Investigation of the Role of Plasticizers in Film-forming Coats for Protecting Cooled Meat

As a result of theoretical studies on problems of protection and prolongation of storage terms of meat, it was revealed, that one of promising directions is to use protecting coats, based on natural biopolymers.The topicality of this study is in studying film-forming coats, based on natural polysaccharides, because they have high mechanical indices, absence of a smell, taste and are subjected to biological destruction. For regulating mechanical properties, the composition of film-creating coats is added with plasticizers of different origins.The aim of this work is in describing characteristics of food films, based on carrageenan, sodium alginate and plasticizers of different origins.There were mechanical, rheological properties of protecting coats. The comparative characteristic of these properties, depending on an added plasticizer, was realized. The type and mechanisms of interaction of components of the film-forming coat and plasticizers were completely described. The viscosity of the film-forming coat with a plasticizer has less values comparing with other solutions. Adding plasticizers resulted in increasing the film elasticity, but at the same time some increase of the firmness was observed.Film-forming coats with adding a plasticizer had a higher limit of fluidity, so they were firmer than complex film-forming coats without a plasticizer. From the other side, deformation values of film-forming coats without adding a plasticizer were higher than ones of complex film-forming coats with adding a plasticizer, because they were firmer.The study of physical properties of developed film-forming coats, based on hydrocolloids, demonstrated that coats with a plasticizer have more gas permeability.According to the results, obtained at experiments it was established, that the film-forming coat, based on sodium alginate, carrageenan and glycerin, has best mechanical, physical and rheological indices

Large-scale Reservoir Simulations on IBM Blue Gene/Q

This paper presents our work on simulation of large-scale reservoir models on IBM Blue Gene/Q and studying the scalability of our parallel reservoir simulators. An in-house black oil simulator has been implemented. It uses MPI for communication and is capable of simulating reservoir models with hundreds of millions of grid cells. Benchmarks show that our parallel simulator are thousands of times faster than sequential simulators that designed for workstations and personal computers, and the simulator has excellent scalability

Method for applying photographic resists to otherwise incompatible substrates

A method for applying photographic resists to otherwise incompatible substrates, such as a baking enamel paint surface, is described wherein the uncured enamel paint surface is coated with a non-curing lacquer which is, in turn, coated with a partially cured lacquer. The non-curing lacquer adheres to the enamel and a photo resist material satisfactorily adheres to the partially cured lacquer. Once normal photo etching techniques are employed the lacquer coats can be easily removed from the enamel leaving the photo etched image. In the case of edge lighted instrument panels, a coat of uncured enamel is placed over the cured enamel followed by the lacquer coats and the photo resists which is exposed and developed. Once the etched uncured enamel is cured, the lacquer coats are removed leaving an etched panel

Enhancing student learning through the assessment of outcomes:developing and demonstrating essay writing skills

This paper documents current developments in the UK Open University (UK/OU) with reference to the requirement in the UK that all Higher Education institutions now have to describe their programmes in terms of learning outcomes. In response to this, the UK/OU set up a three-year Learning Outcomes and Their Assessment (LOTA) Project to explore and implement an outcomes-based approach to curriculum design and delivery throughout the university. The intended learning outcomes for all courses and all programmes of study have now been documented in course and programme specifications. Currently the challenge is to ensure that assessment strategies and assessment methods support the development of the stated outcomes and enable them to be appropriately assessed. The LOTA Project has always seen assessment as part of the learning process through both formative and summative assignments. In many OU courses academic essays are used to assess students work, both throughout a course and in the final examination. The paper goes on to describe an action research project that set out to examine the extent to which assessment through essays encouraged students to both develop and demonstrate the outcomes claimed by each course. The aim of the project was to explore the process of essay writing and essay marking. It involved pairs of tutors who exchanged and double-marked the essays of two of their students throughout the course and met at the end of the year to compare their experiences. The assessment materials provided by the course team were examined and the progress of the students analysed through their essays. The evidence suggests that essay writing can be used to assess learning outcomes but that present practice shows these are not explicit and that many students fail to demonstrate them. With clearer guidance to tutors and to students, both cognitive and communication skills could be developed more effectively and assessed more rigorously. The findings contribute to on-going work to find better ways of enhancing students' learning through the articulation and assessment of outcomes. The paper concludes that moving towards an outcomes-based curriculum, with appropriate assessment strategies, can enhance student learning but the process needs to be more transparent and to explicitly encourage a meta-cognitive approach

Identification of candidate genes and molecular markers for heat-induced brown discoloration of seed coats in cowpea [Vigna unguiculata (L.) Walp].

