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Hydroptila ishiura Ito & Sasaki sp. nov. (Figs 6–8) Diagnosis. The male of this species resembles to that of Hydroptila demersa in having a narrowly transverse tergal bridge of segment IX, a subtriangular subgenital plate, and an almost-straight phallic apparatus with a short titillator, but it is clearly distinguished from the latter by presence of lateral processes and the form of the inferior appendages; a pair of lateral processes is absent and inferior appendages are curved dorsad apically in H. demersa (Figs 3E, 3G), but lateral processes are present and inferior appendages are curved ventrad apically in this species (Figs 6B, 6C). Also, the male has a dark and setose plate that is subtriangular on the apicodorsal margin of segment IX; this plate is absent in H. demersa. Adult (Figs 6, 8A). Head, thorax, wing color, tibial spurs, processes of sternites V and VII as for H. demersa. Forewings each 2.0– 2.1 mm in length and hind wings each 1.8–2.0 mm in male (n = 5); forewings each 2.1–2.2 mm in length and hind wings each 1.8–1.9 mm in female (n = 3). Antennae each 27–29-segmented, length1.0– 1.2 mm in male (n = 5); each 24–27-segmented, length 0.9–1.0 mm in female (n = 3). Male genitalia (Figs 6A–6E). Segment IX (IX) annular, transverse tergal bridge narrow, its dorsal midline 1/5 as long as segment; with deep and wide circular excision at anterior margin ventrally and dorsally, especially deep dorsally; dark and setose plate (dsp IX) well-sclerotized, subtriangular, covered with very fine setae at posterodorsal margin. Dorsal plate (dp) semi-membranous, blunt or round apically in dorsal and lateral views. Pair of lateral processes (lp) weakly sclerotized, wrapping around dorsal plate in dorsal view. Subgenital plate (sp) slightly sclerotized, gradually tapered, directed caudad, with small ventral hump at apical 1/3, subacute apically in lateral view. Inferior appendages (ia) thick; directed caudad at basal 2/3 and caudoventrad at apical 1/3, acute apically. Phallic apparatus long, almost straight, anterior end extending from almost anterior margin of segment VII when retracted, with short titillator near 3/5 length. Female genitalia (Figs 6F, 6G). Segment VIII relatively short, with no distinct tergite or sternite: 2 or 3 pairs of marginal setae on each of dorsum and venter, pair of fine transverse bands near bases of ventral marginal setae; ventral margin distinctly projected caudad at middle in ventral view. Vaginal apparatus depressed, oval in ventral view. Immature stages. Final instar larva (Fig. 7). Body somewhat depressed dorsoventrally, length up to 2.5 mm, sclerotized parts black to dark brown, membranes milky white. Head (Figs 7A–7D). Oval in dorsal view, width up to 0.44 mm; width: length: height = about 1.00: 1.20: 0.80. Dorsal ecdysial lines indistinct, longest seta (seta no. 9, sensu Wiggins 1996) about 1.1 times as long as width of head, seta no. 8 (sensu Wiggins 1996) about 0.5 times as long as width of head. Antennae situated near anterolateral corners of head capsule, each unsegmented with short round sensilla apically and long seta subapically. Small spines (sensu Wells 1985) absent on dorsum. Thorax (Figs 7A, 7B, 7E). Dorsum of each segment covered with pair of large, square, dark brown sclerotized plates; each plate with 25–30 setae on pronotum, about 15 setae on each of meso- and metanota. Thoracic legs essentially similar in structure and subequal in three legs; foretibiae each with spur having two spines, spines with few fine teeth, spatulate spines small. Foretrochantins and pleura of meso- and metathoraces rectangular, pleural sutures indistinct. Abdomen (Figs 7A, 7B, 7F, 7G). Somewhat depressed dorsoventrally, slightly broader at segments III–VI. Tracheal gills, humps, lateral fringes, and lateral tubercles absent. Segment I with two short, transversely wide dorsal sclerites arranged in succession (presumably associated with chloride epithelium or setal areas sa 1 and sa2, Wiggins 1996), with one pair and two pairs of setae, respectively, and pair of small basal sclerites at setal area sa 3 (sensu Wiggins 1996), each with two setae. Segments II–VI with transverse-oval chloride epithelia and pair of setae at sa 1. On segments II–IV, basal sclerites of sa 2 larger than those of posterior segments. Tergite IX ellipsoidal with one pair of long and two pairs of short setae. Lateral sclerites of segment X round, each with one pair of long and one pair of short setae. Anal claws directed anterolaterad, each with two accessory hooks dorsally. Three anal gills slender, one on middle of dorsum of segment IX behind tergite, pair on posterolateral margins of segment X. Variation (Figs 7B, 7F). Dorsal sclerites of abdominal segment I variable individually, anterior sclerite sometimes with middle excision, separated into two round sclerites, or fused to posterior one. Case (Figs 8B–8D). Case of final instar larva up to 2.8 mm, compressed laterally, composed of elongateellipsoidal right and left valves, made of fine mineral particles by larvae mainly found in stony bottom, or of organic materials by larvae found in hygropetric habitat. Organic cases made of diatoms only (Terpsinoe muninensis Tsuji 2018, species endemic to Ogasawara Islands), pieces of bryophyte only, or mixture of diatoms and pieces of bryophyte. Holotype. Male, Japan, Ogasawara Islands, Chichi-jima: Ishiura-kita (N27.0762, E142.2227, 220 m above sea level), 13.iv.2019, TI et al., S (CBM-ZI 0184758). Paratypes. 2 males, same data as holotype (CBM-ZI 0184759–0184760). Other specimens. Chichi-jima: 1 male, 3 pupae, 3 larvae, same data as holotype; 2 males, 2 females, type locality, 12–13.iv.2019, TI et al., S & H; 1 male, 4 pupae, Fukiage-dani, 14.iv.2019, TI &TS, S & H; 50 males, 5 females, 6 pupae, 8 prepupae, 10 larvae, same locality, 2.iii.2020, TI & CT, S & H; 2 males, 2 pupae, 3 larvae, Hatsuneura, 15.iv.2019, TI et al . Ani-jima: 6 males, 3 females, Takinoura-gawa, 3.iii.2020, TI et al., S. Remarks. The larva of this species is distinctive in having short wide dorsal sclerites of abdominal segment I. As far as we know, such dorsal sclerites of the segments have not been found in any congeneric species in North America (Ross 1944; Wiggins 1996), Australia (Wells 1985), Europe (Wallace et al. 2003; Waringer & Graf 2011), Angola (Wells & de Moor 2020), or Japan (Ito 2021). Absence of small spines on the dorsum of the head is also exceptional, since they are numerous and scattered in many species of Hydroptila larvae (Wells 1985; Ito 2021). Distribution (Figs 1B, 1C). Japan (Ogasawara Islands: Chichi-jima, Ani-jima). Habitat (Figs 8D–8F). Larvae of this species were found on both hygropetric habitat and stony bottoms in shallow water flows of small mountain streams. Sclerotized parts of larvae living on stony bottoms tend to be black and those in hygropetric habitat are a somewhat lighter color, dark brown. This species was often collected with H. demersa, but was more abundant than the latter. Etymology. The species epithet is an adjective referring to the name of the type locality. Japanese name. Ishiura-hime-tobikera., Published as part of Ito, Tomiko, Sasaki, Tetsuro, Takahashi, Chicaco, Sugawara, Hirotaka & Hayashi, Fumio, 2023, The family Hydroptilidae Curtis (Trichoptera) in the Ogasawara Islands, northwestern Pacific, with particular reference to adaptive radiation in the oceanic islands, pp. 141-164 in Zootaxa 5231 (2) on pages 150-154, DOI: 10.11646/zootaxa.5231.2.2, http://zenodo.org/record/7576775, {"references":["Wiggins, G. B. (1996) Larvae of the North American Caddisfly Genera (Trichoptera), Second