Optimization of enzymatic hydrolysis of cassava to obtain fermentable sugars

This work evaluates the enzymatic hydrolysis of starch from cassava using pectinase, α-amylase, and amyloglucosidase. A central composite rotational design (CCRD) was carried out to evaluate the effects of amyloglucosidase, pectinase, reaction time, and solid to liquid ratio. All the experiments were carried out in a bioreactor with working volume of 2 L. Approximately 98% efficiency hydrolysis was obtained, resulting in a concentration of total reducing sugar released of 160 g/L. It was concluded that pectinase improved the hydrolysis of starch from cassava. Reaction time was found to be significant until 7 h of reaction. A solid to liquid ratio of 1.0 was considered suitable for hydrolysis of starch from cassava. Amyloglucosidase was a significant variable in the process: after its addition to the reaction media, a 30%–50% increase in the amount of total reducing sugar released was observed. At optimal conditions the maximum productivity obtained was 22.9 g/(L·h).     

Representational Practices by the Numbers: How kindergarten and first‐grade students create,evaluate, and modify their science representations

A productive approach to studying the role of representations in supporting students’ learning of science content is to examine their actions from a practice perspective. The current study examines kindergarten and first‐grade students’ representational practices across a consistent context—the creation of storyboards—both before and after a curricular intervention in order to highlight those aspects of their practices that changed regardless of a superficially similar task. Analysis of the students’ storyboards reveals considerable improvement in the number of included features after the intervention. Analysis of the students’ practices as they changed over time is also presented by examining the students’ discourse, with a focus on their discussions of the science content and the representations themselves. We demonstrate an increase in accuracy and relevance of the features being discussed, as well as an increase in requesting and providing assessments of students’ representations, particularly between students and their peers.     

Systematically Improving Lessons in Teacher Education: What's Good for Prospective Teachers is Good for Teacher Educators

Researchers have advocated building a knowledge base for teacher education based on practitioner knowledge. In this article, the authors, two teacher educators, present knowledge gained from their systematic study of two lessons to help prospective teachers learn to study teaching. They offer a detailed look at the lessons' successes and shortcomings as well as potential revisions. They also reflect on their use of a model for systematically studying lessons, sharing details about their learning during this process. This article attempts to provide a visible, tangible product for other teacher educators interested in helping prospective teachers examine evidence of student learning.     

Understanding Early Adolescents Through Dialogue Journals

The purpose of this article is to share the results of a study that explored the recommendations of practicing teachers about ways to prepare preservice teachers for including children with disabilities into general education classrooms. A survey was distributed to 71 practicing general elementary education teachers. The survey included the following questions: What should the general education student know about teaching students with special needs? Should this information be included in one course or integrated with other course content? General education teachers reported that teacher education programs should include the following content: behavioral strategies, conflict resolution and social skills, identification of students with special needs, adaptation of curriculum and materials, adaptation of instructional strategies, legal regulations and individual education programs, and co-teaching, teaming, and collaboration. These data suggest that preservice teacher preparation programs would include content courses to address these thematic areas and present a solid knowledge base about teaching children with disabilities.     

Embracing the Complexity of Instruction: A Study of the Effects of Teachers' Instruction on Students' Reading Comprehension

The purpose of this study was to determine whether third-grade teachers' instructional actions during reading comprehension lessons contributed to their students' reading comprehension achievement. Our framework focused on teachers' emphasis on three dimensions of instruction (pedagogical structure, teacher-directed instruction, and support for student learning), as observed in comprehension lessons across a year. Third-grade teachers' instruction was analyzed first by measuring their latent propensity to engage in instructional actions in the three dimensions and then by using these latent variables in a multilevel model to examine their students' gains in reading comprehension. Results provided support for the theoretical dimensions, taking into account contextual variables including lesson, student, and teacher characteristics; teachers' engagement in teacher-directed instruction and their support for student learning significantly contributed to their students' reading comprehension. Results suggest that analysis of teachers' instructional actions within and across lessons is a promising approach for the study of effective reading instruction.     

From knowing to doing: assessing the skills used to teach reading and writing

Reading and Writing - This study presents results from a project to develop and pilot a new type of performance assessment of the skills used when teaching reading and writing. To provide context...     

Hepatitis during respiratory syncytial virus infection – a case report

Introduction:

Respiratory syncytial virus (RSV) infection is the most common cause of hospitalization in infants and small children. The aim was to present a 13-months old boy diagnosed with acute airway infection, acute otitis media (AOM) and hepatitis during the RSV-infection.

Material and methods:

Serum catalytic activities of alkaline phosphatase (ALP), aspartate aminotranspherase (AST), alanine aminotranspherase (ALT), gamma glutamyl transpherase (GGT), lactate dehydrogenase (LD), and concentrations of bilirubin were monitored during hospitalization and at control examination.

Results:

The child had clinical signs and symptoms of respiratory failure, AOM, and laboratory findings of virus infection and liver disease. On admission, catalytic activities of enzymes were markedly increased, especially the activity of ALP (10333 U/L, i.e. 24-fold increase in comparison with the upper reference limit). The highest increased in AST (339 U/L, 4.5-fold), ALT (475 U/L, 10.3-fold) and LD (545 U/L, 1.5-fold) were registered on the 3^rd day, and the highest increase in GGT (68 U/L, 3.1-fold) occurred on the 11th day. Seven weeks after discharge AST, ALT, GGT and LD decreased into reference range, and ALP remain mildly increased (478 U/L, 1.1 fold increase). RSV was confirmed in nasal lavage fluid.

Conclusion:

Laboratory results in patient with RSV infection needs to be interpreted in the light of both, respiratory and extrapulmonary manifestations of the infection, respectively.     

The Spanish Version of the Empathy Questionnaire (EmQue): Evidence for Longitudinal Measurement Invariance and Relationship With Emotional Regulation

Research Findings: Empathy, or the ability to understand what others are thinking or feeling, can be observed in early developmental stages. The purpose of this study was to validate the Spanish version of the Empathy Questionnaire (EmQue) and examine its longitudinal measurement invariance (LMI) at 2 time points. Parents of 103 children completed the EmQue when their children were 3 (M = 41.76) and 4 (M = 51.65) years old. Confirmatory factor analyses revealed that Grazzani, Ornaghi, Pepe, Brazzelli and Rieffe’s (2016) 3-factor model of emotional contagion (EC), attention to others’ feelings, and prosocial actions (PA) presented the best fit indices at both time points (Time 1: CFI = .931, TLI = .914, and RMSEA = .070; Time 2: CFI = .941, TLI = .935, and RMSEA = .064). Moreover, preliminary evidence was obtained for the LMI of this model. PA scores increased over time. Score reliability ranged from .60 (EC) to .83 (PA). Positive correlations were found between PA and emotional regulation at each time point and across time.Practice or Policy: The great relevance of empathy and prosocial behavior in academic achievement and psychological adjustment justifies the development of reliable instruments to evaluate these constructs from early ages.