4D spinless topological insulator in a periodic electric circuit

According to the mathematical classification of topological band structures, there exist a number of fascinating topological states in dimensions larger than three with exotic boundary phenomena and interesting topological responses. While these topological states are not accessible in condensed matter systems, recent works have shown that synthetic systems, such as photonic crystals or electric circuits, can realize higher-dimensional band structures. Here, we argue that, because of its symmetry properties, the 4D spinless topological insulator is particularly well suited for implementation in these synthetic systems. We explicitly construct a 2D electric circuit lattice, whose resonance frequency spectrum simulates the 4D spinless topological insulator. We perform detailed numerical calculations of the circuit lattice and show that the resonance frequency spectrum exhibits pairs of 3D Weyl boundary states, a hallmark of the nontrivial topology. These pairs of 3D Weyl states with the same chirality are protected by classical time-reversal symmetry that squares to +1, which is inherent in the proposed circuit lattice. We also discuss how the simulated 4D topological band structure can be observed in experiments.     

Chronische Myeloproliferative Erkrankungen (CMPE)

Ohne Zusammenfassung     

Entrepreneurial orientation in turbulent environments: The moderating role of absorptive capacity

The literature on entrepreneurial orientation (EO) has confirmed the positive relationship between EO and firm performance and that relationship's dependence on several contingencies. The present study connects the resource-based view and its dynamic capability extension to introduce absorptive capacity (ACAP) as a moderator of the relationship between EO and firm performance. This theoretically derived research model is empirically validated using survey data from 219 small and medium-sized enterprises in Germany. Our empirical findings are that ACAP strengthens the EO–performance relationship in turbulent markets.     

Inquiry-Based Learning and the Flipped Classroom Model

Abstract

The flipped classroom model of teaching can be an ideal venue for turning a traditional classroom into an engaging, inquiry-based learning (IBL) environment. In this paper, we discuss how two instructors at different universities made their classrooms come to life by moving the acquisition of basic course concepts outside the classroom and using class time for active problem-based learning. Results from student surveys are presented to relate student perceptions of the flipped/IBL classroom model.     

Do they know what they know? Accuracy in teacher candidates' self-assessments and its influencing factors

Although self-assessing one's knowledge is an integral part of a teacher's professional development, little is known about the accuracy of teacher candidates' self-assessments. In particular, not much attention has been paid to their self-assessment accuracy assessed on an individual level. Using measures from research on metacognition, we investigated the accuracy and bias of 513 mathematics teacher candidates who were tested in and self-assessed their professional knowledge in the three core domains of mathematical content knowledge, pedagogical content knowledge and pedagogical knowledge. In addition, we examined the consistency of self-assessment accuracy across the three knowledge domains and its relation to personal characteristics such as cognitive ability, personality traits and occupational self-efficacy. Results showed that in all three domains of professional knowledge, most teacher candidates were either over- or underconfident in their knowledge and unaware of their strengths and weaknesses. Cognitive ability reduced the risk of being overconfident, whereas self-efficacy was predictive of overconfidence. The Big Five personality traits were not systematically connected to self-assessment accuracy, and variance in self-assessment accuracy is still to be explained by further research. We address shortcomings of measures that are commonly used in self-assessment research and advocate for the use of metacognitive methods in future studies that focus on teacher self-assessments.     

Epistemic Beliefs in Science—A Systematic Integration of Evidence From Multiple Studies

Educational Psychology Review - Recent research has integrated developmental and dimensional perspectives on epistemic beliefs by implementing an approach in which profiles of learners’...     

Modi der Besonderung als Distinktionspraxen im Elementarbereich

As a new phenomenon in German ECEC, commercial high-cost childcare centers are subject of controversial debates. The expansion of this type of early care provision raises concerns about the possible reinforcement of social inequalities in early childhood. However, mechanisms of distinction within these institutions cannot be matched to such criteria as type of organization or features of the facilities. In this paper we argue that the interactions between professionals and parents have to be focused as crucial sites of the production of distinction. Using data from an ongoing qualitative research project we elaborate on three modes of interactive production of particularization. Based on these findings, we show that a reconstruction of the unique organizational cultures is indispensable to address questions of new vertical differentiations within the field of ECEC institutions.     

Möglichkeiten außerschulischer Hilfen in der Bearbeitung von Bildungsbenachteiligung: Potenziale und Grenzen ausgewählter Handlungsfelder der Jugendsozialarbeit

Even though social inequalities in education are often dealt with in out-of-school social work programs, this has been largely neglected by educational research in recent years. The present paper therefore presents the different fields of action in youth social work as means of compensatory education and discusses research findings regarding its use and effectiveness. The difficulty of measuring their effectiveness is not only due to a fragmented research field, but also reflects the fundamental contradiction between structural problems and their pedagogical treatment. The paper ends with a reflection on the importance of out-of-school programs to help adolescents with difficult course of lives.     

Concrete Geometry: Playing with Blocks

This article describes a design/build exercise conducted in an Architectural Materials and Methods class to achieve three interrelated objectives: (1) to apply physically the semester's theoretical focus on the constituent process and languages of architecture investigations, (2) to capitalise on the physical and aesthetic properties of concrete masonry to explore fabrication and detailing in the design process, and (3) to examine preconceptions about solo work and team work in architectural education and practice. What makes this project unique among other design/build projects is its emphasis on Concrete Masonry Units (known as CMU in the USA) and their visual, tactile and functional properties. The junior and senior students were allowed three building elements: an 8′ cube of space, an unlimited number of concrete blocks, and the visual ecology of a site. The structural vocabulary that Frank Lloyd Wright developed consisted of a three‐dimensional field of lines through which the solid elements of the building were located, enabling the voids to be integral to the whole and equally meaningful. Using these elements, students were asked to design/build temporary structures in a field next to the airport hangar on campus. The pedagogical objective was to adopt Wright's creative spirit, as opposed to quoting his architectural language.