Relationship between ethanol and sucrose self-administration and schedule-induced polydipsia

Studies have suggested a relationship between drug abuse and compulsive behaviors. The present experiments investigated the relationship between schedule-induced polydipsia (SIP) and self-administration (SA) of ethanol and sucrose. SIP served as a model of compulsive behavior. and oral self-administration on a progressive-ratio (PR) schedule of reinforcement assessed the reinforcing value of either a 10% ethanol solution or an isocaloric sucrose solution. Rats first were exposed to PR sessions in which break points were the dependent variable and then switched to SIP sessions. with number of licks as the dependent variable. Results showed a positive relationship between PR and SIP for sucrose but not for ethanol: higher and lower PRs for sucrose were associated with higher and lower SIP levels. The order of the sessions then was reversed, such that SIP sessions were run before PR sessions. An opposite relationship was observed in which high and low SIP animals exhibited low and high PR break points, respectively. The relationship between SIP and SA was dependent on the reinforcing value of the substance and on prior SIP exposure. These results may reflect a common dopaminergic substrate and suggest that prior experience in coping with stress may reduce vulnerability to substance abuse behavior. (c) 2008 Published by Elsevier Inc.

Alcances y limitaciones actuales de la actividad experimental en escuelas de Enseñanza Media de la provincia Santiago de Cuba: criterios de alumnos y profesores

El propósito de este estudio es explorar el estado actual de desarrollo de las actividades experimentales en la asignatura de Física en escuelas de Enseñanza Media de la provincia de Santiago de Cuba ya que constituye un aspecto medular en la construcción del conocimiento científico. Para la recogida de la información se utilizaron dos instrumentos: una encuesta y una entrevista que fueron aplicadas a 268 alumnos y 18 profesores de cinco escuelas con entornos socioculturales diferentes. Los datos obtenidos de las encuestas de ambos sujetos están referidos a: la existencia o no de infraestructura de laboratorio en las escuelas, las características de sus participaciones en los laboratorios y la frecuencia de realización de los mismos. Complementan esta información sus opiniones expresadas en las respuestas a las entrevistas, donde se destaca el papel que atribuyen a los experimentos en el proceso de enseñanza-aprendizaje. Los resultados indican un incremento en la motivación y en la asimilación de los contenidos por parte de los alumnos que participaron en las demostraciones experimentales en las escuelas con infraestructura de laboratorio. Se manifiestan también limitaciones en el orden material con énfasis en las escuelas más alejadas del centro de la ciudad de Santiago de Cuba y de preparación de los profesores para una eficiente utilización del instrumental que poseen en función de la docencia.

