Objective: The primary objective of this study was to generate a reference table of food items and average amounts of these items consumed by South Africans, for the Department of Health. The reference table was required to be representative of foods and beverages eaten frequently by children and adults from all age and ethnic groups in order for the Department of Health to test for contaminants in these foods. Design: The National Food Consumption Survey (NFCS) served as a framework for compiling data on children since this was a national representative survey of 1 -9-year-old children undertaken in South Africa in 1999. However, there has never been a national dietary survey on adults in South Africa. Consequently the data had to be extrapolated from existing isolated surveys on adults. Secondary data analysis was conducted on existing dietary databases (raw data) obtained from surveys undertaken on adults in South Africa between 1983 and 2000. Available datasets were regional and independent, and were not individually representative of the South African diet. It was therefore necessary to use different statistical methods, including factor analyses, weighting and correlations, to generate ethnic and geographic representative data for adults. Two methods were used: Method 1, which corresponded with results of the NFCS (over-sampled for low socio-economic status), and Method 2, which was based on ethnic proportions of the population. Results: The secondary data analyses generated food items most commonly consumed by the South African adult population (Method 1) in descending frequency of usage and average (mean) amount per day: maize porridge (78%/848 g), white sugar (77%/27 g), tea (68%/456 g), brown bread (55%/165 g), white bread (28%/163 g), non-dairy creamer (25%/6 g), brick margarine (21%/19 g), chicken meat (19%/111 g), full-cream milk (19%/204 g) and green leaves (17%/182 g). In 6-9-yearolds, maize porridge (72%/426 g), sugar (76%/23 g), tea (51%/258 g), full-cream milk (35%/171 g) and white bread (33%/119 g) were eaten most frequently. Similarly, in 1 -5-year-olds, the foods consumed most frequently were maize porridge (80%/426 g), sugar (76%/21 g), tea (44%/224 g), full-cream milk (39%/186 g) and white bread (24%/83 g). In order to evaluate the validity of the adult data generated, kilojoule values of the individual food items (per capita) were compared with food balance sheets (FBSs). The comparison was favourable except that the FBSs had a higher overall energy intake per capita of between 22 and 28%. Conclusion: Reference tables of commonly consumed foods and beverages were generated at minimal cost based on secondary data analyses of past dietary surveys in different South African populations.
, and acquired industry experience as development engineer at Siemens Corporation. Currently he teaches engineering mathematics in the Department of Automotive Engineering, Joanneum University of Applied Sciences, and conducts research in automotive engineering and materials sciences.
is head of the Department of Vehicle Technologies (Automotive and Railway Engineering) and teaches Electrics, Electronics and Methods of Signal Processing at the University of Applied Sciences Joanneum in Graz (Austria). She is also a visiting lecturer at the Faculty of Transport of the Technical University of Sofia (Bulgaria). She graduated with a degree in Medical Electronics as well in Technical Journalism from the TU of Sofia and received her PhD from the Technical University of Graz (Austria). She gained industrial experience in automation of control systems, engineering of electronic control systems and software development. Her R&D activities comprise design of signal processing and data analysis methods, modelling, simulation and control of automotive systems as well as Engineering Education.
Starting from their freshman year, automotive engineering students at FH Joanneum are involved in project work within the framework of project-based learning. Software projects complementary to the regular courses in the second and third semester increase the efficiency of knowledge transfer and fortify the students' motivation to learn and to co-operate actively. The second, requirement-intensified phase within this problem oriented curricular framework takes place in the junior year and involves student selected research and development projects. A popular and therefore most frequently chosen project is the development of a formula-style race car within the rules and standards of the Society of Automotive Engineers' international Formula Student competition. In this paper the impact of the Formula Student project on the Freshmen's and Sophomore's choice of student projects is described and discussed by specific examples. The fact that the young students take the initiative and define their own research topics poses new challenges to the project supervisors. The students' motivation, creativity and problem-solving skills ought to be supported while at the same time the projects' feasibility must be assured. Students and advisors need to agree on applicable solution strategies in the different phases of the projects.
with a degree in Applied Languages (Translation and Interpreting) in 1991. She has been teaching business and technical English both in industry and at university level in Austria for the past 12 years. Emilia Bratschitsch, Joanneum Univeristy of Applied SciencesEmilia Bratschitsch is head of the Department of Vehicle Technologies (Automotive and Railway Engineering) and teaches Electrics, Electronics and Methods of Signal Processing at the University of Applied Sciences Joanneum in Graz (Austria). She is also a visiting lecturer at the Faculty of Transport of the Technical University of Sofia (Bulgaria). She graduated with a degree in Medical Electronics as well in Technical Journalism from the Technical University of Sofia and received her PhD from the Technical University of Graz (Austria). She gained industrial experience in automation of control systems, engineering of electronic control systems and software development. Her R&D activities comprise design of signal processing and data analysis methods, modelling, simulation and control of automotive systems as well as Engineering Education.
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