@article{PrasseIversenLienhardetal.2022, author = {Prasse, Paul and Iversen, Pascal and Lienhard, Matthias and Thedinga, Kristina and Herwig, Ralf and Scheffer, Tobias}, title = {Pre-Training on In Vitro and Fine-Tuning on Patient-Derived Data Improves Deep Neural Networks for Anti-Cancer Drug-Sensitivity Prediction}, series = {MDPI}, volume = {14}, journal = {MDPI}, edition = {16}, publisher = {MDPI}, address = {Basel, Schweiz}, issn = {2072-6694}, doi = {10.3390/cancers14163950}, pages = {1 -- 14}, year = {2022}, abstract = {Large-scale databases that report the inhibitory capacities of many combinations of candidate drug compounds and cultivated cancer cell lines have driven the development of preclinical drug-sensitivity models based on machine learning. However, cultivated cell lines have devolved from human cancer cells over years or even decades under selective pressure in culture conditions. Moreover, models that have been trained on in vitro data cannot account for interactions with other types of cells. Drug-response data that are based on patient-derived cell cultures, xenografts, and organoids, on the other hand, are not available in the quantities that are needed to train high-capacity machine-learning models. We found that pre-training deep neural network models of drug sensitivity on in vitro drug-sensitivity databases before fine-tuning the model parameters on patient-derived data improves the models' accuracy and improves the biological plausibility of the features, compared to training only on patient-derived data. From our experiments, we can conclude that pre-trained models outperform models that have been trained on the target domains in the vast majority of cases.}, language = {en} } @article{DordevicHoelzerRussoetal.2022, author = {Dordevic, Milos and H{\"o}lzer, Sonja and Russo, Augusta and Garc{\´i}a Alanis, Jos{\´e} Carlos and M{\"u}ller, Notger Germar}, title = {The Role of the Precuneus in Human Spatial Updating in a Real Environment Setting—A cTBS Study}, series = {Life}, volume = {12}, journal = {Life}, edition = {8}, publisher = {MDPI}, address = {Basel, Schweiz}, issn = {2075-1729}, doi = {10.3390/life12081239}, pages = {1 -- 13}, year = {2022}, abstract = {As we move through an environment, we update positions of our body relative to other objects, even when some objects temporarily or permanently leave our field of view—this ability is termed egocentric spatial updating and plays an important role in everyday life. Still, our knowledge about its representation in the brain is still scarce, with previous studies using virtual movements in virtual environments or patients with brain lesions suggesting that the precuneus might play an important role. However, whether this assumption is also true when healthy humans move in real environments where full body-based cues are available in addition to the visual cues typically used in many VR studies is unclear. Therefore, in this study we investigated the role of the precuneus in egocentric spatial updating in a real environment setting in 20 healthy young participants who underwent two conditions in a cross-over design: (a) stimulation, achieved through applying continuous theta-burst stimulation (cTBS) to inhibit the precuneus and (b) sham condition (activated coil turned upside down). In both conditions, participants had to walk back with blindfolded eyes to objects they had previously memorized while walking with open eyes. Simplified trials (without spatial updating) were used as control condition, to make sure the participants were not affected by factors such as walking blindfolded, vestibular or working memory deficits. A significant interaction was found, with participants performing better in the sham condition compared to real stimulation, showing smaller errors both in distance and angle. The results of our study reveal evidence of an important role of the precuneus in a real-environment egocentric spatial updating; studies on larger samples are necessary to confirm and further investigate this finding.}, language = {en} } @article{WestphalKalinowskiHoferichteretal.2022, author = {Westphal, Andrea and Kalinowski, Eva and Hoferichter, Clara Josepha and Vock, Miriam}, title = {K-12 teachers' stress and burnout during the COVID-19 pandemic: A systematic review}, series = {Frontiers in Psychology}, journal = {Frontiers in Psychology}, publisher = {Frontiers}, address = {Lausanne, Schweiz}, issn = {1664-1078}, doi = {10.3389/fpsyg.2022.920326}, pages = {1 -- 29}, year = {2022}, abstract = {We present the first systematic literature review on stress and burnout in K-12 teachers during the COVID-19 pandemic. Based on a systematic literature search, we identified 17 studies that included 9,874 K-12 teachers from around the world. These studies showed some indication that burnout did increase during the COVID-19 pandemic. There were, however, almost no differences in the levels of stress and burnout experienced by K-12 teachers compared to individuals employed in other occupational fields. School principals' leadership styles emerged as an organizational characteristic that is highly relevant for K-12 teachers' levels of stress and burnout. Individual teacher characteristics associated with burnout were K-12 teachers' personality, self-efficacy in online teaching, and perceived vulnerability to COVID-19. In order to reduce stress, there was an indication that stress-management training in combination with training in technology use for teaching may be superior to stress-management training alone. Future research needs to adopt more longitudinal designs and examine the interplay between individual and organizational characteristics in the development of teacher stress and burnout during the COVID-19 pandemic and beyond.