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Yiddish in the Andes
(2019)
This article elucidates the efforts of Chilean-Jewish activists to create, manage and protect Chilean Yiddish culture. It illuminates how Yiddish cultural leaders in small diasporas, such as Chile, worked to maintain dialogue with other Jewish centers. Chilean culturists maintained that a unique Latin American Jewish culture existed and needed to be strengthened through the joint efforts of all Yiddish actors on the continent. Chilean activists envisioned a modern Jewish culture informed by both Eastern European influences and local Jewish cultural production, as well as by exchanges with non-Jewish Latin American majority cultures.
Previous research offers equivocal results regarding the effect of
social networking site use on individuals’ self-esteem. We con-
duct a systematic literature review to examine the existing litera-
ture and develop a theoretical framework in order to classify the
results. The framework proposes that self-esteem is affected by
three distinct processes that incorporate self-evaluative informa-
tion: social comparison processes, social feedback processing,
and self-reflective processes. Due to particularities of the social
networking site environment, the accessibility and quality of self-
evaluative information is altered, which leads to online-specific
effects on users’ self-esteem. Results of the reviewed studies
suggest that when a social networking site is used to compare
oneself with others, it mostly results in decreases in users’ self-
esteem. On the other hand, receiving positive social feedback
from others or using these platforms to reflect on one’s own self is
mainly associated with benefits for users’ self-esteem.
Nevertheless, inter-individual differences and the specific activ-
ities performed by users on these platforms should be considered
when predicting individual effects.
According to recent literature sodium bicarbonate (NaHCO3) has been proposed as a performance enhancing aid by reducing acidosis during exercise. The aim of the current review is to investigate if the duration of exercise is an essential factor for the effect
of NaHCO3. To collect the latest studies from electronic database
of PubMed, study publication time was restricted from December 2006 to December 2016. The search was updated in July 2018. The studies were divided into exercise durations of > 4 or ≤ 4 minutes for easier comparability of their effects in different exercises. Only randomized controlled trials were included in this review. Of the 775 studies, 35 met the inclusion criteria. Study design, subjects, effects as well as outcome criteria were inconsistent throughout the studies. Seventeen of these studies reported
performance enhancing effects after supplementing NaHCO3. Eleven of twenty studies with exercise duration of ≤ 4 minutes showed positive and four diverse results after supplementing NaHCO3. On the other hand six of fifteen studies with an exercise duration of >4 minutes showed performance enhancing and two studies showed diverse results. Consequently, the duration of exercise might be influential for inducing a performance enhancing effect when supplementing NaHCO3, but to which extent, remains unclear due to the inconsistencies in the study results.
According to recent literature sodium bicarbonate (NaHCO3) has been proposed as a performance enhancing aid by reducing acidosis during exercise. The aim of the current review is to investigate if the duration of exercise is an essential factor for the effect
of NaHCO3. To collect the latest studies from electronic database
of PubMed, study publication time was restricted from December 2006 to December 2016. The search was updated in July 2018. The studies were divided into exercise durations of > 4 or ≤ 4 minutes for easier comparability of their effects in different exercises. Only randomized controlled trials were included in this review. Of the 775 studies, 35 met the inclusion criteria. Study design, subjects, effects as well as outcome criteria were inconsistent throughout the studies. Seventeen of these studies reported
performance enhancing effects after supplementing NaHCO3. Eleven of twenty studies with exercise duration of ≤ 4 minutes showed positive and four diverse results after supplementing NaHCO3. On the other hand six of fifteen studies with an exercise duration of >4 minutes showed performance enhancing and two studies showed diverse results. Consequently, the duration of exercise might be influential for inducing a performance enhancing effect when supplementing NaHCO3, but to which extent, remains unclear due to the inconsistencies in the study results.
