cometadata/datacite-rtg-text-other-reclassification-records huggingface dataset:
FAAH polymorphism (rs324420) modulates extinction recall in healthy humans: an fMRI study
Creators: name: Spohrs, Jennifer
name: Ulrich, Martin
name: Grön, Georg
name: Plener, Paul L.
name: Abler, Birgit
Publisher: name: Universität Ulm
Year: 2021
Subjects: subject: Endocannabinoid system
subject: Anandamide
subject: Anxiety disorders
subject: FAAH rs324420
subject: Extinction recall
subject: DDC 610 / Medicine & health

description: Abstract Gold standard treatments for anxiety- and trauma-related disorders focus on exposure therapy promoting extinction learning and extinction retention. However, its efficacy is limited. Preclinical and particularly animal research has been able to demonstrate that homozygosity for the fatty acid amide hydrolase (FAAH) C385A allele, similar to FAAH inhibition, is associated with elevated concentrations of anandamide (AEA) and facilitates extinction learning and extinction recall. However, in humans, the underlying neurobiological processes are less well understood, and further knowledge might enhance the development of more effective therapies. In this functional magnetic resonance imaging (fMRI) study, a fear conditioning, fear extinction and extinction recall paradigm was conducted with 55 healthy male adults. They were genotyped for the FAAH single-nucleotide polymorphism (SNP) rs324420 to investigate differences related to extinction recall in neural activation and State–Trait Anxiety Inventory (STAI) ratings between AC heterozygotes and CC homozygotes (FAAH C385A SNP). Differential brain activation upon an unextinguished relative to an extinguished stimulus, was greater in AC heterozygotes as compared to CC homozygotes in core neural structures previously related to extinction recall, such as the medial superior frontal gyrus, the dorsal anterior cingulate and the anterior and middle insular cortex. Furthermore, AC heterozygotes displayed higher AEA levels and lower STAI-state ratings. Our data can be interpreted in line with previous suggestions of more successful extinction recall in A-allele carriers with elevated AEA levels. Data corroborate the hypothesis that the endocannabinoid system, particularly AEA, plays a modulatory role in the extinction of aversive memory.
title: Wie beschreiben Sportstudierende sportartspezifische Bewegungen?
titleType: Other
title: Eine explorative Studie auf Basis von Bewegungsbeobachtungen
titleType: Other
Creators: name: Rohleder, Jonas
name: Ohlendorf, Luis
name: Staub, Ilka
name: Schapschröer, Marlen
name: Fokken, Inga
name: Vogt, Tobias
Publisher: name: Deutsche Sporthochschule Köln
Year: 2021

description: Die sportpraktische Bewegungsvermittlung ist geprägt durch die Beurteilung und Korrektur sportartspezifischer Bewegungen. Wirkungsvolle Bewegungsvermittlung setzt voraus, dass bestimmte Bewegungsmerkmale durch Lehrende zielführend beobachtet und verbalisiert werden. Mit dem Ziel einer entsprechenden Kompetenzorientierung des universitären Sportstudiums behandelt die vorliegende explorative Studie die Fragestellung, wie Sportstudierende als angehende Bewegungsvermittler*innen sportartspezifische Bewegungen auf Grundlage von Bewegungsbeobachtungen beschreiben.
201 Sportstudierende aus sportpraktischen Lehrveranstaltungen nahmen an der Studie teil. Über die Lernplattform Moodle betrachteten die Teilnehmenden Videosequenzen mit dargestellten sportartspezifischen Bewegungen aus den Sportarten Turnen, Leichtathletik oder Schwimmen. Im Anschluss fertigten die Studierenden über eine digitale Eingabemaske eine Bewegungsbeschreibung an. Die Auswertung der Beschreibungstexte erfolgte mittels mehrschrittiger Inhaltsanalyse, indem zunächst ein Kodierleitfaden und ein Kategoriensystem induktiv entwickelt und die Beschreibungstexte anschließend frequenzanalytisch untersucht wurden.
Wesentliche Ergebnisse bestehen in der Erkenntnis, dass der Umfang und der Einsatz von Fachterminologie bei den Bewegungsbeschreibungen stark variieren. Strukturell werden zyklische Bewegungen vermehrt in Orientierung an verschiedenen Körperteilen beschrieben, während azyklische Bewegungen eine grundsätzlich chronologische Verlaufsbeschreibung aufweisen. Der Großteil der Texte weist jedoch keine identifizierbare Struktur auf.
Sowohl der Umfang der Beschreibungstexte als auch der Einsatz von Fachterminologie sind als Qualitätsmerkmale von Bewegungsbeschreibungen zu diskutieren. Angehende Bewegungsvermittler*innen müssen sowohl ausführliche, sachlich-neutrale Beschreibungstexte in Lehrbüchern verstehen als auch prägnante, anschauliche Bewegungsbeschreibungen in der direkten Kommunikation mit Lernenden formulieren. Vor dem Hintergrund einer zu schulenden Beobachtungskompetenz zur differenzierten Betrachtung zyklischer und azyklischer Bewegungshandlungen sollten Lehr- und Prüfungsformate Sportstudierende für beide Perspektiven der Bewegungsbeschreibung sensibilisieren.
Kindergarten postponed: examining parents' decisions and teacher opinions concerning school readiness
Creators: name: Donath, Tracy
name: Bates, Alan
name: Al-Bataineh, Adel
name: Al-Rub, Majedh Abu
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: In the United States of America, the practice of kindergarten redshirting i.e., of waiting to enroll a child into kindergarten until the year after the child was originally eligible, is becoming more common in today's schools. This study offers insight into the reasons why some parents elect to redshirt their child at the kindergarten level. A secondary focus was to determine the views of kindergarten teachers in regards to redshirting and to compare the opinions of parents and teachers in this area. Survey data was collected from 24 kindergarten teachers and 63 parents of redshirted children. The results show that parents who redshirt their child are more likely to consider their emotional concerns for their child. Alternatively, teachers are more likely to support redshirting when utilized for academic or maturational needs. Suggestions for researchers, parents, and educators are provided.
International Research in Early Childhood Education, vol. 1, no. 1, p. 21-33
Further notes on Carlisle Cathedral Excavations 1953.
Creators: name: Simpson, Grace
Publisher: name: Archaeology Data Service
Year: 2008

