Articles de revues sur le sujet « Grado di conversione »

Il saggio si pone l’obiettivo di affrontare e sperabilmente chiarire alcuni snodi problematici relativamente al settore della formazione delle parole in italiano. Si presenta come una breve rassegna di parole tecniche – composizione, parole composte e parole polirematiche, conversione, parasintesi – che vengono illustrate attraverso degli esempi pertinenti, allo scopo di chiarire i fatti linguistici cui esse rimandano. Interlocutore ideale di questo saggio è il docente di italiano, o lo studente universitario che si prepari a diventarlo. A questo lettore ideale si offrono dati e ragionamenti che tentano di spiegare almeno alcune delle principali acquisizioni della ricerca moderna su questi temi, nella speranza che il chiarimento concettuale si accompagni ad una più sicura professionalità docente, in grado di adottare a ragion veduta l’inevitabile terminologia e scegliere con cognizione di causa i testi scolastici.

Sommario I tessuti adiposi bianco e bruno sono organizzati a formare un vero e proprio organo. Essi svolgono funzioni diverse ma collaborano grazie alla loro plasticità che permette la reciproca conversione. Ciò implica una nuova proprietà per le cellule mature. Il sottocutaneo della ghiandola mammaria fornisce un altro esempio perché queste cellule adipose si trasformano in ghiandole durante la gravidanza. L’organo adiposo nell’obesità va incontro a flogosi inducendo insulino-resistenza, patogeneticamente coinvolta nel diabete Tipo 2. L’organo adiposo collabora con quelli della digestione formando un sistema che è in grado di controllare diversi aspetti nutrizionali e quindi denominato sistema nutrizionale.

Nel processo di concentrazione tra gruppi distributivi a livello nazionale ed internazionale in corso da diversi anni, uno degli aspetti piů ricorsivi č costituito dalla stra- tegia di unificazione delle insegne. Tale strategia si traduce nell'analisi del valore delle insegne acquisite e, di norma, nell'eliminazione di quelle che operano ad una scala dimensionale inferiore e/o che manifestano una brand equity minore. In tale contesto, non č infrequente rilevare come l'obiettivo perseguito dal gruppo distributivo acquisitore sia quello di disporre di un'unica insegna in grado di generare economie di scala non solo esterne (sul versante della contrattualistica con i fornitori), quanto interne (comunicazione, logistica, marketing, etc.), propedeutiche al raggiungimento di gradi piů elevati di efficienza. In realtÀ, in diverse occasione, la cancellazione di una determinata insegna a favore di un'altra si č tradotta, nel breve termine, in una perdita di valore per il gruppo driver, in particolare sul versante delle vendite di marca commerciale in offerta. Nel quadro appena richiamato, obiettivo del presente articolo risulta quello di verificare se i vantaggi derivanti dall'adozione di una marca privata di Gruppo, pur in presenza della storica insegna di canale, risultino superiori a quelli ottenuti disponendo di una private label consolidata, rispondente in termini di immagine a quella caratterizzante la situazione pre-esistente. In particolare, interessa comprendere, se nel processo di cambiamento in atto non solo se il trade off risulti positivo, ma anche se i tempi e le risorse investite nel processo di conversione siano, nel complesso, da considerarsi accettabili per il distributore driver in relazione ai vantaggi raggiunti ex post.

L'ambiguità è un tratto caratteristico del linguaggio epico virgiliano. L'idea che essa sia l'espressione di un dualismo tra piani di significato rappresentati da voci (“Two voices theory'), cui attribuire un grado maggiore o minore di autenticità, è stata superata a favore di una lettura che riconosce tale autenticità nello stato aperto del testo, che insieme stimola all'interpretazione e si presta a una continua riattualizzazione dei propri significati. L'“ambivalenza” (del testo) ha preso il posto della dialettica di “ottimismo” e “pessimismo” (nella visione dell'autore). Virgilio, in Ovidio, è onnipresente. Le ambiguità dell'Eneide, la cui tipologia è varia, causano, in Ovidio, due risposte: lo invitano a illuminare le zone contraddittorie di quel testo già classico; oppure sono risolte o neutralizzate nel quadro di riscritture di genere e intonazione diversi, ma sempre in modo che la disambiguazione risulti palese e si configuri come una scelta conforme ai valori di una poetica nuova. Ciò si nota in particolare nelle Metamorfosi, dove i luoghi più complessi dell'Eneide nutrono l'invenzione poetica, mentre la loro conversione in situazioni, immagini, espressioni univoche asseconda la fluidità che il poema del continuo mutamento richiede al suo linguaggio. Ma questa semplificazione del complesso e determinazione dell'indeterminato è anche il filtro attraverso il quale l'inimitabile Eneide si offre all'imitazione delle generazioni successive.

