Global ETD Search

11	Prospective Associations of Lifetime Post-traumatic Stress Disorder and Birth-Related Traumatization With Maternal and Infant Outcomes Martini, Julia, Asselmann, Eva, Weidner, Kerstin, Knappe, Susanne, Rosendahl, Jenny, Susan Garthus-Niegel, Susan Garthus-Niegel 22 May 2024 (has links) Objective: Many women experience traumatic events already prior to or during pregnancy, and delivery of a child may also be perceived as a traumatic event, especially in women with prior post-traumatic stress disorder (PTSD). Birth-related PTSD might be unique in several ways, and it seems important to distinguish between lifetime PTSD and birth-related traumatization in order to examine specific consequences for mother and child. This post-hoc analysis aims to prospectively examine the relation of both, lifetime PTSD (with/without interpersonal trauma) and birth-related traumatization (with/without postpartum depression) with specific maternal and infant outcomes. Methods: In the prospective-longitudinal Maternal in Relation to Infants’ Development (MARI) study, N = 306 women were repeatedly assessed across the peripartum period. Maternal lifetime PTSD and birth-related traumatization were assessed with the Composite International Diagnostic Interview for women. Maternal health during the peripartum period (incl. birth experience, breastfeeding, anxiety, and depression) and infant outcomes (e.g., gestational age, birth weight, neuropsychological development, and regulatory disorders) were assessed via standardized diagnostic interviews, questionnaires, medical records, and standardized observations. Results: A history of lifetime PTSD prior to or during pregnancy was reported by 25 women who indicated a less favorable psycho-social situation (lower educational level, less social support, a higher rate of nicotine consumption during pregnancy). Lifetime PTSD was associated with pregnancy-related anxieties, traumatic birth experience, and anxiety and depressive disorders after delivery (and in case of interpersonal trauma additionally associated with infant feeding disorder). Compared to the reference group, women with birth-related traumatization (N = 35) indicated numerous adverse maternal and infant outcomes (e.g., child-related fears, sexual problems, impaired bonding). Birthrelated traumatization and postpartum depression was additionally associated with infant feeding and sleeping problems. Conclusion: Findings suggest that both lifetime PTSD and birth-related traumatization are important for maternal and infant health outcomes across the peripartum period. Larger prospective studies are warranted. Implications: Women with lifetime PTSD and/or birth related traumatization should be closely monitored and supported. They may benefit from early targeted interventions to prevent traumatic birth experience, an escalation of psychopathology during the peripartum period, and adverse infant outcomes, which in turn may prevent transgenerational transmission of trauma in the long term. info:eu-repo/classification/ddc/150 ddc:150
12	Colonial and renaissance hybrid strategies. Performativity, staging, orality, discursivity and historiographical representation by the Inca Garcilaso de la Vega: the Hayden White of the 17th century Toro, Alfonso de 21 June 2022 (has links) The essay studies the performance and staging of memory in the Comentarios Reales de los Incas by Garcilaso de la Vega el Inca, from a post-colonial perspective. Its analyze Garcilaso´s construction of history based on his individual and collective historical experiences with the goal to establish his authority and erudition and legitimate the Inca Empire as a magnificent civilization comparable to the highest European cultures of Antiquity and Modern times. / El ensayo estudia la performamcia y escenificación de la memoria en los Comentarios Reales de los Incas de Garcilaso de la Vega el Inca, desde una perspectiva postcolonial. Se analiza la construcción de la historia por parte de Garcilaso a partir de sus experiencias históricas individuales y colectivas con el objetivo de establecer su autoridad y erudición y así legitimar el Imperio Inca como una grandiosa civilización, comparable a las más grandes culturas europeas de la Antigüedad y de la Modernidad. / Der Beitrag untersucht die Performierung und Inszenierung von Erinnerung in den Comentarios Reales de los Incas von Garcilaso el Inca aus einer postkolonialen Perspektive. Er widmet sich Gar-cilasos Geschichtskonstruktion, die auf seinen individuellen und kollektiven historischen Erfahrungen beruht und darauf abzielt, seine Autorität und Gelehrsamkeit zu begründen, um so mit das Inkareich als eine großartige Zivilisation zu legitimieren, die mit den höchsten europäischen Kulturen der Antike und der Neuzeit vergleichbar wäre.
