Nanocontainer aqueous systems for removing polymeric materials from marble surfaces: A new and promising tool in cultural heritage conservation     

Scilla Grassi  Monica Favaro  Patrizia Tomasin  Luigi Dei   《Journal of Cultural Heritage》2009,10(3):347-355

The present study dealt with the characterisation of marble surfaces coated by three kinds of polymeric material usually employed in stones conservation and with the evaluation of the removal of these coatings from the surfaces by means of new nanocontainer aqueous systems constituted of micellar solutions (MS) and oil-in-water microemulsions (MC). The polymeric coatings were also subjected to accelerated artificial ageing in order to detect possible effects associated to natural photochemical ageing. The aim of the work was the assessment of the performance of such nanocontainer aqueous systems taking acetone (Ac) as a reference “traditional” solvent for the removal procedure. The characterisation was carried out by means of Scanning Electron Microscopy (SEM) and Environmental Scanning Electron Microscopy (ESEM), Fourier Transform Infra-Red (FTIR) and Nuclear Magnetic Resonance (NMR) spectroscopies and the results obtained showed that the performance of these innovative methods based on nanocontainer aqueous systems can be considered highly promising in the view of a “green approach” to the conservation of cultural heritage.  相似文献   

Reducing Risk for Substance Use by Economically Disadvantaged Young Men: Positive Family Environments and Pathways to Educational Attainment          下载免费PDF全文

Monica J. Martin  Rand D. Conger  Stephanie L. Sitnick  April S. Masarik  Erika E. Forbes  Daniel S. Shaw 《Child development》2015,86(6):1719-1737

Using prospective, longitudinal data spanning 10 years (age = 10–20) from a study of 295 economically disadvantaged males, the current investigation evaluated a developmental model that links early family environment and later educational aspirations, extracurricular activities, and educational attainment to substance use in early adulthood. The results indicate that a positive family environment during adolescence (low family conflict, high family warmth, and effective child management) predicted educational involvements during adolescence that promoted educational attainment during early adulthood. Finally, higher levels of educational attainment were associated with less substance use in early adulthood, even after controlling for adolescent substance use. These findings suggest that positive parenting promotes educational achievements that increase resilience to substance use for economically disadvantaged males.  相似文献   

Revisiting Zhang’s scale of transactional distance: refinement and validation using structural equation modeling     

Ravi C. Paul  William Swart  Aixiu Monica Zhang  Kenneth R. MacLeod 《Distance Education》2015,36(3):364-382

Transactional distance has been defined as barriers to students’ engagement with learning in the online environment. This research updates Zhang’s (2003) scale of transactional distance, which quantified the extent of the barriers, in light of the massive changes in today’s web-based learning environment. The resulting revised scale of transactional distance (RSTD) is a parsimonious version with 12 elements (compared to 31 original) that measure the transactional distance between student and teacher, student and student, and student and content. The RSTD has excellent factorial validity and reliability, yields better fit statistics, and is easier and less time-consuming to apply. The transactional distance values are unique predictors of student satisfaction, which is correlated to learning and persistence (a major concern with massive open online courses). This information can form the basis for a systematic approach to improving the design of today’s contemporary open, flexible, distance education courses and thus serve as a valuable tool for researchers and educators alike.  相似文献   

Mastery Motivation in Children with Intellectual Disability: Is there Evidence for a Down Syndrome Behavioural Phenotype?     

Linda Gilmore  Monica Cuskelly  Melissa Browning 《International Journal of Disability, Development & Education》2015,62(3):265-275

The main purpose of the current study was to provide empirical evidence to support or refute assumptions of phenotypic deficits in motivation for children with Down syndrome (DS). Children with moderate intellectual disability (MID) associated with etiologies other than DS were recruited in an extension of a previous study that involved children with DS and typically developing children. The participants were 29 children with MID and 33 children with DS who were matched on mental age to 33 typically developing children, aged 3–8 years. Mastery motivation was assessed on task measures of curiosity, preference for challenge and persistence, as well as parental reports. There were no significant group differences on the mastery motivation tasks. Parental ratings of mastery motivation differed, with typically developing children generally being rated more highly than each of the disability groups. The view that motivational deficits are part of the DS behavioural phenotype was not supported.  相似文献   

