eat healthfully and be physically active on their travel study programs. The vast majority of students (87%) reported that they found the guide helpful in promoting healthful behaviors. Hydration, health during travel, and getting enough sleep were the top three e-magazine areas utilized. Self-motivation, social support and tips within How to Stay Healthy While Studying Abroad were the top three factors which contributed to achieving physical wellness. The guide was considered useful based on the findings and evidenced by students’ recommendations that the guide be shared with all university students.
Cultural Sensitivity Associated with Domestic Travel Study Program: Long-Term Impact  [PDF]
Jessica R. Eosso, Marie Fanelli Kuczmarski, Ryan T. Pohlig, Laura M. Lessard, Sandra D. Baker
Creative Education (CE) , 2019, DOI: 10.4236/ce.2019.101008
Abstract: Domestic and international travel study programs have grown in length and popularity since they began in 1923. Regardless of the field of study, the goal of most programs is to enhance student cultural sensitivity. The purpose of this study was to explore the contribution of an undergraduate food-focused domestic travel study program on long-term cultural sensitivity based on the ASKED model. A travel study program focused on transcultural food and cuisine was initiated in 1987 and as of 2017, implemented 22 times. The program length varied between 3 and5 weeks and was offered in two locations in the United States. A survey developed to explore the long-term impact of the program incorporated the ASKED model of cultural competence. This model includes five domains: cultural awareness, skill, knowledge, encounters, and desire. The survey was validated and found to be reliable. University of Delaware alumni who participated in the travel study program (n = 461) and a comparison group of alumni (n = 402) who did not participate in the program were invited to complete the survey. The majority of respondents majored in nutrition and dietetics. Alumni who participated in the travel study program had significantly higher total cultural sensitivity scores and also higher scores on 3 domains, namely cultural skill, knowledge, and desire compared to those that did not. Of the 11 program activities participants were asked to rank as contributors to cultural sensitivity, dining experiences and farm to table tours were rated as the top two, respectively. The study findings provided evidence that a short-term, domestic travel study program enhanced long-term cultural sensitivity. Since domestic programs may be a more cost-effective option and align more closely with employment opportunities in healthcare than international travel programs for college graduates, educators should provide opportunities and encourage dietetic students to participate in these travel programs.
Development of Instrumentation for the Measurement of the Performance of Acoustic Absorbers  [PDF]
James Christopher Johnston, Maria A. Kuczmarski, Garth Olszko
Open Journal of Acoustics (OJA) , 2015, DOI: 10.4236/oja.2015.54014
Abstract: In both fixed and rotary wing aircraft, the move toward lighter structures has resulted in an increase in structural vibration and interior noise. Porous materials have been proposed as acoustic absorbers to reduce this noise. This paper discusses the development of equipment at the NASA Glenn Research Center for characterizing the acoustic performance of porous materials: a flow resistance apparatus to measure the pressure drop across a specimen of porous material, and a standing wave tube that uses a pair of stationary microphones to measure the normal incidence acoustic impedance of a porous material specimen. Specific attention is paid to making this equipment as flexible as possible in terms of specimen sizes need for testing to accommodate the small or irregular sizes often produced during the development phase of a new material. In addition, due to the unknown performance of newly developed material, safety features are included on the flow resistance apparatus to contain test specimens that shed particles or catastrophically fail during testing. Results of measurements on aircraft fiberglass are presented to verify the correct performance of the equipment.
A synthetic algebraic approach to a discussion of Riemann's hypothesis
Michele Fanelli,Alberto Fanelli
Mathematics , 2013,
Abstract: A fresh approach to the long debated question is proposed, starting from the GRAM-BACKLUND analytical continuation of the Zeta function (G-B Zeta expression). Consideration is given to the symmetric (even-exponent) and anti-symmetric (odd exponent) components of the power series representation of the G-B formulation along a circular path containing the 4 hypothetical zero-points predicted by HADAMARD and DE LA VALLEE POUSSIN (H/DLVP 'outlying' quartet). From the necessary conditions required of the even- and odd-exponent components at a representative zero-point of the hypothetical quartet some interesting logical consequences are derived and briefly discussed in the framework of the RIEMANN Hypothesis. A temporary mapping of the representative zero-point of the hypothetical quartet onto a higher-dimensional auxiliary domain provides an intriguing short-cut to the negative conclusion about the possibility of existence of such outlying zero-points.