Learning for well being : Studies using the International Adult Literacy Survey

This thesis is a collection of five independent but closely related studies. The overall purpose is to approach the analysis of learning outcomes from a perspective that combines three major elements, namely lifelonglifewide learning, human capital, and the benefits of learning. The approach is based on an interdisciplinary perspective of the human capital paradigm. It considers the multiple learning contexts that are responsible for the development of embodied potential – including formal, nonformal and informal learning – and the multiple outcomes – including knowledge, skills, economic, social and others– that result from learning. The studies also seek to examine the extent and relative influence of learning in different contexts on the formation of embodied potential and how in turn that affects economic and social well being. The first study combines the three major elements, lifelonglifewide learning, human capital, and the benefits of learning into one common conceptual framework. This study forms a common basis for the four empirical studies that follow. All four empirical studies use data from the International Adult Literacy Survey (IALS) to investigate the relationships among the major elements of the conceptual framework presented in the first study. Study I. A conceptual framework for the analysis of learning outcomes This study brings together some key concepts and theories that are relevant for the analysis of learning outcomes. Many of the concepts and theories have emerged from varied disciplines including economics, educational psychology, cognitive science and sociology, to name only a few. Accordingly, some of the research questions inherent in the framework relate to different disciplinary perspectives. The primary purpose is to create a common basis for formulating and testing hypotheses as well as to interpret the findings in the empirical studies that follow. In particular, the framework facilitates the process of theorizing and hypothesizing on the relationships and processes concerning lifelong learning as well as their antecedents and consequences. Study II. Determinants of literacy proficiency: A lifelong-lifewide learning perspective This study investigates lifelong and lifewide processes of skill formation. In particular, it seeks to estimate the substitutability and complementarity effects of learning in multiple settings over the lifespan on literacy skill formation. This is done by investigating the predictive capacity of major determinants of literacy proficiency that are associated with a variety of learning contexts including school, home, work, community and leisure. An identical structural model based on previous research is fitted to the IALS data for 18 countries. The results show that even after accounting for all factors, education remains the most important predictor of literacy proficiency. In all countries, however, the total effect of education is significantly mediated through further learning occurring at work, at home and in the community. Therefore, the job and other literacy related factors complement education in predicting literacy proficiency. This result points to a virtual cycle of lifelong learning, particularly to how educational attainment influences other learning behaviours throughout life. In addition, results show that home background as measured by parents’ education is also a strong predictor of literacy proficiency, but in many countries this occurs only if a favourable home background is complemented with some post-secondary education. Study III. The effect of literacy proficiency on earnings: An aggregated occupational approach using the Canadian IALS data This study uses data from the Canadian Adult Literacy Survey to estimate the earnings return to literacy skills. The approach adapts a labour segmented view of the labour market by aggregating occupations into seven types, enabling the estimation of the variable impact of literacy proficiency on earnings, both within and between different types of occupations. This is done using Hierarchical Linear Modeling (HLM). The method used to construct the aggregated occupational classification is based on analysis that considers the role of cognitive and other skills in relation to the nature of occupational tasks. Substantial premiums are found to be associated with some occupational types even after adjusting for within occupational differences in individual characteristics such as schooling, literacy proficiency, labour force experience and gender. Average years of schooling and average levels of literacy proficiency at the between level account for over two-thirds of the premiums. Within occupations, there are significant returns to schooling but they vary depending on the type of occupations. In contrast, the within occupational return of literacy proficiency is not necessarily significant. The latter depends on the type of occupation. Study IV: Determinants of economic and social outcomes from a lifewide learning perspective in Canada In this study the relationship between learning in different contexts, which span the lifewide learning dimension, and individual earnings on the one hand and community participation on the other are examined in separate but comparable models. Data from the Canadian Adult Literacy Survey are used to estimate structural models, which correspond closely to the common conceptual framework outlined in Study I. The findings suggest that the relationship between formal education and economic and social outcomes is complex with confounding effects. The results indicate that learning occurring in different contexts and for different reasons leads to different kinds of benefits. The latter finding suggests a potential trade-off between realizing economic and social benefits through learning that are taken for either job-related or personal-interest related reasons. Study V: The effects of learning on economic and social well being: A comparative analysis Using the same structural model as in Study IV, hypotheses are comparatively examined using the International Adult Literacy Survey data for Canada, Denmark, the Netherlands, Norway, the United Kingdom, and the United States. The main finding from Study IV is confirmed for an additional five countries, namely that the effect of initial schooling on well being is more complex than a direct one and it is significantly mediated by subsequent learning. Additionally, findings suggest that people who devote more time to learning for job-related reasons than learning for personal-interest related reasons experience higher levels of economic well being. Moreover, devoting too much time to learning for personal-interest related reasons has a negative effect on earnings except in Denmark. But the more time people devote to learning for personal-interest related reasons tends to contribute to higher levels of social well being. These results again suggest a trade-off in learning for different reasons and in different contexts.