What’s Working in Working Memory Training? An Educational Perspective     

Thomas S. Redick  Zach Shipstead  Elizabeth A. Wiemers  Monica Melby-Lervåg  Charles Hulme 《Educational Psychology Review》2015,27(4):617-633

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Factors related to a college student's career optimism and their perception of career services     

Dorothy A. Thompson  Heidi L. Dent  Monica B. Fine 《Higher Education Quarterly》2023,77(3):395-409

A student's expectation for a positive outcome for their future career development is referred to as career optimism. Career Services, a common university department, utilizes the social cognitive career theory (SCCT) to understand how students form career interests and make educational and vocational choices. Then Career Services can assist students in finding a career that matches their interests. We hypothesize that students' perception of the assistance provided by the Career Services department when the SCCT is applied, impacts the student's career optimism. In addition, we hypothesize, and results support, that different factors, such as a student's chosen major, impact student perception of Career Services and career optimism.  相似文献   

Generic qualitative dissertations in counselor education: A content analysis     

Phillip L. Waalkes  Daniel Andrew DeCino  Joe LeBlanc  Monica Maria Phelps-Pineda  Tiffany Somerville  Stephen V. Flynn 《Counselor Education & Supervision》2023,62(1):52-63

We conducted a content analysis of generic qualitative counseling dissertations (GQR; N = 70), examining their methodological justifications, coherence, and trustworthiness. Dissertations authors often presented vague methodological justifications. Findings have implications for constructing methodological justifications, integrating relevant literature, and awareness of how GQR compares to other qualitative methodologies.  相似文献   

Meeting in school: Cultural diversity approaches of teachers and intergroup contact among ethnic minority and majority adolescents     

Savaş Karataş  Katharina Eckstein  Peter Noack  Monica Rubini  Elisabetta Crocetti 《Child development》2023,94(1):237-253

This study investigated the associations between cultural diversity approaches endorsed by teachers and adolescents' positive and negative intergroup contact in schools. Participants were 984 adolescents (M_age = 14.66; 62.7% female; 24.8% ethnic minority) involved in a three-wave longitudinal study between 2019 and 2020. Results highlighted that perceived equal treatment by teachers was related to higher positive and lower negative contact over time. However, perceived support for contact and cooperation and interest of teachers in children's cultural background were not related to either positive or negative contact over time. Importantly, the results were replicated across ethnic minority and majority adolescents. This study provides novel insights into the key role that teachers can play in promoting cultural diversity approaches to facilitate harmonious intergroup interactions in schools.  相似文献   

‘Happy when they arrive,happy when they go home’ – focusing on promoting children’s mental health creates a sense of trust at preschools     

Katarina Haraldsson  Pernilla Isaksson  Monica Eriksson 《Early Years: An International Journal of Research and Development》2017,37(4):386-399

A need for research on young children’s mental health has been identified. Moreover, there is a need to enhance teachers’ skills regarding health promotion work in preschool. The aim of the study is to examine the impact of a specific course on mental health promotion among Swedish preschool teachers. Data were gathered through interviews and documentation. A qualitative content analysis was used. Three categories: ‘attention’, ‘belonging’ and ‘personal growth’ – and six subcategories emerged from the analysis. The latent content of these categories is described in the theme: ‘Increased awareness, in thoughts and actions, of promoting mental health may create a sense of trust at preschools’. The results show that a specific course to promote mental health enhanced the teachers’ awareness of mental health which improved their work with children. This contributed to the development of a sense of trust at preschools, which is important to children’s mental health.  相似文献   

Changing leadership: Teachers lead the way for schools that learn     

Monica Taylor  Jennifer Goeke  Emily Klein  Cynthia Onore  Kristi Geist 《Teaching and Teacher Education》2011,27(5):920-929

This paper presents findings from a three-year, qualitative study of teachers enrolled in a Masters of Teacher Leadership program. Researchers sought to understand the ways teachers’ beliefs about and understandings of teacher leadership were affected by their participation in a formal teacher leadership program, as well as the kinds of actions they took up as a result of this participation. Data indicate three significant ways participants’ work as teacher leaders was developed and enhanced, including: (a) identifying and amplifying their professional voice, (b) deepening and extending their voice as they plan, and (c) reframing their work/shift responsibility through constructing widening circles of influence and impact. Authors identify implications of their research for growing teacher leaders, school improvement and change, changing school culture, enhancing student engagement, and building new structures.  相似文献