cometadata/datacite-rtg-text-other-reclassification-records huggingface dataset:
Bericht über die Arbeit der Interdisziplinären Kommission für Pandemieforschung der Deutschen Forschungsgemeinschaft (DFG) 2020 bis 2023
Creators: name: Deutsche Forschungsgemeinschaft | Interdisziplinäre Kommission für Pandemieforschung
Publisher: name: Zenodo
Year: 2024
Subjects: Coronavirus-Pandemie
COVID-19
Interdisziplinäre Kommission
Arbeitsbericht
Perspektive der Wissenschaft
Coronavirus pandemic
Interdisciplinary commission
Report
Perspective of the sciences and the humanities
Deutsche Forschungsgemeinschaft
DFG
German Research Foundation

description: Der Ausbruch der COVID-19-Pandemie erzeugte einen enormen Wissensbedarf. Das Wissenschaftssystem hat auf die Ausnahmesituation unmittelbar und mit großen Anstrengungen reagiert. Um die Dynamik aufzugreifen und die wissenschaftlichen Kräfte zu bündeln, hat die Deutsche Forschungsgemeinschaft (DFG) die Interdisziplinäre Kommission für Pandemieforschung eingerichtet. Das fachübergreifende Gremium beschritt neue Wege, um die Kreativität und Lösungskompetenz erkenntnisgeleiteter Forschung in interdisziplinärer Weitsicht zusammenzuführen. In ihrem Abschlussbericht blickt die Kommission auf die Arbeit von Juni 2020 bis November 2023 und vielfältige Themen zurück. Sie sieht auch zukünftig noch Bedarf an Forschung über Pandemien generell und die Auswirkungen der Coronavirus-Pandemie und empfiehlt eine systematische und wissenschaftsgeleitete Aufarbeitung der Pandemie, der darauf bezogenen Maßnahmen und der Rolle der Wissenschaft mit dem Ziel einer verbesserten Pandemic Preparedness.

The COVID-19 pandemic generated an enormous need for knowledge. The research system reacted immediately, making considerable efforts. To pick up the momentum and coordinate closely within the scientific community, the Deutsche Forschungsgemeinschaft (DFG, German Research Foundation) established the Interdisciplinary Commission for Pandemic Research. The interdisciplinary commission broke new ground in order to bring together the creativity and problem-solving expertise of knowledge-driven research with an interdisciplinary vision. In its final report, the commission looks back on its work from June 2020 to November 2023 and a wide range of topics. It sees a need for future research on pandemics in general and the effects of the coronavirus pandemic in particular. The commission recommends a systematic and science-led review of the pandemic, the related measures taken and the role of science with the aim of improving pandemic preparedness.
The role of new metrics in evaluating non-traditional scholarly outputs
Creators: name: Altmetric Engineering
name: Williams, Catherine
Publisher: name: Altmetric
Year: 2016
Subjects: subject: 160511 Research, Science and Technology Policy
subject: FOS: Political science

description: Poster presented at the NIH Bibliometrics Symposium - 31st October 2016
Neoproterozoic granitic gneiss offshore the Shandong Peninsula of Eastern China: the eastward extension of the Sulu Orogenic Belt
Creators: name: Baojing Yue
name: Zhang, He
name: Liao, Jing
name: Ding, Xue
name: Xuebo Yin
Publisher: name: Taylor & Francis
Year: 2016
Subjects: subject: Pharmacology
subject: Evolutionary Biology
subject: FOS: Biological sciences
subject: 39999 Chemical Sciences not elsewhere classified
subject: FOS: Chemical sciences
subject: Ecology
subject: 69999 Biological Sciences not elsewhere classified
subject: Cancer

description: The Sulu Orogenic Belt in eastern China has experienced a multistage tectonic evolutionary history. However, its geological evolution has not yet been corroborated by sufficient direct evidence from basement rocks. Chaolian Island on the Qianliyan Uplift provides an opportunity to study the formation and evolution of the Sulu Orogenic Belt using direct geochronological and geochemical evidence. We determined that the characteristic mineral assemblage in the study region is quartz + K-feldspar + perthite + biotite + muscovite. The samples are silica- (SiO2 = 72.8%–75.8%) and alkali-rich (ALK(Na2O+K2O) = 8.7%–9.3%), with high iron-magnesium ratios (FeO*/(FeO*+MgO) = 0.92–0.96) and low CaO and MgO concentrations. Furthermore, they are rich in large-ion lithophile elements K, Rb, Ba, and U, but depleted in high field strength elements Nb, Ta, and Zr. They exhibit high Ga/Al values (Ga × 104/Al = 3.33–3.74) and significant fractionation between light and heavy rare earth elements. The samples are A-type granites. In the discrimination diagrams for granite genesis types, the samples plotted in the post-orogenic A2-type granite region. Secondary ion mass spectrometer (SIMS) zircon U–Pb dating results indicated that the granitic gneiss formed ~782.6–802.3 Ma (Middle Neoproterozoic), consistent with the timing of the breakup of the Rodinia supercontinent on the northeastern margin of the Yangtze Plate. Comparing geochemical characteristics and zircon U–Pb ages of the A-type granitic gneisses of the Sulu Orogenic Belt, the Qianliyan Uplift appears to be an extension of the belt across the ocean and is affiliated with the Yangtze Plate. The granitic gneiss on Chaolian Island is related to the formation of a mantle superplume during the breakup of Rodinia, and the northeastern margin of the Yangtze Plate during the Middle Neoproterozoic was located in a back-arc extension setting induced by the subduction of oceanic plates.
Ancient and County Bridges in Cumberland and Westmorland ; with some remarks upon the Fords. the President. And Lancashire North-of-the-Sands.
Creators: name: Cowper, H Swainson
name: Ferguson, Richard S
Publisher: name: Archaeology Data Service
Year: 2008

