Lalita Chotphruethipong, Sirima Sinthusamran, Soottawat Benjakul
et al.
Djenkol peel is an agricultural by-product containing valuable bioactive compounds. The direct use of its extract faces challenges related to stability and sensory acceptance. This study aimed to investigate the effect of djenkol peel extract (DPE) on the encapsulation efficiency (EE) using liposomes. The physicochemical properties, antioxidant activities, and cytotoxicity of the obtained liposomes were evaluated. DPE (0, 0.25, 0.50, 0.75, and 1.00 %, w/v) was encapsulated using phospholipid/cholesterol as the wall material. The highest EE (66.69 %) was observed in the liposomes loaded with 0.25 % (w/v) DPE (LE-0.25DPE) (P < 0.05). All DPE-loaded liposomes displayed nanometer-scale particle sizes (78.94–135.60 nm) and negative zeta potentials (−52.60 to −57.50 mV). Encapsulation of DPE in liposomes can mask its undesirable color. Fourier-transform infrared spectroscopy (FTIR), transmission electron microscopy (TEM), and differential scanning calorimetry (DSC) revealed changes in the physicochemical and thermal properties of LE-0.25DPE. Additionally, LE-0.25DPE showed increased DPPH radical-scavenging activity (DPPH-RSA) and ferric reducing antioxidant power (FRAP) in a dose-dependent manner (250–2000 μg/mL). In vitro Caco-2 cell viability test, LE-0.25DPE at 0.1–1 μg/mL exhibited no cytotoxicity compared to the control (P < 0.05). Thus, DPE-loaded liposomes demonstrate potential as a functional food ingredient with high bioactivity.
Agriculture (General), Nutrition. Foods and food supply
This thesis explored what the genre knowledge of the book essay is and its discourse rules in the writing classes in a University curriculum of a liberal arts program. Using an example of a class design for book essay writing, it presented the cases pertaining to how the learners internalized the discourse rules and reflected them into their book essays. It put forth an extensive approach, proposing that the discourse rules fall under the premise that the academic book essay belongs to an academic essay, which is located between book journals and academic theses. Also, it presented writing rules which can allow the writers to face their tasks using not only the approach of essays, but also an insight of criticism, using both formal and informal approaches. Learners were able to select their books in a self-directed manner, for the books were related to their own majors and thus were interesting to them. Moreover, they utilized the advantages of the free style forms of writing book essays by selecting their book genre without any restrictions. Also, the program respected the learners’ choices when it came to the components on book essays according to their reading materials by providing, as extensively and diversely as possible, each component in the ‘introduction’, ‘body’ and ‘conclusion’ respectively. Through connecting the writings to presentation classes, this strengthened the learners’ competency of understanding and criticism regarding the transference of their abilities as well as the reading materials and instructions in order for them to establish their authorships. Finally, the learners were able to internalize the discourse rules and they showed that they can reflect them into their writing on their own. This thesis furthermore suggested that the more genre-restricted discourse rules be researched in a more specific way.
The main dispute between Lynn Goldsmith and the Andy Warhol Foundation (AWF) between 2017 and 2022 was whether Warhol’s 1984 creation of sixteen works of visual art based on Goldsmith’s photograph of Prince under an artist reference license was fair use or infringement. Even though the trial court and the Second Circuit disagreed about whether these creations were fair use, the Court did not address that dispute at all because it interpreted Goldsmith’s merits brief as having abandoned that claim. This Article considers the influence of the Office of the Solicitor General (OSG)’s brief on the reframing of the Warhol case as only concerning the transformativeness (or not) of a 2016 license granted by the AWF to Condé Nast to the use of one of Warhol’s Prince Series works on the cover of a commemorative magazine. After reviewing the evolution of this copyright litigation and the lower court decisions, this Article speculates about how and why OSG may have chosen to narrow the question presented in the Warhol case and why Goldsmith might have acquiesced in this. The OSG’s reframing of the issue enabled the Court to avoid addressing a largely invisible issue in the Warhol case: the implications of § 103(a) of the 1976 Copyright Act for AWF’s claims of copyright in Warhol’s Prince Series works. Even though the Court only ruled that AWF’s 2016 license grant was nontransformative, the Article suggests that much of the Warhol decision’s dicta is nonetheless likely to influence future fair use analyses. It also considers the viability of AWF’s claim of copyright in the Prince Series and suggests alternative ways the Court could have resolved the Warhol case.
