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Jurgile</title> <meta name="description" content="Search results for: Vaida Jurgile"> <meta name="keywords" content="Vaida Jurgile"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler 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id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="Vaida Jurgile"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 8</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: Vaida Jurgile</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8</span> Differences and Similarities between Concepts of Good, Great, and Leading Teacher</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vilma%20Zydziunaite">Vilma Zydziunaite</a>, <a href="https://publications.waset.org/abstracts/search?q=Vaida%20Jurgile"> Vaida Jurgile</a>, <a href="https://publications.waset.org/abstracts/search?q=Roman%20Balandiuk"> Roman Balandiuk</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Good, great, and leading teachers are experienced and respected role models, who are innovative, organized, collaborative, trustworthy, and confident facilitators of learning. They model integrity, have strong interpersonal and communication skills, display the highest level of professionalism, a commitment to students, and expertise, and demonstrate a passion for student learning while taking the initiative as influential change agents. Usually, we call them teacher(s) leaders by integrating three notions such as good, great, and leading in a one-teacher leader. Here are described essences of three concepts: ‘good teacher,’ ‘great teacher,’ and teacher leader’ as they are inseparable in teaching practices, teacher’s professional life, and educational interactions with students, fellow teachers, school administration, students’ families and school communities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=great%20teacher" title="great teacher">great teacher</a>, <a href="https://publications.waset.org/abstracts/search?q=good%20teacher" title=" good teacher"> good teacher</a>, <a href="https://publications.waset.org/abstracts/search?q=leading%20teacher" title=" leading teacher"> leading teacher</a>, <a href="https://publications.waset.org/abstracts/search?q=school" title=" school"> school</a>, <a href="https://publications.waset.org/abstracts/search?q=student" title=" student"> student</a> </p> <a href="https://publications.waset.org/abstracts/154354/differences-and-similarities-between-concepts-of-good-great-and-leading-teacher" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/154354.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">147</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7</span> Lifeworld Research of Teacher Leadership through Educational Interactions with Students in a Classroom: Three Levels</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vilma%20Zydziunaite">Vilma Zydziunaite</a>, <a href="https://publications.waset.org/abstracts/search?q=Vaida%20Jurgile"> Vaida Jurgile</a>, <a href="https://publications.waset.org/abstracts/search?q=Roman%20Balandiuk"> Roman Balandiuk</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The concept of teacher leadership is related to professionals who are capable to influence the organisational culture and behavior. The study aim was to gain the understanding of how teachers experience leadership through educational interactions with students in a classroom. The aim of the research is to identify how teachers experience leadership in their everyday professional life through educational interactions with students in a classroom. The lifeworld research was performed in the study. Twenty-four teachers participated in qualitative research. Data was collected via semi-structured interviews and analysed by using phenomenological analysis. Findings highlight that teacher leadership through educational interactions with students in a classroom is implemented through the following aspects: contributing, being authentic and demarcating, being influential, empowering, respecting, ensuring equality, contributing, being acknowledged, experiencing resentment, and being condemned. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teacher%20leadership" title="teacher leadership">teacher leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=school" title=" school"> school</a>, <a href="https://publications.waset.org/abstracts/search?q=student" title=" student"> student</a>, <a href="https://publications.waset.org/abstracts/search?q=lifeworld%20research" title=" lifeworld research"> lifeworld research</a>, <a href="https://publications.waset.org/abstracts/search?q=phenomenology" title=" phenomenology"> phenomenology</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20experience" title=" professional experience"> professional experience</a> </p> <a href="https://publications.waset.org/abstracts/154355/lifeworld-research-of-teacher-leadership-through-educational-interactions-with-students-in-a-classroom-three-levels" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/154355.