37 research outputs found
NatPro LabPro: Development and evaluation of Innovative Laboratory Package in Science (ILPS)
No full textInnovation is translating scientific and technological knowledge into new products or processes. It is vital for teachers to continually search for new ways to keep students engaged and motivated. An innovative teacher always discovers and develops new methods and materials to ensure students have the best learning experiences. This study focused on developing and evaluating the Innovative Laboratory Package in Science (ILPS) intended for science investigatory/capstone projects in a natural product screening. It employed the development research design to delve into the assessment of the least and most common laboratory analyses/tests and challenges encountered by students and teachers in conducting science investigatory projects/capstone projects in natural products, the description of the developed ILPS, the experts' validation of the developed ILPS, the teachers' evaluation of ILPS, and the teachers' experiences in using the ILPS. Participants were chosen through purposive sampling. The developed innovative laboratory procedures followed the Analyze participants' characteristics and needs; State the objectives; Select, modify, or design materials; Utilize materials; Require participant's response; Evaluation of materials (ASSURE) model of instructional systems design. The results of the study revealed the following: The least common laboratory analyses/tests used by students and teachers in conducting science investigatory/capstone projects in natural products were basic pharmacological toxicological assay (analgesic property, anti-inflammatory property, antipyretic property), an antioxidant assay of plant extract and a cytotoxic assay of plant extract (ALD, LD50, LC50, BSLA), while the most common ones were the insecticidal property of plant extract, microbiological screening of plant extract (antimicrobial activity, MIC, MBC), and molluscicidal property of plant extract; the availability of laboratory materials (equipment, reagents) and financial support (expensive laboratory analysis) was found by the participants to be moderately challenging, respectively. The developed ILPS were the following: Identification, Preparation, and Extraction of Plant Sample; Phytochemical Screening of Plant Extract, Antioxidant Screening using Paper-based DPPH (2,2- diphenyl-l-picrylhydrazyl) Assay and Image J Software Data Processing; Cytotoxic Test using The Brine Shrimp Lethality Assay (BSLA); UV Protective Activity of Plant Extract; Antiangiogenic/Angiogenic Assay of Plant Extract using Chorioallantoic Membrane Method (CAM); an Antimitotic/Mitotic Assay (Allium cepa Root Tip Method). The kits developed include the DPPH paper-based device for antioxidant quantification; paper based chlorophyll device for quantification of chlorophyll content; improvised water bath for plant extraction; hatching kit for nauplii; improvised UV box for UV protective activity and chlorophyll content of the plant extract; and laboratory devices which contain materials vials, test tubes, droppers, capillary tube, evaporating dish, Pasteur pipette, funnel, masking tape, plunger, aspirator, filter paper, and magnifying glass intended for extraction, phytochemical screening, antioxidant assay, and cytotoxic activity using the brine shrimp lethality assay. The content, structure, coherence, learning activities, usefulness, general appearance and organization, and innovativeness of the ILPS were regarded by the experts and teachers as outstanding; as for the teachers' experience in using the ILPS, the following theme was gleaned from their responses: (a) new, meaningful, and engaging experience; (b) learning opportunities that promote critical thinking and scientific attitude; (c) easy and flexible experiments; (d) empirical tasks that equip students with new scientific skills; (e) cost-effective instructional innovation; the ILPS was developed on the basis of the least common laboratory tests/analysis conducted. Textbook writers and instructional material developers may draw insights from the study to design textbooks and other learning materials that promote innovation. This study primarily recommends that stakeholders in education carry out innovations in both curricula and programs intended for science investigatory/capstone projects of paramount importance
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A study of the musical settings of Langston Hughes' poetry in Ricky Ian Gordon's song cycle "Genius Child"
No full textThis study examines and describes Ricky Ian Gordon's musical interpretation of Langston Hughes' poetry in the song cycle, Genius Child. Chapters 2 and 3 contain biographies of the composer, Ricky Ian Gordon and the poet, Langston Hughes. Chapter 4 is a singer's analysis of each of the ten songs in Genius Child. Appendix A contains a discography. Appendix B contains a personal interview with the composer discussing his compositional process for Genius Child and his life in general. The author performed Genius Child in a doctoral recital on May 1, 2000. The song cycle was written for American soprano, Harolyn Blackwell, who sang the premiere at the Bermuda Festival in 1993. She also recorded Genius Child on her 1994 debut release from RCA Victor entitled Strange Hurt. Genius Child was published by Williamson Music in 1995.</p
Klondike Days Celebration - 15
No full textPhotograph - Actors in costume on a stage, Athabasca, Alberta. Left to right: Ricky Noel, Vince Preece, Don Stephenson, Charlie Tymchuk and Frank Falconer (seated
Klondike Days Celebration - 21
No full textPhotograph - Actors in costume on a stage, Athabasca, Alberta. Left to right: Ricky Noel, Jessie Sheridan, Cliff Craig and Muriel Greenla
Klondike Days Celebration - 20
No full textPhotograph - Actors in costume on a stage, Athabasca, Alberta. Tables left to right; Cliff Craig, Bob Garton, Charlie Tymchuk, Porky Patry, Glenda Lewis, unknown, Charles Parker, unknown, Raymond Eherer, Ricky Noel, Frank Falconer (piano) and Nick Pesklevit