The winds of transition towards the ‘Fourth Industrial Revolution’ are very strong. The field of education is never outside their sphere of influence, and liberal arts education is no exception. However, it seems necessary for us to reflect differently on the fact that the trend of educational responses to adaptively accept current changes is only being strengthened. For instance, educational attempts to lead students to reflect critically and fundamentally on the prevailing trends of a particular era need to be made more actively than they are now, at least in the field of liberal arts education. This is because leading the generation who will live in a rapidly changing world to be aware of the historical context in which they are located has an educational weight that is difficult to overlook. In this regard, educational resources worth paying attention to are the redefinition discourse on the ‘human-machine’ and the preceding history of the digital age and hi-tech era symbolized by ‘robots’. The trajectories that intersect intellectual history, cultural history, and real history serve as a treasure trove of rich narratives and an important educational resource because they allow us to focus on the journey humanity has taken to reach the present stage. The field of liberal arts education, with its multidisciplinary characteristics, is the most appropriate place for these resources.
Ningún país europeo dedicó a Klimt la atención que tuvo en Italia. Ampliamente representado en la Bienal de 1910 y en la Muestra Internacional de Roma de 1911, su obra influyó en los artistas del norte del país y de los territorios irredentos que transcribieron su laboratorio de experiencias tanto en pintura como en otras disciplinas artísticas. La recepción de Klimt, a través del diseño, el mobiliario, la moda y la decoración de interiores perpetuó, de manera más moderada que en sus inicios, el modernismo y el simbolismo hasta mediados del siglo XX en el país transalpino a través de los modelos decorativos venecianos, la recepción en Felice Casorati y los artistas “rebeldes” de Ca’Pesaro, los súbditos austriacos del habla italiana en Trento y Trieste y la escultura y la gráfica de Adolfo Wildt.
This study analyzes the changing trends of research topics in liberal arts studies before and after the COVID-19 pandemic. It aims to investigate the impact of the pandemic on research trends in liberal arts studies, identify changes and new trends in recent years with the pandemic, and contribute to the search for the future direction of liberal arts studies in the post-COVID-19 era. To achieve these objectives, we applied keyword frequency analysis and LDA topic modeling analysis as text mining technologies to analyze the keywords and topics of research papers in liberal arts education before and after the pandemic. Our findings revealed meaningful differences in the topics and keywords of papers in liberal arts education studies before and after the COVID-19 pandemic. We interpret these results as reflecting the changes and directions of liberal arts education in the actual field. We also analyzed individual papers on extracted topics and keywords to more elaborately interpret the results and the meaning of the analyses. The results showed that new topics, such as COVID-19 and untact, emerged after the pandemic. The frequency of topics related to online education also increased after the pandemic. We also found an expansion of convergence and integration related to research topics in liberal arts education, as well as a considerable increase of interest in topics regarding artificial intelligence, literacy, and PBL after the pandemic. Based on the interests of researchers and trends in liberal arts education research, this study contributes to ongoing efforts to learn more about the impact of COVID-19 on the actual educational practices of liberal arts education. It is also significant in that it enables the observation and prediction of changes and trends in the research and actual fields of liberal arts education in the future.
