Is second language teaching enslavement or empowerment? Insights from an Hegelian perspective

Whether second language (L2) teaching contributes to the enslavement or empowerment of learners has become a branch in Teaching English to Speakers of Other Languages research. More and more discussions are emerging, and they tend to base on more and more diverse theoretical frameworks. This article aims to shed light on this issue by exploring it from a Hegelian framework of language. Among Hegel’s theories of language, two notions, namely, mutual recognition and universalisation of culture are selected for discussions. The conclusion is that based on Hegel’s theories of language L2 teaching has a stronger tendency of contributing to the empowerment of learners.     

Parallelized ultra-high throughput microfluidic emulsifier for multiplex kinetic assays

Droplet-based microfluidic technologies are powerful tools for applications requiring high-throughput, for example, in biochemistry or material sciences. Several systems have been proposed for the high-throughput production of monodisperse emulsions by parallelizing multiple droplet makers. However, these systems have two main limitations: (1) they allow the use of only a single disperse phase; (2) they are based on multiple layer microfabrication techniques. We present here a pipette-and-play solution offering the possibility of manipulating simultaneously 10 different disperse phases on a single layer device. This system allows high-throughput emulsion production using aqueous flow rates of up to 26 ml/h (>110 000 drops/s) leading to emulsions with user-defined complex chemical composition. We demonstrate the multiplex capabilities of our system by measuring the kinetics of β-galactosidase in droplets using nine different concentrations of a fluorogenic substrate.     

Effiziente übertragung von Prozessinstanzdaten in verteilten Workflow-Management-Systemen

Zusammenfassung.   Zur Unterstützung von unternehmensweiten und -übergreifenden Gesch?ftsprozessen muss ein Workflow-Management-System (WfMS) eine gro?e Anzahl von Workflow-Instanzen steuern k?nnen. Daraus resultiert eine hohe Last für die Workflow-Server und das zugrunde liegende Kommunikationssystem. Ein in der Workflow-Literatur viel diskutierter Ansatz zur Bew?ltigung der Last ist es, die Workflow-Instanzen verteilt durch mehrere Workflow-Server zu kontrollieren. Beim Wechsel der Kontrolle zwischen zwei Workflow-Servern werden dann Migrationen notwendig, bei denen Daten der jeweiligen Workflow-Instanz vom Quell- zum Zielserver übertragen werden müssen, um dort mit der Steuerung fortfahren zu k?nnen. Deshalb belasten Migrationen das Kommunikationssystem zus?tzlich. In diesem Beitrag werden Verfahren entwickelt, mit denen die bei Migrationen entstehende Kommunikationslast reduziert werden kann, so dass die Skalierbarkeit des WfMS signifikant verbessert wird. Falls Gesch?ftsbereiche aus Kostengründen nur über langsame Kommunikationsverbindungen angebunden sind, wird dadurch der Einsatz eines WfMS überhaupt erst erm?glicht. Eingegangen am 22. Juni 2000 / Angenommen am 25. Januar 2001     

Motivating first-year university students by interdisciplinary study projects

ABSTRACT

In order to increase student commitment from the beginning of students’ university careers, the Technische Universität Darmstadt has introduced interdisciplinary study projects involving first-year students from the engineering, natural, social and history, economics and/or human sciences departments. The didactic concept includes sophisticated task design, individual responsibility and a differentiated support system. Using a self-determination theory framework, this study examined the effects of the projects based on survey findings from two projects with more than 1000 students. The results showed that the projects were successful in fulfilling students’ basic psychological needs and in promoting students’ academic engagement. Basic psychological needs were found to be significant predictors of academic engagement. These findings suggest that interdisciplinary study projects can potentially contribute to improving higher education as they fulfil students’ basic psychological needs for competence, relatedness and autonomy and enhance students’ academic engagement.