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International Journal of Food Microbiology 105:419 431 Klingberg, T D, and B B Budde 2006 The survival and persistence in the human gastrointestinal tract of ve potential probiotic lactobacilli consumed as freeze-dried cultures or as probiotic sausage International Journal of Food Microbiology 109:157 159 Koohmaraie, M 1994 Muscle proteinases and meat aging Meat Science 36:93 104 Korhonen, H, and A Pihlanto 2003 Food-derived bioactive peptides: Opportunities for designing future foods Current Pharmaceutical Design 9:1297 1308 Korhonen, H, and A Pihlanto 2007 Bioactive peptides from food proteins In Handbook of Food Products Manufacturing Health, Meat, Milk, Poultry, Seafood, and Vegetables Hoboken, NJ: John Wiley and Sons Krajcovicova-Kudlackova, M, R Simoncic, A Bederova, K Babinska, and I Beder 2000 Correlation of carnitine levels to methionine and lysine intake Physiological Research 49:399 402 Kr ckel, L 2006 Use of probiotic bacteria in meat products Fleischwirtschaft 86:109 113.

2 (0:95 1:0) 0:10 0:02719 (0:95 3:24) 0:6 3:678 [ln e (10 6 ) ln e (0:0475)] 128 0:02719 [ 13:81551 3:047] 128 0:02719

, very positive or very negative) The psychodynamic hypothesis that the rst weeks or months of life represent a critical period in personality development contrasts with those of alternative theories (eg, cognitive), which contend that key events in personality development occur somewhat later, after the child has acquired a broad repertoire of verbal and locomotive skills Freud s notion of a critical early period in personality development coupled with his corollary hypothesis that many of the most important early experiences involve sexual frustration or grati cation was (and is) highly controversial It helped create a decades-long divergence of psychoanalysis from mainstream developmental psychology, which has only recently begun to narrow (Emde, 1992)..

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model two variables having a constant ratio of growth rates throughout the growth period and many physical processes were found to grow in parallel, or in an ordered timesequence. A good example is found in the multivariate research of Tanner (1955): Figure 18.5 is a plot of growth and change in four physical variables that were found to follow a fundamental pattern over time (i.e., a relatively invariant

Figure 1.1 Layout for a t independent-samples design. Thirty girls are randomly assigned to two levels of treatment A with the restriction that 15 girls are assigned to each level. The mean weight loss in pounds for the girls in treatment levels a1 and a2 is denoted by Y 1 and Y 2 , respectively.

Lachance, P A, and M C Fisher 2005 Reinvention of the food guide pyramid to promote health Advances in Food and Nutrition Research 49:1 39 Langseth, L 2000 Antioxidants and their effect on health In Essentials of Functional Foods Gaithersburg, Fla: Aspen Publication Larsson, S C, L Bergkvist, and A Wolk 2005 Highfat dairy food and conjugated linoleic acid intakes in relation to colorectal cancer incidence in the Swedish Mammography Cohort American Journal of Clinical Nutrition 82:894 900 Leroy, F, G Falony, and L De Vuyst 2008 Latest developments in probiotics In Meat Biotechnology New York: Springer Leroy, F, L Verluyten, and L De Vuyst 2006 Functional meat starter cultures for improved sausage.

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specifying evaluation questions (eg, Scriven, 1993; Scriven & Roth, 1978) This approach may seem eminently sensible: Why not develop evaluation questions to assess a program in terms of the most important human needs that it is meant to address For example, why not identify the basic human needs that preschool programs may address and then evaluate the program in terms of how well it meets those needs Again, though, problems arise First, it is not so easy to identify, or even to de ne, human needs For example, are programs for gifted children really directed at any needs, or do they involve enrichment well beyond basic needs In addition, how easy is it to determine what needs a program (eg, a preschool intervention) does or should address Second, our conception of needs, both in general and in terms of a given program, may change over time.

The history of day care and preschool evaluations presents a striking example Although early evaluations focused on cognitive skills, it became clear over time that policy makers and the public were also interested in social outcomes, such as staying on grade and avoiding assignment to special education (Zigler & Muenchow, 1992) Third, it can be quite dif cult to establish priorities across different needs Which is more important as a need that universal preschool might meet increases in traditional academic skills, enhanced social development, decreases in dropout rates, improvements in parents SES In short, although it may seem sensible to use needs as a guide to evaluation questions, and although it is reasonable for evaluators to think about needs when identifying evaluation questions, this approach faces important problems Another alternative that some evaluators have considered is to use program theory as a guide to direct evaluation questions (eg.

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