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This Institute for Developmental Studies (IDS) program was established in 1958, and represented an attempt to study the inter-play of environment on psychological development, and to evolve and develop an enriched and stimulating school curriculum for socially disadvantaged children. Over the years, the IDS program has evolved into a comprehensive five year enrichment curriculum, running from the kindergarten year through the third grade. The academic progress of both Institute and control children was monitored over the five year period by administering both standardized and Institute-developed tests and observational procedures. IDS experimental children and those in the control groups were tested with a wide battery of measures of ability and achievement. Longitudinal evaluative information was obtained through the administration of the Stanford-Binet Intelligence Scale (Form L-M), the Peabody Picture Vocabulary Test, the Illinois Test of Psycholinguistic Abilities, the Lorge-Thorndike Intelligence Tests, and the Metropolitan Achievement Tests. The findings reviewed in this report show a positive change for children who experienced five years of enrichment in the Institute for Developmental Studies program, as compared with a control group of children who were not in the enrichment program. Experimental children performed better on a number of measures of ability and achievement, and appeared to maintain much of their early enrichment advantage over their controls. (Author)

The Institute for Developmental Studies (IDS) program has evolved into a comprehensive 5-year enrichment curriculum running from prekindergarten through third grade. The academic progress of both IDS and control children was monitored over the 5-year period by administration of standardized tests and special tests developed for the program. Observational procedures were also used. Findings indicate that IDS children who experienced 5 years of enrichment generally outperformed control children on a number of measures of ability and achievement and appeared to maintain much of their early enrichment advantages over their controls. On those measures where rote memory or mechanical operations were extremely important, there were no significant differences between groups. The more effective elements of the curriculum appeared to be those that were both cognitively and linguistically based. Twenty-four tables of descriptive data are interspersed within the text. A separate appendix lists 51 tables of statistical analysis. Specific information about the essentials of the IDS math-science program and daily logs from kindergarten and prekindergarten are also included. (Author/WY)

The Institute for Developmental Studies (IDS) is engaged in research aimed at specifying what the academic handicaps of deprived children are, what causes these handicaps, and what can be done to overcome them. This IDS report on their research and evaluation program is divided into two sections. The first, "Summaries of Basic Research, Applied Research and Evaluation," offers a condensed overview of the work of the Institute for Developmental Studies. The second, an appendix, includes such detailed material as a selection of complete reports and a complete "Bibliography of the Institute for Developmental Studies." The actual work reports cover a wide variety of subjects related to poverty and early childhood education: language development, auditory discrimination, phonemic discrimination, conservation, cognitive differentiation, kindergarten curriculum, beginning reading, visual discrimination of alphabet letters, and development of preschool observation techniques. Other areas explored are self-concept, classroom integration, and use of early childhood inventories. One consistent finding is that lasting changes can't be expected unless intervention extends at least through the third grade. (MH)

BECAUSE LEARNING ENVIRONMENT HAS SIGNIFICANCE FOR THE DISADVANTAGED CHILD, INSTRUCTIONAL SPACE SHOULD BE PROVIDED THAT WILL FACILITATE INTELLECTUAL DEVELOPMENT. GUIDELINES ARE GIVEN FOR GENERAL AREA, BLOCK ALCOVE, MANIPULATIVE TOY AREA, READING AND LISTENING AREA, DOLL AND HOUSEKEEPING AREA, ART AREA, TUTORING BOOTH, CUBICLES, TOILETS, STORAGE, OUTDOOR PLAY AREA, AND OBSERVATION SPACE. THE SQUARE FOOTAGE, CONTENTS, PURPOSES, AND ADAPTABILITY OF THESE ELEMENTS ARE GIVEN IN DETAIL. THE AIM IS TO ACHIEVE AN ENVIRONMENT THAT FOSTERS THE EDUCATIONAL OBJECTIVES OF THE PROGRAM CONTAINED WITHIN THE SPACE. THREE EXAMPLES OF EXISTING FACILITIES ARE DESCRIBED TO ILLUSTRATE THE GUIDELINES' APPLICATION TO RENOVATING A HOUSE, REMODELING A PUBLIC SCHOOL CLASSROOM, AND DESIGNING A NEW EARLY CHILDHOOD EDUCATION CENTER. (FLOOR PLANS AND BIBLIOGRAPHY ARE INCLUDED.) (LG)

