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Recent research reveals that many students are "swirling," or transferring more than one time, and not always vertically. This rise in swirlers suggests that some students choose transfer institutions that do not fit their needs. Yet, very little research examines the choices students make as they seek to transfer from one school to another, and there is even less information about the experience of adult learners who transfer multiple times. The purpose of this descriptive case study is to explore the experiences and transfer college decision process of students who have transferred multiple times. Through examining the narratives of five swirling students, most of whom are adult learners, we aim to provide recommendations on how institutions can better support the choice process of non-traditional students and adult learners.

Nauczanie form czasu przeszłego w grupach na niższych poziomach znajomości języka polskiego (od A1 do B1) wymaga wielu zadań, które pozwalają zaprezentować i przećwiczyć wymagane formy gramatyczne, a także sprawdzić ich znajomość. Szeroki zasób końcówek osobowych, alternacje oraz nieregularne formy popularnych czasowników sprawiają, że opanowanie form czasu przeszłego staje się dość czasochłonne, więc tym ważniejsza staje się dbałość o przejrzysty układ ćwiczeń oraz ich atrakcyjność. Tematem poniższego artykułu są sposoby utrwalania czasu przeszłego w zbiorze bogato ilustrowanych ćwiczeń Gramatyka z kulturą. Przez osoby.

Abstract Background Phosphocreatine dynamics provide the gold standard evaluation of in-vivo mitochondrial function and is tightly coupled with oxygen availability. Low mitochondrial oxidative capacity has been associated with health issues and low exercise performance. Methods To evaluate the relationship between near-infrared spectroscopy-based muscle oxygen dynamics and magnetic resonance spectroscopy-based energy-rich phosphates, a systematic review of the literature related to muscle oxygen dynamics and energy-rich phosphates was conducted. PRISMA guidelines were followed to perform a comprehensive and systematic search of four databases on 02-11-2021 (PubMed, MEDLINE, Scopus and Web of Science). Beforehand pre-registration with the Open Science Framework was performed. Studies had to include healthy humans aged 18–55, measures related to NIRS-based muscle oxygen measures in combination with energy-rich phosphates. Exclusion criteria were clinical populations, laboratory animals, acutely injured subjects, data that only assessed oxygen dynamics or energy-rich phosphates, or grey literature. The Effective Public Health Practice Project Quality Assessment Tool was used to assess methodological quality, and data extraction was presented in a table. Results Out of 1483 records, 28 were eligible. All included studies were rated moderate. The studies suggest muscle oxygen dynamics could indicate energy-rich phosphates under appropriate protocol settings. Conclusion Arterial occlusion and exercise intensity might be important factors to control if NIRS application should be used to examine energetics. However, more research needs to be conducted without arterial occlusion and with high-intensity exercises to support the applicability of NIRS and provide an agreement level in the concurrent course of muscle oxygen kinetics and muscle energetics. Trial registration https://osf.io/py32n/ . Key points 1. NIRS derived measures of muscle oxygenation agree with gold-standard measures of high energy phosphates when assessed in an appropriate protocol setting. 2. At rest when applying the AO protocol, in the absence of muscle activity, an initial disjunction between the NIRS signal and high energy phosphates can been seen, suggesting a cascading relationship. 3. During exercise and recovery a disruption of oxygen delivery is required to provide the appropriate setting for evaluation through either an AO protocol or high intensity contractions.

The term solvatochromism is used to describe the changes in the optical properties of a dye molecule by influence of the solvent characteristics. Solvatochromic shifts are governed by intermolecular interactions between solute-solvent that can be either electrostatic (non-specific interactions) or chemical (specific interactions). Due to the complexity of these interactions and absence of theoretical models that can explain the specific effects of solvent, different authors have introduced empirical parameters to building more reliable solvent polarity scales. Out of various polarity scales that have arisen from this need, those based on the effect of solvent polarity on the electronic excitation energy of indicator organic dyes are the most prevalent in literature. The use of empirical equations that correlate bathochromic (positive solvatochromism) and hypsochromic (negative solvatochromism) shifts of optical spectra of organic molecules with the polarity of solvent has become essential for understanding solute-solvent interactions. This review article presents main mathematical equations that use linear correlations between macroscopic and/or microscopic polarity functions of solvent with spectroscopic parameters of solute (dye) in construction of solvent polarity scales. In addition, main mathematical models that use solvatochromic shifts to estimate the dipole moment of ground and excited state are discussed.