}, language = {en} } @article{BlockBonaventuraGrahnetal.2022, author = {Block, Andrea and Bonaventura, Klaus and Grahn, Patricia and Bestgen, Felix and Wippert, Pia-Maria}, title = {Stress management in pre-and postoperative care amongst practitioners and patients in cardiac catheterization laboratory: a study protocol}, series = {Frontiers in Cardiovascular Medicine}, volume = {9}, journal = {Frontiers in Cardiovascular Medicine}, publisher = {Frontiers}, address = {Lausanne, Schweiz}, issn = {2297-055X}, doi = {10.3389/fcvm.2022.830256}, pages = {1 -- 10}, year = {2022}, abstract = {Background: As the number of cardiac diseases continuously increases within the last years in modern society, so does cardiac treatment, especially cardiac catheterization. The procedure of a cardiac catheterization is challenging for both patients and practitioners. Several potential stressors of psychological or physical nature can occur during the procedure. The objective of the study is to develop and implement a stress management intervention for both practitioners and patients that aims to reduce the psychological and physical strain of a cardiac catheterization. Methods: The clinical study (DRKS00026624) includes two randomized controlled intervention trials with parallel groups, for patients with elective cardiac catheterization and practitioners at the catheterization lab, in two clinic sites of the Ernst-von-Bergmann clinic network in Brandenburg, Germany. Both groups received different interventions for stress management. The intervention for patients comprises a psychoeducational video with different stress management technics and additional a standardized medical information about the cardiac catheterization examination. The control condition includes the in hospitals practiced medical patient education before the examination (usual care). Primary and secondary outcomes are measured by physiological parameters and validated questionnaires, the day before (M1) and after (M2) the cardiac catheterization and at a postal follow-up 6 months later (M3). It is expected that people with standardized information and psychoeducation show reduced complications during cardiac catheterization procedures, better pre- and post-operative wellbeing, regeneration, mood and lower stress levels over time. The intervention for practitioners includes a Mindfulness-based stress reduction program (MBSR) over 8 weeks supervised by an experienced MBSR practitioner directly at the clinic site and an operative guideline. It is expected that practitioners with intervention show improved perceived and chronic stress, occupational health, physical and mental function, higher effort-reward balance, regeneration and quality of life. Primary and secondary outcomes are measured by physiological parameters (heart rate variability, saliva cortisol) and validated questionnaires and will be assessed before (M1) and after (M2) the MBSR intervention and at a postal follow-up 6 months later (M3). Physiological biomarkers in practitioners will be assessed before (M1) and after intervention (M2) on two work days and a two days off. Intervention effects in both groups (practitioners and patients) will be evaluated separately using multivariate variance analysis. Discussion: This study evaluates the effectiveness of two stress management intervention programs for patients and practitioners within cardiac catheter laboratory. Study will disclose strains during a cardiac catheterization affecting both patients and practitioners. For practitioners it may contribute to improved working conditions and occupational safety, preservation of earning capacity, avoidance of participation restrictions and loss of performance. In both groups less anxiety, stress and complications before and during the procedures can be expected. The study may add knowledge how to eliminate stressful exposures and to contribute to more (psychological) security, less output losses and exhaustion during work. The evolved stress management guidelines, training manuals and the standardized patient education should be transferred into clinical routines}, language = {en} } @article{EllermannMcDowellSchirrenetal.2022, author = {Ellermann, Christin and McDowell, Michelle and Schirren, Clara O. and Lindemann, Ann-Kathrin and Koch, Severine and Lohmann, Mark and Jenny, Mirjam Annina}, title = {Identifying content to improve risk assessment communications within the Risk Profile: Literature reviews and focus groups with expert and non-expert stakeholders}, series = {PLoS