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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.
Multiplicity-dependent jet modification from di-hadron correlations in pp collisions at √s= 13 TeV
(2024)
Short-range correlations between charged particles are studied via two-particle angular correlations in pp collisions at s√=13 TeV. The correlation functions are measured as a function of the relative azimuthal angle Δφ and the pseudorapidity separation Δη for pairs of primary charged particles within the pseudorapidity interval |η|<0.9 and the transverse-momentum range 1<pT<8 GeV/c. Near-side (|Δφ|<1.3) peak widths are extracted from a generalised Gaussian fitted over the correlations in full pseudorapidity separation (|Δη|<1.8), while the per-trigger associated near-side yields are extracted for the short-range correlations (|Δη|<1.3). Both are evaluated as a function of charged-particle multiplicity obtained by two different event activity estimators. The width of the near-side peak decreases with increasing multiplicity, and this trend is reproduced qualitatively by the Monte Carlo event generators PYTHIA 8, AMPT, and EPOS. However, the models overestimate the width in the low transverse-momentum region (pT<3 GeV/c). The per-trigger associated near-side yield increases with increasing multiplicity. Although this trend is also captured qualitatively by the considered event generators, the yield is mostly overestimated by the models in the considered kinematic range. The measurement of the shape and yield of the short-range correlation peak can help us understand the interplay between jet fragmentation and event activity, quantify the narrowing trend of the near-side peak as a function of transverse momentum and multiplicity selections in pp collisions, and search for final-state jet modification in small collision systems.
This is an addendum to the article [arXiv:2005.11995] "Dielectron production in proton-proton and proton-lead collisions at sNN−−−√ = 5.02 TeV" published in Phys. Rev. C 102 no. 5, (2020) 055204. We update the extracted charm cross section at midrapidity given in Table 3 and Figure 4 (left) of the original publication with the fragmentation fractions of charm quarks in pp collisions published in Phys. Rev. D 105 (2022) L011103.
Charge-dependent two- and three-particle correlations measured in Xe-Xe collisions at sNN−−−√=5.44 TeV are presented. Results are obtained for charged particles in the pseudorapidity range |η|<0.8 and transverse momentum interval 0.2≤pT<5.0 GeV/c for different collision centralities. The three-particle correlator γαβ≡⟨cos(φα+φβ−2Ψ2)⟩, calculated for different combinations of charge sign α and β, is expected to be sensitive to the presence of the Chiral Magnetic Effect (CME). Its magnitude is similar to the one observed in Pb-Pb collisions in contrast to a smaller CME signal in Xe-Xe collisions than in Pb-Pb collisions predicted by Monte Carlo (MC) calculations including a magnetic field induced by the spectator protons. These observations point to a large non-CME contribution to the correlator. Furthermore, the charge dependence of γαβ can be described by a blast wave model calculation that incorporates background effects and by the Anomalous Viscous Fluid Dynamics model with values of the CME signal consistent with zero. The Xe-Xe and Pb-Pb results are combined with the expected CME signal dependence on the system size from the MC calculations including a magnetic field to obtain the fraction of CME contribution in γαβ, fCME. The CME fraction is compatible with zero for the 30% most central events in both systems and then becomes positive. This yields an upper limit of 2% (3%) and 25% (32%) at 95% (99.7%) confidence level for the CME signal contribution to γαβ in the 0-70% Xe-Xe and Pb-Pb collisions, respectively.
The process e+e−→D∗+sD∗−s is studied with a semi-inclusive method using data samples at center-of-mass energies from threshold to 4.95 GeV collected with the BESIII detector operating at the Beijing Electron Positron Collider. The Born cross sections of the process are measured for the first time with high precision in this energy region. Two resonance structures are observed in the energy-dependent cross sections around 4.2 and 4.4 GeV. By fitting the cross sections with a coherent sum of three Breit-Wigner amplitudes and one phase-space amplitude, the two significant structures are assigned masses of (4186.5±9.0±30) MeV/c2 and (4414.5±3.2±6.0) MeV/c2, widths of (55±17±53) MeV and (122.6±7.0±8.2) MeV, where the first errors are statistical and the second ones are systematic. The inclusion of a third Breit-Wigner amplitude is necessary to describe a structure around 4.79 GeV.
The process e+e−→D∗+sD∗−s is studied with a semi-inclusive method using data samples at center-of-mass energies from threshold to 4.95 GeV collected with the BESIII detector operating at the Beijing Electron Positron Collider. The Born cross sections of the process are measured for the first time with high precision in this energy region. Two resonance structures are observed in the energy-dependent cross sections around 4.2 and 4.4 GeV. By fitting the cross sections with a coherent sum of three Breit-Wigner amplitudes and one phase-space amplitude, the two significant structures are assigned masses of (4186.5±9.0±30) MeV/c2 and (4414.5±3.2±6.0) MeV/c2, widths of (55±17±53) MeV and (122.6±7.0±8.2) MeV, where the first errors are statistical and the second ones are systematic. The inclusion of a third Breit-Wigner amplitude is necessary to describe a structure around 4.79 GeV.
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.
Measurements of the branching fractions for D⁺ → Kₛ⁰Kₛ⁰K⁺, Kₛ⁰Kₛ⁰π⁺ and D⁰ → Kₛ⁰Kₛ⁰, Kₛ⁰Kₛ⁰Kₛ⁰
(2016)
By analyzing 2.93 fb−1 of data taken at the ψ(3770) resonance peak with the BESIII detector, we measure the branching fractions for the hadronic decays D+→K0SK0SK+, D+→K0SK0Sπ+, D0→K0SK0S and D0→K0SK0SK0S. They are determined to be B(D+→K0SK0SK+)=(2.54±0.05stat.±0.12sys.)×10−3, B(D+→K0SK0Sπ+)=(2.70±0.05stat.±0.12sys.)×10−3, B(D0→K0SK0S)=(1.67±0.11stat.±0.11sys.)×10−4 and B(D0→K0SK0SK0S)=(7.21±0.33stat.±0.44sys.)×10−4, where the second one is measured for the first time and the others are measured with significantly improved precision over the previous measurements.
Measurements of the branching fractions for D⁺ → Kₛ⁰Kₛ⁰K⁺, Kₛ⁰Kₛ⁰π⁺ and D⁰ → Kₛ⁰Kₛ⁰, Kₛ⁰Kₛ⁰Kₛ⁰
(2016)
By analyzing 2.93 fb−1 of data taken at the ψ(3770) resonance peak with the BESIII detector, we measure the branching fractions for the hadronic decays D+→K0SK0SK+, D+→K0SK0Sπ+, D0→K0SK0S and D0→K0SK0SK0S. They are determined to be B(D+→K0SK0SK+)=(2.54±0.05stat.±0.12sys.)×10−3, B(D+→K0SK0Sπ+)=(2.70±0.05stat.±0.12sys.)×10−3, B(D0→K0SK0S)=(1.67±0.11stat.±0.11sys.)×10−4 and B(D0→K0SK0SK0S)=(7.21±0.33stat.±0.44sys.)×10−4, where the second one is measured for the first time and the others are measured with significantly improved precision over the previous measurements.
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.