description: Transactions of the Cumberland & Westmorland Antiquarian & Archaeological Society, 88, 87-96
description: Publication of the 1953 analysis of disarticulated, undated human bones of over twenty individuals, and of the Roman pottery and finds, may assist forthcoming investigations alongside the nave. F B
Archaeological Report on the Watercrook E.T.W. Pipeline.
Creators: name: Gibbons, Paul
name: Et 4 Alii
Publisher: name: Archaeology Data Service
Year: 2008

description: Transactions of the Cumberland & Westmorland Antiquarian & Archaeological Society, 88, 71-86
description: Observations of the 1980 effluent pipeline close to the vicus revealed features and Roman pottery including a complete samian form 33 cup, but did not contribute to further understanding of the vicus. F B
Important ingredients for a successful transition to school
Creators: name: Mirkhil, Moska
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 transition from the home environment or an early childhood setting to formal schooling is an important turning point in a child's educational journey. Research literature has identified that the manner in which a child experiences the transition to school has significant implications for children's future social and academic success at school (Cassidy, 2005; Dockett & Perry, 2007). This article presents some of the findings from a recent study that examined the interwoven nature of children's transition to school. This qualitative case study examined the perceptions of key adult stakeholders about the processes involved in a seamless transition to school. The stakeholders who were involved in this study were parents, early childhood educators and primary school teachers. The study was carried out across three kindergartens and three primary schools in inner suburban Melbourne. The findings from this component of this study indicated that all key stakeholders vary in their views about the necessary ingredients that contribute to a child's transition to school, although it is significant that their ultimate and common goal is for children to experience a successful transition to school.
International Research in Early Childhood Education, vol. 1, no. 1, p. 60-70
ORCA 6: Real World Simulations
Creators: name: Riplinger, Christoph
Publisher: name: Zenodo
Year: 2025

description: This workshop was run for the Virtual Winter School on Computational Chemistry

The format was a series of introductory lectures, followed by hands-on workshop sessions.

Information for new users of ORCA

To ensure a smooth and productive practical hands-on session, we kindly ask participants to complete the following preparations beforehand:

Install ORCAStudents should install ORCA in advance for the hands-on part of the workshop.- Installation Instructions: ORCA Installation Guide(Participants can register for free on the ORCA forum to download the software.)- ORCA Download: ORCA Download Page

Install Avogadro as a GUIWe recommend installing Avogadro as a graphical user interface for ORCA.- Installation Instructions: Avogadro Installation Guide

Install ChimeraX as a GUIWe also recommend installing ChimeraX as a graphical user interface for ORCA.- Installation Instructions: ChimeraX Installation Guide- Please also install the SEQCROW plugin! It can be installed via the Tools/More Tools menu within ChimeraX.
Humour and self-concept: a multicultural perspective
Creators: name: Sobstad, Frode
name: Lillemyr, Ole Fredrik
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: Humour and play have many features in common, both of which are important aspects in children's lives. In this article the focus is set on the relationship between different aspects of children's self-concept, including their humoristic self-concept, and interest in learning, play and local cultural activities. Participants in this study were drawn nonrandomly from primary schools in Australia, Norway and the United States. The students in the sample were 8 to 11 years old and were recruited from the majority culture and from Indigenous groups in the three countries. Results show interesting relationships between the humour self-concept and gender. More boys than girls describe themselves as funny. In the majority cultures humoristic self concept seems to be related to interest in free play, free learning and free local cultural activities. Within the Indigenous groups these relations were not significant. There are reasons to consider most of the documented differences to be caused by dissimilarities between cultures, school systems, and how representatives of different cultural groups perceive and think about upbringing and education. In particular, the gender differences found call for further research.
International Research in Early Childhood Education, vol. 1, no. 1, p. 71-83
Report of the intergovernmental panel on climate change: implications for the mental health policy of children and adolescents in Europe—a scoping review
Creators: name: Clemens, Vera
name: Von Hirschhausen, Eckart
name: Fegert, Jörg M.
Publisher: name: Universität Ulm
Year: 2020
Subjects: subject: Climate change
subject: Global warming
subject: Mental health
subject: Children and adolescents
subject: Psychological consequences
subject: DDC 150 / Psychology
subject: DDC 610 / Medicine & health
subject: Climatic changes
subject: Global warming
subject: Mental health
subject: Klimaänderung
subject: Erwärmung
subject: Psychische Gesundheit

