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The purpose of this study is determination of cadmium using silver-gold bimetallic nanoparticles (Ag-Au BMNPs) and an aptamer modified glassy carbon electrode.

The maximum response of modified electrode was obtained with, 50 mV pulse amplitude, 20 mV/s scan rate in phosphate buffer of pH 4.0. Ag-Au BMNPs, as the mediators improved electron transmit during the entire electron transfer process and the aptasensor response. Herein, the authors used aptamer as the capture probe to prepare an aptasensor with enhanced stability.

The proposed aptasensor exhibited a wide linearity to cadmium in the range of 0.001–0.100 µg/L with a low detection limit of 0.005×10⁻³ µg/L. The glassy carbon electrodes with Ag-Au BMNPs showed a lower detection limit.

This aptasensor has good reproducibility, stability and repeatability and is cost-effective to regenerate. The specificity and selectivity of the novel modified electrode is tested in the presence of other interfering metal ions such as Fe²⁺, Mn²⁺, Mg²⁺, Sb³⁺ and Bi³⁺. The aptasensor shows 10 times more sensitivity and selectivity for Cd²⁺ ions.

This paper aims to study the effects of plum powder and apple pomace powder additions on the quality properties of buffalo meat emulsion.

Buffalo meat emulsions were prepared using different levels (2%, 4% and 6%) of plum powder and apple pomace powder, respectively. The meat emulsions were analysed for the physico-chemical, sensory and textural properties of the meat emulsion.

The pH of meat emulsions decreased significantly (p < 0.05) with an increased level of plum powder and apple pomace powder. Water-holding capacity (43.1%–48.1%), emulsion stability (80.2%–92.2%) and cooking yield (85.4%–91.0%) were significantly (p < 0.05) higher in plum powder and apple pomace powder added than the water-holding capacity (42.1%), emulsion stability (79.7%) and cooking yield (85.0%) of control emulsion. The moisture content was decreased significantly (p < 0.05), and crude fibre content was increased significantly (p < 0.05) with the increase in plum powder and apple pomace powder additions in meat emulsions. The total phenolic content and colour values (a* and b*) were significantly higher in plum powder and apple pomace powder added to meat emulsions. The sensory scores of meat emulsions were affected by the addition of plum powder and apple pomace powder. The meat emulsion added with 6% plum powder and 6% apple pomace powder showed significantly lower values of sensory overall acceptability. The hardness of meat emulsions increased with the addition of plum powder and apple pomace powder.

The results indicated that meat emulsions with a good cooking yield, fibre content, sensory acceptability and textural properties can be prepared by using plum powder and apple pomace powder.

Since the spread of mass education around the world in the mid- to late-twentieth century, teacher quality has been heralded as the key factor to improve education quality nationwide. National education systems worldwide are also engaged in ongoing and often high stakes cross-national comparisons. As a result, policy-makers and educators in most national education systems are looking at and implementing new ways to improve education overall by raising teacher quality levels, and India is no exception. In India, teacher quality is publicly blamed for both perceived low education quality and demonstrated low average student performance, especially following Indian students’ performance on the 2009 Programme for International Student Assessment. Indian education policy-makers are, therefore, looking at teacher quality as a key factor to improve student performance. Little is known about the impact or implementation of Indian policy frameworks on teacher quality and associated student outcomes in India. This introductory chapter identifies and analyzes various measures of teacher quality and how teacher quality varies in India both in response to and in spite of national policies related to teacher quality. It begins by providing evidence regarding the global importance of teacher quality on student outcomes and then addresses the ambiguity of the term “teacher quality.” This chapter then briefly discussed national education policy in India and the role teacher quality has played in these national policies, especially in the early twenty-first century, including NCF 2005, NCFTE 2009, Draft NPE 2016, Draft NPE 2019, and NPE 2020.