Influence of maltodextrin dextrose equivalent value on rheological and dispersion properties of sunflower oil in water emulsions

Effect of dextrose equivalent (DE) of maltodextrin present in continuous phase on flow along with dispersion properties of sunflower oil in water emulsions has been investigated. Both, rheological and disperse characteristics of the emulsions were greatly influenced by continuous phase viscosity and thus by the DE value of maltodextrin.. The smaller DE value the greater high shear viscosity and the smaller the droplet size. Irrespective of the amount and DE value of maltodextrin used was, all the emulsions showed a pseudoplastic behaviour

Combined illusions: Muller-Layer and horizontal-vertical illusion

U tri eksperimenta metodom reprodukcije ispitivali smo konfiguracije nastale kombinovanjem horizontalno-vertikalne (HV) i Miler-Lajerove (ML) iluzije. Krajevi linija u standardnoj HV konfiguraciji modifikovani su dodavanjem unutrašnjih strelica ('internizacija'), ravnih linija ('rektifikacija') ili spoljašnjih strelica ('eksternizacija'). U eksperimentima 2 i 3, te tri modifikacije primenjene su samo na horizontalnu ili samo na vertikalu; u eksperimentu 2 standardna linija je bila horizontalna, a u eksperimentu 3 vertikalna. U eksperimentu 1 internizacija i eksternizacija bile su primenjene i na horizontalu i na vertikalu. Standardna HV konfiguracija korišćena je kao kontrolni stimulus. Rezultati sva tri eksperimenta pokazuju doslednu strukturu asimetričnih odnosa efekata modifikacija na horizontalu i vertikalu; asimetričnost efekata eksternizacije i internizacije može se svesti na asimetričnost rektifikacije s obzirom na orijentaciju linije. Oblik linearnog odnosa dužine vertikale i horizontale u standardnoj HV konfiguracije zavisi od orijentacije standardne linije. Standardne teorije HV i ML iluzije ne predviđaju dobijene rezultate.In three experiments we studied, by the method of reproduction, stimulus configurations constructed by combining the horizontal-vertical (HV) and the Muller-Layer (ML) illusion. The ends of lines in the standard HV configuration were modified by the annexation of internal arrows ('internization'), straight lines ('rectification') or external arrows ('externalization'). In experiments 2 and 3, the three modifications were applied only to the vertical or only to the horizontal line; in experiment 2 the standard line was the horizontal, and in experiment 3 the vertical line. In experiment 1 both internalization and externalization were applied to the horizontal and the vertical line. The standard HV configuration was used as the control stimulus. The results of all experiments show a consistent structure of asymmetrical relations of the effects of modifications on the horizontal and vertical lines; the asymmetry of the effects if internalization and externalization can be reduced to the asymmetry of rectification with respect to line orientation. The shape of the linear relation between the lengths of the horizontal and vertical lines in the standard HV configuration depends on the orientation of the standard line. Standard theories of the HV and ML illusions do not predict the obtained results

Learning and developing over the life-course: A sociocultural approach

This article introduces the special issue “Learning and Developing over the Life-Course: A Sociocultural Approach”, which collects six papers stemming from the project “Ages for Learning and Growth: Sociocultural Perspectives” (AGILE), supported by the European Association for Research on Learning and Instruction. Considering that sociocultural psychology has mainly focused on development and learning in children, adolescents or (young) adults, AGILE aims at exploring learning and development in older people's lives. To do so, theoretical concepts and methodological tools used in research on other developmental periods had to be reconfigured and enlarged. The article first presents the main theoretical and methodological assumptions underlying sociocultural psychology, and shows the challenges of applying them to older people. Each of the six papers (by Aleksander Baucal, Michèle Grossen, Pernille Hviid, Kyoko Murakami, Roger Säljö, Fabienne Tarrago Salamin, Isabelle Tournier and Tania Zittoun) is then briefly introduced. In conclusion, the article emphasises the importance of accounting for the situatedness of older persons' activities, the meaning they give to these, and their experience of ageing. Methodologies that recognise the expertise of the persons participating in a study, and include them as active participants, are also called for

The role of dialogue and polylogue during an inquiry process in primary education

Inquiry is commonly applied in all types of education. In inquiry, dialogue between persons present in the classroom and polylogue with knowledgeable others outside the classroom (e.g., via books) are vital. In the context of Developmental Education, inquiry takes on three forms: consulting sources, inquiry of practices and inquiry as experimental research. This study aims to find out what role dialogue and polylogue play in these forms of inquiry, and how dialogue and polylogue can be promoted by a teacher. The inquiry processes in a classroom with children aged 4-6 were studied. This class was working on the theme „the garden‟, which included activities like gardening, drying flowers, and setting up a flower shop. This classroom was observed and the teacher was interviewed to give insight into the way inquiry was part of the activities of the class. The three forms of inquiry were all visible in the activities that children and the teacher undertook. In consulting sources, the teacher played an important role in stimulating polylogue by means of providing and reading in books. Inquiry of practices was seen in the flower shop, when children were imitating the activities of real florists. Here, dialogue was central, via which children together instigated a meaningful role-play. Inquiry as experimental research was visible for example in trying out different ways to dry flowers. This required a combination of dialogue to determine together how the experiment can best be conducted and polylogue to involve the ideas of not present others. Crucial in each of these forms of inquiry is the central role of the teacher in providing a rich learning environment in which dialogue and polylogue can meaningfully take place

Neutron dose equivalent measured at the maze door with various openings for the jaws and MLC

Purpose: This study was undertaken to explore the effects of the jaws and the MLC openings on the neutron dose equivalent (DE) at the maze door and neutron flux at the patient plane. Methods: The neutron dose equivalent was measured at the maze entrance door of a 15 MV therapy linear accelerator room. All measurements were performed using various field sizes up to 40 cm x 40 cm. Activation detectors constructed from natural Indium (In) were exposed at Cd envelope to neutrons in order to estimate relative changes of epithermal neutron fluences in the patient plane. Results: Our study showed that the dose equivalent at the maze door is at the highest when the jaw are closed and that maximal jaws opening reduces the DE by more than 20%. The neutron dose equivalent at the maze door measured for radiation fields defined by jaws do not differ significantly from the DE measured when MLC determines the same size radiation field. The epithermal capture reaction rate measured using different jaw openings differs by approximately 10%. When an MLC leaf is inserted into a fixed geometry for one opening of the jaws, an increase of the epithermal neutron capture reaction rate in Indium activation detectors was observed. Conclusions: There is no significant difference in the neutron DE when MLC defines radiation field instead of jaws. This leads to the conclusion that the overall number of neutrons remains similar and it does not depend on how primary photon beam was stopped-by the jaws or the MLC. An increase of the fast neutron capture reaction rate when MLC leaves are inserted probably originates from the neutron scattering. (C) 2012 American Association of Physicists in Medicine. [DOI: 10.1118/1.3682313