1. Italia e stranieri: un paese "cattivo" anche con i bambini2. Le modifiche riguardanti i minori non accompagnati2.1. Il ritorno alla Bossi-Fini e la sterilizzazione del contributo della giurisprudenza2.2. Profili di incostituzionalitŕ e prevedibili conseguenze delle modifiche normative sul flusso migratorio dei minori non accompagnati e sulla capacitŕ del nostro ordinamento di proteggerli efficacemente2.3. Minori irregolari con parenti in Italia e conversione del permesso di soggiorno alla maggiore etŕ2.4. I minori comunitari non accompagnati che esercitano la prostituzione e il rimpatrio assistito3. I figli dei matrimoni poligami4. Le limitazioni ai "ricongiungimenti alla rovescia"5. Il reato di immigrazione illegale e i minori5.1. Il trattenimento illegale: un reato che il minore non puň commettere5.2. L'ingresso illegale del minore: un reato inapplicabile5.3. Il procedimento penale a carico del minore5.4. Gli effetti della denuncia e della condanna; in particolare, gli effetti che l'introduzione della fattispecie di reato potrŕ avere in relazione all'art. 31, co. 3, TU 286/986. Dichiarazione di nascita e riconoscimento del figlio da parte dello straniero privo di autorizzazione al soggiorno6.1. La pericolosa ambiguitŕ del nuovo testo dell'art. 6, co. 2, TU 286/986.2. Il necessario ricorso all'interpretazione sistematica per rendere il nuovo testo dell'art. 6 TU conforme alla Costituzione e alle Convenzioni internazionali7. Il diritto all'istruzione dei minori irregolari: i dubbi sollevati dall'art. 6, co. 2, TU7.1. Cosa si intende per «prestazioni scolastiche obbligatorie»?7.2. La questione dell'accesso alla scuola dell'infanzia e alla scuola superiore di secondo grado dopo il compimento della maggiore etŕ7.3. La scuola, anche quella dell'infanzia e superiore di secondo grado, «č aperta a tutti»7.4. Erogazione di servizi volti a rendere effettivo il diritto allo studio e condizione di irregolaritŕ del soggiorno8. I limiti dell'attivitŕ interpretativa9. Esercizio effettivo dei diritti fondamentali da parte del minore e dei suoi genitori e reato di irregolaritŕ del soggiorno. L'impossibile convivenza9.1. La generalizzazione del divieto di segnalazione: una necessitŕ imposta dalla Costituzione dopo i recenti interventi legislativi

Factors related to non-conversion smear positive among patients with pulmonary tuberculosis in the city of SemarangPurposeThe purpose of this study was to identify factors related to non-conversion of smear positive in treatment of new tuberculosis cases. MethodsThis study used a case control design and sampling by proportional random sampling technique. Samples were patients with smear grade positive pulmonary tuberculosis who were new cases of intensive phase of treatment and have repeated sputum examination. The numbers of samples in this research were 128 sample cases and 128 controls. ResultsThe factors associated with the conversion of smear positive pulmonary tuberculosis treatment of new cases were age, sex, drug side effects, comorbidities and gradation smear results. The three variables that proved to jointly influence the incidence of smear positive conversion in the treatment of new cases of pulmonary tuberculosis were sputum smear results gradation, comorbidities and gender. ConclusionIt is necessary to design an appropriate drug taking supervisor for patients with positive smear positive results with +2 and +3 gradations and patients with comorbidities (HIV, hepatitis, diabetes mellitus).

Abstract. This research is a classroom action research that aims to improve the understanding of the science concept. The subject of this study was Vb grade students of SDN 61 / X Talang Babat. This classroom action research was carried out in two cycles. At the beginning of the first cycle, a plan is made to make the lesson plan, the second step is to implement RPP, the observer records the course of the implementation of the first cycle on the observation sheet, the observation results are reflected and set out in the reflection sheet. At the end of the first cycle evaluation was carried out with results that had increased from the pre-cycle activities. The results of the learning evaluation are converted into a table of results of understanding the concept, the results of the conversion state that the research has not yet reached the target, it needs to be continued with the second cycle. The evaluation results of the second cycle were converted to a conceptual understanding table of students, where in the conversion table it was illustrated that the research had reached the target. Comparison of evaluation results from the first cycle with the second cycle there was an increase of 13%. The results of the comparison state that the demonstration method can improve concept understanding of students of SDN 61 / X Talang Babat in class VB. Keywords: Understanding Concepts, IPA, demonstration methods

Along with the increase in population in the Kutai National Park (Kutai NP) has raised the land issue of due to the need for living space and the exploitation of natural resources. This study is part of an effort to evaluate the condition of mangrove forests as a first step effort to protect mangrove forests as critical habitat for coastal Kutai NP. The research was conducted in March to April 2012, with the goal of evaluating and measuring vegetation cover and land use (Land use) mangrove forests in coastal Kutai NP. For this purpose, the data is used Landsat ETM + image with 7 bands that recorded in 2008. Process analysis using NDVI (Normalizet Difference Vegetation Index) composite channel by IR (bands 4 and 3), while the extent of the damage was analyzed using standard from Decree of Ministry of environment No. 201, 2004. Base on the research, Kutai National Park has the potential of ± 5192.54 ha of mangroves, mangrove forest ecological conditions in Kutai NP generally be in the grade is still good with vegetation density ranging between 967-1567 ind / ha, Kutai NP In some areas such as the Estuary Sangatta, bay and estuary Sangkima Lombok are areas that have experienced enough land conversion, overall mangrove forest that has been opened by ± 1845.85 ha or 26.2%. Mangrove forests are located close to residential vulnerable to land-use changes.

Penilitian ini bertujuan untuk menghasilkan perangkat pembelajaran matematika berbasis saintifik untuk meningkatkan kemampuan pemecahan masalah dan prestasi belajar siswa kelas X di SMA semester 2. Jenis penelitian ini adalah penelitian pengembangan (Research and Development). Penelitian ini mengembangkan perangkat pembelajaran dengan menggunakan model pengembangan 3D (Define, Design, Develop) yang dikembangkan oleh Borg dan Gall. Subyek penelitian ini adalah 136 siswa kelas X SMA Negeri 2 Yogyakarta. Analisis data dilakukan dengan mengkonversi total skor aktual yang diperoleh menjadi data kualitatif skala lima. Penelitian ini menghasilkan perangkat pembelajaran matematika materi persaman kuadrat, fungsi kuadrat dan peluang yang, meliputi RPP, LKS, TPB dan TKPM. Dari hasil validasi ahli, skor penilaian guru, penilaian siswa, observasi pembelajaran dan tes evaluasi menunjukkan bahwa RPP, LKS, TPB dan TKPM adalah valid, praktis, dan efektif. Secara keseluruhan hasil penelitian menunjukkan bahwa perangkat pembelajaran yang dikembangkan adalah layak untuk digunakan.Kata kunci: pengembangan, perangkat pembelajaran saintifik, prestasi, pemecahan masalah Development of Scientific-Based Mathematics Learning Resources for Enhancing Problem Solving Ability and Student Learning Achievement AbstractThis research’s aim is to produce scientific-based mathematic learning kit to enhancing problem solving ability and student leaing achievement in 2ndsemester of 10th grade highschool student. This research’s type is research and development. This research evolving learning resources with 3D development model: Define, Design, and Develop that developed by Borg and Gall. This research’s subject were 136 students grade 10th in SMAN 2 Yogyakarta. Data analysis using conversion of all actual score that reputed as five scale qualitative data. This research produce learning resources of quadratic agreement, quadratic function, and possibility that include teaching plan (RPP), student’s worksheets (LKS), student’s achievement test (TPB), and problem solving ability test (TKPM) that valid, practical, and effective. Overall, this research’s result showing that learning resources are suitable for using in class.Keywords: development, scientific learning kit, achievement, problem solving.