description: Transactions of the Cumberland & Westmorland Antiquarian & Archaeological Society, 15, 114-132
Future Circular Lepton Collider FCC-ee: Overview and Status
Creators: name: Agapov, I.
name: Benedikt, M.
name: Blondel, A.
name: Boscolo, M.
name: Brunner, O.
name: Llatas, M. Chamizo
name: Charles, T.
name: Denisov, D.
name: Fischer, W.
name: Gianfelice-Wendt, E.
name: Gutleber, J.
name: Janot, P.
name: Koratzinos, M.
name: Losito, R.
name: Nagaitsev, S.
name: Oide, K.
name: Raubenheimer, T.
name: Rimmer, R.
name: Seeman, J.
name: Shatilov, D.
name: Shiltsev, V.
name: Sullivan, M.
name: Wienands, U.
name: Zimmermann, F.
Publisher: name: Deutsches Elektronen-Synchrotron, DESY, Hamburg
Year: 2022
Subjects: accelerator, design
FCC
FCC-ee
TeV
CERN Lab
electroweak interaction
Higgs-factory
particle source
performance
electron positron
hadron

description: The worldwide High Energy Physics community widely agrees that the next collider should be a Higgs factory. Acknowledging this priority, in 2021 CERN has launched the international Future Circular Collider (FCC) Feasibility Study (FS). The FCC Integrated Project foresees, in a first stage, a high-luminosity high-energy electron-positron collider, serving as Higgs, top and electroweak factory, and, in a second stage, an energy frontier hadron collider, with a centre-of-mass energy of at least 100 TeV. In this paper, we address a few key elements of the FCC-ee accelerator design, its performance reach, and underlying technologies, as requested by the Snowmass process. The Conceptual Design Report for the FCC, published in 2019, serves as our primary reference. We also summarize a few recent changes and improvements.
Multidisciplinary systematic review of the relationships between poverty and stress, low level anxiety and depression across the life course.
Creators: name: Blank, Lindsay
name: Baxter, Susan
name: Buckley-Woods, Helen
name: Fairbrother, Hannah
name: Bissell, Paul
name: Goyder, Elizabeth
name: Salway, Sarah
Publisher: name: The University of Sheffield
Year: 2016
Subjects: subject: 111799 Public Health and Health Services not elsewhere classified
subject: FOS: Health sciences

description: This multi-disciplinary systematic evidence review considers the main ways in which poverty and stress, low level anxiety and depression are linked in order to answer two key questions: • Does poverty cause stress, low level anxiety and depression? • Do stress, low level anxiety and depression cause poverty?
Supplementary Material for: Clinical Presentation, Magnetic Resonance Angiography, Ultrasound Findings, and Stroke Patterns in Patients with Vertebral Artery Dissection
Creators: name: Günther, A.
name: Witte, O.W.
name: Freesmeyer, M.
name: Drescher, R.
Publisher: name: Karger Publishers
Year: 2016
Subjects: Medicine

description: Background/Aims: Vertebral artery dissection (VAD) is an important cause of ischemic stroke. In this observational study, clinical data, magnetic resonance (MR) and ultrasound (US) imaging findings and ischemic patterns were analyzed. Methods:Forty-seven patients with a diagnosis of VAD underwent clinical examination, US, MR of the brain and neck and MR angiography (MRA) of the cervical arteries. Vascular abnormalities and ischemic brain lesions were noted. Data were evaluated separately and compared for spontaneous and traumatic VAD subgroups. Results: The most common overall clinical symptom was vertigo followed by neck pain. In the traumatic subgroup, vertigo was relatively rare (p = 0.022). Most common MRA findings were vessel irregularity and vessel occlusions. Ischemic lesions occurred significantly more frequently after spontaneous than after traumatic VAD (p = 0.009). Unilateral VAD was significantly more common in non-dominant vertebral arteries (p < 0.001). Mortality after trauma was not only due to VAD complications but also due to other trauma-related injuries. Conclusion: The variability of MR and US imaging findings in patients with VAD is illustrated. The algorithm of management should be based on a multimodality approach involving patient history and clinical neurological examination. Several types of vessel abnormalities and ischemic lesion in diverse locations may point to arterial dissection, and the differential diagnosis of VAD must be kept in mind.
title: OFROM: interview avec unine08a15m
Creators: name: Delafontaine, François
name: Dursen, Ayça
Publisher: name: COCOON - https://cocoon.huma-num.fr (Huma-Num - CNRS)
publisherIdentifier: https://ror.org/04ces3204
publisherIdentifierScheme: ROR
Year: 2023
Subjects: subject: Français
subject: fra

description: Conforms to: Praat textgrid
description: Conforms to: doi:10.34847/cocoon.69c4fa74-f324-3ddb-9f1a-580867fd5826
description: Conforms to: doi:10.34847/cocoon.69c4fa74-f324-3ddb-9f1a-580867fd5826
description: Source: https://nakala.fr/10.34847/nkl.c39f9g69.v2#bfc91aa39071d2ca3dbf824c8a9454c54aa87f6d
CLARIAH DE: Bericht aus der Arbeit des Verbundprojekts im Kontext der Nationalen Forschungsdateninfrastruktur
Creators: name: Schulz, Daniela
name: Beyer, Hartmut
Publisher: name: Zenodo
Year: 2022
Subjects: CLARIAH-DE
NFDI
DTABf
CLARIN-D
DARIAH-DE

