亚琛宁波姊妹情

从上世纪90年代以来,我一直是《文化交流》的一名忠实读者。十余年间,这本刊物在我面前打开了一扇新的窗户,我通过它了解到古老中国的巨大进步,了解到中国与世界人民日益发展的友谊。说来也巧,今年是《文化交流》创办20周年,也是我所在的德国亚琛市与浙江省宁波市结为姐妹城市2     

Modellierung und kartographische Visualisierung von Geodaten mit XML-basierten Sprachen

Mit den XML-basierten Sprachen GML, XSLT und SVG lassen sich Geodaten nicht nur anwendungsorientiert modellieren, sondern auch karten?hnlich visualisieren. In dieser Fallstudie zeigen wir das, indem wir realistische Geodatenbest?nde der Landesvermessungs?mter zun?chst mit der Geography Markup Language (GML) nachmodellieren. So mit GML strukturierte Daten werden dann mit der Extensible Stylesheet Language for Transformation (XSLT) auf Elemente der Sprache Scalable Vector Graphics (SVG) abgebildet. Dabei wird der Prozess der kartografischen Visualisierung durch XSLT-Konstrukte modelliert und auch gleichzeitig implementiert. Als Ergebnis erhalten wir Grafiken, die den entsprechenden Karten der Landes?mter zumindest nicht un?hnlich sind.     

Organizational climate and faculty attitudes toward collective bargaining: A university in a major labor dispute

The present study attempts to broaden Neumann's (1979) original study, which included only universities with favorable labor relations, and to assess the role of organizational climate in predicting and explaining faculty attitudes toward collective bargaining at a college facing severe labor problems. The major findings of this study are the following. First, the perceived power structure is the dominant predictor of attitudes toward unionization at the university in a labor dispute. The magnitude of relationships between perceived power and collective bargaining attitudes is noticeably stronger at the university with unfavorable labor relations than at universities with favorable labor relations. Second, inequity is related to some aspects of collective bargaining and is not related to others. Third, perceived goals do not effect faculty attitudes toward unionization. The implications of these findings are discussed and elaborated.     

Effect of ultraviolet photofunctionalization of dental titanium implants on osseointegration

Objective

The aim of the current study was to evaluate the effect of ultraviolet (UV) photofunctionalization of dental titanium implants with exposure to the oral cavity on osseointegration in an animal model.

Methods

Forty-eight titanium implants (Camlog® Conelog® 4.3 mmx9.0 mm) were placed epicrestally into the edentulous jaws of three minipigs and implant stability was assessed by measuring the implant stability quotient (ISQ). Prior to implantation half of the implants were photofunctionalized with intense UV-light. After three months, the implants were exposed and ISQ was measured again. After six months of implant exposure, the minipigs were sacrificed and the harvested specimens were analyzed using histomorphometric, light, and fluorescence microscopy.

Main results

Forty-two of 48 implants osseointegrated. The overall mean bone-implant contact area (BIC) was (64±22)%. No significant differences were found in BIC or ISQ value (multivariate analysis of variance (MANOVA), P>0.05) between implants with and without exposure to UV photofunctionalization.

Conclusions

No significant effects were observed on osseointegration of dental titanium implants nine months after exposure of UV photofunctionalization.

     

Research policy and the changing nature of Australia's universities

Two central features of Australian universities are a strong research base and a structural organisation which reflects a close relationship between teaching and research. Current policy deliberations have produced recommendations in the national interest for the future development of Australian university research which are incompatible with these two central features. The recommendations consolidate the recent trend towards greater centralisation, co-ordination, selectivity and concentration of university research and its funding. Although certain sectors of Australian university research will benefit from the changes, the recommendations reflect neither a longer term view of the total higher education system, nor a sufficient concern with preserving the excellent and productive qualities of the current system. Their implementation will mean the adoption of research goals inimical to the fundamental purposes of universities; a less flexible and more conservative research system; a re-orientation of the research role of universities so that it is less harmonious with their teaching role; and a potentially harmful differentiation of academic staff, subject areas and institutions. In responding to the new demands of government, universities face a challenge in preserving their current strengths and core functions.     

Determinants of faculty attitudes toward collective bargaining in university graduate departments: An organizational climate approach

This study examines the relationship between some facets of organizational climate in university departments and faculty attitudes toward various aspects of faculty unionization. The dimensions of organizational climate explored are: the perceived power structure, assessment of rewards, and perceived organizational goals. The major findings of this study are: (a) The perceived power structure is an important determinant of attitudes toward an egalitarian system, especially in the social sciences. Perceived individual power is negatively related to egalitarian attitude in the physical sciences whereas perceived faculty group power is negatively related to favorable attitudes toward collective bargaining in the social sciences. (b) Perceived emphasis on consulting activities is positively related to attitudes toward seniority-based aspects of collective bargaining in the physical sciences while perceived emphasis on personal factors is positively related to all aspects of attitude toward collective bargaining in the social sciences. (c) Inequity is positively related to attitudes toward unionization both in the physical and social sciences. The policy implications of these findings to faculty and university administration are discussed.     

