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Outdoor environmental education and provision of unstructured exploration of nature are often forgotten aspects of the early childhood experience. The aim of this study was to understand how adults' early experiences in nature relate to their attitudes and practices in providing such experiences for young children. This study surveyed 33 parents and early childhood educators at an Australian university-located early childhood service about their own childhood experiences in nature and their current provision of such experiences with their children. Participants completed an online questionnaire consisting of the Nature Relatedness Scale-Short Form (Nisbet et. al, 2009; Nisbet & Zelenski, 2013) and the Inclusion of Nature in Self Scale (Schultz, 2002). Questions regarding adults' knowledge and behaviour on gardening and sustainability topics were also included. Results indicate that although most participants were strongly engaged in unstructured nature experiences as children, few of them provided such experiences for their children. Implications for environmental education in early childhood settings and the home setting are discussed.

To better understand how high school students apply their information literacy skills when conducting research and how these students carry out research projects, researchers asked a group of 289 high school seniors to complete an information literacy survey related to the research process. In addition, approximately ten percent of these students were randomly selected and asked to participate in an interview to provide more in-depth information about their perspectives on finding and using information. Results indicate the study participants were able to use library resources to locate and use information, that they used a variety of resources, and that they considered themselves successful library users. However, participants voiced a need for help in deciding which resources are best to use and how to identify important information from those resources. These high school seniors also wanted to learn more about how to use books for research. Although these students indicated they may need assistance when doing research, they rarely asked the school librarians for help. These findings are discussed in the context of the role of school librarians. (Contains 3 tables.)

Change in high school student information literacy (IL) knowledge and skills, from freshman year to senior year in high school was the focus of this quasi-experimental research project. Researchers used a free information literacy skills assessment tool entitled TRAILS (Tool for Real-time Assessment of Information Literacy Skills) to measure student IL skills. A total of 201 high school students participated in the study. Paired samples t-test results were mixed for specific TRAILS sub-categories, however, the senior mean for the total TRAILS assessment was significantly higher than the mean the participants earned on the total TRAILS assessment when they were freshman. Cohen's d effect size was 0.61. The significance of the information literacy curriculum is discussed in light of these findings.

PreschoolThis study investigated the nature of parent involvement and parent-educator communication in prior-to-school early childhood settings and school, to explore relations to social capital variables and consistencies and changes in practices over time. Parent interview and teacher questionnaire data from two waves of the Longitudinal Study of Australian Children were analysed. Results indicated that parental involvement and communication decreased as children moved from prior-to-school settings to school. Educators in both settings reported using similar strategies to promote parent involvement and communication, but there were setting differences for parents' ratings of communication effectiveness. Using regression analyses, family socio-economic position (SEP), home language (English versus other), Indigenous status and home educational activities were examined as predictors of parent involvement and communication strategies, and effectiveness. Results showed that parents who were more engaged in education activities at home were more involved in their child's early childhood and school settings, had more frequent communication with educators and rated educator communication effectiveness more highly. SEP and home language were less consistent predictors, and Indigenous status was not associated with any of the measures.

Spent coffee grounds (SCG) and spent tea leaves (STL) are leftovers of the two most diffused beverages all over the world, coffee and tea. Functional components commonly found within raw materials, i.e. caffeine and phenolic compounds such as chlorogenic acid, gallic acid, and catechin derivatives, are not fully extracted from coffee grounds and tea leaves during beverage preparation. Therefore, SCG and STL can be regarded as a source of bioactives to be valorised in the formulation of various functional foods and beverages. In the present study, ultrasound-assisted extraction (UAE) and conventional solvent extraction aimed at the recovery of natural antioxidants and caffeine from SCG and STL were compared. In particular, ethanol 60% (v/v) and boiling water were used as solvent media and the effects of two different ultrasound (US) waves amplitudes (80 and 152 μm) and treatment time (5 and 10 min) were investigated. This study closes a literature gap on UAE from SCG and STL using GRAS (Generally Recognized as Safe) solvents, in particular with water. US had an evident positive effect on the recovery of natural antioxidants when the solvent media was aqueous ethanol. In particular, applying the US treatment at 152 μm for 10 min, the total phenolic compounds content of SCG (24.01 ±0.01 mgGAE/gTS) and STL (243.67 ±12.36 mgGAE/gTS) extracts doubled and quadrupled, respectively. Likewise, caffeine recovery significantly increased after sonication up to 2.19 ±0.02 mg/gTS from SCG and up to 12.74 ±0.36 mg/gTS from STL. [ABSTRACT FROM AUTHOR]