Elaboración de prototipos para el desarrollo de productos de tecnología social [

[ES] Concretamente, para el caso de las Matemáticas, encontramos numerosas aplicaciones orientadas al aprendizaje de operaciones básicas: suma, resta, multiplicación, división, pero ninguna que enseñe a los niños a aplicar dichas operaciones para la resolución de problemas.
 Y este es el fin de este Trabajo Fin de Grado; diseñar un prototipo de aplicación orientada a Tabletas, con tecnología Android, para la resolución de problemas matemáticos para alumnos de niños de 5º de primaria, con tres características fundamentales:
 1. La posibilidad de disponer de un espacio, en el cual los alumnos puedan realizar los cálculos necesarios para solucionar los problemas. 2. La posibilidad de incorporar un mecanismo, gracias al cual los usuarios puedan aportar nuevos problemas matemáticos, a modo de feedback con el usuario. 3. La combinación del aspecto lúdico con el académico. El principal objetivo de este Trabajo Fin de Grado es el de : desarrollar un prototipo orientado hacia dispositivos Tablet basados en Android, que permitan el aprendizaje sobre la materia de Matemáticas para un nivel de alumnos de 5º de primaria; y que cumpla con las características fundamentales anteriormente descritas.

Self assembled monolayers for engineering of structured inorganic materials in the micrometer and submicrometer range

Deutsch:In der vorliegenden Arbeit konnten neue Methoden zur Synthese anorganischer Materialien mit neuartiger Architektur im Mikrometer und Nanometer Maßstab beschrieben werden. Die zentrale Rolle der Formgebung basiert dabei auf der templatinduzierten Abscheidung der anorganischen Materialien auf selbstorganisierten Monoschichten. Als Substrate eignen sich goldbedampfte Glasträger und Goldkolloide, die eine Mittelstellung in der Welt der Atome bzw. Moleküle und der makroskopischen Welt der ausgedehnten Festkörper einnehmen. Auf diesen Substraten lassen sich Thiole zu einer monomolekularen Schicht adsorbieren und damit die Oberflächeneigenschaften des Substrates ändern. Ein besonderer Schwerpunkt bei dieser Arbeit stellt die Synthese speziell auf die Bedürfnisse der jeweiligen Anwendung ausgerichteten Thiole dar.Im ersten Teil der Arbeit wurden goldbedampfte Glasoberflächen als Template verwendet. Die Abscheidung von Calciumcarbonat wurde in Abhängigkeit der Schichtdicke der adsorbierten Monolage untersucht. Aragonit, eine der drei Hauptphasen des Calciumcarbonat Systems, wurde auf polyaromatischen Amid - Oberflächen mit Schichtdicken von 5 - 400 nm Dicke unter milden Bedingung abgeschieden. Die einstellbaren Parameter waren dabei die Kettenlänge des Polymers, der w-Substituent, die Bindung an die Goldoberfläche über Verwendung verschiedener Aminothiole und die Kristallisationstemperatur. Die Schichtdickeneinstellung der Polymerfilme erfolgte hierbei über einen automatisierten Synthesezyklus.Titanoxid Filme konnten auf Oberflächen strukturiert werden. Dabei kam ein speziell synthetisiertes Thiol zum Einsatz, das die Funktionalität einer Styroleinheit an der Oberflächen Grenze als auch eine Möglichkeit zur späteren Entfernung von der Oberfläche in sich vereinte. Die PDMS Stempeltechnik erzeugte dabei Mikrostrukturen auf der Goldoberfläche im Bereich von 5 bis 10 µm, die ihrerseits über die Polymerisation und Abscheidung des Polymers in den Titanoxid Film überführt werden konnten. Drei dimensionale Strukturen wurden über Goldkolloid Template erhalten. Tetraethylenglykol konnte mit einer Thiolgruppe im Austausch zu einer Hydroxylgruppe monofunktionalisiert werden. Das erhaltene Molekül wurde auf kolloidalem Gold selbstorganisiert; es entstand dabei ein wasserlösliches Goldkolloid. Die Darstellung erfolgte dabei in einer Einphasenreaktion. Die so erhaltenen Goldkolloide wurden als Krstallisationstemplate für die drei dimensionale Abscheidung von Calciumcarbonat verwendet. Es zeigte sich, dass Glykol die Kristallisation bzw. den Habitus des krsitalls bei niedrigem pH Wert modifiziert. Bei erhöhtem pH Wert (pH = 12) jedoch agieren die Glykol belegten Goldkolloide als Template und führen zu sphärisch Aggregaten. Werden Goldkolloide langkettigen Dithiolen ausgesetzt, so führt dies zu einer Aggregation und Ausfällung der Kolloide aufgrund der Vernetzung mehrer Goldkolloide mit den Thiolgruppen der Alkyldithiole. Zur Vermeidung konnte in dieser Arbeit ein halbseitig geschütztes Dithiol synthetisiert werden, mit dessen Hilfe die Aggregation unterbunden werden konnte. Das nachfolgende Entschützten der Thiolfunktion führte zu Goldkolloiden, deren Oberfläche Thiol funktionalisiert werden konnte. Die thiolaktiven Goldkolloide fungierten als template für die Abscheidung von Bleisulfid aus organisch/wässriger Lösung. Die Funktionsweise der Schutzgruppe und die Entschützung konnte mittels Plasmonenresonanz Spektroskopie verdeutlicht werden. Titanoxid / Gold / Polystyrol Komposite in Röhrenform konnten synthetisiert werden. Dazu wurde ein menschliches Haar als biologisches Templat für die Formgebung gewählt.. Durch Bedampfung des Haares mit Gold, Assemblierung eines Stryrolmonomers, welches zusätzlich eine Thiolfunktionalität trug, Polymerisation auf der Oberfläche, Abscheidung des Titanoxid Films und anschließendem Auflösen des biologischen Templates konnte eine Röhrenstruktur im Mikrometer Bereich dargestellt werden. Goldkolloide fungierten in dieser Arbeit nicht nur als Kristallisationstemplate und Formgeber, auch sie selbst wurden dahingehend modifiziert, dass sie drahtförmige Agglormerate im Nanometerbereich ausbilden. Dazu wurden Template aus Siliziumdioxid benutzt. Zum einen konnten Nanoröhren aus amorphen SiO2 in einer Sol Gel Methode dargestellt werden, zum anderen bediente sich diese Arbeit biologischer Siliziumoxid Hohlnadeln aus marinen Schwämmen isoliert. Goldkolloide wurden in die Hohlstrukturen eingebettet und die Struktur durch Ausbildung von Kolloid - Thiol Netzwerken mittels Dithiol Zugabe gefestigt. Die Gold-Nanodrähte im Bereich von 100 bis 500 nm wurden durch Auflösen des SiO2 - Templates freigelegt.

