The Context and Challenges of Interdisciplinarity in the Philippines

The tension between disciplines and interdisciplinary initiatives has been present in different areas around the world. This paper discusses the roots of the tension in the world and in the Philippines, as well as issues and challenges of implementation. It begins with the meaning of discipline and the nuances in the interaction of multiple disciplines, (e.g. multidisciplinary, interdisciplinary, or transdisciplinary) and traces and traces the development of disciplines in relation to the development of higher education. While academic departments and programs give life and power to the disciplines, there were pressures to work across disciplines to achieve the underlying goals of scholarship. Multiple disciplines are needed in solving real-world problems, understanding complex systems, implementing policy or applying research, and generating groundbreaking ideas. However, there are challenges in implementing interdisciplinarity in the Philippines and this includes issues tied up with the implementation process; the need for leadership to navigate through the complex relationships of the disciplines; the balance of grounding in the discipline and interdisciplinarity; assessment of outcomes of interdisciplinary work; and defining an institution’s desired outcomes to guide the support systems

Living with Technology in a VUCA world

In this lecture, Dr. Cuyegkeng discusses how analyzing the structures that influence our habits can help us make better choices amidst a volatile, uncertain, ambiguous, and complex (VUCA) world. Speaker: Dr. Assunta Cuyegkeng is a professor at the Department of Leadership and Strategy at the Ateneo de Manila University. She is also the Director of the Ateneo Institute of Sustainability (AIS) and the Director of the ASEAN University Network on Ecological Education and Culture (AUN-EEC). She obtained her doctoral degree in chemistry from the University of Regensburg in Germany, and her bachelor’s and master’s degrees in Chemistry from Ateneo de Manila University.https://archium.ateneo.edu/magisterial-lectures/1001/thumbnail.jp

Properties and Macromolecular Structure of Unacetylated and Acetylated Nata de Coco

This study aims to gain more insight into the supramolecular structure of the cellulose in nata de coco, and to compare its ability to be modified with the known types of cellulose. The investigations were done using IR spectroscopy and thennal analysis. The IR spectra of microcrystalline cellulose were identical to cellulose spectra. However, those of dried nata de coco cellulose showed additional peaks that indicated a loss of inter- and intra-sheet hydrogen bonding, usually extensive in other cellulose forms where sheets are the prevalent secondary structures. This kind of structure would be consistent with the necessary framework for gel formation. Details in the fingerprint region further supported a different macromolecular structure from the microcrystalline cellulose. Acetylation of the fresh and pressed-and-dried nata de coco yielded only partial acetylation, as indicated by the C=O stretching as well as the remaining broad OR-stretch. Acetylated samples showed reduced water retention capacities, and were more prone to variable water retention characteristics during pH changes. The DSC and TGA behavi or of microcrystalline cellulose, acetylated and unacetylated forms of nata de coco showed differences in the macromolecular structures, as well as in stability of the material

Controlled Release ot Methvl Salicvlate in ChitosanPoli[N-Isopropvlacrvlamide] Semi-Interpenetrating Networks

A semi-interpenetrating network (semi-IPN) was produced by polymerizing Nisopropylacrylamide (NIP AAm) in the presence of chitosan and cross-linking agent, ethylene glycol dimethacrylate (EGDMA). The resulting material did not swell as much as poly(N-isopropylacrylamide) (piPAAm), but still showed temperature- and pHresponsiveness. Swelling and differential scanning calorimetry (DSC) experiments showed that the lower critical solution temperature (LCST) of the material was at 31 °C. The semiIPN was swollen below 30 °C but started to collapse at this temperature. This is in the same range as the LCST of carrageenan-piPAAm semi-IPN. The chitosan-piPAAm semi-IPN was in a collapsed state and reached maximum swelling at pH 9 whereas pure piP AAm and pure chitosan both became swollen at a lower pH. Methyl salicylate was absorbed by the semi-IPN. Its release was monitored with respect to temperature. The temperature-responsive release of methyl salicylate was more pronounced at the LCST of31° C

Community Engagement Experiences of Social Entrepreneurs in Rural Communities

Using the lens of interpretative phenomenological analysis, this study explored the community engagement experiences of six social entrepreneurs working with rural communities in the Philippines and how they made meaning of their community engagement experience. Data were gathered through semistructured interviews. The findings illustrate how engaging with rural communities through social entrepreneurship is a way for the entrepreneurs to help communities uplift their economic condition and to achieve other social goals such as improvement of the community’s quality of life and environmental sustainability. Social entrepreneurship was also a way to help empower communities as well as build their capabilities, shape positive values through culture building, and nurture relationships. Implications of the study to social enterprise research and policy, community engagement programs, and leader development are discussed

For People and Planet: Teachers’ Evaluation of an Educational Mobile Game and Resource Pack

For People and Planet: An SDG Adventure refers to a freely available Android-based narrative adventure game and teacher resource pack that helps learners see the United Nations Sustainable Development Goals (SDGs) in their day-to-day lives. In this paper, we describe the results of an evaluation of both the game and the resource pack by eight (8) middle school teachers. After playing the game and reading the resource pack, teachers gave their feedback about what they liked best and least about the materials, how they could use these resources for their classes, and how these resources could be improved further. Overall, teachers’ feedback was positive. They complemented the game’s visuals and sound design and appreciated the game’s contextualization. They affirmed the relevance of the game’s contents to their lessons and the usefulness of the teacher resource pack as it provided them with notes, additional activities, and sample assessments. They gave some useful suggestions such as the need for more visual cues within the game and tutorials for the mini-games, and glossary of terms for the teacher resource pack. The game and resource pack underwent some revision following the feedback of the teachers. Performing the user test was essential to ensuring the quality of the game and the resource pack, and to increase the probability that the game will actually be used in schools