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This special issue on L1 Teacher Education has generated considerable enthusiasm – it represents the first issue emerging from a new Special Interest Group on L1 Teacher Education in the International Association of Mother Tongue Education. As editors, we found that the articles fall into two groups: Teacher preparation at the university (three articles) followed by teacher practices in the schools. Researchers from three regions – Europe, Australia and the Middle East – wrote the articles that highlight the international and global diversity of L1 educators and education, while nevertheless conducting reflexive dialogue about L1 teaching and learning across national boundaries.
The currency of writing research includes terms with which we believe we are all familiar. But frustration can quickly dominate cross-cultural exchange when the meanings of these apparently obvious terms seem to be just beyond our collective reach. The contribution uses translation theory, linguistic analysis, and educational theory to present key terms apparently shared by academic writing researchers and teachers in France and the United States, but in fact serving as obstacles to understanding because of their culture-specific, discipline-specific or institution-specific uses.
The writing program at Cornell University involves professors from across the disciplines teaching writing courses at each level of students' undergraduate careers. This program undertook an assessment of its effectiveness in the years 2002-2004. The process of creating and carrying out an assessment developed by professors involved in the program is reported, and the assessment results are presented. These results lead the writer to argue for the assessment process itself as a key experience in developing the disciplinary awareness of participating professors, who became involved in deep questioning of what 'good' student writing might be in higher education, and in what relationship to the language practices of each discipline. The assessment project's challenges and benefits support the value of assessment of students' work across disciplines as fundamentally owned by each discipline.
Any overview of the topic of American Research on College Composition for the forty-five year period 1960-2005 is bound to be at a high level of generality and not comprehensive. What follows is a quick guide to some of the main themes that animated this era of composition research, with particular emphasis on the gap between college professors in newly-formed and rapidly growing composition programs who focused upon college-level writers, and more traditional researchers based in colleges of education who focused upon primary and secondary school students. As my survey will show, these two groups of researchers once talked to each other, but over forty-five years gradually drew apart, much to their mutual loss. The college professors of composition studies have tended to conduct qualitative research, while scholars in colleges of education have tended to conduct quantitative research. In one sense, then, my survey is of a loss of coherence, a parting of the ways in which two rich traditions of research flourished but inevitably grew apart.
The study of the role of language activity in higher education in France has been evolving, in the past few years, out of the larger field of ‘la didactique du français,' the field of L1 teaching and theory across all grade levels. This larger frame has provided several themes that are now being explored in higher education writing: language activity as a mode of co-construction of knowledge in school settings rather than a transparent medium, writing, reading and speaking as intimately disciplinary activities, writing as a recursive process, speaking and writing as complementary, and the reconfiguration of the discipline of L1 French as a result of these explorations.
This issue offers a preliminary yet in-depth introduction to research about the teaching and learning of literate activity across the disciplines in higher education in France and the United States: its academic values, educational principles, and genres. The contributing authors represent the forefront of research in each culture; the contributions identify history and evolution, current frames and questions, and a glossary of relevant terms. The issue thus foregrounds convergences across the cultures in terms of the rejection of a "transmission" model of literate activity and a symbiosis between language and disciplinary content. It foregrounds divergences in terms of theoretical frames, disciplines informing the research, and degree of attention paid specifically to higher education. The contributions lay out valuable future research paths.
This paper presents a small-scale study that examines the relationship between spoken and written discourse among master's level teacher candidates at an urban American university. It analyzes the writing of teacher candidates before and after the introduction of a student-centered, group interaction methodology, the Nominal Group Technique. Some of the specific areas assessed are the relationship between what students said in their groups and what they wrote in essays, interaction dynamics among teacher candidates in groups, observer perceptions of group behaviors, and teacher candidates' perceptions of writing performance before and after the intervention. The study also assesses teacher candidates' essays (N = 9) and compares them to the essays of a control group (N = 8). A significant increase in scores is noted from pretest to posttest after the treatment. Reaction to the class experience was largely positive. Pedagogic implications arising from findings are considered together with some tentative pointers toward future research.
This paper describes the current approach to the instruction of Hebrew as a mother-tongue (L1) language based on technological developments and on the relationship between technology and pedagogy. As such, we rely on well-known models of integrating computerized tools and distance learning in the educational system, while emphasizing the potential contribution of these environments to L1 education. At the core of this paper is the combination of linguistic and didactic approaches to L1 teaching that bring together both theoretical and functional aspects of learning and teaching language via a computer. The focus here is on technologically-based L1 learning environments that combine different types of computerized tools within a comprehensive language-learning/teaching system that is designed for facilitating and improving language skills. This system is cognitively motivated, and is modeled on a combination of elements, such as principles of constructivist, social, and active learning. The structural-conceptual framework of this environment complies with principles of both local and global connectivity and hierarchy. For example, at the local level, learning materials are connected through a hypertext structure; at the global level, the entire system is inter-connected, with assignments linked to dictionaries and relevant websites, and the learners themselves connected through email and forums. The teaching/learning processes that take place within this L1 environment are illustrated by examples of both online and offline computerized courses.
This article presents a research project conducted in a class of secondary school (first year) which linked reading, writing and acting. In this project, the teacher attempted to provide a support system for both first and second language acquisition. The idea was to use Greek tales published in a simplified version to look for ideas, vocabulary, routines, in other words what students were able to use when they acted then wrote the text of their own play. This constant back and forth between the oral and written format under the guidance of the expert formed the backbone of the system designed to help them discover a language beyond the daily contacts and a deep displeasure at school. With the help of the adults and of the mediating tools such as literature and acting they were able to collectively write a play that integrated many aspects of written French. In books they discovered worlds beyond their own that they can access when they open and use them. These crucial lessons, not only for students who are considered unable to study with a standard curriculum but also for teachers who are to work with them or similar students, serve to question notions such as creative drama and literacy.
This study conducted in Hong Kong used multiple regression procedures to investigate the relationship between primary school children's reading test scores and the frequency with which forty-two instructional practices were used by their literacy teachers. Analyses were conducted separately for reading in English language and in Chinese (Modern Standard Written Chinese). Subjects comprised 4,329 Cantonese-speaking students (2,157 girls; 2,172 boys) aged approximately 9+ years, and their 256 teachers (129 teachers of English; 127 teachers of Chinese). Results suggest that no single instructional practice was highly correlated with students' reading achievement in English or Chinese, and in fact some practices demonstrated a negative association. However, certain practices, particularly related to the use and nature of resource materials and to assessment strategies, did demonstrate a positive association with reading performance. Similarities and differences between Chinese and English data are discussed.
Based on a comparison between 11 year old students who are monolingual French and bilingual French and Kabyle (one of the Berber languages) our research aims at showing how two specific factors influence understanding narratives: the first is the mode of presentation (oral vs written). It is combined with cultural aspects of the 1st language (from now on L1) in which children have been socialized; the task was a written recall of a Kabyle text. Our results show facilitating effects of the oral mode to access meaning and the positive role played by culture in mediating understanding, hence founding potential solutions to improve literacy in standard French in areas where the cultural diversity in the school population is very often associated with difficulties in learning the school language. Teaching should switch from an ethno-centered model to a multicultural one since to build knowledge requires explaining the symbolic systemic relations languages and cultures have with one another.
In recent years, certain political changes have occurred in the Turkish Cypriot community with the accession of Cyprus to the European Union. Policies and parties in favor of this accession accepted the idea of a united Cyprus; the majority of the Turkish Cypriots (65%) voted in favor of a Cypriot identity. Such political transformations affected education as well. As one of the results of these new policies, a course entitled "Turkish Cypriot Literature" was introduced in schools. In this article we report a study on the ideology, content and instruction of the TCL course. In this study a questionnaire was given to high school teachers and students in order to find out their views about the ideology, content and instruction of the course. In addition, the authors of the TCL literary history were interviewed to gather their views on the content and ideology of the course. This study shows that a new ideology has been accepted by teachers, students and the authors of literary history. According to them the TCL course helps to contribute to the Turkish Cypriot culture and its values. In regard to the content of the TCL course it can be noted that the content of TCL is accepted by both the teachers and the students. However, the authors of the TCL literary history point to the fact that there are deficiencies and irrelevant subjects in the content of the TCL courses. The other research question of the study is to determine the views of the teachers and the students on the way TCL is taught. The teachers and the students are hesitant about the effectiveness of such instruction.
In 1991, the newly elected National Government of New Zealand set in train a major reform of the New Zealand national curriculum and, a little later, a major reform of the New Zealand qualifications system. These reforms have had a major impact on the construction of English as a subject in New Zealand secondary schools, and the work and professional identity of teachers. This article uses as a basis for analysis a framework which posits four paradigms for subject English and proceeds to examine the current national English curriculum in New Zealand for its underlying discourses. In specific terms, it explores questions of partition and progression, and terminology. In respect of progression, it argues that the current curriculum has imposed a flawed model on teachers and students, in part because of its commitment to the assignment of decontextualised outcomes statements ('achievement objects') to staged levels of student development (levels). It also argues that much of the terminology used by the document has had a negative impact on metalinguistic classroom practice. Finally, while it views the national English curriculum as a discursively mixed bag, it notes an absence of critical discourses and a tendency, in recent qualifications reforms, to construct English teachers as technicians and the subject as skills-based.
This issue of L1 – Educational Studies in Language and Literature is the largest single issue we have produced since our introduction in 2000. Containing seven articles, it covers a range of L1 issues: reform movements, the role of literature, culture and multiculturalism in L1, literacy, technology, reading comprehension and the role of oral and written language in L1 Teacher Education. Authors represent a similar diverse national scope: New Zealand, North Cyprus, France, USA, Hong Kong and Israel. The issue reflects the sentiments expressed in our IAIMTE Conference 2007 theme in Exeter, UK: "Crossing Cultural Boundaries." It represents both the diversity in the field and the simultaneous opportunity to speak to a wide range of critical L1 issues between the covers of a single copy of the journal.
In France, literature has been for a long time the basis for the teaching of French as mother tongue. Today, however, its role and position are being questioned because of both empirical difficulties linked with its daily teaching and disciplinary changes in French didactics. Its formerly obvious use is now giving way to doubts. While some firmly stick to their old positions, as expressed in press pamphlets and media discussions (« C'est la littérature qu'on assassine rue de Grenelle », Le Monde, 4 March, 2000), others try to « remodel » the teaching of French in redefining the functions of its various components (literature ranging at the top) and in finding new ways to link them. These are the issues at stake in the current debate that we hope to clarify through an analysis of the Education Ministry's new instructions on secondary teaching.
