Mediamusic (E-Journal)
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Using eye-tracking as a tool to develop second language lexical skills
No full textEye-tracking is primarily used as a tool to capture attentional processes in second language (L2) research. However, it is feasible to design visual displays that can react to and interact with eye-movements in technology-mediated contexts. We explored whether gaze-contingency can foster L2 development by drawing attention to novel words reactively during reading. In particular, we investigated whether the acquisition of lexis can be facilitated by interactive glosses, that is, making glosses visually salient when triggered by fixations on a target word. We found that interactive, gaze-contingent glosses led to more and longer fixations at target words and glosses, but did not lead to superior performance in recognition scores. We observed, however, an interaction between interactivity and form recognition, with more gloss fixations being associated with better performance under the interactive, but with worse outcomes in the non-interactive, condition. We attributed this difference to distinct motivations for viewing glosses in the groups
Validity of the ADHD module of the Mini International Neuropsychiatric Interview PLUS for screening of adult ADHD in treatment seeking substance use disorder patients:ADHD screening with MINI-Plus
No full textOBJECTIVE: This study aims to assess the validity of the ADHD module of the Mini-International Neuropsychiatric Interview (MINI-Plus) in patients with substance use disorders (SUD), using the Conners' Adult ADHD Diagnostic Interview for DSM-IV (CAADID) as the external criterion.METHOD: A cross sectional international multi-center study in 10 countries was conducted in treatment seeking SUD patients. A sample of 1263 patients with both MINI-Plus and CAADID was analyzed to determine the psychometric properties of the MINI-Plus.RESULTS: According to the CAADID, 179 patients (14.2%) met criteria for adult ADHD, whereas according to the MINI-Plus 227 patients (18.0%) were identified as having adult ADHD. Sensitivity of the MINI-Plus ADHD module was 74%, specificity was 91%, positive predictive value was 60% and negative predictive value was 96%. Kappa was 0.60.CONCLUSION: The MINI-Plus has acceptable criterion validity for the screening of adult ADHD in treatment seeking SUD patients.SCIENTIFIC SIGNIFICANCE: On the basis of the results, The MINI-Plus may be used for the screening of ADHD in SUD patients.</p
Integrative Model of Children's Representations of God in Drawings
No full textWhen confronted with being asked to “draw god”, children have to solve a problem; they are being asked to produce a visual representation of an entity that they have never seen. Resources for solving this problem are available within the child’s cultural context: The shape of the figure itself may be based on various religious representations of gods, iconic figurations of supernatural agents in fictional artefacts (paintings, movies, cartoons even in advertisement), various valences may be attributed to colours or to different parts of an image composition, etc. The drawings produced by children depend also on their cognitive abilities to grasp the concept of god, their emotional abilities to express the accompanying feelings, their creativity and artistic skills. In representing god, children have to solve additional problems. For example, connotations of the concept of god can awaken attachment bonds to parental figures; religious prohibitions against representations of god can be in conflict with the task of drawing god. The purpose of this work is to integrate the results presented in parts II-V of this book, and to articulate the different factors in an integrated model that outlines possible strategies used to carry out the project of drawing god
Het Vreemde Verleden:Leerlingen leren contextualiseren
No full textContextualiseren is een zeer belangrijke vaardigheid, maar hoe leer je leerlingendit? Deze handreiking is bedoeld voor geschiedenisdocenten, opleiders enandere belangstellenden die aan de slag willen gaan met contextualiseren.Het eerste deel van de handreiking legt uit wat contextualiseren inhoudt enwaarom deze vaardigheid belangrijk is. Tevens worden verschillende manierenbeschreven hoe je contextualiseren kunt onderwijzen. Het tweede deel stelt dedidactiek van het Vreemde Verleden centraal. Waar moet je allemaal aandenken bij deze didactiek? Wat zijn goede voorbeelden? Hoe ontwerp je zelflesmateriaal? Het derde en laatste deel bevat een begrippenlijst, de referentiesen praktische bijlagen.Tim Huijgen was jarenlang werkzaam als docent in het voortgezet onderwijs.Hij promoveerde in 2018 op een onderzoek naar hoe je de historischevaardigheid contextualiseren kunt bevorderen in lessen. Momenteel is hijuniversitair docent en lerarenopleider geschiedenis bij de RijksuniversiteitGroningen en portefeuillehouder Onderwijs bij het Koninklijk NederlandsHistorisch Genootschap (KNHG)
Tenant Mix and Retail Rents in High Street Shopping Districts
