Direct regional economic impact of Germany’s 1. FC Kaiserslautern through participation in the 1. Bundesliga

In discussions about the use of public money for popular sports such as clubs in Germany’s 1. Bundesliga, it is often argued that the funds are well invested due to the cash flows generated by these organizations for their home regions. However, others claim the opposite. They argue that actually no positive impact is generated and, even worse, that money is leaving the region due to the clubs. The study presented here analyses the financial flows generated by the 1. FC Kaiserslautern for its home city (Kaiserslautern) and home state (Rhineland-Palatinate) during the 2010/11 season when the club participated in the 1. Bundesliga. Based on a 3-step model, the economic impact is calculated by considering spectator spending and cash flows generated by the business activities of the club. It turns out that additional cash flows of approximately €16.5 million and €25.8 million were generated for the state and the city, respectively.     

Tutor and student perceptions of what makes an effective distance language teacher

This collaborative research project sought to determine the attributes, skills and expertise/knowledge needed by distance language teachers. The first phase of the project explored tutor perspectives using discussion groups, questionnaires, interviews and a yoked-subject technique. Statements and categories of expertise were identified, elaborated on and refined to produce a taxonomy of teaching expertise. The second phase explored how distance language students viewed the domains of teaching expertise put forward by tutors, and attempted to identify any gaps, differences and points of convergence. Tutor and student views were generally aligned, but differed in emphasis. Issues related to articulation of non-verbal communication, differentiation and empathy with the learner were highlighted. This article argues for the value of enquiring into student and tutor perspectives on teaching expertise, and concludes with implications for linking research and practice and for teacher professional development.     

Is syllable segmentation developmentally constrained by consonant sonority within syllable boundaries in silent reading? Evidence in French children

There is agreement that French typically reading children use syllable‐sized units to segment words. Although the statistical properties of the initial syllables or the clusters within syllable boundaries seem to be crucial for syllable segmentation, little is known about the role of consonant sonority in silent reading. In two experiments that used audio‐visual and visual pseudoword recognition tasks with 300 French typically developing children, we showed a progressive increase in the use of syllable segmentation from the first through fifth years of reading instruction. The children were influenced both by an optimal ‘sonorant coda–obstruent onset’ sonority profile and by the individual position‐dependent consonant sonority within syllable boundaries. Orthographic and phonological statistical properties did not clearly modulate the response patterns. We provide innovative data to help further understand the developmental course of the use of syllable segmentation as determined by sonority. We discuss our results in the light of linguistic principles.     

5. BOOKS AND LIBRARIES

THE HIGHWAYMEN: WARRIORS OF THE INFORMATION SUPER‐HIGHWAY by Ken Auletta (New York: Random House, 1997—$27.50, ISBN 0–679–45378–0, 346 pp., index)

THE BARRY DILLER STORY: THE LIFE AND TIMES OF AMERICA'S GREATEST ENTERTAINMENT MOGUL by George Mair (New York: John Wiley, 1997—$24.95, ISBN 0–471–13082–6, 348 pp., notes, photos, index)

MONOPOLY TELEVISION: MTV'S QUEST TO CONTROL THE MUSIC by Jack Banks (Boulder, CO: Westview Press, 1996—$22.00, ISBN 0–8133–1820–3, 291 pp., notes, references, index)

BE SEEING YOU ...DECODING THE PRISONER by Chris Gregory (Luton, England: John Libbey Media/University of Luton Press, 1997—$24.00, paper, ISBN 1–86020–521–6, 228 pp., bibliography and filmography, index)

GLOBAL SPOTLIGHTS ON LILLEHAMMER: HOW THE WORLD VIEWED NORWAY DURING THE 1994 WINTER OLYMPICS edited by Roel Puijk (Luton, England: John Libbey Media/ University of Luton Press, 1997— $40.00, ISBN 1–86020–520–8, 285 pp., appendix)

BROADCAST/CABLE PROGRAMMING: STRATEGIES AND PRACTICES by Susan Tyler Eastman and Douglas A. Ferguson (Belmont, CA: Wadsworth Publishing, 1997 [5th ed.]— $58.95, ISBN 0–534–50744–1, 471 pp., abbreviations and acronyms, glossary, annotated bibliography, bookmarks for the world wide web, index to program titles, general index)

TV DRAMA IN TRANSITION: FORMS, VALUES AND CULTURAL CHANGE by Robin Nelson (New York: St. Martin's Press, 1997—$55.00, ISBN 0–312–17276–1, 277 pp., notes, references, index)

GLUED TO THE SET: THE 60 TELEVISION SHOWS AND EVENTS THAT MADE US WHO WE ARE TODAY by Steven D. Stark (New York: Free Press, 1997—$17.50, ISBN 0–684–82817–0, 340 pp., appendix, bibliography, index)

GEN X TV: THE BRADY BUNCH TO MELROSE PLACE by Rob Owen (Syracuse, NY: Syracuse University Press, 1997—$24.95, ISBN 0–8156–0443–2, 240 pp., photos, bibliography, index)     

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.

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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.

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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.