RESULTS: UAE for 15 and 30 min and MAE for 1 and 2 min significantly increased protein yield and extraction efficiency compared to the control. Both UAE and MAE processes, especially MAE for 2 min, greatly improved the emulsifying and foaming properties of extracted proteins. FTAE one and three cycles did not increase the protein yield and extraction efficiency but showed enhanced functional properties, especially foaming. All samples showed changes in protein structure, such as increased exposed sulfhydryl (SH) contents, denaturation temperatures, and enthalpy. Only MAE samples had low-molecular-weight proteins based on sodium dodecyl sulfate-polyacrylamide gel electrophoresis. UAE and FTAE samples had significantly higher antioxidant activities, while the MAE process showed the opposite.
CONCLUSION: UAE and MAE processes improved the yield and functionality of extracted silkworm proteins, while MAE negatively impacted protein antioxidant activities. © 2023 Society of Chemical Industry.
MATERIALS AND METHODS: A survey of the tutors who had used the instrument was conducted to determine whether the assessment instrument or form was user-friendly. The 4 competencies assessed, using a 5-point rating scale, were (1) participation and communication skills, (2) cooperation or team-building skills, (3) comprehension or reasoning skills and (4) knowledge or information-gathering skills. Tutors were given a set of criteria guidelines for scoring the students' performance in these 4 competencies. Tutors were not attached to a particular PBL group, but took turns to facilitate different groups on different case or problem discussions. Assessment scores for one cohort of undergraduate medical students in their respective PBL groups in Year I (2003/2004) and Year II (2004/2005) were analysed. The consistency of scores was analysed using intraclass correlation.
RESULTS: The majority of the tutors surveyed expressed no difficulty in using the instrument and agreed that it helped them assess the students fairly. Analysis of the scores obtained for the above cohort indicated that the different raters were relatively consistent in their assessment of student performance, despite a small number consistently showing either "strict" or "indiscriminate" rating practice.
CONCLUSION: The instrument designed for the assessment of student performance in the PBL tutorial classroom setting is user-friendly and is reliable when used judiciously with the criteria guidelines provided.
RESULTS: Increases in homogenization pressure and emulsifier concentration were observed to have significant (P 0.05) differences between the prepared and commercial LNDCs in terms of their color, appearance, and overall acceptability.
CONCLUSION: Shelf-stable LNDCs with qualities comparable to commercial LNDC were successfully fabricated. Valuable insights into the effects of homogenization pressure, oil type, and emulsifier concentration, as well as functionality and consumer acceptance of the LNDCs when added into black coffee, were obtained. © 2020 Society of Chemical Industry.