Color, phenolic and flavonoid content, and antioxidant activity of honey from Roraima, Brazil

The total phenolic and flavonoid content, color, and antioxidant activity were evaluated from ten honey samples from Apis mellifera L. collected from Roraima State, Brazil. The total phenolic content was determined using the Folin-Ciocalteu reagent and ranged from 250 to 548 mg gallic acid kg-1 of honey. The total flavonoid content was obtained using two methods: total flavones/flavonols were determined with aluminum chloride, and flavonones/dihydroflavonols were determined with 2,4-dinitrophenylhydrazine. The results ranged from 9 to 48.6 mg of quercetine kg-1 of honey and 1805 to 2606 mg of pinocembrin kg-1 of honey, respectively. Antioxidant activity was measured with 2,2-diphenyl-1-picrylhydrazyl (DPPH) radical scavengers, and the results of the IC50 ranged from 3.17 to 8.79 mg/mL. Statistical analysis demonstrated positive correlations between color intensity, flavone and flavonol content, and phenolic content and negative correlations with antioxidant capacity.

Influence of agro-ecological production areas on antioxidant activity, reducing sugar content, and selected phytonutrients of orange-fleshed sweet potato cultivars

Sweet potato is an important staple, and it is mainly known for its contribution of β-carotene in human diet. The effects of cultivar and habitat on this pigment and other nutritional characteristics of the crop still require investigation. In this study, three locally bred cultivars of sweet potato, two of which are orange-fleshed, were grown in three different agro-ecological areas to determine soluble sugar content, β-carotene, and total antioxidants of roots. In addition antioxidant activity, total carotenoids, and chlorophyll content were determined in edible leaves. Reducing sugars, β-carotene, total antioxidants capacity, total carotenoids, and chlorophyll content were significantly affected by environmental conditions. The location at lower altitude and closer to the coastline showed high evapotranspiration, thus reducing sugar content, antioxidant activity, and phytonutrients in both storage roots and leaves. Absence of water stress in agro-ecological locations further inland and at higher altitudes was associated with an increase in these compounds. Free radical scavenging activity of DPPH was higher in the storage roots (610.49 µmoles TE/100g) than in the leaves (426.06 µmoles TE/100g); nevertheless, opposite results were found for the ferric ion reducing activity (FRAP). The deep orange-fleshed cultivar A45 contained high β-carotene (15 mg/100g), which is enough to meet RDA for vitamin A. There is evidence of agro-ecological effect on sweet potato nutritional value.

Phenolic content and antioxidant capacity in organically and conventionally grown eggplant (Solanum melongena) fruits following thermal processing

AbstractThermal processing and production practices used in vegetables can cause changes in their phytochemical contents. Eggplant is characterized by its high antioxidant content. The objective of this work was to determine levels of anthocyanins, polyphenols, and flavonoids and antioxidant capacity in organically and conventionally grown eggplant prepared fresh or subjected to one of three thermal preparation methods: boiling, baking or steaming. The soluble and hydrolyzable polyphenols and flavonoids content were quantified by Folin-Ciocalteu and Aluminum chloride methods, respectively. Anthocyanins were quantified according to the pH differential method. Antioxidant capacity was determined by DPPH and ORAC methods. The results showed differences between organic and conventional eggplant for some variables although cultivation method did not have a consistent effect. Hydrolysable polyphenol content was greater, and soluble and hydrolysable antioxidant capacities were higher in organically grown eggplant, while anthocyanin content was greater in conventionally grown eggplant. Fresh eggplant produced under conventional cultivation had a much greater content of anthocyanins compared to that of other cultivation method-thermal treatment combination. In general, steamed eggplant contained higher total polyphenol and flavonoid levels as well as greater antioxidant capacity. Steamed eggplant from both conventional and organic systems also had high amounts of anthocyanins compared to other thermal treatments.

Effect of storage period on isoflavone content and physiological quality of conventional and transgenic soybean seeds

The objective in this research was to evaluate the isoflavone content and the physiological quality of seed from conventional and transgenic soybean cultivars before and after 180 days of storage. Twenty one soybean cultivars: CD 202, CD 206, CD 208, CD 213RR, CD 214RR, CD 215, CD 216, CD 217, CD 218, CD 221, BRS 184, BRS 185, BRS 214, BRS 244RR, BRS 245RR, BRS 246RR, BRS 255, BRS 257, BRS 258, BRS 261 and BRS 262, grown in the 2005/2006 crop season, were assayed. The seeds were packed in Kraft paper bags and stored at room temperature under laboratory conditions. Seeds were evaluated with respect to their germination and vigor (first germination count, accelerated aging and tetrazolium test) and their total isoflavone contents and respective aglycon forms (daidzein, genistein and glycitein),glycosides (daidzine, genistine and glycitine) and malonyl conjugates. A completely randomized block design with six replications with the treatments set out within a subplot scheme (21 cultivars x 2 storage periods) was used. The F-test was used to compare means between storage periods and the Scott-Knott test to compare cultivars for each storage period, both with a 95% probability. It was concluded that isoflavone contents differ between cultivars and show a distinct behavior throughout storage.

