Effect of operating parameters on performance of ultrafiltration (UF) to fractionate Catfish protein hydrolysate

The effect of pH, ionic strength and feed concentration on performance of ultrafiltration (UF) to fractionate Catfish protein hydrolysate (CFPH) through 5kDa regenerated cellulose (RC) membrane was studied. The highest and lowest permeate flux belonged respectively to pH 9 and isoelectric point (IEP) with flux reduction of 5.75 L/m2.h at pH 9 and 10.98 L/m2.h at pH isoelectric through operating time. Further, by adding the salt, the highest permeate flux and transmission obtained at highest ionic strength of 0.15 M NaCl with 52.96% of transmission (in average). Then, the transmission reached to 54.18% by increasing feed concentration up to 1.5 mg/ml

Accounting students and communication apprehension: a study of Spanish and UK students

Accounting is about measuring and communicating. Accounting bodies and employers have expressed opinions, which have been supported by research results, advocating that greater emphasis is placed on the development of communication skills throughout the education and training of accountants. Consequently, an increasing number of accounting programmes now include communication skills as educational objectives or learning outcomes, and have integrated activities into the curriculum specifically to develop these skills. It is important to recognise that certain factors can severely restrict the development of communication skills; a major factor is communication apprehension. Research suggests that the existence of high levels of communication apprehension will make efforts to improve communication skills ineffective. Previous research findings indicate that accounting students have high levels of communication apprehension. This paper compares and contrasts the levels and profiles of communication apprehension exhibited by accounting students at the (UK University) and those at the (ESP University). The levels of communication apprehension are also compared with those of students from other disciplines at the same institutions. The results confirm the high levels of communication apprehension in European accounting students. There are notable differences between the two countries however in certain underlying factors.</p

When the Going Gets Tough: Implications of Reactance for Interpretations of Experienced Difficulty in the Classroom

The motivational impact of messages about how to interpret experienced difficulty with schoolwork was tested in two studies. Students read that experienced difficulty with schoolwork is a signal either of the importance or of the impossibility of succeeding in school, rated how much they agreed, and completed a difficult task (Raven’s Progressive Matrices). In the absence of reactance (Study 1, N = 93), students’ performance reflected an assimilation of the interpretation of experienced difficulty message to which they were randomly assigned. In the presence of conditions conducive to reactance (Study 2, N = 181), the effect on performance was more complex, reflecting contrast with or assimilation to message content depending on message acceptance. Contrast (rejecting the message) bolstered performance if the message was that experienced difficulty implies that the task is impossible, whereas assimilation (accepting the message) bolstered performance if the message was that experienced difficulty implies that the task is important

The passage of food through the gut of rats and its uptake of fluid

Stomachs and small intestines were examined and weighed up to 6 h after rats had been allowed to eat for 30 min without water available. A meal of commercial rat food left the stomach with a time constant of about 4 h. Each gram of food eaten attracted approximately 1 ml of additional fluid into the gut. The time course of this fluid movement and of electrolyte absorption is such that much of the drinking associated with meals in conditions of ad lib intake of food and water seems to be in anticipation of changes in the body fluids, rather than in response to them

When the Going Gets Tough: Implications of Reactance for Interpretations of Experienced Difficulty in the Classroom

The motivational impact of messages about how to interpret experienced difficulty with schoolwork was tested in two studies. Students read that experienced difficulty with schoolwork is a signal either of the importance or of the impossibility of succeeding in school, rated how much they agreed, and completed a difficult task (Raven’s Progressive Matrices). In the absence of reactance (Study 1, N = 93), students’ performance reflected an assimilation of the interpretation of experienced difficulty message to which they were randomly assigned. In the presence of conditions conducive to reactance (Study 2, N = 181), the effect on performance was more complex, reflecting contrast with or assimilation to message content depending on message acceptance. Contrast (rejecting the message) bolstered performance if the message was that experienced difficulty implies that the task is impossible, whereas assimilation (accepting the message) bolstered performance if the message was that experienced difficulty implies that the task is important