ONE}, volume = {17}, journal = {PLoS ONE}, edition = {4}, publisher = {Public Library of Science (PLOS)}, address = {San Francisco, California, USA}, issn = {1553-7358}, doi = {10.1371/journal.pone.0266800}, pages = {23}, year = {2022}, abstract = {Objective To improve consumer decision making, the results of risk assessments on food, feed, consumer products or chemicals need to be communicated not only to experts but also to non-expert audiences. The present study draws on evidence from literature reviews and focus groups with diverse stakeholders to identify content to integrate into an existing risk assessment communication (Risk Profile). Methods A combination of rapid literature reviews and focus groups with experts (risk assessors (n = 15), risk managers (n = 8)), and non-experts (general public (n = 18)) were used to identify content and strategies for including information about risk assessment results in the "Risk Profile" from the German Federal Institute for Risk Assessment. Feedback from initial focus groups was used to develop communication prototypes that informed subsequent feedback rounds in an iterative process. A final prototype was validated in usability tests with experts. Results Focus group feedback and suggestions from risk assessors were largely in line with findings from the literature. Risk managers and lay persons offered similar suggestions on how to improve the existing communication of risk assessment results (e.g., including more explanatory detail, reporting probabilities for individual health impairments, and specifying risks for subgroups in additional sections). Risk managers found information about quality of evidence important to communicate, whereas people from the general public found this information less relevant. Participants from lower educational backgrounds had difficulties understanding the purpose of risk assessments. User tests found that the final prototype was appropriate and feasible to implement by risk assessors. Conclusion An iterative and evidence-based process was used to develop content to improve the communication of risk assessments to the general public while being feasible to use by risk assessors. Remaining challenges include how to communicate dose-response relationships and standardise quality of evidence ratings across disciplines.}, language = {en} } @article{YangKimTuomainenetal.2022, author = {Yang, Jingdan and Kim, Jae-Hyun and Tuomainen, Outi and Rattanasone, Nan Xu}, title = {Bilingual Mandarin-English preschoolers' spoken narrative skills and contributing factors}, series = {Frontiers in Psyhology}, volume = {13}, journal = {Frontiers in Psyhology}, publisher = {Frontiers Media SA}, address = {Lausanne, Schweiz}, issn = {1664-1078}, doi = {10.3389/fpsyg.2022.797602}, pages = {12}, year = {2022}, abstract = {This study examined the spoken narrative skills of a group of bilingual Mandarin-English speaking 3-6-year-olds (N = 25) in Australia, using a remote online story-retell task. Bilingual preschoolers are an understudied population, especially those who are speaking typologically distinct languages such as Mandarin and English which have fewer structural overlaps compared to language pairs that are typologically closer, reducing cross-linguistic positive transfer. We examined these preschoolers' spoken narrative skills as measured by macrostructures (the global organization of a story) and microstructures (linguistic structures, e.g., total number of utterances, nouns, verbs, phrases, and modifiers) across and within each language, and how various factors such as age and language experiences contribute to individual variability. The results indicate that our bilingual preschoolers acquired spoken narrative skills similarly across their two languages, i.e., showing similar patterns of productivity for macrostructure and microstructure elements in both of their two languages. While chronological age was positively correlated with macrostructures in both languages (showing developmental effects), there were no significant correlations between measures of language experiences and the measures of spoken narrative skills (no effects for language input/output). The findings suggest that although these preschoolers acquire two typologically diverse languages in different learning environments, Mandarin at home with highly educated parents, and English at preschool, they displayed similar levels of oral narrative skills as far as these macro-/micro-structure measures are concerned. This study provides further evidence for the feasibility of remote online assessment of preschoolers' narrative skills.