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See detailSometimes more is too much: A rejoinder to the commentaries on Greiff et al. (2015)
Greiff, Samuel UL; Stadler, Matthias; Sonnleitner, Philipp UL et al

in Journal of Intelligence (2017), 5

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See detailSometimes we get it wrong but we keep on trying: A cross-sectional study of coping with communication problems by informal carers of stroke survivors with aphasia
McGurk, Rhona; Kneebone, Ian I.; Pit-Ten Cate, Ineke UL

in Aphasiology (2011)

Background: The need to support carers of stroke survivors is widely recognised. However, research on which to base recommendations is scarce. Little research has focused on carers of stroke survivors ... [more ▼]

Background: The need to support carers of stroke survivors is widely recognised. However, research on which to base recommendations is scarce. Little research has focused on carers of stroke survivors with aphasia, and that which exists suffers from problems with sample size and methodology. More information is needed about methods used by carers to manage communication difficulties and about coping strategies that promote emotional wellbeing. Aims: To assess the coping strategies used by informal carers of stroke survivors with aphasia to manage communication problems, and their association with depressive symptoms. To assess whether a problem-specific coping inventory offers an advantage over a generic coping questionnaire for this purpose. Methods & Procedures: Questionnaires were completed by 150 informal caregivers of stroke survivors with aphasia. The Centre for Epidemiologic Studies Depression Scale measured depressive symptoms. Coping was assessed with the Brief COPE and a problem- specific questionnaire on coping with communication difficulties. Level of social support was also assessed. Multiple regression analysis explored associations between coping and depressive symptoms. Mediation analysis assessed the significance of the indirect effect of coping between the level of communication impairment in the stroke survivor and the degree of depressive symptoms in the carer. Outcomes & Results: Participants reported a wide range of coping strategies. Avoidant styles of coping were associated with increased depressive symptomatology. Coping by use of positive reframing was linked with fewer symptoms of depression. Anticipated level of social support was also associated with less depressive symptomology. The level of communication impairment of the stroke survivor was not predictive of depressive symptoms in carers after controlling for coping and social support. Limited support was found for a mediating model of coping. Inclusion of one subscale from the problem-specific questionnaire improved the amount of variance accounted for in depressive symptoms, above that explained by the Brief COPE. Conclusions: The results verify that the impairment of the stroke survivor has less effect on carers’ psychosocial functioning compared to coping. Assessment of coping can help to identify carers presenting with increased risk of depression. A traditional coping inventory provides an adequate assessment of the coping strategies used to manage communication problems, and can be supplemented by specific questions about avoidance. Interventions that develop some emotion-focused coping strategies in carers may support adaptation. Interventions should also aim to decrease the use of unhelpful coping strategies rather than solely focusing on increasing problem-focused forms of coping. [less ▲]

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See detail‘...sometimes you’ve just got to get away.’On trekking holidays and their therapeutic effect.
Olafsdottir, Gunnthora UL

in Tourist Studies (2013), 13(2), 209-231

A traditional Romantic fix for the stress and strain of the everyday has been the idea of ‘getting back to nature’, exploring places of natural grandeur and beauty based on the belief in nature’s ... [more ▼]

A traditional Romantic fix for the stress and strain of the everyday has been the idea of ‘getting back to nature’, exploring places of natural grandeur and beauty based on the belief in nature’s therapeutic agency on the traveller. This article introduces a theoretical framework that offers a way to explore how touristic spaces are lived within a human–non-human co-constituted affective process. It then engages with the spaces of nature-based tourism and reports findings from an ethnographic study on British-based trekking holiday to Iceland. These findings suggest that the emotions and therapeutic affect that have traditionally been reported from spending time in nature are relational outcomes; they depend both on nature’s performance and on what the individual contributes to the relations. [less ▲]

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See detailLa somministrazione di lavoro come modello di disciplina del lavoro tramite piattaforma digitale
Ratti, Luca UL

in Frammentazione organizzativa e lavoro: rapporti individuali e collettivi. Atti delle giornate di studio AIDLASS 2017 (2018)

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See detailSomministrazione di lavoro e temporaneità delle esigenze dell’impresa
Ratti, Luca UL

in Il Lavoro nella Giurisprudenza (2010)

