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Andreas Fahrmeir’s history of the first half of the "long nineteenth century" begins with a disdainful Arthur Young travelling through France at the beginning of 1790 and ends with London’s Great Exhibition of 1851. The contrasting fortunes of France and Great Britain exemplify the contrasting concepts of the title. While the former experienced at least eleven contested regime changes – 1789, 1792, 1793, 1794, 1799, 1814, 1815 (twice), 1830, 1848 and 1850 – the British political system endured, albeit modified by reforms. Moreover, revolutionary-Napoleonic France was responsible for numerous revolutions from above elsewhere, uprooting old regimes and creating satellite states right across the continent, from the Batavian Republic to the Grand Duchy of Warsaw. Old Europe was not restored in 1815. With the Holy Roman Empire gone for good, the Low Countries combined in a single kingdom, Poland expunged from the map once again and the Habsburg Empire much more of an Italian and Balkan power than in the past, quite a new order had emerged. The shallow roots of the new creations ensured their future fragility. ...
German underwent a typological change from a syllable language in Old High German towards a word language today (Szczepaniak 2007). Proper names followed this development until the last century (cf. Christel, Gertrud, Klaus, Wolfgang). Some of the most popular German first names from 2010, however, such as Mia, Lea, Leon, Noah, show completely different structures compared to common nouns. In sharp contrast to common nouns, first names dispose of CV-structures, full vowels in unstressed syllables and different accent positions. Thus, there must have been a deep-rooted onomastic change. The most frequent baby names of 1945 were still in harmony with the usual word structures. This article shows that the decrease of transgenerational transmission of first names led to a departure fom native phonological structures. The following factors are analyzed: the number of syllables; accent position; and the number of consonant clusters, hiatuses, schwa and unstressed full vowels. It will be demonstrated that the phonological distance between first names (particularly female names) and common nouns has increased over time and that there is an increasing tendency for names to contain syllable language structures. Thus, a typological difference developed between these two nominal classes. The reason behind this change can be found in the individualizing function of proper names and social individualization over time.
In this thesis, Planck size black holes are discussed. Specifically, new families of black holes are presented. Such black holes exhibit an improved short scale behaviour and can be used to implement gravity self-complete paradigm. Such geometries are also studied within the ADD large extra dimensional scenario. This allows black hole remnant masses to reach the TeV scale. It is shown that the evaporation endpoint for this class of black holes is a cold stable remnant. One family of black holes considered in this thesis features a regular de Sitter core that counters gravitational collapse with a quantum outward pressure. The other family of black holes turns out to nicely fit into the holographic information bound on black holes, and lead to black hole area quantization and applications in the gravitational entropic force. As a result, gravity can be derived as emergent phenomenon from thermodynamics.
The thesis contains an overview about recent quantum gravity black hole approaches and concludes with the derivation of nonlocal operators that modify the Einstein equations to ultraviolet complete field equations.
Loudness in the novel
(2014)
The novel is composed entirely of voices: the most prominent among them is typically that of the narrator, which is regularly intermixed with those of the various characters. In reading through a novel, the reader "hears" these heterogeneous voices as they occur in the text. When the novel is read out loud, the voices are audibly heard. They are also heard, however, when the novel is read silently: in this la!er case, the voices are not verbalized for others to hear, but acoustically created and perceived in the mind of the reader. Simply put: sound, in the context of the novel, is fundamentally a product of the novel’s voices. This conception of sound mechanics may at first seem unintuitive—sound seems to be the product of oral reading—but it is only by starting with the voice that one can fully appreciate sound’s function in the novel. Moreover, such a conception of sound mechanics finds affirmation in the works of both Mikhail Bakhtin and Elaine Scarry: "In the novel," writes Bakhtin, "we can always hear voices (even while reading silently to ourselves)."
