The Freshman 15: is it real?

OBJECTIVE: The belief that college students gain 15 lbs during freshman year is widespread, yet the evidence for this is limited. The authors aimed to determine whether college students gain weight during freshman year. PARTICIPANTS: The authors studied unmarried freshmen living on-campus at a private university in the northeastern United States. METHODS: The authors used an online survey to collect information about social behaviors and weight. RESULTS: The authors observed an average weight gain of 2.7 lbs. About half of the students gained weight, and 15% lost weight. Men gained more weight than did women. CONCLUSIONS: Freshman weight gain was 5.5 times greater than that experienced by the general population.     

The Freshman 15—A Closer Look

Abstract

Objectives and Participants: Changes in body weight, composition, and size were examined in college freshmen at the beginning (initial, n = 240) and end of fall semester 2007 (n = 214) and the end of spring semester 2008 (n = 205). Methods: Height, weight, body composition, and waist and hip measurements were assessed. Results: Mean weight, body mass index (BMI), absolute and percent body fat all increased significantly over fall semester and the academic year. About 31% of freshmen lost ≥5 lbs. Mean academic year weight gain was 2.6 lbs (entire group) and 6.0 lbs (weight gainers); body fat increased by 4.4 lbs in the weight gainers. A significant correlation (r = .509) was found between weight change and waist circumference change, but not between weight change and waist to hip ratio change. Conclusions: Freshmen weight gain is associated with increases in body fat and waist circumference, which may be troublesome should the trend continue throughout college.     

Freshman 15: valid theory or harmful myth?

The authors investigated whether the perception that freshmen gain 15 pounds during their 1st year of college is related to either actual or perceived weight gain. Forty-nine incoming freshmen at a small liberal arts college completed the study by filling out questionnaires and health data at the beginning and end of their 1st year on campus. The findings revealed no significant weight gain at the end of the year. The "Freshman 15" myth was found to play an important role in perpetuating negative attitudes toward weight. Freshmen who were concerned about gaining 15 pounds were more likely to think about their weight, have a poorer body image than others, and categorize themselves as being overweight.     

Reflecting on partdime private practice: Is it worth it?

Abstract

Gradual, but not so subtle, changes in Australia's political and welfare cultures have meant that over the past I0 years social workers have been showing a greater interest in private practice as a legitimate aspect of the profession. This paper presents some of the major practical considerations required for a part-time practice to be successfully initiated and maintained. The author uses her own experience as an example and explores the personal, professional and commercial decisions she has made in such a practice over the past 16 years.     

The ‘Freshman 5’: A Meta-Analysis of Weight Gain in the Freshman Year of College

Abstract

Objective: (1) To use the available research to estimate the amount of weight gained by college freshman during their first year of college. (2) To identify potential predictors of freshman weight gain. Methods: A meta-analysis was conducted in November 2008. The analysis focused on articles published in English scientific journals between 1985 and 2008 available on the MEDLINE, Web of Science, and PsycINFO databases and excluded studies of weight change over periods beyond freshman year. Results: Twenty-four studies met the inclusion criteria. Based on a pooled sample of 3,401 cases, mean weight gain was 3.86 (95% confidence intervals [CI] = 3.81–3.91) lbs. Potential contributors to gain were recent dieting, high baseline weight, and psychological stress. Conclusions: The first year of college is a period of vulnerability for weight problems. Further research is needed to better understand freshman weight gain and devise appropriate prevention strategies based on predictors of gain.     

Genograms: Is it Time for a Change?

This article began as a letter to the Editors, expressing Anne Macvean's concern about the genogram convention that the ANZJFT follows. How does a journal decide whether or not it is time to change? This seemed to be an issue deserving of a wider debate. Here is the beginning of the debate, with comments on Anne's letter from two local users of genograms, Jenny Brown and Jan Evans, and from Monica McGoldrick, internationally known genogram expert, author of You Can Go Home Again [1995], co‐author of Genograms: Assessment and Intervention (1999).     

Introduction: The Glass Coffin: What Age Is Desire?

To invite future contributions to the project taking shape in this special issue of Studies in Gender and Sexuality, I defer making the usual theoretical introductory comments on our topic, What Age is Desire? in preference for what might emerge among the articles as they read and are read, open to elaboration and close wounds, engender desire and spark controversy—as do barfly and passerby eyeing one another at the Glass Coffin.     

Does Nominal Devaluation Precede Real Devaluation? The Case of The Philippines

This paper attempts to examine the link between nominal devaluation and real devaluation with special reference to the Philippines. In doing so, we have used log linear relationship between the variables and have employed some sophisticated tests such as Ng–Perron unit root test, autoregressive distributive lag model, and dynamic ordinary least squares test for the long run correlation. The findings of the study with the Philippino quarterly data suggest that not only in the long run, but also in the short run, nominal devaluation leads to real devaluation.