Design, implementation and evaluation of a virtual laboratory for Computer Engineering Education

Broad consensus has been reached within the Education and Cognitive Psychology research communities on the need to center the learning process on experimentation and concrete application of knowledge, rather than on a bare transfer of notions. Several advantages arise from this educational approach, ranging from the reinforce of students learning, to the increased opportunity for a student to gain greater insight into the studied topics, up to the possibility for learners to acquire practical skills and long-lasting proficiency. This is especially true in Engineering education, where integrating conceptual knowledge and practical skills assumes a strategic importance. In this scenario, learners are called to play a primary role. They are actively involved in the construction of their own knowledge, instead of passively receiving it. As a result, traditional, teacher-centered learning environments should be replaced by novel learner-centered solutions. Information and Communication Technologies enable the development of innovative solutions that provide suitable answers to the need for the availability of experimentation supports in educational context. Virtual Laboratories, Adaptive Web-Based Educational Systems and Computer-Supported Collaborative Learning environments can significantly foster different learner-centered instructional strategies, offering the opportunity to enhance personalization, individualization and cooperation. More specifically, they allow students to explore different kinds of materials, to access and compare several information sources, to face real or realistic problems and to work on authentic and multi-facet case studies. In addition, they encourage cooperation among peers and provide support through coached and scaffolded activities aimed at fostering reflection and meta-cognitive reasoning. This dissertation will guide readers within this research field, presenting both the theoretical and applicative results of a research aimed at designing an open, flexible, learner-centered virtual lab for supporting students in learning Information Security.

