Product Quality Assurance Project for Teaching of Food Analysis     

S.S. Nielsen 《Journal of Food Science Education》2004,3(2):21-25

ABSTRACT: Two of the challenges in teaching Food Analysis are bringing relevance to the various chemical and physical analyses discussed and exposing students to the realities of quality assurance in the food industry. In a project to help meet those objectives, each student, with the assistance of a "resource person" from the food industry, completes the project as if he or she is responsible for the quality assurance analyses of a specific food product in a food company. The student identifies the chemical, physical, sensory, and microbial analyses for raw ingredients, in-process products, and the finished product. The project requires the student to participate in related class discussion, prepare a final written report, and make a brief class presentation. Analysis of survey data showed the project was more than moderately relevant or useful to former students working in the food industry, and related directly to the initial or current positions of most former students.  相似文献   

Prologue: Britain,Empire and the Olympic experience     

Erik Nielsen  Matthew P. Llewellyn 《Sport in Society》2015,18(7):759-764

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Everything Old is New Again: The Criminology/Criminal Justice Freshman Research Seminar     

Leslie Hill  Daniel Maier-Katkin  Kirsten Kinsley 《Journal of Criminal Justice Education》2015,26(4):493-506

This is a report of an action-research project undertaken in tandem with the development of a new freshman seminar in criminology and criminal justice. In the freshman seminar the goal is to teach the research, critical thinking and writing skills that are the underpinnings of scholarship and good citizenship. Utilizing a unique approach, this class focuses on resources available through the University library and is taught by a professor, two librarians and a graduate teaching assistant. We hypothesize that freshmen who experience this seminar will show improvement in critical thinking skills, and that this will contribute to greater levels of academic success. This report describes the educational innovation (seminar) in sufficient detail to make replication possible, and presents preliminary findings that indicate the seminar enhances research and writing skills, fosters ability to think critically, and has a positive influence on students’ academic careers.  相似文献   

Der Abbau von Bildungsbenachteiligung durch Kindertagesbetreuung für unter 3-Jährige – zwischen Wunsch und Wirklichkeit     

Kirsten Fuchs-Rechlin  Christian Bergmann 《Zeitschrift für Erziehungswissenschaft》2014,17(2):95-118

Based on the assumption that children can benefit from early childhood education, the present paper investigates if the admission to day care and the selection of the type of day care (child care centers and home day care) is socially selective. In doing so, the paper analyzes how the socioeconomic and immigrant background of families influences which type of day care is used. For children under the age of three, the social background of families does influence if a child receives day care, but this influences diminishes the older the children get. The type of day care (child care centers and home day care) did not differ according to social background. The paper closes with a discussion of the challenges and potentials for development of educating children under the age of three.  相似文献   

An intervention approach for children with teacher- and parent-identified attentional difficulties     

Semrud-Clikeman M  Nielsen KH  Clinton A  Sylvester L  Parle N  Connor RT 《Journal of learning disabilities》1999,32(6):581-590

Using a multimodal and multi-informant method for diagnosis, we selected 33 children by teacher and parent nomination for attention and work completion problems that met DSM-IV criteria for attention-deficit/hyperactivity disorder (ADHD). Of the 33 children in this group, 21 participated in the initial intervention, and 12 were placed in an ADHD control group and received the intervention after pre- and posttesting. A similarly selected group of 21 children without difficulties in attention and work completion served as a control group. Each child was assessed on pre- and posttest measures of visual and auditory attention. After an 18-week intervention period that included attention and problem-solving training, all children in the intervention and control groups were retested on visual and auditory tasks. Children in both ADHD groups showed significantly poorer initial performance on the visual attention task. Whereas the ADHD intervention group showed commensurate performance to the nondisabled control group after training, the ADHD control group did not show significant improvement over the same period. Auditory attention was poorer compared to the control group for both ADHD groups initially and improved only for the ADHD intervention group. These findings are discussed as a possible intervention for children with difficulties in strategy selection in a classroom setting.  相似文献   

On the status of critical theory   总被引：1，自引：0，他引：1  

Kai Nielsen 《Interchange》1992,23(3):265-284

Critical theory, while remaining in part a scientific social theory, is not just a scientific theory. The nature and distinctiveness of its criticalness is depicted. The logical status of a rationally reconstructed Habermasian critical theory is displayed, defended from some traditional criticisms (including charges of historical idealism), and contrasted with both historical versions of critical theory and purely scientific theories. Whether the critical theory articulated and defended is Habermasian, or a more historicized critical theory, in either case it is argued that it provides a sound basis forideologiekritik against postmodernist scepticism.  相似文献   

