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For years, cold plasma processing has been used as a non-thermal technology in industries such as food. As interfacial properties of protein play a remarkable role in many processes, this study investigates the effect of cold plasma on the foaming and interfacial behavior of WPI. The objective of this study is to evaluate the effect of different gases (air, 1:1 argon–air mixture, and sulfur hexafluoride (SF6)) used in low-pressure cold plasma (VCP) treatments of whey protein isolate (WPI) on the surface and foaming behavior of aqueous WPI solutions. Dynamic surface dilational elasticity, surface tension isotherms, surface layer thickness, and the foamability and foam stability were investigated in this study. VCP treatment did not significantly affect the adsorption layer thickness. However, an increase in induction time, surface pressure equilibrium value, and aggregated size is observed after SF6VCP treatment, which can be attributed to the reaction of WPI with the reactive SF6 species of the cold plasma. The surface dilational elastic modulus increased after VCP treatment, which can be related to the increased mechanical strength of the protein layer via sulfonation and aggregate formation. VCP treatment of WPI increases the foam stability, while the average diameter of foam bubbles and liquid drainage in the foam depends on the gas used for the cold plasma.

For years, cold plasma processing has been used as a non-thermal technology in industries such as food. As interfacial properties of protein play a remarkable role in many processes, this study investigates the effect of cold plasma on the foaming and interfacial behavior of WPI. The objective of this study is to evaluate the effect of different gases (air, 1:1 argon–air mixture, and sulfur hexafluoride (SF6)) used in low-pressure cold plasma (VCP) treatments of whey protein isolate (WPI) on the surface and foaming behavior of aqueous WPI solutions. Dynamic surface dilational elasticity, surface tension isotherms, surface layer thickness, and the foamability and foam stability were investigated in this study. VCP treatment did not significantly affect the adsorption layer thickness. However, an increase in induction time, surface pressure equilibrium value, and aggregated size is observed after SF6VCP treatment, which can be attributed to the reaction of WPI with the reactive SF6 species of the cold plasma. The surface dilational elastic modulus increased after VCP treatment, which can be related to the increased mechanical strength of the protein layer via sulfonation and aggregate formation. VCP treatment of WPI increases the foam stability, while the average diameter of foam bubbles and liquid drainage in the foam depends on the gas used for the cold plasma.

For years, cold plasma processing has been used as a non-thermal technology in industries such as food. As interfacial properties of protein play a remarkable role in many processes, this study investigates the effect of cold plasma on the foaming and interfacial behavior of WPI. The objective of this study is to evaluate the effect of different gases (air, 1:1 argon–air mixture, and sulfur hexafluoride (SF6)) used in low-pressure cold plasma (VCP) treatments of whey protein isolate (WPI) on the surface and foaming behavior of aqueous WPI solutions. Dynamic surface dilational elasticity, surface tension isotherms, surface layer thickness, and the foamability and foam stability were investigated in this study. VCP treatment did not significantly affect the adsorption layer thickness. However, an increase in induction time, surface pressure equilibrium value, and aggregated size is observed after SF6VCP treatment, which can be attributed to the reaction of WPI with the reactive SF6 species of the cold plasma. The surface dilational elastic modulus increased after VCP treatment, which can be related to the increased mechanical strength of the protein layer via sulfonation and aggregate formation. VCP treatment of WPI increases the foam stability, while the average diameter of foam bubbles and liquid drainage in the foam depends on the gas used for the cold plasma.

The present work serves to understand complicated mechanisms associated with dilute region of a spray and investigate the effect of turbulent Reynolds number on the evaporation by developing a CFD code and simulating a single droplet freely falling in a fully developed turbulent channel flow. It is revealed that turbulence has significant effect on the evaporation of the droplet in channel flow though higher turbulent Reynolds number does not necessarily increase the evaporation.

