Wild Swans

Tradução de: Sandra Negretti

The molecular evolution of surgical oncology

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/88126/1/22050_ftp.pd

Do Lemmas Speak German? A Verb Position Effect in German Structural Priming

Lexicalized theories of syntax often assume that verb-structure regularities are mediated by lemmas, which abstract over variation in verb tense and aspect. German syntax seems to challenge this assumption, because verb position depends on tense and aspect. To examine how German speakers link these elements, a structural priming study was performed which varied syntactic structure, verb position (encoded by tense and aspect), and verb overlap. Abstract structural priming was found, both within and across verb position, but priming was larger when the verb position was the same between prime and target. Priming was boosted by verb overlap, but there was no interaction with verb position. The results can be explained by a lemma model where tense and aspect are linked to structural choices in German. Since the architecture of this lemma model is not consistent with results from English, a connectionist model was developed which could explain the cross-linguistic variation in the production system. Together, these findings support the view that language learning plays an important role in determining the nature of structural priming in different language

Children's pretend play with television and film-scripted character toys

Children's cultural environments have been inundated with television and film-based character toys: replica models of characters seen in children's popular television and film. This study examined whether "scripted" toys had a restrictive influence on children's imaginations, by investigating how children used play to emulate or transform the materials, identities, and narratives they were provided through these toys. The effects of toy type (scripted versus unscripted) and gender (boys versus girls) on the pretend play, roles, and themes engaged in by children were examined. Twenty-eight 5-year-olds (14 boys, 14 girls) were observed in play sessions under two conditions: (a) with a set of television or film-scripted toys, and (b) with a set of toys unrelated to mass media. The children's pretend play, roles, and themes were measured. Results revealed that scripted toys elicited pretend enactment with fictive roles and themes, whereas unscripted toys encouraged high-level negotiation (especially with girls) and archetypical or reality-based roles and themes. These findings tentatively suggest that television and film-scripted toys promote imitative pretend play, whereas unscripted toys encourage more creative pretense behavior in the children. The results also confirmed that the inclusion of an "archetypical" category was necessary to describe the children's pretend roles and themes. As well, girls were found to engage in more pretend negotiation behaviors than boy

Agency as assemblage: Using childhood artefacts and memories to examine children’s relations with schooling

In this article, we explore how childhood artefacts and memories might help us think retrospectively about children’s agency and its relationship to schooling and teaching. Across four university sites in Canada and the United States, we asked undergraduate students in teacher education and childhood studies programs to choose an artefact or object that encapsulates contemporary conceptions of childhood and to discuss them in a focus group setting at each site. Building on three participants’ descriptions of how they remembered and reflected upon school-oriented objects – a progress report, a notebook, and a pencil sharpener – we explore how participants used their artefacts in ways that allow us to theorize children’s agencies as assemblages, where agency is relational and contingent on multiple social and cultural factors. Drawing on our participants’ interpretations, we consider how a reconceptualized concept of agency may expand our understanding of the possibilities of children’s agencies in school and raise new questions about the meaning of childhood within contexts of teacher education and childhood studies

Holding momentum : a grounded theory study of strategies for sustaining living at home in older persons

Purpose: Government strategies are putting increasing emphasis on sustaining the capacity of older persons to continue living independently in their own homes to ease strain on aged care services. The aim of this study was to understand the experiences and strategies that older people utilize to remain living at home from their own perspective. Methods: A grounded theory methodology was used to explore the actions and strategies used by persons over the age of 65 to enable them to remain living in their own homes. Data were collected from 21 women and men in three focus group discussions and 10 in-depth semi-structured interviews. Results: The data revealed that the central process participants used to hold momentum and sustain living at home involves a circular process in which older people acknowledge change and make ongoing evaluations and decisions about ageing at home. Conclusion: These findings have implications for informing policy and service provision by identifying appropriate resources and services to promote successful ageing at home

A data visualization and data mining approach to response and non-response analysis in survey research

Survey data based on self-selected samples are inherently subject to the threat of selection bias. In this study, both data visualization and data mining techniques were employed to examine whether nonresponse bias had affected a survey regarding 1:1 computing conducted at Arizona State University. Unlike conventional hypothesis testing, data visualization/EDA attends to pattern recognition instead of probabilistic inferences. In addition, unlike logistic regression, classification trees in data mining are capable of ranking independent variables in terms of their predictive power. In contrast to the findings of other studies, this study reveals that academic level, gender, and race were not identified as crucial factors in determining the response rate. Rather, the nature of the subject matter might be more important for science/engineering and law students seemed more interested in this technology-related survey. Accessed 17,302 times on https://pareonline.net from December 20, 2007 to December 31, 2019. For downloads from January 1, 2020 forward, please click on the PlumX Metrics link to the right

Resiliencia en estudiantes adolescentes de una IEE, de Víctor Larco, Trujillo; según factores género y tipo de estructura familiar.

El presente, es un estudio cuantitativo con diseño descriptivo comparativo que aborda la conducta resiliente en adolescentes secundarios de una institución educativa estatal del distrito de Víctor Larco. El objetivo general es analizar las diferencias significativas en la resiliencia en la población de estudio, según los factores género y estructura familiar. Se trabajó con una muestra de 239 sujetos entre varones y mujeres del 1° al 5° año de secundaria, se utilizó como instrumento La Escala de Resiliencia en Adolescentes (ERA), cuyas evidencias de validez han sido demostradas en distintas investigaciones. Los hallazgos más significativos son: En general, en las muestras de estudio el nivel de resiliencia se encuentra en los rangos bajo y muy bajo; así mismo, los datos arrojan que en el factor introspección, creatividad y sentido del humor los niveles también son bajos, independientemente de la condición de género y estructura familiar. En el análisis diferencial según la variable género, no se hallan diferencias significativas en los factores evaluados a través de la escala, a excepción del factor interacción, donde las mujeres parecen tener mejor predisposición frente a las relaciones interpersonales. Así mismo, no existen diferencias en el factor tipo de estructura familiar; lo que nos sugiere que el nivel de resiliencia alcanzada por la muestra es independiente del origen de la estructura familiar del cual provienenThe present is a quantitative study with a comparative descriptive design that addresses resilient behavior in secondary school adolescents from a state educational institution in the Víctor Larco district. The general objective is to analyze significant differences in resilience within the study population according to gender and family structure factors. We worked with a sample of 239 subjects, including both male and female students from 1st to 5th year of secondary school. The Resilience Scale in Adolescents (ERA) was used as the instrument, whose validity has been demonstrated in various research studies. The most significant findings are as follows: Overall, in the study samples, the level of resilience is in the low and very low ranges. Similarly, the data show that levels of introspection, creativity, and sense of humor are also low, regardless of gender and family structure. In the gender-specific differential analysis, no significant differences were found in the factors evaluated through the scale, except for the interaction factor, where women seem to have a better predisposition towards interpersonal relationships. As well, there are no differences in the factor of family structure type; which suggests that the level of resilience achieved by the sample is independent of the origin of the family structure from which they comeTesi