No full textUrban areas have long had shopping districts in which retail properties are concentrated. It is argued that the diversity of retail tenants – often called tenant mix – contributes to the image and attractiveness of the highstreet shopping district, but this relationship has not been investigated. These districts are characterized by fragmented ownership and therefore the tenant mix is outside the control of individual property investors. We aim to explore the relationship between tenant mix and retail rents in highstreet shopping districts. First, we delineate highstreet shopping districts using rather granular data on the spatial distribution of retail jobs. Within each shopping district, information on SBI classification, the number of retail properties, and the number of jobs at each property are used to measure the tenant mix. We find a positive relationship between tenant mix and retail rents. Shopping districts with greater tenant mix show higher retail rents compared to districts with lower tenant mix.<br/
SMEs prefer JVs:why SMEs' equity entry mode choices are different from those of large firms
No full textUsing a sample of 770 foreign market entries in the time period 2005-2015 we examine whether the entry mode strategies chosen by SMEs are different from those of large firms. Our findings reveal that when compared to large firms, SMEs tend to rely more on cooperative entry modes. More specifically, SMEs prefer equity joint venture rather than wholly owned subsidiary. Using a propensity score matching approach to avoid sample bias issues, our results show that the choice between joint venture and wholly owned subsidiary is strongly influenced by the size of the investing firm and by their financial resources, while the family ownership structure is not a significant discriminant. We discuss the theoretical underpinnings of our findings along with the managerial implications emerged from this researc
Entrepreneurial competencies and employment status of business graduates:The role of experiential entrepreneurship pedagogy
No full textThis study examines the relationship among experiential entrepreneurship pedagogy, entrepreneurial competencies and employment status of business graduates in two European countries. A proposed model relies on the adapted Bloom’s taxonomy, human capital theory, and experiential learning theory. The model examines knowledge, skills, and attitudes as competencies, and relates them to the two forms of employment status: nascent intrapreneurship and early-stage entrepreneurial activity. These inter-relationships are tested closely considering a dominant pedagogical approach to teaching entrepreneurship – traditional or experiential.The study is based on a cross-sectional survey of 454 graduates from Bachelor-level business programmes delivered at eight higher education institutions (four in each country); and on 16 semi-structured interviews with entrepreneurship educators, who taught the surveyed graduates.The findings highlight that experiential pedagogy can be indeed more effective for developing all three entrepreneurial competencies, while traditional pedagogy might still be suitable for theoretical knowledge about entrepreneurship. Furthermore, experiential pedagogy moderates the relationship between different competencies and the employment status of graduates. This contingency on the pedagogy type is crucial implying a combination of traditional and experiential teaching methods to balance the effects of entrepreneurship education
Immunometabolism in type 2 diabetes mellitus:tissue-specific interactions
No full textThe immune system is frequently described in the context of its protective function against infections and its role in the development of autoimmunity. For more than a decade, the interactions between the immune system and metabolic processes have been reported, in effect creating a new research field, termed immunometabolism. Accumulating evidence supports the hypo¬thesis that the development of metabolic diseases may be linked to inflammation, and reflects, in some cases, the activation of immune responses. As such, immunometabolism is defined by 1) inflammation as a driver of disease development and/or 2) metabolic processes stimulating cellular differentiation of the immune components. In this review, the main factors capable of altering the immuno-metabolic communication leading to the development and establishment of obesity and diabetes are comprehensively presented. Tissue-specific immune responses suggested to impair metabolic processes are described, with an emphasis on the adipose tissue, gut, muscle, liver, and pancreas
Does collective unfreedom matter? Individualism, power and proletarian unfreedom
No full textWhen assessing institutions and social outcomes, it matters how free society is within them (‘societal freedom’). For example, does capitalism come with greater societal freedom than socialism? For such judgements, freedom theorists typically assume Individualism: societal freedom is simply the aggregate of individual freedom. However, G.A. Cohen’s well-known case provides a challenge: imagine ten prisoners are individually free to leave their prison but doing so would incarcerate the remaining nine. Assume further that no one actually leaves. If we adopt Individualism plus the standard liberal view of freedom, such incarceration seems to leave societal freedom unaffected. This is an important theoretical challenge: it seems we must either reject Individualism or reject, or at least amend, the liberal view. Cohen also suggests his case, and the collective unfreedom therein, helps us capture how proletarians are unfree under capitalism. In this article, I argue that we can solve Cohen’s puzzle, if we focus on how power can reduce freedom. If we adopt the republican view of freedom, we can say that prisoners are unfree in Cohen’s case because they are dominated by the other prisoners. This solution keeps Individualism but moves beyond liberal freedom. I then also show how this individualistic framework captures proletarian unfreedom