14234 research outputs found
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Marriott Reparative Metadata Assessment Tool (MaRMAT)
No full textThe Marriott Reparative Metadata Assessment Tool (MaRMAT) is an open-source application created by librarians at the University of Utah’s J. Willard Marriott Library to help metadata practitioners flag various terms and phrases within metadata records using pre-curated and custom lexicons. MaRMAT is schema agnostic and supports library and museum professionals in assessing metadata for harmful, outdated, and otherwise problematic language in tabular metadata. In addition to reparative work, MaRMAT can be used to support broader metadata assessment and collections content analysis
Inovações para o manejo da resistência antimicrobiana em hospitais de ensino: uma revisão de escopo
No full textEstudo sobre as inovações para o manejo da RAM
Red shifts of photons and massive particles
No full textThe existence of space motion background is proposed in Space Motion Theory. Here, the mechanism of red shifts is concluded into a formula: 1+z=(Ec/Ec’)(Eiqr/Eiqs), where z represents the value of a red shift; Ec/Ec’, named photonic red shift, signifies the ratio of Ec the energy of the photon before going through the distribution of the sender or the recipient to Ec’ the energy of the photon after going through that; Eiqr/Eiqs, named massive-particle red shift, means the absolute-energy quantity ratio of the recipient to the sender. Furthermore, according to energy conservation and momentum conservation, the mechanism of photonic red shifts is deduced. The analyses herein verify the existence of space motion background mathematically
Single-Valued, Multivalued, and No-Valued Numbers
No full textMathematical operations involving division by zero, square roots, and self-referential paradoxes often lead to indeterminate or undefined results. This paper introduces a novel classification of numbers into single-valued numbers (S), multivalued numbers (M), and no-valued numbers (N). The concept of multivalued numbers provides a structured way to represent and manipulate mathematical uncertainty. We propose that 0/0 is a multivalued number whose range spans the entire number field, while division of zero by any multivalued number results in a no-valued number. This framework unifies numbers and sets by representing sets as numbers based on their cardinality and resolves logical paradoxes such as the Barber paradox and Russell's paradox through a dynamic transition between multivalued and single-valued forms. Additionally, we formalize the collapse of multivalued numbers into single-valued numbers using explicit collapse rules, drawing a connection between this process and quantum measurement
A Longitudinal Investigation of The Link Between Developmental Trajectories of Theory of Mind and Psychopathology from Early Childhood to Preadolescence
No full textTheory of Mind, the capacity to infer beliefs or emotions in oneself and others, significantly shapes our social interactions, affecting the quality of relationships and, consequently, our psychological well-being. Although typically acquired around the age of 4, the exact onset and proficiency levels vary among children, which may be linked to psychopathological development. Recent studies highlight the pivotal role of Theory of Mind in psychopathology, making it a clinical marker in transdiagnostic psychiatric research. However, the connection between Theory of Mind development and the emergence of psychopathological symptoms throughout childhood and early adolescence remains poorly understood, largely due to a lack of longitudinal basic developmental and clinical research in this area. In this study, we leverage existing data from a rare longitudinal project on social cognitive development spanning early childhood to preadolescence in a non-clinical sample (N=155). This project integrates Theory of Mind assessments, namely the Theory of Mind scale and several further age-appropriate tasks, with the assessment of psychological well-being and mental health difficulties (strengths and difficulties questionnaire - parent report) across multiple time points. Using mixed models for longitudinal data, we investigate the hypothesis that better Theory of Mind abilities are associated with better mental health and less mental health issues over time at 4, 5, 6, 8, and 12 years of age, even after controlling for verbal intelligence and inhibitory control. Unlike previous research, we benefit from a validated, comprehensive developmental psychological Theory of Mind assessment, a dense frequency of measurement points, and include important control measures
Self-isolation and wellbeing in healthcare workers
No full textThe impact of self-isolation on psychological wellbeing in healthcare workers and how to reduce it: a systematic revie
The interplay of cognition and affect in fourth graders’ math performance: Role of working memory in mediating the effects of math anxiety and math interest on arithmetic fluency
No full textWorking memory (WM) capacity may influence students’ math performance together with their affective experiences, such as math anxiety (MA) and math interest. It has also been suggested that the influence of affect on performance might go through WM. The negative relationship between MA and math performance is well-established, and some studies have found WM to mediate this association. However, little is known, first, about the relationship between WM and math interest, and second, about the potential mediating effect of WM between interest and math performance. This study examined the direct and mediated effects of MA and interest through WM on fourth graders’ (N = 332) performance in arithmetic fluency, while controlling for generalized anxiety. Findings from structural equation modeling showed MA to predict performance negatively, while the effects of WM and interest were positive. There was a negative indirect effect from MA through WM on performance indicating partial mediation, while a corresponding, but positive, effect was not found for interest. Our results suggest that while both negative and positive affective experiences are related to math performance, the role of WM in explaining this link may be more pronounced regarding MA than interest
Mapping and synthesizing Campbell and Cochrane evidence on promoting cognitive capacity
No full textThis is the protocol for a study aiming to map the evidence of interventions across the life course which aim to improve cognitive function or capacity from Cochrane and Campbell systematic review
The role of follow-in naming and sustained attention in vocabulary growth
No full textRecent research suggests that caregivers’ speech in response to their infants’ attentional shifts (‘follow-in speech’) is correlated with vocabulary size. It is not yet clear, however, what possible developmental pathways underlie this correlation. One possibility is that follow-in speech, and follow-in naming in particular, predicts infants’ vocabulary because it provides names of objects in infants’ focus. Another possibility is that follow-in speech predicts vocabulary via sustained attention, extending infants’ looking to a specific object of interest and enhancing the encoding of the word-object mapping. We show that despite extending the duration of infants’ attention to objects, the predictive effect of follow-in speech on infants’ is attributable to parents providing the names of objects, regardless of the duration of infants’ attention to the named objects. We also show that the effects of follow-in naming in response to infants’ gaze shifts are distinct from the effects of parents’ responses to other communicative bids, such as vocalizing
