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Pigeon pea (Cajanus cajan) is one type of legume that is not yet popular in Indonesia, especially in South Sulawesi. Despite its high nutritional content, pigeon pea contains an anti-nutritional compound called phytic acid, which can inhibit nutrient absorption. This study aims to determine the effect of soaking, boiling, and fermentation on the reduction of phytic acid levels and the nutritional characteristics of pigeon pea. The research was conducted in two stages: the first stage to examine the effect of treatments on the reduction of phytic acid, and the second stage to characterize the nutritional components of pigeon pea flour after the best treatment was obtained. The results showed that 48-hour fermentation resulted in the highest reduction of phytic acid levels at 72.01%, while 24-hour soaking resulted in the lowest reduction at 53.705%. Nutritional characterization in the second stage showed that fermented pigeon pea had a moisture content of 7.53%, ash content of 2.56%, protein content of 20.61%, fat content of 0.80%, and carbohydrate content of 68.51%. In conclusion, 48-hour fermentation is the best treatment to reduce phytic acid levels in pigeon pea, with a reduction of 72.01%

Non-flaky crackers are a snack made from wheat flour, which are not layered, dense, massive, and crunchy. The crackers in this study were made by combining flour, pigeon pea tempeh flour (Cajanus cajan) and black garlic (Allium sativum). The purpose of this study was to determine the quality of the crackers and the best combination of flour, pigeon pea tempeh flour and black garlics. This study used a completely randomized design with three repetitions. The ratio of flour, pigeon pea tempeh flour, and black garlic in the control was 100:0:0; in product A that is 85:10:15; in product B that is 70:20:10; and in product C that is 55:30:5. Crackers of all treatments were analyzed chemically, physically, microorganism, and organoleptic. Crackers with the best combination were product A with a ratio of 85% flour: 10% pigeon pea tempeh flour: and 5% black garlics with a moisture content of 3.36%, ash content of 1.46%, fat content of 20.56%, protein content of 9.35%, carbohydrate content 65.26%, antioxidant activity of 51.25%, total plate number of 1.7 x 102, total yeast and mould of 7.6 x 101, texture of 10.64 N and organoleptic score of 3.13.

ABSTRAK Kacanggudemerupakansalahsatusumberantioksidanpotensialyangmemilikitingkatserat makanan, mineral total, vitamin C, kandungan fenolik dan kapasitas anti radikal bebas lebih tinggi serta kadar lemak dan indeks glikemik lebih rendah dibandingkan dengankacang –kacangan lainnya. Formulasi produk dalam bentuk crackers dengan substitusi tepung kacang gude dapat menjadi alternatif makanan fungsional dalam pencegahan obesitas. Faktor utama dalam pencegahan obesitas adalah pengontrolan rasa kenyang dan rasa lapar. Salah satu hormon yang dapat digunakan pada dua faktor tersebut yaitu kolesistokinin(CCK). Penelitian ini menggunakan RAL empat faktor tingkat substitusi tepung kacang gude pada crackers yaitu sebesar 0% (kontrol), 10%, 15%, dan 20%. Formulasi crackers terbaik didapatkan pada substitusi 20% yang memiliki kandungan lemak rendah dan kandungan seratserta protein yang tinggi sehingga dapat berkontribusi pada respon CCK yang lebih tinggi pula.Selain itu,crackers terpilih mendapatkan hasil analisis kimia dan penerimaan responden yang lebih baikpula. Kata kunci: Crackers, Kolesistokinin (CCK), Kacang gude, Obesitas, Rasa kenyang ABSTRACT Gudebeans(Pigeonpea)areoneofthepotentialsourcesofantioxidantsthathavehigherlevels ofdietaryfiber,totalminerals,vitaminC,phenoliccontent, anti-freeradicalcapacityandlowerfatcontent compared to other beans. The productformulationsofcrackerswith the substitution of gude bean flour can be an alternative functional food inpreventingobesity.The main factor in preventing obesity is controlling satiety and hunger.Hormonesthatcanbeusedfor these two factors ischolecystokinin (CCK). Thisstudyusedafour-factorRALof the gude bean flour substitution level on crackers;0% (control),10%, 15%, and 20%. The best crackers formulation was found in the20% substitution which has low fat content, high fiber and protein content so that it can contribute to a higher CCK response. In addition, the selected crackers got better chemical analysis results and respondentacceptance. Keywords: Crackers, Cholecystokinin (CCK), Obesity, Pigeon pea, Satiety

In this article we explicate our way of assessing the South African Kha Ri Gude Mass Literacy Campaign, and in particular its impact in the Eastern Cape. We provide an account primarily of focus group sessions conducted in 2013 and again in 2014 with volunteer educators and past learners in the campaign. We concentrate on the way in which relationships with these participants and with coordinators in the province were established towards the creation of findings. We outline how our evaluative purpose could be seen as incorporating a social justice agenda (as in developmental evaluation) in that it was aimed at strengthening literacy initiatives as a human right. We conclude with some considerations around catalytic validity as a criterion for judging research practices. We reflect upon how this notion of validity can justify our research as being directed towards potentially activating further options for literacy initiatives to contribute to personal and community development.