In this study, K College’s competencies were analyzed in order to systematically apply the competency-based curriculum, which is emphasized in higher education, to the liberal arts curriculum. In order to obtain data for competency analysis, a survey was conducted targeting students and professors, and through the use of Borich needs and LFF analysis, competencies that should be considered preferentially were extracted while organizing a liberal arts curriculum. The subjects of the survey were students and professors. The students were classified according to their age (25), and the priority of competency for each group was derived. As a result of the analysis, ‘Interpersonal Skills (O2)’ were recognized as being of high importance to both students and professors, and the competencies that were considered important to both groups were ‘Setting Career Goals’, ‘Job Competency Analysis’, and implementing a ‘Self-directed Learning Strategy’. The biggest difference between professors and students was their perception regarding prior competency. Looking at the data more closely, professors percieve competencies concerning interpersonal and problem-solving skills to be important, while students perceive career-related competencies as most important. For the students over the age of 25, the demand for competencies related to ‘Self-direction (F2)’ scored higher. From these results, the implications are as follows: first, it is necessary to consider career design-related subjects as being more important, and second, the lectures that can help learner-directed learning are needed. Thirdly, we need to increase our understanding in these areas between professors and students.
Literacy is an important driving force when it comes to attaining a critical eye for the real world, as well as for analyzing problems in the past and making predictions for the future. Since literacy is evolving in a new paradigm for human lifestyles and abilities, in no small part thanks to the rapid development of AI(Artificial Intelligence) and robot technology, this study begins with a review of the change in the meaning of literacy. Next, we consider the meaning of ‘visual literacy’, in an era when AI reads and analyzes information such as images and texts, as well as visual recognition, voice recognition, and decision-making through algorithms, and creates art in a new way. The ultimate purpose of this study is to argue for the need to change the meaning of ‘visual literacy’ as a driving force for visual communication based on imagination in terms of technological utilization, critical thinking, and ethical social problem solving. Therefore, the content of this study emphasizes both a utopian and dystopian aesthetic vision, as well as critical thinking, in terms of potential and expandability of AI, rethinking the meaning of ‘visual literacy’ at the ethical level with human autonomous judgment and a sense of responsibility. The results of this study demonstrate the need for us to apply ‘visual literacy’ in a way that combines imagination and critical thinking, as well as our need to develop a new way of visual cognition necessary for the acquisition and use of digital technology in terms of the role of liberal arts education in universities. Through this study, I argue that the application of ‘visual literacy’ to foster democratic citizenship qualities can help us expand new possibilities for the role of liberal arts education in the era of AI by giving us the authority to understand and utilize digital media based on imagination for image and text information processing technology and visual communication.
Males that exhibit alternative reproductive tactics (ARTs) often differ in the risk of sperm competition and the energetic trade-offs they experience. The resulting patterns of selection could lead to between-tactic differences in ejaculate traits. Despite extensive research on male ARTs, there is no comprehensive review of whether and what differences in sperm traits exist between male ARTs. We review existing theory on ejaculate evolution relevant to ARTs and then conduct a comprehensive vote-counting review of the empirical data comparing sperm traits between males adopting ARTs. Despite the general expectation that sneaker males should produce sperm that are more competitive (e.g. higher quality or performance), we find that existing theory does not predict explicitly how males adopting ARTs should differ in sperm traits. The majority of studies find no significant difference in sperm performance traits between dominant and sneaker males. However, when there is a difference, sneaker males tend to have higher sperm performance trait values than dominant males. We propose ways that future theoretical and empirical research can improve our understanding of the evolution of ejaculate traits in ARTs. We then highlight how studying ejaculate traits in species with ARTs will improve our broader knowledge of ejaculate evolution. This article is part of the theme issue ‘Fifty years of sperm competition’.
Today's university education derives the core competencies of future talent. In addition, in order to strengthen these targeted core competencies, teaching and learning methods and educational evaluation methods are being studied through various approaches. Within this trend, the need for performance evaluation is being emphasized more in a curriculum that requires technical, procedural, and experiential knowledge in order that it might be evaluated in connection with core competencies, such as coding education. Also, the need to develop a rubric that can guarantee the reliability of the results as an objective standard to evaluate performance is growing. This study develops a core competency convergence rubric to strengthen the core competency targeted in the coding-related basic liberal arts curriculum. Furthermore, by actually applying this rubric, we hope to closely examine the appropriateness and effectiveness of this developmental tool. The subjects of this study were 59 students who responded to the questionnaire after taking coding-related courses in the first semester of 2021. The questionnaire prepared, distributed, and obtained in the Google questionnaire environment was used as analysis data. As a result of the quantitative questionnaire analysis, we found that the positive perception among the students was high in terms of their improvement of creativity and convergence thinking, which was achieved by linking the curriculum and the core competencies, along with the effectiveness and suitability of the developed rubric. In the qualitative analysis, we found such effects as: “direction guidance”, “performance standard(standard)”, “improvement of task completion”, “excellence of approach”, “self-inspection tool” and “providing psychological satisfaction”.