description: Werkstattgespräch an der Herzog August Bibliothek vom 17.09.2021
Entretien de Rakan Fayiz Farhan al-Majali auprès de Abdelhamid Ibrahim Ismaeel al-Majali à propos du diwan de Dleywan al-Majali à Karak
Creators: name: al-Majali, Abdelhamid Ibrahim Ismaeel
name: Rakan Fayiz Farhan Al-Majali (Enquêteur)
Publisher: name: NAKALA - https://nakala.fr (Huma-Num - CNRS)
publisherIdentifier: https://ror.org/04ces3204
publisherIdentifierScheme: ROR
Year: 2020

description: Source: http://www.calames.abes.fr/pub/ms/FileId-3139
description: Coverage: Karak, Jordanie
Four new glycosides from the stems of Dendrobium fimbriatum Hook
Creators: name: Xu, Feng-Qing
name: Fan, Wei-Wei
name: Cheng-Ting Zi
name: Fa-Wu Dong
name: Yang, Dan
name: Zhou, Jun
name: Jiang-Miao Hu
Publisher: name: Taylor & Francis
Year: 2016
Subjects: subject: Biochemistry
subject: 29999 Physical Sciences not elsewhere classified
subject: FOS: Physical sciences
subject: Pharmacology
subject: 59999 Environmental Sciences not elsewhere classified
subject: FOS: Earth and related environmental sciences
subject: 39999 Chemical Sciences not elsewhere classified
subject: FOS: Chemical sciences
subject: 69999 Biological Sciences not elsewhere classified
subject: FOS: Biological sciences

description: Four new glucosides, named as gigantol-5-O-β-d-glucopyranoside (1), 9,10-dihydro-aphyllone A-5-O-β-d-glucopyranoside (2), ficusal-4-O-β-d-glucopyranoside (3), botrydiol-15-O-β-d-glucopyranoside (4), together with eight known compounds (5–12) were isolated from the n-BuOH extract of the stems of Dendrobium fimbriatum Hook. Their structures were elucidated by the analyses of spectroscopic data.
A new tetrahydrobenzofuranone metabolite from Streptomyces sp. HS-NF-853
Creators: name: Yan, Kai
name: Jin-Meng Li
name: Ren-Xin Xiang
name: Li, Jian-Song
name: Zhang, Hui
name: Qi, Huan
name: Chong-Xi Liu
name: Wang, Ji-Dong
name: Xiang, Wen-Sheng
Publisher: name: Taylor & Francis
Year: 2016
Subjects: subject: Biochemistry
subject: 59999 Environmental Sciences not elsewhere classified
subject: FOS: Earth and related environmental sciences
subject: 39999 Chemical Sciences not elsewhere classified
subject: FOS: Chemical sciences
subject: 69999 Biological Sciences not elsewhere classified
subject: FOS: Biological sciences

description: A new tetrahydrobenzofuranone derivative, strefuranone A (1), was isolated from Streptomyces sp. HS-NF-853. The structure of the compound was elucidated on the basis of MS and extensive NMR analysis.
title: OFROM: interview avec unine08a14m
Creators: name: Delafontaine, François
name: Dubosson, Pauline
Publisher: name: COCOON - https://cocoon.huma-num.fr (Huma-Num - CNRS)
publisherIdentifier: https://ror.org/04ces3204
publisherIdentifierScheme: ROR
Year: 2023
Subjects: subject: Français
subject: fra

description: Conforms to: Praat textgrid
description: Conforms to: doi:10.34847/cocoon.69c4fa74-f324-3ddb-9f1a-580867fd5826
description: Conforms to: doi:10.34847/cocoon.69c4fa74-f324-3ddb-9f1a-580867fd5826
description: Source: https://nakala.fr/10.34847/nkl.82fdg29a.v2#fe25d651f34c754e93f3394b62ab01f433ba4725
title: OFROM: interview avec unine08a13m
Creators: name: Delafontaine, François
name: Diep, Hoang-Mai
Publisher: name: COCOON - https://cocoon.huma-num.fr (Huma-Num - CNRS)
publisherIdentifier: https://ror.org/04ces3204
publisherIdentifierScheme: ROR
Year: 2023
Subjects: subject: Français
subject: fra

description: Conforms to: Praat textgrid
description: Conforms to: doi:10.34847/cocoon.69c4fa74-f324-3ddb-9f1a-580867fd5826
description: Conforms to: doi:10.34847/cocoon.69c4fa74-f324-3ddb-9f1a-580867fd5826
description: Source: https://nakala.fr/10.34847/nkl.56986s46.v2#2f8d8bf1aa5dd610a2461df9b8d1b0edefd61049
History of Astronomy.pdf
Creators: name: Forrester, Rochelle
Publisher: name: figshare
Year: 2016
Subjects: subject: Cosmology
subject: History
subject: Philosophy
subject: FOS: Philosophy, ethics and religion
subject: Anthropology
subject: FOS: Sociology
subject: Sociology