The development of phonological awareness, the knowledge of the structural combinatoriality of a language, has been widely investigated in relation to reading (dis)ability across languages. However, the extent to which knowledge of phonemic units may interact with spoken language organization in (transparent) alphabetical languages has hardly been investigated. The present study examined whether phonemic awareness correlates with coarticulation degree, commonly used as a metric for estimating the size of children’s production units. A speech production task was designed to test for developmental differences in intra-syllabic coarticulation degree in 41 German children from 4 to 7 years of age. The technique of ultrasound imaging allowed for comparing the articulatory foundations of children’s coarticulatory patterns. Four behavioral tasks assessing various levels of phonological awareness from large to small units and expressive vocabulary were also administered. Generalized additive modeling revealed strong interactions between children’s vocabulary and phonological awareness with coarticulatory patterns. Greater knowledge of sub-lexical units was associated with lower intra-syllabic coarticulation degree and greater differentiation of articulatory gestures for individual segments. This interaction was mostly nonlinear: an increase in children’s phonological proficiency was not systematically associated with an equivalent change in coarticulation degree. Similar findings were drawn between vocabulary and coarticulatory patterns. Overall, results suggest that the process of developing spoken language fluency involves dynamical interactions between cognitive and speech motor domains. Arguments for an integrated-interactive approach to skill development are discussed.
The development of phonological awareness, the knowledge of the structural combinatoriality of a language, has been widely investigated in relation to reading (dis)ability across languages. However, the extent to which knowledge of phonemic units may interact with spoken language organization in (transparent) alphabetical languages has hardly been investigated. The present study examined whether phonemic awareness correlates with coarticulation degree, commonly used as a metric for estimating the size of children’s production units. A speech production task was designed to test for developmental differences in intra-syllabic coarticulation degree in 41 German children from 4 to 7 years of age. The technique of ultrasound imaging allowed for comparing the articulatory foundations of children’s coarticulatory patterns. Four behavioral tasks assessing various levels of phonological awareness from large to small units and expressive vocabulary were also administered. Generalized additive modeling revealed strong interactions between children’s vocabulary and phonological awareness with coarticulatory patterns. Greater knowledge of sub-lexical units was associated with lower intra-syllabic coarticulation degree and greater differentiation of articulatory gestures for individual segments. This interaction was mostly nonlinear: an increase in children’s phonological proficiency was not systematically associated with an equivalent change in coarticulation degree. Similar findings were drawn between vocabulary and coarticulatory patterns. Overall, results suggest that the process of developing spoken language fluency involves dynamical interactions between cognitive and speech motor domains. Arguments for an integrated-interactive approach to skill development are discussed.
There is controversy in the literature in regards of the link between training load and injury rate. Thus, the aims of this non-interventional study were to evaluate relationships between pre-season training load with biochemical markers, injury incidence and performance during the first month of the competitive period in professional soccer players.
There is controversy in the literature in regards of the link between training load and injury rate. Thus, the aims of this non-interventional study were to evaluate relationships between pre-season training load with biochemical markers, injury incidence and performance during the first month of the competitive period in professional soccer players.
Culturally diverse schools may constitute natural arenas for training crucial intercultural skills. We hypothesized that a classroom cultural diversity climate fostering contact and cooperation and multiculturalism, but not a climate fostering color‐evasion, would be positively related to adolescents’ intercultural competence. Adolescents in North Rhine‐Westphalia (N = 631, Mage = 13.69 years, 49% of immigrant background) and Berlin (N = 1,335, Mage = 14.69 years, 52% of immigrant background) in Germany reported their perceptions of the classroom cultural diversity climate and completed quantitative and qualitative measures assessing their intercultural competence. Multilevel structural equation models indicate that contact and cooperation, multiculturalism, and, surprisingly, also color‐evasion (as in emphasizing a common humanity), were positively related to the intercultural competence of immigrant and non‐immigrant background students. We conclude that all three aspects of the classroom climate are uniquely related to aspects of adolescents’ intercultural competence and that none of them may be sufficient on their own.
Peer cultural socialisation
(2019)
This study investigated how peers can contribute to cultural minority students’ cultural identity, life satisfaction, and school values (school importance, utility, and intrinsic values) by talking about cultural values, beliefs, and behaviours associated with heritage and mainstream culture (peer cultural socialisation). We further distinguished between heritage and mainstream identity as two separate dimensions of cultural identity. Analyses were based on self-reports of 662 students of the first, second, and third migrant generation in Germany (Mean age = 14.75 years, 51% female). Path analyses revealed that talking about heritage culture with friends was positively related to heritage identity. Talking about mainstream culture with friends was negatively associated with heritage identity, but positively with mainstream identity as well as school values. Both dimensions of cultural identity related to higher life satisfaction and more positive school values. As expected, heritage and mainstream identity mediated the link between peer cultural socialisation and adjustment outcomes. Findings highlight the potential of peers as socialisation agents to help promote cultural belonging as well as positive adjustment of cultural minority youth in the school context.