An investigation of the influence of emotional factors on learning in physics instruction

In a study of learning processes in 24 eighth grade physics classrooms in Germany, data were collected in respect to cognitive variables (prior knowledge, learning outcomes, use of learning strategies), cognitive-emotional variables (self-concept, interest), as well as emotional variables (anxiety, boredom, sense of well-being). Both quantitative and qualitative methods were used. Interest and emotional factors are further differentiated into situation-related and habitual (most likely biographically determined) components. In constructing the teaching unit (basic electricity) a learning oriented knowledge acquisition phase was followed by a more achievement oriented practice phase. Analysis shows that positive emotions are more important in the acquisition phase than in the practice phase. Anxieties play an ambiguous role in the practice phase. Additionally, the results provide indications that joy about learning in particular, and also interest are frequently linked to successful learning processes, and not merely to the nature of the subject matter.     

Akute Bronchitis und Influenza

Ohne Zusammenfassung     

Polytechnische Bildung Und Erziehung In Der Deutschen Demokratischen Republik

Zusammenfassung Polytechnische Bildung ist ein zentrales Element marxistischer Pädagogik. Im Bildungswesen der DDR ist polytechnische Bildung sowohl als Bildungsprinzip wie als eigenständiges Unterrichtsfach fest verankert. Der Artikel charakterisiert die Leitgedanken polytechnischer Bildung und stellt ausführlich dar, wie im Laufe der verschiedenen Phasen in der Entwicklung des Bildungssystems der DDR sich die Konzeptionen, Schwerpunktsetzungen und die konkrete Unterrichtspraxis in Abhängigkeit von politischen und ökonomischen Faktoren verändert haben. Die Konfrontation von eigenem Anspruch, den emphatischen Leitgedanken polytechnischer Bildungskonzeptionen, und der Unterrichtswirklichkeit führt zu einer kritischen Beurteilung heutiger Bildungspraxis in der DDR.

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Polytechnical education is a central element in Marxist educational theory. It is firmly anchored in the educational system of the German Democratic Republic both as a principle and as a subject of instruction. The author characterizes the ideas guiding this polytechnical education and describes how the concepts, emphases and teaching practices of the GDR educational system have been influenced by political and economic factors in the course of the various phases in its development. The confrontation of actual education practice with its own goals and with the guiding principles of polytechnical education concepts leads to a critical assessment of current education in the GDR.

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Résumé L'éducation polytechnique est un élément central de la théorie de l'éducation marxiste. Elle est fortement ancrée dans le système d'enseignement de la République Démocratique Allemande, tant comme principe d'éducation que comme matière d'enseignement. L'auteur met en évidence les idées directrices de cette éducation polytechnique et montre comment les concepts, l'importance accordée à certains aspects particuliers et les pratiques pédagogiques du système d'enseignement en R.D.A. ont été influencés par des facteurs politiques et économiques au cours des différentes phases de son développement. La confrontation de la pratique pédagogique avec les principaux concepts directeurs de l'éducation polytechnique conduit à un diagnostic critique de l'éducation telle qu'elle est actuellement dispensée en R.D.A.

     

Predictor variables of performance in recreational male long-distance inline skaters

We investigated the associations between selected anthropometric and training characteristics with race time in 84 recreational male long-distance inline skaters at the longest inline marathon in Europe, the 'Inline One-eleven' over 111 km in Switzerland, using bi- and multivariate analysis. The mean (s) race time was 264 (41) min. The bivariate analysis showed that age (r = 0.30), body mass (r = 0.42), body mass index (r = 0.35), circumference of upper arm (r = 0.32), circumference of thigh (r = 0.29), circumference of calf (r = 0.38), skin-fold of thigh (r = 0.22), skin-fold of calf (r = 0.27), the sum of skin-folds (r = 0.43), percent body fat (r = 0.45), duration per training unit in inline skating (r = 0.33), and speed during training (r = -0.46) were significantly and positively correlated to race time. Stepwise multiple regression showed that duration per training unit (P = 0.003), age (P = 0.029) and percent body fat (P = 0.016) were the best correlated with race time. Race time in a long-distance inline race such as the 'Inline One-eleven' over 111 km with a mean race time of ～260 min might be predicted by the following equation (r(2) = 0.41): Race time (min) = 114.91 + 0:51* (duration per training unit, min) + 0:85* (age, years) +3:78* (body fat, %) for recreational long-distance inline skaters.     

Editorial

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Editorial

     

S?ure-Basenhaushalt

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Editorial

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Editorial

     

Editorial

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Editorial

     

Contemporaneous peer effects,career age and the industry involvement of academics in biotechnology

This study explores the role of contemporaneous peer effects in driving an academic's involvement with industry. Specifically, we examine the influence of workplace peers and personal collaborators and how these effects are moderated by the career age of the scientist. Moreover, we look at situations in which both types of social influence are incongruent and the academic is faced with “dissonance”. Based on survey data of 355 German academics in the field of biotechnology and publication data from the Science Citation Index Expanded (SCIE), we find that the scientist's involvement with industry increases with the orientation of the scientist's department toward industry (“localized peer effect”). This effect turns out to be moderated by the scientist's age, such that the localized peer effect decreases with age and finally turns negative for very senior scientists. Moreover, we find that a scientist's involvement increases with the industry orientation of the scientist's co-authors (“personal peer effect”), irrespective of the scientist's age. In case both types of social influence are incongruent, younger scientists will revert to localized norms while more experienced scientists will orient themselves more toward their personal collaborators.     

Pre-empted patents,infringed patents and firms’ participation in markets for technology

In recent years, firms have increasingly contributed to and been confronted with a patent landscape characterized by numerous but marginal inventions, overlapping claims and patent fences. As a result, firms risk their patent applications to be pre-empted or to be infringed upon by rivals. While both aspects constitute major challenges for the appropriation of returns to inventive activity, extant literature suggests that participation in the market for technology might actually resolve or at least alleviate these problems. In this paper, we investigate the effect of pre-empted and infringed patents on firms’ engagement in in- and cross-licensing. Based on a sample of more than 1100 German manufacturing firms our results show that firms engage in in-licensing as a reaction to pre-empted patents and in cross-licensing if their protected IP was infringed upon. However, these effects vary depending on the fragmentation of technology fields and whether the firm operates in a discrete or complex product industry.