The Riemann hypothesis about the non-trivial zeroes of the Zeta function
Michele Fanelli,Alberto Fanelli
Mathematics , 2015,
Abstract: The aim of the present essay is to investigate whether it is possible to approach the age-old problem of the Hypothesis by elementary algebraic means. However, the results about the properties of the Zeta Function acquired by professional mathematicians in more than 150 years of research using advanced theories and methods are here taken for granted and freely taken avail of. The necessary implication of our developments appears to be that non-trivial zero-points cannot exist outside the Critical Line X = 1/2.
Some notes about the Zeta function and the Riemann hypothesis
Michele Fanelli,Alberto Fanelli
Mathematics , 2015,
Abstract: The present essay aims at investigating whether and how far an algebraic analysis of the Zeta Function and of the Riemann Hypothesis can be carried out. Of course the well-established properties of the Zeta Function, explored in depth in over 150 years of world-wide study, are taken for granted. The chosen approach starts from the recognized necessity of formulating an extension of the Zeta Function which is defined for Re(s) = X < 1. A particular form of extension, based on a Euler-McLaurin integration procedure, is chosen and an algebraic appraisal is made of the conditions required to make the expression of this extension equal to zero. Imposing the zero-condition on this extension of the Zeta Function implies the nullity of the sum of three terms with different properties. This can be obtained only if certain compatibility conditions between the three terms are satisfied. One of the terms is endowed with a high degree of symmetry with respect to the Critical Line (C.L.) X = 1/2, and from the compatibility conditions it follows that either the other two terms possess the same type of symmetry or any complex-conjugate (c.c.) pair of zero-points should lie on the C.L. Since the symmetry properties of the first term are not shared by the other two terms, it appears that the only allowed c.c. pairs of zero-points must belong to the C.L.
How Many Scientists Fabricate and Falsify Research? A Systematic Review and Meta-Analysis of Survey Data
Daniele Fanelli
PLOS ONE , 2009, DOI: 10.1371/journal.pone.0005738
Abstract: The frequency with which scientists fabricate and falsify data, or commit other forms of scientific misconduct is a matter of controversy. Many surveys have asked scientists directly whether they have committed or know of a colleague who committed research misconduct, but their results appeared difficult to compare and synthesize. This is the first meta-analysis of these surveys. To standardize outcomes, the number of respondents who recalled at least one incident of misconduct was calculated for each question, and the analysis was limited to behaviours that distort scientific knowledge: fabrication, falsification, “cooking” of data, etc… Survey questions on plagiarism and other forms of professional misconduct were excluded. The final sample consisted of 21 surveys that were included in the systematic review, and 18 in the meta-analysis. A pooled weighted average of 1.97% (N = 7, 95%CI: 0.86–4.45) of scientists admitted to have fabricated, falsified or modified data or results at least once –a serious form of misconduct by any standard– and up to 33.7% admitted other questionable research practices. In surveys asking about the behaviour of colleagues, admission rates were 14.12% (N = 12, 95% CI: 9.91–19.72) for falsification, and up to 72% for other questionable research practices. Meta-regression showed that self reports surveys, surveys using the words “falsification” or “fabrication”, and mailed surveys yielded lower percentages of misconduct. When these factors were controlled for, misconduct was reported more frequently by medical/pharmacological researchers than others. Considering that these surveys ask sensitive questions and have other limitations, it appears likely that this is a conservative estimate of the true prevalence of scientific misconduct.
Do Pressures to Publish Increase Scientists' Bias? An Empirical Support from US States Data
Daniele Fanelli
PLOS ONE , 2012, DOI: 10.1371/journal.pone.0010271
Abstract: The growing competition and “publish or perish” culture in academia might conflict with the objectivity and integrity of research, because it forces scientists to produce “publishable” results at all costs. Papers are less likely to be published and to be cited if they report “negative” results (results that fail to support the tested hypothesis). Therefore, if publication pressures increase scientific bias, the frequency of “positive” results in the literature should be higher in the more competitive and “productive” academic environments. This study verified this hypothesis by measuring the frequency of positive results in a large random sample of papers with a corresponding author based in the US. Across all disciplines, papers were more likely to support a tested hypothesis if their corresponding authors were working in states that, according to NSF data, produced more academic papers per capita. The size of this effect increased when controlling for state's per capita R&D expenditure and for study characteristics that previous research showed to correlate with the frequency of positive results, including discipline and methodology. Although the confounding effect of institutions' prestige could not be excluded (researchers in the more productive universities could be the most clever and successful in their experiments), these results support the hypothesis that competitive academic environments increase not only scientists' productivity but also their bias. The same phenomenon might be observed in other countries where academic competition and pressures to publish are high.
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