| 1. |
|
|
| 2. |
- Souza Filho, Pedro, 1990-, et al.
(författare)
-
Mycoprotein : environmental impact and health aspects
- 2019
-
Ingår i: World Journal of Microbiology & Biotechnology. - : Springer Science and Business Media LLC. - 0959-3993 .- 1573-0972. ; 35:10
-
Tidskriftsartikel (refereegranskat)abstract
- The term mycoprotein refers to the protein-rich food made of filamentous fungal biomass that can be consumed as an alternative to meat. In this paper, the impact caused by the substitution of animal-origin meat in the human diet for mycoprotein on the health and the environment is reviewed. Presently, mycoprotein can be found in the supermarkets of developed countries in several forms (e.g. sausages and patties). Expansion to other markets depends on the reduction of the costs. Although scarce, the results of life cycle analyses of mycoprotein agree that this meat substitute causes an environmental impact similar to chicken and pork. In this context, the use of inexpensive agro-industrial residues as substrate for mycoprotein production has been investigated. This strategy is believed to reduce the costs involved in the fungal cultivation and lower the environmental impact of both the mycoprotein and the food industry. Moreover, several positive effects in health have been associated with the substitution of meat for mycoprotein, including improvements in blood cholesterol concentration and glycemic response. Mycoprotein has found a place in the market, but questions regarding the consumer's experience on the sensory and health aspects are still being investigated.
|
|
| 3. |
- Souza Filho, Pedro, 1990-, et al.
(författare)
-
Vegan-mycoprotein concentrate from pea-processing industry byproduct using edible filamentous fungi
- 2018
-
Ingår i: Fungal Biology and Biotechnology. - London, UK : BioMed Central. - 2054-3085. ; 5:5
-
Tidskriftsartikel (refereegranskat)abstract
- BackgroundCurrently around one billion people in the world do not have access to a diet which provides enough protein and energy. However, the production of one of the main sources of protein, animal meat, causes severe impacts on the environment. The present study investigates the production of a vegan-mycoprotein concentrate from pea-industry byproduct (PpB), using edible filamentous fungi, with potential application in human nutrition. Edible fungal strains of Ascomycota (Aspergillus oryzae, Fusarium venenatum, Monascus purpureus, Neurospora intermedia) and Zygomycota (Rhizopus oryzae) phyla were screened and selected for their protein production yield.ResultsA. oryzae had the best performance among the tested fungi, with a protein yield of 0.26 g per g of pea-processing byproduct from the bench scale airlift bioreactor cultivation. It is estimated that by integrating the novel fungal process at an existing pea-processing industry, about 680 kg of fungal biomass attributing to about 38% of extra protein could be produced for each 1 metric ton of pea-processing byproduct. This study is the first of its kind to demonstrate the potential of the pea-processing byproduct to be used by filamentous fungi to produce vegan-mycoprotein for human food applications.ConclusionThe pea-processing byproduct (PpB) was proved to be an efficient medium for the growth of filamentous fungi to produce a vegan-protein concentrate. Moreover, an industrial scenario for the production of vegan-mycoprotein concentrate for human nutrition is proposed as an integrated process to the existing PPI production facilities.
|
|
| 4. |
- Thorén, Anna, 1963-, et al.
(författare)
-
What physical education becomes when pupils with neurodevelopmental disorders are integrated : a transactional understanding
- 2021
-
Ingår i: Physical Education and Sport Pedagogy. - United Kingdom : Routledge. - 1740-8989 .- 1742-5786. ; 26:6, s. 578-592
-
Tidskriftsartikel (refereegranskat)abstract
- Background: Previous research on inclusive physical education (PE) has often focused on pupils with visible physical disabilities and how best to facilitate and adapt PE so that they can play an active role in the educational situation. Many lessons about inclusion have emerged from this important field. However, less is known about more ‘invisible’ variations. In Sweden, many pupils who are diagnosed with neurodevelopmental disorders (NDD), such as Attention Deficit Hyperactivity Disorder (ADHD) or Autism Spectrum Disorder (ASD), are integrated into mainstream classes. These pupils are often more sensitive to demands and stressful situations and struggle to decode social interactions. When it comes to lessons in PE, little is known about how pupils with NDD experience the educational situation and what they need to do to be successful in PE.Purpose: The aim of this article is to explore what PE practices become in classes in which pupils with NDD are integrated in terms of inclusion or exclusion processes. Drawing on the work of John Dewey, we suggest a transactional perspective on inclusion. This facilitates a non-dualistic exploration of inclusive PE and makes it possible to take the experiences of pupils with NDD and their peers into account.Methods: In the article we use a transactional framework with a focus on experience, meaning-making and habits using the following analytical questions: (i) What are the experiences of integrated PE? (ii) How do these events appear as inclusive? (iii) How do they appear as exclusive? The data generation consisted of 9 field observations and 13 individual interviews with pupils aged between 10 and 11 years in three classes in two different schools in one municipality. The municipality was awarded a grant by the Swedish authorities to work towards the creation of more favourable school situations for pupils with NDD. Three classes in which pupils with NDD diagnoses were integrated in PE were selected.Findings: The study identified four PE practices in which inclusion and exclusion processes were prominent: (i) to organise, (ii) to cooperate, (iii) to sweat and (iv) to win. ‘To organise’ is a comprehensive practice that is transactionally identified and foregrounded by teachers’ actions. The other three are embedded in the practice ‘to organise’, which foregrounds pupils’ actions. The study shows that pupils are included in a certain kind of PE practice when it becomes an organised practice of sweating, competing and cooperating.Conclusion: The study reveals that some of the inclusive practices that are designed to support pupils with NDD exclude other pupils with or without NDD. Accordingly, working in an integrated way can be both inclusive and exclusive. It would thus seem that successful inclusive education in PE is as much about group dynamics as about ‘individual pupils with problems’. In order to achieve inclusion, teachers need to focus on actively communicating with pupils, colleagues and parents, on how and what to teach and on what students are supposed to learn.
|
|
