AEG-Telefunken TR 440: Unternehmensstrategie, Markterfolg und Nachfolger

Zusammenfassung  AEG-Telefunken entwickelte seit 1957 Rechner. Neben den Prozessrechnern spielten die Gro?rechner TR 4 und TR 440 eine wichtige Rolle. Von 1969 bis 1976 wurden 46 TR 440 installiert, bei einem Gesamtumsatz von 730 Mio. DM (370 Mio. Euro) [2]. In der Produktpolitik spielten die Rechner keine zentrale Rolle, obwohl eine ausgezeichnete technologische Ausgangsposition bestanden hatte und die Telefunkenrechner sp?ter nachdrückliche technologiepolitische Unterstützung erhielten. Die Entwicklung des Systems TR 440 hatte mit wesentlichen konzeptionellen und technologischen Schwierigkeiten zu k?mpfen, wozu der Mangel an qualifizierten Zulieferern und erfahrenen Mitabeitern kam. Trotzdem gelang es, bis 1970 den bislang schnellsten in Europa entwickelten Rechner [6] fertig zu stellen und Systemsoftware zu entwickeln [9], die den Produkten der Mitbewerber um Jahre voraus war. Von Anfang an hatte das Unternehmen nach geeigneten Kooperationspartnern gesucht. Mit dem Verkauf des Gro?rechnergesch?ftes an Siemens gingen die bereits laufenden Planungen für einen TR 440-Nachfolger zu Ende.

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AEG-Telefunken developed computers since 1957. Besides process control computers, the large scale computers, TR 4 and TR 440, played an important role. 46 TR 440 computers were installed from 1969 to 1976, summing up to a sales volume of 730 Mio. DM (370 Mio. Euro) [2]. AEG-Telefunken did not consider computers as a strategic part of its product policy, though the company had had an excellent technological position for this business and the Telefunken computers got vigorous political support. The development of the TR 440 system had to defeat essential conceptual and technological difficulties, besides lack of qualified suppliers and experienced personnel. Nevertheless, the company could, by 1970, develop the fastest European computer so far [6], with system software ahead of competitors by years [9]. From the beginning, the company had been looking for business partners. With the sale of the large scale computer business to Siemens, all activities on a TR 440 successor were stopped. AEG-Telefunken computer business strategy is also subject of a paper to appear in the IEEE Annals of the History of Computing.

     

Parenting behavior and the risk of becoming a victim and a bully/victim: A meta-analysis study

Objective

Being bullied has adverse effects on children's health. Children's family experiences and parenting behavior before entering school help shape their capacity to adapt and cope at school and have an impact on children's peer relationship, hence it is important to identify how parenting styles and parent–child relationship are related to victimization in order to develop intervention programs to prevent or mitigate victimization in childhood and adolescence.

Methods

We conducted a systematic review of the published literature on parenting behavior and peer victimization using MEDLINE, PsychINFO, Eric and EMBASE from 1970 through the end of December 2012. We included prospective cohort studies and cross-sectional studies that investigated the association between parenting behavior and peer victimization.

Results

Both victims and those who both bully and are victims (bully/victims) were more likely to be exposed to negative parenting behavior including abuse and neglect and maladaptive parenting. The effects were generally small to moderate for victims (Hedge's g range: 0.10–0.31) but moderate for bully/victims (0.13–0.68). Positive parenting behavior including good communication of parents with the child, warm and affectionate relationship, parental involvement and support, and parental supervision were protective against peer victimization. The protective effects were generally small to moderate for both victims (Hedge's g: range: −0.12 to −0.22) and bully/victims (−0.17 to −0.42).

Conclusions

Negative parenting behavior is related to a moderate increase of risk for becoming a bully/victim and small to moderate effects on victim status at school. Intervention programs against bullying should extend their focus beyond schools to include families and start before children enter school.     

Teaching philosophies reconsidered:A conceptual model for the development and evaluation of teaching philosophy statements

Increasingly, the requirements of applicants to academic faculty positions, promotion and tenure procedures, nominations for teaching awards, or other application processes for innovative teaching grants worldwide include a teaching portfolio or dossier or a statement of teaching philosophy. Current literature provides a spectrum of approaches to constructing a teaching philosophy statement. While these resources provide practical utility, this literature generally lacks conceptual models that provide clear operational definitions and comprehensive frameworks for the process of generating or evaluating a teaching philosophy statement. However, this literature does illustrate the complexity of the task. Each teaching philosophy statement reflects not only personal beliefs about teaching and learning, but also disciplinary cultures, institutional structures and cultures, and stakeholder expectations as well. This synergy among self, discipline, and institutional context guided the development of a conceptual model for constructing a teaching philosophy statement. Based on the authors' survey of the literature, a conceptual model was developed, and then refined in a series of three workshops that included input from graduate students, academic faculty, faculty developers, and academic managers (administrators). The resulting conceptual framework includes the six dimensions commonly found in a survey of faculty teaching philosophies: the purpose of teaching and learning; the role of the teacher; the role of the student; the methods used; evaluation and assessment of teaching and learning; and also includes two framing devices - a metaphor or a critical incident and a device for acknowledging the impact that contextual factors have on teacher decision making. This paper describes the development of this conceptual model, and provides an evaluation rubric that can be applied to assess teaching philosophy statements generated using the proposed framework.     

Architektur und Theoriestile in der Erziehungswissenschaft

Architekturstile sind nicht selten Ausl?ser oder Ausdruck theoretischer Entwicklungen in den Wissenschaften gewesen. In der Erziehungswissenschaft tendierte die Theorieproduktion im 20. Jh. dazu, architektonischen Innovationen eher z?gerlich zu folgen. Künftig besteht die Chance, dass sie im Zeichen des Neuen Rationalismus und eines „empirical turn“ aufholt.     

高等教育体制:高等职业教育的发展如何适应知识、信息和经济增长的需求

在经济与社会方面,现代改革的关键因素是知识与全球电子信息的增长.它们对高等教育的影响是显而易见的,这将对未来高等教育体制及机构的发展提出挑战.在地区或国家高等教育体制改革中的关键就是社会与经济发展内在要求和外在要求的恰当结合.对高等职业教育体制的分析,包括对新西兰、美国的夏威夷、加州以及中国的分析,将能就目前不同教育背景下的教、学和学位结构进行评价.这种分析可以为未来高等职业教育的发展提出建议,从而使高等教育体制成为促进经济发展的一个主要因素.本文将探讨高等职业教育机构在终生学习、人力资源的不断开发、劳动力教育等方面的重要作用.     

Functioning and participation of students with ADHD in higher education according to the ICF-framework

Due to an increasing number of students with ADHD in higher education and the difficult course of their academic career, a comprehensive overview of participation and functioning of this group is needed. A comprehensive search was performed in MEDLINE (PubMed), EMBASE, CINAHL and ERIC electronic databases in June 2014. This systematic literature review synthesises 22 articles. Most selected articles focused on body functions and structures (n = 16). If we want to support students with ADHD in higher education (e.g., by implementing effective accommodations), it is important to take into account characteristics of the individual student as well as the environment.