The effect of limited proteolysis on canola protein gelation

The objective of this study was to improve canola protein gelation properties through limited enzymatic hydrolysis with trypsin, ficin and bromelin either alone or in combination with the cross-linking enzyme transglutaminase (TG). Proteolysis alone was found to reduce gel strength to below that of the control. This was accompanied by a decrease in molecular weight, observable through SDS-PAGE analysis. Micrographs corroborated the rheological data and showed that protease application brought about a loss of structure. In contrast, limited proteolysis was shown to be a suitable pretreatment to cross-linking with TG, a frequently used cross-linking enzyme. Previous research suggests and this study corroborates that opening the protein structure prior to TG treatment, can enhance its effectiveness. Gels, treated with both a protease and TG, were significantly stronger than those treated with TG alone. It was concluded that while limited proteolysis does not improve canola protein gelation on its own, it can significantly improve gelation properties when combined with TG.     

Improvement of canola protein gelation properties through enzymatic modification with transglutaminase

Enzymatic modification with transglutaminase (TG) was used to enhance the gelation of canola protein isolate (CPI) and thus improve its potential as a food ingredient. The effects of CPI concentration, TG concentration, treatment temperature and treatment time on CPI gelation properties were evaluated. A texture analyzer, sodium dodecyl sulfate polyacrylamide gel electrophoresis (SDS-PAGE) and scanning electron microscopy were used to characterize the resulting networks. The protein concentration, amount of TG, and treatment temperature were found to significantly impact gel strength. It was found that gelation can be improved by increasing the amounts of protein and TG and by keeping the treatment temperature close to 40 °C. SDS-PAGE showed that cross-linking of subunits occurred through TG treatment thus helping to explain the increase in gel strength observed during texture analysis. Micrographs further corroborated the trends noted during rheological studies.     

The White Privilege Attitudes Scale: Development and initial validation.

In this article, the authors describe 3 interrelated investigations among White undergraduate and graduate students that document the development and initial validation of the White Privilege Attitudes Scale (WPAS). The WPAS assesses the multidimensional nature of White privilege attitudes, reflecting affective, cognitive, and behavioral dimensions. In Study 1 (n = 250), exploratory factor analysis suggested a 28-item scale with 4 factors as follows: (a) Willingness to Confront White Privilege, (b) Anticipated Costs of Addressing White Privilege, (c) White Privilege Awareness, and (d) White Privilege Remorse. In Study 2 (n = 251), confirmatory factor analysis indicated that the 4-factor model was a better fit of the data compared with competing models. The authors also found support for convergent validity between scores on the WPAS factors and theoretically related measures. Study 3 (n = 40) documented test–retest reliability of each of the WPAS factors and nonsignificant associations with socially desirable responding. Implications for future research and practice are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

How do graduate student therapists incorporate diversity factors in case conceptualization?

Researchers interviewed 17 psychotherapists in training in an analogue study of psychotherapists' use of broadly defined diversity factors in conceptualizing clients and cases. Each therapist watched two 5-minute staged videotapes of clients who varied along dimensions of race and ethnicity, age, and gender. Each acting client described problems in an initial psychotherapy interview, and then participant therapists responded to questions. Participants demonstrated varying levels of multicultural competence. Many exhibited knowledge in the areas of culture-specific values, and family and gender roles; awareness of their own cultural background and its effects on the therapeutic relationship; and skills in treatment planning, including assessment of levels of acculturation and culturally appropriate treatment methods. (PsycINFO Database Record (c) 2010 APA, all rights reserved)