Tekst stanowi autorskie wprowadzenie do lektury książki Lecha Witkowskiego Uroszczenia i transaktualność w humanistyce. Florian Znaniecki: dziedzictwo idei i jego pęknięcia (Kraków: Oficyna Wydawnicza Impuls, 2022). Książka ta jest odczytywana z użyciem ramy interpretacyjnej skonstruowanej na bazie kategorii przebijania się. Chodzi o przedzieranie się przez blokady recepcyjne, które uniemożliwiają wartościowy i możliwie pełny kontakt z dziełem klasyka w kulturze symbolicznej. Przeszkody w recepcji dokonań Floriana Znanieckiego, które są tu brane pod uwagę, to: rozległość i skomplikowanie dorobku, pomniejszające strategie lekturowe, słabe punkty badanej myśli, przesłony społeczno-historyczne, bariery współczesnych praktyk akademickich, puste miejsca dyscyplinarne, wyobrażenia o dziele jako całości w znaczeniu sfinalizowanej i przez to zamkniętej przeszłości. Ostatecznie książka Witkowskiego jest prezentowana jako zaproszenie do teoretycznej – a nie na przykład biograficznej – lektury dzieła Znanieckiego, stawiające zaproszonych w kłopotliwym, ale ożywczym położeniu. ABSTRAKT To Break Through – The Postulate of a (New) Reading Strategy: While Reading Propaedeuticly of Lech Witkowski’s Uroszczenia i transaktualność w humanistyce The text is an original introduction to Lech Witkowski’s book Uroszczenia i transaktualność w humanistyce. Florian Znaniecki: dziedzictwo idei i jego pęknięcia (Kraków: Oficyna Wydawnicza Impuls, 2022). This book is read using an interpretative framework constructed based on the category of breaking through. It is about breaking through the reception blocks that prevent valuable and possibly full contact with the work of the classic in symbolic culture. Obstacles to the reception of Florian Znaniecki’s achievements, which are taken into account here, include: the extensiveness and complexity of his output, reading strategies that diminish its object, weak points of the studied thought, socio-historical veils, barriers of contemporary academic practices, empty spaces in scientific disciplines, ideas about the work as a totality in the meaning of a finalized and thus closed past. Ultimately, Witkowski’s book is presented as an invitation to a theoretical – and not, for example, biographical – reading of Znaniecki’s work, which puts the invited readers in an embarrassing but invigorating position.

Introduction: The article provides a descriptive and illustrative overview of selected social threats concerning the theoretical, methodological, and methodical advancement of research in social pedagogy. An essential element of the article’s content is the assumptions of James S. Coleman’s theory of social capital, Viktor Frankl’s logotherapy, and Aaron Antonovsky’s salutogenesis. Research Aim: The authors’ attention is focused on the diagnosis of the relationship between the specific and traditional present in the research of social educators’ dimensions of social threats and the views of social educators on their aetiology, significance for social reality, and thus determinants of the psychosocial existence of modern man, and finally the possibilities of overcoming these threats. Evidence-based Facts: In the traditionally understood causative paradigm of social pedagogy, the emphasis is primarily on solutions focused on using resources that naturally constitute the environment of human social participation. However, the text highlights the possibility of supplementing this paradigm with selected indications of the concept of social capital, logotherapy and salutogenesis in counteracting existential emptiness and the loss of the sense of the meaning of life. Summary: Such an approach allows for a deep, multidimensional insight into the issue of social threats. As a result, it provides knowledge about characteristic relationships between variables that condition the occurrence, differentiation, and development of social threats. This, in particular, offers an opportunity to increase the effectiveness of interventions carried out in the daily professional practice of social pedagogues.