In Portugal, the last decade has been characterised by important reforms in the educational system particularly of secondary education. The Portuguese Language Area, comprising different subjects, was submitted to deep changes concerning its aims, content, methodologies, and assessment. In this paper, it is my purpose to analyse some of those changes, focusing on their underlying principles, their main features and their impact both in the pedagogic field and in the public sphere. I consider firstly the political and educational circumstances in which the reconfiguration of the Portuguese Language Area in secondary education took place. Then, I proceed to describe the main features of the official pedagogic discourse that gives expression to such reconfiguration through an examination of the Portuguese Language Syllabus. After that, school textbooks are focused on, in order to understand how they interpret the official discourse and how they conceive pedagogic practice. Subsequently, as a means to capture continuities and discrepancies between pedagogic and public spheres, the analysis deals with a corpus of texts from the media that give voice to positions concerning the teaching of Portuguese. In the last section, according to the analysis previously developed, I discuss the tensions that lie across the Portuguese Language Area and that will probably regulate the directions of its development.
This article reports on some commonalities among the eight education systems in Australia in terms of mother-tongue education. It discusses the context in which mother-tongue education is conducted in Australia, in particular the "competition" to English-as-discipline that comes from "literacy" and from a growing trend towards inter-disciplinary, cross-curricular education.
The new high school Chinese language curriculum in Hong Kong (2002) calls for the integration of literature after more than two decades of emphasis on language skills learning. However, many language teachers do not really know how to incorporate literature instruction into a language class and rely heavily on textbooks. The textbook becomes the "hidden teacher", guiding the content of learning, the sequence of teaching and the approaches to learning. Few teachers investigate the learning tasks designed by material writer(s) and question the nature of these tasks, or the underpinning pedagogy. This article reports on a survey of three sets of commonly used Chinese language textbooks in terms of the structure of learning units and the design of learning tasks for literary texts.
Considered as both the salvation of the educational system and the main agent in the failure of the schooling process, mother tongue education in Brazil is a battlefield between the traditional or grammatical paradigm and the socio-interactionist paradigm. The battle occurs on several fronts from academy to textbook to law, and those who defend the socio-interactionist paradigm are winning most of them. However, the imminent victory of this paradigm can be problematic. The new paradigm needs to consider its excessive pragmatism and utilitarianism, among other difficulties, beyond the classroom. The socio-interactionist paradigm also needs to prove that it is capable of success in an area in which failure seems to be the rule, as shown by institutional evaluations of mother tongue education.
This contribution attempts a partial synthesis of a large international study (Collès, Dufays & Maeder 2003), which explores the teaching and learning of Romance languages in France, French Belgium, French Switzerland and Quebec. Each author analysed in their country or region the official instructions related to primary and secondary school and the plans of action related to teachers' training. All dealt with the same questions. Considering those data, the analysis here focuses particularly on the section of the report concerning the teaching and learning of literature in French mother tongue lessons. Specifically, I address three questions:
1. Over the last 50 years, what place and value has been given to literature in the official programs for primary and secondary schools in the 4 countries or regions, compared to the other subjects considered as part of teaching French?
2. What are today's prescriptions as far as literature is concerned? In relation to the contemporary debate between different paradigms, is literature first handled in terms of skills or in terms of knowledge? Which values are these knowledges and skills bound to?
3. What about the teachers' literature training? Are there important changes in this field which might be similar to the changes in the official prescriptions? Where were and are the teachers trained? What were and are the nature of, the level required and the relative weight given to this particular training?
Mother-tongue education curriculum is in a constant state of debate. Indeed, the field may be accurately characterised as polyparadigmatic. We use three specific sets of analyses to discuss the curriculum variety of the field: ten Brinke's classification of dimensions, Matthijssen's rationality theory and Englund's concept of competing meta-discourses. We then conceptualise the field in terms of paradigm competition, specifically discussing academic, developmental, communicative and utilitarian paradigms. We finish with a case study of the historiography of curriculum paradigms in English.
This edition of L1 is devoted to discussion of debates around paradigms of mother tongue education. In this special issue we have sampled contributions from Belgium, Brazil, Hong Kong and Australia that each take up the kinds of arguments which we have tried to capture in our own chapteron paradigm conflict. Each contribution deals with the polyparadigmatic character of mother tongue education and answers the main question of this issue: MTE paradigms – common? competing? coexisting? In editing this edition, what struck us was the remarkable consistency of the debates across a range of cultures, nationalities and languages.
In this paper we propose that hypertext writing at school could have beneficial effects on the acquisition of content knowledge and the acquisition of writing skills compared to linear writing. We view the effects of hypertext writing on writing skills from the perspective of "shared" cognitive activities in writing linear texts and hypertexts. In a pilot study we examined the effects of hypertext writing on writing processes and we related the occurrence of writing processes to the quality of the resulting writing products. We set up this study to identify students' cognitive activities during hypertext and linear writing. We also tried to determine whether hypertext writing could facilitate linear writing. We focused on the most central, distinctive features of linear and hypertext writing. For linear writing, this is a linearization process: i.e., transforming elements of content into linear text. For hypertext writing, this is a hierarchicalization process: converting a linearly presented line of thought into a hierarchical structure. Students (N = 123) from Grades 8 and 9 performed two linearization tasks and two hierarchicalization tasks under think aloud conditions Results showed that Planning and Analyzing activities contributed to the final quality of hypertexts and linear texts, and that these activities were more often elicited in hypertext tasks than in linear writing. We argue that writing hypertexts stimulates the use of writing activities that are positively related to writing proficiency. Moreover, we speculate that creating hypertext writing conditions and optimizing these conditions for different writer/learner styles might be a theoretical and practical challenge for mother tongue teaching.
This paper argues that new digital genres clash with notions of a 'traditional' version of English, as represented in post-16 Advanced Level Literature exam courses in England. This argument is set within the context of an ongoing political imperative to integrate ICT into the school curriculum together with general optimism amongst many English teachers regarding the potential of particular uses of ICT to enhance teaching and learning in aspects of English (Andrews, 2001; Stevens & McGuinn, 2004). The paper focuses on hypertext which has been the subject of some exciting theoretical claims about its value for literary study, ranging from access to searchable databases, texts and research, to democratising the publishing process and changing the relationship between reader, writer and text (Delany & Landow, 1991; Landow, 1994; Joyce, 1996). The paper draws on a case study of an Advanced Level Literature classroom 'design' within the ESRC InterActive Education Project. The class experimented with the use of hypertext as a tool for researching and writing about literature. This revealed the dissonance between the subject culture of English Literature and the subject culture of ICT. Students attempted to negotiate altered reading and writing practices which were not readily compatible with the assessment demands and classroom practices of Advanced Level English Literature. This negotiation involved different levels of student resistance and compliance with the project of integrating technology into English literature study. The paper ends with some speculations about which aspects of 'traditional' English should be retained and valued in an age of information saturation and multimedia hype.
This article presents a case study of the authoring of computer games by two secondary school pupils (a girl and a boy) in an English comprehensive school. The students' work is analysed as examples of multimodal literacy, in which both narrative and ludic aspects of their games are taken into account. The analysis is set in the context of recent debates about media literacy, proposing that game-literacy can be seen as a subset of media literacy; and that full realisation of it will involve game design as well as game-play. The final section of the article considers a written proposal by a 12 year-old boy for a game based on 'The Odyssey', concluding that the conceptual apparatus of game-design offers new ways to approach narrative in schools.
In their out-of-school lives, young people are immersed in rich and complex digital worlds, characterised by image and multimodality. Computer games in particular present young people with specific narrative genres and textual forms: contexts in which meaning is constructed interactively and drawing explicitly on a wide range of design elements including sound, image, gesture, symbol, colour and so on. As English curriculum seeks to address the changing nature of literacy, challenges are raised, particularly with respect to the ways in which multimodal texts might be incorporated alongside print based forms of literacy. Questions focus both on the ways in which such texts might be created, studied and assessed, and on the implications of the introduction of such texts for print based literacies. This paper explores intersections between writing and computer games within the English classroom, from a number of junior secondary examples. In particular it considers tensions that arise when young people use writing to recreate or respond to multimodal forms. It explores ways in which writing is stretched and challenged by enterprises such as these, ways in which students utilise and adapt print based modes to represent multimodal forms of narrative, and how teachers and curriculum might respond. Consideration is given to the challenges posed to teaching and assessment by bringing writing to bear as the medium of analysis of, and response to, multimodal texts.
This article considers the impact on the teaching of writing and the curriculum, of changes in culture associated with mass media and new means of communication such as the internet. It specifically focuses on the implications these changes might have for the ways in which writing is taught and practised in schooling today. The article is based on interviews with three Swedish upper-secondary school mother-tongue teachers and presents their views on how the writing situation has changed for their students. According to the teachers, the curriculum faces challenges from students' access to and use of mass media culture and computer-mediated communications. For example, the teachers reported that students currently are less interested in grammar and spelling, and more interested in images and layout. Students also use what teachers consider to be plagiarism in their methods of communication. The article draws on media ecology to understand these reported changes in the sense that students are seen to develop new media practices involving several media-specific competences (Mackey, 2002) which gives them access to new ways of meaning-making in their acts of reading or writing. It is tentatively claimed that students may thus develop alternative notions of authors as well as texts, which affect their own view of text production in school. Other theoretical frameworks drawn on in the article include Habermas' discussion of how the public and private sphere fuse and Ziehe's (1989) perceptions of teachers as 'relation workers' in increasingly intimate school environments.
This special issue of L1–Educational Studies in Language and Literature focuses on what it means to teach writing in secondary schools in the age of new media. We approach this topic from the understanding hat people worldwide are now operating within a 'changing semiotic landscape' (Kress & van Leeuwen, 1996) that is associated with social, economic and technological change. This changing landscape of communication is affecting not only how we read and write, but also is expanding the range of semiotic modes and media with we habitually engage in order to make meaning, communicate and get things done in the world. Now, for example, in order to be fully literate, people need not only to be able to read and write using language and the technology of pen and paper; they also need to be able to comprehend, design, compose and disseminate multimodal meanings using digital multimedia. The new digital media in turn are dominated by the representation space of the screen (rather than the page), the meaning-making mode of the image, and the multiple and non-linear affordances of electronic hypertext. These developments pose significant challenges for teachers charged with the responsibility of teaching language, literature and communication, and it is to precisely to these challenges that the authors in this special issue turn their attention.
