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S'ha estudiat, dissenyat i implementat un dispositiu, alimentat mitjançant el protocol PoE (Power over Ethernet), que mostra la senyal de tally d'un video mixer ATEM. Aquesta senyal serveix a l'operador de càmera per conèixer l'estat actual a realització de la seva gravació, coneixent en tot moment si es troba a programa, es a dir, en emissió; o en previ, en cas de trobar-se en preparació. Les dades es transporten des del mixer al dispositiu mitjançant un cable de xarxa Ethernet. Se ha estudiado, diseñado e implementado un dispositivo, alimentado mediante el protocolo PoE (Power over Ethernet), que muestra la señal de tally de un mezclador de vídeo ATEM. Dicha señal sirve al operador de cámara para conocer el estado actual en realización de su grabación, sabiendo en todo momento si se encuentra en programa, es decir, en emisión; o previo, en caso de encontrarse en preparación para ello. Los datos se transportan desde el mezclador al dispositivo mediante un cable de red Ethernet. This project presents the study, development and implementation of a device that displays the tally signal of an ATEM video mixer, powered by PoE (Power over Ethernet). The operator of each camera uses this signal to know if his capture is broadcasted at that specific moment, named in the mixer as program, or it is prepared to it, named as preview. The wired Ethernet system is used to transport data from the mixer to the camera position.

2005 bis 2010 wurden 779 gesunde ProbandInnen von 5 bis 81 Jahren mittels spiroergometrischer Belastungsuntersuchung auf dem Fahrradergometer untersucht. Es wurden alters- und geschlechtsbezogenen Perzentilen abgebildet. Der Vergleich basiert auf einem t-Test für unabhängige Stichproben. Ein Unterschied zugunsten des Laufbandes ergibt sich für BF bei Ausbelastung für die Jungen/Männer, für V̇\(_E\) an der VAT bei den weiblichen Probandinnen und bei Ausbelastung für beide Geschlechter. Für die weiblichen Probandinnen unterscheiden sich die EQ an der VAT und bei Ausbelastung zugunsten des Rads. Übereinstimmend mit der Literatur können für ventilatorische Parameter auf dem Laufband höhere Werte erzielt werden als auf dem Rad. Für EQ gilt dieses Verhältnis umgekehrt als Ausdruck einer effizienteren Atmung auf dem Laufband. Mithilfe der Perzentilen können physiologische von krankheitsbedingten Veränderungen unterschieden werden. Bei kardiopulmonal Erkrankten sollte das Laufband bevorzugt werden.

Because emotion knowledge and language skills each contribute to children’s success in school and life, the Feeling Thinking Talking (FTT) intervention combines the advancement of language skills and of emotion knowledge in teachers’ child-directed conversations. Teachers from centers of early childhood education in Germany were taught Language Support Strategies and how to apply them during emotion talk while reading picture books, while reminiscing about emotional events, and in everyday conversations with the children in their care. The evaluation of the FTT intervention entailed a comparison between the FTT group (N = 43) and a business-as-usual (BAU) control group (N = 67) with N = 110 children (Mage = 49.41 months, range = 33-66 months at T1) who were individually tested using objective tests on receptive vocabulary and emotion knowledge before (T1) and after the FTT intervention (T2), and in a follow-up three to six months later (T3). After a multiple imputation procedure, mixed multilevel models indicated that the children taught by the FTT group teachers made faster progress in their emotion knowledge than their agemates in the BAU condition, especially in their knowledge of mixed emotions, when numerous covariates were controlled. Results suggest that young children’s emotion knowledge can be promoted alongside with language skills by a teacher-led intervention supporting child-directed emotion talk in early childhood education. Discussion focuses on emotion talk as the mechanism for the transmission of emotion knowledge.Keywords: Early childhood education, teacher-led intervention, emotion knowledge, language support strategies, professional educationResearch Highlights:• The Feeling Thinking Talking (FTT) intervention integrates the advancement of language skills and emotion knowledge in a training of early childhood teachers’ child-directed conversations. • Emotion knowledge of children whose teachers had participated in the FTT training improved over time when compared to a control group and age, sex, vocabulary, and other covariates were controlled. Because emotion knowledge and language skills each contribute to children’s success in school and life, the Feeling Thinking Talking (FTT) intervention combines the advancement of language skills and of emotion knowledge in teachers’ child-directed conversations. Teachers from centers of early childhood education in Germany were taught Language Support Strategies and how to apply them during emotion talk while reading picture books, while reminiscing about emotional events, and in everyday conversations with the children in their care. The evaluation of the FTT intervention entailed a comparison between the FTT group (N = 43) and a business-as-usual (BAU) control group (N = 67) with N = 110 children (Mage = 49.41 months, range = 33-66 months at T1) who were individually tested using objective tests on receptive vocabulary and emotion knowledge before (T1) and after the FTT intervention (T2), and in a follow-up three to six months later (T3). After a multiple imputation procedure, mixed multilevel models indicated that the children taught by the FTT group teachers made faster progress in their emotion knowledge than their agemates in the BAU condition, especially in their knowledge of mixed emotions, when numerous covariates were controlled. Results suggest that young children’s emotion knowledge can be promoted alongside with language skills by a teacher-led intervention supporting child-directed emotion talk in early childhood education. Discussion focuses on emotion talk as the mechanism for the transmission of emotion knowledge.