„When we are disciplined, we can learn very well“: Schüler und Disziplin an einem Jungeninternat in Nordghana /// Arbeitspapiere / Institut für Ethnologie und Afrikastudien ; 91

Diese Arbeit analysiert den Alltag in einem gymnasialen Jungeninternat in der Upper West Region in Ghana und setzt diese Analyse in eine anthropologische Perspektive zum Staat. Angeregt durch die Überlegungen von Michel Foucault zu Disziplinarmechanismen und „Technologien des Selbst“ steht die alltägliche Disziplinierung der Schüler im Mittelpunkt dieser Arbeit. Dabei wird Disziplin nicht als restriktiv, übergeordnet und allgegenwärtig gedacht, sondern als etwas, das die Schüler aktiv mitgestalten. Einerseits sind die Schüler der Nandom Secondary School Disziplinartechniken ausgesetzt, die sich auf die Kontrolle ihrer Körper beziehen: Sie werden vereinheitlicht, klassifiziert, hierarchisiert, überwacht, geprüft und bestraft. Andererseits sind die Schüler keine übermächtigten Objekte einer totalen Institution, sondern sie wirken kreativ mit beim Flechten des Netzes aus Kontrolle und Freiräumen in ihrer Schule: Sie spielen eine wichtige Rolle bei der Kontrolle der Lehrer; sie erkennen und nutzen Freiräume, deren Rahmen sie mit den Lehrern aushandeln. Auch ihr Selbst bekommen die Schüler nicht von den Lehrern einfach diktiert. Zwar wird ihnen durch das Bild des guten Schülers eine bestimmte Sicht auf sich selbst nahe gelegt, doch wie sie dieses Bild aufnehmen, ablehnen oder umdeuten liegt in ihren eigenen Händen.

Alpha, Omega end group functionalization of RAFT polymers based on pentafluorophenyl esters and methane thiosulfonates

While polymers with different functional groups along the backbone have intensively been investigated, there is still a challenge in orthogonal functionalization of the end groups. Such well-defined systems are interesting for the preparation of multiblock (co) polymers or polymer networks, for bio-conjugation or as model systems for examining the end group separation of isolated polymer chains. rnHere, Reversible Addition Fragmentation Chain Transfer (RAFT) polymerization was employed as method to investigate improved techniques for an a, w end group functionalization. RAFT produces polymers terminated in an R group and a dithioester-Z group, where R and Z stem from a suitable chain transfer agent (CTA). rnFor alpha end group functionalization, a CTA with an activated pentafluorophenyl (PFP) ester R group was designed and used for the polymerization of various methacrylate monomers, N-isopropylacrylamide and styrene yielding polymers with a PFP ester as a end group. This allowed the introduction of inert propyl amides, of light responsive diazo compounds, of the dyes NBD, Texas Red, or Oregon Green, of the hormone thyroxin and allowed the formation of multiblocks or peptide conjugates. rnFor w end group functionalization, problems of other techniques were overcome through an aminolysis of the dithioester in the presence of a functional methane thiosulfonate (MTS), yielding functional disulfides. These disulfides were stable under ambient conditions and could be cleaved on demand. Using MTS chemistry, terminal methyl disulfides (enabling self-assembly on planar gold surfaces and ligand substitution on gold and semiconductor nanoparticles), butynyl disulfide end groups (allowing the “clicking” of the polymers onto azide functionalized surfaces and the selective removal through reduction), the bio-target biotin, and the fluorescent dye Texas Red were introduced into polymers. rnThe alpha PFP amidation could be performed under mild conditions, without substantial loss of DTE. This way, a step-wise synthesis produced polymers with two functional end groups in very high yields. rnAs examples, polymers with an anchor group for both gold nanoparticles (AuNP) and CdSe / ZnS semi-conductor nanoparticles (QD) and with a fluorescent dye end group were synthesized. They allowed a NP decoration and enabled an energy transfer from QD to dye or from dye to AuNP. Water-soluble polymers were prepared with two different bio-target end groups, each capable of selectively recognizing and binding a certain protein. The immobilization of protein-polymer-protein layers on planar gold surfaces was monitored by surface plasmon resonance.Introducing two different fluorescent dye end groups enabled an energy transfer between the end groups of isolated polymer chains and created the possibility to monitor the behavior of single polymer chains during a chain collapse. rnThe versatility of the synthetic technique is very promising for applications beyond this work.