description: Abstract Climate change is a worldwide challenge. Its consequences do encompass severe threats not only for the existence and somatic health, but also for the mental health of children and adolescents. Mental health can be impaired by three types of consequences. Direct consequences of climate change, such as natural disasters and indirect consequences, such as loss of land, flight and migration, exposure to violence, change of social, ecological, economic or cultural environment. Moreover, the increasing awareness of the existential dimension of climate change in children and adolescents can influence their well-being or challenge their mental health. Consequences of climate change for somatic health may interact with mental health or have psychological sequelae in children and adolescents. Based on the estimates by the United Nations Intergovernmental Panel on Climate Change, we have summarized current data on these differential pathways as to how climate change affects the mental health of children worldwide through selective literature research on Pubmed. Mental health sequelae of direct and indirect consequences of climate change, increased awareness and physical health problems caused by climate change are presented. We give insights into special vulnerabilities of children and adolescents and identify high-risk groups. As the “Fridays for Future” movement has been initiated in northern Europe, we will discuss these results with a focus on children and adolescents in Europe. The results indicate that climate change is a serious threat to children and adolescent mental health. Children´s rights, mental health and climate change should not continue to be seen as separate points; instead, they need to be brought together to address this major challenge determining the future of our children and their descendants.
Roman Sites on the Cumberland Coast: Hadrian's Wall. The fort at Bowness-on-Solway, a reappraisal.
Creators: name: Bellhouse, Richard L
Publisher: name: Archaeology Data Service
Year: 2008

description: Transactions of the Cumberland & Westmorland Antiquarian & Archaeological Society, 88, 33-54
description: Intensive field survey including augering and trial pits failed to locate a postulated road running S from the fort or to detect the alignment of the Vallum and its relationship to the end of the Wall. The S gate probably lies nearer the church, and a revised plan of the fort is offered. The slight evidence for a vicus is reassessed and the geological conditions described. F B/Ed
Exploring four year old Indigenous students' ability to pattern
Creators: name: Warren, Elizabeth
name: Miller, Jodie
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 gap between young Indigenous and non-Indigenous students' capability within mathematics is widely acknowledged. This gap is conjectured to exist at all levels of schooling, including pre-school, and widens as students mature. Most of these findings are based on research relating to students' understanding of number and space. Little is known about what knowledge Indigenous students bring to early years' settings with regard to patterning, an area that is widely acknowledged as fundamental to the development of concepts, process and knowledge of mathematics. One on one interviews were conducted with 35 Indigenous students (average age 4 years and 4 months) as they entered kindergarten. The results indicate that these students enter these settings with some intuitive understanding of repeating pattern, and that this knowledge is at odds with the hypothesised learning trajectory (Sarama and Clements, 2009) for repeating patterns. The results also begin to delineate the types of activities within these settings that have a significant impact on young Indigenous students' ability to pattern.
International Research in Early Childhood Education, vol. 1, no. 2, p. 42-56
title: Geophysical Flow Models: An Approach by Quasilinear Evolution Equations
Creators: name: Brandt, Felix Christopher Helmut Ludwig
Publisher: name: UNSPECIFIED
Year: 2024

description: This thesis develops rigorous analysis of geophysical flow models in the context of Hibler's viscous-plastic sea ice model by means of quasilinear evolution equations. In a first step, well-posedness results for a fully parabolic variant are shown. Another focal point is the interaction problem of sea ice with a rigid body. Moreover, a coupled atmosphere-sea ice-ocean model is analyzed from a rigorous mathematical point of view. The first part of the thesis is completed by the local strong well-posedness of a parabolic-hyperbolic variant of Hibler's model. In the second part of the thesis, frameworks to quasilinear time periodic evolution equations are presented. One approach relies on maximal periodic regularity and the Arendt-Bu theorem, whereas the other one is based on the classical Da Prato-Grisvard theorem. Finally, applications of these frameworks to Hibler's sea ice model, Keller-Segel systems as well as a Nernst-Planck-Poisson type system are provided.
Weibull, κ-Weibull and other probability distributions
Creators: name: Sparavigna, Amelia Carolina
Publisher: name: Zenodo
Year: 2022
Subjects: κ-Weibull distribution
Weibull distribution
3-parameter extended Weibull distribution
Marshall–Olkin extended distributions
Log-logistic distribution
Hazard function
Modeling failure times
Burr distribution
Exopnentiated Weibull distribution
q-Weibull distribution
Student's t-distribution
Paralogistic distribution
Maximum Likelihood
\kappa-Weibull distribution
kappa-Weibull distribution
κ-exponential
κ-entropy
Gumbel distribution
Gompertz distribution
Gamma distribution

