Effect of storage temperature and media composition on the survivability of Bifidobacterium breve NCIMB 702257 in a malt hydrolisate

The aim of this study was to evaluate the survivability of Bifidobacterium breve NCIMB 702257 in a three malt-based media supplemented with cysteine and yeast extract, and to determine the protective effect of these growth factors. A number of parameterised mathematical models were used to predict of kinetics of viability and total acidity during storage at different temperatures. Results demonstrated a good fit to the experimental mathematical model. The Arrhenius equations showed only reasonable fits and the polynomial plots contained a large area without data between 4 and 25 degrees C. In addition, it was shown that cysteine promotes growth and acid production by bifidobacteria, but does not extend survivability. On the other hand, increasing the yeast extract content of the fermentation media enhances the survivability of B. breve. To our knowledge, this is the first study to address the modelling of the survivability of probiotic bacteria in a cereal based fermentation media at different temperatures, introducing a more quantitative approach to the study of the shelf-life of a probiotic product. (C) 2009 Elsevier B.V. All rights reserved.

The power of anticipated feedback: Effects on students' achievement goals and achievement emotions.

In an experimental study (N = 153 high school students), we tested a theoretical model positing that anticipated achievement feedback influences achievement goals and achievement emotions, and that achievement goals mediate the link between anticipated feedback and emotions. Participants were informed that they would receive self-referential feedback, normative feedback, or no feedback for their performance on a test. Subsequently, achievement goals and discrete achievement emotions regarding the test were assessed. Self-referential feedback had a positive influence on mastery goal adoption, whereas normative feedback had a positive influence on performance-approach and performance-avoidance goal adoption. Furthermore, feedback condition and achievement goals predicted test-related emotions (i.e., enjoyment, hope, pride, relief, anger, anxiety, hopelessness, and shame). Achievement goals were documented as significant mediators of the influence of feedback instruction on emotions, and mediation was observed for seven of the eight focal emotions. Implications for educational research and practice are discussed.