The tentative structure proposed previously for a dehydrohetisine isolated from Delphinium cardinale Hook. has been confirmed. This alkaloid is identical with hetisinone, first obtained as a transformation product of hetisine, and subsequently isolated from D. denudatum.
This article demonstrates how women who study childcare achieve congruence in their lives. Rather than simply juggling the needs of family, work and study in order to escape the domestic sphere they choose to minimise dissonance, finding that parenting children, working with children, and studying children, creates a stable framework with reciprocal rather than conflictual links. The framework is captured as a model of 'integrated lives' and, drawing on Amartya Sen's capability approach, further conceptualised as an example of a capability set for childcare students. The pattern of drifting into childcare, representing the students' choices, is made visible through the creation of a set of occupational typologies.Qualitative empirical evidence is used to explore the educational and broader social implications of integrating lives and how this congruence encourages the uptake of new ideas as learning is multiply relevant. However, shortage of time causes students to modify their approach to learning, causing many who espouse liberal values to favour knowledge transmission over more demanding styles, attracted to its apparent efficiency. Time constraints also encourage a retrospective acceptance of criterion-based assessment because fragmented knowledge is more easily manipulated when study patterns are sporadic and college work confined to those moments free from other commitments. The findings are discussed in relation to concerns that full-time students now need to undertake part-time work and introduce some interpretive detail to this debate.
choices of mature female students returning to work as parents. These student Wright responds to these by drawing on specific teaching-learning moments and the paper closes with an invitation to the reader to decide their position on the potential benefits and limitations of biographical teaching.
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