Decline Is Not Inevitable: Changes in Science Identity during the Progression through a U.S. Middle School among Boys and Girls.

In the United States, science capital is important for navigating many aspects of life. Yet during middle school, science interest declines more for girls than boys. It is unclear, however, whether science identity also declines during the middle school years and if there are differences by gender. The authors advance prior research by modeling changes in science identity and associations with changes in identity-relevant characteristics using growth curve analyses on four waves of data from 760 middle school youth. For girls and boys, science identity changes over time; about 40 percent of the variance is within-person change, with the remainder explained by aggregate between-person differences. The associations of all identity-relevant characteristics with science identity are not significantly different for girls and boys, yet declines in average values of identity-relevant characteristics are larger for girls than boys.

A literature review: Entrustable professional activities, an assessment tool for postgraduate dental training?

Assessing when dental trainees are ready to independently undertake clinical procedures at specialist level is critical for dental postgraduate programmes to determine when a trainee is 'work ready', in addition to ensuring patient safety. Entrustable professional activities (EPA) are a novel method of competency-based assessment. An EPA is a unit of professional practice or critical clinical activity identified within dental training programmes, which should be assessed during training, to establish if trainees are ready for independent practice, with a progressive decrease in supervision, based on supervisors' entrustment decisions. This article describes EPAs, entrustment decisions, including entrustment supervision scales and the process recommended to develop EPAs within dental curricula. EPAs have not been formally introduced for assessment within dental education programmes in the United Kingdom, but recent developments have been described in undergraduate dental education globally. Clinical significance: Competency-based assessments need to be continually developed to adapt to rapidly changing population health care and dental needs, to determine when dental trainees are ready for independent clinical practice. Early development of entrustable professional activities for assessment in undergraduate dental programmes has been well received by both trainees and supervisors. Further investigation is required to consider formal development of EPAs within postgraduate dental programmes.

Effect of hydrolyzed whey protein on surface morphology, water sorption, and glass transition temperature of a model infant formula.

Physical properties of spray-dried dairy powders depend on their composition and physical characteristics. This study investigated the effect of hydrolyzed whey protein on the microstructure and physical stability of dried model infant formula. Model infant formulas were produced containing either intact (DH 0) or hydrolyzed (DH 12) whey protein, where DH=degree of hydrolysis (%). Before spray drying, apparent viscosities of liquid feeds (at 55°C) at a shear rate of 500 s(-1) were 3.02 and 3.85 mPa·s for intact and hydrolyzed infant formulas, respectively. On reconstitution, powders with hydrolyzed whey protein had a significantly higher fat globule size and lower emulsion stability than intact whey protein powder. Lactose crystallization in powders occurred at higher relative humidity for hydrolyzed formula. The Guggenheim-Anderson-de Boer equation, fitted to sorption isotherms, showed increased monolayer moisture when intact protein was present. As expected, glass transition decreased significantly with increasing water content. Partial hydrolysis of whey protein in model infant formula resulted in altered powder particle surface morphology, lactose crystallization properties, and storage stability.