Out-of-hospital cardiopulmonary resuscitation in four Serbian university cities: outcome follow-up according to the «Utstein style»

Aims. To investigate the return of spontaneous circulation (ROSC), survival to discharge, six-month and one-year survival of patients with out-of-hospital cardiac arrest in four university cities in Serbia. Methods. A prospective, two-year, multicentre study was designed. Using the Utstein template, we recorded out-of-hospital cardiopulmonary (CPR) and its outcomes, and analyzed the immediate survival (ROSC>20 min.), short-term survival (to discharge), long-term survival (one year after discharge), or death following out-of-hospital CPR. Results. During the study period, 591 patients met the inclusion criteria for enrollment and out-of-hospital CPR. The etiology of arrest was cardiac in 33.8% of patients. Cardiac arrest was witnessed by the advanced life support (ALS) team in 15.6% of cases. Asystole was the most frequent initial rhythm at time of arrest (46.4%). The highest survival rate (P<0,001) was observed in cases with initial VF and pulseless VT, while patients with asystole and pulseless electrical activity (PEA) had the least chance of survival. Within the whole group of patients, ROSC was detected with a frequency of 69.7%. The frequency of patients who died in the field or during admission to hospital was 58.9%, while 28.6% of admitted patients died before discharge. Thirteen percent of patients survived until discharge, and the overall six-month and one-year survival rates were 11.3% and 10%, respectively. No statistical difference in survival rates among the cities was found. Conclusion. The Utstein template should be implemented in the form of an official protocol for out-of-hospital CPR follow-up in all emergency medical services in Serbia

L'impact du recours aux L1 dans l'appropriation du français de jeunes élèves allophones

L'enseignement/apprentissage de la langue de l'école par des élèves allophones à l'école maternelle pose de nombreuses questions aux praticiens. Les travaux de chercheurs en didactique des langues (Cummins & Swain : 1987, Cummins : 2000, Hélot : 2007) attirent l'attention sur l'importance de permettre aux élèves allophones de développer leur langue d'origine pour mieux acquérir celle de l'école. Pour ce faire l'ouverture de l'école à la reconnaissance des langues présentes en son sein devient une nécessité et permet de lutter contre l'échec scolaire. Dans une école maternelle française, une enseignante permet aux parents des élèves et aux élèves allophones eux-mêmes de s'exprimer dans leur(s) langue(s) première(s), dans sa classe de petite section. En partenariat avec une médiatrice bilingue, elle conçoit des activités bilingues propices à l'apprentissage du français. L'analyse du recours par les élèves allophones à leur(s) L1 dans les interactions en classe et l'analyse des productions orales de trois élèves turcophones lors d'une tâche de rappel de récits permettent de mieux comprendre comment les langues circulent au sein de la classe et leur impact sur l'appropriation de la langue de l'école.Second language learning and teaching language-minority preschoolers raises many questions for practitioners. Researchers in this field (Cummins &Swain : 1987, Cummins : 2000, Hélot : 2007) highlight the importance, with regard to the acquisition of the second language, of allowing these students to develop their first language. In order to accomplish this goal, the acknowledgment of the  multilingual preschool environment appears to be a primary necessity as it would also allow for the possibility of dealing with the issue of academic failure. A French preschool teacher allows parents and pupils to express themselves in their first language(s). The teacher, who cooperates with a bilingual mediator, develops bilingual activities favoring the acquisition of French. An analysis focused on the preschoolers’ use of their first language(s) for class interactions as well as a second one focused on the oral productions of three Turkish-speaking preschoolers recalling stories enable us to better understand how languages circulate within the classroom and to measure their impact on the acquisition of the school’s language

Aromaticity of Roesky’s Ketone

The polythiazyl polymer (SN)x is an intrinsic electric polymeric conductor at room temperature and superconductor at temperatures close to absolute zero, having diverse applications in chemistry and chemical technology. In this work, electronic properties of the compounds with a (SN)2 unit enclosed in the ring stricture were examined. Namely, the aromaticity of Roesky’s ketone and its isomers was investigated by means of current density maps, multicentre delocalization indices (MCI) and nucleus-independent chemical shifts indices (NICS). The relative stability of the studied compounds was compared based on the calculated BLYP and CASSCF energies