Additional file 4: S4 Fig. Characterization of murine MPC and MPC-SMC. (A) AChE and (B) CK activity was measured by enzyme kinetics and is represented by OD412nm and OD340nm at specific time points (AChE: 60 min, CK: 10 min). Enzyme activities were compared between skeletal muscle-derived mMPC and non-myogenic cells after 6 days in skeletal muscle differentiation medium. (C) Desmin expression of mMPC visualized by immunofluorescence staining. (D) Formation of multinucleated myotubes by mMPC during differentiation in skeletal muscle differentiation medium for six days in vitro was observed. TdTomato and nuclei were stained on histological cross sections of tibialis anterior muscles of (E) control untreated mice and (F) SHO mice 70 days after intramuscular injection with TdTomato mMPC and fluorescent beads. Scale bar = 100 μm.

Additional file 2: S2 Fig. Contractile protein expression in bladder smooth muscle cells compared to MSC-SMC and MPC-SMC. Human skeletal muscle-derived MPC-SMC and MSC-SMC were compared to bladder smooth muscle-derive hBd-SMC by immunostaining for aSMA (green), SM-MHC (green), desmin (red) and vimentin (green), each combined by nuclear staining with Hoechst dye (blue). Representative images from at least three individual experiments are shown. Scale bars = 100 μm.

Additional file 5: Supporting methods.

Additional file 3: S3 Fig. Contractility measurements in collagen gel lattices. Contractility of MPC, MSC, MPC-SMC and MSC-SMC as well as hBd-SMC was quantified by collagen gel lattice contraction. (A) Percent gel contraction from original size within 48 h of cells is shown in bar graphs. Data presented as mean ± SEM of cell preparations from each at least three individual human muscle biopsies (MSC, MPC) or three individual experiments (hBd-SMC). (B) Representative stereomicroscopic images of the collagen gels with embedded MSC, MSC and SMC each derived thereof as well as hBd-SMC in wells of a 24-well plate 48 h after gel formation.

Additional file 1: S1 Fig. Surface marker expression in synthetic and contractile hBd-SMC compared to MPC and MPC-SMC. Immunocytochemistry against CD146 or CD49a combined each with hematoxylin staining on MPC and SMCs cultivated in either growth medium (MPC and s-hBd-SMC) or smooth muscle differentiation medium (MPC-SMC and hBd-SMC) for 6 days. Representative images of MPC/MPC-SMC from at least two individual muscle biopsies and of two individual experiments (hBd-SMC and s-hBd-SMC). Scale bar = 100 μm.

This collection of original papers addresses itself to issues both in research and theory in the education of children. The contributions are organized in four parts. Part One, on "Biogenetic Perspectives," offers an exposition of research dealing with the traditional nature-nurture problem, particularly as it impinges upon the issues of social class and racial differences in intelligence. In Part Two, three chapters dealing with the topic of "Basic Processes in Intellectual Development" delineate various specific processes whereby the home environment influences psychological development. Social factors that influence the disadvantaged pupil's will to learn are emphasized in Part Three, entitled "Social and Psychological Perspectives." The final section of the book, Part Four,"On the Education of the Disadvantaged," describes recent contributions of psychology to education, taking into account the overturning of the concept of fixed intelligence, and consideration of the importance, reportedly, of experiential factors in cognitive development. All the chapters in this final part discuss new or recently rediscovered approaches to the education of the disadvantaged. (RJ)