Tujuan penelitian ini adalah menghasilkan instrumen tes tematik terpadu yang valid dan reliabel untuk mengukur hasil belajar siswa. Penelitian ini mengadaptasi model R&D Borg & Gall. Teknik sampling yang digunakan adalah proportionate stratified random sampling dengan strata akreditasi sekolah dan status sekolah. Subjek penelitian adalah siswa kelas IV sekolah dasar di Kabupaten Malang sebanyak 267 siswa. Teknik pengumpulan data menggunakan teknik wawancara, angket, observasi, dan tes. Data hasil validasi dianalisis menggunakan konversi skor skala 4, sedangkan validitas empiris dan reliabilitas dianalisis dengan menggunakan software Ministep (Winsteps) Rasch Model dan software SPSS 16. Hasil penelitian ini adalah paket instrumen tes tematik terpadu berbasis Kurikulum 2013 dan PISA’ literacy yang valid dan reliabel terdiri dari 36 soal dinyatakan valid dan reliabel, sedangkan 4 soal lainnya tidak valid. Integrated Thematic Test Instruments Based on PISA’s Literacy And 2013 Curriculum For Elementary Student Abstract The aims of this study was to produce a valid and reliable integrated thematic test instrument to measure student learning outcomes. This study adapted the R & D model Borg & Gall. The sampling technique used was proportionate stratified random sampling with school accreditation strata and school status. The research subjects were 267 grade IV elementary school students in Malang Regency. Data collection techniques were interview, questionnaire, observation, and test techniques. Validation data were analyzed using 4 score conversion scale, while empirical and reliability validity was analyzed using Ministep (Winsteps) Rasch Model software and SPSS 16 software. The results of this study were packages of integrated thematic test instruments based on 2013 curriculum and PISA 'literacy that were valid and reliable consists of 36 items declared valid and reliable, while 4 other items are invalid.

The purpose of this study was to describe the STAD strategy in learning drama in class VIII H SMP Negeri 1 Jaten in terms of (1) lesson planning; (2) application in learning; (3) obstacles in learning; and (4) the solution. This research is a qualitative descriptive study. The subjects of this research were teachers and students of class VIII H SMP Negeri 1 Jaten Karanganyar. The research data is in the form of qualitative data with data sources from teachers, students, learning processes, and learning documents. The strategy in this research is a case study. Data collection techniques are interviews, observation, document analysis, and tests. Data validity technique with source triangulation. Data analysis technique with interactive analysis. The results showed that (1) STAD strategic planning in drama learning for grade VIII H students of SMP Negeri 1 Jaten Karanganyar Regency had been well prepared. (2) Implementation of STAD strategy in drama learning for class VIII H students of SMP Negeri 1 Jaten Karanganyar Regency. Make students active and work together to solve a problem. (3) The obstacles to implementing the STAD strategy are as follows. (a) Less than optimal implementation of the STAD strategy. (b) Students do not understand the STAD learning steps. (c) There are students who are conversing. (d) Limited time. there are students who are less active. (f) There are students who are busy when they go to their groups. (g) There are students who do not want to read examples of drama texts. (h) There are some groups that have not yet submitted assignments. (i) the dominance of certain students during the discussion. (j) the contribution of low achieving students is less. (k) The cooperative nature of students is still lacking. Solutions to overcome these obstacles. (a) The teacher optimizes the implementation of the STAD strategy. (b) The teacher learns the STAD strategy learning steps. (c) The teacher controls the class. (d) The teacher designs learning by managing time efficiency. The teacher gives motivation to students. (f) Teachers and students Make additional rules. (g) The teacher gives examples of drama texts that attract students' interest and attention. (h) The teacher controls each group by asking what are the difficulties faced by students. (i) Teachers have more references regarding the importance of group learning in doing assignments. (j) Teachers motivate students who have low achievement. (k) The teacher guides students more to work together. ABSTRAKTujuan dalam penelitian ini adalah untuk mendeskripsikan strategi STAD dalam pembelajaran drama pada siswa kelas VIII H SMP Negeri 1 Jaten dari segi (1) perencanaan pembelajaran; (2) penerapan dalam pembelajaran; (3) kendala dalam pembelajaran; dan (4) solusinya. Penelitian ini merupakan penelitian deskriptif kualitatif. Sebagai subjek penelitian ini adalah guru dan siswa kelas VIII H SMP Negeri 1 Jaten Karanganyar. Data penelitian berupa data kualitatif dengan sumber data guru, siswa, proses pembelajaran, dan dokumen pembelajaran. Strategi dalam penelitian ini studi kasus terpancang. Teknik pengumpulan data dengan wawancara, observasi, análisis dokumen, dan tes. Teknik validitas data dengan triangulasi sumber. Teknik análisis data dengan análisis interaktif. Hasil penelitian menunjukkan bahwa (1) Perencanaan strategi STAD dalam pembelajaran drama bagi siswa kelas VIII H SMP Negeri 1 Jaten Kabupaten Karanganyar sudah dipersiapkan dengan baik. (2) Penerapan strategi STAD dalam pembnelajaran drma bagi siswa kelas VIII H SMP Negeri 1 Jaten Kabupaten Karanganyar Membuat siswa aktif dan bekerja sama untuk memecahkan suatu masalah. (3) Kendala penerapan strategi STAD sebagai berikut. (a) Kurang optimalnya penerapan strtegi STAD. (b) Siswa kurang memahami langkah pembelajaran STAD. (c) Terdapat siswa yang bercakap-cakap. (d) Keterbatasan waktu. terdapat siswa yang kurang aktif. (f) Terdapat siswa yang ramai saat menuju ke kelompoknya. (g) Terdapat siswa yang tidak mau membaca contoh teks drama. (h) Terdapat sebagian kelompok yang sampai batas akhir belum mengumpulkan tugas. (i) dominaso siswa tertentu saat diskusi. (j) kontribusi dari siswa berprestasi rendah kurang. (k) Sifat suka bekerja sama dari siswa masih kurang. Solusi mengatasi kendala tersebut. (a) Guru mengoptimalkan penerapan strategi STAD. (b) Guru mempelajari langkah pembelajaran strategi STAD. (c) Guru menguasai kelas. (d) Guru merancang pembelajaran dengan mengatur efisiensi waktu. Guru memberikan motovasi kepada siswa. (f) Guru dan siswa Membuat aturan tambahan. (g) Guru memberikan contoh teks drama yang menarikminat dan perhatian siswa. (h) Guru melakukan control terhadap setiap kelompok dengan menanyakan apa saja keulitan yang dihadapi siswa. (i) Guru lebih banyak referensi terkait pentingnya belajar kelompok dalam mengerjakan tugas.(j) Guru memotivasi siswa yang berprestasi rendah. (k) Guru lebih banyak membimbing siswa untuk bekerja sama.

