Nutritional value of sweet potato residue following fermentation for ethanol

Two sweet potato cultivars. Centennial, an orange-flesh type, and TG-75-96-1, an industrial white cultivar, were comminuted and allowed to ferment to produce ethanol. An enzyme alpha-amylase, was used to hydrolyze starch to increase the concentration of fermentable sugars. Saccharomyces cerevisiae was used to ferment the sugars to ethanol. Fermentation was completed in two weeks at 21.1-23.9°C. Ethanol production was 2.02% for the orange and 1.73% for the white sweet potatoes. Analysis of the fermented residue indicated that the percentage protein was increased for Centennial, from 4.7% to 7.0%, and for the white-fleshed cultivar, from 4.3% to 5.1%. The amount of fat, crude fiber, caloric content, calcium and iron increased also. The essential amino acid (EAA) analysis showed no significant change in amino acid content and that isoleucine was the limiting amino acid for both cultivars. Centennial was found to be significantly more nutritious than the white cultivar in terms of the B-vitamins and vitamin C. The white cultivar, however, contained a significantly greater solids content indicating a potentially higher yield of ethanol

Measurement of convective mass transfer coefficients by holographic interferometry

SIGLEAvailable from British Library Document Supply Centre- DSC:D44483/83 / BLDSC - British Library Document Supply CentreGBUnited Kingdo

News now: exploratory study of digital news story organization and structure

2017 Spring.Includes bibliographical references.Newspaper publication has expanded beyond the printed format to digital formats to attract readers using iPhone apps, Facebook, Twitter and other outlets. Some apps will open the full story and others link to the full story on the newspaper's website. My exploratory research sought to explore different digital platforms by investigating Washington Post headlines written for the iPhone Application, Facebook, and Twitter. While these platforms limit the information available before linking to the full story on the website, each digital platform provided enough information to identify organizational patterns and sequences of who, what, where, why and how — the key concepts in the journalistic inverted pyramid writing organization. My research investigated the Washington Post's digital headlines in the summer of 2012. The research questions were RQ1: Which questions are answered most frequently in news story headlines on the iPhone app, Facebook newsfeed, and Twitter tweets? RQ2: What are the question sequences presented in the headlines on the iPhone app, Facebook newsfeed, and Twitter tweets? RQ2A: Is there a difference in organization of questions sequences in the headlines of story topics present in one of each of the following platforms: iPhone app, Facebook newsfeed, and Twitter tweets? For my content analysis of the Washington Post digital headlines, I created a sample of a constructed week and took screenshots of headlines. For analysis, I coded all stories (n = 216) published on at least one other platform. I developed a codebook, and one additional coder and I coded every headline in the sample. Despite some variables receiving lower Krippendorff Alpha results than suggested for publication for intercoder reliability (ranging from 0.33 to 0.83), most variables achieved acceptable percent agreements from 84.7% to 95.8%. Because of the exploratory nature of my study, I proceeded with data analysis. Patterns emerged related to information sequences in headlines. "Who" and "what" were used in 77% (n = 22) as leading information in the headline sequences. "Where" was the only other variable included at the beginning of sequences. While 22 different organizational sequences emerged, 50% were used only once. Research Question 2A investigated organization of question sequences. The variable "what," a main action, was included in 100% (n = 27) of the headlines in a portion of the sample using a single headline for each platform about one story. The sequence (who, what) was included in 22% (n = 9) across all three platforms. Other story topics provided additional variables on different platforms

Recursos didácticos para enseñar en entornos virtuales durante la pandemia en la Universidad de Otavalo

La investigación tuvo como objetivo analizar el uso de recursos didácticos para enseñar en entornos virtuales durante la pandemia de COVID-19 en la Universidad de Otavalo. La investigación se basó en un paradigma cuantitativo, con diseño descriptivo de corte transversal. Se empleó el método analítico-crítico, con una revisión de literatura sobre recursos tecnológicos en educación y un análisis de frecuencia de los datos obtenidos de la aplicación de una encuesta de 27 preguntas cerradas, de dos alternativas de respuesta, a 34 docentes de dicha institución universitaria. La conabilidad del instrumento fue de 0,81. Los resultados arrojaron que los docentes hacen un mayor empleo de la asignación de tareas, cuestionarios, foros, talleres y videoconferencias y poco del blog y el wiki como herramientas de enseñanza en los entornos virtuales, y que le dan mayor importancia al cuestionario y el taller como herramientas más efectivas para el aprendizaje y la evaluación. Se concluye que los entornos virtuales de aprendizaje (EVA) son espacios para la creación de un contexto de enseñanza y aprendizaje donde se facilita la cooperación del profesor y el estudiante y que incluyen actividades individuales y grupales para un efectivo aprendizaje colaborativo. El uso de herramientas tecnológicas en educación superior es importante para ofrecer ayudas pedagógicas adaptadas a las necesidades educativas del alumno. Sin embargo, es necesario implementar acciones formativas en esta área que fortalezcan la labor docente.A pesquisa teve como objetivo analisar o uso de recursos didáticos virtuais por professores do ensino superior. O método analítico-crítico foi utilizado, com uma revisão documental e uma análise descritiva-explicativa, um levantamento de 27 questões fechadas foi aplicado a 34 professores da Universidade de Otavalo, equador. Os resultados mostraram que os professores fazem maior uso da tarefa de casa, questionários, fóruns, oficinas e videoconferências e pouco uso do blog e wiki como ferramenta de ensino em ambientes virtuais, dão maior importância ao questionário e à oficina como as ferramentas mais eficazes de aprendizagem e avaliação. Conclui-se que o EVA são espaços para a criação de um contexto de ensino e aprendizagem no qual se facilita a cooperação do professor e dos alunos, que incluem atividades individuais e em grupo, para uma aprendizagem colaborativa eficaz, é importante utilizar ferramentas tecnológicas no ensino superior como recursos para oferecer auxílios pedagógicos adaptados às necessidades educacionais do aluno, porém é necessário implementar ações de formação nessa área que fortalecer o trabalho de ensino. Palavras-chave: Recurso, ferramenta, tecnologia, EVA, ensino superio