BackgroundHeat-induced browning (Hbs) of seed coats is caused by high temperatures which discolors the seed coats of many legumes, affecting the visual appearance and quality of seeds. The genetic determinants underlying Hbs in cowpea are unknown.ResultsWe identified three QTL associated with the heat-induced browning of seed coats trait, Hbs-1, Hbs-2 and Hbs-3, using cowpea RIL populations IT93K-503-1 (Hbs positive) x CB46 (hbs negative) and IT84S-2246 (Hbs positive) x TVu14676 (hbs negative). Hbs-1 was identified in both populations, accounting for 28.3% -77.3% of the phenotypic variation. SNP markers 1_0032 and 1_1128 co-segregated with the trait. Within the syntenic regions of Hbs-1 in soybean, Medicago and common bean, several ethylene forming enzymes, ethylene responsive element binding factors and an ACC oxidase 2 were observed. Hbs-1 was identified in a BAC clone in contig 217 of the cowpea physical map, where ethylene forming enzymes were present. Hbs-2 was identified in the IT93K-503-1 x CB46 population and accounted for of 9.5 to 12.3% of the phenotypic variance. Hbs-3 was identified in the IT84S-2246 x TVu14676 population and accounted for 6.2 to 6.8% of the phenotypic variance. SNP marker 1_0640 co-segregated with the heat-induced browning phenotype. Hbs-3 was positioned on BAC clones in contig512 of the cowpea physical map, where several ACC synthase 1 genes were present.ConclusionThe identification of loci determining heat-induced browning of seed coats and co-segregating molecular markers will enable transfer of hbs alleles into cowpea varieties, contributing to higher quality seeds

\u3cem\u3eRed Coats & Grey Jackets: The Battle of Chippawa, 5 July 1814\u3c/em\u3e by Donald E. Graves [Review]

Review of Donald E. Graves, Red Coats & Grey Jackets: The Battle of Chippawa, 5 July 1814. Toronto: Dundurn Press, 1994

Deer in Their Own Coats

Urban deer are requiring a renegotiation of settler-Six Nations relations in Hamilton, Ontario. In this article, Daniel Coleman attempts to get to know one doe group that share his neighbourhood in an effort to understand what their presence has to say about how Hamiltonians and members of the Hodinoso:ni Confederacy can honour the spirit of an eighteenth-century treaty in ways that enable us all to live with the good mind here at the Head of Lake Ontario in the twenty-first century

Carbide coated fibers in graphite-aluminum composites

The NASA-supported program at the Los Alamos Scientific Laboratory (LASL) to develop carbon fiber-aluminum matrix composites is described. Chemical vapor deposition (CVD) was used to uniformly deposit thin, smooth, continuous coats of TiC on the fibers of graphite tows. Wet chemical coating of fibers, followed by high-temperature treatment, was also used, but showed little promise as an alternative coating method. Strength measurements on CVD coated fiber tows showed that thin carbide coats can add to fiber strength. The ability of aluminum alloys to wet TiC was successfully demonstrated using TiC-coated graphite surfaces. Pressure-infiltration of TiC- and ZrC-coated fiber tows with aluminum alloys was only partially successful. Experiments were performed to evaluate the effectiveness of carbide coats on carbon as barriers to prevent reaction between alluminum alloys and carbon. Initial results indicate that composites of aluminum and carbide-coated graphite are stable for long periods of time at temperatures near the alloy solidus

Towards outcomes-based assessment:an unfinished story of triangulation and transformation

Over the past ten years Higher Education in the United Kingdom (UK) has changed in many ways, mainly influenced by the recommendations of the Dearing Report (published in 1997). One paragraph in the report instigated a fundamental reorientation in the articulation within higher education of teaching, learning and assessment in terms of learning outcomes. Subsequent quality assurance initiatives have reinforced this approach. For the last ten years, the Centre for Outcomes-Based Education (COBE) in the UK Open University (UK OU) has been leading the transformation of the OU curriculum into an outcomes-based approach. The key to this process has been the 'triangulation' between curriculum, staff and student development. Throughout the process, our main concern has been to describe, develop and implement an appropriate way to assess learning outcomes both at course and award level. This paper re-views the process and poses some fundamental questions about an outcomes-based approach to the design and delivery of the curriculum and to the development of staff and students