Abstract Quantum-mimic Optical Coherence Tomography (Qm-OCT) images are cluttered with artefacts - parasitic peaks which emerge as a by-product of the algorithm used in this method. However, the shape and behaviour of an artefact are uniquely related to Group Velocity Dispersion (GVD) of the layer this artefact corresponds to and consequently, the GVD values can be inferred by carefully analysing them. Since for multi-layered objects the number of artefacts is too high to enable layer-specific analysis, we employ a solution based on Machine Learning. We train a neural network with Qm-OCT data as an input and dispersion profiles, i.e. depth distribution of GVD within an A-scan, as an output. By accounting for noise during training, we process experimental data and estimate the GVD values of BK7 and sapphire as well as provide a qualitative GVD value distribution in a grape and cucumber. Compared to other GVD-retrieving methods, our solution does not require user input, automatically provides dispersion values for all the visualised layers and is scalable. We analyse the factors affecting the accuracy of determining GVD: noise in the experimental data as well as general physical limitations of the detection of GVD-induced changes, and suggest possible solutions.

This study utilizes an extensive panel data set spanning 15 years (2004-2018) and 752 public community colleges to investigate operating costs and persistent cost efficiency at public community colleges in the United States. We employ a generalized true random effects (GTRE) regression model that takes into account spatial correlation of costs among community colleges, to estimate cost efficiency via stochastic frontier analysis (SFA). The results reveal a positive relationship between operating costs and associate degrees and certificates as well both human (part- and full-time faculty) and financial resources (local, state and federal funding and tuition revenue), controlling for other variables. Furthermore, with an average persistent (long-term) efficiency of 87%, few institutions are relatively cost inefficient. Moving forward, campus leaders and policy makers alike may consider yearly data and efficiency calculations to develop strategic plans and funding alternatives. With 40 percent of first-time students transferring at least once within six years and over half of those students transfer from a community college, future research may study cost efficiency of community colleges while accounting for student transfers as an output.

Dość dużą popularnością na współczesnych kursach języka polskiego cieszy się zintegrowane nauczanie języka i kultury, o czym świadczą liczne publikacje, które służą właśnie temu celowi. W niniejszym artykule omawiamy założenia projektu Lubimy Lublin, który także łączy testowanie i rozwijanie sprawności komunikacyjnych z przekazywaniem wiedzy o lokalnej kulturze. Projekt odznacza się multimodalnym charakterem, obejmując filmy oraz związane z nimi zadania językowe o bogatej szacie graficznej. Projekt jest silnie zakorzeniony w metodyce nauczania języka polskiego jako obcego, a zarazem może dostarczać inspiracji do opracowywania kolejnych filmowo-tekstowych lekcji, które będą służyły nauczaniu języka i kultury.

Artykuł stanowi próbę zbadania potencjału semantycznego stosowanego przez Helenę Radlińską pojęcia niewidzialnego środowiska. Korzystając z rozmaitych koncepcji i tropów obecnych w tradycji pedagogicznej i we współczesnej humanistyce, autor stara się odpowiedzieć na pytanie: Na jakie wymiary doświadczenia otwiera się pedagogiczne myślenie, gdy stosujemy kategorię niewidzialnego środowiska? Badanie to zostało przeprowadzone w kilku następujących krokach. Najpierw autor przywołuje pierwotny kontekst pojęcia umiejscowiony w amerykańskiej pracy socjalnej. Następnie śledzi przesunięcia semantyczne w użyciu terminu niewidzialne środowisko w twórczości Radlińskiej. Rekonstruuje przy tym i wzmacnia argumentacyjnie kulturowy i metafizyczny kontekst tej kategorii. W następnym kroku przywołuje kategorie m.in. niewidzialności, ukrycia, bezszelestności funkcjonujące w literaturze pedagogicznej. Ważną częścią tekstu jest poszukiwanie pojęcia niewidzialności (i jej synonimów) we współczesnej humanistyce. Okazuje się, że pedagogika może skorzystać na tropach zawartych w twórczości Charlesa Taylora, Maurice’a Merleau-Ponty’ego, Michaiła Bachtina, Michaela Oakeshotta, Jacquesa Rancière’a, Michaela Polanyi’ego, Hansa-Georga Gadamera i innych. W zakończeniu autor nawiązuje do typologii aspektów środowiska niewidzialnego Lecha Witkowskiego i próbuje ją wzbogacić o nowe elementy.

