ABSTRACT
Objective To survey the mean sodium content of menu offering and customers' orderings on sodium when eating out.Methods All weights of ingredients of menu offerings at three Chinese restaurants with Wenzhou,Shandong,and Yunnan cuisines,in Beijing,were collected and their sodium values were estimated based on data from the Chinese Food Composition.All records from customers' orders were collected in a certain period of time from year 2011 to 2013.The mean sodium content of ordering per person and the proportion of all orders exceeding the recommended daily sodium limit that applicable to most native Chinese,were estimated.Results Of all the menu offerings,hot dishes (1 728.6 mg; P25,P75:1 198.7,2 482.8) and soup dishes (2 101.5 mg;P25,P75:1 467.8,2 291.2) had the highest sodium contents,followed by cold dressed dishes (790.7 mg; P25,P75:128.1,1 472.9) staple foods (802.9 mg; P25,P75:115.1,1 563.2) while the beverages having the lowest sodium contents (17.0 mg;P25,P75:2.0,19.5) (P＜0.05).Meat dishes (1 796.3 mg;P25,P75:1 303.9,2 670.3) contained more sodium than vegetable dishes (1 105.5 mg; P25,P75:423.6,1 628.6)(P＜0.001).The median sodium contents in per person orderings were 2 325.6 mg (P25,P75:1 700.7,3 213.8) for lunch and 2 542.5 mg (P25,P75:1 857.5,3 498.1) for dinner.Current dietary guideline recommended for Chinese adults was:in general,the amount of consumption should not exceed 2 400 mg of sodium per day.Based on the recornmended optimal daily calories intake ratio as 3 ∶ 4 ∶ 3for breakfast,lunch,and dinner,we would suggest that the sodium intake should follow the amount as 960 mg for lunch and 720 mg for dinner.Our data indicated that 97.5％ of the ordered meals appeared that they were over the recommended sodium limit and 76,5％ of the tables showed two times more than the limit of recommendation.Conclusion Soup and hot dishes provided at these three restaurants contained more sodium contents.People ordered dishes at restaurants would contain more sodium than the recommended Chinese daily sodium intake.
ABSTRACT
A recombinação silábica para formar novas palavras tem se mostrado uma alternativa promissora no ensino de leitura generalizada para indivíduos com desenvolvimento atípico. No entanto, organizar as letras que constituem as palavras é um conceito básico indispensável para que se instalem os rudimentos da leitura, ainda que sejam palavras simples compostas por uma ou duas sílabas. O presente estudo teve por objetivo instalar os pré-requisitos do comportamento de ordenação dos símbolos gráficos do alfabeto romano para indivíduos com deficiência intelectual. Participaram do estudo dois alunos matriculados na escola da Apae. Formas não representacionais apresentadas em quatro tamanhos foram inicialmente utilizadas, e a resposta requerida foi selecioná-las para formar três sequências. Seguindo o mesmo procedimento, foram utilizadas letras como estímulos para formar palavras dissílabas. Os resultados mostraram que os alunos foram capazes de ordenar as letras formando as palavras após aprenderem a organizar os estímulos não representacionais, utilizados como pré-requisito.
The syllable recombination to form new words has been shown as a promising alternative to teach generalized reading to individuals with atypical development. However, letter organization to form words is a basic concept necessary to install the rudiments of reading, even if the words are simple with one or two syllable. The present study had the goal of installing the pre-requisites behavioral of graphic symbol ordination of the Roman alphabet in individuals with intellectual deficiencies. Two students from Apae School participated of the study. Non-representational shapes presented in four sizes were initially used and the required response was to select them to form three sequences. Using the same procedure, letters were used as stimuli to form two-syllable words. The results showed that the students were capable of ordering the letters to form words after learning to organize the non-representational stimuli as a prerequisite.
La recombinación silábica para formar nuevas palabras se ha mostrado como una alternativa prometedora en la enseñanza de lectura generalizada en los individuos con desarrollo atípico. Sin embargo, organizar las letras que constituyen las palabras es un concepto básico esencial para instalar los rudimentos de la lectura, aunque sean palabras sencillas de una o dos sílabas. El propósito de este estudio fue instalar los requisitos previos para el comportamiento de la coordinación de símbolos gráficos del alfabeto romano para las personas con discapacidad intelectual. Participaron en el estudio, dos estudiantes matriculados en la escuela de Apae. Formas no representacionales presentadas en cuatro tamaños fueron originalmente utilizadas y la respuesta necesaria fue seleccionarlas para formar tres secuencias. Siguiendo el mismo procedimiento se utilizaron las letras como palabras bisilábicas. Los resultados mostraron que los estudiantes fueron capaces de ordenar las letras que forman las palabras después de aprender a organizar los estímulos no representacionales, utilizados como un requisito previo.