Adaptación transcultural y validación del contenido del Delaware School Climate Survey-Student (DSCS-S) en Brasil

El clima escolar evalúa las dimensiones: social, emocional, ética, académica y ambiental de la vida escolar, tales como normas, metas, valores, relaciones interpersonales, prácticas de enseñanza y aprendizaje y estructuras institucionales. El presente artículo pretende presentar el proceso de traducción, adaptación cultural y de investigación de la validación del contenido del instrumento de clima escolar del Delaware School Climate Survey-Student (DSCS-S) en Brasil, especialmente la investigación de la validad del contenido del instrumento a través del coeficiente de validad de contenido (CVC). El proceso consistió en etapas de traducción y retraducción, estudio piloto con público albo, evaluaciones con especialistas y minuciosos ajustes en el instrumento. El análisis apunta a la importancia de seguir un riguroso método de adaptación transcultural de instrumentos para garantizar la validez del contenido, así como la existencia de evidencias de validez de contenido (CVC > 0,8 para todas las escalas del instrumento) del DSCS-S para la lengua portuguesa de Brasil. Este instrumento puede ayudar a las escuelas brasileñas a evaluar el clima escolar y desarrollar estrategias, programas y políticas escolares más eficacesSchool climate assessments aim to evaluate the social, emotional, ethical, academic and environmental aspects of school life, such as rules, goals, values, interpersonal relationships, teaching and learning practices as well as institutional structures. This paper presents the process of cross-cultural adaptation and content validity investigation of the Delaware School Climate Survey Student (DSCS-S) in Brazil. A content validity research was conducted through the content validity coefficient (CVC). The process consisted in translations and back-translation steps, pilot study with the target population, evaluations by an expert committee and rigorous revisions of the instrument. The analysis suggest the importance of a thorough method of cross-cultural adaptation to ensure its content validity, and the existence of content validity evidence (CVC > 0.8 for all instrument's scales) of the DSCS-S in Brazil. This instrument can support Brazilian schools to assess its climate in order to develop more effective school strategies, programs and policies

The third part of conny-catching

20 pp. "The text was transcribed, October 2007, by Risa Stephanie Bear, from Robert Greene, The thirde and last part of Conny-catching. With the newly devised knauish Art of Foole-taking. The like Cosenages and Villenies neuer before discouered. A Dispvtation Betweene a Hee Conny-catcher and a Shee Conny-catcher. New York: E. P. Dutton and Co. London: John Lane The Bodley Head Ltd. (The Bodley Head Quartos) 1923, ed. G.B. Harrison. The original of this text is in the Bodleian Library (Malone 575). A very few misprints have been corrected in the text

The second part of conny-catching

Note on the e-text: this Renascence Edition was transcribed, September 2007, by Risa Stephanie Bear, from Robert Greene, A notable discovery of coosnage, 1591, The second part of conny-catching, 1592. G.B. Harrison, Ed. New York: E. P. Dutton and Co. London: John Lane The Bodley Head Ltd. (The Bodley Head Quartos) 1923

Rapid and objective assessment of neural function in autism spectrum disorder using transient visual evoked potentials

OBJECTIVE: There is a critical need to identify biomarkers and objective outcome measures that can be used to understand underlying neural mechanisms in autism spectrum disorder (ASD). Visual evoked potentials (VEPs) offer a noninvasive technique to evaluate the functional integrity of neural mechanisms, specifically visual pathways, while probing for disease pathophysiology. METHODS: Transient VEPs (tVEPs) were obtained from 96 unmedicated children, including 37 children with ASD, 36 typically developing (TD) children, and 23 unaffected siblings (SIBS). A conventional contrast-reversing checkerboard condition was compared to a novel short-duration condition, which was developed to enable objective data collection from severely affected populations who are often excluded from electroencephalographic (EEG) studies. RESULTS: Children with ASD showed significantly smaller amplitudes compared to TD children at two of the earliest critical VEP components, P60-N75 and N75-P100. SIBS showed intermediate responses relative to ASD and TD groups. There were no group differences in response latency. Frequency band analyses indicated significantly weaker responses for the ASD group in bands encompassing gamma-wave activity. Ninety-two percent of children with ASD were able to complete the short-duration condition compared to 68% for the standard condition. CONCLUSIONS: The current study establishes the utility of a short-duration tVEP test for use in children at varying levels of functioning and describes neural abnormalities in children with idiopathic ASD. Implications for excitatory/inhibitory balance as well as the potential application of VEP for use in clinical trials are discussed