W artykule podjęto problematykę teoretycznego zaplecza ekologicznego podejścia do edukacji i skonceptualizowano tzw. dyscyplinarną aporię edukacji ekologicznej. W dobie antropocenu i związanego z nim kryzysu klimatycznego oraz możliwej zapaści w obrębie systemu Ziemi ta aporia zyskuje na znaczeniu. Grozi nam bowiem albo utrata perspektyw dialektycznej i metakomunikacyjnej, pozwalających na teoretyczne zaawansowanie (pod presją ekologicznego zaangażowania), albo przeoczenie powagi klimatycznego alarmu (w przepastności ekologicznego paradygmatu humanistyki). W artykule autor najpierw charakteryzuje dwa warianty ekologii: bioenergetyczny i cybernetyczny, a także filozoficzną koncepcję oikologii. Następnie śledzi sposoby reprezentowania ekologii w myśli pedagogicznej, zarówno historycznej, jak i współczesnej. Taka hermeneutyka tradycji oraz analiza idei pedagogicznych pozwalają na deskrypcję i pojęciowe opracowanie podstawowej aporii ekologicznego podejścia do edukacji wynikającej z teoretycznego (dyscyplinarnego) zaplecza ekopedagogicznej interpretacji. Uwypuklone przy tym zostają pułapki, na jakie narażone jest zarówno tradycyjne podejście biologicznie ugruntowanej ekologii/edukacji ekologicznej, jak i cybernetyczny paradygmat humanistyki ekologicznej. Aby podkreślić synergię obydwu podejść, autor wykorzystuje w zakończeniu kategorie humanistyki służebnej i edukacyjnej ekologii. Badanie to osadzone jest w tradycji charakteryzującej pedagogikę jako aporetykę doświadczenia edukacyjnego.

The synthesis of eleven new and previously undescribed benzamides was designed. These compounds were specifically projected as potential inhibitors of the enzymes acetylcholinesterase (AChE) and β-secretase (BACE1). N,N′-(1,4-phenylene)bis(3-methoxybenzamide) was most active against AChE, with an inhibitory concentration of AChE IC50 = 0.056 µM, while the IC50 for donepezil was 0.046 µM. This compound was also the most active against the BACE1 enzyme. The IC50 value was 9.01 µM compared to that for quercetin, with IC50 = 4.89 µM. Quantitative results identified this derivative to be the most promising. Molecular modeling was performed to elucidate the potential mechanism of action of this compound. Dynamic simulations showed that new ligands only had a limited stabilizing effect on AChE, but all clearly reduced the flexibility of the enzyme. It can, therefore, be concluded that a possible mechanism of inhibition increases the stiffness and decreases the flexibility of the enzyme, which obviously impedes its proper function. An analysis of the H-bonding patterns suggests a different mechanism (from other ligands) when interacting the most active derivative with the enzyme.

The spectrum of biological properties of s-triazine derivatives is broad and includes anti-microbial, anti-cancer, and anti-neurodegenerative activities, among others. The s-triazine molecule, due to the possibility of substituting three substituents, offers many opportunities to obtain hybrid compounds with a wide variety of activities. A group of 1,3,5 triazine derivatives containing a dipeptide, 2-ethylpiperazine, and a methoxy group as substituents was screened for their antimicrobial activity. An in vitro study was conducted on pathogenic bacteria (E. coli, S. aureus, B. subtilis, and M. luteus), yeasts (C. albicans), and filamentous fungi (A. fumigatus, A. flavus, F. solani, and P. citrinum) via microdilution in broth, and the results were compared with antibacterial (Streptomycin) and antifungal (Ketoconazole and Nystatin) antibiotics. Several s-triazine analogues have minimal inhibitory concentrations lower than the standard. To confirm the inhibitory potential of the most active compounds against gyrases E. coli and S. aureus, a bacterial gyrases inhibition assay, and molecular docking studies were performed. The most active s-triazine derivatives contained the -NH-Trp(Boc)-AlaOMe, -NH-Asp(OtBu)-AlaOMe, and -NH-PheOMe moieties in their structures.

Objective: This study seeks to expand understanding of transfer student capital (TSC), including sources of TSC and how TSC is used by community college transfer students to navigate transfer to a public, 4-year institution. Method: Using the TSC framework, a descriptive case study design was employed. Data sources include 17 transfer student interviews, eight observations of pre-transfer meetings between students and advisors, and a review of documents. Data were analyzed inductively and deductively using a pattern matching coding technique. Results: Family and peers appear to be the most common way that students gain TSC to navigate the transfer process. High schools also provide critical transfer information to students. Transfer advisors and faculty either at community colleges or 4-year colleges sometimes provide important transfer information but serve in a critical role of building students' self-efficacy for transfer rather than merely passing along transfer information. Contributions: This study indicates that high schools, family members, and peers are influential sources of TSC, in addition to previously well-understood sources, such as community college faculty and transfer advisors. This study introduces a new term, "self-efficacy for transfer'" and offers an expanded TSC conceptual model.

