Separation and Characterization of Reconstituted Skim Milk Powder Treated with Mineral Chelators

The proteins found in milk are largely important in the functionality of many dairy products and dairy processes. The casein micelle system in milk is a complex and highly studied system. The micelle is thought to be a sponge like structure containing four caseins, αs1, αs2, β, and κ casein, and bound together with colloidal calcium phosphate. When a chelating agent such as a citrate, phosphate, or polyphosphate are added to milk systems, the CCP is bound to the chelator and removed from the micelle. It has been shown through past research that the use of calcium chelating agents disrupts the calcium phosphate equilibrium and allows for the dissociation of the casein micelle and release of the individual caseins. Once the caseins are disrupted from micellar form and in solution, it may be possible to separate out different casein streams for functional usage in dairy products using common separation techniques. This thesis project seeks to evaluate the feasibility of separating milk treated with calcium chelators using various separation techniques to evaluate the individual casein fractions of this disrupted system. Four separation methods (ultracentrifugation, membrane filtration, heat coagulation, and coagulation based on pH) were employed to separate out the caseins based on selected properties, specifically density, molecular weight, and solubility. In ultracentrifugation, three speeds were tested, the heat coagulation study tested two temperatures, and pH based coagulation tested four different pHs to determine their impact on overall protein levels and individual casein yields. Skim milk powder was reconstituted and chelator was added at 1, 50, or 100 mEq/L treatment level. These samples were then separated using aforementioned techniques, and the supernatant or permeate was analyzed for total protein content, individual casein composition, turbidity, and mean particle size. Analysis of centrifugal separation studies shows the interaction between chelator type, chelator level, and centrifugation speed had a significant impact on the amount of protein released from the casein micelle (p Coagulation trials based on pH were also shown to have a significant interaction between chelator type, chelator level, and sample pH effecting the protein levels and casein composition (p Membrane filtration showed low protein yields in permeate, however trisodium citrate 100 mEq was still shown to have significantly higher permeate % protein levels (p The use of heat based coagulation as an individual casein separation technique for chelated samples is not recommended, as the casein micelle system itself is extremely heat stable, and the use of calcium chelators only increases the heat stability further. Because of the increased heat stability, no coagulum was formed in samples upon heating, and therefore, no separation and analysis could be done. Improving our knowledge of pretreatment of milk prior to separation and the effectiveness of different separation methods on chelated milk products may result in information leading to the ability to separate out milk fractions that provide unique or improved properties for product applications

Influencing Sedentary Behavior Through Participation After Stroke

People with stroke have persistent high levels of sedentary behavior. Sedentary behavior, or prolonged sitting, has been associated with the exacerbation of chronic health conditions that elevate the risk for recurrent stroke (e.g., diabetes, obesity, depression). Studies examining sedentary behavior and inactivity physiology suggest that reductions in sedentary behavior are associated with improvements in chronic health conditions. Participation in daily activities requires movement out of a seated position to an upright position, thereby reducing sedentary behavior. This may lead to improvements in chronic health conditions and reduced risk for recurrent stroke. The overarching goal of this dissertation is to identify intervention elements that hold promise for reducing sedentary behavior among people with chronic stroke. A scoping review revealed that current stroke rehabilitation interventions are associated with small reductions in sedentary behavior over time. Few interventions were clearly specified, and few outcomes were clearly defined. This led to the development of the Activating Behavior for Lasting Engagement (ABLE) intervention. The ABLE intervention uses behavioral activation to promote frequent participation in daily activities to reduce post-stroke sedentary behavior. A descriptive case series (n=5) was conducted to specify the intervention protocol. A single group pre-post-test study (n=21) was conducted to assess the feasibility (safety, participant acceptability, participant tolerability, reliable intervention delivery) and estimate change in sedentary behavior over time. The intervention was deemed safe, tolerable, and reliably delivered. Participant satisfaction scores did not meet the benchmark for feasibility. Moderate to large effect sizes were detected at post-intervention using an objective measure of sedentary behavior (ActivPAL micro3); small effect sizes were detected at 8-week follow-up. Future intervention refinement is required to enhance the feasibility and bolster effects of the ABLE intervention. These efforts should incorporate the context of participation and sedentary behavior. In addition, consideration of the role of active and inactive participation, patterns of participation, patterns of sedentary behavior, and aspects of the environment will be critical to develop interventions that reduce sedentary behavior and promote optimal health outcomes

Teachers’ Digital Competence, Readiness and Challenges in the 21st Century Education