}, language = {en} } @article{OrlandPadubrin2022, author = {Orland, Andreas and Padubrin, Max}, title = {Is there a gender hiring gap in academic economics? Evidence from a network analysis}, series = {Royal Society Open Science}, volume = {9}, journal = {Royal Society Open Science}, edition = {2}, publisher = {Royal Society of London}, address = {London}, issn = {2054-5703}, doi = {10.1098/rsos.210717}, pages = {1 -- 9}, year = {2022}, abstract = {We collect a network dataset of tenured economics faculty in Austria, Germany and Switzerland. We rank the 100 institutions included with a minimum violation ranking. This ranking is positively and significantly correlated with the Times Higher Education ranking of economics institutions. According to the network ranking, individuals on average go down about 23 ranks from their doctoral institution to their employing institution. While the share of females in our dataset is only 15\%, we do not observe a significant gender hiring gap (a difference in rank changes between male and female faculty). We conduct a robustness check with the Handelsblatt and the Times Higher Education ranking. According to these rankings, individuals on average go down only about two ranks. We do not observe a significant gender hiring gap using these two rankings (although the dataset underlying this analysis is small and these estimates are likely to be noisy). Finally, we discuss the limitations of the network ranking in our context.}, language = {en} } @article{TeichmannLewandowskiAlemani2022, author = {Teichmann, Erik and Lewandowski, Heather J. and Alemani, Micol}, title = {Investigating students' views of experimental physics in German laboratory classes}, series = {Physical Review Physics Education Research}, volume = {18}, journal = {Physical Review Physics Education Research}, edition = {1}, publisher = {APS}, address = {College Park, Maryland, United States}, issn = {1554-9178}, doi = {10.1103/PhysRevPhysEducRes.18.010135}, pages = {010135-1 -- 010135-17}, year = {2022}, abstract = {There is a large variety of goals instructors have for laboratory courses, with different courses focusing on different subsets of goals. An often implicit, but crucial, goal is to develop students' attitudes, views, and expectations about experimental physics to align with practicing experimental physicists. The assessment of laboratory courses upon this one dimension of learning has been intensively studied in U.S. institutions using the Colorado Learning Attitudes about Science Survey for Experimental Physics (E-CLASS). However, there is no such an instrument available to use in Germany, and the influence of laboratory courses on students views about the nature of experimental physics is still unexplored at German-speaking institutions. Motivated by the lack of an assessment tool to investigate this goal in laboratory courses at German-speaking institutions, we present a translated version of the E-CLASS adapted to the context at German-speaking institutions. We call the German version of the E-CLASS, the GE-CLASS. We describe the translation process and the creation of an automated web-based system for instructors to assess their laboratory courses. We also present first results using GE-CLASS obtained at the University of Potsdam. A first comparison between E-CLASS and GE-CLASS results shows clear differences between University of Potsdam and U.S. students' views and beliefs about experimental physics.}, language = {en} } @article{EhlertPoltzQuandteetal.2022, author = {Ehlert, Antje and Poltz, Nadine and Quandte, Sabine and Kohn-Henkel, Juliane and Kucian, Karin and Aster, Michael von and Esser, G{\"u}nter}, title = {Taking a closer look: The relationship between pre-school domain general cognition and school mathematics achievement when controlling for intelligence}, series = {Journal of Intelligence}, volume = {10}, journal = {Journal of Intelligence}, edition = {3}, publisher = {MDPI}, address = {Basel, Schweiz}, issn = {2079-3200}, doi = {10.3390/jintelligence10030070}, pages = {1 -- 23}, year = {2022}, abstract = {Intelligence, as well as working memory and attention, affect the acquisition of mathematical competencies. This paper aimed to examine the influence of working memory and attention when taking different mathematical skills into account as a function of children's intellectual ability. Overall, intelligence, working memory, attention and numerical skills were assessed twice in 1868 German pre-school children (t1, t2) and again at 2nd grade (t3). We defined three intellectual ability groups based on the results of intellectual assessment at t1 and t2. Group comparisons revealed significant differences between the three intellectual ability groups. Over time, children with low intellectual ability showed the lowest achievement in domain-general and numerical and mathematical skills compared to children of average intellectual ability. The highest achievement on the aforementioned variables was found for children of high intellectual ability. Additionally, path modelling revealed that, depending on the intellectual ability, different models of varying complexity could be generated. These models differed with regard to the relevance of the predictors (t2) and the future mathematical skills (t3). Causes and conclusions of these findings are discussed.}, language = {en} } @article{Moeller2022, author = {M{\"o}ller, Klaus-Peter}, title = {In der Ruhmeshalle der deutschen Literatur}, series = {Fontanes Medien}, journal = {Fontanes Medien}, publisher = {de Gruyter}, address = {Berlin}, isbn = {978-3-11-073323-5}, doi = {10.1515/9783110733235-031}, pages = {533 -- 574}, year = {2022}, language = {de} }