description:
 The ultimate cause of much historical, social and cultural change is the gradual accumulation of human knowledge of the environment. The human environment has a particular structure so that human knowledge of the environment is acquired in a particular order. The structure of the universe and the nature of the human sensory apparatus ensured that humans initially believed, the earth was not moving and the sun orbited the earth, a system known as the Ptolemaic system. Suggestions the earth spun on its axis and orbited the sun were counter intuitive and generally not accepted until new instruments such as the telescope provided new information which suggested the earth spun on its axis and orbited the sun in elliptical orbits which became known as the Newtonian system. Improved observations showed the Newtonian system was wrong and General Relativity which had the earth and other planets orbiting the sun in circular orbits, in curved four-dimensional space-time, became the accepted view of the universe. The naked eye explanation of the universe was accepted first, and more complex knowledge acquired later, using better instruments, led to the Newtonian system and then General Relativity. The order of these belief systems was inevitable as new methods of observing the universe became available which provided new information about the universe. This is an example of how human social and cultural history follows a particular path, a path that is determined by the structure of the human environment.
An Interesting Case of Bi-Jaw Presentation of Mucormycosis: A Case Report
Creators: name: Mohd Arman
name: Mohd Kalim A.
name: Tabish Ur R.
name: Mohd Danish
name: Akash G.
Publisher: name: gjrpublication
Year: 2024

description: Post-COVID-19 mucormycosis, also known as "black fungus," is a rare but serious fungal infection that has gained attention during the COVID-19 pandemic. We present an interesting case report of a patient who developed Bi-jaw Mucor mycosis following recovery from COVID-19. This case highlights the importance of early recognition, diagnosis, and treatment of this potentially fatal complication. We also review the literature on post-COVID-19 mucormycosis, its risk factors, clinical presentation, diagnosis, and management strategies.
title: Integration eines digitalen Maschinenparks in ein Forschungsdatenmanagementsystem
title: Integration of a digital machine park into a research data management system
titleType: AlternativeTitle
Creators: name: Sheveleva, Tatyana
name: Castro, André
name: Oladazimi, Pooya
name: Koepler, Oliver
name: Mozgova, Iryna
name: Lachmayer, Roland
name: Auer, Sören
name: Altun, Osman
Publisher: name: [o.O.] : The Design Society
Year: 2021
Subjects: subject: Digitization of scientific data
subject: FAIR data principles
subject: Knowledge management
subject: Research data management
subject: Semantic information linking
subject: Konferenzschrift
subject: Dewey Decimal Classification::000 | Allgemeines, Wissenschaft::000 | Informatik, Wissen, Systeme::004 | Informatik

description: The global trend towards comprehensive digitization of technologies in product manufacturing leadings to radical changes in engineering processes and requires a new, expanded understanding in the handling of data. Especially in large interdisciplinary projects with several subprojects, the use of a research data management (RDM) system is necessary. This paper describes the concept to realise a FDM system according to FAIR (Findable, Accessible, Interoperable, Reusable) data principles and using open source systems. The approach is explained on the example of a digital machine park within the Collaborative Research Centre Oxygen-free production (CRC 1368).
Experiences with full-time child care attendance on young children in Norway: parents' and early childhood teachers' views
Creators: name: Undheim, Anne Mari
name: Drugli, May Britt
Publisher: name: Monash University
Year: 2016
Subjects: subject: 130102 Early Childhood Education (excl. Maori)
subject: FOS: Educational sciences
subject: 130313 Teacher Education and Professional Development of Educators
subject: 130202 Curriculum and Pedagogy Theory and Development

description: The aim of this study was to explore the experiences of parents and early childhood teachers in Norway regarding the benefits of child care to young children. Both positive and negative benefits were explored. In the autumn of 2009, 41 parents and 35 early childhood teachers of children aged 1.5 years or less, living in the city of Trondheim and nearby communities, were assessed by means of a semi-structured qualitative interview. There was agreement among parents and early childhood teachers that children benefited from child care. Parents, however, tended to overestimate the benefit of socialization and learning for this young age-group. However, early childhood teachers focused more on socialization, in terms of waiting for turns, observing certain rules. One third of parents did not report any negative experiences of child care. The others reported negative experiences on occasion or under certain circumstances such as long hours, poor-quality care or too many children per adult early childhood teacher. All but four of the early childhood teachers suggested that high standards had to be satisfied to make child care good enough for the youngest children.
International Research in Early Childhood Education, vol. 3, no. 1, p. 1-16
Do effects of center-based care and education on vocabulary and mathematical skills vary with children's sociocultural background?: disparities in the use of and effects of early childhood services
Creators: name: Burger, Kaspar
Publisher: name: Monash University
Year: 2016
Subjects: subject: 130102 Early Childhood Education (excl. Maori)
subject: FOS: Educational sciences
subject: 130313 Teacher Education and Professional Development of Educators
subject: 130202 Curriculum and Pedagogy Theory and Development

description: Using data from a survey on cognitive proficiency levels of first graders in Switzerland (N = 1.830), this study analyzes (1) who has access to institutional childcare, (2) whether institutional childcare affects cognitive skills of children who differ in terms of socioeconomic status, home literacy, native country, and home language, and (3) how duration and intensity of childcare affect children's skills. The findings indicate sociocultural disparities in access to childcare. Multiple hierarchical regression analyses suggest that childcare experience did not enhance children's outcomes when social and cultural background characteristics were held constant. For childcare attendees, however, a longer duration of attendance had a positive effect on vocabulary and a higher intensity was related negatively to vocabulary. Children who did not speak German at home benefitted more from childcare in terms of vocabulary skills than German-speaking children. Social background was a significant predictor of vocabulary and math skills. Cultural background additionally impacted on vocabulary skills when social background was controlled for. Implications for policy are discussed.
International Research in Early Childhood Education, vol. 3, no. 1, p. 17-40
Advancements in mRNA Vaccines.pdf
Creators: name: Broklyn, Peter
name: Gracias, Abram
name: Egon, Axel
Publisher: name: figshare
Year: 2024
Subjects: classificationCode: 320202
subject: Clinical chemistry (incl. diagnostics)