The purpose of this study is to confirm the necessity of linking “followership” research and educational trends with leadership education in liberal arts education, and to contribute to future education and research direction through followership programs and the operation of non-subject educational programs. In order to solve the research issue, first, previous studies that can confirm the connection between followership and leadership through literature research were examined. In addition, followership competency items verified by experts were collected and used as the basis for analysis, and in-depth interviews were additionally conducted with students participating in leadership and liberal arts classes to add potential necessary competencies. The research results are as follows: First, we confirmed that followership programs can serve to complement leadership education and are already sufficiently active in university education. Second, we were able to confirm five followership competencies that K university students thought were of primary necessity. Third, we found that followership-related programs can have a positive effect on enhancing the core competencies of leadership and liberal arts subjects. Fourth, we realized the keen necessity of adding additional non-subject educational program support in various fields that can incorporate followership programs. Lastly, we learned of the need to apply various research methods to graduates and enrolled students in order to spread the educational effectiveness of followership programs in liberal arts education, and suggested that followership-related non-subject educational programs should be fully considered and operated in the future.
Panca Wasta is a teaching at the level of family life which contains advice on values that elevate human position in personality, nobility, welfare and knowledge that must be possessed by a man (Javanese) in particular. The focus of the creation of the work is in the form of a kris blade which is inspired by the five elements of the Panca Wasta teachings which contain; wisma, turangga, kukila, curiga and wanita, using recycled metal. The purpose of the creation of this work is to create a dhapur kris blade using recycled metal with a metaphorical tinatah motif from the five elements of the panca wasta teachings. The creation of works uses an artistic creation approach, namely; experiment, contemplation and embodiment of works. The resulting work is a kris blade complete with warangka, hulu/jejeran/ukiran, mendhak, and pendok of Surakarta style. When the teachings of Panca Wasta are used as the concept of creating a kris, it shows that the work of a kris is quite interesting, has aesthetic beauty and full of philosophical values and meanings.
Arts in general, Dramatic representation. The theater
The Eastern Anatolia region, a high plateau, is exceptionally rich in paintings on rocks. Rock paintings in Ardahan, Kars, Erzurum, Erzincan, and Van-Hakkari mountainous region constitute a large part of this wealth. The technique of line, engraving, carving, and pecking was generally used in rock paintings drawn on andesitic and basalt stones in the region. The motifs encountered in rock painting areas are human (shaman), horse, bull - ox - cow, deer, wolf, dog, and sheep - ram - mountain goat. Furthermore, scenes of hunting and war, ceremonial and geometric scenes, and celestial shapes are among the covered themes. Sixteen rock painting areas were identified in the Northeast Anatolian region. Nine centers were examined in the study; Çıldır Başköy, Borluk Valley/Azat village, Camuşlu, Digor/Dolaylı, Geyiklitepe, Kurbanağa, Dilli Valley, Cunni Cave, and Şenkaya Kaynak village are rock paintings. There are more than 368 figures in these paintings, of which 119 are mountain goat figures. In the study, the morphology of the mountain goat motif in the related rock painting areas was examined, and its symbolic meaning and place in the hunting ritual and the possible cosmic world were analyzed.
Tadeusz Kantor’s theatre was the work of a reformer and one of the landmarks of 20th century art. Throughout his career, Kantor resisted illusion and firmly believed in the reality of his productions. His very presence on stage during his performances was an anti-illusionist act. Kantor didn’t want to create through his art something similar to reality, but a reality in itself. For Kantor, ‘illusion’ was tantamount to ‘fake’, while ‘reality’ was the equivalent of ‘authenticity’. This article investigates the Polish director’s view on the concepts of illusion and reality, referring constantly both to his performances and to his manifestos, its main documented conclusion being that the resistance to the illusion was Ariadne’s thread in Kantor’s art.
