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Search Results: 1 - 10 of 6015 matches for " Timothy Savage "
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Manufacture of a Low Oxalate Mitsumame-Type Dessert Using Rhubarb Juice and Calcium Salts  [PDF]
Sophie Faudon, Geoffrey Savage
Food and Nutrition Sciences (FNS) , 2014, DOI: 10.4236/fns.2014.517174
Abstract: Rhubarb (Rheum rhabarbarum) juice was used to make a Japanese soft mitsumame-type dessert sweet. The dessert was prepared from extracted rhubarb juice, which was cooked with sugar, agar and guar gum, then allowed to set in sweet moulds. The total, soluble and insoluble oxalates were determined in the ingredients and the final products using HPLC chromatography. To reduce the soluble oxalate content of the dessert while retaining the colour and taste of the final product, increments of CaCl2 and CaCO3 were added to the test dessert mixes. The addition of CaCl2 reduced the pH from 3.55 ± 0.03 to pH 3.09 ± 0.02 while addition of CaCO3 increased the pH from 3.55 ± 0.03 to 4.96 ± 0.01. In both cases, the incremental addition of calcium reduced the soluble oxalate content of the sweets by converting it to insoluble oxalate.
Calcium and Oxalate Contents of Curly Leaf ( Petroselinum crispum) and Flat Leaf ( P. crispum var. neapolitanum ) Parsley Cultivars  [PDF]
Geoffrey Savage, Leo Vanhanen
Food and Nutrition Sciences (FNS) , 2015, DOI: 10.4236/fns.2015.616161
Abstract: The total, soluble and insoluble oxalate contents of the leaves and stems of curly leaf (Petroselinum crispum) and flat leaf (P. crispum var. neapolitanum) parsley cultivars were extracted from fresh tissue and measured using HPLC chromatography. There were no significant differences between the total and insoluble oxalate contents of the leaves between the flat leaf and curly leaf cultivars. There was a small difference (P < 0.05) between the soluble oxalate contents of the leaves of the two cultivars. The mean total, soluble and insoluble oxalates of the leaves of the two cultivars were 1137.0, 177.9 and 959.3 mg/100 g dry matter (DM), respectively. The mean total, soluble and insoluble oxalate contents of the stems were 1680.7, 386.2 and 1294.5 mg/100 g DM, respectively, and these were significantly higher than the mean values for the leaves of the two cultivars. Insoluble oxalate made up a mean of 77.0% of the curly leaf stems and leaves compared to a mean of 84.4% found in the flat-leaved cultivar. Unavailable calcium, that is, calcium bound to oxalate as insoluble oxalate, made up a mean of 26.9% of the total calcium in the leaves of both cultivars while the unavailable calcium made up 45.0% of the total calcium in the stems of the two cultivars. Overall, the oxalate contents of both parsley cultivars are relatively high, on a dry matter basis, but their overall contribution to dietary intake is likely to be quite small as parsley is an herb that is only used in small amounts to garnish foods.
Oxalate Content of Miner’s Lettuce Irrigated with Water or Fertilizer Solutions  [PDF]
Madhuri Kanala, Geoffrey P. Savage
Food and Nutrition Sciences (FNS) , 2016, DOI: 10.4236/fns.2016.713118
Abstract: The total, soluble and insoluble oxalate contents of the small, large and cauline leaves and small and large stems of miner’s lettuce (Claytonia perfoliata ) plants which had been irrigated with tap water or a soluble fertilizer were extracted and measured using HPLC chromatography. Overall, all plant parts of miner’s lettuce analyzed contained high levels of total and soluble oxalates; however plants irrigated with fertilizer contained lower levels of oxalates compared with plants irrigated with water. On a dry matter basis, the small leaves contained higher levels of total oxalate when compared to the total oxalate in the large leaves. Soluble oxalate in the leaves of plants irrigated with water ranged from 2.6 to 7.5 mg/100g dry matter (DM) and was significantly higher (P < 0.05) than the leaves of the fertilizer-watered plants, which ranged from 1.8 to 2.8 mg/100g DM. The soluble oxalate in the small and large stems of the fertilizer-watered plants ranged from 1.20 to 1.5 mg/100g DM and was significantly lower (P < 0.05) than the water-treated small and large stems, which ranged from 3.75 to 4.4 mg/100g DM. It is recommended that the leaves of miner’s lettuce should be consumed in moderation.