DEFICIT IRRIGATION TECHNIQUE FOR REDUCING WATER USE OF TOMATO UNDER POLYTUNNEL CONDITIONS

The aim of paper was to asses the use of regulated deficit irrigation (RDI) for production of two tomato cultivars (Cedrico and Abellus) in polytunnels in Serbia. RDI plants received 60% of the water that was applied to FI plants and significant saving of water for irrigation and increased in irrigation water use efficiency (IWUE) were achieved. Yield data for Cedrico cultivar showed no differences between RDI and FI, while due to the bigger sensitivity to drought, yield of Abellus was reduced under RDI. In general, fruit quality (soluble solids, titrable acidity) was sustained or improved in both cultivars under RDI. Economic analyses showed that due to the current low prices of water and electricity in Serbia, the profit increase of Cedrico, similarly to the previously trialed cultivar Amati, was not high under RDI comparing to FI. Reduction of yield and consequent profit for Abellus, indicated that for future commercial growing of tomato under RDI should be used drought resistant cultivars

Noviji rezultati oplemenjivanja voćaka u Institutu za voćarstvo, Čačak

The Fruit Research Institute Čačak has seventy years long tradition in breeding of continental fruit species. The continual multi-disciplinary scientific and research work conducted so far has resulted in the releasing of 41 different cultivars. In addition to the named and released cultivars, for promising candidate cultivars have been selected (three plums and one peach) and entered for releasing, while there is also a large number of promising genotypes that are currently under intense evaluation. The paper presents an overview of the most significant biological and productive characteristic of the 12 new cultivars of pome and stone fruits, including seven plum cultivars (Boranka, Timočanka, Zlatka, Nada, Mildora, Krina and Pozna plava), two pear cultivars (Julijana and Anđelija) and three sour cherry cultivars (Sofija, Nevena and Iskra).Institut za voćarstvo, Čačak ima sedamdeset godina dugu tradiciju oplemenjivačkog rada na stvaranju novih sorti kontinentalnih vrsta voćaka. Do sada je kao rezultat kontinuiranog, multidisciplinarnog naučnoistraživačkog rada priznata 41 sorta različitih vrsta voćaka. Pored priznatih sorti, izdvojene su četiri kandidat sorte (tri šljive i jedna breskve) koje su u postupku priznavanja, kao i veliki broj perspektivnih genotipova koji se intenzivno proučavaju. U radu je prikazan pregled najznačajnijih bioloških i proizvodnih osobina 12 novije priznatih sorti jabučastih i koštičavih vrsta voćaka, i to: sedam sorti šljive (Boranka, Timočanka, Zlatka, Nada, Mildora, Krina i Pozna plava), dve sorte kruške (Julijana i Anđelija) i tri sorte višnje (Sofija, Nevena i Iskra)

A global experiment on motivating social distancing during the COVID-19 pandemic

Finding communication strategies that effectively motivate social distancing continues to be a global public health priority during the COVID-19 pandemic. This cross-country, preregistered experiment (n = 25,718 from 89 countries) tested hypotheses concerning generalizable positive and negative outcomes of social distancing messages that promoted personal agency and reflective choices (i.e., an autonomy-supportive message) or were restrictive and shaming (i.e., a controlling message) compared with no message at all. Results partially supported experimental hypotheses in that the controlling message increased controlled motivation (a poorly internalized form of motivation relying on shame, guilt, and fear of social consequences) relative to no message. On the other hand, the autonomy-supportive message lowered feelings of defiance compared with the controlling message, but the controlling message did not differ from receiving no message at all. Unexpectedly, messages did not influence autonomous motivation (a highly internalized form of motivation relying on one’s core values) or behavioral intentions. Results supported hypothesized associations between people’s existing autonomous and controlled motivations and self-reported behavioral intentions to engage in social distancing. Controlled motivation was associated with more defiance and less long-term behavioral intention to engage in social distancing, whereas autonomous motivation was associated with less defiance and more short- and long-term intentions to social distance. Overall, this work highlights the potential harm of using shaming and pressuring language in public health communication, with implications for the current and future global health challenges

