Show simple item record

dc.contributor.authorSeaman, Claire
dc.contributor.authorHunter, E. A.
dc.contributor.authorHinks, C. E.
dc.contributor.authorHughes, A. H.
dc.contributor.authorLowman, B. G.
dc.date.accessioned2018-06-29T20:20:39Z
dc.date.available2018-06-29T20:20:39Z
dc.date.issued2002
dc.identifierER594
dc.identifier.citationSeaman, C., Hunter, E., Hinks, C., Hughes, A. & Lowman, B. (2002) The impact of breed type, sex, method of rearing, winter nutrition and subsequent grazing treatment on the rate of carcass cooling and eating quality of beef, British Food Journal, vol. 104, , pp. 881-897,
dc.identifier.issn0007070X
dc.identifier.urihttp://dx.doi.org/10.1108/00070700210454613
dc.identifier.urihttps://eresearch.qmu.ac.uk/handle/20.500.12289/594
dc.description.abstractCattle from three cohorts were followed from rearing to slaughter in a lifetime study of the factors affecting the quantity and quality of saleable meat produced. The cattle were from either Hereford or Charolais sires, were either heifers or steers and were either bucket reared or suckled. Winter feeding treatments were imposed using different levels of concentrates in combination with ad lib grass silage. During the following summer the cattle grazed pastures with two different grass heights. A portion of the cattle were slaughtered at turnout (May), and during June/July, August, September, November and the following April. The present paper reports studies of carcass cooling characteristics and the eating quality of the meat. Immediately after slaughter, in commercial abattoirs, probes were attached to the carcasses and the temperature was monitored for approximately 36 hours. Although considerable variation was observed in cooling rates this could not be attributed to animal production factors. However, a weak relationship was observed with condition score (fat content) measured on the live animal immediately prior to slaughter. Carcasses from animals with higher condition scores cooled more slowly. The eating quality of the meat was assessed by a consumer panel consisting of staff and students from Queen Margaret University College. Although large differences in eating quality were recorded, these differences could not be attributed to animal production factors. Beef producers should therefore maximise production of saleable meat from each animal whilst minimising the cost of so doing.
dc.description.abstractOur Research Report for 2000-2002 reflects an outstanding level of achievement throughout the institution and demonstrates once again our high level of commitment to strategic and applied research particularly in areas that enhance the quality of life.
dc.format.extent881-897
dc.publisherEmerald
dc.relation.ispartofBritish Food Journal
dc.subjectMeat
dc.subjectFarming
dc.subjectFood Industry
dc.subjectAnimal Feeds
dc.titleThe impact of breed type, sex, method of rearing, winter nutrition and subsequent grazing treatment on the rate of carcass cooling and eating quality of beef
dc.typearticle
dcterms.accessRightsrestricted
dc.description.facultydiv_BaM
dc.description.referencetextBean, J. and Metzner, B. (1985). A conceptual model of non-traditional undergraduate student attrition, Review of Educational Research 55, 485-540. Beekhoven, S., De Jong, U. and Van Hout, H. (2002). Explaining academic progress via combining concepts of integration theory and rational choice theory, Research in Higher Education 43(5), 577-600. Berger, K. (1998). The Developing Person through the Life Span. New York: Worth. Bourner, T., (with Hamed, M.) (1987). Entry Qualifications and Degree Performance. London: Council for National Academic Awards. Cabrera, A., Casteneda, M., Nora, A. and Hengstler, D. (1992). The convergence between two theories of college persistence, Journal of Higher Education 63(2), 143- 164. Cabrera, A., Nora, F. and Castenada, M. (1993). College persistence: structural equations modelling test of an integrated model of student retention, Journal of Higher Education 64(2), 123-149. Collis, C., Green, A. and Mallier, T. (2000). Older female workers in Britain and its regions, Local Economy 15(1), 45-58. Curran, J. and Volpe, G. (2004). Degrees of Freedom: An Analysis of Degree Classification Regulations. London: London Metropolitan University. Available at London Metropolitan University. (2005). London Metropolitan University. (Updated 25 July) http://www.londonmet.ac.uk/library/x75868_3.pdf (Accessed 20 June 2005). Duggan, M. (2003). The effects of social capital on the first year persistence of first generation college students. Tampa: Presented at the 43rd Annual Forum of the Association for Institutional Research. Foster, J., Houston, M., Knox, H. and Rimmer, R. (2002). Surviving First Year. Occasional Papers Series No. 1. Paisley: University of Paisley. Gujarati, D. (2003). Basic Econometrics. Boston: McGraw Hill. Hatt, S. and Baxter, A. (2003). A comparison of students entering higher education with academic and vocational qualifications, Widening Participation and Lifelong Learning 5(2), 18-29. Hosmer, D. and Lemeshow, S. (2000). Applied Logistic Regression. New York: Wiley. Houston, M. and Rimmer, R. (2005). A comparison of academic outcomes for business and other students, International Journal of Management Education 4(3), 11-19. Jansen, E. (2004). The influence of the curriculum organization on study progress in higher education, Higher Education 47(4), 411-435. Johnston, V., McLeod, L. and Small, G. (2003). 