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">87</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6</span> Constructivist Grounded Theory of Intercultural Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vaida%20Jurgile">Vaida Jurgile</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Intercultural learning is one of the approaches taken to understand the cultural diversity of the modern world and to accept changes in cultural identity and otherness and the expression of tolerance. During intercultural learning, students develop their abilities to interact and communicate with their group members. These abilities help to understand social and cultural differences, to form one’s identity, and to give meaning to intercultural learning. Intercultural education recognizes that a true understanding of differences and similarities of another culture is necessary in order to lay the foundations for working together with others, which contributes to the promotion of intercultural dialogue, appreciation of diversity, and cultural exchange. Therefore, it is important to examine the concept of intercultural learning, revealed through students’ learning experiences and understanding of how this learning takes place and what significance this phenomenon has in higher education. At a scientific level, intercultural learning should be explored in order to uncover the influence of cultural identity, i.e., intercultural learning should be seen in a local context. This experience would provide an opportunity to learn from various everyday intercultural learning situations. Intercultural learning can be not only a form of learning but also a tool for building understanding between people of different cultures. The research object of the study is the process of intercultural learning. The aim of the dissertation is to develop a grounded theory of the process of learning in an intercultural study environment, revealing students’ learning experiences. The research strategy chosen in this study is a constructivist grounded theory (GT). GT is an inductive method that seeks to form a theory by applying the systematic collection, synthesis, analysis, and conceptualization of data. The targeted data collection was based on the analysis of data provided by previous research participants, which revealed the need for further research participants. During the research, only students with at least half a year of study experience, i.e., who have completed at least one semester of intercultural studies, were purposefully selected for the research. To select students, snowballing sampling was used. 18 interviews were conducted with students representing 3 different fields of sciences (social sciences, humanities, and technology sciences). In the process of intercultural learning, language expresses and embodies cultural reality and a person’s cultural identity. It is through language that individual experiences are expressed, and the world in which Others exist is perceived. The increased emphasis is placed on the fact that language conveys certain “signs’ of communication and perception with cultural value, enabling the students to identify the Self and the Other. Language becomes an important tool in the process of intercultural communication because it is only through language that learners can communicate, exchange information, and understand each other. Thus, in the process of intercultural learning, language either promotes interpersonal relationships with foreign students or leads to mutual rejection. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=intercultural%20learning" title="intercultural learning">intercultural learning</a>, <a href="https://publications.waset.org/abstracts/search?q=grounded%20theory" title=" grounded theory"> grounded theory</a>, <a href="https://publications.waset.org/abstracts/search?q=students" title=" students"> students</a>, <a href="https://publications.waset.org/abstracts/search?q=other" title=" other"> other</a> </p> <a href="https://publications.waset.org/abstracts/175614/constructivist-grounded-theory-of-intercultural-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/175614.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">65</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5</span> Solution to Increase the Produced Power in Micro-Hydro Power Plant</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Radu%20Pop">Radu Pop</a>, <a href="https://publications.waset.org/abstracts/search?q=Adrian%20Bot"> Adrian Bot</a>, <a href="https://publications.waset.org/abstracts/search?q=Vasile%20Rednic"> Vasile Rednic</a>, <a href="https://publications.waset.org/abstracts/search?q=Emil%20Bruj"> Emil Bruj</a>, <a href="https://publications.waset.org/abstracts/search?q=Oana%20Raita"> Oana Raita</a>, <a href="https://publications.waset.org/abstracts/search?q=Liviu%20Vaida"> Liviu Vaida</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Our research presents a study concerning optimization of water flow capture for micro-hydro power plants in order to increase the energy production. It is known that the fish ladder whole, were the water is capture is fix, and the water flow may vary with the river flow, this means that on the fish ladder we will have different servitude flows, sometimes more than needed. We propose to demonstrate that the ‘winter intake’ from micro-hydro power plant, could be automated with an intelligent system which is capable to read some imposed data and adjust the flow in to the needed value. With this automation concept, we demonstrate that the performance of the micro-hydro power plant could increase, in some flow operating regimes, with approx. 10%. