| 1. |
- Adan, Roger A. H., et al.
(författare)
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Translational genetics; expectations for eating disorders and other psychiatric disorders : Translationele genetica: verwachtingen voor eetstoornissen en andere psychiatrische stoornissen
- 2022
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Ingår i: Tijdschrift voor Psychiatrie. - 0303-7339. ; 64:2022-5, s. 304-308
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Tidskriftsartikel (refereegranskat)abstract
- Background Translational (genetic) research focuses on the translation of preclinical research into practice. While many genetic studies have been conducted in recent years, the results do not simply translate to the clinic. Aim To visualize the steps through which translational genetic research contributes to the unraveling of the biological backgrounds of psychiatric disorders, in particular of eating disorders. Method Literature review. Results Genetic studies have unraveled a mechanism underlying the hunger and satiety system. There is hope that genome-wide studies of eating disorders will lead to identification of neural circuits in which associated genes cluster. New techniques, such as opto- and chemogenetics, provide the opportunity to define the precise role of these circuits in eating disorders. Conclusion New techniques in molecular neuroscience allow the unravelling of the complexity of how the brain works and some of those techniques (such as chemogenetics) are being further developed for application in humans. However, it will be years before we can definitively translate this into the treatment of psychiatric disorders.
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| 2. |
- Arfs, Mona, 1951
(författare)
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Neerlandistiek in Zweden
- 2010
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Ingår i: I: Neerlandistiek in Europa, Bijdragen tot de geschiedenis van de universitaire neerlandistiek buiten Nederland en Vlaanderen. Niederlande-Studien band 49. Red. Matthias Hüning, Jan Konst, Tanja Holzhey. - 9783830923824 ; , s. 293-304
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- In the 17th century Sweden had very lively business relations with Holland, and the Dutch language was frequently used in Sweden, even at the Royal Court, but still it took 200 years until Dutch became a field of study at the universities. At the end of the 19th century, the Germanists at the universities of Uppsala and Lund focused on the development of the Germanic languages, studying old Frisian and Dutch texts and compared them with German and Scandinavian ones. For this reason, courses in Dutch soon became a compulsory part of the academic study of German in Lund and Uppsala. The first dictionary was published in 1907 and the first Dutch course book appeared in 1910. In the mid-20th century, however, the study of historic Dutch gradually lost its importance and the pragmatic need to learn modern Dutch increased. In the sixties, Dutch became an independent study subject at the universities of Stockholm and Göteborg. Today students can choose Dutch as their mayor subject in bachelor examinations, and the lecturers not only teach but also conduct research into the Dutch language.
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| 3. |
- Arfs, Mona, 1951
(författare)
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P.C. Paardekooper, Beknopte ABN-syntaksis
- 2012
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Ingår i: Internationale Neerlandistiek, jaargang 50, jubileumnummer 1963-2012. - 0047-9276. ; , s. s. 76-79
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Recension (övrigt vetenskapligt/konstnärligt)
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| 4. |
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| 5. |
- Arfs, Mona, 1951
(författare)
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Rood of groen? De interne woordvolgorde in tweeledige werkwoordelijke eindgroepen met een voltooid deelwoord en een hulpwerkwoord in bijzinnen
- 2007
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The internal word order in bipartite verb clusters including a past participle in Dutch subordi-nate clauses shows considerable variation. Dutch allows the so-called red word order (auxil-iary - past participle) as in: ‘Ik geloof niet dat hij het heeft gedaan’ as well as the so-called green word order (past participle - auxiliary) as in: ‘Ik geloof niet dat hij het gedaan heeft’. Modern German, however, only allows the green word order with the auxiliary after the past participle. The aim of this investigation is to describe the frequencies of the different word orders and to identify the factors that cause a higher-than-average preference for either red or green word order in bipartite verb clusters including a past participle in Dutch subordinate clauses in or-der to explain and predict divergences. The investigation is based on a random selection of written material from the INL-corpus in Leiden. A sample of 3,642 bipartite verb clusters including a past participle in subordinate clauses was analyzed and annotated with values for the response variable (i.e. red or green word order) as well as the values for ten different explanation variables. The interrelations between the variables were studied statistically and recurrent patterns documented. The results from this investigation