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„Menschen benötigen Platz zum Leben.“ In dieser Erkenntnis liegt noch nichts Besonderes oder gar Aufregendes. Erst die Tatsache, dass die menschliche Bevölkerung seit jeher zunimmt, aber der zur Verfügung stehende Platz konstant bleibt bzw. die Ressourcen in ihrem Bestand sogar abnehmen, macht dieses Thema wesentlich gehaltvoller. Offensichtlich ist außerdem: „Population growth seems to affect everything but is seldom held responsible for anything.“ (McKee 2003: 10) Dies ist der Hauptgrund dafür, dass gerade die Thematik der Bevölkerungsentwicklung internationale Beachtung und Aufmerksamkeit verdient.
To gain a deeper understanding of the mechanisms behind biomass accumulation, it is important to study plant growth behavior. Manually phenotyping large sets of plants requires important human resources and expertise and is typically not feasible for detection of weak growth phenotypes. Here, we established an automated growth phenotyping pipeline for Arabidopsis thaliana to aid researchers in comparing growth behaviors of different genotypes.
The analysis pipeline includes automated image analysis of two-dimensional digital plant images and evaluation of manually annotated information of growth stages. It employs linear mixed-effects models to quantify genotype effects on total rosette area and relative leaf growth rate (RLGR) and ANOVAs to quantify effects on developmental times.
Using the system, a single researcher can phenotype up to 7000 plants d(-1). Technical variance is very low (typically < 2%). We show quantitative results for the growth-impaired starch-excessmutant sex4-3 and the growth-enhancedmutant grf9.
We show that recordings of environmental and developmental variables reduce noise levels in the phenotyping datasets significantly and that careful examination of predictor variables (such as d after sowing or germination) is crucial to avoid exaggerations of recorded phenotypes and thus biased conclusions.
Postpartale Depressionen sind häufige und schwerwiegende psychische Erkrankungen mit ungünstigem Einfluss auf die kindliche Entwicklung. Als Haupttransmissionsweg gilt die frühe Mutter-Kind-Interaktion. Über die langfristigen Auswirkungen auf die Kinder im Erwachsenenalter und die Rolle der Interaktion liegen kaum Ergebnisse vor. Im Rahmen der Mannheimer Risikokinderstudie wurden postpartale Depressionen bis zwei Jahre nach der Geburt erfasst. Die kindliche Entwicklung wurde fortlaufend und die Mutter-Kind-Interaktion im Alter von 3 Monaten standardisiert erhoben. 28 Kinder postpartal depressiver und 107 Kinder gesunder Mütter konnten mit 25 Jahren untersucht werden. Beeinträchtigungen der kognitiven und psychischen Entwicklung bei Kindern postpartal depressiver Mütter waren bis ins Erwachsenenalter nachweisbar. Responsives bzw. sensitives mütterliches Verhalten wirkte der negativen Entwicklung entgegen. Dies betont die Bedeutung einer hohen Qualität der Mutter-Kind-Interaktion für die Entwicklung von Risikokindern.
Postpartale Depressionen sind häufige und schwerwiegende psychische Erkrankungen mit ungünstigem Einfluss auf die kindliche Entwicklung. Als Haupttransmissionsweg gilt die frühe Mutter-Kind-Interaktion. Über die langfristigen Auswirkungen auf die Kinder im Erwachsenenalter und die Rolle der Interaktion liegen kaum Ergebnisse vor. Im Rahmen der Mannheimer Risikokinderstudie wurden postpartale Depressionen bis zwei Jahre nach der Geburt erfasst. Die kindliche Entwicklung wurde fortlaufend und die Mutter-Kind-Interaktion im Alter von 3 Monaten standardisiert erhoben. 28 Kinder postpartal depressiver und 107 Kinder gesunder Mütter konnten mit 25 Jahren untersucht werden. Beeinträchtigungen der kognitiven und psychischen Entwicklung bei Kindern postpartal depressiver Mütter waren bis ins Erwachsenenalter nachweisbar. Responsives bzw. sensitives mütterliches Verhalten wirkte der negativen Entwicklung entgegen. Dies betont die Bedeutung einer hohen Qualität der Mutter-Kind-Interaktion für die Entwicklung von Risikokindern.
After some seventy years of intensive debates, there is an increasingly strong consensus within the academic and practitioner communities that development is both an objective and a process towards improving the quality of people's lives in various societal dimensions – economic, social, environmental, cultural and political – and about how subjectively satisfied they are with it. Since 2015, the seventeen Sustainable Development Goals (SDGs) of the United Nations (UN) reflect such consensus. The sections behind this argument are based on a review of (i) three key theoretical contributions to development and different phases of development thinking; (ii) global and regional governance arrangements and institutions for development cooperation; (iii) upcoming challenges to development policy and practice stemming from a series of new global challenges; and, (iv) development policy as a long and steady, increasingly global and participatory learning process.
