酪蛋白磷酸肽-无定形磷酸钙、不同玷污层的处理和储存时间对牙本质粘接的影响(英文)

研究目的:评价含有酪蛋白磷酸肽-无定形磷酸钙(CPP-ACP)的再矿化剂Tooth Mousse(TM)的使用、不同玷污层的处理以及样本储存时间对牙本质粘接微拉伸性能的影响。研究方法:将牙本质样本分成保留玷污层组和用15%乙二胺四乙酸(EDTA)处理90秒去除玷污层组。每组根据是否使用TM处理再分亚组。每个亚组分别用三种不同的粘结剂(两步法自酸蚀Clearfil SE Bond(CSE)、一步法自酸蚀G-Bond(GB)和全酸蚀Adper Single Bond 2(SB))与牙本质样本粘接,分别经过3天和6个月的去离子水储存。样本进行切割微拉伸测试并通过扫描电镜分析断裂界面模式。重要结论:经过再矿化剂TM预处理,可以减少牙齿的敏感性,并且对于这三种粘结系统经过长时间储存后的粘结性能没有影响。EDTA的处理对于长期储存的粘结性能没有显著影响。额外的TM和EDTA对短期(3天)粘接力会有效应,但对长期(6个月)的粘接力没有影响。     

Kulturelle und künstlerische Aktivitäten Studierender

What are the fields of cultural or artistic activities of higher education students in Germany? To what extent are they related to the studies? Do the parents have some influence on those cultural activities? Due to a lack of data, questions of this type could not be answered yet. Now this is possible based on a survey conducted for the national education report “Education in Germany 2012” whose specific thematic focus was arts education. A high share of nearly two thirds of all students report own cultural or arts acitvities. The rate of active students varies by field of studies and gender. Differences with respect to kind of degree or study period are rather low. While studying 25?% of students give up former cultural activities. Remarkably high is the effect of parental cultural activities that exceeds the impact of the parent’s level of education. The parent’s example also has an influence on the field of the student’s activities.     

Does having vulnerable friends help vulnerable youth? The co-evolution of friendships,victimization, and depressive symptoms in Chinese adolescents' social networks

This study examined whether having vulnerable friends helps or hurts victimized and depressed (i.e., vulnerable) adolescents and whether this depends on classroom supportive norms. Students (n = 1461, 46.7% girls, 93.4% Han nationality) were surveyed four times from seventh and eighth grade (M_age = 13 years) in 2015 and 2016 in Central China. Longitudinal social network analyses indicated that having vulnerable friends can both hurt and help vulnerable adolescents. Depressed adolescents with depressed friends increased in victimization over time. Victimized adolescents with victimized friends increased in victimization but decreased in depressive symptoms. These processes were most likely in classrooms with high supportive norms. Having friends and a supportive classroom may hurt vulnerable adolescents' social position but help victims' emotional development.     

Problems in the planning of higher education

With the growing demand for places in German universities, the present system of allowing entrance to everyone who holds the Abitur has become unsatisfactory. This paper looks at ways of controlling the size of the higher education system and allocating resources from the viewpoint of economic theory.Three ideal type educational planning models are sketched, one of which - a market model - is argued to have the greatest advantages. It would involve a state credit scheme for students with repayments via a graduate tax; student fees would provide all or most of the universities' funds. It would remove the inequity of the present system which involves a transfer of income from today's (relatively poorer) earners to tomorrow's, and from those with lower earning potential to those with higher. Since students would be in a position to choose the most satisfying and/or cheapest courses of study and would find it easier to change courses if they wished, it would reward cost-saving and student-satisfying innovation. By providing more finely graded levels of qualification within subject areas, it would reduce the extent to which jobs are ordered hierarchically in an irrational and inefficient way; and the universities would respond more flexibly to changes in labour market demands.This is a translation, with minor amendments, of a paper published in Fundamental Problems of Infrastructure Planning for Growing Economies, Proceedings of the Conference of the Society for Social Policy, Innsbruck, 1970, Berlin: Verlag von Duncker und Humblot, 1971. It is reproduced here by arrangement with the publisher. The article was translated into English by David Webster.     

“I thought we were supposed to learn how to become better coaches”: developing coach education through action research

ABSTRACT

Youth coaches play a crucial role in the development of young athletes and their physical, psychological and social well-being. Therefore, it is important to foster and develop youth coaches’ ability to govern and act effectively in their coaching practices. Sports organisations facilitate the development of youth coaches through formal coach education. However, research has shown this to be with limited effect. The purpose of this action research study was to involve youth coaches in developing a new and more effective coach education practice.

The coaches developed their practices through both dialogue and reflection with each other. A shift in the mindset of the coaches resulted in a more reflective and analytical approach in their way of thinking and talking about their practices. The most effective tools for improving the coach educational practice was the active management of the relations between the participating coaches and assisting the coaches’ reflection and dialogue through the use of scaffolding. In order to engage coaches in the educational practice, alignment between coaches’ expectations and both course content and form was crucial. These findings provide further insight into how coaches can develop their practices and how sports organisations can develop more effective coach education practices.