Search results

The inspection of food labellings is a long and monotonous routine but nonetheless, a cornerstone of consumer protection. For many years complaints have been made of the loopholes and anomalies in the statutory requirements for labelling, particularly in descriptive names and declarations of ingredients. The long‐awaited report of the Food Standards Committee on Food Labelling has now appeared and been reviewed at some length in the present and previous issues of the B.F.J. The Committee have taken a long time over their subject, but their review of it has been most thorough. Their recommendations are in the main reasonable and whilst some are new and others, if adopted, could have a not inconsiderable influence on manufacturing practice, they do not disturb the present structure of food labelling set up by the Order of 1953, which was quite a landmark in its day.

The purpose of this paper is to evaluate the solid-state fermentation (SSF) of corn bran (CB) with Monascus purpureus.

The SSF was realized with CB ranged in process: time (4, 8, 12 and 16 days), inoculum ratio (10⁵, 10⁶ and 10⁷ spores for mL) and temperature (16, 24 and 32 °C). Color of the CB and fermented CB (FCB) was evaluated by spectrophotometer, and this result was used to choose one treatment. The proximal composition (moisture, lipid, ash and protein content), pH value, total phenolic content, antioxidant capacity and functional properties of CB and FCB were analyzed. The carbohydrate content and caloric value were calculated for CB and FCB.

The color results showed that during asexual reproduction, there was inhibition of the pigment production by M. purpureus. There was an increase in the amount of lipids and a decrease in carbohydrates in SSF, thus elucidating the primary metabolism of M. purpureus. CB and FCB showed no statistical difference in either the emulsifying activity or water solubility.

SSF is an alternative for the use of unvalued agroindustrial waste, and by utilizing this process with CB, a new ingredient with red color can be produced with important nutritional value.

TERMITES, or as they are commonly and erroneously called, “White Ants”, belong to the zoological class “Insects”. Insects are characterized by having in the adult state three distinct parts to the body: the head, with one pair of feelers and usually three pairs of jaws; the thorax, bearing three pairs of legs and at most two pairs of wings; and the abdomen. The class is divided into three sub‐classes, of which the termites belong to the exopterygota: insects which change, mainly by enlargement, their appearance each time they moult, the wings developing outwardly, and thus visibly, throughout the process until they are fully winged at maturity. Of the many orders of this sub‐class the termites belong to the isoptera, having two similar and almost equal pairs of wings, large heads, and powerful jaws. The order is sub‐divided, as is common in zoology, into families. There are four families of termites, one, the mastotermitidæ, is purely Australian; the other three are common throughout the tropics and named according to their degrees of development. The most primitive of the three tropical families is the protermitidae (known as kalotermitidæ in the U.S.A.); rather more advanced, the mesotermitidæ (rhinotermitidæ in the U.S.A.); and the termitidæ, the most highly developed of all. True ants belong not only to a different order, but to a different sub‐class, the endopterygota, in which the development is quite different from the termite type, they are allied closely to bees and wasps, whereas the termites are allied to cockroaches.

Goal 4.7 of the Sustainable Development Goals (SDGs) explicitly frames education as an enabler of change and a means to achieve all SDGs. This study aims to explore the nature and culture of science as an academic discipline and its capacity for the integration of education for sustainable development (ESD).

Drawing upon interviews with academics working in a Life Sciences Department (n = 11), focus groups with students (n = 21) and observations from lectures, laboratory sessions and field trips, the study advances a number of recommendations for the integration of ESD in Science Education programs.

Findings point to the nature and structure of scientific knowledge and the culture of science as articulated by study participants. The study provides a number of recommendations for the integration of ESD in Science Education programs including a greater emphasis on inquiry-based learning, enhancing ESD themes in science-related modules to teach for sustainability and adopting a department wide strategy that promotes ESD.

This study argues that ESD practitioners need to be cognizant of the nature and culture of the discipline area – as a particular discipline propagates a specific culture – encapsulating ways of being, thinking, acting and communicating, which can have implications for the integration of ESD.