Sensory properties of thickened and protein-enriched plant-based frozen desserts

The number of consumers following plant-based diets has increased and in turn, the variety of plant-based foods available on the market has also increased. Many plant-based foods aim to mimic the functionality and sensory properties of conventional dairy products; however, they may not be suitable for specific populations. Dysphagia, for example, is a swallowing condition requiring texture-modified foods that meet specific criteria. While many conventional thickened products exist that are safe for individuals with dysphagia, the growing interest in plant-based eating alongside the increasing prevalence of dysphagia prompts a need for research on the use and safety of thickened plant-based alternatives. This study investigated the sensory properties of a thickened protein-enhanced ice cream (dairy and whey) compared to thickened protein-enhanced plant-based frozen desserts (cashew and pea, and coconut and pea). The formulations were evaluated using the International Dysphagia Diet Standardization (IDDSI) Spoon Tilt Test and a sensory trial (n = 104 participants, 47 flexitarians and 57 typical consumers) using static (hedonic scales and check-all-that-apply [CATA]), and dynamic (temporal check-all-that-apply (TCATA)) methods. The dairy and whey sample consistently passed the IDDSI test, while the plant-based samples did not. TCATA identified that the plant-based samples had an increased cohesiveness and adhesiveness, and decreased slipperiness when compared to the dairy and whey sample. The differences in textural properties may explain why the plant-based samples did not pass the IDDSI test. The study identified that although plant-based foods strive to mimic conventional dairy products, they have different textural and flavor properties.     

Instruction begins in the home: Relations between parental instruction and children's self-regulation in the classroom.

The study examined the effectiveness of 3 aspects of parental instruction for predicting children's self-regulation in school. Fathers, mothers, and their children (52 families) were visited in their homes the summer before the child entered 3rd grade. Metacognitive content (task and strategy information), manner of instruction (small steps at an appropriate pace), and emotional support were coded from parents' instructions to their children for a problem-solving task. Children's self-regulatory behaviors in the classroom were assessed the following school year. Two patterns of relations were observed. Manner of instruction predicted children's attention to instructions and help-seeking in the classroom. Metacognitive content of instructions did not predict these aspects of self-regulation. In contrast, metacognitive content of instructions presented in an understandable manner with emotional support predicted children's monitoring and metacognitive talk. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Mothers' scaffolding of children's problem solving: Establishing a foundation of academic self-regulatory competence.

The study examined relations between dimensions of mothers' scaffolding and children's academic self-regulatory behaviors in school. Mothers and their preschool children (68 dyads) were visited in their homes the summer before the child entered kindergarten. Mothers' metacognitive content and manner of instruction, emotional support, and transfer of responsibility were coded as mothers provided assistance to their children during 4 problem-solving tasks. Children's self-regulatory behaviors were assessed the following school year. Metacognitive content and manner of instruction were predictors of child behaviors related to cognitive awareness and management: metacognitive talk, monitoring, and help seeking. Emotional support and transfer of responsibility were related to children's task persistence and behavior control in school. Mothers' scaffolding appears to lay the foundation for children's subsequent academic self-regulatory competence. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Maternal scaffolding of children's problem solving and children's adjustment in kindergarten: Hmong families in the United States.

The study examined relations between maternal scaffolding of children's problem solving and children's adjustment in kindergarten in Hmong families living in the United States. Mothers and their children (63 dyads) were visited the summer before kindergarten. Mothers' years in the United States, age, education, reasoning skills, and parenting beliefs were assessed. Maternal scaffolding (cognitive support, directiveness of instruction, praise, and criticism) was coded while mothers helped their children with school-like tasks. Children's reasoning skills, conscientiousness, autonomous behavior, and task persistence in kindergarten were reported by teachers at the end of kindergarten (54 children). Maternal cognitive support of children's problem solving predicted children's reasoning skills in kindergarten even after controlling for maternal education and reasoning skills. Maternal directive instruction positively predicted children's conscientious behavior and negatively predicted children's autonomous behaviors after controlling for maternal education and parenting beliefs. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Characterization of the Pliocene Gas Reservoir Aquifers for Predicting Subsidence on the Ravenna Coast

Abstract

The Pliocene reservoirs of the North Adriatic have produced gas since 1972. Several studies using reservoir and geomechanical models have been undertaken to quantify the surface land subsidence that may be attributed to pressure depletion resulting from gas production. Subsidence may continue after production ceases, as water influx repressures the depleted gas reservoirs, reduces the aquifer pressure, and causes the subsidence bowl to expand. Therefore, characterization of the Pliocene aquifers and water influx functions is important for long-term prediction of subsidence. An aquifer model was developed by integrating geological/geophysical interpretations, petrophysical data, and pressure/production data to describe the limited water influx observed in these reservoirs. The mechanism restricting water influx in the Pliocene gas reservoirs was found to be a combination of low effective permeability to water in the presence of clays and trapped gas saturation. The final aquifer model, which was validated with field pressure data, was used to predict long-term pressure drop in the aquifer for subsidence predictions.