The calcite(10-14) surface: a versatile substrate for molecular self-assembly

This thesis presents a detailed and successful study of molecular self-assembly on the calcite CaCO3(10-14) surface. One reason for the superior applicability of this particular surface is given by reflecting the well-known growth modes. Layer-by-layer growth, which is a necessity for the formation of templated two-dimensional (2D) molecular structures, is particularly favoured on substrates with a high surface energy. The CaCO3(10-14) surface is among those substrates and, thus, most promising. rnrnAll experiments in this thesis were performed using the non-contact atomic force microscope (NC-AFM) under ultra-high vacuum conditions. The acquisition of drift-free data became in this thesis possible owing to the herein newly developed atom-tracking system. This system features a lateral tip-positioning precision of at least 50pm. Furthermore, a newly developed scan protocol was implemented in this system, which allows for the acquisition of dense three-dimensional (3D) data under room-temperature conditions. An entire 3D data set from a CaCO3(10-14) surface consisting of 85x85x500 pixel is discussed. rnrnThe row-pairing and (2x1) reconstructions of the CaCO3(10-14) surface constitute most interesting research subjects. For both reconstructions, the NC-AFM imaging was classified to a total of 12 contrast modes. Eight of these modes were observed within this thesis, some of them for the first time. Together with literature findings, a total of 10 modes has been observed experimentally to this day. Some contrast modes presented themselves as highly distance-dependent and at least for one contrast mode, a severe tip-termination influence was found. rnrnMost interestingly, the row-pairing reconstruction was found to break a symmetry element of the CaCO3(10-14) surface. With the presence of this reconstruction, the calcite (10-14) surface becomes chiral. From high-resolution NC-AFM data, the identification of the enantiomers is here possible and is presented for one enantiomer in this thesis. rnrnFive studies of self-assembled molecular structures on calcite (10-14) surfaces are presented. Only for one system, namely HBC/CaCO3(10-14), the formation of a molecular bulk structure was observed. This well-known occurence of weak molecule-insulator interaction hinders the investigation of two-dimensional molecular self-assembly. It was, however, possible to force the formation of an island phase for this system upon following a variable-temperature preparation. rnFor the C60/CaCO3(10-14) system it is most notably that no branched island morphologies were found. Instead, the first C60 layer appeared to wet the calcite surface. rnrnIn all studies, the molecules arranged themselves in ordered superstructures. A templating effect due to the underlying calcite substrate was evident for all systems. This templating strikingly led either to the formation of large commensurate superstructures, such as (2x15) with a 14 molecule basis for the C60/CaCO3(10-14) system, or prevented the vast growth of incommensurate molecular motifs, such as the chicken-wire structure in the trimesic acid (TMA)/CaCO3(10-14) system. rnrnThe molecule-molecule and the molecule-substrate interaction was increased upon choosing molecules with carboxylic acid moieties in the third, fourth and fifth study, using terephthalic acid, TMA and helicene molecules. In all these experiments, hydrogen-bonded assemblies were created. rnrnDirected hydrogen bond formation combined with intermolecular pi-pi interaction is employed in the fifth study, where the formation of uni-directional molecular "wires" from single helicene molecules succeeded. Each "wire" is composed of heterochiral helicene pairs, well-aligned along the [01-10] substrate direction and stabilised by pi-pi interaction.

Das strukturierte Portfolio zur Dokumentation des orientierenden Praktikums für Lehramtsstudierende