'Using a research-led approach to informing retention strategies for students from low income and lower socio-economic groups'. Amsterdam: Presented at the 12th European Access Network Conference. Johnston, V. (1999). An analysis of factors influencing undergraduate progression in the first year in a Scottish university. Edinburgh: Student Retention Project, Napier University. Leppel, K. (2001). The impact of major on college persistence among freshmen, Higher Education 41(3), 327-342. Leslie, D. (2003). Using success to measure quality in British higher education: which subjects attract the best-qualified students?, Journal of the Royal Statistical Society 166, 329-347. Levine, D., Berenson, M. and Stephen, D. (1999). Statistics for managers using Microsoft Excel. Upper Saddle River: Prentice Hall. McNabb, R., Pal, S. and Sloane, P. (2002). 'Gender differences in educational attainment: the case of university students in England and Wales', 69, 481-503. Metzner, B. and Bean, J. (1987). The estimation of a conceptual model of nontraditional undergraduate student attrition, Research in Higher Education 27, 15-38. Mincer, J. (1958). Investment in human capital and personal income distribution, Journal of Political Economy 70(5), S50-S70, Part 2. National Audit Office (2002). Improving student achievement in English higher education. London: National Audit Office. Patrick, W. (2001). Estimating first-year attrition rates: an application of multilevel modeling using categorical variables, Research in Higher Education 42(2), 151-170. Pike, G. and Saupe, J. (2002). Does high school matter? An analysis of three methods of predicting first-year grades, Research in Higher Education 43(2), 187-207. Quiggen, J. (1999). Human capital theory and education policy in Australia, Australian Economic Review 32(2), 130-144. Richardson, J. and Woodley, A. (2003). Another look at the role of age, gender and subject as predictors of academic attainment in higher education, Studies in Higher Education 28(4), 475-490. Rimmer, R. and Rimmer, S. (1997). Employment breaks, pay and career development among Australian women, Gender, Work and Organisation 4, 202-217. Ruddock, M., Hanson, G. and Moss, M. (1999). 'New directions in student retention research: looking beyond interactional theories of student departure'. Presented at the 39th Annual Forum of the Association for Institutional Research, Seattle. SAAS (Student Awards Agency for Scotland). (2004). Students Awards Agency for Scotland. (Updated 21 May) http://www.student-support-saas.gov.uk (Accessed 14 July 2005). Schuller, T. and Bamford, C. (2000). A social capital approach to the analysis of continuing education: evidence from the UK learning society research project, Oxford Review of Education 26(1), 6-19. SCQF (Scottish Credit and Qualifications Framework) (2003). An Introduction to the Scottish Credit and Qualifications Framework. Glasgow: SCQF. Smith, J. and Naylor, R. (2001a). Dropping out of university: a statistical analysis of the probability of withdrawal for UK university students, Journal of the Royal Statistical Society A 164(2), 389-405. Smith, J. and Naylor, R. (2001b). Determinants of degree performance in UK universities: a statistical analysis of the 1993 student cohort, Oxford Bulletin of Statistics 63, 29-60. Smithers, R. (2004). 'Degree grading system faces axe'. The Guardian. 04 November. Also at The Guardian (2004). 'Degree grading system faces axe'. http:// www.guardian.co.uk/uk_news/story/0,3604,1342869,00.html. (Accessed 20 June 2005). Szafran, R. (2001). The effect of academic load on success for New College students: is lighter better?, Research in Higher Education 42(1), 27-50. THES (2003). Times Higher Education Supplement. London: The Times, 5 December. Thompson, G. and du Toit, A. (2002). 'Has the part-time/full-time divide narrowed? A preliminary investigation into the varying motivations between part-time and full-time students'. Presented at the Business Learning and Teaching Support Network 2002, Edinburgh. Tinto, V. (1975). Dropout from higher education: A theoretical synthesis of recent research, Review of Educational Research 45(1), 89-125. Tinto, V. (1988). Stages of student departure: Reflections on the longitudinal character of student leaving, Journal of Higher Education 59(4), 438-455. Tinto, V. (1993). Leaving College: Rethinking the Causes and Cures of Student Attrition. Chicago: University of Chicago Press. Tinto, V. (1997). Classrooms as communities: Exploring the educational character of student persistence, Journal of Higher Education 68(6), 599-623. UCAS (Universities and Colleges Admissions Service) (2004). ucas.com: Statistics. http://www.ucas.ac.uk/figures/ads.html#instage (Accessed 19 March 2004). Warr, P. (1994). Age and job performance, in Snel, J and Cremer, R. (eds.), Work and Aging. London: Taylor & Francis, pp. 309-322. Woodley, A. (1984). The older the better? A study of mature student performance in British universities, Research in Education 32, 35-50. Woodley, A., Thompson, M. and Cowan, J. (1992). Factors Affecting Non-completion Rates in Scottish Universities. Milton Keynes: Institute of Educational Technology, The Open University. Yorke, M. (2002). Degree classification in English, Welsh and Northern Irish universities: Trends 1994-1995 to 1998-1999, Higher Education Quarterly 56, 92-108. Yorke, M. (1999). Leaving Early: Undergraduate Non-completion in Higher Education. London: Falmer Press. Yorke, M. (1997). 'Module mark distributions in eight fields of study and some issues they raise', in Jackson, M. (eds.), Modular Education in Higher Education. London: Higher Education Quality Commission, pp. 105-107. Yorke, M., Cooper, A., Fox, W., Haines, C., McHugh, P., Turner, D. and Woolf, H. (1995). Patterns of Marks in Modular Schemes and Some Implications. Liverpool: Liverpool John Moores University
dc.description.volume104
dc.identifier.doihttp://doi:10.1108/00070700210454613
dc.description.ispublishedpub
dc.description.eprintid594
rioxxterms.typearticle
qmu.authorSeaman, Claire
dc.description.statuspub
dc.description.number11


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record