clearly show that the ‘rhythmic structure of the past parti-ciple’ (i.e. the hat model) is the most determining factor for divergent internal word order in the bipartite verb cluster. There is an increased percentage of red word order for initially-stressed past participles ^-- (as in opgebeld), and an increased percentage of green word order for past participles with final stress --^ (as in gestudeerd). Language users strive for a balance between stressed (^) and unstressed (-) elements and variation of word order in the bipartite verb cluster can be used in order to achieve this balance. A past participle with balance al-ready looks like a hat -^-. Consequently, these balanced past participles are more influenced by other explanation variables. An element with strong stress immediately before the verb cluster increases the likelihood for red word order; particularly with initially-stressed participles, in which case the two variables combine for enhanced effect. Similarly, an element with weak stress immediately before the verb cluster increases the likelihood of green word order; particularly with finally-stressed participles. An extraposition also influences the choice of word order in the preceding verb cluster. If the extraposition is obligatory it is also anticipated and more heavily stressed than an optional subsequent element. If the verb cluster includes a finally-stressed past participle there is an increased preference for green word order. There is a clear hierarchy of explanation variables. The rhythmic factors are the most impor-tant and clearly interact with each other. Other significant factors are ‘type of text’ and ‘syn-tactic persistence’, which interact neither with each other nor with the rhythmic factors.
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| 6. |
- Batstra, Laura, et al.
(författare)
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Van kinderen naar leerkrachten met speciale onderwijsbehoeften : From children to teachers with special needs
- 2023
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Ingår i: Pedagogische Studiën. - 0165-0645. ; 100:1
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Tidskriftsartikel (refereegranskat)abstract
- Inclusief onderwijs betekent dat alle kinderen op een reguliere school in hun eigen buurt onderwijs volgen. In Nederland zijn verschillende pogingen gedaan om dit in de praktijk te brengen: het Weer Samen Naar School beleid, de Leerlinggebonden Financiering (de rugzakjes) en, meest recentelijk, de wet op Passend Onderwijs. Al deze uitwerkingen zijn echter gericht op het individuele model van inclusief onderwijs, met als afwijkend ervaren kenmerken of eigenschappen van kinderen als uitgangspunt. Hiermee is eerder meer exclusie dan inclusie bewerkstelligd. Dit artikel pleit voor het sociale model van inclusie. Scholen zijn dan ingericht op omgaan met diversiteit en bieden een context waarin geen individuele barrières bestaan voor deelname aan onderwijs. Een eerste wezenlijke stap om de focus van individueel naar het sociaal vormgeven van inclusief onderwijs te verleggen, is om voortaan te spreken van leerkrachten in plaats van kinderen met speciale onderwijsbehoeften. Inclusive education means that all pupils attend school in their locality. In The Netherlands various subsequent national education policies aimed towards this goal. These policies have however pursued an individual model of inclusive education, in which personal attributes taken to be special were the point of departure. The outcome has sooner been more exclusion than more inclusion. In this article we advocate that by re-designing education around handling diversity and so creating settings in which individual barriers to participation are absent, a social model of inclusion is better able to achieve true inclusion. A first significant step in moving away from individual towards the social shaping of inclusive education is to henceforth speak of teachers’ special professional needs instead of pupils with special needs.
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| 7. |
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| 8. |
- Bogdan, Henrik, 1972
(författare)
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Een inleiding tot de Hoge Graden der Vrijmetselarij
- 2022
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Ingår i: Quinta Essentia. Tijdschrift voor de leden van de Orde van Vrijmetselaren. ; oktober 2022 (4):136, s. 8-20
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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| 9. |
- Bouma, Gerlof, 1979, et al.
(författare)
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Hulpwerkwoorden stapelen – toen en nu. : Stacking auxiliaries - then and now
- 2021
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Ingår i: Wat gebeurt er in het Nederlands? : over taal, frequentie en variatie / Redactie Nicoline van der Sijs, Lauren Fonteyn en Marten van der Meulen. - Gorredijk : Sterck & de Vreese. - 9789056158033 ; , s. 36-40
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 10. |
- Carlsson, Gunnar E, 1930, et al.
(författare)
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Occlusie en gebitsslitage
- 2015
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Ingår i: Occlusie en articulatie. - 978 90 8562 141 6 ; , s. 62-79
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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