A key circular economy concept for food loss reduction is upcycling. In this work, soft-solid food preparations were designed for people with swallowing difficulties, formulated with wasted physiophatic pears, which do not enter the market for fresh consumption. Proteins (whey, spirulina and pea) were added in formulation of pear purees to ensure a better nutritional intake. Enzyme treatments and structuration by means of a thickener carbossimetilcellulose (CMC) allowed ranging the perceived texture between mildly thick up to extremely thick texture, according to the international classification for Dysphagia Diet Standardisation. Nutritional functionality was considered (protein and polyphenols content, antioxidant activity). In addition to rheological properties evaluation (flow behaviour, thixotropy, viscoelasticity), tribological aspects were assessed. he combination of proteins, thickening agent, eventually enzyme pectinase activity could establish positive interactions in terms of the viscosity. Together with the increase in the viscosity of purees, the thickener caused a considerable increase in thixotropy recovery, a weakening of the gel-like dispersion and a drastic increase in mucoadhesiviness. The overall results are a preliminary to the industrial manufacturing of specific textured pear purees. [ABSTRACT FROM AUTHOR]

This article is based on an exploratory study that examines factors which predict children's performance on the numeracy component of the Australian National Assessment Program--Literacy and Numeracy (NAPLAN). Utilizing an ecological theoretical model, this study examines child, home and school variables which may enable or constrain NAPLAN numeracy performance. Data are presented from a nationally-representative sample of 2450 children participating in the Longitudinal Study of Australian Children (LSAC). Twenty-four children, home and school variables are tested as predictors of performance on the Year 3 NAPLAN numeracy assessment. The analysis includes an investigation of bivariate relationships between the outcome variable and each of the predictor variables. Following this a series of linear regression models are used to analyse the relation between child, home and school-related variables and NAPLAN numeracy performance. The results support the ecological model and point to the importance of a supportive home--school relationship on children's numeracy performance.

This article explores the potential of tailoring the inherent principles of the Strengths Approach (McCashen, 2005) for preparing early childhood educators to work with children and families with complex needs. The term "Strengths Approach" (capitalized) is presented in the article as the name of a specific approach developed by St. Lukes (McCashen, 2005) while the term "strengths approaches" (lower case) is included for broader references to strengths-based organizational practices. The Strengths Approach is a solutions-focused way of openly addressing issues that occur in human services by identifying and using the strengths and resources of all stakeholders. Although commonly used in social service organizations, the Strengths Approach has not been widely adopted in early childhood education and care contexts or in teacher education courses. Drawing on our previous Australian and American interdisciplinary research in psychology, child development, and early childhood preservice teacher training for child protection, we examine the possibility of teacher educators also introducing the Strengths Approach in preservice teacher training as a framework to enhance future parent-educator communication across a range of children's early development, protection, attachment, and learning needs.

This study examined which method is most effective in supporting parents to use positive guidance techniques, a lecture-based only parent training series or a lecture-based plus hands-on parent training series. Maternal characteristics of depression, stress level, and attitudes towards positive guidance were explored as possible moderators. In this sample of 49 mother-child dyads, results indicated that the cognitive understanding of the use of positive guidance over time of the participants in the lecture-based only versus the lecture-based plus hands-on groups did not significantly differ. However, both groups improved in their cognitive understanding of positive guidance over time. Results also indicated that the behavioral use of positive guidance over time of the participants in both groups significantly differed. Further investigation revealed that, although the two groups did not differ in their behavioral use of positive guidance before the program, the lecture-based plus hands-on group improved over time whereas the lecture-based only group did not. Depression, stress level, and attitudes towards positive guidance did not moderate the effects of being in either group on participants' behavioral use of positive guidance. Findings showed that all participants gained a better understanding of effective parenting techniques, but a hands-on component in parent training programs may be necessary for parents to incorporate these strategies into their parenting behaviors. The results have implications for early childhood professionals working with parents to address children's behavior issues, as well as for the design of parent-support programs.

The purpose of this study was to explore how connections between families, communities and educators can be facilitated in teacher education courses through the use of playgroups. Barriers to building relationships, as well as the perceived benefits of these relationships to families and pre-service teachers, were also explored. Participants were involved in weekly university-based community playgroups. Focus group interviews were conducted and the constant comparative method was used to analyse interview transcripts. Themes of "Constraints" and "Enablers" emerged from pre-service teachers' transcripts, indicating that they were initially uncomfortable with community and family involvement but eventually made connections as to why this was important. The theme of "positive relationship building" emerged from parents' transcripts, indicating that they saw building relationships with families and communities as an important role of early childhood educators. Implications for the importance of authentic learning situations for fostering these relationships in teacher education courses are discussed.