Edition. University of Toronto Press, Toronto, 457 pp. https: // doi. org / 10.3138 / 9781442623606","Wells, A. (1985) Larvae and Pupae of Australian Hydroptilidae (Trichoptera), with Observations on General Biology and Relationships. Australian Journal of Zoology, Melbourne, Supplementary Series, 113, 69. https: // doi. org / 10.1071 / AJZS 113","Tsuji, A. (2018) A new freshwater diatom, Terpsinoe muninensis sp. nov., from the Ogasawara Islands, Japan. Memoirs of the National Science Museum, Tokyo, 52, 5 - 15.","Ross, H. H. (1944) The caddisflies, or Trichoptera, of Illinois. Bulletin of the Illinois Natural History Survey, 23, 1 - 326. https: // doi. org / 10.21900 / j. inhs. v 23.199","Wallace, I. D., Wallace, B. & Philipson, G. N. (2003) Key to the case-bearing caddis larvae of Britain and Ireland. Freshwater Biological Association, Scientific Publication 61. Freshwater Biological Association, Liverpool, 259 pp.","Waringer, J. & Graf, W. (2011) Atlas of Central European Trichoptera Larvae. Erik Mauch Verlag, Dinkelscherbe, 468 pp.","Wells, A. & de Moor, E. C. (2020) Hydroptilidae (Trichoptera) of Angola, a new genus, seven new species, and five new records. Zootaxa, 4868 (4), 495 - 514. https: // doi. org / 10.11646 / zootaxa. 4868.4.2","Ito, T. (2021) Descriptions of final instar larvae of six species of the genus Hydroptila Dalman (Trichoptera, Hydroptilidae) in Japan. Zootaxa, 4905 (3), 339 - 350. https: // doi. org / 10.11646 / zootaxa. 4915.3.3"]}

Hydroptila demersa Ito & Sasaki sp. nov. (Figs 3–5) Diagnosis. The male of this species resembles to that of H. ogasawaraensis described from Chichi-jima, Ogasawara Islands, in having a narrow transverse tergal bridge of segment IX, a subtriangular subgenital plate, and an almoststraight phallic apparatus with short titillator, but it is clearly distinguished from the latter by the form of the inferior appendages: Inferior appendages are without any processes in H. ogasawaraensis (Figs 9B, 9D), but each has a dorsolateral hump in this species (Figs 3E, 3G). The larva of this species is distinct from those of other congeneric species by the rather oblong and depressed form of the head capsule. Adult male (Fig. 3). Head: Postoccipital warts large, ellipsoidal, ocelli absent. Maxillary palps each 5- segmented, labial palps each 3-segemented. Mesoscutellum flabellate and without transverse suture. Metascutellum wide, subtriangular. Wings black to dark brown, some light brown patterning in forewings, but often indistinct in alcohol specimens; light brown dots absent in hind wings; forewings each 1.9–2.1 mm in length and hind wings each 1.7–1.9 mm (n = 5). Antennae each 27–29-segmented, length 1.0– 1.1 mm (n = 5); brown with three white bands at antero-middle, postero-middle and apices. Tibial spur formula 0, 2, 4. Pair of anterolateral processes of sternite V each with 2 apical setae, one long and one short. Short, subacute, posteroventral process on sternite VII. Male genitalia (Figs 3D–3H). Segment IX (IX) annular, dorsally with deep and wide circular excision at anterior margin and with shallow and wide excision at posterior margin, resulting transverse tergal bridge narrow, 1/4 as long on midline as segment in dorsal view; no dark and setose plate evident. Dorsal plate (dp) subquadrate in dorsal view with small posteromesal concavity, semi-membranous. Subgenital plate (sp) slightly sclerotized, gradually tapered, directed caudoventrad basally, then curved caudad at apical 1/4 with acute apex in lateral view, blunt in ventral view. Inferior appendages (ia) thick; directed caudoventrad at basal 2/3 and caudodorsad at apical 1/3; each with dorsolateral hump (dh) at middle, acute apically, covered with fine setae and spines. Phallic apparatus (pa) long, almost straight, extending from anterior 1/3 of segment VI when retracted, with short titillator at mid-length. Female. Unknown. Immature stages. Final instar larva (Fig. 4). Body somewhat compressed laterally, length up to 2.5 mm, sclerotized parts light brown, membranes milky white. Head (Figs 4A–4D). Depressed dorsoventrally, subrectangular with almost parallel sides in dorsal view, width up to 0.55 mm; width: length: height = about 1.00: 1.85: 0.70. Dorsal ecdysial lines indistinct, longest setae (setae no. 9, sensu Wiggins 1996) about twice as long as width of head, seta no. 8 (sensu Wiggins 1996) also long, about 1.5 times as long as width of head. Antennae situated near anterolateral corners of head capsule, each unsegmented with short sensilla apically and seta subapically. Small spines (sensu Wells 1985, 1997) absent on dorsum. Thorax (Figs 4A, 4B, 4E). Dorsum of each segment covered with pair of large square sclerotized plates; these plates light brown, with slightly darkened posterior margins; each plate with about 20 setae on pronotum, about 15 setae on each plate of meso- and metanota. Thoracic legs essentially similar in structure and subequal in three legs; foretibiae each with spur having two spines, spines with few fine teeth, spatulate spines indistinct. Foretrochantins and pleura of meso- and metathoraces subrectangular, pleural sutures indistinct. Abdomen (Figs 4A, 4F, 4G). Somewhat compressed laterally, slightly taller at segments III–VI. Tracheal gills, humps, lateral fringes, and lateral tubercles absent. Small, transversely oval chloride epithelia dorsally present on segments I–VI. Paired long sa 1 setae, two short sa 2 setae, and single long sa 3 seta directed laterad on each of segments I –VIII. Tergite IX transversely ellipsoidal with two pairs of long setae and two pairs of short setae. Lateral sclerites of segment X round with one pair of long and two pairs of short setae. Anal claws directed anterolaterad, each with two short and wide accessory hooks. Three anal gills slender, one on middle of dorsum of segment IX behind tergite, pair on posterolateral margins of segment X. Case (Figs 5A, 5B). Case of final instar larva up to 2.9 mm, composed of elongate-ellipsoidal right and left valves, very slightly compressed laterally, made of mineral particles with rather rough surface, never of organic materials. Holotype. Male, Japan, Ogasawara Islands, Chichi-jima: Ishiura-kita River, upper reach (N27.0756, E142.2221, 230 m above sea level), 26.ii.2020, TI, TS & CT (TI et al.), S (CBM-ZI 0184755). Paratypes. 2 males, same data as holotype (CBM-ZI 0184756–0184757). Other specimens. Chichi-jima: 2 males, 2 pupae, 2 larvae, same data as holotype; 1 male, 4 pupae, 4 larvae, type locality, 12–13.iv.2019, TI et al., S & H; 1 larva, Hatsuneura-gawa, 7.iv.2009, G. Yoshinari; 1 pupa, 1 prepupa, same locality, 15.iv.2019, TI et al., H; 2 males, 2 pupae, Fukiage-dani, 14.iv.2019, TI & TS, S & H; 3 males, 1 pupa, 2 larvae, same locality, 2.iii.2020, TI & CT, S & H. Ani-jima: 10 males, Takinoura-gawa, 3.iii.2020, TI et al., S. Remarks and habitat (Figs 5C, 5D). The larva of this species is very distinct in having a rather depressed, oblong head with rather long setae (no. 8) ventrally. As far as we know, such a head has not been known in any congeneric species in North America (Ross 1944; Wiggins 1996), Australia (Wells 1985, 1997), Europe (Wallace et al. 2003; Waringer & Graf 2011), Angola (Wells & de Moor 2020), or Japan (Ito 2021). In caddisflies, the depressed form of the larval head is known for four rhyacophilid species that burrow into sandy stream beds (Taira & Tanida 2011, 2013) and in a philopotamid species inhabiting the hyporheic zone (Torii et al. 2022). Therefore, depressed larval heads, and probably also long setae on the ventral side of the head capsule of H. demersa might be an adaptive form for their microhabitat, the