Water, ethanol and carbon dioxide in fractionation and isolation of berry metabolites

There is no real need for use of harmful solvents. Water, ethanol and liquid or supercritical carbon dioxide are in most cases enough

Educating Multi-disciplinary Student Groups in Entrepreneurship: Lessons Learned from a Practice Enterprise Project

The target audiences for entrepreneurial university studies are most often students of different fields of business studies, or economics; entrepreneurship studies are a part of their normal curriculum. Entrepreneurs, however, are not a group that consists only of business professionals, but a group of people from all walks of life. The basic procedures and laws governing the starting of a company are most often same for all companies and individuals. It is important to acknowledge these two facts, when designing curriculums for university studies: basic courses in entrepreneurship (starting a business) are important for students of all disciplines. This paper reports experiences from educating multi-disciplinary student groups in entrepreneurship, presents preliminary data about student background and attitudes towards entrepreneurship, and discusses some lessons learned from the experiences.Entrepreneurship education; multi-disciplinary groups; lessons learned

Venus-Solar Wind Interaction: Asymmetries and the Escape of O+ Ions

We study the interaction between Venus and the solar wind using a global three-dimensional self-consistent quasi-neutral hybrid (QNH) model. The model treats ions (H+, O+) as particles and electrons as a massless charge neutralising fluid. In the analysed Parker spiral interplanetary magnetic field (IMF) case (IMF = [8.09, 5.88, 0] nT) a notable north-south asymmetry of the magnetic field and plasma exists, especially in the properties of escaping planetary O+ ions. The asymmetry is associated with ion finite gyroradius effects. Furthermore, the IMF x-component results in a dawn-dusk asymmetry. Overall, the QNH model is found to reproduce the main observed plasma and magnetic field regions (the bow shock, the magnetosheath, the magnetic barrier and the magnetotail), implying the potential of the developed model to study the Venusian plasma environment and especially the non-thermal ion escape.Comment: 10 pages, 22 figures, accepted for Planetary and Space Scienc

Modelling the Components of Metacognitive Awareness

Metacognitive awareness consists of two components, i.e. regulation of cognition and knowledge of cognition. In earlier studies self-evaluation is aligned as a sub-component of regulation of cognition. However, in this study we point out that self-evaluation does not actually regulate the ongoing or forthcoming process but it is a tool used to reflect both knowledge and regulation. This alignment is modelled to assess to what extend self-evaluation can be predicted by the other components of the metacognitive awareness. The model is tested empirically among vocational education students (N= 578) using the Metacognitive Awareness Inventory (MAI). The results of SEM concludes that the conditions and goals appointed by the learner predict the selection of contents and strategies towards self-evaluation of one’s own learning. In other words, by measuring planning or conditional knowledge we could predict other components of knowledge or regulation and, especially, self-evaluation. The findings of this study extensively confirm that planning and knowledge of conditions predict success through the learning process. The results encourage teachers to support students in improving their metacognitive awareness, i.e. expect them to set goals for their own learning

Modelling the Components of Metacognitive Awareness

Metacognitive awareness consists of two components, i.e. regulation of cognition and knowledge of cognition. In earlier studies self-evaluation is aligned as a sub-component of regulation of cognition. However, in this study we point out that self-evaluation does not actually regulate the ongoing or forthcoming process but it is a tool used to reflect both knowledge and regulation. This alignment is modelled to assess to what extend self-evaluation can be predicted by the other components of the metacognitive awareness. The model is tested empirically among vocational education students (N= 578) using the Metacognitive Awareness Inventory (MAI). The results of SEM concludes that the conditions and goals appointed by the learner predict the selection of contents and strategies towards self-evaluation of one’s own learning. In other words, by measuring planning or conditional knowledge we could predict other components of knowledge or regulation and, especially, self-evaluation. The findings of this study extensively confirm that planning and knowledge of conditions predict success through the learning process. The results encourage teachers to support students in improving their metacognitive awareness, i.e. expect them to set goals for their own learning.Peer reviewe

Modelling the Components of Metacognitive Awareness

Metacognitive awareness consists of two components, i.e. regulation of cognition and knowledge of cognition. In earlier studies self-evaluation is aligned as a sub-component of regulation of cognition. However, in this study we point out that self-evaluation does not actually regulate the ongoing or forthcoming process but it is a tool used to reflect both knowledge and regulation. This alignment is modelled to assess to what extend self-evaluation can be predicted by the other components of the metacognitive awareness. The model is tested empirically among vocational education students (N= 578) using the Metacognitive Awareness Inventory (MAI). The results of SEM concludes that the conditions and goals appointed by the learner predict the selection of contents and strategies towards self-evaluation of one’s own learning. In other words, by measuring planning or conditional knowledge we could predict other components of knowledge or regulation and, especially, self-evaluation. The findings of this study extensively confirm that planning and knowledge of conditions predict success through the learning process. The results encourage teachers to support students in improving their metacognitive awareness, i.e. expect them to set goals for their own learning.Peer reviewe