EDUCATION AND LABOUR MARKET OUTCOMES: EVIDENCE FROM BRAZIL

The effect of education on labour market outcomes is analysed using both survey and administrative data from The Brazilian PNAD and RAIS-MIGRA series, respectively. Occupational destination is examined using both multinomial logit analyses and structural dynamic discrete choice modelling. The latter approach is particularly useful as a means of evaluating policy impacts over time. We find that policy to expand educational provision leads initially to an increased take-up of education, and in the longer term leads to an increased propensity for workers to enter non-manual employment.

EDUCATION AND LABOUR MARKET OUTCOMES: EVIDENCE FROM INDIA

The impact of education on labour market outcomes is analysed using data from various rounds of the National Sample Survey of India. Occupational destination is examined using both multinomial logit analyses and structural dynamic discrete choice modelling. The latter approach involves the use of a novel approach to constructing a pseudo-panel from repeated cross-section data, and is particularly useful as a means of evaluating policy impacts over time. We find that policy to expand educational provision leads initially to an increased takeup of education, and in the longer term leads to an increased propensity for workers to enter non-manual employment.

Education and labour market outcomes : evidence from India

The impact of education on labour market outcomes is analysed using data from various rounds of the National Sample Survey of India. Occupational destination is examined using both multinomial logit analyses and structural dynamic discrete choice modelling. The latter approach involves the use of a novel approach to constructing a pseudo-panel from repeated cross-section data, and is particularly useful as a means of evaluating policy impacts over time. We find that policy to expand educational provision leads initially to an increased takeup of education, and in the longer term leads to an increased propensity for workers to enter non-manual employment

Una exploración de las barreras institucionales y personales para el compromiso académico en línea en una Universidad brasileña

The recent global pandemic has raised institutional awareness around the world concerning the importance of having high quality online learning options for students. Learner engagement is often correlated with quality outcomes such as student academic success and student satisfaction. Learner engagement is commonly thought of as having three important dimensions: affective engagement, behavioral engagement, and cognitive engagement (ACE framework). Engagement is also enabled or limited by facilitators/barriers. Three important categories of facilitators/barriers are learner characteristics, personal environment, and course environment. Elements in each of these three areas enable or are barriers to students fully engaging in a course. This research explored what the barriers are to students fully engaging in their online courses at a Brazilian university to determine which areas will be most productive for the university program administrators and designers to focus on increase student academic engagement. A survey was applied to students from the Brazilian university under graduation online programs. It included items related to engagement facilitators barriers in the three areas described in the ACE framework and received 429 valid responses. The affective and behavioral dimensions were perceived by students as the lower engagement indicators in the ACE framework. Among facilitators or barriers for engagement, the ones under the course environment category were predominantly perceived as barriers, while learner characteristics and student environment were perceived as facilitators. However, all three categories were more barrier than facilitator for over 40% of the students. Although course environment is the barrier most under control of the institutions, understanding students´ personal environment and characteristics of learning can help them to provide support and facilitate full engagement in online courses.La reciente pandemia mundial ha aumentado la conciencia institucional en todo el mundo sobre la importancia de contar con opciones de aprendizaje en línea de alta calidad para los estudiantes. La participación de los estudiantes a menudo se correlaciona con resultados de calidad, como el éxito académico y la satisfacción de los estudiantes. Comúnmente se piensa que el compromiso del alumno tiene tres dimensiones importantes: compromiso afectivo, compromiso conductual y compromiso cognitivo (marco ACE). La participación también está habilitada o limitada por facilitadores/barreras. Tres categorías importantes de facilitadores/barreras son las características del alumno, el entorno personal y el entorno del curso. Los elementos en cada una de estas tres áreas permiten o son barreras para que los estudiantes participen plenamente en un curso. Esta investigación exploró cuáles son las barreras para que los estudiantes participen plenamente en sus cursos en línea en una universidad brasileña para determinar qué áreas serán más productivas para que los administradores y diseñadores de programas universitarios se centren en aumentar la participación académica de los estudiantes. Se aplicó una encuesta a estudiantes de la universidad brasileña en programas de pregrado en línea. Incluyó elementos relacionados con las barreras de los facilitadores de participación en las tres áreas descritas en el marco ACE y recibió 429 respuestas válidas. Las dimensiones afectivas y conductuales fueron percibidas por los estudiantes como los indicadores de compromiso más bajos en el marco ACE. Entre los facilitadores o las barreras para la participación, los de la categoría entorno del curso se percibieron predominantemente como barreras, mientras que las características del alumno y el entorno del estudiante se percibieron como facilitadores. Sin embargo, las tres categorías fueron más una barrera que un facilitador para más del 40% de los estudiantes. Aunque el entorno del curso es la barrera más controlada por las instituciones, comprender el entorno personal de los estudiantes y las características del aprendizaje puede ayudarlos a brindar apoyo y facilitar el compromiso académico en los cursos en línea

Chitosan nanoparticle coatings reduce microbial growth on fresh-cut apples while not affecting quality attributes.

This study addressed the effects of chitosan-based nanoparticles on microbiological quality, colour, polyphenol oxidase (PPO) and peroxidase (POD) and firmness of fresh-cut ?Gala? apple slices during storage at 5 °C for 10 days. The treatments carried out were as follows: (i) slices pulverised with 110-nm chitosan nanoparticles, (ii) slices pulverised with 300-nm chitosan nanoparticles, (iii) 2 g L 1 chitosan dissolved in 2% citric acid and (iv) noncoated samples.[On line]

Postharvest quality of papaya fruit wrapped with polyvinyl chloride film added with silver.

ABSTRACT: The main goal of this research was to evaluate the postharvest quality during storage of papaya wrapped with polyvinyl chloride containing silver. Fourier Transform Infrared Spectroscopy, scanning electron microscopy and atomic absorption spectroscopy were employed for the film characterization. For the postharvest experiments, unwrapped fruits were compared to individually wrapped ones in both conventional polyvinyl chloride film and polyvinyl chloride film containing silver and stored under two conditions (10 days at 15°C, and 2 days at 22°C to simulate market conditions). The physicochemical analyzes, including soluble solids, titratable acidity, ratio, pH, ascorbic acid, weight loss, firmness and color were performed every two days of storage, while microbiological analyzes were performed on the 1st and 10th day of storage. Sensory analysis was carried on the last day of storage. Physicochemical analyses showed that fruits wrapped with polyvinyl chloride films presented a lower weight loss compared to than unwrapped fruits. These results were in accordance with sensory analysis. More importantly, papaya wrapped with polyvinyl chloride film containing silver kept papaya peel green for longer time causing a delay in ripening, indicating its potential to extend postharvest shelf-life of papaya and reduce postharvest losses.V International Symposium on Postharvest Pathology: From Consumer to Laboratory-Sustainable Approaches to Managing Postharvest Pathogens