The anthocyanin composition of five purple leaves cultivars of Ocimum basilicum L. was investigated by reversed-phase HPLC with mass-spectrometric detection by ESI mode with ion partial fragmentation as well as preparation of dried differently colored forms of anthocyanins encapsulated into maltodextrinmatrix. Analysis of the mass spectra revealed that according to the chromatographic profile the set of basil cultivar anthocyanins under investigation may be divided into two groups with the common feature being ahigh level of acylation with (mainly) p-coumaric, ferulic and malonic acids of the same base: cyanidin-3-dihexoside-5-hexoside. The presence of acylation with substituted cinnamic acids permits us to obtain solutions not only with a red color (the property of the flavylium form) but also with blue shades of coloration due to quinonoid and negatively charged quinonoid forms. All forms except that of flavylium are not stable in solution but stable enough to prepare dried encapsulated forms by lyophilization. Although the loss of anthocyaninswith drying is not negligible, the final product is characterized with high stability for storage in a refrigerator.
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This study theorizes on the sociomateriality of food in authority-building processes of partial organizations by exploring alternative food networks (AFNs). Through the construction of arenas for food provisioning, AFNs represent grassroots collectives that deliberately differentiate their practices from mainstream forms of food provisioning. Based on a sequential mixed-methods analysis of 24 AFNs, where an inductive chronological analysis is followed by a qualitative comparative analysis (QCA), we found that the entanglements between participants’ food provisioning practices and food itself shape how authority emerges in AFNs. Food generates biological, physiological and social struggles for AFN participants who, in turn, respond by embracing or avoiding them. As an outcome, most AFNs tend to bureaucratize over time according to four identified patterns while a few idiosyncratically build a more shared basis of authority. We conclude that the sociomateriality of food plays an important yet indirect role in understanding why and how food provisioning arenas re-organize and forge their forms of authority over time. Pascucci, S., Dentoni, D., Clements, J., Poldner, K., & Gartner, W. B. (2021). Forging Forms of Authority through the Sociomateriality of Food in Partial Organizations. Organization Studies, 42(2), 301-326. https://doi.org/10.1177/0170840620980232
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War and conflict are usually seen as major hindrances to travel and tourism. The daily diet of war and conflict stories that have emanated from the second uprising (Intifada), give the impression that the tourism industry is the least likely sector to flourish. This article provides an overview of some of the alternative forms of tourism found in the literature on tourism and attempts to contextualise the form of tourism it is exploring. It starts by setting a definitional context of tourism and political instability, which is followed by visiting alternative tourism and the different forms of it as well as the analysis of tourism industry in Palestine and finally the examination of new forms of tourism in Bethlehem and the surrounded areas.
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PurposeThis study explores how and when intuitive forms of planning can be used in a family firm's succession process.Design/methodology/approachThe study uses an extended focus group meeting, consisting of individual, group and subgroup discussions with seven highly experienced external family business advisors in the Netherlands to gain a holistic understanding of the succession process and its underlying logic. The study also employs pre- and post-group questionnaires.FindingsThis study reveals that advisors perceive intuitive forms of planning as an integral part of the succession process, with the latter containing both intuitive and formal logic and activities. Both logics are used situationally and flexibly to deal with the uniqueness and unpredictability of the succession process and to build strong relations and manage relational dynamics in business families to address tasks, dilemmas and contingencies.Originality/valueThe succession process is an important part of business families' achievement of transgenerational intent. Creating commitment among potential successors begins when they are children, and understanding the role of the more intuitive forms of planning during the succession process will provide us with a more holistic perspective on its dynamics.
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In higher education, students often misunderstand teachers’ written feedback. This is worrisome, since written feedback is the main form of feedback in higher education. Organising feedback conversations, in which feedback request forms and verbal feedback are used, is a promising intervention to prevent misunderstanding of written feedback. In this study a 2 × 2 factorial experiment (N = 128) was conducted to examine the effects of a feedback request form (with vs. without) and feedback mode (written vs. verbal feedback). Results showed that verbal feedback had a significantly higher impact on students’ feedback perception than written feedback; it did not improve students’ self-efficacy, or motivation. Feedback request forms did not improve students’ perceptions, self-efficacy, or motivation. Based on these results, we can conclude that students have positive feedback perceptions when teachers communicate their feedback verbally and more research is needed to investigate the use of feedback request forms.