The demand for renewable energy sources, including solar, is increasing every year, stimulating researchers to develop innovative technological solutions for obtaining material for photovoltaic modules - solar silicon. The article discusses a new process for the vapor transport of silicon in the form of sulfide compounds, which can serve as the basis for a halogen-free technology for producing high-purity silicon for photovoltaic batteries. Considering the well-known properties of silicon di- and monosulfide, it is proposed to use zinc sulfide as a carrier reagent, the presence of which in the Si-ZnS system first provides silicon sulfidization with the formation of gaseous products Zn (g) and SiS (g), and then the reduction of monosulfide to elemental silicon. The possibility of a chemical vapor transport reaction of silicon with zinc sulfide at a temperature above 1000 °C and a Si/ZnS ratio of 1 was justified by the method of the thermodynamic simulation of interactions in the Si-ZnS system in the temperature range 500-1500 °C. Based on the obtained equilibrium models of the interaction of zinc sulfide with technical silicon (grade Kr 2), the separation coefficients of (α) silicon from impurity elements that affect the electrophysical properties of silicon, in particular, reduce the lifetime of excess charge carriers, are calculated. The selectivity of this transport reaction and the prospects for its use for refining metallurgical silicon are estimated. It has been shown that the use of the silicon transfer reaction of zinc sulfide, for example, at 1100 °C, can provide deep purification of silicon from Fe, Ca, Ti, V, Cr, Mn and Cu (α ~ 108-1012), as well as Mg and Al (α ~ 104-106). The process is less effective for removing P and B (α ~ 102) and is not applicable for alkali metals in the entire studied temperature range. It is theoretically possible to improve the refining indexes by lowering the reaction temperature, but the necessary sulfur concentration in the gas phase for the complete conversion of silicon to SiS (g) is achieved only above 1050-1100 oC due to thermal dissociation of ZnS.