description: Here we will consider a function of κ-statistics, the κ-Weibull distribution, and compare it to the well-known Weibull distribution. The κ-Weibull will be also compared to the 3-parameter extended Weibull function, obtained according to the Marshall–Olkin extended distributions. The log-logistic distribution will be considered for comparison too, such as the exponentiated Weibull, the Burr and the q-Weibull distributions. The most important observation, coming from the proposed calculations, is that the κ-Weibull hazard function is strongly depending on the values of parameter κ, a parameter which is deeply influencing the behaviour of the tail of the probability distribution. As a consequence, the κ-Weibull function turns out to be quite relevant for generalizations of the Weibull approach to modeling failure times. Discussions about the Maximum Likelihood approach for Weibull, κ-Weibull and Burr distributions will be also given.
Evaluating New Zealand early childhood education professional development: access, barriers and effectiveness
Creators: name: Cherrington, Sue
name: Wansbrough, Deborah
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: Pathways to the Future: Nga Huarahi Arataki, the ten year strategic plan for early childhood education (ECE) in New Zealand, identified reviewing the delivery of professional development as one strategy for 'promoting the effective delivery of Te Whariki' (Ministry of Education, 2002, p. 15) within the overall goal of improving quality within ECE services. This paper reports on aspects of a national evaluation of ECE professional development undertaken for the Ministry of Education in 2005-06. The paper describes the multi-method approach taken, and highlights findings in two key areas: issues around access to professional development and barriers to practitioners engaging in PD, and the effectiveness of professional development programmes in supporting and sustaining shifts in pedagogical practices underpinned by Te Whariki.
International Research in Early Childhood Education, vol. 1, no. 2, p. 29-41
Adverse childhood experiences and personality functioning interact substantially in predicting depression, anxiety, and somatization
Creators: name: Kerber, André
name: Gewehr, Elsa
name: Zimmermann, Johannes
name: Sachser, Cedric
name: M. Fegert, Jörg
name: Knaevelsrud, Christine
name: Spitzer, Carsten
Publisher: name: Universität Ulm
Year: 2023
Subjects: subject: EMOTION REGULATION
subject: GERMAN VERSION
subject: MALTREATMENT
subject: TRAUMA
subject: DSM-5
subject: DYSFUNCTION
subject: DISORDERS
subject: HEALTH
subject: LEVEL
subject: MODEL
subject: DDC 150 / Psychology
subject: DDC 610 / Medicine & health

description: AbstractEtiological theories on the development of psychopathology often incorporate adverse childhood experiences (ACE) as an important contributing factor. Recent studies suggest personality functioning (PF; i.e., stability of the self and interpersonal relationships) as an important transdiagnostic construct that could be useful in better understanding when persons with ACE do (not) develop psychopathological symptoms. A representative sample of N = 2363 was assessed by questionnaires on ACE, PF (Level of Personality Functioning Scale—Brief Form 2.0), and current symptoms of depression, anxiety, and somatization (Brief Symptom Inventory 18). The interaction between ACE and PF on symptoms was investigated using multiple group models and Bayesian structural equation modeling. ACE were positively associated with psychopathology and PF impairments. The interaction effect between ACE and PF explained incremental variance in current symptoms, ranging from 26% for somatization to 49% for depression with the complete model explaining up to 91% of the latent variance in psychopathology. Our findings indicate a diathesis–stress model with PF as a resource or resilience that may buffer against the development of symptoms in the face of adversity. Treatments of depression and anxiety targeting self and interpersonal functioning therefore may lead to improvements in resilience and relapse prevention. [Correction added on 15 March 2023, after first online publication: Level of Personality Functioning Scale—Brief Form has been replaced to Level of Personality Functioning Scale—Brief Form 2.0 ]
Environmental influences on independent collaborative play
Creators: name: Mawson, Brent
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: Data from two qualitative research projects indicated a relationship between the type of early childhood setting and children's independent collaborative play. The first research project involved 22 three and four-year-old children in a daylong setting and 47 children four-year-old children in a sessional kindergarten. The second project involved 14 parent educators and 31 children in an Auckland Playcentre. There was substantially greater complexity of the play, and more mixed gender independent collaborative play in the daylong centre than in the kindergarten, and independent collaborative play was largely absent in the Playcentre. Three factors appeared to explain the differences in the nature and frequency of the independent collaborative play. These were the physical environment, the educator's pedagogy, and the nature of the relationships within the setting. The paper discusses these factors and suggests some implications for early childhood educators.
International Research in Early Childhood Education, vol. 1, no. 2, p. 2-12
title: Schülerlabore – eine Bereicherung für Studium und Lehre?
titleType: Other
Creators: name: Wagner, Ingo
Publisher: name: Deutsche Sporthochschule Köln
Year: 2021