This article is the synthesis of research focused on the history of the Romanian mother tongue language and literature curricula of the second half of the 19th century and the 20th century. The curricula I analysed comprise a history with complex syncopated rhythms, periods of re-constitution and recrystallisation alternating with periods of deconstruction and repression. The changes of rhythm are the result of the dialogue between the institutional policies of the Ministry of Education and the language, literature and education sciences. This dialogue was a positive and constructive one in the periods of socio-cultural and economic evolution of the country and absent or extremely tense during the communist period. The article presents a history of the curricular projects for the study of the Romanian mother tongue language and literature by middle and secondary school pupils.
Many studies note the difficulties experienced by young children in learning deep writing systems (such as English and French) compared to those for which the link between the spoken and the written is shallower (e.g., Spanish and Italian). A large percentage of these studies are focused on English. As such, more research needs to be conducted with other first languages such as French. The present exploratory study seeks to understand the effects of these kinds of linguistic variable, along with the impact (which has received little attention) of instructional factors, on the competencies of first-grade, Frenchlanguage writers. Two kinds of instructional context are examined (integrated approach vs code-oriented approach) in two countries (France and Quebec, Canada). The main findings for invented spelling situations within an integrated-approach framework reveal that French and Quebec pupils construct a more complete view of the writing system. This construction includes both units involving the transcription of phonemes by phonograms and units involving the treatment of inaudible, semiographic information by morphograms.
Linguistic factors and invented spelling in children: The case of French beginners in children
(2007)
Most studies in the field of first writing experiences in kindergarten have focused on the behaviour of young English-language writers (Treiman & Bourassa, 2000). By considering increasingly acknowledged linguistic factors in spelling development (Seymour, Aro & Erskine, 2003), the present study seeks to contribute to existing studies of young French-language children in Europe by examining the case of young French-Canadian writers (North America). Drawing on 202 kindergarten children, this study seeks to provide a better understanding of the impact of linguistic characteristics on the production of graphemes in an invented spelling task involving the writing of six words. Firstly, it analyzes the "word" effect on the participants' capacity to produce the appropriate graphemes to represent the phonological information of words (exhaustiveness of the graphemes). Secondly, there is an analysis of unconventional graphemes in order to identify the causes of the deviation from the expected norm. Generally speaking, the findings support the relevance of taking into account the particularities of written French in the spelling development of young French-language children as well as the constructivist view that deviations from the norm are often indicative of difficulties arising from the nature of the writing system to be learned.
Our aim was to characterise the relationships between literacy practises developed in Portuguese kindergartens and children's conceptualisations about the functions and nature of written language. The participants were 16 kindergarten teachers and 160 five-year-old children—i.e. a 1:10 teacher/child ratio. We developed an observation grid to characterise their literacy practises. It covers two main aspects of the teachers' work: reading, writing and metalinguistic practises (14 items) and ways of supporting children's attempts to read and write (16 items). It was used by two observers who spent two weeks in the kindergartens. The kindergarten teachers were divided into three groups depending on their literacy practises. In order to characterise the children's conceptualisations about written language, in October and May we assessed both their perceptions of the objectives and functions of written language and their invented spelling. The results show that there are close relationships between literacy practises pursued by the three groups of kindergarten teachers and the children's conceptualisations about written language.
This article addresses the conceptualizations of written language held by Mayan children who attend bilingual elementary school. The article's attempt to show the results of psycholinguistic research carried out with Mayan children follows the conviction that school-age Maya speakers play an important role in generating knowledge of literacy proposals in the context of bilingual education. By being in contact with two languages (the native language and Spanish), the Mayan children make precise linguistic reflections on Spanish that allow them to infer principles of the graphic and orthographic system of their own language. This article explains those reflections.
When children learn to write, they must ask themselves two basic questions: what part of the language is represented and how is it represented. Their answers are the source of their invented writings. This article reports data from interviews of Mexican Spanish-speaking children between the ages of 5 and 12 and analyses the child’s point of view about the necessity or the possibility of representing stress and some intonational oppositions. Both processes present undifferentiated writings which reveal that for children, at a given evolutionary stage, contrasts in stress and intonation are not retained in writing (which can be considered as an invented "non-writing"). Likewise, there are invented writings that show original ideas about what and how to represent in writing the linguistic contrasts proposed for their reflection; finally, quasi-conventional or conventional writings appear. Reflections on the universality of learning, problems with comparing graphic systems and their respective acquisition processes are also discussed, as serious consideration should be given to the concept that written languages are mixed and linked systems and not monolithic systems.
This paper reports on the developmental and psychometric properties of an early writing task. The study was carried out over four years in Toronto, Canada with L1 English-speaking children. Two cohorts of children who began in Nursery School were followed to the end of their Grade 1 year. Children were administered the same writing task at four time points along with standardized measures of early reading. The early writing task required children to write words and number and word combinations; we examined how children move from understanding print as "objects" to understanding print as representation of sounds. We also examined how writing in Nursery School and Kindergarten related to later literacy skills. The methodology allowed us to examine the extent to which early writing in Nursery School (3 years old) and Junior Kindergarten (4 years old) predicted later literacy skills when children were in Grade 1 (6 years old) and were receiving formal reading instruction. Results show characteristic features of children's early writing of number and word combinations at each of the four grade levels and show that performance on the writing task in Kindergarten predicted reading skills at the end of Grade 1.
This article reports the results of developmental test analyses on literacy conducted with children with intellectual disabilities in Quebec and Brazil. Grounded on studies carried out in Argentina by Ferreiro and Teberosky (1986), with children without intellectual disabilities, we deal, comparatively, with three aspects in the development of literacy in children with intellectual disabilities: their interpretation of fragments of writing, the connection they establish between letters and numbers, and their knowledge of letters. The level of intellectual disability just as the stimulation to reading are taken into account in the analysis of data related to the three aspects previously mentioned. Children with intellectual disabilities develop, in many aspects, similarly to the children without intellectual disabilities during emergent literacy. Nevertheless, they are less consistent in the use of writing classifying criteria, as well as in their discriminating letters from numbers. Although, the level of intellectual disability influenced the children's progress greatly, the acquisition of the knowledge of letters differed mostly in accordance to the level of stimulation to reading.
Using (447.9 ± 2.3) million ψ(3686) events collected with the BESIII detector, the decays of χcJ→ϕϕ (J=0, 1, 2) have been studied via the decay ψ(3686)→γχcJ. The branching fractions of the decays χcJ→ϕϕ (J=0, 1, 2) are determined to be (8.48±0.26±0.27)×10−4, (4.36±0.13±0.18)×10−4, and (13.36±0.29±0.49)×10−4, respectively, which are the most precise measurements to date. From a helicity amplitude analysis of the process ψ(3686)→γχcJ,χcJ→ϕϕ,ϕ→K+K−, the polarization parameters of the χcJ→ϕϕ decays are determined for the first time.
Aim: The reversal of diverting loop ileostomy (DLI) is one of surgical trainees’ first procedures. Complications of DLI reversal can cause life-threatening complications and increase patient morbidity. This study compared DLI reversals performed by surgical trainees with those by attending surgeons.
Method: This retrospective cohort study was performed at a single primary care center on 300 patients undergoing DLI reversal. The primary outcome was morbidity, according to the Clavien-Dindo classification (CDC), with special attention paid to the surgeon’s level of training. The secondary endpoint was postoperative intestinal motility dysfunction.
Results: Surgical trainees had significantly longer operation times (p < 0.001) than attending surgeons. Univariate analyses revealed no influence on the level of training for postoperative morbidity. First bowel movement later than 3 days after surgery was a significant risk factor for CDC 3 (OR, 4.348; 96% CI, 1670–11.321; p = 0.003). Independent risk factors for surgical site infections (SSIs) were an elevated BMI (OR, 1.162; 95% CI, 1.043–1.1294; p = 0.007) and a delayed bowel movement (OR, 3.973; 95% CI, 1.300–12.138; p = 0.015). For postoperative intestinal motility dysfunction, an independent risk factor was a primary malignant disease (OR, 1.980; 95% CI, 1.120–3.500; p = 0.019), and side-to-side stapled anastomosis was a protective factor (OR, 0.337; 95% CI 0.155–0.733; p = 0.006).
Conclusion: Even though surgical trainees needed significantly more time to perform the surgery, the level of surgical training was not a risk factor for increased postoperative morbidity. Instead, delayed first bowel movement was predictive of SSI.
Dieser Aufsatz untersucht die Wirksamkeit und wirkliche Sinnhaftigkeit von langen und kurzen Jugendstrafen im deutschen Rechtssystem. Dies wird insbesondere hinsichtlich der tatsächlichen Verwirklichung des im JGG und HessJStVollzG festgesetzten Erziehungsgedanken betrachtet. Soziale Isolation, gesellschaftliche Stigmatisierung, eine langjährige Anpassung an ein vollkommen lebensfremdes Umfeld und zwischenmenschliche Stressfaktoren wie die Bildung problematischer Subkulturen innerhalb der Anstalt sind dabei nur einige der Störfaktoren, die sich auf die Entwicklung der jugendlichen und heranwachsenden Straftäterinnen und Straftäter auswirken. Eine Chance auf Resozialisierung wird damit nicht etwa bewirkt, sondern eher erschwert oder sogar verhindert. Da bei der Bestrafung aber auch bspw. die öffentliche Sicherheit bedacht werden muss, wird im Fazit die kritische Überprüfung und Anpassung der momentanen Praxis gefordert.
Der Wirtschaftlichkeitsgrundsatz stellt ein fundamentales Prinzip bei der Vergabe öffentlicher Aufträge und damit des öffentlichen Vergaberechts dar. Ausgangspunkt des Grundsatzes ist das öffentliche Haushaltsrecht, indem es als Leitlinie für einen effizienten Einsatz öffentlicher Ressourcen, die überwiegend aus Steuergeldern bestehen, fungiert. Mit der Einbeziehung des EU-Vergaberechts erlangt der Wirtschaftlichkeitsgrundsatz zusätzlich die Rolle der Marktstabilisierung, -stärkung und Integration. Der Beitrag widmet sich der Herleitung des Wirtschaftlichkeitsgrundsatzes sowie seiner Relevanz innerhalb des Vergabeverfahrens bis hin zur Aufhebung von Vergabeverfahren.
This paper attempts to present an overview of studies that have been conducted in Greece during recent years on the subject of emergent literacy and, more precisely, on preschoolers' acquisition of writing. Its aim is to present the studies focusing on the subject from an "invented spelling" perspective and to discuss the results obtained. Results seem to be in accordance with the results obtained by similar studies in other countries and in different languages, thus supporting the idea of the existence of a universal character to the ways preschool children conceptualise writing.
