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Der vorliegende Text stellt ein Arbeitspapier dar, das von einer Autor*innengruppe erstellt und von dem Kollegium der Versuchsschule Oberstufen-Kolleg positiv befasst wurde. Es dokumentiert den derzeitigen Rahmen der curricularen Entwicklung der Grundkurse am Oberstufen-Kolleg. Der Text regt zunächst zum Nachdenken über fächerübergreifenden Unterricht in der Oberstufe an (Kap. 1). Darauf folgend werden der Versuchsauftrag des Oberstufen-Kollegs sowie Grundsätze für die Grundkurskonzeption der Hauptphase der Versuchsschule dargestellt (Kap. 2). Fußend auf einer Vorstellung von Interdisziplinarität im Unterricht wird der Gewinn fächerübergreifender und themenorientierter Kurskonzepte für die Ausbildung von Schüler*innen der gymnasialen Oberstufe thematisiert (Kap. 3). Auf der Grundlage der Regularien für Fachübergreifenden Unterricht in Nordrhein-Westfalen (Kap. 4) wird abschließend die spezifische Ausformung von Fachübergriff in den Grundkursen diskutiert und dabei eine Antwort auf die Frage gegeben: „Wie denkt und organisiert das Oberstufen-Kolleg Fachübergriff in den Grundkursen?“ (Kap. 5) This text is a working paper prepared by a group of authors and approved by the staff of the experimental school Oberstufen-Kolleg. It documents the current framework of the curricular development of the basic courses at the Oberstufen-Kolleg. The text begins by encouraging reflection on interdisciplinary teaching in the upper school (Section 1). This is followed by the experimental mission of the Oberstufen-Kolleg and principles for the basic course concept of the main phase of the experimental school (Section 2). Based on an idea of interdisciplinarity in teaching, the advantages of interdisciplinary and theme-oriented course concepts for the education of upper secondary school students are discussed (Section 3). Finally, based on the regulations for interdisciplinary teaching in North Rhine-Westphalia (Section 4), the specific form of interdisciplinary teaching in the basic courses is discussed in order to provide an answer to the question: “How does the Oberstufen-Kolleg think about and organise interdisciplinary teaching in the basic courses?” (Section 5)

This paper explores the multifaceted nature of digital entrepreneurship, tracing its evolution alongside the digital transformation of the broader economy. Entrepreneurship research has expanded to encompass a wide range of theoretical perspectives. It outlines the evolution of theoretical perspectives in entrepreneurship studies, shifting from a focus on individual characteristics to a broader emphasis on environmental, social, and institutional factors. The paper highlights the diversity of methodological approaches utilized in entrepreneurship research, ranging quantitative, qualitative, and computational techniques. The advent of the internet opened the door for e-commerce in the 1990s, followed by the rise of Web 2.0 social platforms in the 2000s, further empowering entrepreneurs through user-generated content and the power of networks. The current phase of digital entrepreneurship is characterized by data-driven platforms, sophisticated algorithms, and the blurring of physical and digital boundaries. Theoretical frameworks, including innovation theory, resource-based views, lean startup methodologies, and institutional perspectives, aid in understanding the opportunities and challenges within this dynamic field. Digital entrepreneurship is presented as a dynamic force reshaping the modern economy. The paper traces the evolution of digital entrepreneurship through three key phases: the emergence of e-commerce in the 1990s, the rise of Web 2.0 social platforms in the 2000s, and the current dominance of data-driven platforms. The ongoing digital revolution has profoundly altered the entrepreneurial landscape, demanding new skills, strategies, and models for success. The COVID-19 pandemic further accelerated digital adoption across businesses and society. The paper underscores the significance of digital entrepreneurship within the context of technological advancement, institutional shifts, and evolving market dynamics.

Issues such as plagiarism, copyright infringement, unethical uses of computer programs and multimedia resources, as well as the unreasonable use of resources for educational purposes are becoming ever more complicated with the exponential development of generative artificial intelligence (gAI) tools. Do gAI tools violate academic integrity? Will they encourage scientific fraud? How could gAI be used to personalize and differentiate language learning acquisition? Will educators stop assigning reflective essays? Do we need AI literacy? The main purpose of this paper is to explore some of these questions, with an emphasis on teaching English as a second language in higher education.

Background: This article represents the conclusion of the updated German status report on climate change and health, which was jointly written by authors from over 30 national institutions and organisations. The objectives are (a) to synthesise the options for action formulated in the report, (b) to combine them into clusters and guiding principles, (c) to address the success factors for implementation, and (d) to combine the options for action into target parameters. Methods: The options for action from the individual contributions of the status report were systematically recorded and categorised (n=236). Topical clusters were then formed with reference to Essential Public Health Functions, and options for action were assigned to them. Results: Eight topical clusters of options for action and ten guiding principles were identified. These can be summarised in four overarching meta-levels of action: (a) cross-sectorally coordinated structural and behavioural prevention, (b) monitoring, surveillance, and digitalisation (including early warning systems), (c) development of an ecologically sustainable and resilient public health system, and (d) information, communication, and participation. The main success factors for implementation are the design of governance, positive storytelling and risk communication, proactive management of conflicting goals, and a cross-sectoral co-benefit approach. Conclusions: Based on the status report, systematically compiled target parameters and concrete options for action are available for public health.