THE RELATIONSHIPS BETWEEN AUDITORY AND VISUAL FUNCTIONING AND READING ACHIEVEMENT WERE EXPLORED. AN ADDITIONAL OBJECTIVE WAS TO INVESTIGATE THE INFLUENCE OF DEVELOPMENTAL FACTORS ON THESE VARIABLES. A WIDE RANGE OF AUDITORY AND VISUAL SKILLS WAS SAMPLED IN POOR AND NORMAL READERS AT THREE DIFFERENT GRADE LEVELS (FIRST, THIRD, AND FIFTH). DATA OBTAINED UNDER EXPERIMENTAL CONDITIONS INCLUDED--(1) REACTION TIME TO LIGHTS AND TONES, PRESENTED SEQUENTIALLY, (2) VIGILANCE PERFORMANCE UNDER CONDITIONS OF AUDITORY, VISUAL, AND COMBINED AUDITORY-VISUAL PRESENTATION, (3) AUDITORY AND VISUAL DISCRIMINATION SKILLS WITH MEANINGFUL AND NONMEANINGFUL MATERIAL, (4) AUDITORY AND VISUAL SPAN OF WORDS AND DIGITS, (5) AUDITORY AND VISUAL SERIAL LEARNING OF WORDS, AND (6) CONCEPT FORMATION SKILLS. RESULTS OF THIS STUDY INDICATED THAT READING MAY BE ADVERSELY AFFECTED BY ANY ONE OF THE PSYCHOLOGICAL PROCESSES OF DISCRIMINATION, MEMORY, LEARNING, AND CONCEPTION. IT WAS ALSO DETERMINED THAT DIFFICULTIES IN ATTENDING, MEMORIZING, OR LEARNING WITHIN PARTICULAR SENSORY MODES ARE RELATED TO READING RETARDATION. IT APPEARED THAT THE READING LEVELS OF YOUNGER CHILDREN WERE AFFECTED BY DIFFICULTIES IN DISCRIMINATION. (WB)

AN ATTEMPT IS MADE TO RELATE THE PROBLEM OF THE HIGH SCHOOL DROPOUT TO HIS EARLY SCHOOL EXPERIENCES. ALTHOUGH NO DATA ARE AVAILABLE AT PRESENT TO SUPPORT THE IDEA THAT THE PRESCHOOL PROGRAM COULD REDUCE THE INCIDENCE OF LATER DROPOUT, IT IS SUGGESTED THAT THE PROBLEM OF THE HIGH SCHOOL DROPOUT SHOULD BE FOCUSED ON THE TRANSITION BETWEEN PRESCHOOL ENVIRONMENT AND THE SCHOOL. WHILE THE MIDDLE CLASS CHILD IS MADE AWARE OF SCHOOL FROM AN EARLY AGE, NO SUCH PREPARATION IS GIVEN TO THE LOWER SOCIAL STATUS CHILD. EVEN THOUGH DIFFERENCES ARE ACKNOWLEDGED TO EXIST, THE CURRICULUM IS NOT ORGANIZED ON THE BASIS OF THESE CULTURAL DIFFERENCES, AND BOTH SETS OF CHILDREN ARE EXPECTED TO PROCEED IN SCHOOL AT THE SAME RATE. BECAUSE OF DIFFERENCES IN PREPARATION, THE LOWER CLASS CHILD IS MORE LIKELY TO FAIL, WITH THE RESULT OF GRADUAL BUT EFFECTIVE ALIENATION FROM SCHOOL AND THE OPPORTUNITY STRUCTURE CONNECTED WITH IT. SUCCESSFUL SOLUTION OF THE PROBLEM WOULD HAVE TO INVOLVE CURRICULUM, TEACHER PREPARATION, ADEQUATE ECONOMIC SCHOOL SUPPORT, AND IMPROVED SCHOOL-COMMUNITY RELATIONSHIPS. THE SUGGESTED PROGRAM WOULD ATTEMPT TO GIVE THE LOWER CLASS CHILD THE NECESSARY PREPARATION FOR SCHOOL THAT HOME, COMMUNITY, AND RELATIVE AFFLUENCE GIVE TO THE MIDDLE CLASS CHILD. SKILLS TO BE DEVELOPED WOULD INCLUDE VISUAL AND AUDITORY PERCEPTION, LANGUAGE SKILLS, GENERAL INFORMATION, FAMILIARITY WITH BOOKS, AND DEVELOPMENT OF CURIOSITY. THE CHILD SHOULD BE AN ACTIVE PARTICIPANT IN THE LEARNING PROCESS, AND THE SCHOOL SHOULD EXPECT TO DO A PORTION OF THE TASK TRADITIONALLY ASSIGNED TO THE HOME. THIS PAPER WAS PREPARED FOR THE SYMPOSIUM ON SCHOOL DROPOUTS, WASHINGTON, D.C., DECEMBER 2-4, 1962.

