bluuebunny/crossref_metadata_2025_split huggingface dataset:
Functionalized Silicas for Metal‐Free and Metal‐Based Catalytic Applications: A Review in Perspective of Green Chemistry
Authors: Rajendran Antony , Rajendiran Marimuthu , Yang Zhi‐Fen , Fan Hong‐Xia , Cui Tian‐You , Zhang Ya‐Gang , Li Wen‐Ying 
Published: October 2019

AbstractHeterogeneous catalysis plays a key role in promoting green chemistry through many routes. The functionalizable reactive silanols highlight silica as a beguiling support for the preparation of heterogeneous catalysts. Metal active sites anchored on functionalized silica (FS) usually demonstrate the better dispersion and stability due to their firm chemical interaction with FSs. Having certain functional groups in structure, FSs can act as the useful catalysts for few organic reactions even without the need of metal active sites which are termed as the covetous reusable organocatalysts. Magnetic FSs have laid the platform where the effortless recovery of catalysts is realized just using an external magnet, resulting in the simplified reaction procedure. Using FSs of multiple functional groups, we can envisage the shortened reaction pathway and, reduced chemical uses and chemical wastes. Unstable bio‐molecules like enzymes have been stabilized when they get chemically anchored on FSs. The resultant solid bio‐catalysts exhibited very good reusability in many catalytic reactions. Getting provoked from the green chemistry aspects and benefits of FS‐based catalysts, we confer the recent literature and progress focusing on the significance of FSs in heterogeneous catalysis. This review covers the preparative methods, types and catalytic applications of FSs. A special emphasis is given to the metal‐free FS catalysts, multiple FS‐based catalysts and magnetic FSs. Through this review, we presume that the contribution of FSs to green chemistry can be well understood. The future perspective of FSs and the improvements still required for implementing FS‐based catalysts in practical applications have been narrated at the end of this review.
Photocatalytic treatment of tetracycline antibiotic wastewater by silver/TiO2 nanosheets/reduced graphene oxide and artificial neural network modeling
Authors: Tabatabai‐Yazdi Fatemeh‐Sadat , Ebrahimian Pirbazari Azadeh , Esmaeili Khalilsaraei Fatemeh , Asasian Kolur Neda , Gilani Neda 
Published: October 2019

AbstractIn this work, we focused on facile preparation of ternary nanocomposites containing TiO2 nanosheets, reduced graphene oxide, and different quantities of silver for photocatalytic treatment of tetracycline (TC) antibiotic wastewater. Plasmonic silver nanoparticles were deposited on TiO2 nanosheets/reduced graphene oxide nanocomposite via a photodeposition method (TGA(x) samples). The as‐obtained samples were identified by variety of techniques such as XRD, UV‐Vis DRS, FESEM/EDX, TEM, and Raman spectroscopy. The photocatalytic degradation experiments of TC (in concentration of 30 mg/L) were carried out by synthesized nanocomposites, and the degradation efficiency of TGA (0.076) (the optimal sample) was evaluated as 52.56% after 3 hr of irradiation under visible light. The obtained results showed that in TGA(x) samples, the reduced graphene oxide acts as a bridge for transferring photoinduced electrons from plasmonic silver nanoparticles to TiO2 nanosheetes. A three‐layered artificial neural network model with four input variables (irradiation time, catalyst dosage, initial concentration of TC, and silver nitrate content) and one output variable (% degradation) was optimized with 11 hidden neurons. The relative importance of the independent variables was calculated using Garson formula and the initial concentration of TC was found as the most influencing parameter (relative importance of 31%) on the treatment efficiency.Practitioner points

TiO2 nanosheets synthesized on the reduced graphene oxide by hydrothermal method.

Plasmonic silver nanoparticles deposited on TNs/rGO by photodeposition method

The photocatalytic degradation of tetracycline (TC) was modeled by artificial neural network.
A Multi-method Assessment of Risk and Protective Factors in Family Violence: Comparing Italian and Migrant Families
Authors: Milani Luca , Miragoli Sarah , Grumi Serena , Di Blasio Paola 
Published: October 2019

AbstractChild maltreatment is a major public health issue, which threatens psychophysical well-being of almost 100,000 minors in Italy. The prevalence and social burden of this issue clearly indicate the need for preventive efforts, early identification of victimized children, and a rapid risk assessment of families referred to Child Protection Services (CPS). The present chapter proposes an evidence-based multi-method assessment system, specific for highlighting risk and protective factors in family functioning. The assessment system is comprised of six modules:

One in-depth protocol for identifying proximal and distal risk and protective factors of maltreatment and recidivism against children.