Physiological quality, content and activity of antioxidants in soybean seeds artificially aged

The objective of this study was to evaluate physiological quality, content, and activity of antioxidants, in soybean seeds subjected to accelerated aging during different periods. Seeds of cultivars BRS 258, BRS 262 and BRS 268, subjected to accelerated aging during 12, 24, 36 and 48 hours and non-aged seeds were used. After each aging period, the seed were evaluated by tests of: germination; first count and tetrazolium. The total of phenolic compounds, total flavonoides, total of isoflavones, and activity for eliminating ABTS●+ radicals were quantified. There were differences among cultivars according to vigor and viability only after seeds were aged. Cultivars BRS 158 and BRS 268 have shown better seed physiological quality in each aging period; however, not presenting higher amounts of isoflavones and efficiency in removing free radicals. For all cultivars, the values for total of phenolic compounds, as well as total of flavonoids have shown quadratic positive behavior; the values for isoflavones remained constant and the vigor and viability showed contrary trend to activity of antioxidant agents.

An in-depth analysis of real and perceived barriers to speech and language program participation for children with speech and language delays : a question of barriers to service?

The current study investigated the effects that barriers (both real and perceived) had on participation and completion of speech and language programs for preschool children with communication delays. I compared 36 families of preschool children with an identified communication delay that have completed services (completers) to 13 families that have not completed services (non-completers) prescribed by Speech and Language professionals. Data findings reported were drawn from an interview with the mother, a speech and language assessment of the child, and an extensive package of measures completed by the mother. Children ranged in age from 32 to 71 mos. These data were collected as part of a project funded by the Canadian Language and Literacy Research Networks of Centres of Excellence. Findings suggest that completers and non-completers shared commonalities in a number of parenting characteristics but differed significantly in two areas. Mothers in the noncompleting group were more permissive and had lower maternal education than mothers in the completing families. From a systemic standpoint, families also differed in the number of perceived barriers to treatment experienced during their time with Speech Services Niagara. Mothers in the non-completing group experienced more perceived barriers to treatment than completing mothers. Specifically, these mothers perceived more stressors and obstacles that competed with treatment, perceived more treatment demands and they perceived the relevance of treatment as less important than the completing group. Despite this, the findings suggest that non-completing families were 100% satisfied with services. Contrary to predictions, there were no significant differences in child characterisfics and economic characteristics between completers and non-completers. The findings in this study are considered exploratory and tentative due to the small sample size.

Developing and nurturing professional learning communities: principles used by elementary administrators /

This study examined the strategies used by elementary school principals to facilitate and nurture the development of professional learning communities (PLC) within their school settings. Using a reputational sample of administrators whose schools were demonstrating observable characteristics of PLCs, this study documented and described the strategies and actions taken by the principals to move their schools forward. Data collection included the use of open-ended interviews as well as observations capturing the means by which the principals addressed the areas of culture, processes, and structures within their school setting. A grounded theory approach to data analysis uncovered 4 guiding principles used by the principals to facilitate the development of the PLCs within their school: (a) protecting the purpose; (b) attending to relationships; (c) sharing the responsibility; and (d) valuing the journey. The guiding principles were used by each administrator to anchor the decisions they made and develop responsive, contextspecific strategies to support the PLC at their school. The results highlighted the complex role of the principal and the supports required to tackle the difficult work of facilitating PLCs.

Personality type and self-directed learning

This correlational study was designed to investigate the relationship between self-directed learning and personality type. A sample of 133 graduate and undergraduate education students completed the MBTI and the SDLRS. Two hypotheses were examined: (a) scores on the intuitive scale will account for a significant amount of the variance in the prediction of selfdirected learning readiness and, (b) scores on the introverted scale will account for a significant amount of the variance in self-directed learning readiness. Stepwise multiple regression analyses indicated that psychological type accounts for 28% of the variance in self-directed learning. Support for the first hypothesis was found with 15% of the variance in selfdirected learning accounted for by intuition. The second hypothesis was not supported. Introversion accounted for 13% of the variance but in a negative manner. Results of this study indicate that personality type does influence the ability of the learner to be self-directed in studies. These findings add another dimension for the adult educator to consider when attempting to develop self-directedness in learners.