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Background: Art therapy (AT) is frequently offered to children and adolescents with psychosocial problems. AT is an experiential form of treatment in which the use of art materials, the process of creation in the presence and guidance of an art therapist, and the resulting artwork are assumed to contribute to the reduction of psychosocial problems. Although previous research reports positive effects, there is a lack of knowledge on which (combination of) art therapeutic components contribute to the reduction of psychosocial problems in children and adolescents. Method: A systematic narrative review was conducted to give an overview of AT interventions for children and adolescents with psychosocial problems. Fourteen databases and four electronic journals up to January 2020 were systematically searched. The applied means and forms of expression, therapist behavior, supposed mechanisms of change, and effects were extracted and coded. Results: Thirty-seven studies out of 1,299 studies met the inclusion criteria. This concerned 16 randomized controlled trials, eight controlled trials, and 13 single-group pre–post design studies. AT interventions for children and adolescents are characterized by a variety of materials/techniques, forms of structure such as giving topics or assignments, and the use of language. Three forms of therapist behavior were seen: non-directive, directive, and eclectic. All three forms of therapist behavior, in combination with a variety of means and forms of expression, showed significant effects on psychosocial problems. Conclusions: The results showed that the use of means and forms of expression and therapist behavior is applied flexibly. This suggests the responsiveness of AT, in which means and forms of expression and therapist behavior are applied to respond to the client's needs and circumstances, thereby giving positive results for psychosocial outcomes. For future studies, presenting detailed information on the potential beneficial effects of used therapeutic perspectives, means, art techniques, and therapist behavior is recommended to get a better insight into (un)successful art therapeutic elements.
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This chapter offers an account of a workshop in arts-based learning called “Metamorphoses of Organic Forms”. This detailed description of a particular practice may inform a discussion of ways in which artful approaches, in general, may come to matter in STEAM education, with implications for both educational research and practice. Added to that, the chapter argues that such art-based practices can also be relevant more widely in the context of sustainability education, such as on the theme of climate change. Precisely because the content of the art workshop at hand is not prima facie linked to it, there is an unexpected potential to take up such a tangential theme in an unusual way. Typically, participants feel invigorated to enter new territory – both spatial and mental. On a meta-level, the session can also be seen as a practice in facing complexity, uncertainty, not knowing. The chapter suggests that such artful educational practices have intrinsic merit if we are to equip new generations with skills to live in and endure “post-normal times”. In the workshop “Metamorphoses of Organic Forms”, participants are invited to imagine how forms in nature might either evolve or disintegrate over time. The workshop lends itself to follow-up lessons in biology and natural history. The outcome is not given. Participants go through a shared process step by step, following a sequence that is outlined for them as they go along. They are encouraged to imagine how natural phenomena might grow or decay in time and they do this in a series of short sessions where they sculpt works in clay. Such a practice in art-based environmental education is arguably a form of “poor pedagogy”. This educational activity is primarily and fundamentally an open-ended process. Rather than requiring an extensive methodology, its practice requires participants to surrender themselves to a process that will be unique each time it is performed. Such a practice is an expression of a view on education that is not centred on the transmission of knowledge but rather looks at attention as education and the education of attention.
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The specific fibrinolytic properties of both high molecular weight (55 kd) and low molecular weight (30 kd) pro-urokinase from a monkey kidney cell culture were evaluated in a plasma clot lysis system and compared with those of human urokinase. The system was composed of a radiolabelled plasma clot immersed in plasma containing the fibrinolytic agent. On unit base, 55 kd pro-urokinase was approximately 1.5 times more effective in lysing the clot than 30 kd pro-urokinase and equally effective as urokinase. In contrast to urokinase, both pro-urokinase forms induced clot lysis without degrading fibrinogen in the surrounding plasma. However, a considerable activation of the fibrinolytic system in the plasma occurred as a large amount of alpha 2-antiplasmin was consumed, indicating that pro-urokinase was not fully fibrin-specific. Quenching antibodies against tissue-type plasminogen activator (t-PA) added to the plasma clot lysis system retarded but did not prevent pro-urokinase-induced clot lysis. This indicated that not only was t-PA in plasma involved in the activation of pro-urokinase (probably via plasmin), but that an additional mechanism also existed.
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Paper read at Wanderstudent Conference, October 2000, Leuven, Belgium Society at large changes rapidly, so does education. Higher education is confronted with new target groups and new educational demands. Providing education to them in a face-to-face setting rapidly becomes expensive, often prohibitively so. The paper argues that the use of ICT merely to enhance existing practices will not do to meet the new demands effectively. Innovative, ICT supported means of developing educational content and delivering it are needed.
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The advantages and drawbacks of components of flexible assessment have been studied mostly from the standpoint of students and, to a lesser extent, teachers. A gap persists in understanding the collective perspectives of teachers and students concerning flexible assessment. This study aimed to explore experiences and perspectives of students and teachers regarding flexible assessment within the specific context of nursing education. Seven focus groups comprised four sessions with teachers and three with students, each involving 5-8 participants. Results showed that students and teachers have a predominantly positive perspective towards flexible assessment. They acknowledge the opportunities that flexible assessment provides for diverse forms to present evidence. However, concerns were raised regarding the design of flexible assessments, issues of fairness in rating evidence, and the understanding among teachers and students regarding the assessment processes. Additionally, discussions focused on the perceived benefit of flexible assessments, particularly concerning the time investment required for their implementation and evaluation. In conclusion, the success of flexible assessments is contingent on the careful consideration of its design, ensuring equitable evaluation of evidence, and fostering comprehensive understanding among both teachers and students. Recognizing potential disparities in views of students and teachers offers valuable insights into the effectiveness of flexible assessment. Achieving a balance between the flexibility of assessment formats, aligned forms of evidence, and an appropriate rating methodology is crucial for effective implementation.
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