One exploratory tool for assessing the residual social capital in an at-risk family.

Four screening surveys for assessing parenting stress, parental child abuse potential, parents’ resilience, and traumatic symptoms in children.

In our proposal, distal risk factors imply a condition of vulnerability but exert an indirect influence on the child’s developmental trajectory, while proximal factors, both risk and protective, exert a direct influence on the adaptation of the child. Research foundations of the assessment system lie on several studies carried out from 2008 to present: the chapter proposes a brief review of main outcomes, focusing especially on risk and protective factors assessed using the in-depth protocol (Di Blasio, P. (Ed.). (2005). Tra rischio e protezione: La valutazione delle competenze parentali. Milano, Italy: Unicopli). A better comprehension of risk and protective factors in family violence may inform and guide preventive interventions, and our assessment system is meant to assist professionals in both decision-making and protection of children in all of these levels.
Historical Culture and Peace: How Older Generations Address the Need of Younger Generations to Learn About Their In-Group Past
Authors: Leone Giovanna , Sarrica Mauro 
Published: October 2019

AbstractThis chapter has three aims. First, it aims to disentangle social denial of in-group responsibilities for intergroup violence from other types of silence about intergroup violence. Secondly, it argues that intergenerational narratives which omit information about in-group responsibilities for violence that occurred before the birth of younger generations are highly risky to the descendants of perpetrators. Finally, it emphasises the importance of exploring in greater depth the understudied moment when a literal social denial about past in-group war crimes is exposed. To support these aims, the chapter presents results from a recent mixed methods, quasi-experimental study, which used between- and within-subject comparisons. The study asked young Italian university students to read an explicit text (“detailed text”) vs. a more nuanced one (“mild text”) about Italian war crimes occurring during the colonial invasion of Ethiopia. Data were collected before reading the text, during the reading and after it. Texts were constructed by manipulating the wording of a single historical narrative, taken from a textbook currently used in Italian high schools. The inclusion of this information in Italian history textbooks is quite recent, taking place approximately 70 years after the end of the war. Prior to this a widespread social denial silenced these crimes and as a result they were largely ignored in general social discourse. Results showed that participants reacted not only to the new information received but also to the way in which it was conveyed. The detailed narrative, by frankly taking a moral stance on past violence (a strategy that we named, after classic works of Foucault, 1983, parrhesia), provoked a better understanding of information, together with an increase of negative group-based moral emotions. Interestingly, while collective guilt did not differ between participants exposed to a detailed or a mild text, moral emotions distancing young participants from the responsibilities of older generations increased when these crimes were clearly exposed.
Children’s Conceptualizations of Forgiveness, Reconciliation, and Peacebuilding in the Context of Armed Conflict
Authors: López López Wilson , Correa-Chica Andrea , Carmenza Sierra-Puentes Myriam , Castañeda Polanco Juan Gabriel , Fernández Miranda Gabriela , del Rosario Duran Jaramillo María , Castro-Abril Pablo 
Published: October 2019

AbstractThis chapter examines the effects that children face in situations of armed conflict and the central role that they play in building and consolidating peace. It analyzes how the processes of forgiveness and reconciliation contribute to peacebuilding and children’s visions of these constructs. Specifically, it presents the findings of an investigation that sought to understand the conceptualizations of forgiveness and reconciliation among Colombian children as well as their role in the construction of peace in this country. As such, 63 children between 10 and 13 years old participated. One group of participants (n = 29) was composed of children who were directly affected by conflict or in situations of economic and social vulnerability, residing in one of the areas with the most people displaced by armed conflict. The other group (n = 34) was composed of children living in optimal developmental conditions who had not directly experienced any victimizing event in relation to the Colombian armed conflict. The results showed convergences and divergences regarding the conceptualizations of the two groups. Some of the main differences were in relation to their views of the negotiated exit to the Colombian armed conflict and their conceptualizations of peace. The results show that socioeconomic contexts and previous experiences in relation to armed conflict permeate the country’s vision of the future.
Learning for Peace: Lessons Learned from UNICEF’s Peacebuilding, Education, and Advocacy in Conflict-Affected Context Programme
Authors: Affolter Friedrich W. , Azaryeva Valente Anna 
Published: October 2019