Background Fundamental changes in the world of work are leaving many workers insecure and uncertain about their future. The situation is aggravated by the Covid-19 pandemic, which has resulted in billions of job losses globally (Bureau of Labor Statistics, 2020). According to the International Labor Organization (ILO, 2020), approximately 1.6 billion people in the informal sector are among those who have lost their jobs. This has led to greater uncertainty in occupational contexts, which have already been unsettled by increasing job changes (Hooley et al., 2020; Kelly, 2020). Work environments are no longer able to ‘hold’ (Winnicott, 1965) workers, leaving them insecure, traumatized, and without any sense of meaning and purpose in their work-lives. Numerous changes in the workplace (largely the effect of technological advances) have compelled workers to reconsider, reconstruct, and redesign their lives to improve their chances of finding sustainable, decent work (Di Fabio & Maree, 2016; Duarte & Cardoso, 2015; Guichard, 2018; Hartung, 2016, 2018, 2019; Ribeiro, 2016; Rossier, 2015a, 2015b; Savickas, 2007, 2019; Savickas & Savickas, 2020; UN, 2016). Workers have to contend with major occupational transitions (Savickas et al., 2009) requiring career counseling theorists, practitioners, researchers, and policy-makers to reconsider their theoretical and conceptual approaches and, accordingly, the practice of career counselling as a whole (Savickas et al. 2009). It serves no purpose to continue drawing on career counseling approaches and traditions that have lost their currency in today’s postmodern occupational world (Savickas & Savickas, 2019). What is needed is innovating and updating career counseling so that it can help people link career choices to a mission (personal meaning in the workplace) and a vision (social meaning of people’s work). Above all, people must be guided and counseled on which skills to master to increase their adaptability and employability (Hartung & Cadaret, 2017). This will then enable them to manage repeated work-related transitions more successfully (Sensoy-Briddick & Briddick, 2017). In summary: Career counseling clearly needs to come up with a practicable, theory-driven way of promoting career counseling in primary, secondary, and tertiary education – an approach that can serve as “a general rubric that covers a myriad of interventions and services” (Savickas, 2015, p. 129). At the heart of such an approach is the elicitation and implementation of ‘subjective’ aspects (‘stories’) as well as ‘objective’ aspects (‘scores’) of career counseling in education (Maree, 2013, 2020; Savickas, 2019). An approach that can encourage workers and prospective workers to choose and construct careers and design themselves successfully (Guichard, 2005, 2009; Savickas, 2019, 2020). It should also provide a platform for reconceptualizing and redesigning career counseling interventions to meet the challenges discussed above. Such an approach will enhance people’s (critical) self-reflection, reflexivity (meta-reflection), embracement of change, and conversion of aspiring intention into experienced action (moving forward) (Maree, 2020; Savickas, 2019, 2020; Savickas, 2020, in Arthur, 2020). Ultimately, it should help all people who are willing and able to work to acquire work-life identities that will enable them to recognize and use the opportunities contained in challenges to survive and flourish in these unstable times (Savickas, 2007; Savickas, 2020, in Arthur, 2020). Typical research questions could include the following: How can career counseling in education help worker-seekers take responsibility for their own future, become resourceful and adaptable, and manage repeated transitions in a rapidly changing world of work? be updated in terms of theory and praxis to promote decent work and sustainable development for all who are able and willing to work? be reconfigured to promote success in the workplace by increasing workers’ adaptability, employability, and career resilience? be used to help prospective workers clarify their career(-life) identity, make the most of change, and promote self-reflection, reflexivity, and life design? be provided in group contexts to promote people’s sense of meaning, rekindle their sense of purpose in the workplace, and foster their sense of critical consciousness (Blustein, 2015)? We (the editorial board) received several provocative and constructive contributions that covered a broad spectrum of research methodologies. They also covered theoretical as well as practical issues and reported on research from a quantitative, a qualitative, a mixed-methods, and an integrative qualitative-quantitative perspective. As always, this issue includes diverse contributions in terms of gender and race and national, international, and interdisciplinary standpoints. Individually and collectively the contributions shed light on issues underlying the renewal of career counseling in education. What Can Readers Expect in This Issue? In the leading article, Using My Career Story to foster reflective capacity, hope, and narrative change, Santilli and Hartung (2022) describe the development and use of the My Career Story (MCS) approach. This self-guided autobiographical workbook is designed to help people across the lifespan and diversity continuum articulate and shape their career-life stories. The authors discuss the outcomes of a research project where the MCS was used with young adults in Northern Italy. The findings confirmed the trustworthiness and validity of the instrument in their research context. The research participants had moved towards more action-oriented, more positive, and more lucid language in their stories by the time they had reached the end of the intervention and once they had constructed their life portraits (compared to the stories they had recounted at the outset of the intervention). The participants also achieved better scores on measures used to assess reflective capacity and hope after the intervention. The need for an approach such as that discussed in the article has never been greater – readers working in the fields of career guidance, career education, and career counseling should find the article of great value. In the second article, Countering master narratives with narratives of persistence: A liberation perspective in career counseling, Briddick and Briddick (2022) deal with a highly topical matter. The authors argue that many youths today have to contend with discrimination and marginalization in their daily lives, despite global efforts to eliminate such evils in society. Discrimination here is often based on youths’ (social) identities and related power systems and subjugation (Brewster & Molina, 2021). The authors add that minoritized youths especially are caught in the trap of culturally contrived ‘master narratives’ that maintain the privilege systems in their own countries (Liu, 2017). The authors maintain that reflecting carefully on such ‘master narratives’ can facilitate a key initial step in career counselling interventions with marginalized youths. The authors advocate an innovative and practicable strategy based on narrative counselling and related constructs aimed at disassembling ‘master narratives’ and providing space for the construction and enactment of ‘alternative’ stories of hope and purpose-filled futures for marginalized youths. This article, too, is a ‘must read’ for all career counsellors. In the third article, Life design group-based intervention fostering vocational identity, career adaptability, and career decision-making self-efficacy, Cardoso et al. (2022) examine the process and outcome of life design group intervention with Grade 9 participants. Using a quasi-experimental, mixed-methods design, the researchers investigate the effect of the intervention on the participants’ vocational identity, career adaptability, and career decision-making self-efficacy. The outcomes confirm the effectiveness of the intervention in respect of the above features as well as in advancing the participants’ reflexivity, their sense of direction and, ultimately, the construction of their careers and themselves. The research outcomes are consistent with previous findings on the topic. Researchers involved in this kind of intervention should find the article most illuminating. In the fourth article, Revitalising career counseling for sustainable decent work and decent lives: From personality traits to life project reflexivity for well-being, Di Fabio et al. (2022) maintain that people are increasingly being confronted with critical life and professional challenges and having to take personal responsibility for their career-life stories. The authors argue that to remain relevant career counseling requires revitalized views on counseling interventions. The authors administered the Big Five Questionnaire, the Life Project Reflexivity Scale, and measures of hedonic and eudaimonic wellbeing to University of Florence students. They then analyzed the research results by considering the relationship between life project reflexivity (LPR) dimensions and wellbeing (while controlling for the ‘Big Five’ personality traits). ‘Authenticity’ emerged as the strongest of the three LPR dimensions. The authors conclude by advocating an innovative, strengths-based prevention strategy for providing sustainable decent work and constructing meaningful life trajectories. A study well worth considering in the context of rapidly changing work and career counseling contexts In the penultimate article, Precariousness in the time of COVID-19: a turning point for reforming and reorganizing career counselling for vulnerable workers, Di Fabio and Svicher (2022) propose innovative career counseling approaches for vulnerable workers during the COVID-19 pandemic based on a recently developed work precarity framework consisting of three broad ‘work’ categories: precarity of work (fear and concern associated with employment continuity), precarity at work (psychosocial or physical insecurity at work), and precarity from work (uncertainty and insecurity due to work that does not satisfy the basic needs of workers). Recommendations for mitigating the impact of the pandemic relate to the psychology of sustainability, the psychology of sustainable development, and the psychology of working theory. In conclusion, the authors argue that vocational psychologists need to modernize specific career counseling practices in order to (1) support vulnerable workers in their search for sustainable, decent work and (2) promote inclusivity in occupational contexts. In the concluding article, Enhancing group self- and career construction counselling: A review of outcome research, Maree (2022) reviews the outcomes of five purposely selected group-based career counseling projects conducted in developing country contexts. Using thematic data analysis, the author examined the outcomes of these projects in order to identify the strengths as well as the areas for development (weaknesses) of the career counseling approach followed in the five projects. The findings demonstrated the value of contextualized career construction in contexts substantially different from the context in which the career construction counseling was originally developed. The author concludes that in the light of the current situation (including the impact of the Covid-19 pandemic on employment), research on the unemployed should be prioritized. In conclusion, I thank all colleagues involved in the editorial and publishing process for their help and guidance. I especially thank Professor Hüseyin Uzunboylu (editor-in-chief) for his professional support in putting this issue together. Last, but certainly not least, I thank all our reviewers for their selfless and expert help. We hope readers will enjoy reading this special issue of the CJES.