Il libro di Beatrice Barbalato sul teatro di Carmelo Bene ovvero sul sistema etico ed estetico di rapportarsi a pièce famose, dalla loro origine alla forma messa in scena dal drammaturgo italiano, sembra essere rivolto non soltanto agli studiosi, epigoni o critici di CB, ma all’intero pubblico amante del teatro, che arriva non solo a scoprire, conoscere e addirittura a capire l’autore, ma a essere iniziato nella filosofia e nella storia del teatro, percorrendo le interpretazioni e le analogie sull’argomento, sul male e sul trascendentale di Lacan, Focault e Deleuze nei confronti dei lavori beniani analizzati dall’autrice.

Exposure to transportation noise is a highly prevalent health burden in urban areas. Social-spatially unequal distributions of transportation noise exposure can contribute to health inequalities (distributional environmental justice). Noise action planning according to the EU Environmental Noise Directive is the instrument for noise abatement at the local level. In this context, public participation in terms of procedural environmental justice becomes relevant. Socio-spatial indicators used to describe environmental justice mainly deal with the distributional aspect. The question is to what extent both unequal environmental quality on the one hand and unequal participation on the other can be traced by indicators and spatial units typically used in social monitoring at the local level. Using the distance measure index of German social welfare rates and the local voter turnout in 2014, the socio-spatial distribution of factors of objective environmental quality, subjective noise exposure and engagement against transportation noise among older residents in three major cities in the German Ruhr region was examined. In order to address the observed inequalities within noise action planning, distributional and procedural aspects have to be integrated in noise action planning.

In the age of technology, communication through emojis and stickers was replaced by memes and gifs in the blink of an eye. As teachers, the authors of this paper have asked themselves how these swift changes might affect our classes. If students communicate more and more through memes, would integrating them into our lessons lead to a better comprehension? To investigate this possibility, we built a concise grammar exercise involving two meme templates and had the students build two passive voice memes.

Il libro di Beatrice Barbalato sul teatro di Carmelo Bene ovvero sul sistema etico ed estetico di rapportarsi a pièce famose, dalla loro origine alla forma messa in scena dal drammaturgo italiano, sembra essere rivolto non soltanto agli studiosi, epigoni o critici di CB, ma all’intero pubblico amante del teatro, che arriva non solo a scoprire, conoscere e addirittura a capire l’autore, ma a essere iniziato nella filosofia e nella storia del teatro, percorrendo le interpretazioni e le analogie sull’argomento, sul male e sul trascendentale di Lacan, Focault e Deleuze nei confronti dei lavori beniani analizzati dall’autrice.

Abstract Background There is a growing interest to decipher the genetic background of resilience and its possible improvement through selective breeding. The objective of the present study was to provide new insights into the genetic make-up of resilience in growing pigs by identifying genomic regions and candidate genes associated with resilience indicators. Commercial Duroc pigs were challenged with an attenuated Aujeszky vaccine at 12 weeks of age. Two resilience indicators were used: deviation from the expected body weight at 16 weeks of age given the growth curve of non-vaccinated pigs (∆BW) and the increase in acute-phase protein haptoglobin at four days post-vaccination (∆HP). Genome-wide association analyses were carried out on 445 pigs, using genotypes at 41,165 single nucleotide polymorphisms (SNPs) and single-marker and Bayesian multiple-marker regression approaches. Results Genomic regions on pig chromosomes 2, 8, 9, 11 (∆BW) and 8, 9, 13 (∆HP) were found to be associated with the resilience indicators and explained high proportions of their genetic variance. The genomic regions that were associated explained 27 and 5% of the genetic variance of ∆BW and ∆HP, respectively. These genomic regions harbour promising candidate genes that are involved in pathways related to immune response, response to stress, or signal transduction (CD6, PTGDR2, IKZF1, RNASEL and MYD88), and growth (GRB10 and LCORL). Conclusions Our study identified novel genomic regions that are associated with two resilience indicators (∆BW and ∆HP) in pigs. These associated genomic regions harbour potential candidate genes involved in immune response and growth pathways, which emphasise the strong relationship between resilience and immune response.