The Plankton Lifeform Extraction Tool: a digital tool to increase the discoverability and usability of plankton time-series data

Publication history: Accepted - 25 October 2021; Published online - 6 December 2021.Plankton form the base of the marine food web and are sensitive indicators of environmental change. Plankton time series are therefore an essential part of monitoring progress towards global biodiversity goals, such as the Convention on Biological Diversity Aichi Targets, and for informing ecosystem-based policy, such as the EU Marine Strategy Framework Directive. Multiple plankton monitoring programmes exist in Europe, but differences in sampling and analysis methods prevent the integration of their data, constraining their utility over large spatio-temporal scales. The Plankton Lifeform Extraction Tool brings together disparate European plankton datasets into a central database from which it extracts abundance time series of plankton functional groups, called “lifeforms”, according to shared biological traits. This tool has been designed to make complex plankton datasets accessible and meaningful for policy, public interest, and scientific discovery. It allows examination of large-scale shifts in lifeform abundance or distribution (for example, holoplankton being partially replaced by meroplankton), providing clues to how the marine environment is changing. The lifeform method enables datasets with different plankton sampling and taxonomic analysis methodologies to be used together to provide insights into the response to multiple stressors and robust policy evidence for decision making. Lifeform time series generated with the Plankton Lifeform Extraction Tool currently inform plankton and food web indicators for the UK's Marine Strategy, the EU's Marine Strategy Framework Directive, and for the Convention for the Protection of the Marine Environment of the North-East Atlantic (OSPAR) biodiversity assessments. The Plankton Lifeform Extraction Tool currently integrates 155 000 samples, containing over 44 million plankton records, from nine different plankton datasets within UK and European seas, collected between 1924 and 2017. Additional datasets can be added, and time series can be updated. The Plankton Lifeform Extraction Tool is hosted by The Archive for Marine Species and Habitats Data (DASSH) at https://www.dassh.ac.uk/lifeforms/ (last access: 22 November 2021, Ostle et al., 2021). The lifeform outputs are linked to specific, DOI-ed, versions of the Plankton Lifeform Traits Master List and each underlying dataset.Funding that supports this work and the data collected has come from the European Commission, European Union (EU) grant no. 11.0661/2015/712630/SUB/ENVC.2 OSPAR; UK Natural Environment Research Council (grant nos. NE/R002738/1 and NE/M007855/1); EMFF, Climate Linked Atlantic Sector Science (grant no. NE/R015953/1), Department for Environment, Food and Rural Affairs, UK Government (grant nos. ME-5308 and ME-414135), NSF USA OCE-1657887, DFO CA F5955150026/001/HAL, Natural Environment Research Council UK (grant no. NC-R8/H12/100); Horizon 2020 (MISSION ATLANTIC (grant no. 862428)); iCPR (grant no. SBFF-2019-36526), IMR Norway; DTU Aqua Denmark; and the French Ministry of Environment, Energy, and the Sea (MEEM). Recent funding for the development of PLET and the Pelagic Habitats Indicator has been provided by HBDSEG/Defra and MMO/EMFF. The MSS Scottish Coastal Observatory data and analyses are funded and maintained by the Scottish Government Schedules of Service (grant nos. ST05a and ST02H), MSS Stonehaven Samplers, North Atlantic Fisheries College, Shetland, Orkney Islands Harbour Council, and Isle Ewe Shellfish

A Notable Discouery of Coosnage. Now daily practised by sundry lewd persons, called Connie-catchers, and Crosse-biters ...