description: It explores the groundbreaking potential of mRNA vaccine technology beyond infectious diseases, particularly in cancer immunotherapy and other chronic illnesses.
title: OFROM: interview avec unine08a12m
Creators: name: Delafontaine, François
name: Zölig, Roberta
Publisher: name: COCOON - https://cocoon.huma-num.fr (Huma-Num - CNRS)
publisherIdentifier: https://ror.org/04ces3204
publisherIdentifierScheme: ROR
Year: 2023
Subjects: subject: Français
subject: fra

description: Conforms to: Praat textgrid
description: Conforms to: doi:10.34847/cocoon.69c4fa74-f324-3ddb-9f1a-580867fd5826
description: Conforms to: doi:10.34847/cocoon.69c4fa74-f324-3ddb-9f1a-580867fd5826
description: Source: https://nakala.fr/10.34847/nkl.e9f88uu3.v2#afb79c31acc88d1f8698510685bfe0d406a56131
Young children's role-playing for enhancing personal intelligences in multiple intelligences theory
Creators: name: Wee, Su-Jeong
name: Shin, Hwa-Sik
name: Kim, Myung-Hee
Publisher: name: Monash University
Year: 2016
Subjects: subject: 130102 Early Childhood Education (excl. Maori)
subject: FOS: Educational sciences
subject: 130313 Teacher Education and Professional Development of Educators
subject: 130202 Curriculum and Pedagogy Theory and Development

description: This article examines young children's role-play in an effort to develop methods with which teachers can enhance children's interpersonal and intrapersonal intelligences. Examining how MI practice is applied in different cultural and social contexts is important because it can provide new insights on enriching and enhancing curricula and instructional methods to early childhood educators and practitioners all over the world. This research was conducted in South Korea at a university laboratory school where a curriculum based on the Multiple Intelligences theory was employed. In order to examine how role-playing was implemented and what aspects of social and emotional competences were promoted, this research using a qualitative research method focused on a pod class designed to enhance personal intelligences. The pod class was composed of nine, three to five year-old children who were identified as having strengths in interpersonal and intrapersonal intelligences. Close examination of teacher-child and child-child interactions during role-playing enabled the researchers to identify the structure of the role-plays and specific content areas of personal intelligences addressed. Importance of using role-plays to enhance children's personal intelligences and strategies to guide children in improving their personal intelligences are discussed.
International Research in Early Childhood Education, vol. 4, no. 1, p. 53-72
The impact of familial activities on the verbal and non-verbal skills of children of Turkish immigrants in Germany
Creators: name: Becker, Birgit
Publisher: name: Monash University
Year: 2016
Subjects: subject: 130102 Early Childhood Education (excl. Maori)
subject: FOS: Educational sciences
subject: 130313 Teacher Education and Professional Development of Educators
subject: 130202 Curriculum and Pedagogy Theory and Development

description: A vast array of studies has demonstrated that stimulating activities within the family (e.g., reading to child, singing together) positively affect children's development in various domains. However, this influence is less established for children of immigrants. This paper analyses the impact of familial activities on non-verbal cognitive skills and German-language skills of six-year-old children of Turkish immigrants in Germany. It is argued that not only the frequency of familial activities but also the language use during these activities needs to be considered in immigrant families which has rarely been done in the previous literature. Not taking into account the language use during these activities might be especially problematic in the domain of verbal skills. The empirical results show that the frequency of stimulating familial activities is positively associated with children's verbal and non-verbal skills. In contrast, the language use during these activities only affects children's language skills but not their non-verbal cognitive skills. It is concluded that the language use during familial activities needs to be taken into account in the case of verbal skills.
International Research in Early Childhood Education, vol. 4, no. 1, p. 91-104
The development of learning as the leading activity for Hong Kong immigrant families in Australia
Creators: name: Wong, Pui Ling
name: Fleer, Marilyn
Publisher: name: Monash University
Year: 2016
Subjects: subject: 130102 Early Childhood Education (excl. Maori)
subject: FOS: Educational sciences
subject: 130313 Teacher Education and Professional Development of Educators
subject: 130202 Curriculum and Pedagogy Theory and Development

description: Many parents work hard to foster a culture of learning early in their children's development. The desire for children to learn as early as possible is common among Hong Kong-Australian families. These children continue to perform well academically. Little is known about the pedagogy that underpins such development in the family or on the appropriateness of this for children's development. Through an intensive case study of three Hong Kong-Australian families investigating their family practices, it was found that learning as a leading activity can be established at an early age. Such findings problematise the expected norms and milestones for traditional maturational theories of child development, as well as raising questions about the specific aspects of leading activity and periodisation promoted by cultural-historical theorists. The findings also reveal the importance of cultural and temporal factors in the development of pedagogical approaches in families.
International Research in Early Childhood Education, vol. 4, no. 1, p. 18-34
The cross-age tutoring experience for students with and without disabilities
Creators: name: Gillies, Ann
Publisher: name: Monash University
Year: 2016
Subjects: subject: 130102 Early Childhood Education (excl. Maori)
subject: FOS: Educational sciences
subject: 130313 Teacher Education and Professional Development of Educators
subject: 130202 Curriculum and Pedagogy Theory and Development