Background Fundamental changes in the world of work are leaving many workers insecure and uncertain about their future. The situation is aggravated by the Covid-19 pandemic, which has resulted in billions of job losses globally (Bureau of Labor Statistics, 2020). According to the International Labor Organization (ILO, 2020), approximately 1.6 billion people in the informal sector are among those who have lost their jobs. This has led to greater uncertainty in occupational contexts, which have already been unsettled by increasing job changes (Hooley et al., 2020; Kelly, 2020). Work environments are no longer able to ‘hold’ (Winnicott, 1965) workers, leaving them insecure, traumatized, and without any sense of meaning and purpose in their work-lives. Numerous changes in the workplace (largely the effect of technological advances) have compelled workers to reconsider, reconstruct, and redesign their lives to improve their chances of finding sustainable, decent work (Di Fabio & Maree, 2016; Duarte & Cardoso, 2015; Guichard, 2018; Hartung, 2016, 2018, 2019; Ribeiro, 2016; Rossier, 2015a, 2015b; Savickas, 2007, 2019; Savickas & Savickas, 2020; UN, 2016). Workers have to contend with major occupational transitions (Savickas et al., 2009) requiring career counseling theorists, practitioners, researchers, and policy-makers to reconsider their theoretical and conceptual approaches and, accordingly, the practice of career counselling as a whole (Savickas et al. 2009). It serves no purpose to continue drawing on career counseling approaches and traditions that have lost their currency in today’s postmodern occupational world (Savickas & Savickas, 2019). What is needed is innovating and updating career counseling so that it can help people link career choices to a mission (personal meaning in the workplace) and a vision (social meaning of people’s work). Above all, people must be guided and counseled on which skills to master to increase their adaptability and employability (Hartung & Cadaret, 2017). This will then enable them to manage repeated work-related transitions more successfully (Sensoy-Briddick & Briddick, 2017). In summary: Career counseling clearly needs to come up with a practicable, theory-driven way of promoting career counseling in primary, secondary, and tertiary education – an approach that can serve as “a general rubric that covers a myriad of interventions and services” (Savickas, 2015, p. 129). At the heart of such an approach is the elicitation and implementation of ‘subjective’ aspects (‘stories’) as well as ‘objective’ aspects (‘scores’) of career counseling in education (Maree, 2013, 2020; Savickas, 2019). An approach that can encourage workers and prospective workers to choose and construct careers and design themselves successfully (Guichard, 2005, 2009; Savickas, 2019, 2020). It should also provide a platform for reconceptualizing and redesigning career counseling interventions to meet the challenges discussed above. Such an approach will enhance people’s (critical) self-reflection, reflexivity (meta-reflection), embracement of change, and conversion of aspiring intention into experienced action (moving forward) (Maree, 2020; Savickas, 2019, 2020; Savickas, 2020, in Arthur, 2020). Ultimately, it should help all people who are willing and able to work to acquire work-life identities that will enable them to recognize and use the opportunities contained in challenges to survive and flourish in these unstable times (Savickas, 2007; Savickas, 2020, in Arthur, 2020). Typical research questions could include the following: How can career counseling in education help worker-seekers take responsibility for their own future, become resourceful and adaptable, and manage repeated transitions in a rapidly changing world of work? be updated in terms of theory and praxis to promote decent work and sustainable development for all who are able and willing to work? be reconfigured to promote success in the workplace by increasing workers’ adaptability, employability, and career resilience? be used to help prospective workers clarify their career(-life) identity, make the most of change, and promote self-reflection, reflexivity, and life design? be provided in group contexts to promote people’s sense of meaning, rekindle their sense of purpose in the workplace, and foster their sense of critical consciousness (Blustein, 2015)? We (the editorial board) received several provocative and constructive contributions that covered a broad spectrum of research methodologies. They also covered theoretical as well as practical issues and reported on research from a quantitative, a qualitative, a mixed-methods, and an integrative qualitative-quantitative perspective. As always, this issue includes diverse contributions in terms of gender and race and national, international, and interdisciplinary standpoints. Individually and collectively the contributions shed light on issues underlying the renewal of career counseling in education. What Can Readers Expect in This Issue? In the leading article, Using My Career Story to foster reflective capacity, hope, and narrative change, Santilli and Hartung (2022) describe the development and use of the My Career Story (MCS) approach. This self-guided autobiographical workbook is designed to help people across the lifespan and diversity continuum articulate and shape their career-life stories. The authors discuss the outcomes of a research project where the MCS was used with young adults in Northern Italy. The findings confirmed the trustworthiness and validity of the instrument in their research context. The research participants had moved towards more action-oriented, more positive, and more lucid language in their stories by the time they had reached the end of the intervention and once they had constructed their life portraits (compared to the stories they had recounted at the outset of the intervention). The participants also achieved better scores on measures used to assess reflective capacity and hope after the intervention. The need for an approach such as that discussed in the article has never been greater – readers working in the fields of career guidance, career education, and career counseling should find the article of great value. In the second article, Countering master narratives with narratives of persistence: A liberation perspective in career counseling, Briddick and Briddick (2022) deal with a highly topical matter. The authors argue that many youths today have to contend with discrimination and marginalization in their daily lives, despite global efforts to eliminate such evils in society. Discrimination here is often based on youths’ (social) identities and related power systems and subjugation (Brewster & Molina, 2021). The authors add that minoritized youths especially are caught in the trap of culturally contrived ‘master narratives’ that maintain the privilege systems in their own countries (Liu, 2017). The authors maintain that reflecting carefully on such ‘master narratives’ can facilitate a key initial step in career counselling interventions with marginalized youths. The authors advocate an innovative and practicable strategy based on narrative counselling and related constructs aimed at disassembling ‘master narratives’ and providing space for the construction and enactment of ‘alternative’ stories of hope and purpose-filled futures for marginalized youths. This article, too, is a ‘must read’ for all career counsellors. In the third article, Life design group-based intervention fostering vocational identity, career adaptability, and career decision-making self-efficacy, Cardoso et al. (2022) examine the process and outcome of life design group intervention with Grade 9 participants. Using a quasi-experimental, mixed-methods design, the researchers investigate the effect of the intervention on the participants’ vocational identity, career adaptability, and career decision-making self-efficacy. The outcomes confirm the effectiveness of the intervention in respect of the above features as well as in advancing the participants’ reflexivity, their sense of direction and, ultimately, the construction of their careers and themselves. The research outcomes are consistent with previous findings on the topic. Researchers involved in this kind of intervention should find the article most illuminating. In the fourth article, Revitalising career counseling for sustainable decent work and decent lives: From personality traits to life project reflexivity for well-being, Di Fabio et al. (2022) maintain that people are increasingly being confronted with critical life and professional challenges and having to take personal responsibility for their career-life stories. The authors argue that to remain relevant career counseling requires revitalized views on counseling interventions. The authors administered the Big Five Questionnaire, the Life Project Reflexivity Scale, and measures of hedonic and eudaimonic wellbeing to University of Florence students. They then analyzed the research results by considering the relationship between life project reflexivity (LPR) dimensions and wellbeing (while controlling for the ‘Big Five’ personality traits). ‘Authenticity’ emerged as the strongest of the three LPR dimensions. The authors conclude by advocating an innovative, strengths-based prevention strategy for providing sustainable decent work and constructing meaningful life trajectories. A study well worth considering in the context of rapidly changing work and career counseling contexts In the penultimate article, Precariousness in the time of COVID-19: a turning point for reforming and reorganizing career counselling for vulnerable workers, Di Fabio and Svicher (2022) propose innovative career counseling approaches for vulnerable workers during the COVID-19 pandemic based on a recently developed work precarity framework consisting of three broad ‘work’ categories: precarity of work (fear and concern associated with employment continuity), precarity at work (psychosocial or physical insecurity at work), and precarity from work (uncertainty and insecurity due to work that does not satisfy the basic needs of workers). Recommendations for mitigating the impact of the pandemic relate to the psychology of sustainability, the psychology of sustainable development, and the psychology of working theory. In conclusion, the authors argue that vocational psychologists need to modernize specific career counseling practices in order to (1) support vulnerable workers in their search for sustainable, decent work and (2) promote inclusivity in occupational contexts. In the concluding article, Enhancing group self- and career construction counselling: A review of outcome research, Maree (2022) reviews the outcomes of five purposely selected group-based career counseling projects conducted in developing country contexts. Using thematic data analysis, the author examined the outcomes of these projects in order to identify the strengths as well as the areas for development (weaknesses) of the career counseling approach followed in the five projects. The findings demonstrated the value of contextualized career construction in contexts substantially different from the context in which the career construction counseling was originally developed. The author concludes that in the light of the current situation (including the impact of the Covid-19 pandemic on employment), research on the unemployed should be prioritized. In conclusion, I thank all colleagues involved in the editorial and publishing process for their help and guidance. I especially thank Professor Hüseyin Uzunboylu (editor-in-chief) for his professional support in putting this issue together. Last, but certainly not least, I thank all our reviewers for their selfless and expert help. We hope readers will enjoy reading this special issue of the CJES.