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See detailLa somministrazione di lavoro liberalizzata: riscontri giurisprudenziali e prospettive aperte dal Jobs Act
Ratti, Luca UL

in Il Lavoro nella Giurisprudenza (2014)

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See detailLa somministrazione di lavoro nel Regno Unito, fra status e mercato
Ratti, Luca UL

in La somministrazione di lavoro. Problemi e prospettive tra diritto nazionale e diritto dell’Unione Europea dopo la l. 78/2014 (2015)

Detailed reference viewed: 97 (3 UL)
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See detailThe somogyi effect is rare in diabetic cats managed using glargine and a protocol aimed at tight glycemic control
Roomp, Kirsten UL; Rand, J. S.

in Journal of Veterinary Internal Medicine (2008), 22(3), 790-791

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See detailSonderpädagogik im Angesicht der UN Behindertenrechtskonvention: Erfahrungen und Empfehlungen aus dem Luxemburger Kontext.
Limbach-Reich, Arthur UL

in Limbach-Reich, Arthur (Ed.) 10e rencontre internationale/ Internationales Symposium: Integration – Inklusion/Intégration – Inclusion (Sonder)pädagogik, Psychologie, Psychopathologie: Trends, Spannungen, Praxis und Perspektiven (2013, December)

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See detailSonderpädagogische Bildungsexpansion, regionale Vielfalt—Deutschland und USA im Vergleich
Powell, Justin J W UL

in Albrecht, Friedrich; Bürli, Alois; Erdélyi, Andrea (Eds.) Aspekte internationaler Heil- und Sonderpädagogik (2006)

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See detailSonderpädagogische Fördersysteme
Powell, Justin J W UL; Pfahl, Lisa

in Bauer, Ullrich; Bittlingmayer, Uwe; Scherr, Albert (Eds.) Handbuch Bildungs- & Erziehungssoziologie (2012)

Sonderpädagogische Förderung soll benachteiligte, beeinträchtigte und behinderte Schüler und Schülerinnen in ihrem Lernen und in ihrer sozialen Entwicklung unterstützen. Schüler und Schülerinnen ... [more ▼]

Sonderpädagogische Förderung soll benachteiligte, beeinträchtigte und behinderte Schüler und Schülerinnen in ihrem Lernen und in ihrer sozialen Entwicklung unterstützen. Schüler und Schülerinnen werden in den Bereichen Lernen, Sehen, Hören, Sprache, körperliche und motorische Entwicklung, geistige Entwicklung sowie emotionale und soziale Entwicklung sonderpädagogisch gefördert. Um ihre individuellen Lernziele zu erreichen und ihre größtmögliche Teilhabe am Leben in der Schule und in der Gesellschaft zu ermöglichen, erhalten diese Kinder und Jugendliche zusätz- liche Aufmerksamkeit und Ressourcen. Diese Leistungen werden jedoch in sehr unter- schiedlichen Schulformen angeboten – die allermeisten sonderpädagogischen Unter- stützungsleistungen werden noch in Sonder- bzw. Förderschulen bereitgestellt. Parallel dazu gibt es seit den 1970er-Jahren, verstärkt seit den 1980er-Jahren, in manchen Bundesländern stetig – aber graduell – ausgebaute Programme gemeinsamen Unterrichts behinderter und nichtbehinderter Kinder (Eberwein 2009). Dennoch gibt es die inklusive Bildung – ein inzwischen als globale Norm gesetztes Ziel und in Deutschland durch Ratifizierung der Behindertenrechtskonvention 2009 eine gesetzgeberische Selbstverpflichtung – nur vereinzelt, nicht flächendeckend. [less ▲]

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See detailSonderpädagogische Fördersysteme im 20. Jahrhundert: Ein deutsch-amerikanischer Vergleich
Powell, Justin J W UL

in Vierteljahresschrift für Heilpädagogik und ihre Nachbargebiete (2005), 74(2), 165-167

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See detailSonderpädagogische Fördersysteme und inklusive Bildung
Powell, Justin J W UL; Pfahl, Lisa; Blanck, Jonna M.

in Bittlingmayer, Uwe; Bauer, Ullrich; Scherr, Albert (Eds.) Handbuch Bildungs- und Erziehungssoziologie (2021)

In diesem Beitrag wird aus der Perspektive der Bildungssoziologie ein kritischer Blick auf die sonderpädagogischen Förderschulsysteme, die Sonderpädagogik und die Folgen von Sonderbeschulung für ... [more ▼]