This study examined the level of teachers’ digital competence, readiness, and the challenges they face in delivering 21st-century education. The research was conducted among public elementary school teachers in Zamboanga City and utilized a descriptive-quantitative research design. This approach was employed to gain a deeper understanding of the experiences, perceptions, and challenges encountered by teachers in integrating technology into 21st-century education. Findings revealed that the level of teachers’ digital competence is generally rated as “Competent” in terms of device operation, internet navigation, and creating materials or lessons using digital tools. Similarly, the level of teachers’ digital readiness was rated as “Agree” in terms of access to technology, although this was influenced by factors such as unreliable internet connectivity. Respondents “Strongly Agreed” in terms of basic digital literacy, and “Agreed” regarding the use of digital tools in teaching. The study also revealed that teachers face challenges in delivering 21st-century education through the use of technology. These challenges are attributed to several factors affecting the quality of instruction, including lack of access to resources, insufficient training, and limited preparation time. Statistical analysis showed a significant difference in the level of teachers’ digital competence when grouped according to age, training, and years of teaching experience. Furthermore, teachers’ digital readiness also showed a significant difference when grouped by age and years of experience, while no significant difference was observed in terms of training. These findings suggest that while teachers are generally prepared and competent in using digital tools, there remain gaps that must be addressed through sustained professional development, improved infrastructure, and differentiated support systems. The study highlights the importance of continuous investment in teacher training and school technology resources to ensure effective implementation of 21st-century teaching practices

The Decision to Know

University of Minnesota Ph.D. dissertation. May 2015. Major: Philosophy. Advisor: Naomi Scheman. 1 computer file (PDF); iii, 142 pages.Without careful consideration of the situatedness of the subject and object of knowledge acquisition, epistemic harms may result from the unrelenting, uncritical pursuit of knowledge. Through an examination of three cases of information seeking of the biomedical/scientific type including pregnancy, the role of nurses in caring for patients and transmitting knowledge, and "knowing what it's like" to be disabled, it is argued that a variety of epistemic harms may result. The epistemic harms considered include testimonial and hermeneutic injustice, and epistemic imperialism and unsustainability

An International Service Learning Guide for Occupational Therapy Students and Clinicians

We ourselves feel that what we are doing is just a drop in the ocean. But the ocean would be less because of that missing drop -Mother Teresa Increased diversity within the U.S. demands the education of occupational therapy clinicians who can deliver culturally responsive care. The number of immigrants to the U.S. is at an all-time high and the African-American and Hispanic populations are expected to double by mid-century (U.S. Census Bureau, 2008). Occupational therapy students and entry-level clinicians have identified the need for more information, resources, and experience with people from different cultures (Murden et aI., 2008). Service learning and cultural immersion were identified as educational methods that may facilitate the development of cultural competence and lead to culturally sensitive care (Bonder, Martin & Miracle, 2002a; Iwama, 2009; O\u27Grady, 2000; Price et aI., 2005). This scholarly project culminated in a guide, which is intended to provide occupational therapy students and clinicians with the framework necessary to develop and complete an international service learning experience for the promotion of cultural competence. Guided by the Canadian Model of Occupational Performance and Engagement (CMOP-E), the model of service learning, and adult learning theory, this guide addresses the emotional, intellectual, financial, physical, and social elements of service learning to achieve both learner and client goals. The guide is intended for use in planning an international service learning project in a developing country, but may be adapted for use in local or regional areas of the U.S

A review of the financial issues facing child care in the United States

Jerlean Daniel (1990), a member of the National Association for the Education of Young Children (NAEYC) Governing Board, and the 1990 chair of NAEYC\u27s Public Policy Committee, offered the following analogy of the child care industry to congress. If you hear nothing else today, please take with you the horror of an industry drowning. We are an industry on the brink of disaster. For years teachers in child care have subsidized the industry with their low wages. They have reached a point where they have nothing left to give but themselves Unfortunately, as evidenced by national turnover rates of 41 percent annually, they are doing just that. The saddest part of this saga is that those trained teachers whom we lose and cannot recruit anew are at the heart of what is quality for young children (p. 23)

Cardiovascular outcomes, health-promoting behaviors, and social determinants: Structural racism and the Behavioral Risk Factor Surveillance System

Purpose: Cardiovascular disease disproportionately affects historically marginalized populations in the United States. This study explored disparities in cardiovascular health outcomes, social determinants of health, and health-promoting behaviors across racial and ethnic groups. Methods: Using data from the 2019 Behavioral Risk Factor Surveillance System, we conducted a descriptive analysis of cardiovascular conditions and diabetes, social determinants of health, and health-promoting behaviors across eight racial/ethnic categories. Results: Historically marginalized groups had higher rates of cardiovascular conditions and greater barriers to health care access. However, these groups often demonstrated equal or higher rates of engagement in health-promoting behaviors compared with White adults. For example, Black adults had the highest hypertension prevalence (41%) despite having the highest rates of blood pressure management behaviors. Discussion: The persistence of health disparities despite equivalent health-promoting behaviors suggests a significant influence of structural factors like racism. Critical examination using Quantitative Critical Theory revealed potential biases in measurement tools and data categorization that may perpetuate inequities. Health Equity Implications: Findings underscore the need for equity-focused research approaches that explicitly address structural racism. Future studies should prioritize culturally relevant measures, clinically meaningful outcomes, and active involvement of researchers from marginalized communities to advance cardiovascular health equity