description: In naturwissenschaftlichen Fächern gibt es an einigen Universitäten Schülerlabore, die für Schüler*innen spezifische Mitmach-Angebote offerieren. Dadurch sollen u.a. das Interesse an den wissenschaftlichen Fachinhalten sowie Kontakte für ein späteres Studium an der Universität gefördert werden. Stellenweise werden die Angebote durch Studierende als Teil des Studiums mit Betreuungs-Supervision durch Hochschul-Lehrende durchgeführt. Solche Lehr-Lern-Labore als spezielle Unterform von Schülerlaboren offerieren besondere Bildungsmöglichkeiten für Lehramtsstudierende. Ob diese Ansätze auch für das Studium und die Lehre in der Sportwissenschaft eine Bereicherung darstellen könnten, erörtert der vorliegende Überblicksbeitrag. Dazu werden zunächst Konzepte und Ausprägungsformen von Schülerlaboren dargestellt und danach ein Studienüberblick zu Wirkungen von Schülerlaboren in anderen Fächern gegeben. Nach diesen Studien können das Interesse von Schüler*innen sowie das Professionswissen und die Selbstwirksamkeitserwartungen von Lehramtsstudierenden durch Schülerlabore gefördert werden. Abschließend werden Potenziale für Studium und Lehre in der Sportwissenschaft herausgestellt sowie Implementierungsmöglichkeiten von Schülerlaboren diskutiert.
Editorial
Creators: name: Peers, Chris
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: No description supplied
International Research in Early Childhood Education, vol. 1, no. 2, p. 1-1
title: OFROM: interview avec unine15a58m
Creators: name: Delafontaine, François
name: Rothenbühler, Julie
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.c4c4k427.v2#796e2de76980f1bee9bcccfaa19deb6a6357e4e3
Task cue influences on lexical decision performance and masked semantic priming effects : the role of cue-task compatibility
Creators: name: Berger, Alexander
name: Kunde, Wilfiried
name: Kiefer, Markus
Publisher: name: Universität Ulm
Year: 2022
Subjects: subject: Task cue
subject: Task set
subject: Semantic priming
subject: Unconscious cognition
subject: Task switching
subject: Drift-diffusion models
subject: DDC 150 / Psychology
subject: Semantics; Psychological aspects
subject: Priming (Psychology)
subject: Priming

description: Recent research demonstrated that mere presentation of a task cue influences subsequent unconscious semantic priming by attentional sensitization of related processing pathways. The direction of this influence depended on task-set dominance. Dominant task sets with a compatible cue-task mapping were supposed to be rapidly suppressed, while weak task sets showed more sustainable activation. Building on this research, we manipulated cue-task compatibility as instance of task-set dominance in two experiments and tested how masked semantic priming was influenced by actually performing the cued task (induction-task trials) or by mere cue presentation (task cue-only trials). In induction-task trials, the results of earlier research were replicated; semantic priming was larger following a semantic induction task compared to a perceptual induction task. In task cue-only trials, priming effects were reversed compared to induction-task trials in both experiments. Priming was larger for a perceptual compared to a semantic task set in task cue-only trials, indicating suppression of task sets following mere cue presentation in preparation for the upcoming lexical decision task. This notion of an inhibition of task sets after mere cue presentation was further supported by switching-related costs and changes of task-set implementation throughout the experiment. The absence of a moderator role of cue-task compatibility for task cue effects on priming in the present study suggests that the precise time course of task-set activation and inhibition in response to task cues as a function of cue-task compatibility might depend on specific experimental settings.
Editorial
Creators: name: Agbenyega, Joseph
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: No description supplied
International Research in Early Childhood Education, vol. 1, no. 1, p. 1-2
Influence of Turkish origin on hematology reference intervals in the German population
Creators: name: Mayr, Franz X.
name: Bertram, Alexander
name: Cario, Holger
name: Frühwald, Michael C.
name: Groß, Hans-Jürgen
name: Groening, Arndt
name: Grützner, Stefanie
name: Gscheidmeier, Thomas
name: Hoffmann, Reinhard
name: Krebs, Alexander
name: Ruf, Hans-Georg
name: Torge, Antje
name: Woelfle, Joachim
name: Razum, Oliver
name: Rauh, Manfred
name: Metzler, Markus
name: Zierk, Jakob
Publisher: name: Universität Ulm
Year: 2021
Subjects: subject: Data mining
subject: Haematological diseases
subject: Health care
subject: HEALTH-STATUS
subject: RACE
subject: ALGORITHM
subject: PEOPLE
subject: DDC 610 / Medicine & health