Emotional competence has an important influence on development in school. We hypothesized that reading and discussing children’s books with emotional content increases children’s emotional competence. To examine this assumption, we developed a literature-based intervention, named READING and FEELING, and tested it on 104 second and third graders in their after-school care center. Children who attended the same care center but did not participate in the emotion-centered literary program formed the control group (n = 104). Our goal was to promote emotional competence and to evaluate the effectiveness of the READING and FEELING program. Emotional competence variables were measured prior to the intervention and 9 weeks later, at the end of the program. Results revealed significant improvements in the emotional vocabulary, explicit emotional knowledge, and recognition of masked feelings. Regarding the treatment effect for detecting masked feelings, we found that boys benefited significantly more than girls. These findings underscore the assumption that children’s literature is an appropriate vehicle to support the development of emotional competence in middle childhood.
This study explored the organization of the semantic field and the conceptual structure of moving experiences by investigating German-language expressions referring to the emotional state of being moved. We used present and past participles of eight psychological verbs as primes in a free word-association task, as these grammatical forms place their conceptual focus on the eliciting situation and on the felt emotional state, respectively. By applying a taxonomy of basic knowledge types and computing the Cognitive Salience Index, we identified joy and sadness as key emotional ingredients of being moved, and significant life events and art experiences as main elicitors of this emotional state. Metric multidimensional scaling analyses of the semantic field revealed that the core terms designate a cluster of emotional states characterized by low degrees of arousal and slightly positive valence, the latter due to a nearly balanced representation of positive and negative elements in the conceptual structure of being moved.
The Institute for Monetary and Financial Stability (IMFS) is a research center of the Johann Wolfgang Goethe University, Frankfurt am Main, located in the "House of Finance". The Institute was established as implementation of the project "Currency and Financial Stability" funded by a grant of the Stiftung Geld und Währung (Foundation of Monetary and Financial Stability). The Foundation of Monetary and Financial Stability was created January 1, 2002 by federal law. ...
This volume contains the papers presented at the First International Workshop on Rewriting Techniques for Program Transformations and Evaluation (WPTE 2014) which was held on July 13, 2014 in Vienna, Austria during the Vienna Summer of Logic 2014 (VSL 2014) as a workshop of the Sixth Federated Logic Conference (FLoC 2014). WPTE 2014 was affiliated with the 25th International Conference on Rewriting Techniques and Applications joined with the 12th International Conference on Typed Lambda Calculi and Applications (RTA/TLCA 2014).
The radiative capture cross section of 238U is very important for the developing of new reactor technologies and the safety of existing ones. Here the preliminary results of the 238U(n,γ) cross section measurement performed at n_TOF with C6D6 scintillation detectors are presented, paying particular attention to data reduction and background subtraction.
Background: Recent studies have suggested substantial fluctuations of cognitive performance in adults both across and within days, but very little is known about such fluctuations in children. Children's sleep behavior might have an important influence on their daily cognitive resources, but so far this has not been investigated in terms of naturally occurring within-person variations in children's everyday lives.
Methods: In an ambulatory assessment study, 110 elementary school children (8–11 years old) completed sleep items and working memory tasks on smartphones several times per day in school and at home for 4 weeks. Parents provided general information about the children and their sleep habits.
Results: We identified substantial fluctuations in the children's daily cognitive performance, self-reported nightly sleep quality, time in bed, and daytime tiredness. All three facets were predictive of performance fluctuations in children's school and daily life. Sleep quality and time in bed were predictive of performance in the morning, and afternoon performance was related to current tiredness. The children with a lower average performance level showed a higher within-person coupling between morning performance and sleep quality.
Conclusions: Our findings contribute important insights regarding a potential source of performance fluctuations in children. The effect of varying cognitive resources should be investigated further because it might impact children's daily social, emotional, and learning-related functioning. Theories about children's cognitive and educational development should consider fluctuations on micro-longitudinal scales (e.g., day-to-day) to identify possible mechanisms behind long-term changes.