AbstractConflict and insecurity have been described as the “primary development challenge of our time” (World Bank Group, 2011, p. 1). Whereas mediation, diplomacy, security, reconstruction, and government and economic reforms, continue to play an essential role in building and sustaining peace, recent discussions have also focused on the importance of addressing inequity, as well as the exclusion from basic social services (education, water, health and nutrition, social protection, early childhood development) (United Nations & World Bank Group, 2018). UNICEF’s “Learning for Peace” programme – implemented from 2012 to 2016 – presents a recent example of how social development services can be leveraged not only to meet children’s developmental, protection, and cultural needs and rights, but also to contribute to the mitigation of conflict factors. This chapter summarizes lessons learned from the implementation of “Learning for Peace” across 14 fragile and post-conflict countries. A theoretical framework for understanding education’s contributions to conflict and peace as well as a monitoring and evaluation framework for assessing its contributions toward social cohesion, will be introduced.
Experiencing Diversity: Complexity, Education, and Peace Construction
Authors: Pagani Camilla 
Published: October 2019

AbstractThe relationship with diversity is one of the basic aspects of human experience. In the present contribution, a broad definition of diversity is proposed, which includes, but is not limited to, cultural diversity. The analysis of the experience of diversity is especially focused on children’s attitudes and behavior. The role of education is also highlighted. Though education is generally considered by the author in its broad sense, namely, as the sum of all the elements of reality that in one way or another affect human development, a special emphasis here is given to school. The main assumption of this chapter is that complexity, diversity, education, and peace construction are intimately interrelated. Diversity is one of the essential components of complexity, and considerations regarding the reality of complexity should be the prerequisite of any educational program and of any effort toward peace construction. These reflections partly draw on a number of studies (especially through the use of anonymous open-ended essays) we conducted in Italian secondary schools on children’s (aged 9–18) attitudes toward multiculturalism. Some suggestions are also prompted by a brief analysis of a passage from the Australian novelMy Placeby Sally Morgan.
Developmental Trajectories of Political Engagement from Adolescence to Mid-Adulthood: A Review with Empirical Underpinnings from the German Peace Movement
Authors: Shani Maor , Horn Daniel , Boehnke Klaus 
Published: October 2019

AbstractEngagement in politics during one’s formative years is conductive to democracy. Youth activism is associated with increased political efficacy and has the potential to empower disadvantaged groups and promote political equality. Moreover, possible positive outcomes of early-life political engagement in various psychological and biographical domains have recently been explored, largely emphasizing the benefits of activism throughout the lifespan. Nevertheless, lifespan developmental psychology and peace psychology have rarely put their lots together, due to the difficulties of designing longitudinal research stretched over periods sufficiently long to claim relevance for lifespan development. In this chapter, we review established theories and recent empirical studies on the political socialization of adolescents and youth, with an emphasis on intergenerational transmission of political worldviews and patterns of engagement, and on the potential of political involvement in adolescence to lead to lifelong engagement and activism. We then explore trajectories of political orientations from adolescence to mid-adulthood, using survey data from a ten-wave panel study of German peace movement activists and sympathizers, first studied in 1985 and reapproached every 3.5 years. We discuss our findings in light of contextual explanations, as well as theories of political socialization and lifespan development. Finally, our review and empirical findings suggest that investments into the capacities and opportunities for constructive youth activism, while likely manifesting themselves at a later period, may pay real dividends for community empowerment and sustainability.
From Research to Action and the Spaces in -Between: Experiences from Peacebuilding Programs for Young People in Cambodia and Uganda
Authors: Balvin Nikola , Miletic Tania 
Published: October 2019

AbstractDrawing on contribution analysis (Morton, Research Evaluation 24:405–419, 2015), this chapter outlines two case studies which examine different education and peacebuilding initiatives targeting young people and shows how their research processes contributed to gradual changes in practice and policy. The case studies are set in Uganda and Cambodia and use formal and non-formal education systems to bring about more peaceful relations between the participants while also aiming to influence the sociopolitical context in which they live. The first case study focuses on a pilot program carried out by the United Nations Children’s Fund (UNICEF) in collaboration with the Ugandan Ministry of Education, Science, Technology and Sport (MoESTS) and other local partners as part of the Learning for Peace initiative. The second case study outlines a locally led peacebuilding initiative by a Cambodian NGO, supported by other local and international actors and relevant ministries of the Government of Cambodia. The authors reflect on the research uptake, use, and impact, identifying the engagement of key stakeholders at different points in the process as integral to increasing knowledge and ownership of the findings. Of interest is the emergence of a range of factors for both researching and implementing projects that surface in this process or what can be considered “the spaces in between” research and practice.
Promoting Civic Engagement and Social Inclusion Interventions for Minors Involved with Crimes
Authors: Meringolo Patrizia , Guidi Elisa 
Published: October 2019