Das Forschungs- und Entwicklungsprojekt „Fortbildung durch das Oberstufen-Kolleg“ (FOK), das in den Jahren 2023 bis 2025 von der hier berichtenden Projektgruppe durchgeführt wird, unterstützt und systematisiert den externen Transfer von Ergebnissen der Oberstufen-Kolleg-spezifischen Praxisforschung und leistet einen Beitrag zur Weiterentwicklung von Fortbildungen im Allgemeinen. Grundlage der Arbeit der Projektgruppe bilden Forschungsergebnisse zur Wirksamkeit von Fortbildungen sowie eigene Forschungen zu Fortbildungen, die durch Lehrende des Oberstufen-Kollegs (OSK) bereits aktuell durchgeführt werden. Darauf aufbauend ist es das Ziel der Projektgruppe, ein OSK-spezifisches Fortbildungskonzept inklusive Qualifizierungsstruktur für Fortbildner*innen weiterzuentwickeln und auf seine Umsetzbarkeit hin zu überprüfen. Da das OSK-spezifische Fortbildungskonzept mit seiner Begleitstruktur wesentliche Desiderate aktueller Fortbildungen aufgreift und konzeptuell diesen zu begegnen versucht, können die Ergebnisse der Evaluation der Konzeptumsetzungen wichtige Erkenntnisse für die künftige Gestaltung von Fortbildungen im Allgemeinen auch über das Oberstufen-Kolleg hinausgehend bieten. The basic idea of the research and development project “Education and Training through the Oberstufen-Kolleg” (FOK), which will take place between 2023 and 2025, is to promote and systematize the external transfer of the results of the action research carried out at the Oberstufen-Kolleg. It also contributes to the development of vocational education and training in general. The work of the team is based on the results of research on the effectiveness of continuing education as well as on their own research on vocational education, which is already being carried out by teachers at the Oberstufen-Kolleg (OSK). Building on this, the main goal is to create a proof of concept that will unify the specifics of the OSK and, moreover, lead to a qualification structure that will contribute to the professionalization of vocational trainers and test the practicability of this measure. Since the OSK-specific further education concept with its accompanying structure picks up on essential desiderata of current further education and tries to meet them conceptually, the results of the evaluation of the concept implementations can offer important insights for the future design of further education in general, also beyond the Oberstufen-Kolleg, and reach out to other schools.

In the past five to ten years, artificial intelligence (AI) technologies have made a noticeable contribution to art. Literature, music and painting are among the fields that are most influenced by algorithmic applications and (humanoid) robot systems. On the surface, the discourse accompanying these developments has a polarizing touch being typical for innovation debates. With this in mind, the question arises as to which subtle aspects of meaning structure the discourse on art and AI. Discrete aspects of meaning may be indicators of changes going on in the field of art. This study shows how a cognitively oriented linguistic discourse analysis can contribute to the examination of a currently relevant field of discourse, as well as to the identification of frames that shape this discourse. The aim of this article is to use an exploratory approach to outline the concept of ‘creative’, respectively ‘creating’ and to determine potential shifts in meaning. Frame semantics and FrameNet serve as the theoretical and analytical framework. Based on a 230,655-token large and thematically relevant corpus, the realized semantic roles of the verb ‘create’, respectively the CREATE frame are determined and quantitatively evaluated. By comparing the number of the concrete realizations of roles against the data obtained from a reference corpus, it is possible to identify discourse-specific aspects of meaning in the art/ AI discourse. The analysis shows that the biggest differences between the focus and reference corpus concern the realization of the frame elements INSTRUMENT and PURPOSE. Whereas the INSTRU- MENT role is more often explicated in the focus corpus than in the reference corpus, the opposite effect applies to the PURPOSE role. The unmentioned purpose (role) in the examined focus data can indicate a certain novel character of AI-generated art. The results of the analysis of the INSTRUMENT role in the focus corpus, on the other hand, indicate that the instrument or tool – which is often used to refer to AI - represents an important aspect of meaning in the artistic process of creation. With the help of the theoretical and analytical instruments of cognitive discourse analysis, this contribution detects the non-obvious semantic fixations and changes in the current conceptualization of the art/ AI interface.

The COVID-19 pandemic poses new challenges to both individuals and societies that impact health behaviour in many ways. This narrative review brings together initial findings for smoking, alcohol use, nutrition, physical activity and obesity. Smoking and obesity are potential direct risk factors for a severe course of COVID-19, and alcohol abuse, physical inactivity and an unbalanced diet can be indirect risk factors. The constraints of public life to contain the COVID-19 pandemic reduced the opportunities for physical activity and sports, although the initial results on physical activity during this period for Germany do not reflect this assumption. While a part of the population reports making healthier diet choices than before the pandemic, others do not. For smoking and risky alcohol use, data at an aggregate level for the general population do not indicate any behaviour changes. However, different trends appear to be emerging for different population groups pointing to the fact that social inequalities in pandemic-related changes to health behaviour must be assumed. Should further studies confirm these results, this would indicate a need for pandemic-specific prevention measures. Furthermore, specifically during the pandemic, prevention and health promotion measures directed at changes to health behaviour should continue to be implemented and adapted to the restrictions due to the pandemic. Equity in health should be promoted in particular.