Leggi, regolamenti e decreti statali1. Legge 18.6.2009 n. 69- estratto - modifiche alla l. 241/90 » 2492. Legge 7.7.2009 n. 88 - estratto - adempimento di obblighi derivanti dall'appartenenza dell'Italia alle Comunitŕ europee - Legge comunitaria 20083. Legge 15.7.2009 n. 94 - disposizioni in materia di sicurezza pubblica4. Decreto legge 1.7.2009 n. 78 (conv. con mod. dalla l. 3.8.2009 n. 102) - regolarizzazione - dichiarazione di attivitŕ di assistenza e di sostegno alle famiglieCircolariCittadinanza1. Ministero interno 6.8.2009 - legge 15.7.2009, n. 94 - modifiche in materia di cittadinanza2. Ministero interno 9.9.2009 - contributo di 200 euro per le istanze di cittadinanza previsto dalla legge 15.7.2009, n. 94Cittadini extracomunitariIngresso e soggiorno3. Ministero interno 5.8.2009 n. 11001/118/5 - legge 15.7.2009, n. 94 recante "Disposizioni in materia di sicurezza pubblica"4. Ministero interno 7.8.2009 n. 19 - legge 15.7.2009, n. 94 - Indicazioni in materia di anagrafe e di stato civile5. Ministero interno 7.8.2009 n. 557 - legge 15.7.2009, n. 94, recante "Disposizioni in materia di sicurezza pubblica" 6. Ministero affari esteri 21.8.2009 - legge n. 94/09 - modifiche al TU n. 286/987. Ministero interno 27.8.2009 - legge 15.7.2009, n. 948. Ministero interno 31.8.2009 n. 5377 - art. 19, co. 2, lett. c) del d.lgs. 286/1998, cosě modificato dalla legge 15.7.2009, n. 94. Stranieri conviventi con il parente entro il terzo o il quarto grado di nazionalitŕ italiana9. Ministero interno 15.9.2009 n. 5715 - conversione del permesso di soggiorno per famiglia, rilasciato ex art. 28 d.p.r. 334/2004, in relazione all'art. 19 del d.lgs. 286/98. Risposta quesitoRegolarizzazione dei lavoratori addetti all assistenza e al sostegno alle famiglie10. Ministero interno - Ministero lavoro, salute e politiche sociali 7.8.2009 n. 10 - DL n. 78/2009 dell'1.7.2009. Emersione del lavoro irregolare nell'attivitŕ di assistenza e di sostegno alle famiglie11. Istituto nazionale previdenza sociale (INPS) 31.8.2009 n. 19147 - acquisizione delle dichiarazioni presentate all'INPS nell'ambito della regolarizzazione. Assistenza all'utenza per la stampa del modello F2412. Ministero interno 15.9.2009 n. 5714 - emersione lavoro irregolare nell'attivitŕ di assistenza e di sostegno alle famiglie. Dichiarazione di ospitalitŕ ex art. 7, d.lgs. 286/98 e successive modifiche ed integrazioni13. Ministero dell'interno 2.10.2009 n. 6241 - legge 3.8.2009, n. 102. Conversione in legge, con modificazioni del D.L. 1.7.2009, n. 78 art. 1 ter - Emersione del lavoro irregolare e di sostegno alle famiglie. Ricevuta attestante l'avvenuta presentazione della domanda di emersioneDocumenti1. Documento ASGI settembre 2009 - I minori stranieri extracomunitari e il diritto all'istruzione dopo l'entrata in vigore della legge n. 94/2009

