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Purpose The purpose of this paper is to examine the theoretical concept of socially responsible pedagogy because it applies to teaching information literacy. Design/methodology/approach At Weber State University, two librarians use a socially responsible pedagogical approach, combining critical information literacy and visual literacy to teach an undergraduate information literacy course. Findings Initial results suggest that the course design and the authors’ approach to socially responsible pedagogy are largely successful based on students’ application of course material to a signature assignment in the course. Research limitations/implications Data are limited because this approach was only used for two semesters. The authors are aware that a socially responsible information literacy classroom needs quality assessment to help make instructional decisions, evaluate teaching strategies and assist with ongoing student learning. Additional semesters of using this instructional approach will allow for reflection and critical inquiry into the theories and teaching strategies that currently inform instruction. Early implications of using this method of instructional design reflect students’ deep understanding of the importance of information literacy because they explore social justice topics. Practical implications The practical implications of this research reveal a theoretical framework for teaching critical information literacy, called socially responsible pedagogy. The theory looks at teaching based on the “spirit” of the course, which is the promotion of equality. It also looks at “the art” of designing an information literacy course, incorporating socially responsible pedagogy, culturally responsive teaching and critical information literacy. This study also looks at “the science” of assessment and offers suggestions on how one might go about assessing a socially responsible information literacy class. Moreover, the authors examine how visual literacy helps teach information literacy concepts in the course as students put together a signature assignment that meets both information literacy course objectives and general education outcomes. Social implications This general review of the theoretical concept of socially responsible pedagogy is limited to two semesters of information literacy instruction. In researching these topics, students situate themselves within a diverse worldview and work to promote awareness and advocacy through group presentations. Originality/value While librarians are exploring critical librarianship and social justice, many are not using socially responsible pedagogy combined with other social theories and images to help students work through the research process and develop information literacy skills.

The present research study allowed fulfilling the objective of proposing a psychoeducational intervention program, according to the conception of violence, to eradicate sexual harassment in students of the Faculty of Engineering of the Universidad Nacional de Frontera in Sullana, Peru. The research is non-experimental and has a descriptive-correlational-propositional design. The sample consisted of 182 students, obtained by non-probabilistic convenience sampling. The survey technique was applied through two instruments: Inventory of conception of violence and the scale of perception against sexual harassment. The results indicate that there is a positive correlation, with strong strength and significance level (p < .05), between the variable conception of violence of the program proposal and the perception of sexual harassment. In addition, approval was found with significant percentages in the following beliefs: “Sexual harassment occurs because one allows it”, “Most reports of sexual harassment are false”, and others.

A study was made on the attitudes of 76 students of the Food Technology subjects of the Universidad Nacional de Frontera [1], during the 32 virtual sessions that covered the 2020-I academic semester, Covid 19 world pandemic period; in which it was determined that their own inner motivation, which has no weight in the subject, affects the final grade obtained at the end of the semester. The hypothesis asks whether there is a significant relationship between the independent variable called “Intrinsic attitudes” (Number of participations minus number of tardiness), obtaining three levels of variable: positive, neutral or negative, in comparison with the dependent variable called “Final grade”, with two levels of variable: passed or failed. It was determined that the asymptotic sig. value of the pearson chi square of 0.002 less than 0.05 (5% significance level), means that there is dependence between the two variables.

The mango was pulped and then the pulp was refined into a puree, being evaluated the independent variables called “Sieve mesh size” evaluating 5 mesh sizes and “Exposure time to atmospheric air” evaluating every 15 min up to 135 min, considering as a dependent variable “Color of mango puree” evaluating the Hunter Lab coordinates. The objective was to determine if there is a significant difference in the influence of the independent variables versus the dependent variable. It was obtained that the refined puree, the smaller the size of the holes in the mesh, as well as when the exposure time to the environmental air increases, the lower the luminosity values and the b-coordinate (yellowish) will be. By means of a two-factor factorial design, is concluded at a 5% significance level, that a significant difference exists, then the alternative hypothesis is accepted and the null hypothesis is rejected.

