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Pleurotus sajor-caju (Fr.) Singer was cultivated on selected agro wastes viz. cotton stalks, groundnut haulms, soybean straw, pigeon pea stalks and leaves and wheat straw, alone or in combinations. Cotton stalks, pigeon pea stalks and wheat straw alone or in combination were found to be more suitable than groundnut haulms and soybean straw for the cultivation. Organic supplements such as groundnut oilseed cake, gram powder and rice bran not only affected growth parameters but also increased yields. Thus bioconversion of lignocellulosic biomass by P. sajor-caju offers a promising way to convert low quality biomass into an improved human food. 相似文献
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Sadhana Joshi Sadhana Mane Vaishali Agte 《Indian journal of clinical biochemistry : IJCB》1991,6(2):97-103
Dietary fiber components e.g. cellulose, hemicellulose and lignin are estimated in 53 commonly consumed Indian foods, with
an objective to get an estimate of habitual level of intakes in Indians. Results indicate that there is a wide range of variation
in Indian foods in cellulose, hemicellulose and lignin content for all the classes of Indian foods. This is useful to modify
the diets with varying proportions of fiber but giving the same level of calories. When our values were compared with fifteen
values obtained by Kamat and Belavady (1) and nine values of Anuradhaet al (7) the values were found to be comparable (P>.01). However they were significantly different (P<.01) when compared with
eleven values of Premakumari (8). A computer program FIBER. INT based on cooked factors is developed for the calculation of
habitual level of cellulose, hemicellulose and lignin for Indian diets. Total NDF is in the range 20.5–47.6 grams per day
for 28 adult males and 15.2–26.1 grams per day for 6 females. However fiber expressed as gram per 1000 calories is 13.1 in
females as compared to 11.9 in males. Diets with combination of wheat and sorghum were highest in fiber content (12.5 gram
per 1000 K calories). 相似文献
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Marketing VP Jean Richen 《中国远程教育(综合版)》2005,(20):76
Auralog公司是1987年在法国成立的,基于一个语音实验室.这个语音实验室将语音识别技术发展得非常成熟.1990年该公司把E-Learning技术运用到了外语学习上,形成了一套完整的外语学习解决方案.到目前为止我们的客户在全球已达到六十七个国家. 相似文献
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Ferran Mane 《Economics of Education Review》1999,18(4):389
Using data from three longitudinal surveys of American high school students, I show that vocational courses helped non-college-bound students to start their work life more successfully. A comparison of the returns to academic and vocational course work for non-college-bound students who graduated in 1972, 1980 and 1992 finds that the short and medium term payoffs to vocational courses rose substantially between 1972 and 1980 and remained high in 1992. Holding a host of variables constant, academic course work had much smaller labour market payoffs than vocational course work. These findings contradict the often repeated claim that employers now seek workers with a good general education and are happy to teach the occupation specific skills necessary to do the job. High school students who do not plan to attend college full-time would be well advised to start studying a well paying occupation before they complete high school. [JEL: I20, J23, J24] 相似文献
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Philippe Jonnaert Domenico Masciotra Johanne Barrette Denise Morel Yaya Mane 《Prospects》2007,37(2):187-203
The article begins by drawing a distinction between the concepts of “curriculum” and “programme of study”, and goes on to
show that curriculum reform involves much more than simply rewriting programmes of study. The reforms that are presently sweeping
across education systems throughout the world qualify, in many cases, as true paradigm revolutions, given the magnitude of
the transition from an objectives-based to a competency-based pedagogy. The authors discuss the complex nature of a situated
approach to competence by exploring the theoretical foundations of a number of contemporary perspectives: situated action/cognition,
distributed cognition/intelligence, collective intelligence and enaction. The value of a situated approach to competence is
that it goes beyond an objectives-based pedagogy, while at the same time incorporating the best of what it has to offer.
Original language: French
Philippe Jonnaert (Belgium)
Doctoral degree in educational studies from the Université de Mons; formerly, a professor at the Université de Louvain-la-Neuve
in Belgium and the University of Sherbrooke in Canada; a visiting professor at the Université René Descartes, Paris 5-Sorbonne;
he is currently a full professor at the Université du Québec à Montréal (UQàM); director of the Observatoire des réformes
en education (ORé); and consultant to various international organizations on issues related to curriculum development. E-mail:
philippejonnaert@yahoo.ca
Domenico Masciotra (Canada)
Doctorate in educational studies from UQáM and completed post-doctoral studies at the Massachussetts Institute of Technology;
he is a researcher for ORé and consultant to the Ministère de l’éducation, du loisir et du sport (MELS) of Quebec. E-mail:
masciotra.domenico@videotron.ca
Johanne Barrette (Canada)
A graduate student in a doctoral programme of educational studies at UQáM; her dissertation concerns informal and tacit learning
acquired through practice in business settings. She has worked as an educational consultant for adult education in the workplace;
as an adult education teacher; as a project manager in charge of a number of Quebec-based and international projects on the
development of competencies in the workplace; and is currently a researcher at ORé. E-mail: barsav@sympatico.ca
Denise Morel (Canada)
Denise Morel holds two master’s degrees: in philosophy (McGill University, Montreal) and in Applied Linguistics (Concordia
University, Montreal); has worked as a teacher, educational consultant and analyst for the English Montreal School Board,
and as a part-time lecturer at Concordia University; has participated in several programme development projects for the MELS
of Quebec, and collaborates with ORé. E-mail: dmorel@emsb.qc.ca
Yaya Mane (Canada)
Holds a doctorate in educational studies from the Université Montréal; has taught at the Institut supérieur des sciences de
l’éducation de Guinée (ISSEG); he is presently a lecturer in the Faculty of Education at the Université Montréal;, a research
officer at the Centre interdisciplinaire de la formation de la profession enseignante (CRIFPE) at the Université Montréal;,
and a researcher at ORé. E-mail: yaya.mane@umontreal.ca 相似文献
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Economic theory predicts that improvements in signaling of achievement generated by external exit examination systems will (1) result in students learning more and this in turn will (2) enable them to get better paying jobs. Since New York State had the only statewide curriculum-based external exit exam system in the nation in the early 1990s, hypothesis 1 predicts that New York students should out perform socio-economically comparable students from other states. Cross section analysis of mean 8th grade NAEP math scores and SAT-I scores found that New York students were indeed about one grade level equivalent ahead of where one would expect given their socio-economic background. A similar analysis of dropout rate data found no differences between New York and other states. Hypothesis 2 was tested in HSB and NLS-88 data. Female students who reported that their high school required they pass a minimum competency exam in order to graduate were paid significantly more after they graduated from high school. Men did not earn more but did get a higher hourly wage. 相似文献
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