Consuming high amounts of fast food can lead to an excessive intake of energy and subsequently promote obesity. Obesity increases a person’s risk for diabetes and cardiovascular diseases. The second wave of the German Health Interview and Examination Survey for Children and Adolescents (KiGGS Wave 2, 2014–2017) included the Eating study as a KiGGS Module (EsKiMo II, 2015–2017) which assessed the self-reported dietary habits of children and adolescents in Germany. The analysis of the data permits an overview of the fast food consumption of 12- to 17-year-olds (n=1,353). Girls consume 57.5 grams and boys 86.3 grams of fast food per day on average (around 400 grams and 600 grams per week, respectively). Pizza is the most consumed fast food product, followed by filled pita and sausage/meat products such as curry sausage. Adolescent girls on average get 6.5% and boys 7.8% of total daily energy intake from fast food. 23% of 12- to 17-year-olds get at least 10% of their daily energy intake from fast food (high consumers). Significant differences between the proportion of high consumers exist regarding sex, age, socioeconomic status, community size, type of school and media consumption. Compared to EsKiMo I (2006), girls’ daily energy intake from fast food has remained nearly constant, whereas that of boys has dropped substantially. From a nutrition physiology perspective, the aim should be to further reduce fast food consumption.

Resumo Este estudo de caso qualitativo teve o objetivo de compreender a percepção de Agentes Comunitários de Saúde e gestores sobre o significado da experiência de educação interprofissional em serviços de Atenção Primária à Saúde para a formação de estudantes da saúde na Universidade Federal do Rio Grande do Sul. Foram realizadas entrevistas individuais semiestruturadas (n=20) e análise documental. O material foi interpretado pela análise temática de conteúdo. Os resultados mostraram que atividades de ensino que integram pessoas, currículos e profissões nos serviços de saúde têm potencial para promover aprendizagens interprofissionais na graduação, formando profissionais mais colaborativos e qualificando a atenção à saúde.

Die Gewährung von Nachteilausgleich in der gymnasialen Oberstufe ist nicht nur eine persönliche Herausforderung für betroffene Schüler*innen und ihre Lehrkräfte, sondern auch eine ressourcielle für die gesamte schulische Einrichtung. Darf eine Schule für ihre Schüler*innen Nachteilsausgleich in Eigenverantwortung gewähren, so ist die Phase der Entscheidungsfindung zu konkreten Nachteilsausgleichsmaßnahmen besonders für die von standardisierten Leistungsanforderungen geprägte gymnasiale Oberstufe oftmals von Unsicherheit geprägt. Dies sind einige mögliche Gründe dafür, dass das im Kontext der aktuellen schulischen Rahmenbedingungen wichtige und vielfach notwendige Individualisierungsinstrument Nachteilsausgleich in der gymnasialen Oberstufe oftmals nur zögerlich umgesetzt wird. In diesem Beitrag werden auf Basis empirischer Daten Herausforderungen rund um die Gewährung und Umsetzung von Nachteilsausgleich für die gymnasiale Oberstufe aufgezeigt und Anregungen zu ihrer Bewältigung vorgestellt. Im Supplement ist zudem ein Flyer verfügbar, der vielfältige handlungsbezogene Hinweise für den Umgang mit Nachteilsausgleich enthält. Die dort angesprochene fiktive Schülerin Lisa führt die Leser*innen auch durch diesen Beitrag. In upper secondary education, granting disadvantage compensation can be personally challenging for concerned students and present a resource challenge for the entire school. Seeing as the “gymnasiale Oberstufe” in Germany is characterized by standardized curricula and achievement goals, the decision-making process on which concrete measures to apply often is one of uncertainty if schools are allowed to grant disadvantage compensation autonomously. For these and other possible reasons, disadvantage compensation as a measure of individualization, though important and necessary within the current school system framework, is often applied only hesitantly in German upper secondary education. Based on empirical findings, this paper identifies some challenges of granting and implementing disadvantage compensation in the “gymnasiale Oberstufe” and presents suggestions for addressing them. The supplement contains a flyer with a variety of actionable advice on disadvantage compensation. Lisa, the fictitious student who is mentioned there, will also guide readers through this paper.