AbstractThe juvenile justice system in Italy is aimed at avoiding detention, thanks to alternative measures and strategies for social inclusion. Nevertheless, for two groups of minors – those involved in organised crime and migrants – social inclusion and other alternative forms of punishment are not easily applied because these minors often lack social networks. Migrant minors are at risk of becoming offenders because they arrive in the host country without a real migration plan and without educational or work opportunities. Psychosocial literature about migrant minors has also examined the relationship between the difficulties migrants face and their possible involvement in deviant groups. This is a crucial topic that must be explored carefully and without stigmatising minors. Young migrants under criminal proceedings are vulnerable in two ways: because they are minors and unable to fulfil their needs and because they are non-citizens, a status which may marginalise them within the social context. Accordingly, in previous research, we implemented proactive interventions in four European countries (Italy, Romania, Germany, and Spain) to promote social inclusion and prevent minors from engaging in violent behaviour. In this chapter, we use interviews and focus groups to explore how justice system professionals and stakeholders in Italy describe the deviant career of young people at risk of radicalisation. We also provide evidence for the importance of social inclusion interventions as a means of preventing violent radicalisation. Finally, we argue for professional development training so that practitioners in the juvenile justice system can develop innovative ways of promoting social inclusion.
Civic Participation and Other Interventions That Promote Children’s Tolerance of Migrants
Authors: Mazzoni Davide , Cicognani Elvira , Tzankova Iana , Guarino Antonella , Albanesi Cinzia , Zani Bruna 
Published: October 2019

AbstractTolerance toward migrants currently represents a key issue in many Western democracies and studying the factors that can foster it has become increasingly more important for the social sciences. This chapter starts by providing a definition of ‘tolerance’, illustrating the ambivalent qualities that are attributed to this concept in the literature. Recognizing some limits of this concept, our reasoning develops from the assumption that, with specific reference to migration, tolerance represents a basic democratic principle. It can be defined as the belief, based on equalitarian principles and a political conviction, that migrants and non-migrants should be treated equally. We proceed to report the findings from two recent studies we conducted in Italy and illustrate some key paths through which tolerance can develop during different developmental stages. The results from our studies showed that younger participants had lower levels of tolerance toward refugees and migrants. Different forms of politically committed youth participation (online and offline, more and less conventional) were positively associated with tolerance; in particular, civic participation represents a ‘school for democracy’ in which young people learn a range of civic skills also enhanced tolerance toward migrants. Finally, we present an overview of some of the main approaches (global citizenship education, education to intercultural dialogue and community-based approaches) that professionals across the world have at their disposal to promote a tolerant attitude at different stages of the developmental process. The chapter closes by illustrating some implications for future research and interventions to promote tolerance toward migrants.
Does Participating in National and Ethnic Associations Promote Migrant Integration? A Study with Young First- and Second-Generation Migrants
Authors: Marzana Daniela , Alfieri Sara , Marta Elena 
Published: October 2019

AbstractOn arrival to a new country, migrants usually face language barriers, cultural barriers, discrimination, and other sources of unjust contextual conditions that lower their chances of a successful life (Handy and Greenspan, Nonprofit Volunt Sect Q 38:956–982, 2009). This scenario compromises their levels of well-being and supports a tendency toward social fragmentation in places of settlement (García-Ramírez et al., Am J Community Psychol 47(1–2), 86–97, 2011). In response to this situation, migrants’ engagement in civic life has been identified as an important element for developing both individual well-being and cohesive communities (Gilster, J Community Psychol 40(7), 769–784, 2012) (Stoll and Wong, Int Migr Rev 41(4), 880–908, 2007). Using a qualitative study, the present work explores the effects of activism on youth of sub-Saharan African origin, of the first and second generations, who are active in national and ethnic associations. The work aims to explore (1) through narratives the meaning that integration has for young migrants; (2) how integrated they feel; and (3) the role of the association, both national and ethnic, in the perception of integration of these young people.The participants were 21 young migrants (18–33 years old) of first and second generations, who participated in in-depth interviews. Tematic analysis was used. The results indicate that activism has positive implications for the integration and construction of migrants’ bicultural identity.