Das Notariat ist ein wesentlicher Bestandteil des deutschen Systems der vorsorgenden Rechtspflege, welches wiederum essenziell für Rechtssicherheit ist. Es unterliegt einem zunehmenden Einsatz digitaler Mittel, wodurch sich die Frage stellt, ob auf notarielle Mitwirkung dank technologischer Entwicklungen in Zukunft verzichtet werden kann. In diesem Beitrag wird sich mit dieser Fragestellung speziell für das Recht der GmbH auseinandergesetzt und aufgezeigt, warum Notare auch in einem digitalisierten Rechtsumfeld nicht hinwegzudenken sind.
This study examines the developmental stages of spelling ability focusing on the learning process of the Japanese orthographic system for native speakers of Japanese. After first providing a basic explanation of the Japanese orthographic system, issues regarding the acquisition of Japanese spelling are discussed. Next, in order to clarify the acquisition of writing skills in the introductory stage of Japanese spelling, data from prior case studies and this investigation are examined. From these results, a new proposal for developmental stages of orthographic concepts is suggested. This study also examines strategies of invented spelling and the relationship between developmental stages and learning ages. Children had learned a considerable amount of hiragana spelling before entering first grade, and by the end of first grade (late March) had reached the point where they were mostly able to write phrases in both hiragana and katakana. The developmental stages were as follows:
Stage1: Hiragana spelling not yet acquired
Stage2: Hiragana spelling acquisition (unvoiced, voiced, semi-voiced)
Stage3: Hiragana spelling acquisition (special syllable markers)
Stage4: Katakana spelling acquisition (unvoiced, voiced, semi-voiced)
Stage5: Katakana spelling acquisition (special syllable markers)
Stage6: Combined usage of hiragana and katakana acquisition
Stage7: Kanji spelling not yet acquired (includes kanji learning stages).
Researchers working on acquisition of written language by children are traditionally more interested in reading than in writing even if, today, spelling and writing have become common subjects of research and the themes of academic conferences. A country as large as Japan, as Tsukada says (in this issue), is just beginning to consider writing as an object of investigation, even though reading is a classic concern in his country. One of the most heuristic research methodologies in spelling is "invented spelling". It is a very simple situation in which a child – most often 4 or 5 years old – is asked to spell words or sentences that s/he has never been taught. These written productions are very meaningful in the eyes of a researcher.
Literary response and attitude toward reading fiction in secondary education: Trends and predictors
(2006)
The present article synthesizes the results of four studies that concern attitudes towards reading fiction and the literary response of students in secondary education. Both cross sectional and longitudinal data sets were created with the cross sectional data used for establishing 'model fit' of both the attitude model and the literary response model. Relations between different components of both models used are charted among reading behavior and relations between model components and student characteristics. The longitudinal data is used to establish trends in attitude and response. Also relations between student characteristics and characteristics of literary education lessons on the one hand and trends in attitude and literary response scores on the other are examined. Results indicate that both the attitude and the response instrument show adequate model fit. Of all attitude components, 'affect' appears to be the best predictor of reading behavior. Response factors appear to be structured in two secondary order factors: 'trance' and 'literary interpretation'. Attitude and response scores diminish with age. Literary education lessons appear to slow down the diminishing trends. The text experience method seems especially promising for stimulating literary response and attitude toward reading fiction.
In mainstream theory about written language skills there is a strong relation between the notion of 'lexicon' and 'phonology'. The work of both researchers and teachers is rooted in this theoretical relation between lexicon and spoken language, which originates from the linguistic tradition of the past century. The problem with this position is that it has never been treated as a real hypothesis, and we should therefore not base our professional work on it without moderation. In the present article my aim is to show how different combinations of psychological and linguistic theories have different options and limitations concerning the relation between lexicon and phonology. In doing so, I claim that the mainstream theory of written language skills—particularly its relation between lexicon and phonology—is not the most plausible and defensible solution. In the present article I claim that it is possible to investigate the relation of speech and writing on a stronger empirical basis, and that this can be done by first giving equal validity to spoken and written language, and second by giving preference to theory with a minimum of introspection. The paper addresses researchers working with written language skills, and teachers who want to reflect on basic assumptions related to their profession. First, some assumptions concerning the mental lexicon in mainstream theory of written language skills are questioned. These assumptions are here linked to cognitivism and linguistic formalism. Second, alternative assumptions are derived from a pairing of functional approaches to language and connectionism. These alternative assumptions may be seen as contributions to a revitalized understanding of the connection between phonology and lexicon when studying written language skills.
Written language skills are dynamic, they develop differently in individuals and are acquired in multiple ways and contexts. Paradoxically, mainstream research on and teaching of these skills is based on a linguistic philosophy that has always valued highly systematic—and static—descriptions. The problem of static perspectives is that they describe only a proficiency related to structures at a given point in time, without any flexible model of reading and writing behaviour. In the present article I claim the socalled 'alphabetical principle' to be an unfortunate product of static perspectives, and which has a very limited relevance when we want to seize the dynamics of written language acquisition. A consequence of my position is that it does not make sense to polemicize whether one should teach 'phonics' or 'whole language'. Before we search for a narrow perspective – a teaching method – we must assure that the basic assumptions we choose to lean on are the best possible. After doing so, we may end up with a narrow perspective that may involve some aspects of what we today know as both 'phonics' or 'whole language'. But the most important goal is that such perspective should make teachers and researchers capable of seizing the dynamics of written language acquisition. In the present article, an alternative approach is suggested in order to maintain dynamic perspectives on written-language acquisition. This approach degrades the role of traditional linguistic description, such as the 'phoneme', focusing instead on a psychological model of 'skill' in which linguistic structures in spoken language play a role as possible cues in the acquisition of written language. It is claimed that this model also carries greater potential for explanation than do static approaches.
Observational learning has proved to be effective with learners of various ages and in various school subjects, including writing. However, little is known about the actual behavior of learners while carrying out observation tasks. In this case study, students' learning activities when processing observation tasks are closely analyzed: six students thought aloud while observing sets of writers as peer models, and were interviewed afterwards. Results suggest that observers carried out many (meta)cognitive activities, especially activities based on the internalization and development of criteria for effective writing (observing, comparing, evaluating, and reflecting activities). These are precisely the activities assumed to play a central role in learning to write. Observational learning seems to stimulate these activities naturally, albeit they are not very evident in typical school writing tasks and exercises.
This paper discusses recent developments in policies and practices of immigrant minority language teaching in the Netherlands. It focuses on the realisation of this provision as 'language support'. Within this arrangement, an immigrant minority language is used as a medium of instruction for parts of the regular primary school curriculum. Following Goodlad et al. (1979), we identify different versions of the language support curriculum on the basis of in-depth analyses of policy documents from the national and local government (the formal curriculum), and the National Educational Innovation Centre for Primary Education and the Inspectorate of Education (the ideological curriculum). In addition, we analyse policies and practices with respect to language support at a multicultural primary school on the basis of observations, interviews, and school documents (the perceived, operational and experiential curriculum). The analyses reveal how policy makers, practitioners, and pupils differ in their understanding of the notion of language support. They also show how inaccurate assumptions with respect to the pupils' relative command in Dutch and the minority language impact on actual practices of language support.
Children in Greece are exposed to a unique literary situation as they live in a monolingual society which uses two different alphabetical systems: the Greek alphabet and the Roman alphabet. Since the school curriculum of preschool education does not include the teaching of Greek or non-Greek letters, environmental print is mainly responsible for primitive hypotheses about letters. In this research 504 preschoolers were tested regarding their ability to differentiate between the two alphabets which circulate widely in the Greek urban print environment. It was showed that preschoolers, although unable to read, were able to differentiate between texts written with Greek or Roman letters. This gives strong evidence for the conclusion that, apart from the major role that visual language plays in the reading of environmental print, information about actual letters is also absorbed by preschoolers.
The six articles presented in this issue of L1 – Educational Studies in Language and Literature represent both the language and literature domains of the title. More importantly, they represent the first issue as an exclusively online journal with free access to all readers and members of the International Association for the Improve-ment of Mother Tongue Education.
This review of research in college composition divides the field into research focused on the student writer, the teacher of college composition, and the contexts of writing. The period under review is characterized by the "social turn," an effort to situate the writer within social, political, and other contexts in which teaching and writing take place. The author finds that, early in the 21st century, the field of college composition lacks the sort of monolith—such as the "current rhetorical" tradition that has now been largely abandoned—that galvanized teachers and researchers of college composition in the past. As a consequence, the field presently lacks a clear focus or direction.
This review covers what is known in the U.S. as "secondary school," generally encompassing grades 7-12. The author frames the review by looking at the broader assessment context, particularly state-wide writing tests that often trivialize writing by requiring writing within severe time restraints on topics that may be of little interest to students and that may benefit students with from privileged social backgrounds. Further, these assessments reduce writing to limited forms such as the five-paragraph theme, even when the genre called for (e.g., narrative) may not be amenable to such forms. The review finds that assessment mandates in turn affect classroom writing instruction in what the author characterizes as negative ways, emphasizing the mastery of a generic form over the generation of ideas. The review concludes that, in spite all of the attention given to writing instruction, writing is not necessarily improving, in large part because of mandates for how writing is assessed.
Der Umgang mit Geflüchteten aus der Ukraine unterscheidet sich in vielen Aspekten von dem mit anderen Geflüchteten – auch im Aufenthalts- und Sozialrecht. Insbesondere erhält dieser Personenkreis aktuell exklusiv einen Aufenthaltsstatus nach § 24 AufenthG. Über diese scheinbar formale Änderung hinaus unterscheiden sich auch die praktischen Sozialleistungen der Geflüchteten immens, da ihnen ein Anspruch auf (das heutige) Bürgergeld zusteht. Im folgenden Aufsatz wird untersucht, welche nationalen rechtlichen Auswirkungen der Rechtskreiswechsel hat und welche Rolle dabei das am 01. Januar 2023 geänderte SGB II unter Einführung des Bürgergeldes einnimmt. Des Weiteren wird untersucht, welche verfassungsrechtlichen Probleme mit Blick auf den allgemeinen Gleichheitsgrundsatz dabei entstanden sind und ob weiterer Handlungsbedarf besteht.
„Contract as Promise“ ist ein klassisches Werk zum Vertragsrecht im Common Law. Anlässlich des Versterbens von Charles Fried Anfang des Jahres 2024 wird seine für den angloamerikanischen Rechtsraum prägende Theorie zunächst in ihren Kernaussagen nachgezeichnet, sodann in die zeitgenössische Debatte eingeordnet und schließlich aus aktuellem Blickwinkel neu beurteilt werden. Aus deutscher Perspektive auf das Common Law blickend will der Artikel einen Eindruck davon vermitteln, wie sich Frieds Ansatz bereits zu Lebzeiten des Autors zu einem Klassiker entwickeln konnte.