Sekund rnutzung klassischer qualitativer Studien Revisiting Classic Qualitative Studies Revisando los estudios cualitativos clásicos
Mike Savage
Forum : Qualitative Social Research , 2005,
Abstract: Der vorliegende Beitrag untersucht methodologische Aspekte der Sekund rnutzung "klassischer" qualitativer Studien. Klassische Studien werfen besondere Probleme auf, die über diejenigen einer typischen Sekund ranalyse qualitativer Daten hinausgehen. "Klassisch" bedeutet, dass die Ergebnisse und Argumente einer solchen Studie einen "Kanon" theoretischer und methodologischer Wissenschaftlichkeit implizieren und daher in der Folge das Denken der Forschenden formen, die Sekund ranalysen durchführen wollen. Eine Sekund ranalyse sollte daher nicht nur die archivierten Daten selbst, sondern auch die publizierten Arbeiten einbeziehen; jedoch ist damit eine Menge an komplexen methodologischen und ethischen Problemen verbunden. Ich untersuche m gliche analytische Strategien für eine Reanalyse, eingeschlossen die "Enthüllung" als Gegenstück zu einer "Sakrosankt-Erkl rung" und Wege, mit denen Originaldaten "gegen den Strich" gelesen werden k nnen. Hierfür verwende ich meine eigenen Reanalysen von Elizabeth BOTTs "Family and Social Network"-Archiv und von John GOLDTHORPE und David LOCKWOODs "Affluent Worker Collection". URN: urn:nbn:de:0114-fqs0501312 This paper explores methodological issues regarding the revisiting of "classic" qualitative studies. Classic studies pose particular issues for secondary analysis. By virtue of being "classic", the findings and arguments of such studies define a subsequent "canon" of theoretical and methodological scholarship, and hence shape the thinking of subsequent researchers conducting secondary analysis. Secondary re-analysis therefore should be not only of the archived data itself, but of the published work itself, but this raises a host of complex methodological and ethical issues. Using my own reanalysis of Elizabeth BOTT's "Family and Social Network' archive, and John GOLDTHORPE and David LOCKWOOD's "Affluent Worker collection", I examine possible analytical strategies for re-analysis, including "debunking", the alternative of "sacralisation", and ways in which original data can be read "against the grain". URN: urn:nbn:de:0114-fqs0501312 Este artículo explora cuestiones metodológicas relacionadas con la discusión de estudios cualitativos "clásicos". Los estudios clásicos plantean temas particulares del análisis secundario, sobre todo los relacionados con el propio análisis secundario de datos cualitativos. Por la virtud de ser "clásicos", los hallazgos y argumentos de tales estudios constituyen un "canon" de saber teórico y metodológico y en consecuencia moldean el pensamiento de los investigadores que posteriormente realice
Frederik van Zyl Slabbert (1940–2010)
Michael Savage
South African Journal of Science , 2010, DOI: 10.4102/sajs.v106i5/6.303
Espa o, redes e forma o de classe
Mike Savage
Revista Mundos do Trabalho , 2011, DOI: 10.5007/1984-9222.2011v3n5p6
Abstract: http://dx.doi.org/10.5007/1984-9222.2011v3n5p6 Este artigo é uma tentativa de defender o conceito de classe na análise histórica. Na primeira parte deste artigo, abordo as características básicas da perspectiva de “forma o de classe”, indicando seus pontos mais fortes, assim como algumas de suas fragilidades. A segunda parte explora como o conceito de forma o de classe poderia ser alargado para incluir uma dimens o espacial, e aqui sugiro que li es podem ser aprendidas de desenvolvimentos recentes na análise de redes sociais realizados por sociólogos americanos. A terceira parte considera como espa o e forma o de classe têm sido tratados por historiadores sociais. Na quarta se o, afirmo que uma ênfase no espa o como rede pode ajudar a promover nosso entendimento das dinamicas de rela es de classe. Abstract: This article is an attempt to defend the concept of class in historical analysis. In the first part of this article I consider the basic features of the “class formation” perspective, indicating both is considerable strengths, as well as some of its weaknesses. The second part explores how the concept of class formation might be broadened to include a spatial dimension, and here I suggest that lessons can be learnt from recent developments in the social network analysis carried out by American sociologists. The third part considers how space and class formation has been treated by social historians. In the fourth section I argue that an emphasis on space as network can help aid our understanding of the dynamics of class relationships.