Water and electrolyte content and distribution in tissues of thermally-acclimated rainbow trout, Salmo gairdneri

The primary objective of this investigation was that of providing a comprehensive tissue-by-tissue assessment of water-electrolyte status in thermally-acclimated rainbow trout, Salmo gairdneri. To this end levels of water and the major ions, sodium, chloride and potassium were evaluated in the plasma, at three skeletal muscle sites, and in cardiac muscle, liver, spleen, gut and brain of animals acclimated to 2°, 10° and 18°C. The occurrence of possible seasonal variations in water-electrolyte balance was evaluated by sampling sununer and late fall-early winter populations of trout. On the basis of values for water and electrolyte content, estimates of extracellular and cellular phase volumes, cellular electrolyte concentrations and Nernst equilibrium potentials were made. Since accurate assessment of the extracellular phase volume is critical in the estimation of cellular electrolyte concentrations and parameters based on assumed cellular ion levels, [14 C]-polyethylene glycol-4000, which is assumed to be confined to the extracellular space, was employed to provide comparisons with various ion-defined spaces (H20~~s, H20~~/K and H20~~s). Subsequently, the ion-defined space yielding the most realistic estimate of extracellular phase volume for each tissue was used in cellular electrolyte calculations. Water and electrolyte content and distribution varied with temperature. Tissues, such as liver, spleen and brain appeared to be the most thermosensitive, whereas skeletal and cardiac muscle and gut tissue were less influenced. 'Summer' series trout appeared to be more capable of maintaining their water- electrolyte balance than the ~fall-winter' series animals. i The data are discussed in terms of their possible effect on maintenance of appropriate cellular metabolic and electrophysiological functions.

The eroticization of space and language through desire in Gail Scott's My Paris

Mémoire numérisé par la Division de la gestion de documents et des archives de l'Université de Montréal

Tools for Communication, Collaboration �and for Mobile Learning

Introduction as part of UG TEL course

Regulation and self-regulation learning. 'Regulación y autoregulación de los aprendizajes'.

Este vídeo nos enseña cómo se produce el proceso de regulación del aprendizaje por el profesor y nos muestra un método alternativo: la propia autoregulación del alumno.

The language of children : evolution and development of secondary consciousness and language.

Proporciona una introducción sobre como los niños adquieren y utilizan el lenguaje. Hace hincapié en la explicación psicológica del desarrollo del lenguaje, pero, sin olvidar, los aspectos cognitivo, biológico y social en el desarrollo de éste, y también, considera la influencia de la escolaridad y la experiencia social.

Supporting children with speech and language impairment and associated difficulties : suggestions for supporting the development of language, listening, behavior and co-ordination skills.

Este recurso describe cómo una proporción significativa de niños en edad escolar tienen dificultades en el habla y cómo éstas afectan negativamente en su aprendizaje, tanto en entornos especializados como en generales. En él se esbozan las principales áreas de dificultad para los alumnos, y sugiere cómo los profesores pueden hacer que el programa sea más accesible para facilitar el aprendizaje. Se tratan el lenguaje expresivo, el lenguaje receptivo, el uso social del lenguaje y dificultades en el desarrollo de la coordinación, así como temas específicos como el plan de estudios de inglés, matemáticas y ciencias. A lo largo de la publicación hay información e ideas para apoyar a estos alumnos, y una amplia selección de sugerencias de buenas prácticas. Se incluye un programa de habilidades motoras, rimas para la producción del habla, trabajo de memoria, y páginas fotocopiables de diccionario.

Close reading 11-14 : comprehension, interpretation and language activities.

Este recurso se compone de quince fragmentos, en su mayoría de novelas modernas, diseñados para alumnos de doce a catorce años. Los pasajes están, más o menos, clasificados en orden de dificultad, con las últimas selecciones procedentes de libros dirigidos a lectores adultos. Se ofrece un resumen para estimular el interés del conjunto del texto. Cada capítulo se centra en una característica específica del lenguaje y proporciona explicaciones y ejercicios de prácticas en ese aspecto. Los temas varían en dificultad, y los maestros pueden usar su criterio para decidir si una sección es apropiada para un grupo de alumnos en particular. Se proporciona al final del libro material para la revisión.