underside or interstices of stony or sandy substrates in shallow water flowing in narrow, steep, mountain streams, up to 5 cm depth and 100 cm width. Absence of small spines on the dorsum of the head is also exceptional, since they are numerous and scattered in many species of Hydroptila larvae (Wells 1985; Ito 2021). The cases of this species, very slightly compressed with rough surfaces, are different from those of other congeneric species (Ross 1944; Wells 1985; Wiggins 1996; Wallace et al. 2003; Waringer & Graf 2011; Ito 2021). This species was sometimes collected with H. ishiura sp. nov. in the same streams, but in fewer numbers than the latter. Distribution (Figs 1B, 1C). Japan (Ogasawara Islands: Chichi-jima, Ani-jima). Etymology. The species epithet (a Latin adjective) refers to the depressed form of the larval head. Japanese name. Muguri-hime-tobikera., Published as part of Ito, Tomiko, Sasaki, Tetsuro, Takahashi, Chicaco, Sugawara, Hirotaka & Hayashi, Fumio, 2023, The family Hydroptilidae Curtis (Trichoptera) in the Ogasawara Islands, northwestern Pacific, with particular reference to adaptive radiation in the oceanic islands, pp. 141-164 in Zootaxa 5231 (2) on pages 145-149, DOI: 10.11646/zootaxa.5231.2.2, http://zenodo.org/record/7576775, {"references":["Wiggins, G. B. (1996) Larvae of the North American Caddisfly Genera (Trichoptera), Second Edition. University of Toronto Press, Toronto, 457 pp. https: // doi. org / 10.3138 / 9781442623606","Wells, A. (1985) Larvae and Pupae of Australian Hydroptilidae (Trichoptera), with Observations on General Biology and Relationships. Australian Journal of Zoology, Melbourne, Supplementary Series, 113, 69. https: // doi. org / 10.1071 / AJZS 113","Wells, A. (1997) A Preliminary Guide to the Identification of Larval Hydroptilidae (Insecta: Trichoptera). Co-operative Research Centre for Freshwater Ecology Identification Guide No. 13. The Murray-Darling Freshwater Research Centre, Albury, pp. 28.","Ito, T., Ohkawa, A. & Hattori, T. (2011) The genus Hydroptila Dalman (Trichoptera, Hydroptilidae) in Japan. Zootaxa, 2801, 1 - 26. https: // doi. org / 10.11646 / zootaxa. 2801.1.1","Botosaneanu, L. (1970) Trichopteres de la Republique Democratique-Populaire de la Coree. Annales Zoologici Warszawa, 27 (15), 275 - 359.","Xue, Y. - G. & Yang, L. - F. (1990) Seven new species of Hydroptilidae from China (Insecta: Trichoptera). Acta Agricultura Universitatis Henanensis, 24 (1), 124 - 131.","Kobayashi, M. (1974) On two new species of Hydroptilidae from Japan (Insecta: Trichoptera). Bulletin of the Kanagawa Prefectural Museum Natural Science, 7, 67 - 70.","Ulmer, G. (1929) Uber einige deutsche Hydroptiliden. Zoologischer Anzeiger, 80, 253 - 266. https: // doi. org / 10.1002 / mmnd. 48019290302","Ross, H. H. (1944) The caddisflies, or Trichoptera, of Illinois. Bulletin of the Illinois Natural History Survey, 23, 1 - 326. https: // doi. org / 10.21900 / j. inhs. v 23.199","Wallace, I. D., Wallace, B. & Philipson, G. N. (2003) Key to the case-bearing caddis larvae of Britain and Ireland. Freshwater Biological Association, Scientific Publication 61. Freshwater Biological Association, Liverpool, 259 pp.","Waringer, J. & Graf, W. (2011) Atlas of Central European Trichoptera Larvae. Erik Mauch Verlag, Dinkelscherbe, 468 pp.","Wells, A. & de Moor, E. C. (2020) Hydroptilidae (Trichoptera) of Angola, a new genus, seven new species, and five new records. Zootaxa, 4868 (4), 495 - 514. https: // doi. org / 10.11646 / zootaxa. 4868.4.2","Ito, T. (2021) Descriptions of final instar larvae of six species of the genus Hydroptila Dalman (Trichoptera, Hydroptilidae) in Japan. Zootaxa, 4905 (3), 339 - 350. https: // doi. org / 10.11646 / zootaxa. 4915.3.3","Taira, A. & Tanida, K. (2011) Peculiar hyporheic habitat of some Rhyacophila species (Trichoptera; Rhyacophilidae) in Japanese mountain streams. Limnology, 12, 25 - 35. https: // doi. org / 10.1007 / s 10201 - 010 - 0318 - 0","Taira, A. & Tanida, K. (2013) Unusual behavior and morphology of some Rhyacophila Pictet, 1834 caddisfly (Trichoptera: Rhyacophilidae) larvae reflect their ability to use the hyporheic zone. Aquatic Insects, 35, 23 - 57. https: // doi. org / 10.1080 / 01650424.2014.949778","Torii, T., Kuhara, N., Shirako, T., Uchino, T., Souma, R. & Kobayashi, T. (2022) Hyporheic zone, a blind spot: Discovery of the larva of Kisaura (Trichoptera: Philopotamidae) from Japan. Zootaxa, 5138 (1), 31 - 40. https: // doi. org / 10.11646 / zootaxa. 5138.1.3"]}

Pre-analysis preregistration for project: A New School, a Fresh Start? (Dis)continuation of Positive and Negative Peer Experiences across the Transition from Primary to Secondary School, and its Impact on Academic Achievement. Based on the template https://osf.io/t6m9v/, adapted for pre-analysis purposes. A. Hypotheses Introduction and Description of essential elements The transition from primary to secondary school brings along many changes for students. Secondary schools are often larger and further away from home, students are tracked into educational levels, educated by new teachers for every subject, and expected to work more independently. This transition coincides with the onset of adolescence in which great biological, social, and cognitive changes that enhance the importance of peers (Veenstra & Laninga‐Wijnen, 2023). Out of all changes, students worry most about their peer relationships because they enter a large, unfamiliar peer group (Jindal-Snape et al., 2021). Already in the first weeks after the transition to secondary school, students establish their social position in the peer group (de Vries et al., 2021; Laninga‐Wijnen et al., 2019). This transition can be a turning point in students’ social relationships (Elder, 1985), and therefore is often considered as a possible ‘fresh start’ in terms of peer experiences. Nevertheless, the transition may pose a risk to the social lives of many students (for a review, see: Jindal-Snape et al., 2021). Students also face academic challenges when transitioning to secondary school. Many students’ grades decline following the transition to secondary school (e.g., Felmlee et al., 2018), and their school engagement decreases over adolescence (Engels et al., 2017). These social and academic difficulties have long-term negative consequences, including lowered educational attainment (Lorijn et al., 2022). Previous studies confirm that school transitions are an important turning point in students’ social lives (Jindal-Snape et al., 2021) but the role of peer relationships in the transition from primary to secondary school needs further attention for two reasons. First, most previous studies took a variable-centered approach in examining mean level changes in social outcomes, overlooking individual differences. Therefore, it remains unclear how students’ previous peer experiences (dis)continue over the transition. Key aspects of students’ peer experiences in school include peer attachment, loneliness, and victimization. Examining the within-person constellation of these facets, we can study how students with more positive experiences (i.e., scoring higher on attachment and lower on victimization and loneliness) and more negative peer experiences (i.e., vice versa), maintain or change these experiences when entering a new peer context in secondary school. For instance, do students with negative peer experiences in primary school make a fresh start and have positive peer experiences in secondary education, or do the negative peer experiences continue? Insight into within-person changes in peer experiences over school transitions provides knowledge on which students may socially be