Wie stark eine Person in ihrer alltäglichen Umgebung auf Anzahlen achtet (Spontane Fokussierung auf Anzahligkeit, kurz SFON) ist individuell sehr unterschiedlich. Zwar liegen bereits hinreichende Belege für einen Zusammenhang zwischen SFON und Zählfertigkeiten, Subitizing und basalen sowie höheren arithmetischen Fertigkeiten im Kindergarten und der frühen Grundschulzeit vor, die Einordnung der relativen Bedeutsamkeit von SFON gegenüber bereits bekannten und gut belegten Prädiktoren fehlt jedoch. Daneben lag der bisherige Schwerpunkt vorrangig auf Zählfertigkeiten. Offen bleiben die Kompetenzen des Kindes in der Mengenerfassung und -verarbeitung sowie die bereits im Vorschulalter vorhandene Kenntnis arabischer Ziffern.
Die Daten dieser Arbeit wurden im Rahmen einer großen epidemiologischen Studie (SCHUES) erhoben. Eine Stichprobe von 1868 Kindergartenkindern (964 Jungen und 904 Mädchen) konnte zwölf Monate vor ihrem Schuleintritt erstmalig untersucht werden. Die Kinder waren hier im Mittel 63 Monate alt. 1704 Kinder konnten erneut rund neun Monate später (im Mittel drei Monate vor Schulbeginn) getestet werden. Das mittlere Alter der Kinder lag bei 72 Monaten. Die erfassten numerisch-mathematischen Fertigkeiten lassen sich in drei Teilbereiche gliedern: Zählfertigkeiten, Ziffernkenntnis und Rechnen/Mengenerfassung. Daneben wurden SFON, die nonverbale und verbale Intelligenz, die phonologische Schleife, der visuell-räumliche Notizblock sowie die zentrale Exekutive und die Aufmerksamkeit zu beiden Messzeitpunkten erhoben.
Die SFON-Tendenz zeigte eine mäßige, numerisch-mathematische Fertigkeiten eine mäßige bis hohe Stabilität über die Zeit. Der an bisher deutlich kleineren Stichproben gefundene Zusammenhang zwischen der SFON-Tendenz und den numerisch-mathematischen Fertigkeiten konnte in der vorliegenden Arbeit repliziert werden. Eine Vorhersage auffälliger als auch sehr guter numerisch-mathematischer Leistungen gelang jedoch weder quer- noch längsschnittlich mit ausreichend hoher Genauigkeit. Auch der bereits in der Literatur beschriebene reziproke Zusammenhang zwischen SFON und numerisch-mathematischen Fertigkeiten konnte durch die vorliegende Arbeit an einer großen Stichprobe repliziert werden. Darüber hinaus wurden Hinweise auf die kausale Struktur des Zusammenhangs gewonnen: Die Ergebnisse zeigten, dass numerisch-mathematische Fertigkeiten SFON besser vorhersagen konnten als andersherum. Die Ergebnisse der Pfadanalysen zeigten weiterhin, dass SFON neben den bedeutsamen Konstrukten des Arbeitsgedächtnisses, der Intelligenz und der Aufmerksamkeit einen eigenständigen Beitrag für die Entwicklung numerischer als auch mathematischer Fertigkeiten leistet. Auch auf die weitere numerische und mathematische Entwicklung bis kurz vor Schuleintritt hat SFON einen bedeutsamen Einfluss. Dieser vollzieht sich jedoch indirekt über das numerisch-mathematische Vorwissen.
Background: Children’s spontaneous focusing on numerosity (SFON) is related to numerical skills. This study aimed to examine (1) the developmental trajectory of SFON and (2) the interrelations between SFON and early numerical skills at pre-school as well as their influence on arithmetical skills at school. Method: Overall, 1868 German pre-school children were repeatedly assessed until second grade. Nonverbal intelligence, visual attention, visuospatial working memory, SFON and numerical skills were assessed at age five (M = 63 months, Time 1) and age six (M = 72 months, Time 2), and arithmetic was assessed at second grade (M = 95 months, Time 3). Results: SFON increased significantly during pre-school. Path analyses revealed interrelations between SFON and several numerical skills, except number knowledge. Magnitude estimation and basic calculation skills (Time 1 and Time 2), and to a small degree number knowledge (Time 2), contributed directly to arithmetic in second grade. The connection between SFON and arithmetic was fully mediated by magnitude estimation and calculation skills at pre-school. Conclusion: Our results indicate that SFON first and foremost influences deeper understanding of numerical concepts at pre-school and—in contrast to previous findings –affects only indirectly children’s arithmetical development at school.
Background:
Children’s spontaneous focusing on numerosity (SFON) is related to numerical skills. This study aimed to examine (1) the developmental trajectory of SFON and (2) the interrelations between SFON and early numerical skills at pre-school as well as their influence on arithmetical skills at school.
Method:
Overall, 1868 German pre-school children were repeatedly assessed until second grade. Nonverbal intelligence, visual attention, visuospatial working memory, SFON and numerical skills were assessed at age five (M = 63 months, Time 1) and age six (M = 72 months, Time 2), and arithmetic was assessed at second grade (M = 95 months, Time 3).
