TY  - BOOK
A1  - Weiß, Norman
A1  - Verlaan, Stephanie
A1  - Vasquez Carruthers, Juan Francisco
A1  - Mair, Theresa
A1  - Conner, Sean
A1  - Maaser, Lucas
A1  - Röthlisberger, Livia
ED  - Weiß, Norman
T1  - Transitional Justice
BT  - Theoretical and Practical Approaches
T3  - Potsdamer Studien zu Staat, Recht und Politik
N2  - This publication deals with the topic of transitional justice. In six case studies, the authors link theoretical and practical implications in order to develop some innovative approaches. Their proposals might help to deal more effectively with the transition of societies, legal orders and political systems.
Young academics from various backgrounds provide fresh insights and demonstrate the relevance of the topic. The chapters analyse transitions and conflicts in Sierra Leone, Argentina, Nicaragua, Nepal, and South Sudan as well as Germany’s colonial genocide in Namibia. Thus, the book provides the reader with new insights and contributes to the ongoing debate about transitional justice.
N2  - Gegenstand dieser Publikation ist das Thema „Transitional Justice“. In sechs Fallstudien verknüpfen die Autoren theoretische und praktische Implikationen, um innovative Ansätze zu entwickeln. Ihre Vorschläge wollen dazu beitragen, den Übergangsprozess von Gesellschaften, Rechtsordnungen und politischen Systemen effektiver zu gestalten.
Nachwuchswissenschaftler mit unterschiedlichem fachlichem Hintergrund geben hier neue Einblicke und zeigen die fortdauernde Relevanz des Themas. Die Kapitel analysieren Übergänge und Konflikte in Sierra Leone, Argentinien, Nicaragua, Nepal und Süd-Sudan sowie den kolonialen Völkermord in Namibia. So liefert das Buch dem Leser neue Erkenntnisse und trägt zur laufenden Debatte über das Thema „Transitional Justice“ bei.
T3  - Potsdamer Studien zu Staat, Recht und Politik - 7 
KW  - transitional justice
KW  - transformation
KW  - transformative justice
KW  - reconciliation
KW  - political opportunism
KW  - Übergangsjustiz
KW  - Transformation
KW  - Versöhnung
KW  - Demokratisierung
Y1  - 2022
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-431711
SN  - 978-3-86956-473-9
SN  - 1869-2443
SN  - 1867-2663
IS  - 7
PB  - Universitätsverlag Potsdam
CY  - Potsdam
ER  - 
TY  - JOUR
A1  - Poltz, Nadine
A1  - Quandte, Sabine
A1  - Kohn, Juliane
A1  - Kucian, Karin
A1  - Wyschkon, Anne
A1  - von Aster, Michael
A1  - Esser, Günter
T1  - Does It Count? Pre-School Children’s Spontaneous Focusing on Numerosity and Their Development of Arithmetical Skills at School
JF  - Brain Sciences
N2  - 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.
KW  - SFON
KW  - school mathematics
KW  - mathematical precursor
KW  - counting
KW  - number knowledge
KW  - magnitude estimation
KW  - transformation
KW  - pre-school
KW  - longitudinal
KW  - development
Y1  - 2022
U6  - https://doi.org/10.3390/brainsci12030313
SN  - 2076-3425
VL  - 12
SP  - 1
EP  - 18
PB  - MDPI
CY  - Basel, Schweiz
ET  - 3
ER  -