most at risk. Second, some previous research examined both social and academic outcomes in school transitions and found these were related (e.g., Felmlee et al., 2018). This raises the question to what extent changes in peer experiences predict student’s academic achievement, as being socially integrated in the peer context is essential for students’ academic achievement (Ryan & Shin, 2018). For instance, if negative peer experiences diminish after the transition to secondary school, does this relate to higher academic achievement or do early negative peer experiences have long-term negative effects for academic achievement? Examining the relation between social and academic outcomes broadens our understanding of how a fresh start in terms of peer experiences matters for academic achievement. Taken together, this study builds upon existing literature by examining (1) to what extent students’ within-person constellation of peer experiences (i.e., attachment, victimization, and loneliness) (dis)continues over the transition from primary to secondary school, and (2) how this (dis)continuation relates to academic achievement in secondary school. Theory and Hypotheses Peer Experiences & Academic Achievement Following Self-Determination Theory, relatedness is essential for students’ academic motivation and development (Ryan & Deci, 2000). Relatedness describes the need to belong to a social group and prevent social exclusion (Baumeister & Leary, 1995). For adolescents, belonging to peers is of particular importance because major biological, social, and cognitive changes enhance the importance of peers in this stage of life (Veenstra & Laninga‐Wijnen, 2023). At school, relatedness can thus be fostered by belonging to the peer group and enjoying positive peer experiences while avoiding negative peer experiences. Positive peer experiences promote students’ academic motivation and development in several ways, such as by fostering school well-being (Kiuru et al., 2020), self-efficacy, and engagement (Wentzel et al., 2021). Attachment to classmates, feelings of loneliness and victimization are important facets of students’ peer experiences in school that impact students’ academic achievement. Students’ attachment to peers is generally defined as sharing a deep and enduring emotional bond (Bowlby, 1973). In the school context, peer attachment for instance reflects feeling of acceptance and being understood by classmates. Being more accepted by classmates is related to higher academic achievement (Wentzel et al., 2021). Loneliness is the unpleasant feeling which occurs when there is a discrepancy between a person’s perceived and desired quantity or quality of social relationships (Perlman & Peplau, 1981). Considering the importance of peers for adolescents, peer-related loneliness is detrimental for students. At school, feeling lonely among peers for instance entails feeling excluded by classmates. Victimization refers to a student repeatedly being exposed to goal-directed aggressive actions by one or more classmates in the context of a power imbalance (Olweus, 1993). These aggressive actions can take different forms, including physical, relational, material and cyber-victimization. Students who are victimized or lonely encounter heightened educational difficulties (Heinrich & Gullone, 2006; Kretschmer et al., 2018). Taken together, the within-person constellation of experiencing more peer attachment, lower loneliness, and lower victimization reflects positive peer experiences that foster academic achievement. The within-person constellation of being less attached, more lonely, and more victimized reflects negative peer experiences that hinder academic achievement. (Dis)continuation of Peer Experiences across School Transitions The transition to a new peer group in secondary education facilitates the opportunity to change students’ peer experiences. Nevertheless, peer experiences continue over the transition from primary to secondary school for many students. Students’ peer status is relatively stable over time (Engels et al., 2019). This is in line with attachment theory’s arguing that early attachment relationships set the stage for later attachment relationships (Bowlby, 1973). Focusing on the transition, students’ loneliness before the transition to middle school was strongly correlated with their loneliness after the transition (Kingery et al., 2011). Students who were more accepted by peers and had more and higher quality friendships prior to the transition, were less lonely after the transition (Kingery et al., 2011). Moreover, making new friends in secondary school was especially difficult for students with negative peer experiences such as victimization in primary school (Evangelou et al., 2008), suggesting that negative peer experiences continue for some students. In addition, self-esteem remained stable over the transition from primary to secondary school, and was related to being accepted by classmates (Poorthuis et al., 2014). Possibly, students with positive peer experiences in primary education have the social network and social skills to re-establish this position in secondary education, and vice versa. Students’ peer experiences may particularly remain stable when they make the same transition as their primary school classmates (Temkin et al., 2018). For instance, students kept the same friends if they made the same transition as their classmates from primary school, whereas friendships were more often disrupted when students transitioned to a new peer group (Temkin et al., 2018). We tentatively expected that, for most students, peer experiences would remain stable across the transition from primary to secondary school. Drawing upon life-course theories, difficult life transitions such as school transitions can greatly impact social relationships (Almeida & Wong, 2009; Elder, 1985). For some students, peer experiences may thus discontinue over the transition from primary to secondary school. For these students, school transitions generally pose a risk to their social lives. In a recent review on school transitions, ten studies reported a negative impact of the transition on their peer experiences, while seven studies reported an improvement in peer experiences (Jindal‐Snape et al., 2020). Students who change schools have fewer friends and were more likely to become isolates after a school transition compared with students who do not change schools (Felmlee et al., 2018; Temkin et al., 2018). Of the students who change schools, roughly 50% has fewer friends after the transition, 30% gains friends, and 20% has a stable number of friendships across the transition (Felmlee et al., 2018). Besides students’ number of friendships, students who change schools have more disrupted friendships, less dense friendship networks, are more socially distant from other students, and have more segregated friendship networks (Temkin et al., 2018). These drawbacks for students’ friendships are long lasting, and persist throughout high school (Felmlee et al., 2018). Moreover, students may feel more lonely after the transition to secondary school due to the shift to an unfamiliar context (Benner, 2011; Benner & Graham, 2009). In addition, as bullying peaks and bullies become more strategic over adolescence, students are at risk for intensified victimization (Pellegrini & Long, 2002). Therefore, positive peer experiences may decrease especially for students with more positive peer experiences in primary school. Taken together, we tentatively expected that some students with positive peer experiences in primary school would transition toward having more negative peer