13	Multilevel Approaches to Dealing with the Challenges of Diversity Ehret, Agnes 12 May 2022 (has links) In recent years, the role of diversity has become increasingly important and present – both in society and at the workplace. Diversity, that is any attribute that people might use do distinguish between self and others, is a topic that is visible in several areas and that has challenging implications, both for organizations and for society as a whole. It is a multilevel construct that needs a holistic approach - but so far, most of the research on diversity is limited to the team level, without reflecting on implications for other levels and interactions with other levels of diversity. The first objective of this dissertation is to examine whether approaches of organizational diversity research, namely faultlines, are applicable to the societal level and whether they are useful on this level to explain phenomena of societal relevance. Second, we investigate whether diversity trainings on the team-level can help meet these challenges by teaching useful competencies. And third, we explore whether characteristics on the individual level, namely intrapersonal diversity, enable people to overcome the challenges of diversity which will ultimately also contribute to meet the challenges of diversity on the societal level. On the basis of the combination of findings on diversity at three different levels and the introduced multi-level model, new hypotheses at different levels of analyses can be formulated and subsequently tested.:1. Introduction 2. Core Constructs and Conceptual Clarifications 3. Theoretical Framework 4. Status Quo of Diversity Research 5. Overview of the Research Program 6. Does Social Context Predict Voting for Far-Right Parties? A Study on Societal Faultlines and Voting Behavior in East Germany 7. When Diversity is Something New: Enhancing Diversity Beliefs among Apprentices 8. Intrapersonal Diversity: We Like what we are 9. General Discussion / Diversität hat in den letzten Jahren zunehmend an Bedeutung und Präsenz gewonnen – sowohl in der Gesellschaft als auch am Arbeitsplatz. Diversität, also jedes Merkmal, das Menschen dazu nutzen können, sich selbst als unterschiedlich von anderen Personen wahrzunehmen, ist in vielen Bereichen sichtbar und stellt sowohl für Organisationen als auch für die Gesellschaft als Ganzes eine große Herausforderung dar. Es ist ein Mehrebenen-Konstrukt, das einen ganzheitlichen Ansatz erfordert – die bisherige Forschung zu Diversität beschränkt sich jedoch größtenteils auf die Gruppenebene, ohne Auswirkungen auf oder Interaktionen mit andere Ebenen von Vielfalt zu berücksichtigen. Das erste Ziel dieser Dissertation ist es zu prüfen, ob Ansätze der organisationalen Diversitätsforschung, namentlich Faultlines, auf die gesellschaftliche Ebene übertragbar sind und ob sie auf dieser Ebene nützlich sind, um gesellschaftlich relevante Phänomene zu erklären. Zweitens untersuchen wir, ob Diversitätstrainings auf Gruppenebene helfen können, diese Herausforderungen zu meistern, indem sie nützliche Kompetenzen vermitteln. Und drittens untersuchen wir, ob Eigenschaften auf der individuellen Ebene, namentlich intrapersonelle Diversität, Menschen dazu befähigen, die Herausforderungen von Diversität zu bewältigen, was letztlich auch dazu beitragen wird, den Herausforderungen von Diversität auf gesellschaftlicher Ebene gerecht zu werden. Auf Basis der Kombination von Diversitätserkenntnissen auf drei unterschiedlichen Ebenen und dem vorgestellten Mehrebenen-Modell können neue Hypothesen auf unterschiedlichen Analyseebenen formuliert und anschließend überprüft werden.:1. Introduction 2. Core Constructs and Conceptual Clarifications 3. Theoretical Framework 4. Status Quo of Diversity Research 5. Overview of the Research Program 6. Does Social Context Predict Voting for Far-Right Parties? A Study on Societal Faultlines and Voting Behavior in East Germany 7. When Diversity is Something New: Enhancing Diversity Beliefs among Apprentices 8. Intrapersonal Diversity: We Like what we are 9. General Discussion info:eu-repo/classification/ddc/150 ddc:150
14	Developing Skills for Successful Learning Swersky, Liz 20 March 2012 (has links) (PDF) No description available. effektiver Lehrmethoden aktiv und kreativ im Lernen bessere Qualität der Lehre Anfangsjahre verbesserte Schülerleistung Edupeg-Projekt in Südafrika Ausdauer Gedächtnisleistung soziale Kompetenz Selbstvertrauen Selbstwertgefühl kognitive Fähigkeiten visuelle Wahrnehmung Rechnen Lebenskompetenzen intuitives Wissen des Kindes kreatives Denken genaues schriftliche Arbeiten fließend sprechen Wortschatz geschriebene Sprache Geschichten erzählen Muttersprache Denkvermögen Techniken zur Problemlösung Problemlösungsstrategien Entscheidungsfindung Selbstvertrauen stärken Disziplinprobleme vermindern Tempo und Inhalt des Unterrichts der am langsamsten lernende Schüler praktische Erfahrungen positive Lernerfahrungen aktiveres Engagement im Unterricht more effective teaching methods improved quality of teaching early years improved pupil performance Edupeg perseverance memory skills social skills self-confidence self-esteem cognitive skills visual perception numeracy life skills child's intuitive knowledge creative thought accurate written work fluency of language vocabulary written language story-telling mother tongue thinking skills problem solving techniques problem solving strategies decision making promotes self-reliance discipline problems diminish pace and content of the lesson the slowest learner practical experiences positive learning experiences more actively engaged in teaching ddc:510 rvk:SD 2011
15	Developing Skills for Successful Learning Swersky, Liz 20 March 2012 (has links) No description available. info:eu-repo/classification/ddc/510 ddc:510

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