Background: A protein intake of 30‐40 g per meal is suggested to maximally stimulate muscle protein synthesis in older adults and could therefore contribute to the prevention of sarcopenia. Protein intake at breakfast and lunch is often low and offers a great opportunity to improve daily protein intake. Protein, however, is known for its satiating effects. Therefore, we explored the association between the amount of protein intake at breakfast and lunch and total daily protein intake in older adults.Methods: Protein intake was assessed by a 3‐day food record in 498 community dwelling older adults (≥55 years) participating different lifestyle interventions. Linear mixed model analysis was used to examine the association between protein intake at breakfast or lunch and total daily protein intake, adjusted for sex, age, body mass index, smoking status, study and total energy intake.Results: After adjustment for potential confounders, a 10 g higher protein intake at breakfast was associated with a 3.2 g higher total daily protein intake (P = 0.008) for males and a 4.9 g (P < 0.001) higher total daily protein intake for females. A 10 g higher protein intake at lunch was associated with a 3.7 g higher total daily protein intake (P < 0.001) for males, and a 5.8 g higher total daily protein intake (P < 0.001) for females.Conclusions: A higher protein intake at breakfast and lunch is associated with a higher total daily protein intake in community dwelling older adults. Stimulating a higher protein intake at breakfast and lunch might represent a promising nutritional strategy to optimise the amount of protein per meal without compromising total daily protein intake.
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Circulaire economie; wat betekent dat bedrijfseconomisch
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During the K4I lunch debate Hanze UAS PhD level researchers of different nationalities presented their ideas about their EU in 2050 in terms of intrinsic qualities. They discussed how the EU should look in 2050, taking their PhD content into account and will share their views on actions that we should undertake today as a priority. They will also examine to what extend these priorities are in balance with today's practice. This Younger's Revolution is the core of this lunch debate.
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Medewerkers lokken met een gratis lunch of het kantoor ombouwennaar een ‘clubhuis’: het zijn geen duurzame oplossingen om mensenterug te krijgen naar kantoor. De return to office is veel meer dan eenmanagement- en inrichtingsvraagstuk. Het begint bij het stellen vanhybride normen en het maken van afspraken in teams.
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Verpleegkundigen (i.o.) ervaren emotionele belasting door de werkzaamheden tijdens de eerste golf van de COVID-19 uitbraak. Verpleegkundigen (i.o.) ervaren peer support binnen hun eigen team of vanuit de opleiding als positief tijdens hun werkzaamheden in de COVID-19 uitbraak. Het toepassen van de drie- vragen-methode kan bijdragen aan het effectief omgaan met de emotionele belasting tijdens en na de COVID-19-uitbraak. De drie-vragen-methode kan informeel en structureel worden toegepast binnen het onderwijs door docenten en verpleegkundigen i.o., bijvoorbeeld tijdens bijeenkomsten voor intervisie, werkbegeleiding of studieloopbaanbegeleiding. De drie-vragen-methode kan informeel en structureel worden toegepast in de zorgpraktijk door leidinggevenden en collega's, bijvoorbeeld tijdens de koffie- of lunch- pauze, overdrachtsmomenten of dag- evaluaties.
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Wat eet jij vandaag als ontbijt, lunch of avondeten? Afgelopen voorjaar hebben Hanna van der Ploeg, Esther Veen en Sara Smaal een studie-opzet ontwikkeld om meer te weten te komen over de dagelijkse eetroutines van Almeerse huishoudens met een kleine portemonnee. Om het laagdrempelig te houden, maakten ze hiervoor gebruik van een applicatie die buitengewoon vervlochten is geraakt met ons dagelijkse leven: WhatsApp. In deze blog vertellen Esther en Sara over de resultaten van de pilotstudie.
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As campuses wish to stimulate interactions among different campus users, we aim to identify why some locations are successful in fostering unplanned meetings while others are not. This can help campus managers, directors, and other practitioners to optimize their campus to facilitate unplanned meetings between academic staff and companies. Findings of a previous survey were discussed in five focus groups, which were transcribed and thematically coded. Three separate theme groups were identified: function (food, drinks, events, work, facilities), space (distance, experience, accessibility, characteristics), and organization (coherence, culture, organization). Time was an overarching constraint, influencing all other themes. There were three natural moments for unplanned meetings: during short breaks, lunch breaks, and events. The outcomes suggest a 5-minute campus as the environment of interaction; a campus where natural moments, locations, and travel time for unplanned meetings are designed and aligned: (1) under 5 min walking for short workplace breaks, (2) approximately 5 min travel time for lunch breaks, and (3) over 5 min travel time for events, depending on the event length and anticipated knowledge gain.
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INTRODUCTION: Sufficient high quality dietary protein intake is required to prevent or treat sarcopenia in elderly people. Therefore, the intake of specific protein sources as well as their timing of intake are important to improve dietary protein intake in elderly people.OBJECTIVES: to assess the consumption of protein sources as well as the distribution of protein sources over the day in community-dwelling, frail and institutionalized elderly people.METHODS: Habitual dietary intake was evaluated using 2- and 3-day food records collected from various studies involving 739 community-dwelling, 321 frail and 219 institutionalized elderly people.RESULTS: Daily protein intake averaged 71 ± 18 g/day in community-dwelling, 71 ± 20 g/day in frail and 58 ± 16 g/day in institutionalized elderly people and accounted for 16% ± 3%, 16% ± 3% and 17% ± 3% of their energy intake, respectively. Dietary protein intake ranged from 10 to 12 g at breakfast, 15 to 23 g at lunch and 24 to 31 g at dinner contributing together over 80% of daily protein intake. The majority of dietary protein consumed originated from animal sources (≥60%) with meat and dairy as dominant sources. Thus, 40% of the protein intake in community-dwelling, 37% in frail and 29% in institutionalized elderly originated from plant based protein sources with bread as the principle source. Plant based proteins contributed for >50% of protein intake at breakfast and between 34% and 37% at lunch, with bread as the main source. During dinner, >70% of the protein intake originated from animal protein, with meat as the dominant source.CONCLUSION: Daily protein intake in these older populations is mainly (>80%) provided by the three main meals, with most protein consumed during dinner. More than 60% of daily protein intake consumed is of animal origin, with plant based protein sources representing nearly 40% of total protein consumed. During dinner, >70% of the protein intake originated from animal protein, while during breakfast and lunch a large proportion of protein is derived from plant based protein sources.
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The main question that leads the focus in this study is: What is the contribution of the school environment to the resilience of middle-adolescent students? Before going into the background and rationale of this study I will specify the terms used in this research question: - Contribution: In this study I will use the dynamic term contribution instead of the term effect because I will not measure the causal influence in a statistical way but I will explore the relationship between school environment and middle-adolescents resilience in terms of dynamic, reciprocal interactions. - School environment: With the term school environment I refer to all possible aspects of the immediate environment constituted by the school as a system in which the middle-adolescent is interactively participating. These aspects can include teachers as well as the school building as well as the lunch breaks and extramural activities. No framed description of this term will be postulated beforehand because the school environment will be studied from the viewpoint of the middle-adolescents. It is the middle-adolescents description of the term school environment that is the focus of this study. - Resilience: Before constructing the term resilience in a detailed manner in Chapter Two I will use the term to denote the ability to bounce back after stressful experiences. - Middle-adolescent: a 14-or 15-year old girl or boy. I will elaborate on the reason for the focus on this age group in paragraph 2.1.
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