IT IS NOT YET KNOWN HOW THE EXTENT OF LANGUAGE DIFFERENCES BETWEEN LOWER CLASS CHILDREN AND TEACHERS WITH MIDDLE CLASS TRAINING AND, FOR THE MOST PART, WITH MIDDLE CLASS BACKGROUNDS, INFLUENCES CLASSROOM COMMUNICATION. AN EVALUATION WAS MADE OF THE EXPRESSIVE LINGUISTIC SKILLS AND SPEECH CONTENT OF CHILDREN OF DIFFERENT AGES, RACES, AND SOCIAL CLASS BACKGROUNDS AND OF THE EXTENT OF WHICH INFORMATION IS SUCCESSFULLY COMMUNICATED FORM TEACHERS TO PUPILS AND AMONG PUPILS. FINDINGS HAVE THE FOLLOWING IMPLICATIONS--(1) CHILDREN DISADVANTAGED BY CONDITIONS RELATED TO SOCIAL CLASS STATUS AND/OR MINORITY GROUP MEMBERSHIP REQUIRE SPECIAL TRAINING IN SUCH LANGUAGE AREAS AS VOCABULARY DEVELOPMENT, GENERAL EASE IN SELF-EXPRESSION LEADING TO LENGTHY BUT MEANINGFUL VERBALIZATION, GREATER EXACTNESS IN SOUND DISCRIMINATION AND IN PRECISION IN THE USE OF LANGUAGE. (2) RESEARCH SHOWS THE CLOSE RELATIONSHIP BETWEEN INTELLIGENCE, AS MEASURED BY STANDARDIZED IQ TESTS, AND LANGUAGE SKILLS. PREVIOUS STUDIES SUGGEST THAT IMPROVING LANGUAGE SKILLS CAN RAISE IQ SCORES. (3) DIFFERENT SUBGROUPS OF FIRST-GRADE CHILDREN TEND TO BE MORE SIMILAR IN THEIR GENERAL LANGUAGE FUNCTIONING THAN ARE SUBGROUPS OF FIFTH-GRADE CHILDREN. IT WOULD SEEM IMPORTANT TO EMPHASIZE DEVELOPMENT AT AS EARLY AN AGE AS POSSIBLE.