description: This qualitative study describes the experience of a cross-age tutoring intervention for three PreKindergarten/Kindergarten-aged students with autism and their fourth grade general education tutors. Data were collected in an inclusive environment; the school library. Three fourth grade general education cross-age tutors were trained to use a simple, naturalistic least-to-most prompting strategy to support the young students with behavior goals in the library. A single case multiple baseline across participants design offers descriptive statistics about the young students' performance outcomes from the tutoring intervention and a constant comparison analysis of qualitative data gathered from observations of all students, students' written work and a research journal contribute to a more comprehensive understanding of this tutoring experience from the perspective of the children involved. Quantitative data indicated a sharp increase in the occurrence of the desired behaviors in the young children with the tutors present and a maintenance probe indicated the lasting effects of this intervention. Qualitative data suggested the cross-age tutoring experience created positive and powerful personal effects for both tutors and tutees; students were happy, engaged, responsive to one another, committed to one another and strong friendships were established.
International Research in Early Childhood Education, vol. 4, no. 1, p. 105-126
title: OFROM: interview avec unine08a11m
Creators: name: Delafontaine, François
name: Corbat, Elodie
Publisher: name: COCOON - https://cocoon.huma-num.fr (Huma-Num - CNRS)
publisherIdentifier: https://ror.org/04ces3204
publisherIdentifierScheme: ROR
Year: 2023
Subjects: subject: Français
subject: fra

description: Conforms to: Praat textgrid
description: Conforms to: doi:10.34847/cocoon.69c4fa74-f324-3ddb-9f1a-580867fd5826
description: Conforms to: doi:10.34847/cocoon.69c4fa74-f324-3ddb-9f1a-580867fd5826
description: Source: https://nakala.fr/10.34847/nkl.6bd7e11z.v2#f2f18725992137ff1f54b6607070205f2ecbee08
Learning together: an innovative parent education project to facilitate children's learning, wellbeing and resilience
Creators: name: Harrison, Cathie
name: Van Vliet, Helen
Publisher: name: Monash University
Year: 2016
Subjects: subject: 130102 Early Childhood Education (excl. Maori)
subject: FOS: Educational sciences
subject: 130313 Teacher Education and Professional Development of Educators
subject: 130202 Curriculum and Pedagogy Theory and Development

description: The complexities associated with living and learning in a rapidly changing world impact on children's play, learning, wellbeing and resilience. Evidence suggests that parent education and parent-teacher partnerships in the early years can support positive outcomes for young children and their families. This paper provides an overview of a pilot project that used an interactive parent education project to support early learning, and young children's wellbeing and resilience. School personnel, parents and university academics came together to share their unique perspectives on children's play, learning and wellbeing. The project was implemented at two sites with some variations in delivery in response to local contextual factors. At each site the participants were provided with relevant findings from current research, and opportunities to share experiences, knowledge and perspectives. Participation in experiential learning tasks and reflective dialogue encouraged collaborative conversations and built common understandings between parents, teachers and academics. The outcomes of the project suggest that 'Learning Together' can contribute to new knowledge and perspectives that are likely to have positive outcomes for children and their families.
International Research in Early Childhood Education, vol. 4, no. 1, p. 35-52
Contamination d’un talc officinal par Streptococcus pyogenes et Staphylococcus aureus
Creators: name: Piquart, Louise
name: Fredenucci, Isabelle
name: Ehmke, Alicia
name: Lesage, Laura
name: Dupieux, Céline
name: Hays, Stéphane
name: Jean-Charles Picaud
name: Cassier, Pierre
Publisher: name: Health & Co
Year: 2024
Subjects: Streptococcus pyogenes
Staphylococcus aureus
Talc
Contamination

description: Introduction. L’incidence en France des infections invasives à Streptococcus pyogenes (streptocoque du groupe A [SGA]) est en augmentation depuis 2022, particulièrement dans la population pédiatrique. Objectif. Nous présentons ici le cas d’un nouveau-né extrême prématuré, présentant à 162 jours de vie des lésions cutanées évocatrices d’un intertrigo sur lesquelles du talc officinal a été appliqué. Devant une évolution défavorable avec survenue d’une bactériémie à SGA et Staphylococcus aureus, des investigations ont été menées afin de documenter la contamination de cette matière inerte et d’élucider la chronologie de l’infection. Matériel et méthodes. Des analyses microbiologiques du talc et le séquençage génomique des souches cliniques et environnementales ont été réalisés. Résultats. Les analyses ont confirmé la présence de souches identiques dans l’hémoculture et le talc, et l’hypothèse la plus probable suggère que le talc a été contaminé lors de l’application sur la peau infectée. Conclusion. Ce cas montre la capacité de deux pathogènes à coloniser un environnement inerte et à y persister. Il souligne le rôle essentiel de la surveillance environnementale et des stratégies de prévention des infections associées aux soins de santé, en particulier pour les populations de patients vulnérables.
Cross-country comparisons of inattentive, hyperactive and impulsive behaviour in school-based samples of young children
Creators: name: Merrell, Christine
name: Styles, Irene
name: Jones, Paul
name: Tymms, Peter
name: Wildy, Helen
Publisher: name: Monash University
Year: 2016
Subjects: subject: 130102 Early Childhood Education (excl. Maori)
subject: FOS: Educational sciences
subject: 130313 Teacher Education and Professional Development of Educators
subject: 130202 Curriculum and Pedagogy Theory and Development