The focus of this article is the research literature in written composition from early childhood through the elementary years, typically the end of sixth grade. Some research prior to 1984 is discussed, particularly in topics that were not included in Hillocks (1986), such as emergent writing. The definition of "composition" has expanded over the last decade; thus, while focusing primarily on writing, this article pays attention to other modalities (e.g., relations between drawing and writing) and includes not only writing but also other mediating tools (e.g., drawing, talking, computers) that are used in or for composition.
Der Beitrag beschäftigt sich mit der Frage nach der Politisierung der Rechtswissenschaftlichen Fakultät der Goethe-Universität Frankfurt am Main in der Zeit der nationalsozialistischen Diktatur von 1933-1945 anhand der in dieser Zeit durchgeführten Promotionsverfahren. Zu diesem Zweck wurden die originalen Promotionsakten aus dem Universitätsarchiv ausgewertet und analysiert. Dabei wird gezeigt, dass (nicht unerwartet) erhebliche Einflüsse der nationalsozialistischen Politik ihren Weg in das als neutral und wissenschaftlich konzipierte Verfahren gefunden haben. Dabei wurden systematisch wissenschaftliche Standards der Bewertung für parteinahe Doktoranden gesenkt und politisch unliebsame Kandidaten vom Fachbereich ausgeschlossen. Diese Politisierung ging dabei sowohl unmittelbar von der Politik als auch selbstständig vom Fachbereich aus.
In 1963 the National Council of Teachers of English (NCTE) published Braddock, Lloyd-Jones, and Schoer's Research in Written Composition, a review of writing research covering the first writing studies in the early part of the century through 1962. In 1986 the National Conference on Research in English (NCRE) and the Educational Resources Information Center (ERIC) copublished George Hillocks's Research on Written Composition: New Directions for Teaching, a volume that reviewed writing research from 1963-1983. The articles included in this special theme issue of L1-Educational Studies of Language and Literature on Writing in School Contexts report the findings of Marilyn Chapman, George Hillocks, and Russel Durst on composition in school settings covering 1984-2003 (for an expanded review of composition studies during this period, see the contributions to Smagorinsky, 2006).
Storytelling and read-alouds have long been integral components of the preschool and kindergarten programs. Indeed, these practices are supposed 1) to demonstrate to children the value of literature and reading through enjoyable experiences; 2) to prepare children to learn to read through the development of linguistic and cognitive skills. These practices, however, have recently been the subject of controversies highlighting their limits. It has been argued, for instance, that storytime is not a « magical silver bullet »: simply immersing children in good literature will not turn them into readers. On the other hand, the use of literature as a teaching tool is often confined to the simplest aspects of narrative comprehension and seldom gives its due to its symbolic and aesthetic dimensions. It will be shown how these limits can be overcome within a literature-based framework where high-quality, demanding literary works provide the basis for an interactive storyreading program including different kinds of activities.
Seit dem letzten Drittel des 20. Jahrhunderts findet sich die Gesetzgebung im Bereich des Wirtschaftsstrafrechts aufgrund der Komplizierung der Regelungsmaterie zunehmend in Sackgassen wieder. Vor diesem Hintergrund gewinnt die Justiz als Regulierungsakteur erheblich an Bedeutung. Gerade der weit und unbestimmt gefasste Untreuetatbestand – die Allzweckwaffe des Wirtschaftsstrafrechts – bietet dabei gerichtlicher Regulierung ein Einfallstor. Die justizielle Aufarbeitung der Siemens- Korruptionsaffäre kann dies eindrücklich illustrieren. Dabei befindet sich die Justiz, so wie auch die Legislative, in einem Spannungsfeld zwischen Dogmatik und Rechtspolitik.
Die Frage nach dem immateriellen Schadensersatz gem. Art. 82 DS-GVO beschäftigt seit Mai 2023 die Rechtsprechung des EuGH, der nun erstmals wesentliche Eckpfeiler für den datenschutzrechtlichen Schadensersatzanspruch setzt. Es gilt, die konkretisierten Vorgaben kritisch einzuordnen und deren Auswirkungen auf die europäische Rechtspraxis zu untersuchen. Gegenstand dieser Überlegungen sind insbesondere Fragen nach Tatbestand und Beweislast für einen kausalen Schaden, die Ablehnung einer Sanktionswirkung des Art. 82 DS-GVO sowie die Risiken möglicher Bündelungen gleichartiger Ersatzbegehren. Der EuGH schafft in diesen Fragen zunächst Rechtssicherheit, wenngleich einige Punkte offenbleiben. Die fortschreitende Konkretisierung der Anforderungen an Art. 82 DS-GVO bleibt insofern auch künftig mit Spannung zu verfolgen.
Reading at home in France: A psycho-sociological look at youth literature, youth and their families
(2006)
The reading and the readings of young people are at the crossroads of social and cultural mediations in which the school institution and the family share the first role. During decades, work on the reading of the young people distinguished the readings for leisure and the readings for school. Since about fifteen years, this cleavage does not correspond any more to reality. Well before the learning of the reading, the desire of reading takes its source in the exercise of the mother tongue and in the family uses of print. Reading skills come to reinforce it. The acquisition of a reading practice and the construction of a reader behaviour take place at home according to the choices of youth literature generally presented by the primary school and the beginning of secondary school. With the age of the secondary school, the reader builds two different universes of reading. One is composed of texts prescribed by the teachers and the other of readings called "for oneself". Whatever the age and skills, the dynamics of the activity of reading remains fragile. It rests on emotional investments.
Firstly, literacy practices are situated among the other cultural practices of teenagers, on a basis of research data in sociological, psychological and didactical fields. This enables an illustration of specific features of the relations this group have with literacy. Then research results are related concerning reading practices in general and reading literature in particular. Who proposes reading to which teenagers? Which texts are proposed? Through what medium? What kind of reading strategy is implemented? Moreover, who reads? What sort of literature? With what benefits? Finally, writing is treated. In this area little research data is available, therefore an attempt is made to summarise what is known about young peoples writing practices, using the few available surveys. It should be noted that a researcher who is interested in the literacy practices of today's young people has to take into account the fact that the internet and computers are new tools which aid and encourage reading and writing, and that they create new conditions of literacy practice.
The present report is an overview of six studies that share a common theme: What is the contribution of shared reading to child outcomes. The first three studies are experimental in nature and show that the number of times as well as the manner in which the adult reads to the child will affect children's acquisition of comprehension and spoken vocabulary. The fourth study is an intervention with children who have poor vocabulary skills. The findings revealed that care givers can enhance children's spoken vocabulary by reading books to them in an interactive manner, but that simply reading in their customary fashion may not promote vocabulary acquisition. Finally, the last two studies are correlational in nature. They provide converging evidence that shared reading predicts children's vocabulary, and that, children's vocabulary is a robust predictor of reading comprehension. These latter studies also show the limits of shared reading because parent reports of shared reading did not predict children's early literacy skills or word reading at the end of grade 1.
Using e+e− collision data corresponding to a total integrated luminosity of 12.9 fb−1 collected with the BESIII detector at the BEPCII collider, the exclusive Born cross sections and the effective form factors of the reaction e+e−→Ξ−Ξ¯+ are measured via the single baryon-tag method at 23 center-of-mass energies between 3.510 and 4.843 GeV. Evidence for the decay ψ(3770)→Ξ−Ξ¯+ is observed with a significance of 4.5σ by analyzing the measured cross sections together with earlier BESIII results. For the other charmonium(-like) states ψ(4040), ψ(4160), Y(4230), Y(4360), ψ(4415), and Y(4660), no significant signal of their decay to Ξ−Ξ¯+ is found. For these states, upper limits of the products of the branching fraction and the electronic partial width at the 90% confidence level are provided.
Using 24.1 fb−1 of e+e− collision data collected with the BESIII detector at the BEPCII collider, the Born cross sections and effective form factors of the e+e−→Σ+Σ¯− reaction are measured. The measurements are performed at center-of-mass energies ranging from 3.510 to 4.951 GeV. No significant evidence for the decay of the charmonium(-like) states, ψ(3770), ψ(4040), ψ(4160), Y(4230), Y(4360), ψ(4415), and Y(4660), into a Σ+Σ¯− final state is observed. Consequently, upper limits for the products of the branching fractions and the electronic partial widths at the 90% confidence level are reported for these decays.
The processes hc→γP(P=η′, η, π0) are studied with a sample of (27.12±0.14)×108 ψ(3686) events collected by the BESIII detector at the BEPCII collider. The decay hc→γη is observed for the first time with the significance of 9.0σ, and the branching fraction is determined to be (3.77±0.55±0.13±0.26)×10−4, while B(hc→γη′) is measured to be (1.40±0.11±0.04±0.10)×10−3, where the first uncertainties are statistical, the second systematic, and the third from the branching fraction of ψ(3686)→π0hc. The combination of these results allows for a precise determination of Rhc=B(hc→γη)B(hc→γη′), which is calculated to be (27.0±4.4±1.0)%. The results are valuable for gaining a deeper understanding of η−η′ mixing, and its manifestation within quantum chromodynamics. No significant signal is found for the decay hc→γπ0, and an upper limit is placed on its branching fraction of B(hc→γπ0)<5.0×10−5, at the 90% confidence level.
Based on (2712.4±14.3)×106 ψ(3686) events, we investigate four hadronic decay modes of the P-wave charmonium spin-singlet state hc(1P1)→h+h−π0/η (h=π or K) via the process ψ(3686)→π0hc at BESIII. The hc→π+π−π0 decay is observed with a significance of 9.6σ after taking into account systematic uncertainties. Evidences for hc→K+K−π0 and hc→K+K−η are found with significances of 3.5σ and 3.3σ, respectively, after considering the systematic uncertainties. The branching fractions of these decays are measured to be B(hc→π+π−π0)=(1.36±0.16±0.14)×10−3, B(hc→K+K−π0)=(3.26±0.84±0.36)×10−4, and B(hc→K+K−η)=(3.13±1.08±0.38)×10−4, where the first uncertainties are statistical and the second are systematic. No significant signal of hc→π+π−η is found, and the upper limit of its decay branching fraction is determined to be B(hc→π+π−η)<4.0×10−4 at 90% confidence level.
