The purpose of this project is to explore the adsorption rates of different dye methods (direct, reactive, acidic, disperse, azo dyes) in three shapes of chitosan materials (film, microsphere, and scaffold) which were...The purpose of this project is to explore the adsorption rates of different dye methods (direct, reactive, acidic, disperse, azo dyes) in three shapes of chitosan materials (film, microsphere, and scaffold) which were formed by 88% deacetylation degree of chitosan. Results of this research suggest that the samples with larger specific surface areas tend to have shorter adsorption times. Among the three samples, the chitosan scaffold reached the adsorptive saturation on the third day, showing the shortest adsorption time of the direct, reactive, acidic, dispersive and azo dyes, whereas the chitosan film reached the adsorptive saturation on the eighth day, giving it the longest adsorption time of the dyes.展开更多
This exploratory study examines nutrition literacy in two parts: 1) the level of attention to health literacy among nutrition professionals, and 2) the nutrition professional’s perspective of skills/ knowledge needed...This exploratory study examines nutrition literacy in two parts: 1) the level of attention to health literacy among nutrition professionals, and 2) the nutrition professional’s perspective of skills/ knowledge needed to understand nutrition education. Part 1 included an online survey in which RD participants (n = 206), recruited from three dietetic practice groups, identified use of health literacy assessments during client education. Most participants (79%) did not use a validated health literacy assessment. There was a significant difference in response to having written materials for different health literacy levels depending on time spent providing nutrition education, with those sending less time in education responding they more often had more materials (Chi-square 8.6, p = 0.035) and depending on job description, public health more often than outpatient dietitian (p = 0.006). Part 2 utilized key informant interviews (n = 8), administered by telephone. Content analysis revealed a significant theme among answers that the skills required for understanding diet education is dependent on the type of diet instruction provided, with diabetes frequently noted as a disease requiring greater knowledge and skills. Nutrition educators need an instrument to assess client nutrition literacy. Potential instruments should assess skills related to portion size estimation, macronutrient knowledge, interpretation of food labels, and food grouping.展开更多
文摘The purpose of this project is to explore the adsorption rates of different dye methods (direct, reactive, acidic, disperse, azo dyes) in three shapes of chitosan materials (film, microsphere, and scaffold) which were formed by 88% deacetylation degree of chitosan. Results of this research suggest that the samples with larger specific surface areas tend to have shorter adsorption times. Among the three samples, the chitosan scaffold reached the adsorptive saturation on the third day, showing the shortest adsorption time of the direct, reactive, acidic, dispersive and azo dyes, whereas the chitosan film reached the adsorptive saturation on the eighth day, giving it the longest adsorption time of the dyes.
文摘This exploratory study examines nutrition literacy in two parts: 1) the level of attention to health literacy among nutrition professionals, and 2) the nutrition professional’s perspective of skills/ knowledge needed to understand nutrition education. Part 1 included an online survey in which RD participants (n = 206), recruited from three dietetic practice groups, identified use of health literacy assessments during client education. Most participants (79%) did not use a validated health literacy assessment. There was a significant difference in response to having written materials for different health literacy levels depending on time spent providing nutrition education, with those sending less time in education responding they more often had more materials (Chi-square 8.6, p = 0.035) and depending on job description, public health more often than outpatient dietitian (p = 0.006). Part 2 utilized key informant interviews (n = 8), administered by telephone. Content analysis revealed a significant theme among answers that the skills required for understanding diet education is dependent on the type of diet instruction provided, with diabetes frequently noted as a disease requiring greater knowledge and skills. Nutrition educators need an instrument to assess client nutrition literacy. Potential instruments should assess skills related to portion size estimation, macronutrient knowledge, interpretation of food labels, and food grouping.