This study reports findings from a follow-up study involving mothers and early childhood professionals who completed participation in a 12-week, hands-on parent education program in the United States. In this program, mothers learned about positive guidance in a weekly seminar, and additionally practised implementing positive guidance in an early childhood classroom with the support of an early childhood professional. After the program ended, 10 mothers and six early childhood professionals completed an online survey about their experiences of, and perspectives on, the role of the early childhood professional as a support resource for parents in positive guidance. Responses were analysed using the constant comparative method. Themes of "guidance in action", "home and classroom environment" and "relationships" emerged from the data. (Contains 1 table.)

The association between fathers' adult attachment representations and their recollections of childhood experiences with their caregiving quality with their eight-month-old infants and with father-infant attachment classification was examined in a longitudinal study of 117 fathers and their infants. Sensitive caregiving was related to secure-autonomous classification in the Adult Attachment Interview (AAI), hostile caregiving was related to fathers' dismissing and unresolved attachment, and emotional disengagement and role-reversed caregiving were both related to fathers' unresolved attachment. Childhood experiences of parental pressure to achieve were related to fathers' hostile and role-reversed caregiving and low sensitivity, independent of AAI classification. However, fathers' childhood experiences of maternal neglect were related to high-quality caregiving. It was also found that fathers' secure-autonomous AAI classification was related to secure father-child attachment in the Strange Situation Paradigm, and this relation was mediated by sensitive caregiving. (Contains 4 tables.)

BACKGROUND: Oilseed‐matrix consolidation is a crucial factor when talking about oil expression because, as the cake consolidates, the coefficient of permeability inevitably decreases. Thus, any treatment that extensively ruptures cell walls reduces rigidity and hardness of the oilseed press‐cake, while improving the oil expression. Such process intensification was investigated in the present study through the introduction of the ultrasound (US) technology. Screw pressing of Cannabis sativa L. seeds was operated using a pilot scale equipment set at three different pressures (low, medium and high) to understand the correlation with the ultrasound effectiveness. Samples of non‐exhausted press‐cakes were tested for objective instrumental indices of compressibility and oil expression yields prior and after the US treatment. RESULTS: US led to a drag resistance reduction within press‐cakes, improving oil flowability through a decrease in the material cohesiveness and adhesiveness. Consistently, sonication favoured oil extraction yields and oil antioxidant capacities, which increased with respect to the untreated samples, respectively equal to +19.2% and + 29.4% for the press‐cake screwed at low pressure, to +21.8% and + 49.3% at medium pressure, and to +15.4% and + 0.5% at high pressure. Overall, US highest effectiveness was accounted for samples screwed at medium pressure. CONCLUSION: Press‐cake compressibility can be well described by macroscopic texture parameters; indeed, their decrease is linked to higher oil expression efficiencies. Sonication can help boosting oil extraction yields reducing drag resistance within the mechanical screwing equipment. These outcomes offer good potentials for US application in the hempseed technology and, more extensively, in the oil seed industry. © 2022 Society of Chemical Industry. [ABSTRACT FROM AUTHOR]

Silkworm (Bombyx mori) pupae are recognized as novel nutritionally valuable food. Their use in pasta‐making was considered with the intention of repositioning spaghetti shaped pasta supplemented with silkworm derivatives (10%db) as a valuable product in sustainable diets besides upcycling a side stream from the silk industry. The principal objective of this study was to assess the cooking quality (i.e., imbibition kinetics, cooking loss) and texture of pasta supplemented with defatted silkworm powder or with its aqueous protein extract, which enabled to reduce the content of indigestible components supplying a similar protein intake. Pasta was produced on lab‐scale, dried, and tested for chemical composition, mechanical properties before and during cooking, cooking behavior in terms of hydration kinetics, starch gelatinization, and cooking quality indexes. The structural roles on pasta protein network played by silkworm powder and proteins extract were investigated. The former behaves as a structural thickener while the second provides a steric hindrance effect with consequent different cooking performances. With regards to the fortified pasta perceived quality, a high level in total color difference (ΔE) was measured (ΔE > 6). However, after fortification agents' addition, pasta color became closer to that of the whole wheat pasta already known by consumers. Structure fragility increased. The energy at break of the "extract pasta" was about one‐third of the control (0.849 N*mm). Silkworm powder addition led to the highest pasta optimal cooking time (376 s) and the slowest imbibition rate (0.0001 s−1). After fortification, pasta had an almost doubled cooking loss than control pasta (2.97 ± 0.18 g/100gdb). Practical Application: Silkworm pupae flour can be easily applied for pasta fortification in order to increase the protein daily intake of people in an easy and practical way. [ABSTRACT FROM AUTHOR]