The J/ψ,ψ(3686)→Σ0Σ¯0 processes and subsequent decays are studied using the world's largest J/ψ and ψ(3686) data samples collected with the BESIII detector. The strong-CP symmetry is tested in the decays of the Σ0 hyperons for the first time by measuring the decay parameters, αΣ0=−0.0017±0.0021±0.0018 and α¯Σ0=0.0021±0.0020±0.0022. The weak-CP test is performed in the subsequent decays of their daughter particles Λ and Λ¯. Also for the first time, the transverse polarizations of the Σ0 hyperons in J/ψ and ψ(3686) decays are observed with opposite directions, and the ratios between the S-wave and D-wave contributions of the J/ψ,ψ(3686)→Σ0Σ¯0 decays are obtained. These results are crucial to understand the decay dynamics of the charmonium states and the production mechanism of the Σ0−Σ¯0 pairs.
Objectives and methods: Venous thromboembolic (VTE) events are emerging as frequent complications in acute myeloid leukemia (AML); however, there is insufficient data regarding epidemiology, risk factors, and impact on outcomes. The optimal approach to balance risks of thrombosis and hemorrhage remains unclear. This retrospective single-center study in AML patients undergoing induction chemotherapy between 2007 and 2018 assessed incidence, risk factors, features, and outcomes of early-onset VTE.
Results: 423 patients (median age 59 years) were enrolled. VTE was diagnosed in 31 patients (7.3%) within 3 months of admission. The median time to VTE was 3 days. Non-central venous catheter (CVC)-related VTE occurred in 19 patients (61%). Main risk factor for VTE was leukocytosis at admission, independent of platelet counts/INR. Four patients (13%) exhibited VTE recurrence. No deaths directly related to VTE or major bleeding events associated with platelet-adjusted anticoagulation in patients with VTE were recorded. There was no clear impact of VTE on 1-year overall survival; however, non-CVC-related VTE may be associated with adverse outcomes.
Conclusions: Early-onset VTE is a common complication in newly diagnosed AML patients admitted for induction chemotherapy. Leukocytosis is an independent VTE risk factor. The potentially adverse impact of non-CVC-related VTE merits further study.
Highlights
• NPM1/NPM1c induce the autophagy-lysosome pathway by activating the master regulator TFEB
• NPM1/NPM1c bind to GABARAP proteins via an atypical module in their N-terminal regions
• The pro-autophagic activity of NPM1c depends on this GABARAP binding module
Summary
The nucleolar scaffold protein NPM1 is a multifunctional regulator of cellular homeostasis, genome integrity, and stress response. NPM1 mutations, known as NPM1c variants promoting its aberrant cytoplasmic localization, are the most frequent genetic alterations in acute myeloid leukemia (AML). A hallmark of AML cells is their dependency on elevated autophagic flux. Here, we show that NPM1 and NPM1c induce the autophagy-lysosome pathway by activating the master transcription factor TFEB, thereby coordinating the expression of lysosomal proteins and autophagy regulators. Importantly, both NPM1 and NPM1c bind to autophagy modifiers of the GABARAP subfamily through an atypical binding module preserved within its N terminus. The propensity of NPM1c to induce autophagy depends on this module, likely indicating that NPM1c exerts its pro-autophagic activity by direct engagement with GABARAPL1. Our data report a non-canonical binding mode of GABARAP family members that drives the pro-autophagic potential of NPM1c, potentially enabling therapeutic options.
The pyruvate oxidases from Escherichia coli (EcPOX) and Lactobacillus plantarum (LpPOX) are both thiamin-dependent flavoenzymes. Their sequence and structure are closely related, and they catalyse similar reactions—but they differ in their activity pattern: LpPOX is always highly active, EcPOX only when activated by lipids or limited proteolysis, both involving the protein's C-terminal 23 residues (the ‘α-peptide’). Here, we relate the redox-induced infrared (IR) difference spectrum of EcPOX to its unusual activation mechanism. The IR difference spectrum of EcPOX is marked by contributions from the protein backbone, reflecting major conformational changes. A rare sulfhydryl (−SH) difference signal indicates changes in the vicinity of cysteines. We could pin the Cys–SH difference signal to Cys88 and Cys494, both being remote from the moving α-peptide and the redox-active flavin cofactor. Yet, when the α-peptide is proteolytically removed, the Cys–SH difference signal disappears, together with several difference signals in the amide range. The remaining IR signature of the permanently activated EcPOXΔ23 is strikingly similar to the simpler signature of LpPOX. The loss of the α-peptide ‘transforms’ the catalytically complex EcPOX into the catalytically ‘simpler’ LpPOX.
Hintergrund: Ein steigendes Einsatzaufkommen lässt sich sowohl im Rettungsdienst als auch im notärztlichen System in Deutschland verzeichnen. Oft werden dabei Fehleinsätze durch leicht erkrankte/verletzte Patienten als wachsende Problematik vermutet. Die vorliegende Untersuchung überprüft die Hypothese von steigenden Einsatzzahlen mit gleichzeitiger Zunahme von gegebenenfalls nichtindizierten Einsätzen.
Material und Methoden: Es erfolgte eine retrospektive Analyse der notärztlichen Einsätze des an der Universitätsklinik Frankfurt am Main stationierten Notarzteinsatzfahrzeugs von 2014 bis 2019. Die Analyse berücksichtigt zudem Faktoren wie die notärztliche Tätigkeit, Behandlungspriorität, Alarmierungsart und das Patientenalter.
Ergebnisse: Im beobachteten Zeitraum lässt sich ein Anstieg der notärztlichen Einsatzzahlen um mehr als 20 % erkennen. Der größte Anstieg zeigt sich bei Einsätzen, bei denen keine notärztliche Tätigkeit (+80 %) notwendig war. Einsätze der niedrigsten Behandlungspriorität (+61 %) sowie der höchsten Behandlungspriorität (+61 %) nahmen ebenfalls signifikant zu.
Diskussion: Die vorliegenden Zahlen stützen die Hypothese, dass bei signifikant gesteigertem Einsatzaufkommen mehr Einsätze durch den Notarzt bewältigt werden müssen, bei denen er rückblickend nicht notwendig gewesen wäre. Trotzdem gibt es auch mehr Patienten, die einen sofortigen Arztkontakt benötigen. Die hieraus resultierende erhöhte Einsatzfrequenz kann zu einer erhöhten Belastung sowie erschwerten zeitgerechten Disposition der notärztlichen Ressource führen.
Highlights
• Inflammatory markers and cognitive performance correlated significantly in closed-, but mostly not in open-skill sports.
• The ratio TNF-α:IL-10 significantly predicted working memory and cognitive flexibility in closed-skill sports.
• Biomarkers for metabolism (fT3, IGFBP-1, leptin) significantly predicted processing speed and selective attention across all athletes.
• Better cognitive flexibility was associated with higher levels of vitamin D.
• Indicators for recovery and stress (creatinine & psychological ratings) explained variance in processing speed and working memory.
Abstract
Functional cognition is relevant for athletic success and interdependent with physical exercise, yet despite repeatedly demonstrated inflammatory responses to physical training, there are no studies addressing the relationship between cognition and inflammation in athletes. The aim of this study was to investigate the relationship between cognitive performance and selected inflammatory, and further physiological biomarkers in elite athletes. Data from 350 elite athletes regarding cognitive performance (processing speed, selective attention, working memory, cognitive flexibility), systemic inflammatory markers, metabolic hormones, growth factors, tissue damage markers, and micronutrients (e.g., ferritin, 25-OH-vitamin D), as well as physiological, subjective ratings of recovery and stress were analysed by correlative and multiple regression analyses. Results show that across all athletes variance in processing speed, selective attention, and working memory, could be best explained through a combination of metabolic hormones with physiological and psychological indicators of stress, and in cognitive flexibility through vitamin D levels. Only for the subgroup of athletes from closed-skill sports, the ratio TNF-α:IL-10 significantly contributed to explanation of variance in working memory and cognitive flexibility. In general, found correlations point to the importance of inflammatory balance and sufficient long-term nutrient supply for unaffected cognitive performance.
Based on a sample of (448.1±2.9)×106 𝜓(3686) events collected with the BESIII detector at BEPCII, the decays of 𝜓(3686)→𝐾−Λ¯Ξ++c.c. with ¯Ξ+→¯Λ𝜋+, ¯Λ→¯𝑝𝜋+ are studied. We investigate the two excited resonances, Ξ(1690)− and Ξ(1820)−, which are each observed with large significance (≫10𝜎) in the 𝐾−Λ invariant mass distributions. A partial wave analysis is performed, and the spin-parities of Ξ(1690)− and Ξ(1820)− are measured to be 12− and 32−, respectively. The masses, widths, and product branching fractions of Ξ(1690)− and Ξ(1820)− are also measured.
While growth in India stayed relatively stable over the last decade, Brazil fell into deep recession and a fundamental political and economic crisis. Why did these two countries, despite their similarities, diverge so massively within only 10 years? Through a paired comparison, this article probes two alternative approaches to capitalist diversity to explain the divergence among two rising economic powers and ‘state capitalisms’. It finds that through the lens of a firm-centred supply-side approach, one largely sees institutional stability in both economies, while a focus on the demand side and respective growth models makes visible fundamental destabilization in Brazil. The fragility of domestic demand, the vulnerability of global economic integration and the erosion of key social coalitions, we contend, are key to unpack the divergence between Brazil and India. This study thereby not only sheds a new light on emerging market capitalism but also discusses further possibilities for the analysis of state capitalism within comparative political economy.
This paper investigates the global stratospheric Brewer-Dobson circulation (BDC) in the ERA5 meteorological reanalysis from the European Centre for Medium-Range Weather Forecasts (ECMWF). The analysis is based on simulations of stratospheric mean age of air, including the full age spectrum, with the Lagrangian transport model CLaMS, driven by winds and total diabatic heating rates from the reanalysis. ERA5-based results are compared to those of the preceding ERA–5 Interim reanalysis. Our results show a significantly slower BDC for ERA5 than for ERA–Interim, manifesting in weaker diabatic heating rates and larger age of air. In the tropical lower stratosphere, heating rates are 30–40% weaker in ERA5, likely correcting a known bias in ERA–Interim. Above, ERA5 age of air appears slightly high-biased and the BDC slightly slow compared to tracer observations. The age trend in ERA5 over 1989–2018 is negative throughout the stratosphere, as climate models predict in response to global warming. However, the age decrease is not linear over the period but exhibits steplike 10 changes which could be caused by muti-annual variability or changes in the assimilation system. Over the 2002–2012 period, ERA5 age shows a similar hemispheric dipole trend pattern as ERA–Interim, with age increasing in the NH and decreasing in the SH. Shifts in the age spectrum peak and residual circulation transit times indicate that reanalysis differences in age are likely caused by differences in the residual circulation. In particular, the shallow BDC branch accelerates similarly in both reanalyses while the deep branch accelerates in ERA5 and decelerates in ERA–Interim.