PARTICULAR FACTORS INFLUENCE THE LEARNING OF THE DISADVANTAGED CHILD. ENVIRONMENTAL CONDITIONS CAN INCREASE THE LIKELIHOOD OF LEARNING COGNITIVE STRATEGIES. VARIATIONS WITHIN THE ENVIRONMENT INFLUENCE VARIATIONS IN COGNITIVE DEVELOPMENT. PARENTAL INFLUENCE MAY AFFECT THE LEARNING ABILITY OF THEIR CHILDREN. LOWER-CLASS PARENTS HAVE SELDOM SUBJECTED THEIR CHILDREN TO THE PRESSURES OF A FORMAL ADULT-CHILD LEARNING SITUATION. THE CLASSROOM SHOULD PROVIDE THIS SITUATION. ATTITUDES HELD BY THE TEACHER MAY AFFECT PUPIL MOTIVATION. TEACHERS OFTEN LOWER THEIR EXPECTATIONS FOR DISADVANTAGED CHILDREN AND ANTICIPATE THEIR FAILURE. UNDER SUCH CONDITIONS CHILDREN OFTEN WILL NOT ATTEMPT TO DO THEIR BEST. APATHY TOWARD EDUCATION WITHIN THE HOME AND SCHOOL ENVIRONMENT INFLUENCES THE CHILD NEGATIVELY. EDUCATORS WHO FEEL THAT IT IS "NOT THE SCHOOL'S FAULT" FURTHER ALIENATE THE CHILD FROM THE SCHOOL, IT IS UP TO THE SCHOOL TO DEVELOP A STIMULATING PROGRAM FOR THE CHILD. SCHOOL EXPERIENCES CAN REINFORCE GOOD SELF-CONCEPTS OR DEVELOP BETTER ONES. THE CHILD OFTEN SPENDS TIME UNWISELY IN UNPRODUCTIVE ACTIVITIES. NEW SUPPLEMENTARY TECHNOLOGIES ARE NEEDED TO INCREASE THE EFFECTIVE USE OF TIME. AUTO-INSTRUCTIONAL AND PROGRAMMED DEVICES AND METHODS MIGHT GIVE THE CHILD A SENSE OF GREATER MASTERY OVER THE UNFAMILIAR SCHOOL ENVIRONMENT.

THE RELATIONSHIP OF ENVIRONMENT AND THE DEVELOPMENTAL PROCESS OF THE BEGINNING SCHOOL CHILD WAS EXPLORED. MORE SPECIFICALLY, THE OBJECTIVES OF THIS RESEARCH WERE TO DESCRIBE THE MAJOR DIMENSION THROUGH WHICH ENVIRONMENT IS LIKELY TO INHIBIT DEVELOPMENT AND TO SPECIFY THE AREAS THAT HAVE BEEN MOST INFLUENCED BY UNFAVORABLE ENVIRONMENTAL CIRCUMSTANCES. OVER 100 IDENTIFIABLE VARIABLES CONCERNED WITH SUCH FACTORS AS HOME BACKGROUND, LANGUAGE FUNCTIONING, INTELLIGENCE TEST PERFORMANCE, READING, AND GENERAL ORIENTATION WERE ASSESSED. THE POPULATION STUDIED INCLUDED A CORE SAMPLE OF 292 CHILDREN WITH A RELATIVELY WELL-BALANCED SAMPLE OF NEGRO AND WHITE, LOWER- AND MIDDLE-CLASS CHILDREN. ONE OF THE MAJOR IMPLICATIONS WHICH AROSE CONCERNED THE IMPORTANCE OF "CUMULATIVE DEFICIT PHENOMENON" WHICH TAKES PLACE BETWEEN THE FIRST AND FIFTH GRADES. THE DATA INDICATED THAT BEING LOWER-CLASS AND/OR NEGRO CONTRIBUTES TO LOWER LANGUAGE SCORES. IT WOULD APPEAR THAT 4 YEARS OF A SCHOOL EXPERIENCE ADDED ON TO A POOR ENVIRONMENTAL BACKGROUND, PLUS MINORITY STATUS, PRODUCES CHILDREN WHO ARE LESS CAPABLE OF HANDLING STANDARD INTELLECTUAL AND LINGUISTIC TASKS. IT MIGHT BE POSTULATED THAT WHEN A NEGRO CHILD BROADENS HIS ENVIRONMENTAL CONTACTS BY GOING TO SCHOOL, HE IS MADE MORE AWARE OF HIS INFERIOR CLASS STATUS, AND THIS HAS A DEPRESSING EFFECT ON HIS CLASSROOM PERFORMANCE.

