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In this paper, we investigate the determinants of over-education in Japan and evaluate its opportunity costs for university graduates. To this end, we use the REFLEX data. Results reveal that over-education level in Japan is high and it brings an important wage penalty for Japanese workers. Large firm and high occupations point toward a significant reduction in the likelihood of over-education. Results for wage regressions for over-education indicate that Japanese workers who achieve jobs in large organizations will experience 20 % increase in their wage due to the firm size and, if over-educated, their increase in wage will remain positive. Results for women are puzzling as there is no significant effect associated with gender.  相似文献   
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Parental involvement and communication are essential for language development in young children. However, hearing parents of deaf children face challenges in providing language input to their children. This study utilized the largest national sample of deaf children receiving cochlear implants, with the aim of identifying effective facilitative language techniques. Ninety‐three deaf children (≤ 2 years) were assessed at 6 implant centers prior to and for 3 years following implantation. All parent–child interactions were videotaped, transcribed, and coded at each assessment. Analyses using bivariate latent difference score modeling indicated that higher versus lower level strategies predicted growth in expressive language and word types predicted growth in receptive language over time. These effective, higher level strategies could be used in early intervention programs.  相似文献   
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Mothers living with HIV (MLH) must navigate disclosing their serostatus to their children, but the longitudinal impact on families remains unknown. This study examined HIV disclosure, parenting, parenting stress, and child adjustment among 174 MLH-child dyads (aged 6–14; 35% Latinx; 57% Black/African American). Quantitative data were collected over four waves spanning 15 months. Qualitative data were collected with 14 families in which disclosure had occurred. Latent change score modeling revealed that disclosure led to improvements in parenting stress, communication, and relationship quality. Disclosure did not predict child adjustment. Qualitative themes contextualized these findings, revealing stability and improvements in family functioning. MLH should be supported in disclosing their serostatus to their children to minimize parenting stress and bolster parenting skills.  相似文献   
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Few studies have evaluated resilience in an academic environment as it relates to academic success or failure. This work sought to assess resilience in regular and remedial students of gross anatomy during the first and second semesters of medical school and to correlate this personal trait with academic performance. Two groups of students were compared: the first group included first‐year medical students in the regular course, and the second group included first‐year medical students who did not pass the regular anatomy course and so were enrolled in the remedial course. Both groups completed anonymous surveys designed to gather demographic data and establish scores on the Connor‐Davidson resilience scale, which includes 25 statements rated zero to four on a Likert scale (maximum score 100). The average resilience score was the same for both groups, 80 ± 9. The average anatomy grades differed significantly between regular students (67± 15.0) and remedial students (61 ± 12.0). While there was no overall correlation between resilience score and anatomy grade, regular students with resilience scores of 75 or greater showed slightly better academic performance than their classmates. Similarly, remedial students with resilience scores of 87 or greater faired better academically. Resilience does not predict academic performance in gross anatomy, and further work is necessary to identify those intrinsic and extrinsic factors that influence students' achievements. Anat Sci Educ. © 2010 American Association of Anatomists.  相似文献   
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Journal of Zhejiang University-SCIENCE B - 肝细胞癌 (HCC) 具有复杂的肿瘤内异质性,...  相似文献   
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Abstract

This article is about collective identity, learning processes and political agency in the Chilean student movement. The geographies of collective identity are constituted through engaging with emotions interwoven with the political learning process by making mistakes that enabled student activists’ agency to undergo transformation between 2006 and 2011. Space articulates an identity politics as the bio-politics of existence through which life itself becomes a political action and animates a radical imaginary of politics as being-in-common. This meaning of politics is interwoven with the production of territorial assemblies in 2011 through which the Chilean student movement reasserted the space–time of the political demand for free education in spatial rather than temporal terms by reimagining a collective vision with others. This represents the main legacy of the movement and becomes a condition of possibility for envisioning free education as an alternative project that seeks to contest neoliberal common sense.  相似文献   
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