Background: Percutaneous left atrial appendage occlusion (LAAO) represents an alternative stroke prevention method in patients with atrial fibrillation and an increased bleeding risk, chronic kidney disease or contraindications to oral anticoagulants. Aim of our study was to evaluate the feasibility and safety of percutaneous LAAO in high-risk, frail patients having undergone transcatheter aortic valve implantation (TAVI).
Methods: Thirty-one patients having undergone TAVI and scheduled for LAAO were prospectively included in our study.
Results:Implantation was successful in 29 of 31 cases (93.5%).There were no patients that developed a major acute cardiovascular event, stroke, or device dislocation/embolization. There was a single case of major bleeding (3.2%) and 3 cases of acute kidney injury (9.7%). At 3 months, no patients experienced a stroke, one patient had a device-related thrombus (3.4%), one patient showed a significant peri-device leak, and one patient had a persistent iatrogenic atrial septal defect.
Conclusions: Our study shows that percutaneous LAAO may represent a feasible alternative strategy for stroke prevention, that can be safely performed in high-risk, multimorbid patients with high bleeding risk or contraindications to oral anticoagulation.
Based on (27.12±0.14)×108 𝜓(2𝑆) events collected by the BESIII detector, we search for the decay 𝜂𝑐(2𝑆)→𝜋+𝜋−𝜂𝑐 via 𝜓(2𝑆)→𝛾𝜂𝑐(2𝑆). No significant signal is observed, and the upper limit on the product branching fraction ℬ(𝜓(2𝑆)→𝛾𝜂𝑐(2𝑆))×ℬ(𝜂𝑐(2𝑆)→𝜋+𝜋−𝜂𝑐) is determined to be 2.21×10−5 at the 90% confidence level. In addition, the 𝜂𝑐(2𝑆)→𝜋+𝜋−𝐾0𝑆𝐾±𝜋∓ decay is studied via 𝜓(2𝑆)→𝛾𝜂𝑐(2𝑆) and is observed with a statistical significance of 10𝜎 for the first time. The branching fraction of 𝜂𝑐(2𝑆)→𝜋+𝜋−𝐾0𝑆𝐾±𝜋∓ is determined to be (1.33±0.11±0.40±0.95)×10−2, where the first uncertainty is statistical, the second is systematic, and the third uncertainty is due to the quoted ℬ(𝜓(2𝑆)→𝛾𝜂𝑐(2𝑆)).
The Born cross sections and effective form factors of the process 𝑒+𝑒−→Λ¯Σ0+c.c. are measured at 14 center-of-mass energy points from 2.3094 to 3.0800 GeV, based on data corresponding to an integrated luminosity of (478.5±4.8) pb−1 collected with the BESIII detector. A nonzero Born cross section is observed at the center-of-mass energy of 2.3094 GeV with a statistical significance of more than five standard deviations, and the cross sections at other energies are obtained with improved precision compared to earlier measurements from the BABAR Collaboration. The Born cross-section line shape is described better by a shape considering the strong-interaction effects than by a pQCD motivated functional form.
By analyzing 2.93 fb−1 of data collected at s√=3.773 GeV with the BESIII detector, we measure the absolute branching fraction B(D+→K¯0μ+νμ)=(8.72±0.07stat.±0.18sys.)%, which is consistent with previous measurements within uncertainties but with significantly improved precision. Combining the Particle Data Group values of B(D0→K−μ+νμ), B(D+→K¯0e+νe), and the lifetimes of the D0 and D+ mesons with the value of B(D+→K¯0μ+νμ) measured in this work, we determine the following ratios of partial widths: Γ(D0→K−μ+νμ)/Γ(D+→K¯0μ+νμ)=0.963±0.044 and Γ(D+→K¯0μ+νμ)/Γ(D+→K¯0e+νe)=0.988±0.033.
Based on (2712.4±14.1)×106 𝜓(3686) events collected with the BESIII detector, we study the decays ℎ𝑐→3(𝜋+𝜋−)𝜋0, ℎ𝑐→2(𝜋+𝜋−)𝜔, ℎ𝑐→2(𝜋+𝜋−)𝜋0𝜂, ℎ𝑐→2(𝜋+𝜋−)𝜂, and ℎ𝑐→𝑝¯𝑝 via 𝜓(3686)→𝜋0ℎ𝑐. The decay channel ℎ𝑐→3(𝜋+𝜋−)𝜋0 is observed for the first time, and its branching fraction is determined to be (9.28±1.14±0.77)×10−3, where the first uncertainty is statistical and the second is systematic. In addition, first evidence is found for the modes ℎ𝑐→2(𝜋+𝜋−)𝜋0𝜂 and ℎ𝑐→2(𝜋+𝜋−)𝜔 with significances of 4.8𝜎 and 4.7𝜎, and their branching fractions are determined to be (7.55±1.51±0.77)×10−3 and (4.00±0.86±0.35)×10−3, respectively. No significant signals of ℎ𝑐→2(𝜋+𝜋−)𝜂 and ℎ𝑐→𝑝¯𝑝 are observed, and the upper limits of the branching fractions of these decays are determined to be <6.19×10−4 and <4.40×10−5 at the 90% confidence level, respectively.
Using a dataset of 6.32 fb−1 of 𝑒+𝑒− annihilation data collected with the BESIII detector at center-of-mass energies between 4178 and 4226 MeV, we have measured the absolute branching fraction of the leptonic decay 𝐷+𝑠→𝜏+𝜈𝜏 via 𝜏+→𝑒+𝜈𝑒¯𝜈𝜏, and find ℬ𝐷+𝑠→𝜏+𝜈𝜏=(5.27±0.10±0.12)×10−2, where the first uncertainty is statistical and the second is systematic. The precision is improved by a factor of 2 compared to the previous best measurement. Combining with 𝑓𝐷+𝑠 from lattice quantum chromodynamics calculations or the |𝑉𝑐𝑠| from the CKMfitter group, we extract |𝑉𝑐𝑠|=0.978±0.009±0.012 and 𝑓𝐷+𝑠=(251.1±2.4±3.0) MeV, respectively. Combining our result with the world averages of ℬ𝐷+𝑠→𝜏+𝜈𝜏 and ℬ𝐷+𝑠→𝜇+𝜈𝜇, we obtain the ratio of the branching fractions ℬ𝐷+𝑠→𝜏+𝜈𝜏/ℬ𝐷+𝑠→𝜇+𝜈𝜇=9.72±0.37, which is consistent with the standard model prediction of lepton flavor universality.
The first observation of the decays J/ψ→p¯Σ+K0S and J/ψ→pΣ¯−K0S is reported using (10087±44)×106 J/ψ events recorded by the BESIII detector at the BEPCII storage ring. The branching fractions of each channel are determined to be B(J/ψ→p¯Σ+K0S)=(1.361±0.006±0.025)×10−4 and B(J/ψ→pΣ¯−K0S)=(1.352±0.006±0.025)×10−4. The combined result is B(J/ψ→p¯Σ+K0S+c.c.)=(2.725±0.009±0.050)×10−4, where the first uncertainty is statistical and the second systematic. The results presented are in good agreement with the branching fractions of the isospin partner decay J/ψ→pK−Σ¯0+c.c..
Based on 4.481×108 ψ(3686) events collected with the BESIII detector at BEPCII, the branching fraction of the isospin violating decay ψ(3686)→Σ¯0Λ+c.c. is measured to be (1.60±0.31±0.13 ± 0.58)×10−6, where the first uncertainty is statistical, the second is systematic, and the third is the uncertainty arising from interference with the continuum. This result is significantly smaller than the measurement based on CLEO-c data sets. The decays χcJ→ΛΛ¯ are measured via ψ(3686)→γχcJ, and the branching fractions are determined to be B(χc0→ΛΛ¯)=(3.64±0.10±0.10±0.07)×10−4, B(χc1→ΛΛ¯)=(1.31±0.06±0.06±0.03)×10−4, B(χc2→ΛΛ¯)=(1.91±0.08±0.17±0.04)×10−4, where the third uncertainties are systematic due to the ψ(3686)→γχcJ branching fractions.
The decays 𝜒𝑐𝐽→Σ0¯𝑝𝐾++c.c. (𝐽=0,1,2) are studied via the radiative transition 𝜓(3686)→𝛾𝜒𝑐𝐽 based on a data sample of (448.1±2.9)×106 𝜓(3686) events collected with the BESIII detector. The branching fractions of 𝜒𝑐𝐽→Σ0¯𝑝𝐾++c.c. (𝐽=0,1,2) are measured to be (3.03±0.12±0.15)×10−4, (1.46±0.07±0.07)×10−4, and (0.91±0.06±0.05)×10−4, respectively, where the first uncertainties are statistical and the second are systematic. In addition, no evident structure is found for excited baryon resonances on the two-body subsystems with the limited statistics.
Based on (2712.4±14.3)×106 events recorded at the 𝜓(3686) nominal mass collected with the BESIII detector operating at the BEPCII collider, the 𝜓(3686)→Σ+¯Σ−𝜔 and Σ+¯Σ−𝜙 decays are observed for the first time with statistical significances of 13.8𝜎 and 7.6𝜎, respectively. The corresponding branching fractions are measured to be ℬ(𝜓(3686)→Σ+¯Σ−𝜔)=(1.89±0.18±0.21)×10−5 and ℬ(𝜓(3686)→Σ+¯Σ−𝜙)=(2.96±0.54±0.41)×10−6, where the first uncertainties are statistical and the second systematic.
Objective: To evaluate a novel healthcare programme for the treatment of patients with hip and knee osteoarthritis in southern Germany in terms of clinical and health economic outcomes. The study is based on claims data from 2014 to 2017.
Methods: We conducted a retrospective comparative cohort study of 9768 patients with hip and knee osteoarthritis, of whom 9231 were enrolled in a collaborative ambulatory orthopaedic care programme (intervention group), and 537 patients received usual orthopaedic care (control group). Key features of the programme are coordinated care, morbidity-adapted reimbursement and extended consultation times. Multivariable analysis was performed to determine effects on health utilisation outcomes. The economic analysis considered annual costs per patient from a healthcare payer perspective, stratified by healthcare service sector. Besides multivariable regression analyses, bootstrapping was used to estimate confidence intervals for predicted mean costs by group.