Beratung Und Erziehung In Der Schule — Zur Integration Von Beratungsaktivitäten In Das Schulische Erziehungsfeld

Zusammenfassung In dem Beitrag von Christoph Wulf und Norbert Groddeck geht es um Probleme der Integration von Beratungsaktivitäten in das schulische Erziehungsfeld. Dabei geht es nicht nur um die Integration zusätzlicher Beratungsaktivitäten in die bestehende Schulstruktur, sondern um eine Neubesinnung auf Beratung als eine wichtige Form schulischer Erziehung, für deren Entwicklung es in der gegenwärtigen Situation schulischen Lernens wichtige strukturelle Voraussetzungen gibt. In diesem Zusammenhang kommt der Entwicklung der Verbesserung der Beratungskompetenz des Lehrers eine erhebliche Bedeutung zu; denn dem Lehrer obliegt im schulischen Alltag die Aufgabe, die Schüler und ihre Eltern bei Orientierungsfragen und psychosozialen Schwierigkeiten zu beraten. Dazu bedarf es einiger Fähigkeiten, die im Rahmen der Lehrerausbildung und Lehrerfortbildung entwickelt werden müssen. Zu ihnen gehört insbesondere eine praxisbezogene erzieherische Handlungskompetenz.

---

This article deals with the problem of integrating counselling activities and the educational activities of the school in the Federal Republic of Germany. The problem is not only how to add more counselling activities to the existing school structure, but also how to conceptualize counselling as an important aspect of the schooling process. Pre-conditions for the latter now exist in the contemporary education scene in Germany. Thus, the improvement of counselling abilities of the teacher is given great importance. It is the teacher who is called upon in the daily life of the school to advise pupils and parents in case of problems of career choice and difficulties of a psycho-social nature. In order to do this, competencies have to be developed in teachers during their pre-service and in-service education. Of special importance is the practical ability to counsel in a school setting.

---

Résumé Cet article traite du problème de l'intégration des activités du conseil d'orientation aux activités éducatives de l'école en République Fédérale d'Allemagne. Il ne s'agit pas seulement de savoir comment accorder plus de place au conseil d'orientation, mais aussi de savoir comment concevoir le conseil d'orientation comme un aspect important de l'éducation. Les conditions préalables à ce développement sont réunies à l'heure actuelle dans le système scolaire en Allemagne. C'est ainsi que l'on attache beaucoup d'importance à l'amélioration des qualités de conseiller de l'enseignant, car c'est à l'enseignant que l'on fait appel dans la vie quotidienne de l'école lorsqu'il s'agit de conseiller les élèves et leurs parents pour des problèmes de choix d'une carrière ou en cas de difficultés psycho-sociales. Pour qu'ils en soient capables, les enseignants ont besoin d'acquérir une compétence développée dans le cadre de leur formation et ensuite au cours de leurs stages de perfectionnement professionnel. La capacité pratique de conseiller dans le cadre de l'école est d'une importance spéciale.

     

Nature of Science and Science Content Learning

Besides viewing knowledge about the nature of science (NOS) as important for its own value with respect to scientific literacy, an adequate understanding of NOS is expected to improve science content learning by fostering the ability to interrelate scientific concepts and, thus, coherently acquire scientific content knowledge. However, there is a lack of systematic investigations, which clarify the relations between NOS and science content learning. In this paper, we present the results of a study, conducted to investigate how NOS understanding relates to students’ acquisition of a proper understanding of the concept of energy. A total of 82 sixth and seventh grade students received an instructional unit on energy, with 41 of them receiving generic NOS instruction beforehand. This NOS instruction, however, did not result in students having higher scores on the NOS instrument. Thus, correlational analyses were performed to investigate how students’ NOS understanding prior to the energy unit related to their learning about science content. Results show that a more adequate understanding of NOS might relate to students’ perspective on the concept of energy and might support them in understanding the nature of energy as a theoretical concept. Students with higher NOS understanding, for example, seemed to be more capable of learning how to relate the different energy forms to each other and to justify why they can be subsumed under the term of energy. Further, we found that NOS understanding may also be related to students’ approach toward energy degradation—a concept that can be difficult for students to master—while it does not seem to have a substantive impact on students’ learning gain regarding energy forms, transformation, or conservation.     

Faculty perceptions of deans' and department chairpersons' management functions

The present study examined the patterns of perceived management functions of deans and department chairpersons in three schools: social sciences, physical sciences and medical school. In all schools, deans were perceived as paying utmost attention to outside activities, and least attention to inside activities. The study explored the relationships between personal career data and scales of perceived managerial functions on one hand, and between job satisfaction and management functions on the other hand. Articles were found to be negatively correlated with perceptions of managerial functions in all schools. Seniority, rank, and tenure were positively associated with inside activities of the dean and the chairperson in the social sciences. Managerial functions were positively related especially to satisfaction with governance. The implications of the results were discussed and elaborated.