description: This paper uses the Rasch measurement model to analyse data collected on children's attention, activity and impulsiveness at the end of their first year at school by teachers in England, Scotland and Australia. The analysis offers insights into differences in teachers' perceptions of children's behaviour between countries and changes with age. The analysis of large school-based samples from three countries (approximately 2,500 children per country) indicated that the Scottish teachers perceived the behaviour of their pupils as more problematic than teachers in Australia and England. The reasons for this are not clear but it raises issues for researchers wishing to compare behaviour characteristics internationally. Possible ways forward are discussed.
International Research in Early Childhood Education, vol. 4, no. 1, p. 1-17
title: 02_0851
Creators: name: Wesley Baldwin, John
name: Baldwin, John W.
Publisher: name: NAKALA - https://nakala.fr (Huma-Num - CNRS)
publisherIdentifier: https://ror.org/04ces3204
publisherIdentifierScheme: ROR
Year: 2018
Subjects: subject: Laboratoire de Médiévistique Occidentale de Paris
subject: LaMOP

description: L'ensemble de ces notes ont été crée par John Baldwin lors d'une de ses premières périodes de résidence à Paris. Ces documents comprennent tous les magistri qu’il avait pu rencontrer dans ses sources. Aux XIIème et XIIIème siècles, les universités n'existant pas encore, le titre de magister s'il évoque certainement une compétence n'est pas rattaché de façon systématique au passage par les écoles. De surcroît, les magistris sont le plus souvent désignés par leur seul prénom. La lecture de ces données est donc difficile et suppose un long travail pour tenter d'identifier un individu auquel on pourrait rattacher plusieurs mentions. John Baldwin avait donc renoncé à utiliser ces données pour donner un prolongement à sa magnifique étude sur les gradués d'université et leur emploi par les Capétiens et les Plantagenêts. Néanmoins, il a conservé ces données et elles sont potentiellement très utile dans le cadre de Studium, comme le sont toutes les mentions dans les volumes des Fasti Ecclesiae Gallicanae de chanoines portant ce titre de magister sans autres précisions. L'ampleur des dépouillements rend ces données très utiles et nous devons une grande reconnaissance à John Baldwin pour avoir pris la peine de faire photocopier ses fiches et de nous les avoir transmises amicalement.
Les données ainsi que les images des fiches sont accessibles sur le site Internet à l'adresse suivante : http://studium-baldwin.lamop.fr/.
Les transcriptions des fiches ont été effectuées par des étudiants de Paris 1 Panthéon - Sorbonne mais elles n'ont pas été corrigées par la suite.
description: Relation: https://lamop.hypotheses.org/
title: OFROM: interview avec unine08a10m
Creators: name: Delafontaine, François
name: Cochard, Amélie
Publisher: name: COCOON - https://cocoon.huma-num.fr (Huma-Num - CNRS)
publisherIdentifier: https://ror.org/04ces3204
publisherIdentifierScheme: ROR
Year: 2023
Subjects: subject: Français
subject: fra

description: Conforms to: Praat textgrid
description: Conforms to: doi:10.34847/cocoon.69c4fa74-f324-3ddb-9f1a-580867fd5826
description: Conforms to: doi:10.34847/cocoon.69c4fa74-f324-3ddb-9f1a-580867fd5826
description: Source: https://nakala.fr/10.34847/nkl.9000f68d.v2#58d59ba47c98df00f5ad3b26f077aba19a6812a7
Coaching for early childhood educators: an insight into the effectiveness of an initiative
Creators: name: Twigg, Danielle
name: Pendergast, Donna
name: Fluckiger, Bev
name: Garvis, Susanne
name: Johnson, Greer
name: Robertson, Jan
Publisher: name: Monash University
Year: 2016
Subjects: subject: 130102 Early Childhood Education (excl. Maori)
subject: FOS: Educational sciences
subject: 130313 Teacher Education and Professional Development of Educators
subject: 130202 Curriculum and Pedagogy Theory and Development

description: Professional development in the form of coaching has the potential to support practitioners who are being inducted into new policy and curriculum initiatives. This paper examines the efficacy of a coaching program in its support of educators to align their practice with the Victorian Early Years Learning and Development Framework for all Children from Birth to Eight Years (the Victorian Framework) and Belonging, Being, Becoming: The Early Years Learning Framework for Australia (EYLF). Aspects of the Coaching Program that were considered in the mixed-methods evaluation included the program's effectiveness, the intensity of its delivery, the approach used, and the coaching relationship. The evaluation found that the coaching program was an effective way to support educators align their practice with the Frameworks, and that readiness and commitment to change and the coaching relationships impacted on this process. The evaluation also identified possible refinements and improvements to the Coaching Program, which are noted in this article to further support early childhood educators to engage with aspects of the early childhood reform agenda.
International Research in Early Childhood Education, vol. 4, no. 1, p. 73-90
Who is in my classroom?: teachers preparing to work with culturally diverse students
Creators: name: Lin, Miranda
name: Bates, Alan
Publisher: name: Monash University
Year: 2016
Subjects: subject: 130102 Early Childhood Education (excl. Maori)
subject: FOS: Educational sciences
subject: 130313 Teacher Education and Professional Development of Educators
subject: 130202 Curriculum and Pedagogy Theory and Development