description: Abstract Reference intervals for laboratory test results have to be appropriate for the population in which they are used to be clinically useful. While sex and age are established partitioning criteria, patients’ origin also influences laboratory test results, but is not commonly considered when creating or applying reference intervals. In the German population, stratification for ethnicity is rarely performed, and no ethnicity-specific hematology reference intervals have been reported yet. In this retrospective study, we investigated whether specific reference intervals are warranted for the numerically largest group of non-German descent, individuals originating from Turkey. To this end, we analyzed 1,314,754 test results from 167,294 patients from six German centers. Using a name-based algorithm, 1.9% of patients were identified as originating from Turkey, in line with census data and the algorithm’s sensitivity. Reference intervals and their confidence intervals were calculated using an indirect data mining approach, and Turkish and non-Turkish reference limits overlapped completely or partially in nearly all analytes, regardless of age and sex, and only 5/144 (3.5%) subgroups’ reference limits showed no overlap. We therefore conclude that the current practice of using common reference intervals is appropriate and allows correct clinical decision-making in patients originating from Turkey.
Beginning the day with the IWB in an early childhood classroom
Creators: name: Harlow, Anne
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: There is a substantial demand in New Zealand for professional learning opportunities to help early years' teachers to make use of ICT for teaching and learning (Harlow, Cowie and Jones, 2008), and where interactive whiteboards (IWBs) are increasingly being purchased by schools as instructional technologies. This paper reports on the findings of a researcher who was invited by a teacher in a small rural school in New Zealand to describe and understand the use of an IWB with young children aged five to six years. In this paper, the role of the IWB to enhance learning particularly in the use of language, symbols and texts is examined. The research involved collecting data from intensive classroom observation over a week using video and audio recordings as well as student and teacher interviews. Data were analysed using a framework developed by Kennewell and Beauchamp (2007), who identified how teachers used features of ICT/IWBs to enhance learning. The findings indicate that it was the way the teacher integrated the IWB into her pedagogy to improve the learning activities that made the IWB such an effective tool in this classroom.
International Research in Early Childhood Education, vol. 1, no. 2, p. 57-68
Alphabet and phonological awareness: can it be enhanced in the early childhood setting?
Creators: name: McLachlan, Claire
name: Arrow, Alison
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: There is a growing body of evidence that children who possess both alphabetic and phonological awareness on school entry are in a good position to make the transition from emergent to conventional literacy (Nicholson, 2005; Whitehurst & Lonigan, 1998). One of the challenges is how teachers can foster emergent literacy, including alphabetic and phonological awareness, within a holistic curriculum framework, such as New Zealand's early childhood curriculum, Te Whariki. Drawing on our respective research studies into children's literacy (Arrow, 2007; McLachlan et al., 2006), we will discuss the implications for an early childhood intervention project which is aimed at promoting phonological awareness and alphabetic knowledge in children aged 3-5 years, through professional development of teachers. This paper examines the issues involved in challenging teachers' beliefs, the effectiveness of professional development, research with children and teachers and enhancing literacy opportunities in the curriculum.
International Research in Early Childhood Education, vol. 1, no. 1, p. 84-94
Universal trends between acid dissociation constants in protic and aprotic solvents
Creators: name: Busch, Michael
name: Ahlberg, Elisabet
name: Laasonen, Kari
Publisher: name: Universität Ulm
Year: 2022
Subjects: subject: pKa
subject: non-aqueous solvents
subject: DFT
subject: DDC 540 / Chemistry & allied sciences
subject: Pharmacology
subject: Morphine
subject: Diazepam
subject: Ibuprofen
subject: Nichtwässriges Lösungsmittel
subject: Pharmakologie
subject: Morphin

description: pKa values in non-aqueous solvents are of critical importance in many areas of chemistry. Our knowledge is, despite their relevance, still limited to the most fundamental properties and few pKa values in the most common solvents. Taking advantage of a recently introduced computationally efficient procedure we computed the pKa values of 182 compounds in 21 solvents. This data set is used to establish for the first time universal trends between all solvents. Our computations indicate, that the total charge of the molecule and the charge of the acidic group combined with the Kamlet-Taft solvatochromic parameters are sufficient to predict pKa values with at least semi- quantitative accuracy. We find, that neutral acids such as alcohols are strongly affected by the solvent properties. This is contrasted by cationic acids like ammonium ions whose pKa is often almost completely independent from the choice of solvent.
title: OFROM: interview avec unine15a34d
Creators: name: Delafontaine, François
name: Legrand, Camille
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.cacf493l.v2#977f0d033c6abc765e3d66d4bbb9190a788daa31
Speed of spending and government decentralization: evidence from Italy
Creators: name: Del Monte, Alfredo
name: De Iudicibus, Alessandro
name: Moccia, Sara
name: Pennacchio, Luca
Publisher: name: Taylor & Francis
Year: 2022
Subjects: subject: Medicine
subject: Cell Biology
subject: 59999 Environmental Sciences not elsewhere classified
subject: FOS: Earth and related environmental sciences
subject: Ecology
subject: FOS: Biological sciences
subject: 69999 Biological Sciences not elsewhere classified
subject: Cancer
subject: Science Policy

