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Katharine H. Zeiders Sara D. Bayless Chelsea L. Derlan Adriana J. Umaña-Taylor Kimberly A. Updegraff Laudan B. Jahromi 《Child development》2019,90(3):e373-e385
Ethnic–racial identity (ERI) development and ethnic–racial discrimination are two salient experiences among adolescents in the United States. Despite growing awareness of the costs and benefits of these experiences individually, we know little about how they may influence one another. The current study examined competing hypotheses relating discrimination and components of ERI (i.e., exploration, resolution, affirmation) among a sample of Mexican-origin adolescent mothers (N = 181; Mage at Wave 1 = 16.83, SD = 1.01) across six waves of data. Findings revealed that within-person changes in discrimination predicted subsequent ERI resolution and affirmation; however, ERI did not predict subsequent discrimination. Between-person effects of discrimination on affirmation were significant. Our findings underscore the importance of discrimination experiences in shaping Mexican-origin adolescent mothers’ normative developmental competencies. 相似文献
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Bergey Bradley W. Ketelhut Diane Jass Liang Senfeng Natarajan Uma Karakus Melissa 《Journal of Science Education and Technology》2015,24(5):696-708
Journal of Science Education and Technology - The primary aim of the study was to examine whether performance on a science assessment in an immersive virtual environment was associated with changes... 相似文献
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Archer Louise Calabrese Barton Angela M. Dawson Emily Godec Spela Mau Ada Patel Uma 《Cultural Studies of Science Education》2022,17(2):405-438
Cultural Studies of Science Education - While there are many different frameworks seeking to identify what benefits young people might derive from participation in informal STEM (Science,... 相似文献
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Yogita S. Raut Uma S. Bhartiya Purushottam Kand Rohini W. Hawaldar Ramesh V. Asopa Lebana J. Joseph MGR Rajan 《Indian journal of clinical biochemistry : IJCB》2016,31(1):99-103
The aim was to study the genotoxic effect of high concentration of thyroxine (T4) in vivo in peripheral blood lymphocytes (PBL) of the patients suffering from thyroid disorders. The effect was compared by performing in vitro experiments with addition of increasing concentration of T4 (0.125–1 µM) in whole blood samples from healthy donors. Cytokinesis-blocked micronuclei (CBMN) assay method was used to assess the DNA damage in the PBL. The study included 104 patients which were grouped as control (n = 49), hyperthyroid (n = 31) and hypothyroid (n = 24). A significant increase in micronuclei (MN) frequency was observed in hyperthyroid patients when compared with the hypothyroid and euthyroid group thereby suggesting increased genotoxicity in hyperthyroidism (p < 0.001). A significant increase in MN frequency was observed at T4 concentration of 0.5 µM and above when compared to lower T4 concentrations (0.125 and 0.25 µM) and basal in in vitro experiments (p = 0.000). The results indicate that the T4 in normal concentration does not exhibit the genotoxic effect, as observed in both the in vivo and in vitro experiments. The toxicity of T4 increases at and above 0.5 μM concentration in vitro. Therefore acute T4 overdose should be handled promptly and effectively so as to avoid the possible genotoxic effect of high concentration of T4 in vivo. 相似文献
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Ajit Nighat Jabeen A.K. Handa Uma 《The Journal of Agricultural Education and Extension》2013,19(2):169-170
Abstract
Purpose
To explain how training and education events (TEEs) can be designed to increase the likelihood of achieving behavioural objectives. 相似文献7.
Caroline Dyer Archana Choksi Vinita Awasty Uma Iyer Renu Moyade Neerja Nigam 《比较教育学》2002,38(3):337-351
This paper argues for the need to adopt a more participatory and research-based approach to teacher development in India. Drawing on the experiences of a participatory teacher educator development project in three States, we discuss processes of developing a democratically orientated qualitative research team to work with teachers and teacher educators, highlighting the interplay between their education and socialisation and the demands of the methodology. In the second part of the paper, aspects of developing collaborative action research projects with teacher educators in the context of District Institutes of Education and Training are discussed. Both these approaches require the development of autonomy and critical reflexivity, and although there are tensions in this process, these emerge as vital components of developing a more democratic approach to teacher education. 相似文献
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A Small‐Scale Randomized Efficacy Trial of the Identity Project: Promoting Adolescents’ Ethnic–Racial Identity Exploration and Resolution 
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下载免费PDF全文 Adriana J. Umaña‐Taylor Sara Douglass Kimberly A. Updegraff Flavio F. Marsiglia 《Child development》2018,89(3):862-870
Adolescents’ ethnic–racial identity (ERI) formation represents an important developmental process that is associated with adjustment. The Identity Project intervention, grounded in developmental theory, was designed to engage adolescents in the ERI processes of exploration and resolution. The current small‐scale efficacy trial involved an ethnic–racially diverse sample of adolescents (N = 215; Mage = 15.02, SD = .68) from eight classrooms that were randomly assigned by classroom to the intervention or attention control group. Differences between conditions in ERI exploration at Time 2 were consistent with desired intervention effects; furthermore, higher levels of ERI exploration at Time 2 predicted increases in ERI resolution at Time 3 only for youth in the treatment condition. Findings provide preliminary evidence of program efficacy. 相似文献
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Uma SUTHERSANEN 《Learned Publishing》2007,20(1):59-68
On 9 Mar 2006, the District Court of Amsterdam upheld the Creative Commons (CC) licence in relation to photographs made available for the public on an online sharing website, but subject to a Creative Commons licence. This is the first known court decision involving a Creative Common licence, not only in the European Union, but worldwide, that has held that CC licences are valid and enforceable. This paper gives a critical analysis of the reasons for the popularity of Creative Commons licences and of the basic structure of the Creative Commons licensing regime in England and Wales. 相似文献