Banyak ungkapan terkenal di masyarakat yang asal-usulnya kurang diketahui oleh publik, padahal ungkapan itu berasal dari karya seni seperti lagu atau karya sastra. Ungkapan-ungkapan seperti “jaen hidup di Bali†(enak hidup di Bali), “sakadi ngurug pasih†(ibarat menimbun samudera), “gede ombak gede angin†(ombak besar angin kencang), dan “tresnane ajur lebur satonden kembang†(kasih layu sebelum berkembang) adalah ekspresi kearifan lokal Bali yang bisa dirunut jejaknya lewat karya sastra. Artikel ini bertujuan untuk mendulang, menggali, mengumpulkan, dan menganalisis kata-kata mutiara yang terkandung dalam sastra Bali modern. Data yang terkumpul dianalisis dengan intertekstualitas untuk melihat hubungan antara ungkapan dalam sastra dan dalam sumber lainnya serta perbedaan makna kontekstualnya. Hasil analisis menunjukkan ada tujuh jenis kata-kata mutiara yang banyak muncul dalam karya sastra Bali modern, yaitu sesonggan (pepatah), sesawangan (perumpamaan), seloka (bidal), wawangsalan, sesimbing, peparikan, dan bladbadan. Dari ketujuh bentuk itu, sesonggan (pepatah) yang paling banyak muncul karena paling efektif untuk menyampaikan ungkapan secara tidak langsung.
Daniel Ratzinger, Kevin Amess, Andrew Greenman
et al.
This paper builds on human capital theory to assess the importance of formal education among graduate entrepreneurs. Using a sample of 4953 digital start-ups the paper evaluates the impact of start-up founding teams’ higher education on the probability of securing equity investment and subsequent exit for investors. The main findings are: (1), teams with a founder that has a technical education are less likely to remain self-financed and are more likely to secure equity investment and to exit, but the impact of technical education declines with higher level degrees, (2) teams with a founder that has doctoral level business education are less likely to remain self-financed and have a higher probability of securing equity investment, while undergraduate and postgraduate business education have no significant effect, and (3) teams with a founder that has an undergraduate general education (arts and humanities) are less likely to remain self-financed and are more likely to secure equity investment and exit while postgraduate and doctoral general education have no significant effect on securing equity investment and exit. The findings enhance our understanding of factors that influence digital start-ups achieving equity milestones by showing the heterogeneous influence of different types of higher education, and therefore human capital, on new ventures achieving equity milestones. The results suggest that researchers and policy-makers should extend their consideration of universities entrepreneurial activity to include the development of human capital.
Background/Context In spite of the widely acknowledged importance of creativity to society and the economy, scholars have had difficulty providing research-based recommendations for how to foster creativity in schools. The article extends three strands of research that have attempted to provide such recommendations: studies of whether creativity training enhances domain-general creativity; studies of whether arts education and arts integration enhance cognitive skills that transfer to other content areas; and studies of collaborative learning environments, designed to foster deeper conceptual understanding in the content areas. Purpose/Objective The focus of the article is to provide recommendations for how to design learning environments to foster greater creativity. I bring together arts education research, creativity research, and learning sciences research to provide recommendations for how to design learning environments to foster creative learning outcomes. Research Design This is primarily a review article. It provides meta-analyses of three strands of research—creativity training, arts education, and learning sciences. The conclusion of this review is that domain-general creativity training is less effective than domain-specific changes in how each subject is taught. Conclusions We are not likely to enhance student creativity by teaching for creativity in a distinct, domain general way. Instead, educating for creativity is most effective when schools change the way each subject is taught. Learning sciences research has provided strong evidence that the most creative learning, in all subjects, results from pedagogical strategies that are active, constructivist, collaborative, and improvisational. I provide research-based recommendations for how to design learning environments that result in creative learning outcomes.