description: This paper investigates whether government decentralization affects the duration of public projects in Italy. Considering a large sample of 415,378 projects managed by different levels of government and co-funded by European funds within the 2007–13 programming period, we found strong differences between areas. In the South and in some Central regions, project duration was higher for the lowest level of government and lower at more centralized levels. This suggests that decentralization there reduced the speed of public spending and therefore spending efficiency. In the North and in most Central regions, the results were mixed. These regional differences were driven by the quality of local institutions.
Employment status and desire for work in severe mental illness: results from an observational, cross-sectional study
Creators: name: Gühne, Uta
name: Pabst, Alexander
name: Löbner, Margrit
name: Breilmann, Johanna
name: Hasan, Alkomiet
name: Falkai, Peter
name: Kilian, Reinhold
name: Allgöwer, Andreas
name: Ajayi, Klemens
name: Baumgärtner, Jessica
name: Brieger, Peter
name: Frasch, Karel
name: Heres, Stephan
name: Jäger, Markus
name: Küthmann, Andreas
name: Putzhammer, Albert
name: Schneeweiß, Bertram
name: Schwarz, Michael
name: Becker, Thomas
name: Kösters, Markus
name: Riedel-Heller, Steffi G.
Publisher: name: Universität Ulm
Year: 2021
Subjects: subject: Employment status
subject: Desire to work
subject: Supported employment
subject: Predictors
subject: Work ability
subject: OUTCOME SCALES HONOS
subject: PEOPLE
subject: HEALTH
subject: PARTICIPATION
subject: SCHIZOPHRENIA
subject: INDIVIDUALS
subject: INTEGRATION
subject: MOTIVATION
subject: DDC 150 / Psychology

description: Abstract Purpose People with a severe mental illness (SMI) are at particular risk of occupational exclusion. Among the approaches to occupational rehabilitation, supported employment (SE) has been proven to be the most effective. A requirement to enter SE-programs is that individuals must want to seek competitive employment. The aim of this work is to investigate the relationship between serious mental illness and the desire to work including potential predictors. Methods This is a cross-sectional observational study of patients with SMI aged 18–65 years (n = 397). Patients were interviewed by trained staff using standardised instruments. The relationship between potential predictors and a strong preference for employment were analysed using a hierarchic binary logistic regression model. Results Only about one-quarter (27.9%) of SMI patients is in competitive employment. Another quarter is unemployed (25.9%). Results show that the desire for competitive employment is strong among more than half of the SMI patients. Among the unemployed, two-thirds express a strong desire for work. These individuals are an ideal target group for SE interventions. Comorbid chronic physical illness, diagnosis, and the subjectively judged ability to work are associated with the desire for work. Conclusion Our data confirm a substantial exclusion of individuals with SMI from the workforce. In general, care needs for workplace interventions are not being met and leave much room for improvement. In addition to employment status, the desire for work should be routinely assessed. Study registration The study was registered in the German Clinical Trials Register (DRKS) (https://www.drks.de/drks_web/navigate.do?navigationId=trial.HTML&TRIAL_ID=DRKS00015801) and under the WHO-Platform “International Clinical Trials Registry Platform” (ICTRP) (https://apps.who.int/trialsearch/Trial2.aspx?TrialID=DRKS00015801) under the registration number DRKS00015801 before the start of recruitment (Registration date: 21.02.2019).
Understanding early childhood socialisation in immigrant families: Malaysian-Chinese parents' perceptions on the importance of ethnic identity and cultural maintenance
Creators: name: Voon, Shi Jing
name: Pearson, Emma
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 pilot study was designed to shed light on Malaysian-Chinese parents' beliefs about ethnic identity and cultural maintenance in children's socialisation following migration. Three Malaysian-Chinese families residing in Sydney, Australia, with at least one child within the early childhood age range of 4 - 8 years, participated in the study. Semi-structured interviews involved parents sharing information about their demographic and cultural backgrounds, expectations and hopes for their children, and the importance they attach to cultural beliefs and practices. The findings of this study indicate that parents' socialisation practices are inherently geared towards maintaining culture. However, whether or not this reflects a conscious emphasis on the importance of ethnic identity among parents is less clear because, as the findings presented here suggest, the concept is complex and often implied rather than overt. The paper concludes with suggestions for future research that seeks to reveal further insight into this important but complex area.
International Research in Early Childhood Education, vol. 2, no. 1, p. 30-44
Botox Facial Injection Guide, Novel Technique
Creators: name: Tuhami, Amr
name: Seliem, Asmaa
name: Ezzat, Mahmoud
name: Kassem, Islam
Publisher: name: figshare
Year: 2020
Subjects: subject: 110504 Oral and Maxillofacial Surgery
subject: FOS: Clinical medicine
subject: 110599 Dentistry not elsewhere classified

