Eleven substances including naphthalenones, naphthoquinones, unsymmetrical naphthoquinone dimers and a chlorinated diphenyl ether, three of which are new, have been isolated from the fungus Phaeosphaeria sp. The absolute stereochemistry of naphthalenones has been determined by the Mosher and exciton chirality methods. The biological activity of these compounds against Mycobacterium tuberculosis and cytotoxicity against KB, BCA, NCI-H 187 and Vero cell lines were evaluated.

This paper attempt to offer research digest of ethnography as a way of seeing which perceive having interrelated with Anthropology. Human being associated to culture, ethics and moral, aesthetic, value, and so on, these are considered as arts. As I perceive an outstanding feature of ethnography as a way of seeing spontaneously bond with arts, so I afford to provide an insight example of ethnography and provide an inspiring a way of employing ethnography to describe phenomena or circumstance in STEAM Education. I have offer the notion of implementing ethnography as a way of seeing for teacher on STEAM teaching in three stages, implementing ethnography in designing story for teaching topic, implementing ethnography during teaching process, implementing ethnography for assess students leaning.

This research aims to examine teacher’s initial perceptions of STEM Education. The participants in this study were 43 in-service STEM related subject teachers from the northeastern region in Thailand who were keen on participating in the STEM Education for Educators Module, Khon Kaen University. The data was collected through an open-ended questionnaire of Teacher’s Perceptions of STEM Education (TP-STEM) prior to the process of professional development beginning. The aspects of TP-STEM included (1) STEM concept; (2) Experience implementing STEM; (3) STEM PK; (4) Teacher’ competency for STEM education; (5) Assessment in STEM education; (6) Supporting STEM education in schools; and (7) Research in STEM education. An interpretative paradigm was implemented as a methodology to interpret qualitative data in this research. Research findings were discussed around seven aspects of teacher’s perceptions of STEM education according to the TPSTEM questionnaire. The findings reveal that teacher’s perceptions of the STEM concept goes around the term integrated STEM disciplines. Surprisingly, the majority of teachers had never implemented STEM education in their teaching and a number of teachers tend to separate STEM teaching into each discipline rather than link the disciplines for problem solving. Key PK in STEM education was emphasised on practicing, active learning, and integrated disciplines. Teacher’s indicated PK (PK) as the most significant competency for STEM education, whereas partnership was also considered as a competency to support successful STEM implementation. Authentic assessment and formative assessment were emphasised as key features for assessment in STEM education. Teachers indicated good organisation and support from schools on resources, policy, and professional development for successful STEM implementation. Also, enhancing student’s skills, and innovation were indicated as a focus for STEM education research. These findings could explicitly indicate the trail for professional development (PD) provided that teacher’s ideas about STEM education are related closely to the STEM philosophy from the basic background to implications for a more efficient outcome for implementing STEM education in schools. Moreover, there were indications of the need for support from the Ministry of Education, school administrations, and experts from universities in order to produce effective STEM Education in Thailand. The paper has implications for STEM education professional development not only in Thailand but also for Asia Pacific countries.