Results: Musculoskeletal-disease-related hospitalisation was much less likely among intervention group patients than control group patients [odds ratio (OR): 0.079; 95% CI: 0.062–0.099]. The number of physiotherapy prescriptions per patient was significantly lower in the intervention group (RR: 0.814; 95% CI: 0.721–0.919), while the likelihood of participation in exercise programmes over one year was significantly higher (OR: 3.126; 95% CI: 1.604–6.094). Enrolment in the programme was associated with significantly higher ambulatory costs (€1048 vs. €925), but costs for inpatient care, including hospital stays, were significantly lower (€1003 vs. €1497 and €928 vs. €1300 respectively). Overall annual cost-savings were €195 per patient.
Conclusions: Collaborative ambulatory orthopaedic care was associated with reduced hospitalisation in patients with hip and knee osteoarthritis. Health costs for programme participants were lower overall, despite higher costs for ambulatory care.
The thickness of a material has a significant impact on its fracture load. The aim of the study was to find and describe a mathematical relationship between the material thickness and the fracture load for dental all-ceramics. In total, 180 specimens were prepared from a leucite silicate ceramic (ESS), a lithium disilicate ceramic (EMX), and a 3Y-TZP zirconia ceramic (LP) in five thicknesses (0.4, 0.7, 1.0, 1.3, and 1.6 mm; n = 12). The fracture load of all specimens was determined using the biaxial bending test according to the DIN EN ISO 6872. The regression analyses for the linear, quadratic, and cubic curve characteristics of the materials were conducted, and the cubic regression curves showed the best correlation (coefficients of determination (R2): ESS R2 = 0.974, EMX R2 = 0.947, LP R2 = 0.969) for the fracture load values as a function of the material thickness. A cubic relationship could be described for the materials investigated. Applying the cubic function and material-specific fracture-load coefficients, the respective fracture load values can be calculated for the individual material thicknesses. These results help to improve and objectify the estimation of the fracture loads of restorations, to enable a more patient- and indication-centered situation-dependent material choice.
Following Pain’s (2021) critical assessment of the prospects of minimal capacity inferences within cognitive archeology based on ‘classical’ cognitive science, I elaborate on the chances of these inferences within so-called embodied, embedded, extended, and enacted (4E) frameworks. Cognitive archeologists infer the cognitive abilities of past hominins from the remains found in the archeological record. Here they face the problem of choosing a theory from the cognitive sciences. Results vary considerably, depending on one’s cognitive theory, so choice matters. Where classical views conceive cognition as mainly involving representations and computing, more recent 4E approaches focus on interactions between environment, body, and brain: hence the same trace, like a stone tool, might require capacities like a mental ‘blueprint’ according to the former, but only environmentally guided perception according to the latter. Given this crucial choice of theory, what are the prospects of 4E then? I present a model of cognitive hominin evolution based on 4E and niche construction theory. Based on this model, I argue that we should be guardedly optimistic: contrary to first impressions, minimal capacity inferences work well within the 4E framework, and adopting 4E might give us a methodological advantage, too.
Using the data samples collected in the energy range from 3.773 to 4.600 GeV with the BESIII detector at the BEPCII collider, we measure the dressed cross sections as a function of center-of-mass energy for 𝑒+𝑒−→𝐾+𝐾−𝜋+𝜋−(𝜋0), 𝐾+𝐾−𝐾+𝐾−(𝜋0), 𝜋+𝜋−𝜋+𝜋−(𝜋0), and 𝑝¯𝑝𝜋+𝜋−(𝜋0). The cross sections for 𝑒+𝑒−→𝐾+𝐾−𝐾+𝐾−𝜋0, 𝑝¯𝑝𝜋+𝜋−(𝜋0) are the first measurements. Cross sections for the other five channels are much more precise than previous results in this energy region. We also search for charmonium and charmonium-like resonances, such as the 𝑌(4230), decaying into the same final states. We find evidence of the 𝜓(4040) decaying to 𝜋+𝜋−𝜋+𝜋−𝜋0 with a statistical significance of 3.6𝜎. Upper limits are provided for other decays since no clear signals are observed.
Several intermediate states of the reaction channels 𝑒+𝑒−→𝜋+𝜋−𝐷0¯𝐷0 and 𝑒+𝑒−→𝜋+𝜋−𝐷+𝐷− are studied using the data samples collected with the BESIII detector at center-of-mass energies above 4.08 GeV. For the first time in this final state, a 𝜓(3770) signal is seen in the 𝐷¯𝐷 invariant mass spectrum, with a statistical significance of 5.2𝜎 at √𝑠=4.42 GeV. There is also evidence for this resonance at √𝑠=4.26 and 4.36 GeV with statistical significance of 3.2𝜎 and 3.3𝜎, respectively. In addition, the Born cross section of 𝑒+𝑒−→𝜋+𝜋−𝜓(3770) is measured. The proposed heavy-quark-spin-symmetry partner of the 𝑋(3872), the state 𝑋2(4013), is also searched for in the 𝐷¯𝐷 invariant mass spectra. No obvious signal is found. The upper limit of the Born cross section of the process 𝑒+𝑒−→𝜌0𝑋2(4013) combined with the branching fraction is measured. Also, the processes 𝑒+𝑒−→𝐷1(2420)¯𝐷+c.c. are investigated. The neutral mode with 𝐷1(2420)0→𝐷0𝜋+𝜋− is reported with statistical significance of 7.4𝜎 at √𝑠=4.42 GeV for the first time, and evidence with statistical significance of 3.2𝜎 and 3.3𝜎 at √𝑠=4.36 and 4.60 GeV is seen, respectively. No evident signal for the process 𝑒+𝑒−→𝐷1(2420)0¯𝐷0+c.c.,𝐷1(2420)0→𝐷*+𝜋− is reported. Evidence for 𝑒+𝑒−→𝐷1(2420)+𝐷−+c.c.,𝐷1(2420)+→𝐷+𝜋+𝜋− is reported with statistical significance of 3.1𝜎 and 3.0𝜎 at √𝑠=4.36 and 4.42 GeV, respectively.
First study of antihyperon-nucleon scattering Λ¯p → Λ¯p and measurement of Λp → Λp cross section
(2024)
Using (10.087±0.044)×109 J/ψ events collected with the BESIII detector at the BEPCII storage ring, the processes Λp→Λp and Λ¯p→Λ¯p are studied, where the Λ/Λ¯ baryons are produced in the process J/ψ→ΛΛ¯ and the protons are the hydrogen nuclei in the cooling oil of the beam pipe. Clear signals are observed for the two reactions. The cross sections in −0.9≤cosθΛ/Λ¯≤0.9 are measured to be σ(Λp→Λp)=(12.2±1.6stat±1.1sys) mb and σ(Λ¯p→Λ¯p)=(17.5±2.1stat±1.6sys) mb at the Λ/Λ¯ momentum of 1.074 GeV/c within a range of ±0.017 GeV/c, where the θΛ/Λ¯ are the scattering angles of the Λ/Λ¯ in the Λp/Λ¯p rest frames. Furthermore, the differential cross sections of the two reactions are also measured, where there is a slight tendency of forward scattering for Λp→Λp, and a strong forward peak for Λ¯p→Λ¯p. We present an approach to extract the total elastic cross sections by extrapolation. The study of Λ¯p→Λ¯p represents the first study of antihyperon-nucleon scattering, and these new measurements will serve as important inputs for the theoretical understanding of the (anti)hyperon-nucleon interaction.
Using initial-state radiation events from a total integrated luminosity of 11.957 fb−1 of 𝑒+𝑒− collision data collected at center-of-mass energies between 3.773 and 4.258 GeV with the BESIII detector at BEPCII, the cross section for the process 𝑒+𝑒−→Λ¯Λ is measured in 16 Λ¯Λ invariant mass intervals from the production threshold up to 3.00 GeV/𝑐2. The results are consistent with previous results from BABAR and BESIII, but with better precision and with narrower Λ¯Λ invariant mass intervals than BABAR.
Based on a data sample of (448.1±2.9)×106 ψ(3686) decays collected with the BESIII experiment, a search for the flavor changing neutral current transition ψ(3686) → Λ+cp¯¯¯e+e−+c.c. is performed for the first time. No signal candidates are observed and the upper limit on the branching fraction of ψ(3686) → Λ+cp¯¯¯e+e− is determined to be 1.7×10−6 at the 90\% confidence level. The result is consistent with expectations from the Standard Model, and no evidence for new physics is found.
The Born cross section for the process e+e−→pp¯ is measured using the initial state radiation technique with an undetected photon. This analysis is based on datasets corresponding to an integrated luminosity of 7.5 fb−1, collected with the BESIII detector at the BEPCII collider at center of mass energies between 3.773 and 4.600 GeV. The Born cross section for the process e+e−→pp¯ and the proton effective form factor are determined in the pp¯ invariant mass range between 2.0 and 3.8 GeV/c2 divided into 30 intervals. The proton form factor ratio (|GE|/|GM|) is measured in 3 intervals of the pp¯ invariant mass between 2.0 and 3.0 GeV/c2.
Using an electron-positron collision data sample corresponding to an integrated luminosity of 2.93~fb−1 collected with the BESIII detector at a center-of-mass energy of 3.773 GeV, we search for the baryon and lepton number violating decays D0→p¯e+ and D0→pe−. No obvious signals are found with the current statistics. The upper limits on the branching fractions for D0→p¯e+ and D0→pe− are set to be 1.2×10−6 and 2.2×10−6 at 90\% confidence level, respectively.
Using (27.12±0.14)×108 ψ(3686) events collected with the BESIII detector, we present the first observation of the decays χcJ→ΛΛ¯ω, where J=0,1,2, with statistical significances of 11.7σ,11.2σ, and 11.8σ. The branching fractions of these decays are determined to be B(χc0→ΛΛ¯ω)=(2.37±0.22±0.23)×10−4, B(χc1→ΛΛ¯ω)=(1.01±0.10±0.11)×10−4, and B(χc2→ΛΛ¯ω)=(1.40±0.13±0.17)×10−4, where the first uncertainties are statistical and the second are systematic. We observe no clear intermediate structures.
Based on 14.7 fb−1 of e+e− annihilation data collected with the BESIII detector at the BEPCII collider at 17 different center-of-mass energies between 3.7730 GeV and 4.5995 GeV, Born cross sections of the two processes e+e−→pp¯η and e+e−→pp¯ω are measured for the first time. No indication of resonant production through a vector state V is observed, and upper limits on the Born cross sections of e+e−→V→pp¯η and e+e−→V→pp¯ω at the 90% confidence level are calculated for a large parameter space in resonance masses and widths. For the current world average parameters of the ψ(4230) of m=4.2187 GeV/c2 and Γ=44 MeV, we find upper limits on resonant production of the pp¯η and pp¯ω final states of 7.5 pb and 10.4 pb at the 90% CL, respectively.