Przy rozwijaniu kompetencji gramatycznej główny nacisk jest położony na pragmatykę językową (skuteczność komunikacji), a znajomość gramatyki jest traktowana jako środek budowania wypowiedzi, które służą realizowaniu poszczególnych intencji nadawczych. Widoczna staje się tu również dbałość o atrakcyjność zadań oraz łączenie zagadnień gramatycznych z przekazywaniem wiedzy o polskiej kulturze, co stanowi temat niniejszego artykułu. Wyrażenie: „gramatyka z kulturą” poprzez swoją wieloznaczność pozwala scharakteryzować współczesne sposoby kształtowania kompetencji gramatycznej w nauczaniu języka polskiego jako obcego. „Z kulturą” znaczy tu: kulturalnie (atrakcyjnie, przejrzyście), z nauczaniem zasad etykiety oraz z elementami wiedzy o polskiej kulturze.

Este artigo investiga como os professores de Geografia compreendem as questões de gênero e sexualidade e como isso reflete na sua atuação docente, a partir da lente teórica trazida pela Geografia Feminista, no viés pós-estruturalista. A metodologia escolhida coloca em suspenso a informação para estabelecer interrogações sobre o que já está sendo dito. Com este método,é traçada uma análise a respeito de como essas questões estão sendo discutidas no cenário atual brasileiro e seus impactos na escola. Em meio a esse cenário, documentos normativos da educação básica, como o Plano Nacional de Educação e a Base Nacional Comum Curricular, têm sofrido forte influência de grupos conservadores ao retirarem de seus textos as expressões “identidade de gênero” e “diversidade sexual”. Diante disso, a preocupação com a homofobia no espaço escolar nos leva a questionar como os professores de Geografia da escola estão lidando com questões tão em evidência como gênero e sexualidade em sala de aula.

The article presents an outline of the history of Folk High Schools in Sweden. The analysis includes mainly social and political determinants of their functioning in Poland's northern neighbor. The main trends of the evolution of social functions of these institutions has also been presented in the article encompassing 145 years of their functioning: from the educational center for peasantry (before 1918) --through the educational institution catering for the needs of social movements (1918-1968) to the concept of "skola för alla" (Eng.: School for All). Because of the gaps in international writing in this scope, an emphasis has been put on ideas concerning the origins of Folk High Schools in Sweden as well as on a quantitative analysis of their activities during the last decades. The entire analysis has been presented against the background of Polish interests concerning the Swedish "folkhögskolor" (and "folkbildning") from the half of the 19th century until the present day.

The purpose of this article is to present the changes that have taken place in Polish adult education in the years 1989-2013 under the influence of multiple factors, i.e. social, economic, political and those relating to civilization on the whole. This article is an attempt to answer the following questions: does modern adult education in Poland meet the expectations of society?; is it a driving force behind modernization?; and--does it respond to the needs of the modern labour market? These issues have been presented in an international context, in the light of statistical data and from the perspective of original reading of the literature of the subject.

American Indian and Alaska Natives (AIAN) comprise about 2% of the US population and 0.5% of the faculty in higher education. While scholars have documented the experiences of underrepresented minority (URM) faculty, the perspectives of AIAN faculty at elite universities are largely absent. Although AIAN faculty share many of the same barriers to success as URM colleagues, their unique status as Tribal peoples and their relationship to settler colonialism pose particular challenges and resistance strategies. Findings from a mixed methods study of 25 AIAN faculty at research universities, employing a decolonizing, survivance-oriented framework, examines their lived institutional experiences. The data yielded five themes regarding (1) institutional climate, (2) mentorship, (3) family--work balance, (4) cultural taxation and role stress, and (5) discrimination. The authors conclude that decolonization involves the repatriation of Indigenous epistemologies and Indigenous 'place' in the growth of science, research, and knowledge production, creating liberatory spaces within the academy.