Olivia Gude has a long and distinguished career as both a public artist and an art educator. She is currently the Angela Gregory Paterakis Professor and Chair of Art Education at the School of the Art Institute of Chicago (SAIC), where she works with graduate and undergraduate students to prepare for working as artist educators in school and community settings. Her scholarly work includes a number of articles and book chapters about art education and community art. Prof. Gude has worked as a community public artist for many years and has created over 30 large-scale mural and mosaic projects, working with intergenerational groups, teens, elders, and children. I interviewed Prof. Gude at the SAIC building in downtown Chicago to discuss how her school, university, and community art engagement as well as her work with the National Coalition for Core Arts Standards, might offer suggestions for transforming arts education for the twenty-first century and provide authentic connections between school and community. Prof. Gude discusses important enduring understandings and big ideas from the new Visual Arts National Core Arts Standards, the Spiral Workshop youth art and research project she created while at University of Illinois at Chicago, and how her experience as a community artist informs her work with students in classroom settings.

Girls' education is affected by forms of violence and teenage pregnancy, resulting in school dropouts. Governments have established Behavior Change Communication (BCC) approaches to address these issues, but with limited success. This study assessed teenage girls' perceived views on the best BCC strategies for eradicating these education issues. It explored their understanding of current approaches, identified the most effective methods, and suggested improvements for girls' education. Using an exploratory design, data were collected through interview guides and Focus Group Discussions (FGDs) involving 105 teenage girls, 10 parents, and 5 key informants. Various sampling techniques were employed, and data were analyzed thematically. Results on current approaches indicated strategies such as economic empowerment, parental involvement, media campaigns, counseling centers, reproductive health education, and disciplinary measures. The best and most effective approaches identified included testimony-telling, community committees for reproductive health education, access to educational materials, parental support, fostering self-dignity, and appropriate disciplinary actions. Suggestions for improving girls' education encompassed enhanced monitoring and evaluation, promotion of respectful language use, involvement of religious and community leaders, peer support systems, and fair disciplinary measures. The study contributes to a deeper understanding of effective approaches to addressing girls' education challenges and concludes that a well-coordinated, multi-stakeholder implementation of these strategies is essential for success.

Garut adalah salah satu umbi lokal yang berpotensi di Indonesia yang memiliki kadar amilosa yang tinggi, sedangkan kacang gude adalah kacang-kacangan dengan kandungan protein yang tinggi. Bihun adalah produk olahan yang terbuat dari beras. Kandungan amilosa garut yang tinggi dan kandungan protein kacang gude yang tinggi pula berpotensi untuk menggantikan beras sebagai bahan baku bihun. Karaginan merupakan suatu jenis hidrokoloid yang telah banyak digunakan dalam bidang pangan yang dapat meningkatkan karakteristik fungsional dari pati, tekstur dan sifat reologikal, dan meningkatkan kualitas dan stabilitas dari produk pangan. Penelitian ini menggunakan Rancangan Acak Lengkap (RAL) 1 faktor, yaitu penambahan karaginan pada campuran tepung garut dan tepung kecambah kacang gude (60:40) dan STPP 0,3% (b/b) yang terdiri dari 7 level (0%; 0.50%; 0.60%; 0.70%; 0.80%; 0.90% dan 1%). Penambahan karaginan dengan konsentrasi 1 % memiliki nilai karakteristik pasta yang paling mendekati dengan nilai karakteristik pasta tepung beras.

Gude and Godlie Ballatis Noted Ross W. Duffin (ed.). Recent Researches in the Music of the Renaissance, no. 174. Middleton, Wisconsin: A-R Editions, 2022. ISBN: 978-1-98720-820-7 Gude and Godlie Ballatis [...]

In this article, we locate the "Kha Ri Gude" South African Mass Literacy Campaign within the context of the problem of illiteracy and exclusion in South Africa, while concentrating on various post-apartheid initiatives designed to give visually challenged adults the opportunity to become literate. We shall provide a detailed account of focus group sessions organised in 2012; the aim of these sessions was to explore the experiences of blind literacy practitioners who were charged with the supervision and coordination of Braille literacy classes for blind, illiterate adults. We suggest that the way the practitioners expressed what being involved in the Campaign meant for them for an extended period (three years or more) gives us a glimpse of how, through their roles as literacy organisers, they were able to engender agency among blind adult literacy learners and themselves.