This research was conducted to investigate the effect of using movie scripts on improving listening comprehension. Forty five intermediate learners were selected based on an IELTS test to carry out the study, and then they were divided into 3 groups: a Home Scripts Group (HSG), a Class Scripts Group (CSG), and a Non Scripts Group (NSG). Each group was required to transcribe a section of a movie entitled The Truman Show. The HSG had the scripts before starting to transcribe the section, the CSG received the scripts in the class, and the NSG received usual training without the scripts. Performance on the posttest revealed a significant difference among the groups with the best achievement for the CSG. More specifically, these differences indicated (a) using scripts may enhance L2 listening comprehension and (b) the most appropriate time of handing scripts to students seems to be after completion of the transcription task, Esta investigación se llevó a cabo para conocer el efecto del uso de guiones de cine en la mejora de la comprensión auditiva. Para ello fueron seleccionados sobre la base de un examen IELTS, 45 alumnos de nivel intermedio que se dividieron en 3 grupos: Inicio Scripts Group (HSG), Scripts Class Group (CSG), y no Scripts Group (NSG). Cada grupo estaba obligado a transcribir un fragmento de una película titulada The Truman Show. El grupo HSG tenía los guiones antes de empezar a transcribir la sección, el CSG recibió los guiones en clase, y el NSG recibió entrenamiento habitual sin los guiones. El rendimiento en el post-test reveló una diferencia significativa entre los grupos con el mejor logro para la CSG. Más específicamente, estas diferencias se indican (a) el uso de guiones pueden mejorar la comprensión auditiva de una L2 y (b) el momento más adecuado de entregar scripts parece ser después de la finalización de la tarea de transcripción

This research was conducted to investigate the effect of using movie scripts on improving listening comprehension. Forty five intermediate learners were selected based on an IELTS test to carry out the study, and then they were divided into 3 groups: a Home Scripts Group (HSG), a Class Scripts Group (CSG), and a Non Scripts Group (NSG). Each group was required to transcribe a section of a movie entitled The Truman Show. The HSG had the scripts before starting to transcribe the section, the CSG received the scripts in the class, and the NSG received usual training without the scripts. Performance on the posttest revealed a significant difference among the groups with the best achievement for the CSG. More specifically, these differences indicated (a) using scripts may enhance L2 listening comprehension and (b) the most appropriate time of handing scripts to students seems to be after completion of the transcription task, Esta investigación se llevó a cabo para conocer el efecto del uso de guiones de cine en la mejora de la comprensión auditiva. Para ello fueron seleccionados sobre la base de un examen IELTS, 45 alumnos de nivel intermedio que se dividieron en 3 grupos: Inicio Scripts Group (HSG), Scripts Class Group (CSG), y no Scripts Group (NSG). Cada grupo estaba obligado a transcribir un fragmento de una película titulada The Truman Show. El grupo HSG tenía los guiones antes de empezar a transcribir la sección, el CSG recibió los guiones en clase, y el NSG recibió entrenamiento habitual sin los guiones. El rendimiento en el post-test reveló una diferencia significativa entre los grupos con el mejor logro para la CSG. Más específicamente, estas diferencias se indican (a) el uso de guiones pueden mejorar la comprensión auditiva de una L2 y (b) el momento más adecuado de entregar scripts parece ser después de la finalización de la tarea de transcripción

This research was conducted to investigate the effect of using movie scripts on improving listening comprehension. Forty five intermediate learners were selected based on an IELTS test to carry out the study, and then they were divided into 3 groups: a Home Scripts Group (HSG), a Class Scripts Group (CSG), and a Non Scripts Group (NSG). Each group was required to transcribe a section of a movie entitled The Truman Show. The HSG had the scripts before starting to transcribe the section, the CSG received the scripts in the class, and the NSG received usual training without the scripts. Performance on the posttest revealed a significant difference among the groups with the best achievement for the CSG. More specifically, these differences indicated (a) using scripts may enhance L2 listening comprehension and (b) the most appropriate time of handing scripts to students seems to be after completion of the transcription task, Esta investigación se llevó a cabo para conocer el efecto del uso de guiones de cine en la mejora de la comprensión auditiva. Para ello fueron seleccionados sobre la base de un examen IELTS, 45 alumnos de nivel intermedio que se dividieron en 3 grupos: Inicio Scripts Group (HSG), Scripts Class Group (CSG), y no Scripts Group (NSG). Cada grupo estaba obligado a transcribir un fragmento de una película titulada The Truman Show. El grupo HSG tenía los guiones antes de empezar a transcribir la sección, el CSG recibió los guiones en clase, y el NSG recibió entrenamiento habitual sin los guiones. El rendimiento en el post-test reveló una diferencia significativa entre los grupos con el mejor logro para la CSG. Más específicamente, estas diferencias se indican (a) el uso de guiones pueden mejorar la comprensión auditiva de una L2 y (b) el momento más adecuado de entregar scripts parece ser después de la finalización de la tarea de transcripción