experiences in secondary school. Despite this average negative impact, for some students, the transition to secondary school may facilitate a ‘fresh start’ to improve the peer experiences of others. For these students, the transition is an opportunity to establish new peer relationships from a wider group of peers, and enhance their social status in the new group (Jindal‐Snape et al., 2020). Particularly students with negative peer experiences in primary school may benefit from school transitions. For instance, particularly students with fewer friends compared to their peers in primary education, gained friends after the transition to secondary education (Felmlee et al., 2018). More diverse subgroups of students in secondary school give students who previously felt left out an opportunity to fit into the peer group (Kinney, 1993). Moreover, meeting a new, large pool of possible friends may decrease students’ feelings of loneliness (Barber & Olsen, 2004; Lorijn et al., 2022). In addition, victimization decreases more and aggressive behavior is less socially rewarded in schools with a transition compared to schools without a transition (Farmer et al., 2011; Wang et al., 2016). Possibly, school transitions lead to a reorganization of the social hierarchy in the classroom, offering the possibility for students to improve their social status in the new peer group. Taken together, it may be that some students with negative peer experiences in primary school enjoy a ‘fresh start’ when entering secondary school. We explored to what extent students with negative peer experiences in primary school would transition toward having more positive peer experiences in secondary school. Academic Consequences of Changing Peer Experiences Peer experiences impact students’ academic achievement (Ryan & Deci, 2000; Ryan & Shin, 2018), also across school transitions. For instance, students’ peer acceptance and number and quality of friendships prior to the transition to middle school predicted academic achievement after this school transition (Kingery et al., 2011). These primary school peer experiences accounted for 15% of the variance in academic achievement in secondary school while accounting for students’ achievement in primary school (Kingery et al., 2011). Possibly, students with positive peer experiences can rely on their social and emotional resources while navigating academic challenges during the transition. The relation between peer experiences and academic achievement raises the question to what extent changes in peer experiences over school transitions relate to students’ academic achievement. Based on the reasoning that positive peer experiences foster academic achievement whereas negative peer experiences lower academic achievement, we expected that students with continued positive peer experiences from primary to secondary school would have the highest academic achievement compared with students with negative peer experiences at some point (Hypothesis 1). Conversely, students with continued negative peer experiences may be the worst off academically in secondary school. For these students, the transition may particularly have a negative effect on their academic achievement. Students with negative peer experiences in primary school may view the transition to a new peer context as an opportunity to improve their social stance in the peer group. Failure of improving their social position may cause an additional setback to their self-esteem and well-being as these students may attribute the negative peer experiences to themselves (‘it must be me’) rather than to others (‘it could be them’) (Huitsing et al., 2012). Taken together, we expected that students with continued negative peer experiences from primary to secondary school would have the lowest academic achievement compared with students with positive peer experiences at some point (Hypothesis 2). Failing to re-establish positive peer experiences in secondary school may undermine student’s academic achievement. Possibly, students who had positive peer experiences in primary education anticipate that they will re-establish their positive social position in the classroom (Poorthuis et al., 2014). Yet, a discrepancy between students’ anticipation in primary school and their actual peer experiences in secondary school may have a negative effect on their self-esteem (Poorthuis et al., 2014). The negative impact of failure to re-establish students’ social position may be reinforced by the increased importance of peers (Veenstra & Laninga‐Wijnen, 2023), the decline in school engagement in adolescence (Engels et al., 2017), and the negative impact of the transition on academic achievement (Felmlee et al., 2018). Therefore, we expected students changing their positive experiences to negative experiences would achieve lower compared with students with only positive experiences, and higher than students with only negative experiences (Hypothesis 3). Students who change from having negative peer experiences in primary school to having positive peer experiences in secondary school may enjoy a fresh start not only socially, but also academically. Positive peer experiences may boost their self-esteem and school well-being, making them academically flourish (Wentzel et al., 2021). We expected that students changing their negative experiences to positive experiences (i.e., having a ‘fresh start’) would achieve higher compared with students with only negative experiences, and lower than students with only positive experiences (Hypothesis 4). It remains unclear to what extent students changing from positive to negative peer experiences differ from students changing from negative to positive peer experiences. On the one hand, peer experiences become increasingly important in adolescence (Veenstra & Laninga‐Wijnen, 2023), which make negative peer experiences in secondary education particularly detrimental. On the other hand, early peer experiences may be most important and lay a base for students’ long-term self-worth and cognitive development (Bowlby, 1973). Therefore, we will explore differences in academic achievement between students who change from positive to negative experiences, with that from students who change from negative to positive experiences (i.e., having a ‘fresh start’). Summarized Hypotheses This study investigated (1) how students’ peer experiences (dis)continue over the transition from primary to secondary school, and (2) how this (dis)continuation relates to students’ academic achievement in secondary school. We explore peer experience groups based on students’ combined scores on peer attachment, loneliness, and victimization in primary and secondary school. Positive peer experiences are characterized by more peer attachment, lower loneliness and lower victimization, and vice versa for negative peer experiences. Due to our person-centered approach, we explore how students transition between peer experience groups and we therefore solely suggest tentative hypotheses regarding these transitions. We tentatively expected that, for most students, peer experiences would remain stable across the transition from primary to secondary school, because peer experiences are relatively stable over time (Engels et al., 2019). Following life-course theories, some students may have changing peer experiences over this transition (Almeida & Wong, 2009; Elder, 1985). As students’ social outcomes on average decline across the transition from primary to secondary school lives (Jindal-Snape et al., 2021), we tentatively expected that some students with positive peer experiences in primary school would transition toward having