Preparation of powdered egg yolk using a mini spray dryer

Powdered egg is used as an emulsifying agent in emulsion formulations. It is an excellent source of high quality protein, of which the yolk contains 44% and the egg white 56%. Spray drying is a widely applied method for drying aqueous or organic solutions and emulsions in the chemical and food industries. Spray drying can be used to preserve food or simply as a rapid drying method. The objective of this work was to study the viability of obtaining powdered egg yolk powder using a Büchi B-190 Mini Spray Dryer. The egg yolk protein was evaluated by the semi-micro Kjeldahl method. It was concluded that the use of the Büchi B-190 Mini Spray Dryer to produce powdered egg yolk is perfectly feasible.

Jaboticaba peel for jelly preparation: an alternative technology

The peel of jaboticaba is attractive regarding its nutritional, functional and sensory aspects. However, its use for consumption is still restricted due to the need of technological development in order to obtain processed preparations for its inclusion in the human diet. The purpose of this study was to produce jelly using the peel of jaboticaba and to characterize it chemically and sensorially. Diferent formulations were prepared, all with 50% of sugar and with different proportions of peel, pulp and pectin. The formulations, which were tested for preference, were the following: F1a (80% of peel, 20% of pulp and 0.5% of pectin) and F3b (50% of peel, 50% pulp and 1.0% of pectin). These formulations showed chemical composition of 216.44 mg phenolic compounds, 148.00 mg gallic acid.100 g-1, 10.42 mg flavonoids, and 12.10 mg catechin.100 g-1, and 80% acceptability index. The peel presented higher levels of nutrients than the pulp, especially as source of fiber, carbohydrates and natural pigments. Results indicated the feasibility of technological nutritional harnessing of the jaboticaba peel in obtaining jelly. The results also indicated good sensory and nutritional characteristics, acceptability, and antioxidant properties of natural pigments.

Preparação das subamostras, temperatura e período de secagem na determinação do grau de umidade de sementes de camu-camu (Myrciaria dubia (H.B.K.) McVaugh)

O presente estudo teve como objetivo avaliar a preparação das subamostras (sementes inteiras e cortadas), temperaturas (80 e 105ºC) e períodos de secagem (12, 24, 36, 48, 60, 72 e 96 horas) na determinação do grau de umidade de sementes de camu-camu. Paralelamente, foi avaliado o número de sementes por quilograma, visando a utilização da tabela de tolerâncias máximas permitidas para as diferenças entre duas subamostras, e analisada a variação dos resultados de grau de umidade entre subamostras de lotes de sementes. Desse modo, foi verificado que o número de sementes por quilograma é inferior a 5000 unidades e que 33% dos lotes ultrapassaram as tolerâncias de grau de umidade admitidas pelas Regras de Análise de Sementes brasileiras. Por outro lado, não foi possível estabelecer o método mais apropriado à determinação do grau de umidade das sementes dessa espécie, mas foram considerados como inadequados a combinação sementes cortadas/temperatura de 105ºC, em qualquer período de exposição, e as combinações de sementes inteiras e de sementes cortadas na temperatura de 80ºC/12 horas de exposição.

Responding to Changing Student Demographics in Finland: A Study of Teachers’ Developing Cultural Competence

The aim of this dissertation was to examine the skills and knowledge that pre-service teachers and teachers have and need about working with multilingual and multicultural students from immigrant backgrounds. The specific goals were to identify pre-service teachers’ and practising teachers’ current knowledge and awareness of culturally and linguistically responsive teaching, identify a profile of their strengths and needs, and devise appropriate professional development support and ways to prepare teachers to become equitable culturally responsive practitioners. To investigate these issues, the dissertation reports on six original empirical studies within two groups of teachers: international pre-service teacher education students from over 25 different countries as well as pre-service and practising Finnish teachers. The international pre-service teacher sample consisted of (n = 38, study I; and n = 45, studies II-IV) and the pre-service and practising Finnish teachers sample encompassed (n = 89, study V; and n = 380, study VI). The data used were multi-source including both qualitative (students’ written work from the course including journals, final reflections, pre- and post-definition of key terms, as well as course evaluation and focus group transcripts) and quantitative (multi-item questionnaires with open-ended options), which enhanced the credibility of the findings resulting in the triangulation of data. Cluster analytic procedures, multivariate analysis of variance (MANOVA), and qualitative analyses mostly Constant Comparative Approach were used to understand pre-service teachers’ and practising teachers’ developing cultural understandings. The results revealed that the mainly white / mainstream teacher candidates in teacher education programmes bring limited background experiences, prior socialisation, and skills about diversity. Taking a multicultural education course where identity development was a focus, positively influenced teacher candidates’ knowledge and attitudes toward diversity. The results revealed approaches and strategies that matter most in preparing teachers for culturally responsive teaching, including but not exclusively, small group activities and discussions, critical reflection, and field immersion. This suggests that there are already some tools to address the need for the support needed to teach successfully a diversity of pupils and provide in-service training for those already practising the teaching profession. The results provide insight into aspects of teachers’ knowledge about both the linguistic and cultural needs of their students, as well as what constitutes a repertoire of approaches and strategies to assure students’ academic success. Teachers’ knowledge of diversity can be categorised into sound awareness, average awareness, and low awareness. Knowledge of diversity was important in teachers’ abilities to use students’ language and culture to enhance acquisition of academic content, work effectively with multilingual learners’ parents/guardians, learn about the cultural backgrounds of multilingual learners, link multilingual learners’ prior knowledge and experience to instruction, and modify classroom instruction for multilingual learners. These findings support the development of a competency based model and can be used to frame the studies of pre-service teachers, as well as the professional development of practising teachers in increasingly diverse contexts. The present set of studies take on new significance in the current context of increasing waves of migration to Europe in general and Finland in particular. They suggest that teacher education programmes can equip teachers with the necessary attitudes, skills, and knowledge to enable them work effectively with students from different ethnic and language backgrounds as they enter the teaching profession. The findings also help to refine the tools and approaches to measuring the competencies of teachers teaching in mainstream classrooms and candidates in preparation.