Die Kompetenzorientierung der Lehrerbildung bezieht sich nicht nur auf die universitären Ausbildungsabschnitte des Lehramtsstudiums, sondern auch auf die praktischen Phasen. Daher ist es von Interesse, diese praktischen Phasen genauer zu untersuchen. Bisherige Forschungsarbeiten konzentrierten sich dabei vor allem auf die Kompetenzentwicklung (Bach, 2013; Gröschner & Schmitt, 2012; Schubarth et al., 2012) und auf die Betreuung im Schulpraktikum (Bach, 2013; Hascher, 2012; Schubarth et al., 2011). Die Untersuchung dieser Arbeit stellt die Praktikumsdokumentation in den Fokus, da diese ebenfalls zur Kompetenzförderung im Schulpraktikum beitragen kann. Dazu werden zwei Formen von Praktikumsdokumentationen gegenübergestellt. Dies sind einerseits die Praktikumsaufgaben, die als offene Reflexionsaufgaben formuliert werden und andererseits ein strukturiertes Arbeitsheft mit dem Ziel, die Beobachtungskompetenz der Studierenden anzuleiten und die Dokumentation der Beobachtungen zu strukturieren. Diese beiden Formen der Praktikumsdokumentation werden hinsichtlich der Akzeptanz, der Entwicklung der Kompetenzen, der Selbstwirksamkeitserwartung und des pädagogisch-psychologischen Wissens miteinander verglichen. Die Angaben von n = 66 Studierenden, die das Arbeitsheft im Orientierenden Praktikum nutzten, wurden in einem prä-post-follow-up-Design untersucht und zwei Referenzgruppen gegenübergestellt. Die erste Referenzgruppe (n = 64) hatte das Orientierende Schulpraktikum noch nicht absolviert. Die zweite Referenzgruppe (n = 105) hatte dieses beendet und mit den Praktikumsaufgaben gearbeitet. Mit Hilfe von Online-Fragebögen wurden Daten zu Rahmenbedingungen des Schulpraktikums, die selbsteingeschätzte Kompetenz der Studierenden, die Relevanz und Anwendungshäufigkeit der Kompetenzen (adaptierte Skala nach Gröschner, 2009), die allgemeine Selbstwirksamkeitserwartung (Jerusalem & Schwarzer, 1999), das pädagogisch-psychologische Wissen sowie die Akzeptanz erfasst. Die Ergebnisse zeigen keine Unterschiede in der Kompetenz- und Relevanzeinschätzung sowie bei der Selbstwirksamkeitserwartung und dem Wissen zwischen den Gruppen. Signifikant besser schätzten die Studierenden mit dem Arbeitsheft die Anwendungshäufigkeit der Kompetenzen und die Akzeptanz der Praktikumsdokumentation ein. Das neu entwickelte Arbeitsheft und die Praktikumsaufgaben fördern die Kompetenzentwicklung wahrscheinlich in vergleichbarem Maß. Die Studierenden akzeptieren das Arbeitsheft jedoch mehr, was eine wichtige Implementationsbedingung ist. Das Design der Studie sowie die Selbstselektion der Gruppen schränken die Aussagekraft der Studie ein. Zu betonen ist jedoch, dass im Rahmen dieser Studie erstmalig versucht wurde, eine längsschnittliche Interventionsstudie mit Praktikumsdokumentationen umzusetzen sowie die Gelingensbedingungen von Schulpraktika und Kompetenzentwicklung im Lehramtsstudium zu untersuchen.

Self-efficacy buffers the relationship between dementia caregiving stress and circulating concentrations of the proinflammatory cytokine interleukin-6

the proinflammatory cytokine interleukin (IL)-6 has been linked with health morbidity, particularly risk for cardiovascular disease (CVD). The purpose of this study was to investigate the potential protective role of coping self-efficacy on the relationship between caregiving stress and circulating concentrations of IL-6.

Researchers' roles in knowledge co-production: experience from sustainability research in Kenya, Switzerland, Bolivia and Nepal

Co-production of knowledge between academic and non-academic communities is a prerequisite for research aiming at more sustainable development paths. Sustainability researchers face three challenges in such co-production: (a) addressing power relations; (b) interrelating different perspectives on the issues at stake; and (c) promoting a previously negotiated orientation towards sustainable development. A systematic comparison of four sustainability research projects in Kenya (vulnerability to drought), Switzerland (soil protection), Bolivia and Nepal (conservation vs. development) shows how the researchers intuitively adopted three different roles to face these challenges: the roles of reflective scientist, intermediary, and facilitator of a joint learning process. From this systematized and iterative self-reflection on the roles that a researcher can assume in the indeterminate social space where knowledge is co-produced, we draw conclusions regarding training.