On the Use of Complementisers in Istro-Romanian. This article deals with the description of certain aspects of the complementiser system in Istro-Romanian (hereinafter IR), a severely endangered Romance variety. The prototypical IR complementisers are ke (‘that’), neca (subjunctive marker), and in rarer occurrences se (‘that/if’). Their main features are their high degree of heterogeneity, as well as their occurrence in various syntactic configurations that either makes IR pattern with Daco-Romanian (its closest sister), or sets IR apart across Romance. Our analysis is carried out on a corpus made of: Traian Cantemir’s Texte istroromâne (data collected during 1932-1933), Sextil Pușcariu’s Studii istroromâne. Texte I (1906-1926), Sârbu, R., V. Frățilă’s Dialectul istroromân (1982-1996). Among the situations at which we will take a closer look, we should mention the occurrence of the complementiser ke ‘that’ in places where Daco-Romanian and other Romance varieties would not use it or would use it differently. Article history: Received 27 September 2021; Revised 29 September 2021; Accepted 11 October 2021; Available online 31 March 2022; Available print 31 March 2022. REZUMAT. Observații privind complementizatorii din istroromână. Articolul de față își propune să descrie anumite aspecte privitoare la sistemul complementizatorilor din istroromână (numită în continuare IR), o varietate romanică orientală pe cale de dispariție. Complementizatorii prototipici din istroromână sunt ke ‘că’, neca ‘să’, și – mai rar – se ‘să’. Principalele caracteristici ale acestora privesc gradul ridicat de eterogenitate, precum și prezența în configurații sintactice dintre cele mai variate, care fie le apropie de uzul din dacoromână („sora” cea mai apropiată), fie le izolează în contextul romanic mai larg. Analiza noastră se bazează pe un corpus alcătuit din: Texte istroromâne de Traian Cantemir (date culese între 1932-1933), Studii istroromâne. Texte I de Sextil Pușcariu (1906-1926), Dialectul istroromân de R. Sârbu și V. Frățilă (date culese între 1982-1996). Printre situațiile asupra cărora ne vom apleca în mod deosebit, menționăm apariția complementizatorului ke ‘că’, în contexte în care dacoromâna sau alte limbi romanice nu l-ar folosi sau l-ar întrebuinţa diferit. Cuvinte-cheie: sintaxa istroromânei, dialectologie romanică (orientală), complementizatori în IR, topică

Das Abitur in der Bundesrepublik Deutschland wird der heterogenen Schülerschaft in der gymnasialen Oberstufe nicht mehr gerecht. Abitur umfasst in diesem Sinne sowohl die Ausbildung in der Oberstufe als auch die Abschlussprüfungen, die in den Bundesländern in der Regel in einem zentral gesteuerten Prüfungsformat umgesetzt werden. In diesem Beitrag setzen sich die Autor*innen stellvertretend für eine Gruppe von (Schul-)Praktiker*innen mit den veralteten Bedingungen der gymnasialen Oberstufe auseinander und zeigen anhand vieler Praxisverweise auf, warum das derzeitige Abitur nicht mehr zeitgemäß ist. Auf der Basis ihrer Analysen skizzieren die Autor*innen eine moderne Ausbildungs- und Prüfungsordnung für die gymnasiale Oberstufe, die z.B. individualisierte Laufbahnen und auch modular durchgeführte Abschlussprüfungen ermöglicht. The Abitur (secondary-school demands) in the Federal Republic of Germany does not do justice to the heterogeneous students at secondary school level. Abitur in this context comprises both teaching and learning at secondary level and the final examinations, which are generally run in a centrally controlled examination format. In this contribution, the authors, representative for a team of (school) practitioners, deal with the outdated requirements at the secondary school level and show why those are no longer in keeping with the lines, using various examples from practice. Based on their analysis, the authors map modern schooling and examination regulations for the secondary school level, which allow, for example, individualized career paths and modularized final exams.

Die gestiegene Digitalisierung in allen Lebensbereichen bringt neue Anforderungen für Schulen und insbesondere für Lehrpersonen mit sich, um die Schülerinnen und Schüler auf das Leben in der digitalisierten Welt vorzubereiten und Potenziale digitaler Medien im Unterricht lernförderlich einzubinden. Entsprechend ist ein theoretischer Rahmen erforderlich, der die professionellen Handlungskompetenzen von Lehrpersonen im Kontext der Digitalisierung umfassend beschreibt und eine Orientierung für die Lehrerbildung bietet. Der vorliegende Beitrag diskutiert in diesem Zusammenhang ausgewählte etablierte und für die internationale Anschlussfähigkeit relevante Ansätze, womit ein originärer Beitrag für die Entwicklung von Konzepten für die Lehrerbildung geleistet wird. Zudem wird der Blick auf die Perspektive von Lehramtsstudierenden gerichtet, für die solche Konzepte aktuell und zukünftig von entscheidender Relevanz sind. Mit einer qualitativ-exploratorischen Herangehensweise wird die Einschätzung von Lehramtsstudierenden hinsichtlich der Potenziale und der Praxistauglichkeit der ausgewählten Ansätze ergänzend betrachtet. Der Beitrag schliesst mit einem Fazit zu Herausforderungen für die Entwicklung eines umfassenden Konzepts professioneller Handlungskompetenzen von Lehrpersonen sowie für die verknüpfte und phasenübergreifende Integration der Digitalisierung in der Lehrerbildung.