A global experiment on motivating social distancing during the COVID-19 pandemic

Finding communication strategies that effectively motivate social distancing continues to be a global public health priority during the COVID-19 pandemic. This cross-country, preregistered experiment (n = 25,718 from 89 countries) tested hypotheses concerning generalizable positive and negative outcomes of social distancing messages that promoted personal agency and reflective choices (i.e., an autonomy-supportive message) or were restrictive and shaming (i.e. a controlling message) compared to no message at all. Results partially supported experimental hypotheses in that the controlling message increased controlled motivation (a poorly-internalized form of motivation relying on shame, guilt, and fear of social consequences) relative to no message. On the other hand, the autonomy-supportive message lowered feelings of defiance compared to the controlling message, but the controlling message did not differ from receiving no message at all. Unexpectedly, messages did not influence autonomous motivation (a highly-internalized form of motivation relying on one’s core values) or behavioral intentions. Results supported hypothesized associations between people’s existing autonomous and controlled motivations and self-reported behavioral intentions to engage in social distancing: Controlled motivation was associated with more defiance and less long-term behavioral intentions to engage in social distancing, whereas autonomous motivation was associated with less defiance and more short- and long-term intentions to social distance. Overall, this work highlights the potential harm of using shaming and pressuring language in public health communication, with implications for the current and future global health challenges

A multi-country test of brief reappraisal interventions on emotions during the COVID-19 pandemic.

The COVID-19 pandemic has increased negative emotions and decreased positive emotions globally. Left unchecked, these emotional changes might have a wide array of adverse impacts. To reduce negative emotions and increase positive emotions, we tested the effectiveness of reappraisal, an emotion-regulation strategy that modifies how one thinks about a situation. Participants from 87 countries and regions (n = 21,644) were randomly assigned to one of two brief reappraisal interventions (reconstrual or repurposing) or one of two control conditions (active or passive). Results revealed that both reappraisal interventions (vesus both control conditions) consistently reduced negative emotions and increased positive emotions across different measures. Reconstrual and repurposing interventions had similar effects. Importantly, planned exploratory analyses indicated that reappraisal interventions did not reduce intentions to practice preventive health behaviours. The findings demonstrate the viability of creating scalable, low-cost interventions for use around the world

Les parcours d'appropriation du français en contexte scolaire par de jeunes enfants descendants de migrants peu parleurs de la langue de l'école

This PhD research proposes to examine the appropriation (Castellotti, 2017) of French in schoolcontext by young children descendants of migrants (now EDM) who didn't speak this languagewhen they entered in preschool. We interested in French's exposure in the classroom and thedevelopment of this language by EDM. This case study, conducted in a multilingual school, isleaned on a theoretical and methodological framework based on two disciplines: didactic andacquisition of second/foreign language. By observing, in an ethnographic perspective (Hymes,1977, Garfinkel, 1984, De Salins, 1992), preschool's first class, through analysis of semidirective interviews (Blanchet, 2011) conducted with EDM's parents and teachers, as well asby studying, in a functionalist approach (Watorek 2004, Lenart & Perdue, 2004) of secondlanguage acquisition, French productions of seven bilingual EDM, this longitudinal andqualitative research ( Goï, 2012) attempts to better understand the influence of age, languageinput in the classroom, and representations of bi/multilingualism (Macaire, 2015) on theacquisition of French by EDM. Located at the crossroads of two distinct and complementarydisciplinary fields (Véronique, 2005), this university work aims to demonstrate the interest ofestablishing a dialogue between didactics and language acquisition (Trévisiol-Okamura &Komur -Thilloy, 2011) as well as the complexity (Morin, 2005, 2008) inherent in the earlyappropriation of French by bilingual children living in linguistic and cultural in- between(Sibony, 1991).Cette recherche de doctorat propose d'examiner les parcours d'appropriation (Castellotti, 2017)du français en contexte scolaire par de jeunes enfants descendants de migrants (désormaisEDM) peu parleurs de la langue de l'école à leur entrée en petite section de maternelle. Nousnous intéressons aux modalités d'exposition au français en classe ainsi qu'au développement decette langue chez les EDM. Cette étude de cas, conduite dans une école maternellepluri/multilingue, s'inscrit dans un cadre théorique et méthodologique relevant de deuxdisciplines : la didactique et l'acquisition des langues secondes/étrangères. Par l'observation dela classe de PSM, réalisée dans une perspective ethnographique (Hymes, 1977 ; Garfinkel, 1984; De Salins, 1992), l'analyse d'entretiens semi-directifs (Blanchet, 2011) menés auprès desparents des EDM et des enseignantes, ainsi que par l'étude relevant d'une approchefonctionnaliste (Watorek, 2004 ; Lenart & Perdue, 2004) des recherches en acquisition deslangues secondes des productions en français de sept EDM bilingues, cette recherchelongitudinale et qualitative (Goï, 2012) tente de mieux comprendre l'influence de l'âge, desmodalités d'exposition au français en classe et des représentations du bi/plurilinguisme(Macaire, 2015) sur l'acquisition du français par les EDM. Située à la croisée de deux champsdisciplinaires, distincts et complémentaires (Véronique, 2005), ce travail universitaire vise àdémontrer l'intérêt de l'instauration d'un dialogue entre la didactique et l'acquisition des langues(Trévisiol-Okamura & Komur-Thilloy, 2011) ainsi que la complexité (Morin, 2005, 2008)inhérente à l'appropriation précoce de la langue de l'école par les enfants bilingues évoluantdans un entre-deux (Sibony, 1991) linguistique et culturel

