Die Anerkennung von wissenschaftlichen und künstlerischen Arbeiten nach § 85 UG

§ 85 UG erm?glicht die Ersetzung einer im Curriculum vorgeschriebenen wissenschaftlichen oder künstlerischen Arbeit durch eine sonstwo an einer anerkannten inl?ndischen oder ausl?ndischen postsekund?ren Bildungseinrichtung positiv beurteilte Arbeit im Wege der Anerkennung. Ma?gebliches Kriterium hiefür ist die Gleichwertigkeit zwischen "ausw?rtiger" und "heimischer" Arbeit; die Anerkennung kann auch studienrichtungsübergreifend erfolgen. In dieser Weise "suppliert" werden k?nnen Diplom- oder Masterarbeiten sowie künstlerische Diplom- oder Masterarbeiten, nicht jedoch Bachelorarbeiten und Dissertationen. W?hrend dies für Bachelorarbeiten sachlich gerechtfertigt werden kann, erweist sich der Ausschluss von Dissertationen aus dem System des § 85 UG als gleichheitswidrig.     

楔式制动器设计提高了线控刹车的性能

采用电子楔式制动器（Electronic Wedge Brake,EWB）,现在可以设计12V线控刹车了!EWB是去年法兰克福车展上电子和机械电子产品开发商Siemens VDO推出的.     

Die Konstruktvalidität des Allgemeinen Sportmotorischen Tests für Kinder

Whereas numerous studies have confirmed the objectivity and reliability of the “ Allgemeine Sportmotorische Test für Kinder” (AST, a general motor fitness and coordination test for children), examinations of its construct validity reveal that: (1) the few available findings fail to confirm the theoretically predicted distinction between the latent variables of condition and coordination, and (2) no studies so far have examined its item homogeneity, even though the test recommends computing a sum score to provide a general estimate of motor fitness. Confirmatory factor analyses show that the two latent variables condition and coordination cannot be extracted from the AST. Models with different latent variables also cannot be confirmed, too. Analyses based on IRT models, in contrast, reveal that one can distinguish between two qualitative classes of persons who are associated with either better running performance combined with lower throwing performance or better throwing performance combined with lower running performance. Nonetheless, it should be noted that class membership does not remain constant over time. In sum, results based on classical and probabilistic test theory negate the ability assumption underlying the AST. For practical assessments of a skill-specific performance, this means that it only seems justifiable to use a sum score for the locomotion items and a sum score for the object manipulation items.     

Effectiveness of a competence training programme for parents of socially disruptive children

Modern evaluations of parent training programmes seek evidence not only of efficacy in optimal, often university clinic settings, but also of effectiveness under normal field conditions. The Kompetenztraining für Eltern sozial auffälliger Kinder (KES) is a cognitive–behavioural competence training for parents of socially disruptive children. This study tried to complement the investigation of its efficacy by exploring its effectiveness under field conditions. Staff at 14 child guidance centres conducted the training with 88 parents (63.6% mothers; mean age 37.2 years). Effectiveness was assessed by comparing problem behaviour in the child and stress in the family (German versions of Home Situations Questionnaire and Parenting Stress Index) before and after training. Results showed mild to moderate declines in child behaviour problems and moodiness, as well as doubts in the parent role, and stronger effects in more versus less stressed families. Qualitative feedback from the trainers after running the programme was positive. It is concluded that the KES is a sufficiently promising parent training to justify further and more rigorous investigation under field conditions.     

Structuring and sequencing of complex text-picture combinations

This study investigates the structuring and sequencing of a special type of verbal-pictorial learning material, namely “explanative illustrations” (Mayer, 1993). In such illustrations verbal and pictorial parts form an integrated whole with text embedded in the pictures and vice versa. Due to their complexity such instructing illustrations impose high demands on information processing. From the viewpoint of instruction one may ask how the reception of such explanative illustrations may be supported by an appropriate structure and sequence of the content. In two empirical investigations three types of content structures and sequences were compared to each other: (1) a top-down sequence (based on assumptions of the “Elaboration Theory”, Reigeluth, 1987b) from the whole to details which shows how details are embedded within the larger context), (2) a bottom-up sequence from details to the whole, (3) the presentation as a whole (as in print).