A Pilot Study: Youth Participatory Engagement and Action in Mental Health

Adolescence is a crucial point for mental health intervention given that three-quarters of all life-time mental health concerns emerge by the age of 24 (National Alliance of Mental Health, 2021). Limited engagement in treatment is often due to structural barriers (e.g., transportation, cost, access) and other intrapersonal barriers, such as low perceived need and limited knowledge about mental health (Radez et al., 2019). My dissertation presents an initial feasibility and acceptability study of a modular mental health promotion program that I created, Youth Engagement and Action in Mental Health (YPEAM), which aims to increase mental health literacy, decrease stigma, and influence the perceived effectiveness of mental health treatment among youth in a community organization.YPEAM was implemented at a youth community organization with eight participants between the ages of 12 – 17 years old across 13, 1-hour sessions. By using a convergent mixed methods design, I was able to answer three main questions: how feasible (i.e., easy or difficult) is the implementation of YPEAM within a community youth center, how acceptable (i.e., how much youth enjoyed and valued it) was it among the youth, and how did it affect self-reported levels of stigma about mental health and their knowledge of mental health? Pre- and post-YPEAM implementation survey data and semi-structured interviews offered insight into how YPEAM may contribute to alleviating some of the initial barriers to youth seeking mental health support that drove the development of this unique program. Results regarding feasibility indicated a recruitment rate of 75% of youth that were already involved in the center and met age criteria. Six of the eight youth attended all 13 sessions. Regarding acceptability, one youth reported that the flexibility of the curriculum was “a nice freedom to have.” This finding supports one of the initial goals of YPEAM, which was to use youth voices to increase engagement in mental health programs. Additional semi-structured qualitative data indicated favorable views of the program, while also providing suggestions for future iterations of the program. Survey results indicated that all participants “strongly agreed” or “agreed” when asked if they liked YPEAM. Results related to stigma and mental health knowledge were evaluated using qualitative and quantitative data. In their semi-structured interviews after the program, several youths reported feeling more confident in their ability to recognize mental health symptoms and knowing how to seek support. Nearly all youth reported reduced mental health stigma scores after YPEAM. This pilot study provided insight into implementation of a novel program within a community center and highlighted the potential benefits of the curriculum. This study provides an example of using the Youth Participatory Action Research (YPAR) framework as a guide for a novel mental health promotion program. YPEAM incorporated youth decisions into the delivery of a mental health program, which showed a positive influence on some barriers to youth engagement, such as stigma and mental health literacy. Additionally, given that the seven of the eight participants of the study sample were from a marginalized identity, this study aligns with literature that highlights that YPAR strategies may benefit marginalized youth. Taken together, my dissertation contributes to the literature base of how mental health promotion programs can be specifically tailored to youth’s needs and shift how researchers are developing and implementing prevention efforts. YPEAM provides a model of how to create and implement flexible curriculums so that they are more socially, culturally, and geographically attuned to youth mental health needs

Presentación

América Latina piensa América Latina, es uno de los postulados más recientes del filósofo uruguayo Yamandu Acosta. Ese principio filosófico, está basado en diversas propuestas y teorías que desde este continente se desarrollan a partir de la mitad del siglo XX con los supuestos de la teoría de la dependencia y posteriormente con la filosofía de la liberación y la teología de la liberación

Presentación

América Latina piensa América Latina, es uno de los postulados más recientes del filósofo uruguayo Yamandu Acosta. Ese principio filosófico, está basado en diversas propuestas y teorías que desde este continente se desarrollan a partir de la mitad del siglo XX con los supuestos de la teoría de la dependencia y posteriormente con la filosofía de la liberación y la teología de la liberación