Pathways of French early appropriation in school context by young children from immigrant background small speakers of school language

Cette recherche de doctorat propose d'examiner les parcours d'appropriation (Castellotti, 2017)du français en contexte scolaire par de jeunes enfants descendants de migrants (désormaisEDM) peu parleurs de la langue de l'école à leur entrée en petite section de maternelle. Nousnous intéressons aux modalités d'exposition au français en classe ainsi qu'au développement decette langue chez les EDM. Cette étude de cas, conduite dans une école maternellepluri/multilingue, s'inscrit dans un cadre théorique et méthodologique relevant de deuxdisciplines : la didactique et l'acquisition des langues secondes/étrangères. Par l'observation dela classe de PSM, réalisée dans une perspective ethnographique (Hymes, 1977 ; Garfinkel, 1984; De Salins, 1992), l'analyse d'entretiens semi-directifs (Blanchet, 2011) menés auprès desparents des EDM et des enseignantes, ainsi que par l'étude relevant d'une approchefonctionnaliste (Watorek, 2004 ; Lenart & Perdue, 2004) des recherches en acquisition deslangues secondes des productions en français de sept EDM bilingues, cette recherchelongitudinale et qualitative (Goï, 2012) tente de mieux comprendre l'influence de l'âge, desmodalités d'exposition au français en classe et des représentations du bi/plurilinguisme(Macaire, 2015) sur l'acquisition du français par les EDM. Située à la croisée de deux champsdisciplinaires, distincts et complémentaires (Véronique, 2005), ce travail universitaire vise àdémontrer l'intérêt de l'instauration d'un dialogue entre la didactique et l'acquisition des langues(Trévisiol-Okamura & Komur-Thilloy, 2011) ainsi que la complexité (Morin, 2005, 2008)inhérente à l'appropriation précoce de la langue de l'école par les enfants bilingues évoluantdans un entre-deux (Sibony, 1991) linguistique et culturel.This PhD research proposes to examine the appropriation (Castellotti, 2017) of French in schoolcontext by young children descendants of migrants (now EDM) who didn't speak this languagewhen they entered in preschool. We interested in French's exposure in the classroom and thedevelopment of this language by EDM. This case study, conducted in a multilingual school, isleaned on a theoretical and methodological framework based on two disciplines: didactic andacquisition of second/foreign language. By observing, in an ethnographic perspective (Hymes,1977, Garfinkel, 1984, De Salins, 1992), preschool's first class, through analysis of semidirective interviews (Blanchet, 2011) conducted with EDM's parents and teachers, as well asby studying, in a functionalist approach (Watorek 2004, Lenart & Perdue, 2004) of secondlanguage acquisition, French productions of seven bilingual EDM, this longitudinal andqualitative research ( Goï, 2012) attempts to better understand the influence of age, languageinput in the classroom, and representations of bi/multilingualism (Macaire, 2015) on theacquisition of French by EDM. Located at the crossroads of two distinct and complementarydisciplinary fields (Véronique, 2005), this university work aims to demonstrate the interest ofestablishing a dialogue between didactics and language acquisition (Trévisiol-Okamura &Komur -Thilloy, 2011) as well as the complexity (Morin, 2005, 2008) inherent in the earlyappropriation of French by bilingual children living in linguistic and cultural in- between(Sibony, 1991)