Klondike Days Celebration - 28
No full textPhotograph - Actors in costume on a stage, Athabasca, Alberta. Left to right: Ricky Noel, Jessie Sheridan, Bob Garton, Cliff Craig. Background, Father O'Farrell. Table on right: Hattie and Raymond Ehere
Klondike Days Celebration - 18
No full textPhotograph - Actors in costume on a stage, Athabasca, Alberta. Back row left to right: Cliff Craig, Herman Leicht, Bob Garton, Porky Patry, Charles Parker, unknown, Raymond Eherer, Vince Preece, Ricky Noel. Dancers left to right: Jeanette McCallum, Velma Lewis and Hattie Ehere
Proximate Analysis and Antioxidant Potential of Schizophyllum commune Ethanolic Extract
Full text linkMushrooms are vital components of the forest ecosystems that play an important ecological role, economic advantage and provide nutritious food to humans. The study used the standard protocol to determine the proximate analysis of a wild and edible mushroom, Schizophyllum commune. The ethanolic crude extract was analyzed for the total phenolic content (TPC) using the Folin-Ciocalteu method and the total flavonoid (TFC) using aluminum chloride. The antioxidant potential was evaluated using the 2, 2-diphenyl-1-picrylhydrazyl (DPPH) radical scavenging activity. Proximate analysis of the sample revealed that apart from moisture content (60.60±0.122%), it has a high amount of bioactive carbohydrates (25.15±0.005%), crude protein content (7.63±0.325%), ash content (6.17±0.001%), crude fiber (0.18±0.032%), and fat content (0.27±0.263%) which worth it to be nutritious food. The final concentration for TPC is 1.27±006 mgGAE/g and TFC is 17.18±0.054 mgRE/g. The extract exhibited a potential antioxidant activity with an IC50 = 1.39±0.005 mg/mL. The results suggest that the ethanolic crude extract of S. commune contains a natural antioxidant potential, which could be used for future applications in food, dietary supplements, and pharmaceutical industries
Interplay between network configurations and network governance mechanisms in supply networks a systematic literature review
Full text linkPurpose: This work systematically reviews the extant academic management literature on supply networks. It specifically examines how network configurations and network governance mechanisms influence each other in supply networks.
Design: 125 analytical and empirical studies were identified using an evidence-based approach to review the literature mainly published between 1985 and 2012.
Synthesis: Drawing on a multi-disciplinary theoretical foundation, this work develops an integrative framework to identify three distinct yet interdependent themes that characterize the study of supply networks: a) Network Configurations (structures and relationships); b) Network Governance Mechanisms (formal and informal); and c) The Interplay between Network Configurations and Network Governance Mechanisms.
Findings: Network configurations and network governance mechanisms mutually influence each other and cannot be considered in isolation. Formal and informal governance mechanisms provide better control when used as complements rather than as substitutes. The choice of governance mechanism depends on the nature of exchange; role of management; desired level of control; level of flexibility in formal contracts; and complementary role of formal and informal governance mechanism.
Research implications: This nascent field has thematic and methodological research opportunities for academics. Comparative network analysis using longitudinal case studies offers a rich area for further study.
Practical Implications: The complexity surrounding the conflicting roles of managers at the organisation and network levels poses a significant challenge during the development and implementation stage of strategic network policies.
Originality/value: This review reveals that formal and informal governance mechanisms provide better control when used as complements rather than as substitutes
Psychological Perspectives on the Three Phases of In-Person Instruction: Preparing-to-Teach, Initial-Explanation, and Interaction
Full text linkOne-on-one tutoring has been proven to be an effective method for enhancing learning outcomes for both the tutor and the tutored student. This study aimed to investigate the efficacy of the three phases of in-person instruction: preparing-to-teach, initial-explanation, and interaction phases. The randomized controlled trial involved approximately 60 children who were assigned to either study for an in-person teaching assignment or an exam during the preparing-to-teach phase. During the initial-explanation period, tutors were required to provide basic lessons to their mentees without fielding any questions, followed by a question-and-answer session (the interaction phase). The study found that participants\u27 learning increased during the initial-explanation and interaction phases as a result of higher-quality explanations provided by both tutors and tutees. However, the phase of preparing to teach did not contribute significantly to the participants\u27 learning. The clarity of the tutors\u27 explanations and the success of their students were not significantly affected by whether they received in-person training or were tested. In conclusion, the phases of explaining the material and interacting with the students were found to be important contributors to students\u27 learning during in-person instruction.The study highlights the importance of effective communication between the tutor and the tutee in enhancing learning outcomes in one-on-one teaching settings. The findings also suggest that the act of preparing to teach may not be as crucial for learning outcomes as previously thought. These results have implications for the design and implementation of effective teaching and learning strategies in various educational settings
