The impact of community college attendance on baccalaureate attainment     

Mariana Alfonso 《Research in higher education》2006,47(8):873-903

Community colleges are seen as contradictory institutions. Supporters contend that community colleges increase baccalaureate attainment by providing access to higher education for students who would otherwise not attend college, while critics argue that these institutions decrease baccalaureate attainment for students who would otherwise attend a 4-year institution. Using the National Education Longitudinal Study, this article advances the literature on the impact of community colleges on baccalaureate attainment by estimating new models that allow controlling for pathways of enrollment while using different measures of educational expectations and correcting for college choice. Findings suggest that community colleges significantly reduce the probability of attaining a bachelor’s degree, as compared to 4-year institutions, an effect that remains after having taken into account non-traditional enrollment pathways, educational expectations, and self-selection into 2-year and 4-year institutions.An earlier version of this paper was presented at the November 2004 Annual Meeting of the Association for the Study of Higher Education.  相似文献   

Science Letters:Brain metastases of melanoma-mechanisms of attack on their defence system by engineered stem cells in the microenvironment     

DIMITROV Borislav D.  ATANASSOVA Penka A.  RACHKOVA Mariana I. 《Journal of Zhejiang University. Science. B》2007,(9)

This report gives a better emphasis on the role of targeted effectors (e.g. a combination of 5-FC with CD-NSPCs as compared to the application of NSPCs alone) and how such delivery of pro-drug activating enzymes and other tumor-killing substances may overcome melanocytic defence system, interact with and promote the host defence and immune response modulations not only in melanoma but, potentially, in other highly-metastatic cancers.  相似文献   

The causal effect of an extra year of schooling on skills and knowledge in Latin America. Evidence from PISA     

Mariana Marchionni 《Assessment in Education: Principles, Policy & Practice》2019,26(4):489-515

Abstract

In this paper, we estimate the causal effect of an extra year of schooling on mathematics performance for seven Latin American countries based on PISA 2012. To that end we exploit exogenous variation in students’ birthdates around the school entry cut-off date using both sharp and fuzzy Regression Discontinuity designs. We find strong effects of an extra year of schooling in most countries, which amount to a 30% increase in PISA test scores in Brazil, 18% in Uruguay, 7% in Argentina and 6% in Costa Rica. These effects differ from the typical estimates obtained from simple regressions or multilevel models and are large enough to allow 15-year-old students to reach higher proficiency levels, suggesting significant potential gains of reducing dropout rates in the region. Finally, we stress the importance of taking into account the effects of school entry cut-off dates on PISA samples to avoid making unfair international comparisons.  相似文献   

Taking Paint Samples for Pigment Analysis in Nineteenth-Century England     

Mariana Pinto 《文物保护研究》2013,58(7):381-386

ABSTRACT

During the nineteenth century, chemists became increasingly engaged in the conservation treatment of polychrome surfaces. While collaborations between chemists and museum workers in charge of easel painting collections were mostly oriented towards the improvement of conservation practices, the involvement of chemists in the nascent field of archaeology was oriented towards material characterization, such as pigment analysis of polychrome surfaces. Since this type of analysis is destructive and damages the artwork, it could, therefore, be assumed that chemists were in these cases less concerned with the conservation of objects with an archaeological and historical provenance. On the contrary, my new reading of nineteenth-century English primary sources reporting pigment analysis shows that chemists also had ethical concerns about the physical integrity of archaeological objects and their conservation. This is apparent in the process in which paint samples were taken from the artworks for their subsequent analysis.  相似文献   

Mobility and Achievement     

John L. Morris  Mariana Pestaner  Albert Nelson 《Journal of Experimental Education》2013,81(4):74-80

The purpose of the study was to determine whether a subject weighted (SW) multiple-choice test taking procedure would result in higher and more reliable scores than the conventional (C) multiple-choice test taking procedure in general and at different levels of risk taking. A 25-item statistics test was administered twice to 122 graduate students. The differences between means and the differences between reliabilities for the SW and C scores in general and at different levels of risk taking were not statistically significant, p < .05. Some additional information on the SW procedure was also reported. The implications for the practitioner are that the SW multiple-choice test taking procedure has not provided sufficient evidence to warrant its use at this time.  相似文献   

Measure of Quiet     

Mariana B. Davenport 《The Educational forum》2013,77(4)

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Science Letters:Detection of Catabacter hongkongensis in polluted European water samples     

Bárbara ADRADOS  Leonardo Martín P 《Journal of Zhejiang University. Science. B》2009,10(12)

The Catabacteriaceae is a new bacterial family with a unique member: Catabacter hongkongensis is a strictly anaerobic, non-sporulating, Gram-positive coccobacillus that is phylogenetically related to some clostridial clusters. Little is known of its epidemiology and environmental distribution, but the inclusion of its 16S rRNA gene sequence in GenBank has allowed it to be detected qualitatively. As a first approach for prospective surveys, a real-time polymerase chain reaction (PCR) procedure to identify C. hongkongensis has been developed. The presence of Catabacteriaceae in 29 water bodies subjected to possible human or animal impact has been investigated. Four of them were positive. The results confirm that highly polluted water can contain C. hongkongensis.  相似文献   

A framework for scientific knowledge generation     

Mariana?van der WaltEmail author  Gideon?de Wet 《知识管理研究与实践》2008,6(2):141-154

This paper investigates the notional development of various approaches claiming to add value in knowledge generation during the 20th century, with the aim to identify what it is that enhances productiveness in knowledge generation. Observing that knowledge generation is a complex phenomenon, an approach is used for the investigation that was developed specifically to study un-deterministic complex systems. A list of salient features for scientific knowledge generation is presented as a result. In addition to these features, various problem types are identified from literature. These two are then integrated to provide a proposed framework for scientific knowledge generation, which is trans-disciplinary and useful for scientific problem-solving in a pluralist reality. A case study illustrates the implementation of this framework.  相似文献   

Challenging and Appropriating Discourses of Power: Listening to and Learning from Early Career Early Childhood Teachers of Color     

Mariana Souto-Manning  Ranita Cheruvu 《Equity & Excellence in Education》2016,49(1):9-26

ABSTRACT

The racial mismatch between teachers and students has become a salient issue in efforts to counter the historical failure of children of Color in American (pre)schools. To address this mismatch, scholars have argued for the critical need to recruit and retain teachers of Color. In this article, we propose that to successfully prepare teachers of Color so that they remain committed to the profession, we must learn from their experiences during their preservice preparation and their first years of teaching. Against the backdrop of normative institutional discourses shaping teachers and teaching, we sought to learn from the ways in which six early career early childhood teachers of Color reconciled their preservice teacher education experiences, identities, and beliefs about education with the construction of their identities as teachers. To do so, we asked: How do the discursive spaces of early childhood teaching and teacher education shape the practices, beliefs, and identities of early childhood teachers of Color during their teacher education programs and within their three first years of teaching? Through Critical Narrative Analysis of in-depth interviews, we sought to unveil the discourses that shape and are shaped by the experiences of early career early childhood teachers of Color. Findings indicate that instead of being colonized by institutional discourses and oppressed by others' perceptions, to remain in the profession, these early career early childhood teachers challenged and appropriated institutional discourses, reauthoring them agentively. Implications underscore the responsibility of teacher education programs in preparing teachers of Color to negotiate the ever-so-normative discursive space of early childhood teaching and teacher education, if they are to enter and remain in the profession.  相似文献   

Whiplash     

Mariana B. Davenport 《The Educational forum》2013,77(3)

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