more negative peer experiences in secondary school. We explored to what extent students with negative peer experiences in primary school would transition toward having more positive peer experiences in secondary school (i.e., having a ‘fresh start’). Based upon the Self-Determination Theory (Ryan & Deci, 2000), we argue that the (dis)continuation of peer experiences relates to students’ academic achievement in secondary school. We expected that students with continued positive peer experiences from primary to secondary school would have the highest academic achievement compared with students with negative peer experiences at some point (Hypothesis 1). We expected that students with continued negative peer experiences from primary to secondary school would have the lowest academic achievement compared with students with positive peer experiences at some point (Hypothesis 2). We expected students changing their positive experiences to negative experiences would achieve lower compared with students with only positive experiences, and higher than students with only negative experiences (Hypothesis 3). We expected that students changing their negative experiences to positive experiences (i.e., having a ‘fresh start’) would achieve higher compared with students with only negative experiences, and lower than students with only positive experiences (Hypothesis 4). We explore differences in academic achievement between students who change from positive to negative experiences, compared with students who change from negative to positive experiences (i.e., having a ‘fresh start’). B. Methods Description of variables Independent variables Loneliness (T1, T2). In PRIMS, we measured loneliness using 5 items of the peer-related loneliness subscale of the Loneliness and Aloneness scale for Children and Adolescents (Also see Lorijn et al., 2022; LACA; Marcoen et al., 1987). Sample items are ‘I feel left out by my friends’, ‘I feel sad because I have no friends’, and ‘I feel alone at school’. Students rated the items as 1 = never to 4 = always. The scale was generated by averaging the answers on the items for every student with a valid response to at least two items. The scale revealed good reliability scores for T2 (α = .847) and T3 (α = .883). Victimization (T1, T2). Victimization was measured by asking ‘Can you indicate how often you have been bullied at school in the past months?’ (Also see Lorijn et al., 2022). Before asking this question, students saw an introduction clip providing the definition of bullying in the first two waves of the second PRIMS cohort (Kaufman et al., 2018; Olweus, 1996). Students rated the question as 1 = never to 5 = several times a week. Peer Attachment (T1, T2). We inventoried students’ peer attachment using the trust subscale of the Inventory of Parent and Peer Attachment (IPPA; Armsden & Greenberg, 1987). We adapted the original items that focused on friends and parents to fit classmates. The scale comprises three items: ‘My classmates accept me as I am’, ‘My classmates respect my feelings’, and ‘When I am angry about something, my classmates try to be understanding’. Students rated the items as 1 = never to 4 = always. The scale was generated by averaging the answers on the items for every participant with a valid response to at least two items. The scale revealed good reliability scores for T2 (α = .775) and T3 (α = .794). Dependent variables Academic achievement (T2). Academic achievement was measured by students’ self-reported grade for Mathematics, Dutch and English on their last report card. Grades ranged from 1 till 10 being rounded on two decimals, with higher numbers indicating higher grades. Grades for Mathematics, Dutch and English all significantly positively correlated at the 0.01 level (r = .134 or higher). Grades were averaged to compile one average grade as a proxy for academic achievement for every student with a valid score for at least one subject. Covariates Control variables. To assess gender, students indicated if they were a boy, girl, or other. Because only four students (0.5%) indicated to be ‘other’, we coded ‘other’ missing and gender as 0 = boy; 1 = girl. If possible, we will link our data to register data to control for students’ academic achievement in their last year of primary school measured by students’ score on their standardized exit-test (most often the ‘Cito-test’), and the number of primary school classmates that join the same secondary school calculated by the location of students’ secondary schools. Sample Data stem from the PRIMS project (an acronym for the transition from PRIMary to Secondary education). PRIMS aimed to study the role of peers in the transition from primary to secondary education in The Netherlands, and followed participants over this transition. PRIMS comprises two cohorts including multiple waves, with this study using data of the second wave (primary school) and third wave (secondary school) of the second cohort. The data in primary school were collected in May and June 2021, during students’ last months in primary education. Data in secondary school were conducted in January and February 2022, roughly five months after the students transitioned to secondary education. The educational system in the Netherlands consists of primary and secondary education. Students attend primary education from when they are four years old until they are eleven or twelve years old, when they transition to secondary education. Students attend secondary education until they are between sixteen and eighteen years old, depending on their track. In secondary education, students are tracked in different ability groups from pre-vocational secondary education to pre-university education. For the second cohort of the PRIMS project, we selected schools that participated in the first PRIMS cohort, supplemented with a new school sample. We invited all 66 schools that participated in the first cohort to partake in the second cohort, with 33 of these schools (50%) initially being willing to participate. We drew an additional sample of 318 schools to supplement the schools that continued to participate in the second cohort, aiming for a final sample of 100 schools. For both cohorts, we used a stratified sampling design to select schools, with the sample frame consisting of the full population of Dutch primary schools. For the sampling of the second cohort, we took into account the characteristics of the 33 schools willing to participate in both cohorts, and we adjusted our expected response rates based on the response rate of the first cohort. Out of the 318 supplementary sampled schools for the second cohort, 53 agreed to participate (16.7%). The 33 schools from the first cohort initially willing to participate in the second cohort dropped to 25, mainly due to time constraints related to the COVID-19 pandemic. In total, 79 schools with 120 classes agreed to participate in the second cohort, resulting in a representative sample on region, level of urbanization, socio-economic composition and test scores at the school level. In the second wave (our measure for primary school), 79 schools participated, including 77 schools that also participated in the first wave and two schools that entered the study in the second wave. We invited all 2,673 students who were in their final year of primary education (Dutch grade 8, 11-12 years old) of the participating schools to take part. Of the invited students, 1,676 (62.7%) obtained active parental consent to participate. In total, 1,634 students participated for our primary school measure. The remaining students did not participate mainly because they were absent