description: Computer Guided 3D Facial esthetics Simulation integrating 3D Facial Guided Digital Smile Design
U-DCS: characterization of the first permanent human dendritic sarcoma cell line
Creators: name: Mellert, Kevin
name: Benckendorff, Julian
name: Leithäuser, Frank
name: Zimmermann, Katarzyna
name: Wiegand, Peter
name: Frascaroli, Giada
name: Buck, Michaela
name: Malaise, Muriel
name: Hartmann, Gunther
name: Barchet, Winfried
name: Fürst, Daniel
name: Mytilineos, Joannis
name: Mayer-Steinacker, Regine
name: Viardot, Andreas
name: Möller, Peter
Publisher: name: Universität Ulm
Year: 2020
Subjects: subject: Cancer
subject: Cancer models
subject: Sarcoma
subject: DDC 610 / Medicine & health

description: Abstract A dendritic cell sarcoma cell line, U-DCS, was established from a dendritic cell sarcoma in a 53-year-old Caucasian male patient. Since its establishment, U-DCS has maintained stable phenotypic characteristics in vitro and has a doubling time of approximately 2 days under standard culture conditions. U-DCS is growing with typical dendritic cell morphology in tissue and expresses the dendritic cell sarcoma immunophenotypic markers S100 protein, MHCI, MHCII, and vimentin. Expression analysis revealed transcripts for the toll-like receptors TLR3, -4, -9 and DDX58 (RIG-I), but not for TLR2. U-DCS shows functional features of dendritic cells with the ability of phagocytosis and antigen-specific T cell stimulation. Karyotype-, CGH-, and mFISH analysis point to a chromosomal instability and a hypotetraploid karyotype with approximately 130 chromosomes. U-DCS is the first immortalized human dendritic cell sarcoma cell line and has some morphological and functional features of dendritic cells without dependency on growth factors.
Jordanian early childhood teachers' perspectives toward science teaching and learning
Creators: name: Fayez, Merfat
name: Sabah, Saed A.
name: Oliemat, Enass
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 Jordanian early childhood teachers' perspectives toward science teaching and learning and understand the contextual lived science experiences as realized by teachers in early childhood settings. The study has utilized mixed methods approach. An Arabic-validated version of the Early Childhood Teachers' Attitudes toward Science Teaching questionnaire was completed by 101 early childhood teachers who were randomly selected from preschools and kindergartens in Zarqa city; one of the biggest and highly populated cities in Jordan. Follow-up in-depth interviews were then conducted with 15 teachers who were randomly selected from the teachers whose permission was granted through collected questionnaires. Findings of the quantitative part of this study indicate that Jordanian early childhood teachers hold, in general, positive attitudes toward science. None of the variables (i.e., number of years of experience, qualification level of the teachers and number of science courses taken) had significant effect on the teachers' attitudes. Despite the reported positive attitudes, most teachers in this study reported that they allocate an average of less than 30 minutes per week to the teaching and learning of science in their early childhood classrooms. Qualitative data analysis helped in contextualizing the questionnaire findings. Three major themes emerged through constant comparative analysis of the interviews' transcripts: comfort and confidence in light of contextual experience, science instruct ional practices, and reasons behind the limited instructional time dedicated to science. This research paper ends by considering the role of the continuous professional development and pre-service teacher preparation programs in upgrading early childhood teachers' attitudes toward science teaching and learning.
International Research in Early Childhood Education, vol. 2, no. 1, p. 76-95
Freedom to roam?: use of schoolyard space in primary schools with new arrivals programs
Creators: name: Due, Clemence
name: Riggs, Damien
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 presents findings from research conducted in two primary schools in South Australia with New Arrivals Programs (NAPs). The paper considers findings derived from a content analysis of photo elicitation data and a thematic analysis of focus group data in order to elaborate some of the ways in which the uses of, and assumptions about, space and place within the schools negatively impact upon students in NAPs. Specifically, the findings suggest that students in NAPs photographed a less diverse range of school spaces than did students not in NAPs, and that in focus groups students not in NAPs were explicit in stating that they saw school spaces as territory to be claimed. Importantly, the findings suggest that students in NAPs wished that they could roam more freely within school spaces, were they able to do so. The paper concludes with suggestions that may assist schools with NAPs to ensure that school spaces better meet the needs of all students.
International Research in Early Childhood Education, vol. 2, no. 1, p. 1-16