The research considered related to human factors inherent to the teacher work measured the influence of the independent variable called “Strengthening of Teacher Service Capacities” in the Public Educational Institutions with primary level, considering as a dependent variable “Empowerment to the Management of the School Food Service” as well as in the levels of the variable: “Teacher Participation” and “Good Hygiene and Food Handling Practices”. The objective was to determine if there was a relationship between both variables and the nature of this relationship. In the results of the dependent variable, there was a decrease in the low and regular levels; and an increase in the high level. When the mean comparison test was performed on the results of the pre-test and post-test, the chi-square test determined that in the dependent variable, if there is significant difference so the alternative hypothesis is accepted and the null hypothesis is rejected.

PurposeThis paper aims to develop an empirical model that examines whether a student’s proactive personality or the university support environment (education support, concept development support and business development support) affects their entrepreneurial intentions. Additionally, the relative strengths of a student’s proactive personality and the university environment influences are compared.Design/methodology/approachA total of 141 students attending a well-established and internationally renowned Malaysian higher education institution completed a questionnaire survey. Results were based on correlation and regression analysis.FindingsResults indicate that a proactive personality and concept development support have significant impact on students’ entrepreneurial intentions. Additionally, the results showed that a student’s proactive personality had a greater effect on their entrepreneurial intentions than that of the university support environment.Originality/valueThe paper demonstrates one of the few attempts to examine the effects of both a proactive personality and university support environment on entrepreneurial intentions in an emerging economy context. Specifically, we reconfirm students’ personality traits as a more important predictor of their entrepreneurial intentions than environmental factors in the Malaysian context. Additionally, by also demonstrating concept development support as a significant predictor of entrepreneurial intentions, we provide new insights into how universities in emerging economies can foster the entrepreneurial intentions of their students. This result adds to the academic literature on entrepreneurial intentions in emerging economies.

LDL, VLDL and other members of the low-density lipoparticles (LLPs) enter cells through a large family of receptors. The actual receptor ligand(s) in apolipoprotein B100, one of the main proteins of LLP, remain(s) unknown. The objective of this study was to identify true receptor ligand(s) in apo B100, a molecule of 4,563 residues. Apo B100 contains 33 analogues of Cardin-Weintraub Arginine/Lysine-based receptor ligand motifs and shares key Lysine motifs and sequence similarity with the LDL receptor-associated protein, RAP, MESD, and heat shock proteins. Eleven FITC-labeled synthetic peptides of 21 – 42 residues, with at least one ligand, were tested for binding and internalization using HeLa cells. All peptides bind but display different binding capacities and patterns. Peptides B0013, B0582, B2366, and B2932 mediate endocytosis and appear in distinct sites in the cytoplasm. B0708 and B3181 bind and remain on the cell surface as aggregates/clusters. Peptides B3119 (Site A) and B3347 (Site B), the putative ligands showed low binding and no cell entry capacity. Apo B100 regions in this study share similarities with related proteins of known function including chaperone proteins and Apo BEC Stimulating Protein, and not directly related proteins, e.g., the DNA-binding domain of Interferon Regulatory Factors, MSX2-Interacting Protein, and snake venom Zinc metalloproteinase-disintegrin-like proteins.

The use of irony and sarcasm in social media allows us to study them at scale for the first time. However, their diversity has made it difficult to construct a high-quality corpus of sarcasm in dialogue. Here, we describe the process of creating a large- scale, highly-diverse corpus of online debate forums dialogue, and our novel methods for operationalizing classes of sarcasm in the form of rhetorical questions and hyperbole. We show that we can use lexico-syntactic cues to reliably retrieve sarcastic utterances with high accuracy. To demonstrate the properties and quality of our corpus, we conduct supervised learning experiments with simple features, and show that we achieve both higher precision and F than previous work on sarcasm in debate forums dialogue. We apply a weakly-supervised linguistic pattern learner and qualitatively analyze the linguistic differences in each class., 11 pages, 4 figures, SIGDIAL 2016

Lipid nutritional supplements have been in use before the term nutraceutical was coined. Products such as fish oils, shark cartilege, shark liver oil, and vitamins have been in the market since the beginning of the twentieth century. Some of the health claims of these products lacked strict scientific documentation in the past, and their curative properties were mostly anecdotal. However there is a better understanding of the biological properties of lipids and their application has extended to pharmaceuticals and cosmetics fields, such as disease prevention and treatment, excipients and coadjuvants, trans-dermal carriers and skin emolliency agents. This has led to the development of bioactive cosmetic and pharmaceutical products whose name is coined as cosmeceutical. Keywords: lipids; cosmetics; pharmaceuticals; cosmeceuticals; nutraceuticals