The starting point of discussion on foreign lexemes registered in consecustive editions of Italian dictionaries is the opinion about increasing number of Englishism formulated by Tullio de Mauro. The analysis covers terms used in the Italian language of economics and finance. Gian Luigi Beccaria, Gaetano Berruto, Alberto Sobrero and Maurizio Trifone understand this language as one of the specialised languages. Because of the numerous terms used in specialised discourse devoted to economics, I will narrow the discussion to: credit crunch, rating and spread. The presented Theory will be supported by examples derived from the specialised press. The corpus contains phrases found in „Il sole 24 ore“ journal.

Abstract The article deals with the question how learning is made possible in time and space in university continuing education. The analysis focuses on the phases of on-site study and self-study, which are regarded as two forms of dealing with time and space in university continuing education. Both formats present specific challenges for the students, showing that the quality of learning time and learning spaces plays a key role in participation. In addition, times and places for on-site study and self-study have to be socially legitimized and established. The success of these efforts depends on the flexibility of the participants and their professional and private contexts.

RESEARCH AND SCIENCE TODAY is a biannual science journal established in 2011. The journal is an informational platform that publishes assessment articles and the results of various scientific research carried out by academics. We provide the authors with the opportunity to create and/or perfect their science writing skills. Thus, each issue of the journal (two per year and at least two supplements) will contain professional articles from any academic field, authored by domestic and international academics. The goal of this journal is to pass on relevant information to undergraduate, graduate, and post-graduate students as well as to fellow academics and researchers; the topics covered are unlimited, considering its multi-disciplinary profile. Regarding the national and international visibility of Research and Science Today, it is indexed in over 30 international databases (IDB) and is present in over 200 online libraries and catalogues; therefore, anybody can easily consult the articles featured in each issue by accessing the databases or simply the website.

Die RCT-Studie ZEPPELIN untersucht die Wirksamkeit des Programms «PAT – Mit Eltern lernen» rund um Zürich. 132 Familien mit psychosozialen Belastungen (z.B. Armut und Migration) wurden während der ersten drei Lebensjahre ihrer Kinder zu Hause unterstützt. Die 116 Familien der Kontrollgruppe erhielten neben den allgemeinen Angeboten der Gemeinden keine Intervention. Dieser Beitrag zeigt, dass die frühe Förderung auch zwei Jahre nach Programmende weiterwirkt. Im ersten Kindergartenjahr zeigten die Kinder mit PAT bessere Deutschkompetenzen, höhere Selbstregulation und weniger Verhaltensprobleme. Keine Effekte fanden sich dagegen hinsichtlich Intelligenz und Mathematikkompetenzen. Diese Ergebnisse sind angesichts des langfristigen Ziels, die Bildungschancen durch Massnahmen der frühen Bildung zu erhöhen, bedeutsam.

In „inklusiven“ Lerngruppen werden Schüler*innen mit und ohne sonderpädagogischen Förderbedarf zieldifferent, aber gemeinsam unterrichtet. Um in dieser Vielfalt Leistungsanforderungen zielgruppenadäquat einbringen und umsetzen zu können, wird durch Lehrkräfte zuweilen eine mehr oder weniger dauerhafte Teilung der Lerngruppe gemäß der vorliegenden Förderbedarfe vorgenommen. Diese Gruppenteilung kann nur ein Fach, ggf. aber auch mehrere Fächer betreffen. In diesem Beitrag stellen wir ein Fortbildungssetting vor, das ein solches unterrichtsorganisationales Handeln thematisiert. Mit dem hier zur Verfügung gestellten Fortbildungsmaterial kann anhand der Reflexion von Schüle-r*innenaussagen zur Teilung ihrer Lerngruppe eine Auseinandersetzung mit unterrichtsorganisationalem Handeln in „inklusiven“ Lerngruppen angestoßen und somit eine weitere Professionalisierung im Themenfeld Inklusion ermöglicht werden. Abgerundet wird dieser Beitrag mit der Vorstellung von Erfahrungen, die mit dem Fortbildungssetting im thematischen Kontext gemacht wurden.

In sehr heterogenen Lerngruppen die Leistung der einzelnen Schüler*innen zu bewerten, stellt Lehrkräfte vor die Herausforderung, nicht nur das Ergebnis einer erbrachten Leistung an sich zu beurteilen, sondern auch individuelle Formate zur Leistungserbringung anzubieten. Dabei stellt sich die Frage nach der Vergleichbarkeit der vorliegenden Leistungen bzw. der auf diese Leistungen bezogenen Noten. Beantwortet wird diese Frage zuweilen mit der Vorgehensweise, dass trotz zieldifferenter Ausbildungsgänge für alle Schüler*innen das gleiche Format zur Leistungsbewertung vorgelegt wird. In diesem Beitrag stellen wir ein Fortbildungssetting vor, das zur Reflexion von Varianten zieldifferen-ter Leistungsbewertung einlädt. Mit dem hier zur Verfügung gestellten Fortbildungsmaterial kann eine Auseinandersetzung mit eigenen, aber auch alternativen Handlungspraktiken erfolgen und somit eine Professionalisierung im Themenfeld angestoßen werden. Abgerundet wird dieser Beitrag mit der Vorstellung von Erfahrungen, die mit dem Fortbildungssetting im thematischen Kontext gemacht wurden.

