From witness to web sleuth: Does citizen enquiry using social media affect formal eyewitness identification procedures?

Eyewitnesses to crimes may seek the perpetrator on social media prior to participating in a formal identification procedure, but the effect of this citizen enquiry on the accuracy of eyewitness identification is unclear. The current study used a between-participants design to address this question. Participants viewed a crime video, and after a 1-2 day delay were either exposed to social media including the perpetrator, exposed to social media that substituted an innocent suspect for the perpetrator, or not exposed to social media. Seven days after viewing the crime video, all participants made an identification from a video lineup. It was predicted that exposure to social media that did not contain the guilty suspect would reduce the accuracy of subsequent identifications. Analysis revealed no association between social media exposure and lineup response for target present lineups. For target absent lineups there was a significant association between social media exposure and lineup response, but this was driven by a higher number of correct rejections for participants who saw the guilty suspect on social media. The results suggest that, at least in some circumstances, witnesses searching social media does not have a negative effect on formal ID procedures

Language use in kindergarten science lessons:Language production and academic language during a video feedback coaching intervention in kindergarten science lessons

This paper aims to gain insight into language production and academic language of 4- and 5-year-old students and their teachers in the course of a teacher intervention during kindergarten science education. The study is based on videotaped classroom observations, and specifically focuses on the academic language use of students (Nintervention = 18, Ncontrols = 26) and teachers (Nintervention = 5, Ncontrols = 5). The results suggest that this general teacher intervention yields interesting changes in language use and production. Patterns of change over time confirm the idiosyncratic and non-linear nature of these changes. Science lessons represent an appropriate context in which to acquaint students with academic language, which can be used as a basis to build upon more sophisticated language skills

The relationship of argyrophilic proteins of the nuclear-organized regions and atopic dermatitis in children

Background: The argyrophilic proteins of nuclear-organized regions (AgNOR), visualised with colloidal silver methods as black dots are known as AgNOR. To date, the relationship between AgNOR and cancer and inflammatory conditions has been investigated. However, there has been no report investigating the relationship between AgNOR and atopic dermatitis. The aim of this study was to investigate the relationship between atopic dermatitis and AgNOR in paediatric patients. Methods: Twenty-nine children with atopic dermatitis and 23 healthy children were included in the study. AgNOR test results were analysed prospectively. Results: The mean AgNOR number (40.19 ± 21.06) in the patient group was significantly higher than the control group (12.83 ± 10.40) (P <.001). Conclusions: This study investigated the association between AgNOR and atopic dermatitis for the first time in the literature. In the study, atopic dermatitis and AgNOR were found to be related. In the study, for the first time with the ROC analysis, AgNOR limit values with high sensitivity and specificity levels were determined in the diagnosis of atopic dermatitis