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The purpose of this paper is to focus on the selection of the optimum porous material modified with poly-dopamine coating for peptides enrichment. The adsorption behaviors for peptides and the antioxidant capacity of peptides fraction purified by the porous materials were investigated.

The optimum porous material with the highest adsorption capacity for peptides was selected for surface modification. The surface modified porous material was characterized by SEM, nitrogen adsorption-desorption isotherm and color change.

The results showed that the porous material was successfully modified with poly-dopamine coating. Adsorption capacity for peptides of the modified porous material was enhanced compared to the original porous material. Antioxidant capacity of peptides fraction enriched by the modified porous material was much higher than that enriched by the original porous material, indicating that the introduction of poly-dopamine coating was inclined to enrich peptides with certain amino acid residues.

The structures of peptides are a bit not clear, which is the subject of future investigation.

This contribution provides a method to design and prepare porous materials with poly-dopamine coating to separate and enrich peptides or peptides fraction with high antioxidant capacity.

It showed that polarity, surface area, pore diameter and interactions were contributed to high adsorption capacity. The peptides fraction purified by the modified porous material showed excellent antioxidant capacity through results of reduction of DPPH radical, because of the enrichment of the peptides with certain amino acids residues which were considered to enhance radical scavenging capacity. This paper provides new insights into designing and preparing porous materials with poly-dopamine coating to enrich peptides fraction with high antioxidant capacity.

Broiler meat is the most commonly used meat product worldwide. Although China is regarded as one of the three largest broiler producers, the per capita chicken consumption remains low. Consumers' cognitive bias and the information acquisition channels are believed to be the main factors contributing to this. This paper aims to discuss the aforementioned issue.

To explore the phenomenon empirically, the current study uses the survey data of 1,056 consumers from China and analyses them using ordered logistic regression.

The results revealed that consumers' cognitive bias significantly affects their behaviour toward broiler products, and the order of influence is cognitive bias regarding industry cognitive > product nutrition and taste > food safety. The study further revealed that the more diverse the information acquisition channels, the more likely they are to promote consumer behaviour toward broiler chickens. The order of influence of the channels was self-organising > new media > traditional media.

Overall, the findings suggest that the government and enterprises should strengthen and upgrade information channels to boost both the broiler industry and consumer consumption behaviour regarding poultry products.

Rather than the usual focus on the impact of consumer cognition on consumer behaviour, this study examines the impact of cognitive bias on consumer behaviour. Further, centring on broiler products with high protein, low fat and feed-to-meat ratios, this study explores the reasons the per capita consumption of broiler products in China is far lower than the national average.

The content of training (art-based method) and instructional strategies (blended learning) can improve business school students' creativity and attempts to determine how training can be maintained using longitudinal tracking. The study aims to answer (1) whether the incorporation of art-based methods enhances the creativity of students compared to traditional face-to-face (F2F) teaching, and (2) whether such creative training and blended teaching methods have a higher transfer of training.

This study adopted a two-stage design (1) it adopted a 2 × 2 (with or without art-based methods * blended teaching or F2F teaching) between-subject design of experiments with 221 participants and (2) a one-year follow-up study was conducted (participants who were employed for 6 months to one year after graduation) with 187 participants and their directors.

The results showed that the inclusion of art-based methods in the creative training of students strengthens creative ability of the students; there were no significant differences between blended and traditional learning. The authors examined the effect of transferring creative training through a questionnaire analysis of participants and employers of the participants. Self-regulated and self-directed learning positively influence motivation to transfer, which positively influences creative performance.

The higher the level of self-regulated and self-directed learning of students, the more effective the transfer of creative training is over time.

This study aims to establish a new model that elucidates the mechanism behind the long-term effects of creativity training. Previous studies have only explored influential positive factors when examining the transfer mechanism of creativity training. However, the transfer mechanism must encompass the negative factors of creative abrasion due to temporal dynamics.

The authors performed a two-phase survey of 284 trainees participating in the survey. During the first phase, 48 h of creativity training was provided to the advertising agency staff. Six months later, the second phase was performed. Researchers have conducted follow-up studies on the long-term effects of creativity training. The hypotheses were tested using structural equation modeling.

Based on the results, the mechanism behind the long-term effect of creativity training is as follows: motivation to learn, transfer design and transfer climate positively influence motivation to transfer (MTT), while MTT positively impacts overall individual performance. However, creative abrasion negatively affects MTT and individual performance.

Creative abrasion must be considered when the long-term effect of creativity training is explored, because it reduces the long-term effect of creativity training on trainees. Creative energy from one-time creativity training will be gradually worn away because of the abrasion caused by teamwork, group thinking and self-gratification.

Current online testing often lacks credibility, integrity, and reliability, though many online tests are implemented. Online testing with face recognition is a relatively new form of web‐based testing model in comparison to current testing. The purpose of this paper is to discuss implementation of face recognition technology to increase quiz efficacy and build credible online quiz systems.

While existing models of web‐based quiz systems are being improved, most current quiz models do not consider the function of fraud detection during a web‐based quiz. Online testing credibility includes the perceptions of the student and teacher on how the site would meet their expectations and how believable the testing scores are.

In a survey of faculty (25) and students (257) on online testing credibility, 80 percent of the teachers and 98 percent of the students doubt the score credibility of the current online testing system. After explaining and implementing face recognition system to the subjects, 74 percent of the teachers and 69 percent of the students positively believe the online testing result. According to hypothetical examination, face recognition, practicality, and interaction greatly shape users' opinions regarding online testing credibility.

The most prominent finding in this paper is that face recognition technology positively improves the online testing credibility.

Online knowledge communities have emerged as crucial places for knowledge and risk management in the face of systemic risks. The vitality of online knowledge communities requires users’ active engagement. This research paper aims to explore how text complex level and text analytic level as effective risk knowledge design leverages encourage users’ engagement under different “riskification” levels.

This paper performs linguistic analysis on 210 TED talk transcripts and 38,377 comments from 2002 to 2018. The authors construct the variable of text complex level and conduct ordinary least squares regressions to test the relationships among text complex level, text analytic level and user engagement under different levels of “riskification” in the online knowledge community.

High text complex level decreases engagement, while high text analytic level increases engagement. A high level of “riskification” exaggerates the negative effect of text complex level but diminishes the positive effect of the text analytic level.

This research advances knowledge management by highlighting users’ engagement and responding to shared risk knowledge from a different perspective than knowledge supply. The focus on risk communication in online knowledge communities broadens the scope of knowledge management literature beyond the confines of organizations. To the best of the authors’ knowledge, this research is among the first studies to propose risk knowledge design approaches for communicating systemic risks.