Health status and health care utilisation of patients in complementary and conventional primary care in Switzerland--an observational study

BACKGROUND: The study is part of a nationwide evaluation of complementary and alternative medicine (CAM) in primary care in Switzerland. OBJECTIVES: Patient health status with respect to demographic attributes such as gender, age, and health care utilisation pattern was studied and compared with conventional primary care. METHODS: The study was performed as a cross-sectional survey including 11932 adult patients seeking complementary or conventional primary care. Patients were asked to document their self-perceived health status by completing a questionnaire in the waiting room. Physicians were performing conventional medicine and/or various forms of complementary primary care such as homeopathy, anthroposophic medicine, neural therapy, herbal medicine, or traditional Chinese medicine. Additional information on patient demographics and yearly consultation rates for participating physicians was obtained from the data pool of all Swiss health insurers. These data were used to confirm the survey results. RESULTS: We observed considerable and significant differences in demographic attributes of patients seeking complementary and conventional care. Patients seeking complementary care documented longer lasting and more severe main health problems than patients in conventional care. The number of previous physician visits differed between patient groups, which indicates higher consumption of medical resources by CAM patients. CONCLUSIONS: The study supports the hypothesis of differences in socio-demographic and behavioural attributes of patients seeking conventional medicine or CAM in primary care. The study provides empirical evidence that CAM users are requiring more physician-based medical services in primary care than users of conventional medicine.

Looking at the effectiveness of an earth science unit designed using the Understanding by Design process

This report shares my efforts in developing a solid unit of instruction that has a clear focus on student outcomes. I have been a teacher for 20 years and have been writing and revising curricula for much of that time. However, most has been developed without the benefit of current research on how students learn and did not focus on what and how students are learning. My journey as a teacher has involved a lot of trial and error. My traditional method of teaching is to look at the benchmarks (now content expectations) to see what needs to be covered. My unit consists of having students read the appropriate sections in the textbook, complete work sheets, watch a video, and take some notes. I try to include at least one hands-on activity, one or more quizzes, and the traditional end-of-unit test consisting mostly of multiple choice questions I find in the textbook. I try to be engaging, make the lessons fun, and hope that at the end of the unit my students get whatever concepts I‘ve presented so that we can move on to the next topic. I want to increase students‘ understanding of science concepts and their ability to connect understanding to the real-world. However, sometimes I feel that my lessons are missing something. For a long time I have wanted to develop a unit of instruction that I know is an effective tool for the teaching and learning of science. In this report, I describe my efforts to reform my curricula using the “Understanding by Design” process. I want to see if this style of curriculum design will help me be a more effective teacher and if it will lead to an increase in student learning. My hypothesis is that this new (for me) approach to teaching will lead to increased understanding of science concepts among students because it is based on purposefully thinking about learning targets based on “big ideas” in science. For my reformed curricula I incorporate lessons from several outstanding programs I‘ve been involved with including EpiCenter (Purdue University), Incorporated Research Institutions for Seismology (IRIS), the Master of Science Program in Applied Science Education at Michigan Technological University, and the Michigan Association for Computer Users in Learning (MACUL). In this report, I present the methodology on how I developed a new unit of instruction based on the Understanding by Design process. I present several lessons and learning plans I‘ve developed for the unit that follow the 5E Learning Cycle as appendices at the end of this report. I also include the results of pilot testing of one of lessons. Although the lesson I pilot-tested was not as successful in increasing student learning outcomes as I had anticipated, the development process I followed was helpful in that it required me to focus on important concepts. Conducting the pilot test was also helpful to me because it led me to identify ways in which I could improve upon the lesson in the future.

A Socioeconomic Approach to the Development of E-Learning

A multitude of products, systems, approaches, views and notions characterize the field of e-learning. This article attempts to disentangle the field by using economic and sociological theories, theories of marketing management and strategy as well as practical experience gained by the author while working with leading edge suppliers of e-learning. On this basis, a distinction between knowledge creation e-learning and knowledge transfer e-learning is made. The various views are divided into four different ideal-typical paradigms, each with its own characteristics and limitations. Selecting the right paradigm to use in the development of an e-learning strategy may prove crucial to success. Implications for the development of an e-learning strategy in businesses and educational institutions are outlined.