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=energy" title="energy">energy</a>, <a href="https://publications.waset.org/abstracts/search?q=micro-hydro" title=" micro-hydro"> micro-hydro</a>, <a href="https://publications.waset.org/abstracts/search?q=water%20intake" title=" water intake"> water intake</a>, <a href="https://publications.waset.org/abstracts/search?q=fish%20ladder" title=" fish ladder"> fish ladder</a> </p> <a href="https://publications.waset.org/abstracts/89213/solution-to-increase-the-produced-power-in-micro-hydro-power-plant" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/89213.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">234</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4</span> Innovation Policy and Development of Creative Industries: Case Study of Lithuanian Animation Industry</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tomas%20Mitkus">Tomas Mitkus</a>, <a href="https://publications.waset.org/abstracts/search?q=Vaida%20Nedzinskait%C4%97-Mitk%C4%97"> Vaida Nedzinskaitė-Mitkė </a> </p> <p class="card-text"><strong>Abstract:</strong></p> The objective of this study is to identify and explore how adequate is modern innovation support mechanism to developed creative industries. We argue that current development and support strategy for creative industries, although acknowledge high correlation between innovation and creativity, do not seek to improve conditions to promote systematic innovation development in the creative sector. Using the Lithuanian animation industry as a case study, this paper will examine innovation contribution to creativity and, for that matter, the competitiveness of animation enterprises. This paper proposes insights that contribute to theoretical and practical discussions on how creative profile companies build national and international competitiveness through innovations. The conclusions suggest that development of creative industries could greatly benefit if policymakers would implement tools that would encourage creative profile enterprises to invest in to development of innovation at a constant rate. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=creative%20industries" title="creative industries">creative industries</a>, <a href="https://publications.waset.org/abstracts/search?q=innovation%20policy" title=" innovation policy"> innovation policy</a>, <a href="https://publications.waset.org/abstracts/search?q=innovation" title=" innovation"> innovation</a>, <a href="https://publications.waset.org/abstracts/search?q=management" title=" management"> management</a> </p> <a href="https://publications.waset.org/abstracts/68904/innovation-policy-and-development-of-creative-industries-case-study-of-lithuanian-animation-industry" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/68904.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">372</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3</span> Decision Making Communication in the Process of Technologies Commercialization: Archival Analysis of the Process Content</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vaida%20Zemlickiene">Vaida Zemlickiene</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Scientists around the world and practitioners are working to identify the factors that influence the results of technology commercialization and to propose the ideal model for the technology commercialization process. In other words, all stakeholders of technology commercialization seek to find a formula or set of rules to succeed in commercializing technologies in order to avoid unproductive investments. In this article, the process of commercialization technology is understood as the process of transforming inventions into marketable products, services, and processes, or the path from the idea of using an invention to a product that incorporates process from 1 to 9 technology readiness level (TRL). There are many publications in the field of management literature, which are aimed at managing the commercialization process. However, there is an apparent lack of research for communication in decision-making in the process of technology commercialization. Works were done in the past, and the last decade's global research analysis led to the unambiguous conclusion that the methodological framework is not mature enough to be of practical use in business. The process of technology commercialization and the decisions made in the process should be explored in-depth. An archival analysis is performed to find insights into decision-making communication in the process of technologies commercialization, to find out the content of technology commercialization process: decision-making stages and participants, to analyze the internal factors of technology commercialization, to perform their critical analysis, to analyze the concept of successful/unsuccessful technology commercialization. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=the%20process%20of%20technology%20commercialization" title="the process of technology commercialization">the process of technology commercialization</a>, <a href="https://publications.waset.org/abstracts/search?q=communication%20in%20decision-making%20process" title=" communication in decision-making process"> communication in decision-making process</a>, <a href="https://publications.waset.org/abstracts/search?q=the%20content%20of%20technology%20commercialization%20process" title=" the content of technology commercialization process"> the content of technology commercialization process</a>, <a href="https://publications.waset.org/abstracts/search?q=successful%2Funsuccessful%20technology%20commercialization" title=" successful/unsuccessful technology commercialization"> successful/unsuccessful technology commercialization</a> </p> <a href="https://publications.waset.org/abstracts/126115/decision-making-communication-in-the-process-of-technologies-commercialization-archival-analysis-of-the-process-content" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/126115.