The Educational Asset Market: A Finance Perspective on Human Capital Investment

Like the stock market, the human capital market consists of a wide range of assets, i.e. educations. Each young individual chooses the educational asset that matches his preferred combination of risk and return in terms of future income. A unique register-based data set with exact information on type and level of education enables us to focus on the shared features between human capital and stock investments. An innovative finance-labor approach is applied to study the educational asset market. A risk-return trade-off is revealed which is not directly related to the length of education.Efficient Frontier; Human Capital Investment; Mean-Variance; Performance Measures.

The effect of feed composition on the sensory quality of organic rainbow trout during ice storage

The aim of this work was to study whether the type of protein and lipid source in feed for organic Rainbow trout (Onchorhynchus mykiss) influenced the sensory quality. The protein sources were fishmeal and a matrix of organic vegetable plant mealsproteins, while the lipid sources were fish oil and organic oils of linseed, sunflower, rapeseed and grape seed, respectively. Sensory profiling was performed after 3, 5, 7 and 14 days of storage in ice. Besides sensory analysis also lipid profiles weare measured. The resultsed showed that the lipid type in the feed aeffected the sensory characteristics after 3 days of storage. Especially the trout that had grape seed oil in the feed had a different sensory profile than the trout that had fish oil in the feed. These differences could be explained by the lipid profiles in the fillets. Also after 7 days of ice storage differences in the sensory profile wereas observed again as a result of the used lipid types used. After 7 days of ice storage ThusHere the trout that had grape seed oil orand rapeseed oil for instance had a more neutral flavor and odor profile compared to the other trout fed on linseed or sunflower oil´s. After 14 days of storage no effect of lipid type in the feed was observed, but the trout which had fish meal as protein source had higher intensity of several negative sensory descriptors compared to trout that had the vegetable protein matrix. Overall the results showed that the dietaryfeeds content of protein and lipid aeffecteds the sensory characteristics of the trout in different ways during the ice storage period

The effects of feed composition on the sensory quality of organic rainbow trout during ice storage

The focus of this work was to study which effects the type of protein and lipid source in the feed for organic Rainbow trout influences had on the sensory quality of final product. Two and four different protein and lipid sources were used in the experiment respectively. The protein sources were fishmeal and a mixture of protein from organic vegetable, while the lipid sources were fish oil and organic oil from linseed, sunflower, rapeseed and grape seed. Sensory analysis was performed after 3, 5, 7 and 14 days of storage in ice. The results showed that both protein and lipid source in the feed can influence sensory characteristics of the trout. After 3 and 7 days of storage in ice differences in the sensory characteristics between rainbow trout’s which have had different lipid sources in the feed were observed. While a difference between the trout fed with different protein sources were observed after 14 days of storage, indicating that vegetable protein in the feed increases the self-life of organic rainbow trout

Intercultural teaching and learning in dance and visual arts:Co-creating an artistic-educational space among South African children and artist-educators from Cape Town and Copenhagen

This paper explores a one week dance/visual arts project with 9-10 year old children from Black and Coloured townships that took place at the [blinded for review] Arts Centre in Cape Town, South Africa in February 2017. The project is run by an intercultural group of artist-educators and researchers residing in Denmark and South Africa. In the project the children explore ideas of the climate, seasons and elements of nature and see how they both make and receive imprints in the world. It thereby casts light on what children can learn through artistic-educational collaborations about their environment and life in general. The paper illuminates what expressions and experiences become possible in the co-created and ‘lived space’ (van Manen, 1990) of this place through ‘videographic participation’ and dialogues that include arts-based methods (Jones & Leavy, 2014) in both a critical (Apple, 2013) and embodied learning perspective (Wright, 2010; Danuser & Sabetti, 2001). A hermeneutic-phenomenological approach (van Manen, 1990) is used as a starting point for collecting ‘lived experiences’ of all the participants from the project week. Narratives in written and visual formats contribute to exploring what is specific about the space being created, what its purpose for the different participants is, what is specific about the place, what possibilities this place gives for the artistic teaching and learning processes, and what all this leads to from the perspectives of the children. The overarching question guiding both the teaching and the research methodology being: how to give the children a voice in all aspects of the project