Wie kann im Rahmen von Lehrer*innenfortbildungen eine tiefgehende und gewinnbringende Reflexion der eigenen Lehrendenpersönlichkeit und der eigenen Handlungen angestoßen werden? Der vorliegende Beitrag diskutiert den Einsatz der Methode „Sequenzanalytische praxisreflexive Kasuistik“ in Lehrer*innenfortbildungen, die mittels Qualitativer Inhaltsanalyse und Fragebogenerhebungen evaluiert wurden. Es zeigt sich, dass die Methode insbesondere zur Bewusstwerdung vormals impliziter Überzeugungen und Einstellungen geeignet ist, da ein geschützter Rahmen geboten wird, der es ermöglicht, die eigene Profession zu thematisieren und die eigenen Sichtweisen auf den Prüfstand zu stellen, ohne sich dabei gleichzeitig angreifbar zu machen oder gar zu beschämen. Der Beitrag schließt mit praktischen Hinweisen für Fortbildner*innen, die diese besondere Herangehensweise in eigenen Veranstaltungen ausprobieren möchten.

Leistung zu bewerten, ist eine tägliche Herausforderung für Lehrer*innen. Arbeitet man in einem multiprofessionellen Team, so sind neben individuellen auch teambezogene Aushandlungsprozesse rund um die Leistungsbewertung zu erwarten. Dabei werden professionsspezifische Perspektiven auf Leistung relevant, die es im Team zu explizieren, bedenken und berücksichtigen gilt. In diesem Beitrag stellen wir ein Fortbildungssetting vor, das die Aushandlungsprozesse in einem multiprofessionellen Team im Kontext der Leistungsbewertung thematisiert. Mit dem hier zur Verfügung gestellten Fortbildungsmaterial kann eine Auseinandersetzung mit der individuellen professionsspezifischen Bewertungspraktik erfolgen und gleichzeitig der Blick auf die Spezifika der Leistungsbewertung anderer Professionen erweitert werden. In der Konsequenz wird eine Professionalisierung der eigenen Person für die Leistungsbewertung im Team induziert. Abgerundet wird dieser Beitrag mit der Vorstellung von Erfahrungen, die mit dem Fortbildungssetting im thematischen Kontext gemacht wurden.

Mit der Entwicklung inklusiver Bildung werden Fragen der Professionalisierung u.a. in Fortbildungen virulent. Zudem gilt Inklusion als Anlass zur Schulentwicklung. Wir betrachten in diesem Beitrag Fragen der Professionalisierung und Schulentwicklung als interdependent. Vor dem Hintergrund von Erkenntnissen zu wirksamen Fortbildungen legt dieser Beitrag den Schwerpunkt auf den Bereich der Reflexion. Entgegen der Tendenz, Reflexionsaufforderungen individualisierend zu wenden, fokussieren wir – im Schnittfeld von Professionalisierung und Schulentwicklung – das Format einer längerfristigen schulinternen Lehrkräftefortbildung (SchiLf) zum reflexiven Umgang mit Leistung in inklusiven Schulen. Im Zentrum des Beitrages stehen konzeptionelle Überlegungen zu den Potenzialen einer sequenzanalytischen praxisreflexiven Kasuistik im Rahmen einer längerfristigen SchiLf. Wir beleuchten die, mit diesem speziellen methodischen Zugriff verbundenen, Reflexionsimpulse in Relation zu den Gedanken der Schulentwicklung.

Leistung zu bewerten, ist die tägliche Herausforderung für Lehrer*innen. Um zu einem Bewertungsergebnis zu kommen, beziehen sich Lehrkräfte explizit oder implizit auf Bezugsnormen, die je nach Bewertungskontext unterschiedlich berücksichtigt werden können – es kommt also zu individuellen oder auch teamspezifischen Aushandlungsprozessen, die konfliktbeladen sein können. Diese sind umso mehr zu erwarten, wenn in sehr heterogenen Lerngruppen unterrichtet und individuelle Leistung bewertet werden soll. In diesem Beitrag stellen wir ein Fortbildungssetting vor, das die Aushandlungsprozesse im Kontext der Leistungsbewertung thematisiert. Mit dem hier zur Verfügung gestellten Fortbildungsmaterial kann eine reflexive Auseinandersetzung mit eigenen, aber auch alternativen Bewertungspraktiken erfolgen und somit eine Professionalisierung im Themenfeld angestoßen werden. Abgerundet wird dieser Beitrag mit der Vorstellung von Erfahrungen, die mit dem Fortbildungssetting im thematischen Kontext gemacht wurden.