AbstractA hydrometallurgical process is described for conversion of an aqueous solution of lithium chloride into an aqueous solution of lithium hydroxide via a chloride/hydroxide anion exchange reaction by solvent extraction. The organic phase comprises a quaternary ammonium chloride and a hydrophobic phenol in a diluent. The best results were observed for a mixture of the quaternary ammonium chloride Aliquat 336 and 2,6-di-tert-butylphenol (1:1 molar ratio) in the aliphatic diluent Shellsol D70. The solvent extraction process involves two steps. In the first step, the organic phase is contacted with an aqueous sodium hydroxide solution. The phenol is deprotonated, and a chloride ion is simultaneously transferred to the aqueous phase, leading to in situ formation of a quaternary ammonium phenolate in the organic phase. The organic phase, comprising the quaternary ammonium phenolate, is contacted in the second step with an aqueous lithium chloride solution. This contact converts the phenolate into the corresponding phenol by protonation with water extracted to the organic phase, followed by a transfer of hydroxide ions to the aqueous phase and chloride ions to the organic phase. As a result, the aqueous lithium chloride solution is transformed into a lithium hydroxide solution. The process has been demonstrated in continuous counter-current mode in mixer–settlers. Solid battery-grade lithium hydroxide monohydrate was obtained from the aqueous solution by crystallization or by antisolvent precipitation with isopropanol. The process consumes no chemicals other than sodium hydroxide. No waste is generated, with the exception of an aqueous sodium chloride solution. Graphical Abstract

Abstrak: Penelitian ini bertujuan untuk mengetahui apakah pengembangan LKS dan penerapannya dapat meningkatkan hasil belajar siswa pokok bahasan stoikiometri siswa kelas X SMAN 1 Batulayar 2015/2016. Metode penelitian yang digunakan adalah penelitian tindakan kelas (PTK) yang secara umum terdiri dari 2 (dua) siklus. Masing-masing siklus terdapat 4 (empat) tahapan yaitu perencanaan, tindakan, observasi, dan refleksi. Penelitian ini dilaksanakan di kelas X SMAN 1 Batulayar dengan jumlah siswa 29 orang. Penelitian ini difokuskan pada materi hukum-hukum dasar kimia, konsep mol yang mencakup konversi jumlah mol ke dalam jumlah partikel, jumlah massa, dan jumlah volume. Teknik pengumpulan data yang digunakan adalah tes, lembar observasi dan angket. Dari hasil penelitian pada siklus II terjadi peningkatan aktivitas dan hasil belajar siswa dari siklus I yaitu, pada siklus II diperoleh rata-rata nilai pos test siswa 77 dan prosentase ketuntasan hasil belajar mencapai 78,57% (siswa mencapai nilai ≥70). Sementara pada siklus I rata-rata nilai siswa hanya 58 dan prosentase ketuntasan hasil belajar hanya mencapai 54,17% (siswa mencapai nilai ≥70). Dan dari hasil observasi terhadap pembelajaran dengan pengembangan dan penerapan LKS melalui diskusi terdapat peningkatan aktivitas yang signifikan yaitu dari skor rata-rata 18 menjadi 21 dimana skor ini masuk kategori aktif. Sedangkan berdasarkan hasil angket yang dibagikan kepada siswa terlihat proses pembelajaran mendapat respon yang baik dari siswa. Hal ini membuktikan bahwa pembelajaran dengan menggunakan pengembangan dan penerapan LKS memberikan dampak yang positif bagi siswa dalam proses belajar mengajar. Kata Kunci: LKS, Hasil Belajar Siswa, Aktivitas Siswa Abstrak: The purpose of this study is to know whether the student’s worksheet development and its application are able to increase the students’ competence of the stoichiometry at the X grade of SMAN 1 Batulayar. The method of study used is class action research in which consists of two cycles and each of them has four steps such as planning, action, observation and reflection. This study focuses on basic laws of chemistry, the mole concept which includes the conversion of the number of moles to the number of particles, the amount of mass and volume number. Data was collected by test, observation and questionnaire. The result of study indicated that there were sifnificant increase of the students’ competence and activities. On the second cycles was found that the students’ post test result average was 77 and 78.57% student accomplish the topic. In contrast, on the first cycle the students average was 58 and only 54.17% student accomplish the topic. The students respond to the development and application of the students worksheet throughout discussion significantly improved whereas there are improvement in which previously only 18 students active during the leraning process, it increased into 21 students. It can be concluded that the development and application of the students’ worksheet gives positive impact to the students’ competence of the stoichiometry topic. Key words: students’ worksheet, result and students, activity