The New Zealand Centre for Adverse Reactions Monitoring: a source of practice-based evidence
Savage R
Journal of Primary Health Care , 2013,
Abstract: The database of the New Zealand Centre for Adverse Reactions Monitoring (CARM) is an example of the practice-based evidence discussed in the June issue of the Journal of Primary Health Care. Databases of reported adverse drug reactions (ADRs) were established to generate hypotheses to be tested about previously unrecognised adverse reactions and interactions. Occasionally they are sufficient evidence in themselves. They can also identify prescribing practices that might increase the potential for ADRs to occur and provide feedback into guidelines in terms of the consequences of their use or non-use. Well-documented ADR reports can also highlight risk factors, thus providing a valuable contribution to risk benefit assessments in individual patients. Examples are discussed that support the use of ADRs as practice-based evidence in a non-hierarchical system in which case reports and case series, observational studies and randomised clinical trials contribute in a flexible relationship depending on the issue under investigation.
Four Lessons from the Study of Fundamentalism and Psychology of Religion
Sara Savage
Journal of Strategic Security , 2011,
Abstract: What lessons can the study of fundamentalism and the psychology of religion teach the newer field of Radicalization and Involvement in Violent Extremism (RIVE)? Four lessons and an intervention are offered in this article: (1) Religion is a robust human experience and cultural product that adopts a defensive shape when its worldview is threatened. (2) This does not mean that all "fundamentalisms" or radical versions of religion are somehow linked or perform similar functions; rather, they reflect the limited human repertoire to threat, yet within different cultural and historical contexts. (3) Causal explanations on the level of the individual are insufficient to understand these movements. (4) There is a modernist trend to elevate word-based, rational knowing over more implicit, symbolic knowing in both fundamentalism and radical discourses. Fundamentalism and radicalized religion seem to be the left brain's attempt to"do" religion. And, it does this now even more separately from the right brain compared to previous eras.1 (5) An intervention addressing violent extremisms through value complexity draws the above lessons together in an emergentist model that has an empirical track record of success.
Using a lighter to heat a cautery
Brian Savage
Community Eye Health Journal , 2011,
Abstract: Those of us who are extracapsular cataract surgeons have all experienced delays in cauterizing the eye due to difficulty in lighting a spirit lamp containing methylated spirit with too much water mixed in it. We have found that using a cigarette lighter for heating is a viable alternative.
Educating Technical Communication Teachers: The Origins, Development, and Present Status of the Course, “Teaching Technical Writing” at Illinois State University
Gerald Savage
Communication & Language at Work , 2013,
Abstract: Since the early 1980s, Illinois State University’s English Department has educated numerous technical communication practitioners as well as dozens of teachers of technical communication throughout the United States. Today, the program’s faculty members are nationally recognized for their contributions to scholarship and education and its Ph.D. and M.A. students are sought after to teach in the technical communication programs of other universities. A critical component of this success was the development of the graduate course, Teaching Technical Writing in 1990. This essay situates the development of that course in the history not only of the technical communication program at Illinois State University but in the history of the technical communication field, particularly since 1950. Although the essay focuses on one course in one midsized, Midwestern U.S. University, it is, I believe, exemplary of the development and current status of technical communication pedagogy throughout the U.S.
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