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Calcium ion regulation of sodium alginate in pure buckwheat noodles shown by in vitro simulated digestion
Get PDFThe effects of calcium sodium alginate on quality and starch digestion of pure buckwheat noodles were investigated. The incorporation of calcium ions into noodles containing sodium alginate was found to reduce water absorption by the noodles during cooking, together with an increase of the turbidity. Calcium addition improved the noodle texture, as shown by the measurement of hardness, elasticity, adhesion, and chewability. In vitro simulations of digestion showed that calcium ion cross-linking with sodium alginate reduced glucose formation by approximately 23.3 mg/g. X-ray diffraction and Fourier transform infrared spectroscopy showed alterations in the crystal zone of the noodles induced by an alginate gel network, although no new chemical substances were generated. Noodles prepared by this exogenous method may be useful as functional foods for patients with diabetes
The Psychological Type Profile of Humanists UK: Not Just the Mirror Image of Believers
Get PDFA significant body of research has explored the psychological type profile of the members of religious organisations. The assumption has been made that the members of non-religious groups will present as the mirror image psychological type profile of the members of religious groups. To test such assumptions, we need to develop an understanding of the psychological type profile of communities of non-believers. The aim of this paper is to examine the psychological type profile of a sample of 1,042 members of Humanists UK (HUK). The findings demonstrate that the humanists do not present the psychological type mirror image of churchgoers nor are they representative of the broader population. An increased understanding of the psychological type profiles of communities of non-believers can enrich our understanding within the psychology of religion
Peer-led Alcohol and Drug Services
No full textBetween us, we, the authors of this chapter, have more than 120 years of direct
experience with alcohol and other drugs. For each of us this has included
substantive personal formative experiences, before then journeying into providing
support and services with others. This chapter encapsulates some of the key
learning from these collective journeys. It focuses on Wales and recovery. Wales
is where each of us currently practises within alcohol and drug provision and
research. In particular we explore two examples of recovery organisations, one
in the north and the other in the south, which illustrate the unique potential of
peer- led organisations to go beyond mainstream provision in the way they offer
support with sustained and meaningful lifestyle change. This focus on recovery
reflects our shared exposure to hearing from others that the ‘staying off’ alcohol
and drugs is often much harder than the ‘getting off’. The account is framed by
some brief discussion of the policy context and the messages that can be drawn
to inform social work practice. Given the starting points and personal investment,
what we offer are specific and illustrative recovery focused messages rather than
any comprehensive guide to all potential social work considerations for working
in the alcohol and drug arena (for this see Galvani, 2012; British Association of
Social Workers, 2022)
Pyp2pcluster: A cluster discovery tool
Get PDFIt is becoming increasingly common for laboratories and universities to share computing resources. Also as cloud usage and applications continue to expand, a hybrid cloud working model is fast becoming a common standard practice. In line with these present-day trends, we present in this paper an open-source Python library that provides information on high performance computing (HPC) clusters and systems that are available to a user via a peer to peer (P2P) infrastructure. These metrics include the size of system and availability of nodes, along with the speed of connection between clusters. We will present the benefits of using a P2P model compared to traditional client server models and look at the ease in which this can be implemented. We will also look at the benefits and uses of gathering this data in one location in order to assist with the managing of complex workloads in heterogeneous environments
A propensity to thrive: Understanding individual difference, resilience and entrepreneurship in developing competence and professional identity
Get PDFIntroduction:
This paper draws on a study and its findings that set out to explore why some students appear to thrive, turning placement experiences into positive empowering opportunities despite the challenges, where others may not. Findings established a broader application beyond placements to inform curriculum design and delivery that nurtures professionalism, competence and identity from pre-admission to transition into practice as a journey of growth and development.
Method:
A mixed-methods approach was adopted. Questionnaires and interviews gathered data from two cohorts in traditional (n = 25) or role-emerging placements (n = 13). An interpretive approach was employed for the qualitative data. The quantitative data underwent statistical analysis.