Prework screen: Is it helpful in reducing injuries and costs?

A comparison was made between individuals employed as Nursing Assistants (NA) and Certified Evaluated Nursing Assistants (CENA) at Lakeland Regional Health System for one year prior to the implementation of a prework screen and for one year following the implementation of the prework screen. The goal was to determine the effectiveness of the prework screen on reducing injury rates and Workers' Compensation costs as well as the turnover rate for Nursing Assistants at Lakeland Regional Health System.     

The CLASS Act: is it dead or just sleeping?

The Affordable Care Act (ACA) established a voluntary public insurance program for long-term care: the Community Living Assistance Services and Supports (CLASS) Act. In October 2011, the Obama Administration announced that the program would not be implemented because of the high risk of fiscal insolvency. Under the legislative design, adverse selection was a major risk and premiums would have been very high. This article discusses several CLASS Act design and implementation issues, including the design features that led to the decision not to implement the program: the voluntary enrollment, the weak work requirement, the lifetime and cash benefits, and the premium subsidy for low-income workers and students.     

Is it time sociology started researching incompetence?

There appears to be a mismatch between apparent incompetence in the world and the amount of sociological research it attracts. The aim of this article is to outline a sociology of incompetence and justify its value. I begin by defining incompetence as unsatisfactory performance relative to standards. Incompetence is thus intrinsically sociological in being negotiated and socially (re)constituted. The next section foregrounds how widespread and serious incompetence is. This renders effective sociological understanding crucial to welfare. The article then systematically analyses uses of the term in the British Journal of Sociology (a good quality general journal) to assess the current state of research. This analysis fully confirms the neglect of incompetence as a research topic. The next section proposes suitable methods for preliminary incompetence research addressing distinctive challenges like the stigma of being incompetent. These sections then allow incompetence to be better contextualised by other contributing concepts like power, bureaucracy and meritocracy. The final section justifies suggestions about directions for future research.     

Is it ever safe to vote strategically?

There are many situations in which mis-coordinated strategic voting can leave strategic voters worse off than they would have been had they not tried to strategise. We analyse the simplest of such scenarios, in which a set of strategic voters all have the same sincere preferences and all contemplate casting the same strategic vote, while all other voters are not strategic. Most mis-coordinations in this framework can be classified as instances of either strategic overshooting (too many voted strategically) or strategic undershooting (too few). If mis-coordination can result in strategic voters ending up worse off than they would have been had they all just voted sincerely, we call the strategic vote unsafe. We show that under every onto and non-dictatorial social choice rule there exist circumstances where a voter has an incentive to cast a safe strategic vote. We extend the Gibbard–Satterthwaite Theorem by proving that every onto and non-dictatorial social choice rule can be individually manipulated by a voter casting a safe strategic vote.     

The “Real Thing”

This article examined the value of using nonfiction graphic novels as historical narratives in the social studies curriculum. Preservice teachers evaluated several graphic novels and identified attributes of graphic novels that could contribute to students’ development of historical thinking and understanding of multiple perspectives. Despite the preservice teachers’ value for graphic novels as resources and their desire to use them in their future classrooms, all of the preservice teachers identified reasons why they would not be able to use graphic novels in their future school context. The findings suggested that the preservice teachers’ desire to be accepted by their school community took precedence over their intention to use resources that they deemed engaging and beneficial for student learning.     

The Rise of Chollywood:Is Chollywood the Next Hollywood?

Chollywood, which refers to China global media and entertainment industry, are developing rapidly in recent year. Due to the great Chinese IPs, the smart IP ope...     

The concept of reflection: is it skill based or values?

Reflection, reflectivity, reflective practice, reflective praxis and critical reflection are all dialogical terms used interchangeably to mean different things. It is timely to take time out and pause on this important concept to consider the wider implications of its use. Whatever reflection is, we know there are difficulties in identifying this complex idea writers, practitioners and scholars constantly engage with reflection in new debates about ‘how to do it better’ assuming the ‘it’ is something assessed and understood. More worryingly a student’s ability to reflect is assessed assuming the idea of reflective practice is a measureable phenomenon. Some have identified problems of assessing reflection. There is limited empirical evidence of what is reflection. In the substantial literature on reflection we have failed to ask the question – ‘What is reflection it if doesn’t exist that I might be able to perform it better and others can measure?’ The problem of reflection is more complicated when presenting reflective performance through language, which will also be explored. This article presents a challenge to contemporary ideas of the way in which reflection is conceptualised and understood. The article concludes with insights and a way forward for a new argument on reflection and how it might be linked to virtue ethics rather than it being viewed as a skill that can be taught.