Protein Extraction from Heat-stabilized Defatted Rice Bran: II. The Role of Amylase, Celluclast, and Viscozyme

ABSTRACT: The effectiveness of 3 carbohydrases for protein extraction from heat-stabilized defatted rice bran (HDRB) was evaluated. Amylase, viscozyme and celluclast extracted a maximum of 45.4, 12.1, and 28.5% protein, respectively. Further study showed that extracted protein ranged from 9.5 to 58.4% under conditions of water to bran ratio (5:1 to 20:1), α-amylase (0 to 110000 units/10 g rice bran), temperature (35 to 55 °C), and time (1 to 8 h). The maximum protein extracted was 58.4% with a water to bran ratio of 17:1, 87637 units amylase, and 50.9 °C. These results suggest that impure food-grade amylase containing protease is more effective than celluclast and viscozyme in protein extraction from HDRB.     

Being the best: Preliminary results from a national study of the achievement of prominent Black and White women.

Examined the achieving styles, coping strategies, gender roles, and feminist attitudes of 125 prominent, highly achieving Black and White women (mean age 53.5 yrs) in the US. Multivariate analyses of variance were used to examine race differences and similarities; canonical regression analyses (MANOVAs) were used to examine relationships among achieving styles and the other sets of variables. Both similarities and differences between Black and White women were found, and achieving styles were significantly related to the other variables. Strengths, limitations, and implications of the study for counseling are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

We need research on what constitutes good journal papers—and good editing—not guesswork on how to improve manuscriptsp.

Comments that M. Boor's (1986) suggestions to improve articles published in professional journals are unsubstantiated guesses and urges Boor to research his ideas. An example illustrates how Boor's guesses are contradicted by actual data. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Does the alliance cause good outcome? Recommendations for future research on the alliance.

Research has consistently documented that the quality of the therapeutic alliance is related to the outcome of diverse psychotherapies. Insufficient attention, however, has been directed at identifying the nature and magnitude of the causal relationship between the alliance and outcome. In this commentary, we discuss the major threats to causal interpretation of alliance-outcome correlations and provide suggestions for future research that would help clarify the extent to which the alliance causes positive outcomes. Assuming the alliance is a causal factor in relation to outcome, we provide recommendations for research on the alliance that would attempt to improve patient care by enhancing the alliance. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Positive expectations predict health after heart transplantation.

We explored the relations between positive expectations and adjustment, adherence, and health in cardiac transplant patients. Thirty-one patients and their nurse completed questionnaires before transplantation and at 3 times after surgery. As predicted, patients' self-reported positive expectations were generally associated with good mood, adjustment to the illness, and quality of life, even in patients who experienced health setbacks. High preoperative expectations predicted later adherence to a complex medical regimen. Positive expectations measured before the transplant predicted a substantial amount of the variance in the nurse's ratings of physical health 6 months after surgery, covarying for adherence behavior and preoperative health. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Lexical familiarity and processing efficiency: Individual differences in naming, lexical decision, and semantic categorization.

College students were separated into 2 groups (high and low) on the basis of 3 measures: subjective familiarity ratings of words, self-reported language experiences, and a test of vocabulary knowledge. Three experiments were conducted to determine if the groups also differed in visual word naming, lexical decision, and semantic categorization. High Ss were consistently faster than low Ss in naming visually presented words. They were also faster and more accurate in making difficult lexical decisions and in rejecting homophone foils in semantic categorization. Taken together, the results demonstrate that Ss who differ in lexical familiarity also differ in processing efficiency. The relationship between processing efficiency and working memory accounts of individual differences in language processing is also discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Arithmetic operations inGF(2 m )

This article is concerned with various arithmetic operations inGF(2 ^m ). In particular we discuss techniques for computing multiplicative inverses and doing exponentiation. The method used for exponentiation is highly suited to parallel computation. All methods achieve much of their efficiency from exploiting a normal basis representation in the field.     

Combining teacher-Led and technology-assisted instruction to improve phoneme blending to read words for elementary students with disabilities

Technology-assisted instruction has potential for helping students improve their reading skills. In the current studies, PowerPoint software was used to supplement teacher-led reading instruction for elementary-aged students with disabilities who struggled with phoneme blending to read words. The effectiveness of the intervention was assessed using two multiple probe design studies across sets of words based on an onset-rime (word family) strategy. In Study 1, teacher-led instruction was paired with technology-assisted instruction for all intervention sessions for three students in first and second grade. In Study 2, teacher-led instruction occurred between baseline and technology-assisted intervention sessions for three students in third and fourth grade. During the initial instruction sessions, participants recorded their own voices onto PowerPoint slides so that their technology-assisted instruction included self-modelling. Results of both studies indicated that technology-assisted instruction can be effective for helping students learn how to blend phonemes to read words; however, performance varied and there were limitations in each study that should be addressed in future research. Relevant implications for classroom instruction are emphasized.