Globalisation, E-learning and the Monetary Pressure on the Educational Field

Globalisation, this is my thesis, change first the trade of goods and services, produce a mercantilist pressure on different political fields and affect finally as a consequence effectively our normative comprehension of education. As states will be more and more under pressure to compete on an economic basis against each other they will rank decisions which generate jobs higher than any thing else. Also Education policy is changing its focus. E-learning is a driving force to bring together education, trade of ICT equipment, trade of educational used content and trade of study degrees and to merge the different objectives into effective distribution of knowledge and maximising profits.

Special Issue: Interactive Educational Media for the Neural and Cognitive Sciences

Understanding the functioning of brains is an extremely challenging endeavour - both for researches as well as for students. Interactive media and tools, like simulations, databases and visualizations or virtual laboratories proved to be not only indispensable in research but also in education to help understanding brain function. Accordingly, a wide range of such media and tools are now available and it is getting increasingly difficult to see an overall picture. Written by researchers, tool developers and experienced academic teachers, this special issue of Brains, Minds & Media covers a broad range of interactive research media and tools with a strong emphasis on their use in neural and cognitive sciences education. The focus lies not only on the tools themselves, but also on the question of how research tools can significantly enhance learning and teaching and how a curricular integration can be achieved. This collection gives a comprehensive overview of existing tools and their usage as well as the underlying educational ideas and thus provides an orientation guide not only for teaching researchers but also for interested teachers and students.

Mobile Learning – Begriff, Modelle, Forschung

Der vorliegende Übersichtsartikel betrachtet Mobile Learning aus einer pädagogisch-psychologischen und didaktischen Perspektive. Mobile Learning (M-Learning), das seit Mitte der 1990er in unterschiedlichsten Kontexten Einzug in den Bildungssektor hielt, ist ein dynamisches und interdisziplinäres Feld. Dynamisch, weil M-Learning durch die rasche Entwicklung im Bereich der Informations- und Kommunikationstechnologie, wie kaum ein anderes Forschungsfeld, einem derart großen Wandel unterworfen ist. Interdisziplinär, weil durch das Zusammentreffen von mobiler Technik und Lernen auch unterschiedliche Fachdisziplinen betroffen sind. Die verschiedenen Sichtweisen und auch die Komplexität des Feldes haben dazu geführt, dass bis heute keine einheitliche Definition des Begriffs besteht. Ziel dieses Übersichtsartikels ist es, den aktuellen Forschungsstand aus didaktischer und pädagogisch-psychologischer Sicht aufzuzeigen. Dazu werden zunächst wichtige Komponenten des M-Learning-Begriffs herausgearbeitet und daran anschließend didaktisch bedeutsame theoretische Ansätze und Modelle vorgestellt sowie kritisch betrachtet. Basierend auf dieser theoretischen Ausgangslage wird dann ein Rahmen gezeichnet, der verdeutlichen soll, wo empirische Forschung aus didaktischer und pädagogisch-psychologischer Sicht ansetzen kann. Entsprechende empirische Studien werden ebenfalls vorgestellt, um einen Eindruck des aktuellen empirischen Forschungsstandes zu geben. Dies alles soll als Ausgangspunkt für den zukünftigen Forschungsbedarf dienen.

The role of upper-level dynamics and surface processes for the Pakistan flood of July 2010

In July and August 2010 floods of unprecedented impact afflicted Pakistan. The floods resulted from a series of intense multi-day precipitation events in July and early August. At the same time a series of blocking anticyclones dominated the upper-level flow over western Russia and breaking waves i.e. equatorward extrusions of stratospheric high potential vorticity (PV) air formed along the downstream flank of the blocks. Previous studies suggested that these extratropical upper-level breaking waves were crucial for instigating the precipitation events in Pakistan. Here a detailed analysis is provided of the extratropical forcing of the precipitation. Piecewise PV inversion is used to quantify the extratropical upper-level forcing associated with the wave breaking and trajectories are calculated to study the pathways and source regions of the moisture that precipitated over Pakistan. Limited-area model simulations are carried out to complement the Lagrangian analysis. The precipitation events over Pakistan resulted from a combination of favourable boundary conditions with strong extratropical and monsoonal forcing factors. Above-normal sea-surface temperatures in the Indian Ocean led to an elevated lower-tropospheric moisture content. Surface monsoonal depressions ensured the transport of moist air from the ocean towards northeastern Pakistan. Along this pathway the air parcel humidity increased substantially (60–90% of precipitated moisture) via evapotranspiration from the land surface. Extratropical breaking waves influenced the surface wind field substantially by enhancing the wind component directed towards the mountains which reinforced the precipitation.

Low-lying excited states and nonradiative processes of 9-methyl-2-aminopurine

he UV spectrum of the adenine analogue 9-methyl-2-aminopurine (9M-2AP) is investigated with one- and two-color resonant two-photon ionization spectroscopy at 0.3 and 0.05 cm−1 resolution in a supersonic jet. The electronic origin at 32 252 cm−1 exhibits methyl torsional subbands that originate from the 0A′′1 (l = 0) and 1E ″ (l = ±1) torsional levels. These and further torsional bands that appear up to 000+230 cm−1 allow to fit the threefold (V 3) barriers of the torsional potentials as ∣∣V′′3∣∣=50 cm−1 in the S 0 and ∣∣V′3∣∣=126 cm−1 in the S 1 state. Using the B3LYP density functional and correlated approximate second-order coupled cluster CC2 methods, the methyl orientation is calculated to be symmetric relative to the 2AP plane in both states, with barriers of V′′3=20 cm−1 and V′3=115 cm−1. The 000 rotational band contour is 75% in-plane (a/b) polarized, characteristic for a dominantly long-axis 1ππ* excitation. The residual 25% c-axis polarization may indicate coupling of the 1ππ* to the close-lying 1 nπ* state, calculated at 4.00 and 4.01 eV with the CC2 method. However, the CC2 calculated 1 nπ oscillator strength is only 6% of that of the 1ππ* transition. The 1ππ* vibronic spectrum is very complex, showing about 40 bands within the lowest 500 cm−1. The methyl torsion and the low-frequency out-of-plane ν′1 and ν′2 vibrations are strongly coupled in the 1ππ* state. This gives rise to many torsion-vibration combination bands built on out-of-plane fundamentals, which are without precedence in the 1ππ* spectrum of 9H-2-aminopurine [S. Lobsiger, R. K. Sinha, M. Trachsel, and S. Leutwyler, J. Chem. Phys.134, 114307 (2011)]. From the Lorentzian broadening needed to fit the 000 contour of 9M-2AP, the 1ππ* lifetime is τ ⩾ 120 ps, reflecting a rapid nonradiative transition.

Learning and emotion - perspectives for theory and research

There is growing interest in and knowledge about the interplay of learning and emotion. However, the different approaches and empirical studies correspond to each other only to a low extent. To prevent this research field from increasing fragmentation, a shared basis of theory and research is needed. The presentation aims at giving an overview of the state of the art, developing a general framework for theory and research, and outlining crucial topics for future theory and research. The presentation focuses on the influence of emotions on learning. First, theories about the impact of emotions on learning are introduced. Second, the importance of these theories for school learning are discussed. Third, empirical evidence resulting from school-based research about the role of emotions for learning is presented. Finally, further research demands are stressed.