The use of source-related strategies in evaluating multiple psychology texts: a student–scientist comparison     

Sarah von der Mühlen  Tobias Richter  Sebastian Schmid  Elisabeth Marie Schmidt  Kirsten Berthold 《Reading and writing》2016,29(8):1677-1698

Multiple text comprehension can greatly benefit from paying attention to sources and from using this information for evaluating text information. Previous research based on texts from the domain of history suggests that source-related strategies are acquired as part of the discipline expertise as opposed to the spontaneous use of these strategies by students just entering a field. In the present study, we compared the performance of students and scientists in the domain of psychology with regard to (a) their knowledge of publication types, (b) relevant source characteristics, (c) their use of sources for evaluating the credibility of multiple texts, and (d) their ability to judge the plausibility of argumentative statements in psychological texts. Participants worked on a battery of newly developed computerised tests with a think-aloud instruction to uncover strategies that scientists and students used when reading a text. Results showed that scientists scored higher in all of the assessed abilities and that these abilities were positively correlated with each other. Importantly, the superior performance of scientists in evaluating the credibility of multiple texts was mediated by their use of source information. Implications are discussed in terms of discipline expertise.  相似文献   

Exploring first‐year academic achievement through structural equation modelling     

Kirsten McKenzie  Robert Schweitzer 《高等教育研究与发展》2004,23(1):95-112

The purpose of this research was to develop and test a multicausal model of the individual characteristics associated with academic success in first‐year Australian university students. This model comprised the constructs of: previous academic performance, achievement motivation, self‐regulatory learning strategies, and personality traits, with end‐of‐semester grades the dependent variable of interest. The study involved the distribution of a questionnaire, which assessed motivation, self‐regulatory learning strategies and personality traits, to 1193 students at the start of their first year at university. Students' academic records were accessed at the end of their first year of study to ascertain their first and second semester grades. This study established that previous high academic performance, use of self‐regulatory learning strategies, and being introverted and agreeable, were indicators of academic success in the first semester of university study. Achievement motivation and the personality trait of conscientiousness were indirectly related to first semester grades, through the influence they had on the students' use of self‐regulatory learning strategies. First semester grades were predictive of second semester grades. This research provides valuable information for both educators and students about the factors intrinsic to the individual that are associated with successful performance in the first year at university.  相似文献   

Torture of children: An investigation of Chilean immigrant children in Denmark: Preliminary report     

Jørgen Cohn  Kirsten Inger Mygind Holzer  Lone Koch  Birgit Severin 《Child abuse & neglect》1981,5(2):201-203

Torture of children occurs in many different ways: children may be forcibly adopted by strangers; children may be arrested and imprisoned; they may witness torture of their parents or may be tortured in the presence of their parents; and, similarly several reports of mass executions of children are available.The Danish Medical Group under Amnesty International has investigated 88 Chilean children now living in Denmark, whose parents had been tortured. Approximately $\text{1}\text{3}$ of the children were abnormally anxious and approximately $\text{1}\text{3}$ had disturbances of sleep in the form of difficulty falling asleep accompanied by broken sleep with nightmares. Approximately $\text{1}\text{4}$ of the children developed secondary nocturnal enuresis. Seventeen percent of the children showed behaviour difficulties in the form of aggression while 16% became introverted and depressed and had difficulties in establishing contact with children of the same age-group.  相似文献   

How to stay becoming – living up to the code of conduct in a sports class     

Lotte Stausgaard Skrubbeltrang  Jesper Stilling Olesen  Jens Christian Nielsen 《Ethnography and Education》2016,11(3):371-387

In this article we show how a hybridisation of elite sport and school in lower-secondary education in Denmark produces a particular kind of learning subject with dual tracks for development, and we ask what kind of actions the students apply in order to stay becoming along both tracks. We apply theoretical conceptions of ‘becoming’ inspired by Brembeck and Johansson that allow us to understand how the sports students live up to the code of conduct of the sports classes. The article is based on an ethnographic study carried out in four schools located in four regions of Denmark. We argue that the hybrid obliges students to follow a narrow developmental track with an ambitious goal of performing in both sport and school, and that the hybrid is threatened when a sports student prioritises either sport or school while he/she is still enrolled in the class.  相似文献