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The aim of this work was to investigate the effect of sucrose on the stability of Clitoria ternate extract against thermal and pH degradations. Lyophilised extract of the flower (1 mg/ml) was added into a series of sucrose solutions with concentrations ranging from 0.1% to 20% at pH7. The thermal stability of the extract in the solutions at 60oC was monitored using a UV-VIS spectrophotometer over 24 days. High temperature (60oC) accelerated degradation of the anthocyanin-rich extract but the presence of sucrose appeared to have slowed down the degradation process. However, sucrose asserted no protective effect against pH even at a concentration of 20%. It was thought that sucrose enhanced the thermal stability of anthocyanins by reducing water activity, partially preventing nucleophilic attack at the pyrylium ring of anthocyanins by water molecules. The present work provides some useful information for evaluating the potential of C. ternatea extract on food applications.

Introduction: Autistic people may have different educational needs that need to be met to allow them to develop their full potential. Education and disability policies remain within the competence of EU Member States, with current educational standards and provisions for autistic people implemented locally. This scoping review aims to map EU and national special education policies with the goal of scoping the level of fulfilment of the right to education of autistic people. Methods: Four EU countries (United Kingdom, France, Poland and Spain) were included in this scoping review study. Governmental policies in the field of education, special education needs and disability law were included. Path dependency framework was used for data analysis; a net of inter-dependencies between international, EU and national policies was created. Results and discussion: Each country created policies where the right to free education without discrimination is provided. Poland does not have an autism specific strategy, whereas the United Kingdom, France and Spain have policies specifically designed for autistic individuals. Within the United Kingdom, all countries created different autism plans, nevertheless all aim to reach the same goal—inclusive education for autistic children that leads to the development of their full potential. Conclusion: Policy-making across Europe in the field of education has been changing through the years in favour of autistic people. Today their rights are noticed and considered, but there is still room for improvement. Results showed that approaches and policies vastly differ between countries, more Member States should be analysed in a similar manner to gain a broader and clearer view with a special focus on disability rights in Central and Eastern Europe. [ABSTRACT FROM AUTHOR]