Findings:
Students in role-emerging placements scored higher in resilience prior to and developed greater resilience as a consequence. These students scored higher in traits of openness, conscientiousness, extraversion and agreeableness and were more emotionally stable compared with students in traditional placements. Agreeableness was positively correlated with greater resilience in these students.
Conclusion:
Curricula design and delivery should embed opportunities throughout programmes of study enabling students to nurture an openness to new experiences, with positive risk taking, building an ability to thrive. Understanding individual differences in students informs the development of competence and identity pivotal for transition into practice
Grouping Practices for Learning Support
Get PDFAudience
This document is aimed at policy makers, researchers
and professionals with an interest in the education
system in Wales, particularly as it relates to inclusive
education and learners with additional learning needs.
Overview
This report presents findings from research into
grouping practices used in schools for the purpose of
learning support, with a particular focus on inclusive
education and learners with additional learning needs.
The research sought to explore decision making of
educators in relation to grouping practices and how
these were experienced by learners in lower attaining
groups prior to and during the pandemic
Transitional support interventions for care leavers: A scoping review
Get PDFThe purpose of this scoping review was to identify and map knowledge on different types of transitional support interventions currently available to support transition to independent living for care leavers. An extensive search using four research databases was undertaken, resulting in 36 relevant articles for inclusion. Findings were organised thematically into four broad areas: (1) Extended care; (2) A Helping Relationship; (3) Family; and (4) Employment, Education and Training. Findings show that offering a combination of targeted interventions can contribute to a more successful transition. Effective relationship-based practices are critical to the success of transitional support interventions
A Literature Review and Evaluation of National Care Models and Frameworks providing Care for Children and Young People with Learning Disabilities in Wales
No full textExtended Abstract
Current Welsh legislative frameworks (Social Service and Wellbeing (Wales) Act 2014 (SSWA, 2014), Wellbeing of Future Generations Act, 2015 (WFG, 2015)), National Clinical Framework, (2021), A Healthier Wales (Welsh Government 2021b)) are supportive of an integrated service model of care delivery, which includes children and young people with a learning disability who have care and support needs. The provision of ‘seamless services’, informed by the active involvement of children and young people and their families and carers in the design and delivery of their care, is a stipulation of the SSWA (Wales) 2014. However, research suggests that there is currently not one consistent service model or set of core principles of care in Wales that shape provision for children and young people with a learning disability. Furthermore, reviews highlight the variability of care across and between health boards and local authorities, which can result in inconsistent experiences for children, young people and their families and carers. This literature review presents an evidence-based exploration of the service models and principles of care that aim to deliver integrated care to children and young people with a learning disability, and to assess their success. The review adopted a thematic, narrative method, drawing on a wide range of literature including government reports, academic research papers, third sector published reports, and a range of grassroots sources. The aim was to produce an evidence-based review for professionals, that would provide an in-depth understanding of some of the barriers and enablers to positive well-being, utilising a solutions-focused approach. The key findings from the literature review are:
• There is evidence of positive, creative care pathways implemented by integrative care teams in Wales, in the spirit of the National Clinical Framework and the evidence suggests these could be helpfully built upon and inform a national core offer and standards.
• The literature reviewed suggests that experiences are better where there is collaborative working within and between teams, overseen by a care coordinator.
• Positive, innovative practice is evidenced by care that is planned with and not just ‘around’ children and young people. This suggests a need for a more consistent understanding of what co-production means amongst health and social care sectors.
• An agreed data collection system (with clearer alignment across sectors) is essential to inform and evaluate the provision of care pathways to ensure over-sight of the quality of care provision, and to capture the experiences of children and young people, both positive and negative.
• There is a need for robust mechanisms that actively engage with the voices of children and young people, families and carers, to deliver authentic coproduction in the planning of multi-agency strategies across the life course. This finding is of particular significance where the care and support needs of children and young people are complex and profound
