CHARACTERISTICS OF GELATIN FROM SWIM BLADDER OF YELLOWFIN TUNA (THUNNUS ALBACORES) AS INFLUENCED BY EXTRACTING TEMPERATURES

Gelatin was extracted from the swim bladder of yellowfin tuna (Thunnus albacores) at different temperatures (60, 70 and 80°C) with the extraction yields of 35.6%, 41.1% and 47.3% (dryweight basis), respectively. The α-chains of gelatin decreased with increasing extraction temperatures.Similar amino acid compositions were noticeable among all gelatins, in which glycine constituted the major amino acid. Imino acids ranged from 169 to 172 residues/1,000 residues. Thegel strength of gelatin extracted at lower temperature was higher than that of gelatins extracted at higher temperatures. Gelling and melting temperatures for swim bladder gelatin were 11.07-15.24 and 20.36-22.33°C, respectively. Higher gelling and melting points were observed for gelatin extracted at lower temperatures. Microstructure of gel of gelatin extracted at 60°C was finerwith smaller voids, compared with others. FTIR spectra of obtained gelatins revealed the significant loss of molecular order of the triple-helix. Thus, extraction temperatures showed the directimpact on characteristics of gelatin from swim bladder

Professional development models for whole number arithmetic in primary mathematics teacher education: a cross-cultural overview

The goal of the chapter is to explore and discuss teacher education in different parts of the world and to emphasise the commonalities and differences not only in the panellists\u2019 countries, but in a broad perspective. By looking at differences in the parts and processes of different educational systems, we can learn from each other and develop a more integrated perspective on teacher education. Most research studies in the field of primary mathematics teacher education at the international level focus on curricula within teacher education and on the knowledge a primary teacher needs for teaching well. WNA provides a context for developing understandings and constructing arguments that adhere to the practices and norms of more advanced mathematics. Two key issues frame the chapter: ways to increasing and deepening teachers\u2019 mathematical understandings and developing tools that support their mathematics teaching. Examples from seven countries are accompanied by brief information about the organisation of primary teacher education in each of them