Ultrasound-Assisted Extraction of Anthocyanins from Haskap (Lonicera caerulea L.) Berries Using a Deep Eutectic Solvent (DES) DES Extraction of Anthocyanins from Haskap Berries     

Amanda M.G. MacLean  Yasmini P.A. Silva  Guangling Jiao  Marianne S. Brooks 《Food Technology and Biotechnology》2021,59(1):56

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The Accumulation of Educational Capital Among Young Blue-Collar Workers in Russia     

G. A. Cherednichenko 《Russian Education & Society》2014,56(8):37-61

Research on young blue-collar workers in Russia indicates that a large percentage of them continue to improve their educational qualifications during the first five years of employment, but that it declines after that time. The two most frequent reasons for upgrading their skills are a desire to leave blue-collar employment, and to increase the chances for promotion to higher skill levels and higher pay.  相似文献   

Debates About the Reform of the Russian Academy of Sciences     

V.G. Gorokhov 《Russian Education & Society》2014,56(11):75-86

The author contemplates the fate of Russian science in the light of the reforms that are going on today, and the requirements of bringing it into conformity with this country’s traditions as well as with international practices.  相似文献   

Job change in later life: A process of marginalization?     

Martin Nekola  Andrea Principi  Michal Švarc  Markéta Nekolová  Deborah Smeaton 《Educational gerontology》2018,44(7):403-415

Adopting a longitudinal approach, this article examines downward occupational mobility (DOM) later in working life and its effects on job satisfaction and perceptions of working conditions of older workers in Europe. The main aim was to test whether the risk that workers will be negatively impacted and marginalized in the labor market due to demotion into lower quality jobs is offset by benefits. Based on an ordinal logistic regression of merged Survey of Health, Ageing and Retirement in Europe and English Longitudinal Study of Ageing datasets, the study found a positive significant impact of DOM on overall job satisfaction. Moreover, DOM was associated with a statistically significant reduction in workload pressure, although it did increase physical work demand. This article adds to the literature on marginalization of workers with indications that the lower income and status associated with DOM at older ages may have offsetting benefits.  相似文献   

Survey on prerefferal practices: responses from State deparetments of education     

J Carter  G Sugai 《Exceptional children》1989,55(4):298-302

A six-item survey was sent to state directors of special education (or their equivalent) in all 50 states and the District of Columbia. Items were developed to assess the type and level of prereferral intervention usage reported by state level special education administrators. Despite a lack of empirical support and a relatively inconclusive success rate, many state level administrators reported that they require or recommended the use of prereferral intervention strategies.  相似文献   

Children hospitalized with child abuse and neglect: a case-control study     

J A Smith  R G Adler 《Child abuse & neglect》1991,15(4):437-445

A case-control study of 45 hospitalized abused children was conducted to reassess the risk factors for child abuse when confounding by social class was minimized. Cases were matched for age, sex, family structure, and social class with children admitted to hospital for an acute illness. Abused children were more likely to have younger parents, fewer siblings, and to have been separated from their mothers during the first year of life. Their parents were more likely to have been abused as children and to have a poor relationship with the child's other parent. The families of abused children had encountered more stressful life events in the preceding 12 months. Other previously recognized "risk factors" were not shown to have a statistically significant association with child abuse. Because child abuse is more prevalent in lower socioeconomic families, the association with many of these factors has been accepted as implying a causal relationship. Matching procedures which attempted to eliminate confounding by social class and family structure cast doubts on some previously held beliefs about the risk factors for child abuse.  相似文献   

Adolescents' and Parents' Conceptions of Parental Authority and Personal Autonomy   总被引：9，自引：0，他引：9  

Judith G. Smetana  Pamela Asquith 《Child development》1994,65(4):1147-1162

Conceptions of parental authority and ratings of adolescent-parent conflict were assessed in 68 sixth, eighth, and tenth graders and their parents. Boundaries of adolescent personal jurisdiction and conflict over these boundaries were examined. Participants judged the legitimacy of parental authority and rated the frequency and intensity of conflict regarding 24 hypothetical moral, conventional, personal, multifaceted (e.g., containing conventional and personal components), prudential, and friendship issues. Adolescents and parents agreed that parents should retain authority regarding moral and conventional issues. Parents treated multifaceted, friendship, prudential, and personal issues as more contingent on parental authority than did adolescents, based on conventional, prudential, and psychological reasons, whereas adolescents treated these issues as under personal jurisdiction, based on personal concerns. Personal reasoning and judgments increased with age. Multifaceted issues were discussed more than all other issues, but moral and conventional conflicts were more intense than all other conflicts. The findings are discussed in terms of previous research on parental authority and adolescent-parent conflict during adolescence.  相似文献   

Executive functions in elementary school children with and without problems in written expression     

Hooper SR  Swartz CW  Wakely MB  de Kruif RE  Montgomery JW 《Journal of learning disabilities》2002,35(1):57-68

This study examined the executive functioning of 55 elementary school children with and without problems in written expression. Two groups reflecting children with and without significant writing problems were defined by an average primary trait rating across two separate narratives. The groups did not differ in terms of chronological age, ethnicity, gender, socioeconomic status, special education status, or presence of attention problems or receptive vocabulary capabilities; however, they did differ in reading decoding ability, and this variable was controlled for in all analyses. Dependent measures included tasks tapping an array of executive functions grouped conceptually in accordance with a model of executive functioning reflecting the following domains: initiate, sustain, set shifting, and inhibition/stopping. Analysis of covariance (ANCOVA) procedures revealed statistically significant group differences on the initiation and set shift domains, with the sustaining domain approaching significance. Children with writing problems performed more poorly in each of these domains, although the effect sizes were small. A multiple regression that employed these four factors and the reading decoding variable to predict the primary trait score from the written narratives revealed a statistically significant regression function; however, reading decoding contributed most of the unique variance to the writing outcome. These findings point out the importance of executive functions in the written language process for elementary school students, but highlight the need to examine other variables when studying elementary school-age children with written expression problems.  相似文献   

Hierarchical structures in expert performance     

Thomas G. Dunn  Christine A. Taylor 《Educational technology research and development : ETR & D》1990,38(2):5-18

This paper describes the use of learning-hierarchy analysis in studies of expertise. A hierarchical analysis was carried out on expertise in language-arts teacher planning for a short story. The resulting hierarchy depicted a complex pattern of prerequisite intellectual skills integrating knowledge of students, reading difficulty, strategies/activities, and the author (Stephen Crane). Of particular interest was that each branch of the hierarchy included “fuzzy sets,” that is, complex conceptual knowledge that experts were usually unable to explain. All elements in the hierarchy were capabilities learned from experience as opposed to direct instruction. It was recommended that advice-strategies developed from hierarchical analysis could be used to facilitate the development of expertise. These strategies do not teach expertise directly but encourage the learner to glean the most from task-relevant experience.  相似文献   

The effect of teachers' language on students' conceptions of the nature of science     

Dana L. Zeidler  Norman G. Lederman 《科学教学研究杂志》1989,26(9):771-783

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