Exploring two cases of Piano Teacher Education in Finland and Germany

Research about music instrument teacher education is scattered and fairly recent, especially in the European context. The purpose of this study was to explore two cases of piano teacher education programs at higher music education institutions, one in Finland, and one in Germany, to gain insights into the preparation of piano teachers for their professional working life. The aim was to identify issues for consideration in curriculum development of piano teacher education to enhance the teaching and learning of piano playing, and to ultimately increase musical practice and engagement among young learners. Nine semi-structured interviews with piano teacher educators, heads of program, other lecturers within the program, and student piano teachers in both cases were analyzed using applied thematic analysis. Three main themes with subcategories emerged: (1) the organization of the piano teacher education program, such as the structure, the content, the learning environments provided, and the development mechanisms of the program; (2) the views on the piano teacher profession, the working environment and resulting requirements, including further education during professional life; and (3) the professional skills and teacher identity development of student teachers. While the supposed working environments and requirements of future piano teachers, the student teachers' development characteristics, and the content were found reasonably concurrent in both cases, the structure of the teacher education program, and the organization of learning environments presented notable differences. While the complete teacher qualification in the Finnish case was offered as option in the Bachelor and Master of Music program within the piano department, the German case offered a separate program for music instrument educators. Other main differences concerned the organizations of practical teaching experiences, and the linking of practical with theoretical pedagogy. Conviction and enthusiasm for improving piano and other music instrument teacher education seemed remarkable. These improvements could include the development of a comprehensive teacher education pedagogy for music instrument teacher educators, intensified cross-linking within and of higher music education institutions in local contexts, and the expansion of professional development opportunities.

Bulletin de la Société J.-K. Huysmans

1936/12 (N15).

Bulletin de la Société J.-K. Huysmans

1935/12 (N13).

Bulletin de la Société J.-K. Huysmans

1934/12 (N11).

Bulletin de la Société J.-K. Huysmans

1933/12 (N9).

ALBUM AMICORUM de Daniel Rindfleisch de Memmingen (1590-1591). In-8 de 15 f. interfoliés de papier blanc. — KNIGHTS made by K. Charles 2d, alphabetically digested. In-8 de 4 f. — Ensemble 2 parties en un vol. in-8, mar. viol. jans. (Hans Asper.)

Rindfleisch (Daniel). Album amicorum (1590-1591)

Paradigms and prisons: a narrative of translation and transformation : my hero's journey from "at-risk" youth to teacher/learner in a jail setting /

All life is suffering. Life is the pursuit ofhappiness. These are two foundational Buddhist dictums that, in their simplicity, I have entirely misunderstood regarding their depth, misreading them as contradictory. Indeed, my superficial interpretations led me to Thoreau's life ofquiet desperation and deep depression. We come to know and bring understanding to our lives by storying them. My own Hero's Journey, the path from my egoic selftoward the universal Self, can be understood as the resultant translations and transformations. Inevitably each of us is involved in such a story, though most are unaware of the stages along our own Hero's journey. ' Narrative honours writing as a means of knowing. The contemplative reflection allows insight into our imprisoning paradigms, beliefs, behaviours, and blind spots. My research revisits and explores nodal experiences along my Hero's Journey through 4 categories: self, society, soil, and Self. While the value of this process of narrative inquiry lay in its ability to come to know and understand one's self, perhaps its greater value is of a more universal nature. My inquiry, while adding to the body of academic educational narrative literature, may also illuminate a path to educators, students, and all interested, encouraging a response to the call of their own Hero's journey. I am a teacher/learner in a jail setting, working with youth between the ages of 12 and 18 who have committed crimes such as armed robbery, assault, rape, and murder. As this thesis follows my continual development from egoic self/teacher/learner to universal Self/Teacher/Learner, it also enables me to both consciously and unconsciously open the ways in which I expand my care, compassion, and love to work with at-risk youth.