THE INTELLECTUAL TEST DIFFERENCES BETWEEN NEGRO AND WHITE FIRST- AND FIFTH-GRADERS OF DIFFERENT SOCIAL CLASSES WERE CONSIDERED. THE LORGE-THORNDIKE, LEVEL I, PRIMARY BATTERY WAS USED FOR FIRST GRADERS, AND LEVEL III FOR FIFTH GRADERS. IT WAS CONCLUDED THAT RACE INFLUENCE TENDS TO BECOME MORE MANIFEST AND CRUCIAL AS THE SOCIAL CLASS LEVEL INCREASES. THE HYPOTHESIS USED WAS THAT INCREASED PARTICIPATION IN THE CULTURAL MAINSTREAM TENDS TO INCREASE INTELLIGENCE LEVEL. THE ABSENCE OF A FATHER IN THE HOME ADVERSELY INFLUENCES THE CHILD'S INTELLIGENCE. THE CHILDREN WHO HAVE HAD PRESCHOOL EXPERIENCE SCORE SIGNIFICANTLY HIGHER THAN THOSE WHO HAVE NOT. DEPRIVATIONAL INFLUENCES HAVE A CUMULATIVE IMPACT. IN SUMMATION, THE NEGRO GROUP SHOWS GREATER DEPRIVATION THAT THE WHITE GROUP. TABLES ARE USED TO GIVE DETAILS, AND REFERENCES ARE OFFERED.

Diese Arbeit setzt sich mit dem Architekturwettbewerb in der Rathausstra��e 1 im ersten Wiener Gemeindebezirk aus dem Jahr 2013 auseinander, welcher die Entwicklung eines Planungsvorschlages f��r ein zeitgem����es und nachhaltiges B��rogeb��ude als Aufgabenstellung definiert. Die Analyse des Bauplatzes f��hrt zu der Erkenntnis einer notwendigen Zur��ckhaltung des Entwurfsansatzes hinsichtlich der Positionierung, H��henentwicklung und Formensprache. In den weiteren Schritten der Konzeptfindungsphase werden die Potentiale an diesem Standort untersucht, was eine Weiterentwicklung einzelner Entwurfsparametern mit sich bringt. Diese Arbeit versucht anhand von konkreten Beispielen und konzeptuellen ��berlegungen ein funktionsoffenes Geb��ude zu generieren, welches sich neben dem st��ndigen Nutzer auch dem Stadtpublikum auf mehreren Ebenen ��ffnet. Die Erweiterung des st��dtischen Freiraums soll s��mtlichen Benutzergruppen zus��tzliche Fl��chen zur Verf��gung stellen und der Aus��bung ihrer T��tigkeiten eine neue Flexibilit��t verleihen., This work focuses on the 2013 architectural competition in the Rathausstra��e 1 in the first district of Vienna. The premise of the competition was to develop a proposal for a modern and sustainable office building. As shown in the analysis the site dictates the parameters of the design not only in terms of positioning and modelling, but also in the later conceptual design phase resulting in the development of individual project parameters. This work uses concrete examples and conceptual considerations to generate a functionally open building, which is not only focused on the permanent user but also open to the city audience on several levels. The expansion of open urban space provides all user groups with additional areas in order to increase their flexibility.

The current theme of civil engineering is energy saving building and wholesomeness of internal spaces. This article deals with illustration the thermal processes in the tank flush. Part of the text contain measurement that gives idea of the studied element of plumbing. Současným tématem stavebnictví je vedle energetických úspor i otázka zdravotní nezávadnosti staveb. Tento článek si klade za cíl jednoduše ilustrovat teplotní procesy v nádržkových splachovačích z hlediska jejich provozu a rizika tvorby plísní na jejich vnějších či vnitřních površích. Součástí textu je ilustrativní měření, které podává obrázek o chování studovaného elementu zdravotně technických instalací.