at the time. Students filled out the online survey during regular school hours under supervision of their teacher, which took approximately 45 minutes. We invited all students who participated in the first or second wave to participate in the secondary school wave. In total, 784 students participated in secondary school. The remaining students were not in their last year of primary education at primary school at wave one, did not provide valid contact details or did not reply. Students filled out the online survey of approximately 15 minutes at home. As an incentive to complete the secondary school wave, students could join a lottery to win a Nintendo Switch. Of the 784 students who participated in secondary school, 758 students also participated in T1. In sum, 758 students (Mage wave 1 = 11.57, SD = 0.56; 53.5% girls, 0.9 % missing values on gender) from 105 primary school classes and 77 primary schools are included in our analyses sample. C. Analysis plan Confirmatory analyses We performed three steps of statistical analyses to test our hypothesis in Mplus version 8.5 (Muthén & Muthén, 2017). First, we conducted latent class analyses (LCA) to explore peer experience groups within our data. LCA is a person-centered approach that groups individuals into classes based on their scores on the included variables. We identified peer experience groups based on the students’ combined scores on peer attachment, loneliness and victimization. We performed cross-sectional LCA on both time points and longitudinal LCA, to check if the same peer experience groups were distinguished on both time points. The optimal number of classes was determined based on five criteria. Our first criterion is the Bayesian Information Criterion (BIC), which shows whether adding a class improves the model fit, with the lowest aBIC value indicating the best fit. The second criterion is the Entropy value (E), which should be ≥ .80 to indicate a good fit. The third criterion is the Lo-Mendell-Rubin Likelihood Ratio Test (LMR-LRT), which should be significant to indicate an improvement in model fit when adding a class. Our fourth criterion states that the size of the additional class should not be lower than 5.0% of the sample. As a fifth criterion, adding a class should provide unique theoretical information. Second, we performed latent transition analyses (LTA) to explore how students transition between peer experiences groups in the transition from primary to secondary education. We first explored the number of students per class on both time points, to investigate if classes change in size. We secondly explored students’ transitions between classes based on transition probabilities, explaining changes in class sizes. Based on students’ transitions between classes, we identified, number and name the trajectories. Third, we used linear regression analyses to test our confirmatory hypotheses on how students’ peer experience trajectories relate to students’ academic achievement in secondary education. Model fit was assessed using R2 and residuals between the values and predicted values. Alternative plan Option 1: We explore how students transition between peer experience groups across the transition from primary to secondary school using LTA. We may not find all four possible trajectories (i.e., stable positive experiences, stable negative experiences, changing positive to negative experiences, changing negative to positive experiences). Therefore, we may not be able to test all confirmatory hypothesis on how these trajectories relate to students’ academic achievement in secondary school. We particularly foresee the possibility that only stable trajectories are found because the number of students with negative peer experiences is limited. If we find fewer trajectories, we will only test the hypothesis of the trajectories found. Option 2: It may be that LTA cannot be computed because no measurement invariance is found for the longitudinal LCA’s, or the peer experience groups resulting from the LCA’s are too small to detect differences in transitions. In this case, a variable centered approach may be preferred over a person-centered approach. If needed, we can replace the LTA by linear and ordinal logistic regressions of peer attachment, loneliness, and victimization in primary school as predictors of peer attachment, loneliness, and victimization in secondary school. Change scores can be used in a linear regression of changes in peer experiences on academic achievement in secondary school. Method of missing data handling Missing data due to attrition reduced our sample from 1,634 (of which 1409 grade 6 students at wave 2) to 758 students. We perform sensitivity analyses to examine to what extent students in our analyses sample (n = 758) differ from grade 6 students who were not our in sample (n = 651) in gender, peer attachment, loneliness, victimization, and academic achievement. In the main analyses, partially missing values on key variables were handled using the full information maximum likelihood estimate (Muthén & Muthén, 2017). We consider possible selectivity of our sample in giving conclusions of our results. Assumptions of analyses To apply LTA, there must be at least two repeated measures, and there must be measurement invariance for the longitudinal LCA’s (Morin & Litalien, 2017). There are two repeated measure of all variables needed to create the peer experience groups. To test if there is measurement invariance, we examine if the peer experiences groups found on both timepoints have similar within-class means: we test the model fit by the Entropy value for a model in which the within-class means are held equal for both time points. If this assumption cannot be met, we continue with option 2 of the alternative methods described above above. Answer the following final questions: Has data collection begun for this project? o No, data collection has not begun x Yes, data collection is underway or complete If data collection has begun, have you looked at the data? x Yes o No The (estimated) start and end dates for this project are (optional): The data were collected between January 2021 and February 2022. Any additional comments before I pre-register this project (optional): As stated above the data was already collected. The main researchers in this study contributed to collecting data in the longitudinal PRIMS-study. 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Salientando asserções principais da Fenomenologia do Espírito sobre a categoria da individualidade, este estudo pretende avaliar o papel da literatura na compreensão da assim chamada efetivação da consciência-de-si racional através de si mesma. Na primeira parte, a grande obra de Hegel é apresentada como uma tentativa de destituir o estatuto transcendental da subjetividade na filosofia moderna. Na segunda, mostra-se como Hegel concebe, contra outras disciplinas em voga, a auto-criação humana da individualidade, baseado na experiência de três famosas personagens literárias: Fausto, Karl von Moor e Dom Quixote. By highlighting major statements from the Phenomenology of Spirit on the individuality category, this inquiry intends to appreciate the role of literature in understanding the so-called realization of racional self-consciousness through itself. In the first part, Hegels great work is presented as an attempt to depose the transcendental status of subjectivity in modern philosophy. In the second one, its shown how, against other current disciplines, Hegel conceives the human self-creation of individuality, based on the experience of three famous literary characters: Faust, Karl von Moor and Don Quixote.