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">153</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2</span> Changes in Chromatographically Assessed Fatty Acid Profile during Technology of Dairy Products</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lina%20Lauciene">Lina Lauciene</a>, <a href="https://publications.waset.org/abstracts/search?q=Vaida%20Andruleviciute"> Vaida Andruleviciute</a>, <a href="https://publications.waset.org/abstracts/search?q=Ingrida%20Sinkeviciene"> Ingrida Sinkeviciene</a>, <a href="https://publications.waset.org/abstracts/search?q=Mindaugas%20Malakauskas"> Mindaugas Malakauskas</a>, <a href="https://publications.waset.org/abstracts/search?q=Loreta%20Serniene"> Loreta Serniene</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Dairy product manufacturers constantly are looking for new markets for their production. And in most cases, the problem of product compliance with the composition requirements of foreign products is highlighted. This is especially true of the composition of milk fat in dairy products. It is well known that there are many factors such as feeding ratio, season, cow breed, stage of lactation that affect the fatty acid composition in milk. However, there is less evidence on the impact of the technological process on the composition of fatty acids in raw milk and products made from it. In this study the influence of the technological process on fat composition in 82% fat butter, 15% fat curd, 3.6% fat yogurt and 2.5% fat UHT milk was determined. The samples were collected at each stage of production, starting with raw milk and ending with the final product in the Lithuanian milk-processing company. Fatty acids methyl esters were quantified using a GC (Clarus 680, Perkin Elmer) equipped with flame ionization detector (FID) and a capillary column SP-2560, 100 m x 0.25 mm id x 0.20 µm. Fatty acids peaks were identified using Supelco® 37 Component FAME Mix. The concentration of each fatty acid was expressed in percent of the total fatty acid amount. In the case of UHT milk production, it was compared raw milk, cream, milk mixture, and UHT milk but significant differences were not estimated between these stages. Analyzing stages of the yogurt production (raw milk, pasteurized milk, and milk with a starter culture and yogurt), no significant changes were detected between stages as well. A slight difference was observed with C4:0 - a percentage of this fatty acid was less (p=0.053) in the final stage than in milk with the starter culture. During butter production, the composition of fatty acids in raw cream, buttermilk, and butter did not change significantly. Only C14:0 decreased in the butter then compared to buttermilk. The curd fatty acid analysis showed the increase of C6:0, C8:0, C10:0, C11:0, C12:0 C14:0 and C17:0 at the final stage when compared to raw milk, cream, milk mixture, and whey. Meantime the increase of C18:1n9c (in comparison with milk mixture and curd) and C18:2n6c (in comparison with raw milk, milk mixture, and curd) was estimated in cream. The results of this study suggest that the technological process did not affect the composition of fatty acids in UHT milk, yogurt, butter, and curd but had the impact on the concentration of individual fatty acids. In general, all of the fatty acids from the raw milk were converted into the final product, only some of them slightly changed the concentration. Therefore, in order to ensure an appropriate composition of certain fatty acids in the final product, producers must carefully choose the raw milk. Acknowledgment: This research was funded by Lithuanian Ministry of Agriculture (No. MT-17-13). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=dairy%20products" title="dairy products">dairy products</a>, <a href="https://publications.waset.org/abstracts/search?q=fat%20composition" title=" fat composition"> fat composition</a>, <a href="https://publications.waset.org/abstracts/search?q=fatty%20acids" title=" fatty acids"> fatty acids</a>, <a href="https://publications.waset.org/abstracts/search?q=technological%20process" title=" technological process"> technological process</a> </p> <a href="https://publications.waset.org/abstracts/100945/changes-in-chromatographically-assessed-fatty-acid-profile-during-technology-of-dairy-products" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/100945.