In diesem Beitrag wird aus der Perspektive der Bildungssoziologie ein kritischer Blick auf die sonderpädagogischen Förderschulsysteme, die Sonderpädagogik und die Folgen von Sonderbeschulung für Schülergruppen mit Behinderungen und Benachteiligungen entwickelt. Dazu werden Kennzeichen sonderpädagogischer Förderung zusammengefasst und in historischer Perspektive wichtige Entwicklungen sonderpädagogischer Fördersysteme nachgezeichnet. Hierzu werden Ergebnisse ländervergleichender Studien dargestellt sowie Erkenntnisse macht- und diskursanalytischer Forschung zur Sonderpädagogik präsentiert, die die Persistenz schulischer Segregation erklären. Abschließend wird eine lebensverlaufs- bzw. biografieanalytische Perspektive auf die Folgen schulischer Segregation eingenommen und ein Fazit gezogen. [less ▲]

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See detailSonderpädagogische Förderung
Limbach-Reich, Arthur UL

in Willems, Helmut; Rotink, Georges; Ferring, Dieter (Eds.) et al Handbuch der sozialen und erzieherischen Arbeit in Luxemburg / Manuel de l'intervention sociale et éducative au Grand-Duché de Luxembourg (2009)

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See detailSonderpädagogische Förderung in Luxemburg.
Limbach-Reich, Arthur UL

in Willems, Helmut; Roting, Georges; Ferring, Dieter (Eds.) et al Handbuch der sozialen und erzieherischen Arbeit in Luxemburg / Manuel de l'intervention sociale et éducative au Grand-Duché de Luxembourg (2009)

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See detailSonderschule behindert Chancengleichheit
Powell, Justin J W UL; Pfahl, Lisa

in WZBrief Bildung (2008), (4),

Gleicher Zugang zu Bildung für alle: Das fordert die UN-Konvention über die Rechte behinderter Menschen, die 2009 verbindlich für Deutschland wird. Mit dem deutschen Sonderschulsystem, das fast alle ... [more ▼]

Gleicher Zugang zu Bildung für alle: Das fordert die UN-Konvention über die Rechte behinderter Menschen, die 2009 verbindlich für Deutschland wird. Mit dem deutschen Sonderschulsystem, das fast alle Schüler mit besonderem Förderbedarf aufnimmt, ist Chancengleichheit nicht gewährleistet. 80 Prozent der Abgänger von Sonderschulen erhalten keinen qualifizierenden Abschluss. Beispiele aus dem In- und Ausland zeigen, dass inklusiver Unterricht erfolgversprechender ist. [less ▲]

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See detailSOniCS: Interfacing SOFA and FEniCS for advanced constitutive models
Mazier, Arnaud UL; El Hadramy, Sidaty; Brunet, Jean-Nicolas et al

Scientific Conference (2022, August)

The Simulation Open Framework Architecture (SOFA) is a software environment for building simulations with a particular focus on real-time medical applications, e.g. surgery. Its scope is far broader than ... [more ▼]

The Simulation Open Framework Architecture (SOFA) is a software environment for building simulations with a particular focus on real-time medical applications, e.g. surgery. Its scope is far broader than the FEniCS Project, encompassing e.g. rigid body dynamics, interfacing with haptic devices, contact and visualisation. Naturally, it also includes some finite element models of soft tissue mechanics, but these capabilities are currently ‘pre-baked’ and limited to a few simple constitutive models. The goal of this work is to incorporate state-of-the-art code generation tools from the FEniCS Project into SOFA in order to hugely increase SOFA’s capabilities in terms of soft tissue mechanics. To this end we have developed a new SOFA plugin named SOniCS. For adding a new material model in SOniCS, the user describes its strain energy density function using UFL (Unified Form Language) syntax. Then, using FFCx (FEniCSx Form Compiler) we generate the C code associated with the kernels corresponding to the automatically differentiated cell-local residual and stiffness forms. Finally, we assemble these kernels in SOFA into global tensors and solve the resulting non-linear systems of equations. The result is that it is now possible to straightforwardly implement complex material models such as the Holzapfel-Ogden anisotropic model into SOFA, and to use them alongside SOFA’s existing strong feature set in medical simulation. [less ▲]

Detailed reference viewed: 93 (7 UL)