The identification of regulatory elements recognized by transcription factors and chromatin remodeling factors is essential to studying the regulation of gene expression. When no auxiliary data, such as orthologous sequences or expression profiles, are used, the accuracy of most tools for motif discovery is strongly influenced by the motif degeneracy and the lengths of sequence. Since suitable auxiliary data may not always be available, more work must be conducted to enhance tool performance to identify transcription elements in the metazoan. A non-alignment-based algorithm, MotifSeeker, is proposed to enhance the accuracy of discovering degenerate motifs. MotifSeeker utilizes the property that variable sites of transcription elements are usually position-specific to reduce exposure to noise. Consequently, the efficiency and accuracy of motif identification are improved. Using data fusion, the ranking process integrates two measures of motif significance, resulting in a more robust significance measure. Testing results for the synthetic data reveal that the accuracy of MotifSeeker is less sensitive to the motif degeneracy and the length of input sequences. Furthermore, MotifSeeker has been tested on a well-known benchmark [M. Tompa, N. Li, T.L. Bailey, G.M. Church, B. De Moor, E. Eskin, A.V. Favorov, M.C. Frith, Y. Fu, W.J. Kent, et al. (2005) Nat. Biotechnol., 23, 137–144], yielding a correlation coefficient of 0.262, which compares favorably with those of other tools. The high applicability of MotifSeeker to biological data is further demonstrated experimentally on regulons of Saccharomyces cerevisiae and liver-specific genes with experimentally verified regulatory elements.

Salvia mirzayanii Rech. f. & Esfand is an endemic herbaceous plant belonging to the Lamiaceae family. The plant grows in the center and south of Iran and is broadly used in folk medicine. This review focuses on phytochemical and pharmacological data of S mirzayanii. Databases such as PubMed, Scopus, Web of Science, Scientific Information Database (Iranian database involving English and Persian articles), and Google Scholar were searched for terms “ Salvia mirzayanii,” “Iranian sage,” “ Marv-e-Talkh,” and “ Moor-e-Talkh” in both Persian and English up to December 10, 2013. In line with the ethnopharmacological uses, antioxidant, immunomodulatory, anti-inflammatory, antimicrobial, and insecticidal activities of different preparations of S mirzayanii have been shown in recent studies. The antimicrobial activity against human pathogenic strains has mainly been attributed to the essential oil of S mirzayanii, which in numerous analyses has been investigated either in plants of different origin or prepared by differing extraction methods. Despite the studies on antioxidant or antimicrobial activities, profound research on the toxicity or clinical properties of the herb is missing.

Energy eigenvalues and density of states of carriers in a finite barrier triangular quantum wire embedded inside a rectangular quantum wire are numerically investigated using finite difference technique (FD-Q). Time-independent Schrodinger’s equation is solved with ap propriate boundary conditions for computation of lowest three eigenstates. The wire is made of lower bandgap GaAs material surrounded by wider bandgap Al x Ga 1-x As, and the analysis is carried out by taking into consideration of the conduction band discontinuity and effective mass mismatch at the boundaries. The eigenvalues and the density of states are plotted as function of wire dimension and mole fraction (x). The results are also compared with those obtained using rectangular quantum wire. Density of states, Energy eigenvalue, Finite difference technique, Triangular quantum wire. 1. INTRODUCTION With the recent trend from deviation of Moor e’s law due to the saturation of number of transistors in a VLSI chip along with th e increasing complexity in floorplanning and routing, alternative appropriate solutions are required to satisfy the need of the day; which shapes the inclination of research towards development of quantum confined structures having different geometries. These can be developed by advanced material growth techniques

P0261 A GLOBAL RISK GENE SCORE PREDICTS EARLY AND LATE TUMOR RECURRENCE AFTER RESECTION OF HEPATOCELLULAR CARCINOMA J. Dekervel, D. Popovic, H. van Malenstein, P. Windmolders, L. Libbrecht, A. Bulle, B. De Moor, E. Van Cutsem, F. Nevens, C. Verslype, J. van Pelt. Department of Hepatology, University Hospitals Leuven, Department of Clinical and Experimental Medicine, Department of Electrical Engineering (ESAT), KU Leuven, Leuven, Department of Pathology, University Hospital Ghent, Ghent, Department of Digestive Oncology, University Hospitals Leuven, Leuven, Belgium E-mail: jeroen.dekervel@med.kuleuven.be

Air is extracted from bubbles of polar ice samples by a dry extraction method, and the 13C/12C ratio is measured on CO2 separated from the air. Ice samples of typically 700 g are crushed at ca. −20°C, the evolving air is trapped cryogenically, and CO2 is frozen out from this air for mass-spectrometric isotope analysis. First δ13C and δ 18O results of CO2 from Antarctic ice cores are presented, and δ13C is discussed in relation to atmospheric CO2 variations. δ13C of 400 to 800 year old ice is ca. 1.1 %o higher than the 1980 atmospheric value, which agrees well with model-based estimations. The measurement of three ca. 50,000 yr old samples yielded astonishingly low values, but contamination cannot be excluded.