description: The purpose of this study was to examine how teachers attempt to understand the various ethnic groups, cultural backgrounds, languages, customs, values, ceremonies and symbols of the children and families in the community in which they teach. Sixty practicing teachers in the Midwestern United States were interviewed to examine their understanding of diversity. Teachers report numerous methods; however, they demonstrate a lack of true understanding of diversity. Teachers reported a reliance on outside sources such as guest speakers and children around the world unit but failed to utilize their colleagues, parents, and their own experiences.
International Research in Early Childhood Education, vol. 5, no. 1, p. 27-42
title: Lettre à Jean-Pierre Chauvin (Laboratoires ABBOTT)
Creators: name: Leibowitch, Jacques (1942-2020)
Publisher: name: NAKALA - https://nakala.fr (Huma-Num - CNRS)
publisherIdentifier: https://ror.org/04ces3204
publisherIdentifierScheme: ROR
Year: 2020
Subjects: Lipodystrophies

description: 1 lettre
Using PulpMotion videos as instructional anchors for pre-service teachers learning about early childhood special education
Creators: name: Chapman, Denise N.J.
Publisher: name: Monash University
Year: 2016
Subjects: subject: 130102 Early Childhood Education (excl. Maori)
subject: FOS: Educational sciences
subject: 130313 Teacher Education and Professional Development of Educators
subject: 130202 Curriculum and Pedagogy Theory and Development

description: Providing pre-service early childhood general educators with a strong knowledge base of key aspects of early childhood special education is essential in the United States as US federal law mandates it. Specifically, the Individuals with Disabilities Education Act (IDEA) stipulates that children with special needs must to be placed in the least restrictive environment, and thus this legislation increases the number of young children with special needs in general education settings (Cook, Klein, Tessier, 2008; Crockett & Kauffman, 2013; Siegel, 2007). For many pre-service early childhood educators, learning about concepts in early childhood special education can be challenging given that pre-service general educators can often feel uncomfortable with potentially working with children with special needs, a population that they may feel they have little understanding of how to effectively teach (Henning & Mitchell, 2002). However, teacher education approaches that allow the exploration of various perspectives about inclusive practices while also developing critically reflective thinking skills can promote a sound understanding of inclusive teaching practices (Silverman, 2007). This study introduced an anchored instructional experience using a software program called PulpMotion to create video media to bridge meaningful understandings of general educators with potentially challenging knowledge of early childhood special education. Pre-service early childhood educator s presented with the PulpMotion created anchored instructional video experiences were shown to have a marked increase of on-line discussion board postings and reviews of "non-required" reading of early childhood special education.
International Research in Early Childhood Education, vol. 5, no. 1, p. 56-63
The impact of children's learning during a curriculum reform in Singapore
Creators: name: Ng, Josephine
Publisher: name: Monash University
Year: 2016
Subjects: subject: 130102 Early Childhood Education (excl. Maori)
subject: FOS: Educational sciences
subject: 130313 Teacher Education and Professional Development of Educators
subject: 130202 Curriculum and Pedagogy Theory and Development

description: We often hear that the most important role of education is to teach children to think creatively and effectively. Singapore Ministry of Education (MOE) has recognised the importance of nurturing children from young and aimed to shift from 'academic rote learning' to more experiential learning. Since 2003, mandated nationwide skill development for all preschool teachers has taken place together with a new kindergarten curriculum framework based on American (Developmentally Appropriate Practice-DAP) ideas of play. This change, requiring a shift from years of instructional teaching, is not unproblematic. A qualitative research methodology was used to study the lived experiences of children after teachers were trained on the play curriculum. Data collection methods included semi-structured interviews, observation and document analysis. In this paper, children's lived experiences in classroom were captured through observation and findings indicated that trained teachers did not move away from instructional teaching to a more child-centred curriculum. Impacts on children's outcomes were observed from the classroom activities. This study will inform on the new curriculum implementation and the implications on children's learning.
International Research in Early Childhood Education, vol. 5, no. 1, p. 11-26
Space-Time Mapping in Turkish
Creators: name: Kumcu, Alper
Publisher: name: OSF
Year: 2022
Subjects: space-time mapping, metaphor, temporal understanding, frames of reference, linguistic relativity

description: This component of the project has been published. Please cite Kumcu, A. (2022). Space-time mapping in Turkish: A corpus-based, crosslinguistic investigation. In B. Süverdem & S. Tekalp (Eds.), Linguistics: Cross-Cultural Perspectives (pp. 29-49). Peter Lang.
The effectiveness of dialogic reading in increasing English language learning preschool children's expressive language
Creators: name: Brannon, Diana
name: Dauksas, Linda
Publisher: name: Monash University
Year: 2016
Subjects: subject: 130102 Early Childhood Education (excl. Maori)
subject: FOS: Educational sciences
subject: 130313 Teacher Education and Professional Development of Educators
subject: 130202 Curriculum and Pedagogy Theory and Development

description: The effectiveness of dialogic reading in increasing the literacy interactions between English language learning parents (ELL) and their preschool aged children and children's expressive language development were studied. Twenty-one ELL parents of preschool aged children received dialogic reading training every other week for a ten-week period. Parents in the dialogic reading group allowed their children access to the book and posed and solicited questions significantly more than the control group. Children with parents in the dialogic reading group held the book, posed and solicited questions, and sustained attention significantly more. Overall, parents in the dialogic reading group exhibited significantly stronger skills in two categories of reading: promoting interactive reading and using literacy strategies. Children whose parents received the dialogic reading training acquired significantly more words from pre-test to post-test. Researchers found that and parents' literacy interactions with their children were positively influenced by the dialogic reading training and that parents' use of dialogic reading positively affected their children's expressive language skills.
International Research in Early Childhood Education, vol. 5, no. 1, p. 1-10