21 pp. Note on the e-text: this Renascence Edition was transcribed, July 2007, by Risa Bear, from Robert Greene. A notable discovery of coosnage. 1591. The second part of conny-catching. 1592. New York: E. P. Dutton and Co. London: John Lane The Bodley Head Ltd. (The Bodley Head Quartos) 1923. T.P.: A/Notable Discouery of Coosnage,/Now daily practised by sundry lewd per-/sons, called Connie-catchers, and/Crosse-biters./Plainely laying open those pernitious sleights that hath brought many igno-/rant men to confusion./Written for the general benefit of all Gentlemen, Citizens, Aprentises, Countrey Farmers/and yeomen, that may hap to fall into the company of such coosening companions./With a delightfull discourse of the coosnage of colliers./Nascimur pro patria. By R. Greene, Maister of Arts./3/LONDON/Printed by Iohn Wolfe for T.N. and are to be sold ouer/against the great South doore of Paules. 1591

A Dispvtation Betweene a Hee Conny-catcher and a Shee Conny-catcher

This text was transcribed, October 2007, by Risa Stephanie Bear, from Robert Greene, The thirde and last part of Conny-catching. With the newly devised knauish Art of Foole-taking. The like Cosenages and Villenies neuer before discouered. A Dispvtation Betweene a Hee Conny-catcher and a Shee Conny-catcher. New York: E. P. Dutton and Co. London: John Lane The Bodley Head Ltd. (The Bodley Head Quartos) 1923, ed. G.B. Harrison. "The original of this text is in the Bodleian Library (Malone 575). A very few misprints have been corrected in the text. G.B.H.

Delaware School Climate Survey-Student: Its factor structure, concurrent validity, and reliability

The Delaware School Climate Survey-Student (DSCS-S) was developed to provide schools with a brief and psychometrically sound student survey for assessing school climate, particularly the dimensions of social support and structure. Confirmatory factor analyses, conducted on a sample of 11,780 students in 85 schools, showed that a bifactor model consisting of five specific factors and one general factor (School Climate) best represented the data. Those five factors are represented in five subscales of the DSCS-S: Teacher-Student Relations, Student-Student Relations, Fairness of Rules, Liking of School, and School Safety. The factor structure was shown to be stable across grade levels (i.e., elementary, middle, and high school), racial-ethnic groups (i.e., Caucasian, African American, and Hispanic), and gender. As evidence of the survey's concurrent validity, scores for each of the five subscales and the total scale correlated moderately, across groups and at the school level, with academic achievement and suspensions and expulsions. © 2011 Society for the Study of School Psychology.link_to_subscribed_fulltex

Shame, guilt, blaming, and anger: Differences between children in Japan and the US

Recent research and theory on shame and guilt has highlighted the “dark side to shame” in motivating harmful behavior. Although researchers recognize that cultural differences in shame exist, few studies have examined such differences. In this study of 130 fourth and fifth graders from the United States and 118 from Japan, cultural differences in anger, shame, guilt, and externalization of blame were examined. Consistent with predictions, compared to American children, Japanese children were more prone to experience shame and guilt and less likely to externalize blame. However, they also were more likely to experience anger. Directly, and indirectly through blaming, shame had much greater effects on anger among American than Japanese children. Whereas the effects were positive and significant among American children, they were negative and nonsignificant among Japanese children. Among Japanese children, it was guilt, rather than shame, that was related to anger, and in a negative manner. Findings suggest that in anger, the “dark side to shame” but also the more positive side to guilt, are moderated by cultural context

Students' perceptions of school climate in the U.S. and China

Although the construct of student climate has been studied extensively in the United States, we know little about how school climate is perceived in other countries. With large class sizes yet higher academic achievement and less disruptive and aggressive student behaviors, schools in China present a contrast to many schools in the United States. Differences in school climate between the two countries were examined in this study. The sample consisted of 10,400 American and 3,435 Chinese students across three grade levels (elementary, middle, and high school) in 85 American and 22 Chinese schools. Factor structure and measurement invariance across countries were first established for the Modified-Delaware School Climate Survey-Student. Differences in latent means were then tested. Across all three grade levels Chinese students scored significantly higher than American students on all four subscales (Teacher-Student Relations, Student-Student Relations, School Liking, and Fairness of School Rules). Effects sizes tended to be smallest in elementary schools and largest in middle schools. Significant differences between American and Chinese students exist in their perceptions of school climate. It is likely that those differences can be attributed to cultural differences in respect of authority, academic and social values, self-regulation and peer-regulation of behaviors, and teachers' classroom management. © 2013 American Psychological Association.link_to_subscribed_fulltex