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">172</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1</span> The Use of Antioxidant and Antimicrobial Properties of Plant Extracts for Increased Safety and Sustainability of Dairy Products</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Loreta%20Serniene">Loreta Serniene</a>, <a href="https://publications.waset.org/abstracts/search?q=Dalia%20Sekmokiene"> Dalia Sekmokiene</a>, <a href="https://publications.waset.org/abstracts/search?q=Justina%20Tomkeviciute"> Justina Tomkeviciute</a>, <a href="https://publications.waset.org/abstracts/search?q=Lina%20Lauciene"> Lina Lauciene</a>, <a href="https://publications.waset.org/abstracts/search?q=Vaida%20Andruleviciute"> Vaida Andruleviciute</a>, <a href="https://publications.waset.org/abstracts/search?q=Ingrida%20Sinkeviciene"> Ingrida Sinkeviciene</a>, <a href="https://publications.waset.org/abstracts/search?q=Kristina%20Kondrotiene"> Kristina Kondrotiene</a>, <a href="https://publications.waset.org/abstracts/search?q=Neringa%20Kasetiene"> Neringa Kasetiene</a>, <a href="https://publications.waset.org/abstracts/search?q=Mindaugas%20Malakauskas"> Mindaugas Malakauskas</a> </p> <p class="card-text"><strong>Abstract:</strong></p> One of the most important areas of product development and research in the dairy industry is the product enrichment with active ingredients as well as leading to increased product safety and sustainability. The most expanding field of the active ingredients is the various plants' CO₂ extracts with aromatic, antioxidant and antimicrobial properties. In this study, 15 plant extracts were evaluated based on their antioxidant, antimicrobial properties as well as sensory acceptance indicators for the development of new dairy products. In order to increase the total antioxidant capacity of the milk products, it was important to determine the content of phenolic compounds and antioxidant activity of CO₂ extract. The total phenolic content of fifteen different commercial CO₂ extracts was determined by the Folin-Ciocalteu reagent and expressed as milligrams of the Gallic acid equivalents (GAE) in gram of extract. The antioxidant activities were determined by 2.2′-azinobis-(3-ethylbenzthiazoline)-6-sulfonate (ABTS) methods. The study revealed that the antioxidant activities of investigated CO₂ extract vary from 4.478-62.035 µmole Trolox/g, while the total phenolic content was in the range of 2.021-38.906 mg GAE/g of extract. For the example, the estimated antioxidant activity of Chinese cinnamon (Cinammonum aromaticum) CO₂ extract was 62.023 ± 0.15 µmole Trolox/g and the total flavonoid content reached 17.962 ± 0.35 mg GAE/g. These two parameters suggest that cinnamon could be a promising supplement for the development of new cheese. The inhibitory effects of these essential oils were tested by using agar disc diffusion method against pathogenic bacteria, most commonly found in dairy products. The obtained results showed that essential oil of lemon myrtle (Backhousia citriodora) and cinnamon (Cinnamomum cassia) has antimicrobial activity against E. coli, S. aureus, B. cereus, P. florescens, L. monocytogenes, Br. thermosphacta, P. aeruginosa and S. typhimurium with the diameter of inhibition zones variation from 10 to 52 mm. The sensory taste acceptability of plant extracts in combination with a dairy product was evaluated by a group of sensory evaluation experts (31 individuals) by the criteria of overall taste acceptability in the scale of 0 (not acceptable) to 10 (very acceptable). Each of the tested samples included 200g grams of natural unsweetened greek yogurt without additives and 1 drop of single plant extract (essential oil). The highest average of overall taste acceptability was defined for the samples with essential oils of orange (Citrus sinensis) - average score 6.67, lemon myrtle (Backhousia citriodora) – 6.62, elderberry flower (Sambucus nigra flos.) – 6.61, lemon (Citrus limon) – 5.75 and cinnamon (Cinnamomum cassia) – 5.41, respectively. The results of this study indicate plant extracts of Cinnamomum cassia and Backhousia citriodora as a promising additive not only to increase the total antioxidant capacity of the milk products and as alternative antibacterial agent to combat pathogenic bacteria commonly found in dairy products but also as a desirable flavour for the taste pallet of the consumers with expressed need for safe, sustainable and innovative dairy products. Acknowledgment: This research was funded by the European Regional Development Fund according to the supported activity 'Research Projects Implemented by World-class Researcher Groups' under Measure No. 01.2.2-LMT-K-718. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=antioxidant%20properties" title="antioxidant properties">antioxidant properties</a>, <a href="https://publications.waset.org/abstracts/search?q=antimicrobial%20properties" title=" antimicrobial properties"> antimicrobial properties</a>, <a href="https://publications.waset.org/abstracts/search?q=cinnamon" title=" cinnamon"> cinnamon</a>, <a href="https://publications.waset.org/abstracts/search?q=CO%E2%82%82%20plant%20extracts" title=" CO₂ plant extracts"> CO₂ plant extracts</a>, <a href="https://publications.waset.org/abstracts/search?q=dairy%20products" title=" dairy products"> dairy products</a>, <a href="https://publications.waset.org/abstracts/search?q=essential%20oils" title=" essential oils"> essential oils</a>, <a href="https://publications.waset.org/abstracts/search?q=lemon%20myrtle" title=" lemon myrtle"> lemon myrtle</a> </p> <a href="https://publications.waset.org/abstracts/100956/the-use-of-antioxidant-and-antimicrobial-properties-of-plant-extracts-for-increased-safety-and-sustainability-of-dairy-products" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/100956.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">204</span> </span> </div> </div> </div> </main> <footer> <div id="infolinks" class="pt-3 pb-2"> <div class="container"> <div style="background-color:#f5f5f5;" class="p-3"> <div class="row"> <div class="col-md-2"> <ul class="list-unstyled"> About <li><a href="https://waset.org/page/support">About Us</a></li> 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