Results:
SFON increased significantly during pre-school. Path analyses revealed interrelations between SFON and several numerical skills, except number knowledge. Magnitude estimation and basic calculation skills (Time 1 and Time 2), and to a small degree number knowledge (Time 2), contributed directly to arithmetic in second grade. The connection between SFON and arithmetic was fully mediated by magnitude estimation and calculation skills at pre-school.
Conclusion:
Our results indicate that SFON first and foremost influences deeper understanding of numerical concepts at pre-school and—in contrast to previous findings –affects only indirectly children’s arithmetical development at school.
This study aimed to determine the specific physical and basic gymnastics skills considered critical in gymnastics talent identification and selection as well as in promoting men’s artistic gymnastics performances. Fifty-one boys from a provincial gymnastics team (age 11.03 ± 0.95 years; height 1.33 ± 0.05 m; body mass 30.01 ± 5.53 kg; body mass index [BMI] 16.89 ± 3.93 kg/m²) regularly competing at national level voluntarily participated in this study. Anthropometric measures as well as the men’s artistic gymnastics physical test battery (i.e., International Gymnastics Federation [FIG] age group development programme) were used to assess the somatic and physical fitness profile of participants, respectively. The physical characteristics assessed were: muscle strength, flexibility, speed, endurance, and muscle power. Test outcomes were subjected to a principal components analysis to identify the most representative factors. The main findings revealed that power speed, isometric and explosive strength, strength endurance, and dynamic and static flexibility are the most determinant physical fitness aspects of the talent selection process in young male artistic gymnasts. These findings are of utmost importance for talent identification, selection, and development.
Leaves are the main photosynthetic organs of vascular plants, and leaf development is dependent on a proper control of gene expression. Transcription factors (TFs) are global regulators of gene expression that play essential roles in almost all biological processes among eukaryotes. This PhD project focused on the characterization of the sink-to-source transition of Arabidopsis leaves and on the analysis of TFs that play a role in early leaf development. The sink-to-source transition occurs when the young emerging leaves (net carbon importers) acquire a positive photosynthetic balance and start exporting photoassimilates. We have established molecular and physiological markers (i.e., CAB1 and CAB2 expression levels, AtSUC2 and AtCHoR expression patterns, chlorophyll and starch levels, and photosynthetic electron transport rates) to identify the starting point of the transition, especially because the sink-to-source is not accompanied by a visual phenotype in contrast to other developmental transitions, such as the mature-to-senescent transition of leaves. The sink-to-source transition can be divided into two different processes: one light dependent, related to photosynthesis and light responses; and one light independent or impaired, related to the changes in the vascular tissue that occur when leaves change from an import to an export mode. Furthermore, starch, but not sucrose, has been identified as one of the potential signalling molecules for this transition. The expression level of 1880 TFs during early leaf development was assessed by qRTPCR, and 153 TFs were found to exhibit differential expression levels of at least 5-fold. GRF, MYB and SRS are TF families, which are overrepresented among the differentially expressed TFs. Additionally, processes like cell identity acquisition, formation of the epidermis and leaf development are overrepresented among the differentially expressed TFs, which helps to validate the results obtained. Two of these TFs were further characterized. bZIP21 is a gene up-regulated during the sink-to-source and mature-to-senescent transitions. Its expression pattern in leaves overlaps with the one observed for AtCHoR, therefore it constitutes a good marker for the sink-to-source transition. Homozygous null mutants of bZIP21 could not be obtained, indicating that the total absence of bZIP21 function may be lethal to the plant. Phylogenetic analyses indicate that bZIP21 is an orthologue of Liguleless2 from maize. In these analyses, we identified that the whole set of bZIPs in plants originated from four founder genes, and that all bZIPs from angiosperms can be classified into 13 groups of homologues and 34 Possible Groups of Orthologues (PoGOs). bHLH64 is a gene highly expressed in early sink leaves, its expression is downregulated during the mature-to-senescent transition. Null mutants of bHLH64 are characterized by delayed bolting when compared to the wild-type; this indicates a possible delay in the sink-to-source transition or the retention of a juvenile identity. A third TF, Dof4, was also characterized. Dof4 is neither differentially expressed during the sink-to-source nor during the senescent-to-mature transition, but a null mutant of Dof4 develops bigger leaves than the wild-type and forms a greater number of siliques. The Dof4 null mutant has proven to be a good background for biomass accumulation analysis. Though not overrepresented during the sink-to-source transition, NAC transcription factors seem to contribute significantly to the mature-to-senescent transition. Twenty two NACs from Arabidopsis and 44 from rice are differentially expressed during late stages of leaf development. Phylogenetic analyses revealed that most of these NACs cluster into three big groups of homologues, indicating functional conservation between eudicots and monocots. To prove functional conservation of orthologues, the expression of ten NAC genes of barley was analysed. Eight of the ten NAC genes were found to be differentially expressed during senescence. The use of evolutionary approaches combined with functional studies is thus expected to support the transfer of current knowledge of gene control gained in model species to crops.