Im Zuge der Inkrafttretung der UN-Behindertenrechtskonvention 2009 wurde die Forderung nach einer inklusiven Erwachsenenbildung stark, auch wenn es inklusive Kurse für behinderte und nichtbehinderte Erwachsene bereits seit den 1970er Jahren gibt. Notwendig sind eine systematische Qualifizierung und Professionalisierung von Lehrenden in der Erwachsenenbildung, was sehr heterogen diskutiert wird. Ein Teil dieser Bandbreite ist in diesem Journal abgebildet. Abstract After the Convention on the Rights of Persons with Disabilities entered into force 2009 inclusive adult education was regarded as an important issue. The first inclusive courses for disabled and nondisabled adults were offered already in the 1970s but not implemented all over Germany. Now, a systematic qualification and professionalization of teachers of courses for adults is needed being discussed heterogeneously as shown in this journal.

In Mitteleuropa sind auf Weizen (Triticum aestivum) drei Rostpilzarten (Pucciniales) bekannt, nämlich der Schwarzrost (Puccinia graminis), der Gelbrost (P. striiformis) und der Braunrost (P. triticina). Diese Arten sind ökonomisch bedeutend. Um sie zu überwachen, frühzeitig zu erkennen und Ernteeinbußen zu minimieren, ist eine schnelle und korrekte Bestimmung der Pilzarten nötig. Hier wurde eine einfache lichtmikroskopische Methode optimiert und getestet, bei der Keimporenmerkmale der Urediniosporen zur Artdifferenzierung herangezogen werden. Die Methode lässt eine eindeutige Bestimmung zu. Die Ergebnisse werden mit Sequenzanalysemethoden in Bezug auf Bestimmungssicherheit, Zeitaufwand und Material­kosten verglichen.

Le titre de l’ouvrage surprend et engage, car il contient deux termes que Ioana Marcu essaie d’expliquer le long des chapitres : l’« entre(-) deux » et des « intranger-è-s ». La démarche critique y suivie est une incursion de méta-critique visant la terminologie et les méthodes d’investigation, les multiples contextes balisant la réception de ce type de littérature et la bigarrure concernant l’appartenance au genre littéraire. L’ouvrage de Ioana Marcu se veut un passage en revue des principaux points de vue critiques sur les littératures coloniales, insulaires, minoritaires et les petites littératures nationales (autre que la Grande Littérature entrée en canon, selon Antoine Compagnon ou Harold Bloom). L’auteure nous démontre qu’une halte sur tous ces aspects mérite un examen de plus : tous ces types de littératures forment la littérature de l’exiguïté et illustrent le caractère excentré de la littérature sortie du centre classique (p. 228-229).

Over the last decade, the measures implemented to ensure development at European Union (EU) level were taken from the need to provide a stronger resilience capacity in order to respond adequately to various internal or external shocks that may occur and affect the economies. In the current globalised era, a shock is created, for example, on labour markets, which are facing new vulnerabilities like the volatility generated by the ’instant changes’. A disparate policy or a sectorial crisis could induce major consequences like migration waves or unemployment, simultaneously influencing more countries and regions at the same time. Considering these aspects, the purpose of this paper is to outline both the main scientific limits related to resilience concept and the methodological approach of measuring the resilience capacity of EU countries from a multi-dimensional perspective. Studying the assessment of resilience involves answers to questions such as: The EU as a whole experienced a progress in terms of resilience (the capacity to absorb shocks, to resist, to adapt and to transform), especially after the onset of the financial crisis from 2007-2009? What countries of the EU have the capacity to resist better to shocks or mitigate some turbulences? The crisis represented for some countries a new start for macroeconomic recovery? The eastern countries may recover the development gaps faster than the western ones? To what extent these states have the ability to integrate into their development models elements of adaptability/reaction? To what directions they should orient the resources? The countries may respond differently to these challenges, depending on their resistance status? An analysis based on resilience capacity from a multi-disciplinary perspective should provide a system-wide evaluation of the current situation in the EU, defined by political and economic crises, the globalisation effects, and the structural changes in the society. Importantly, the need for studying the resilience capacity also stems from the on-going search for reliable adaptability to a changing geopolitical environment. In addition, it can help identifying vulnerabilities in relation to various types of shocks and to propose appropriate measures to increase resilience capacity and speed up eastern economies’ convergence process to EU standards. Particularly, the resilience approach can capture the weaknesses of the systems characterised by instability, insecurity, institutional weaknesses and structural fragilities, as well as inefficient governance. It can, thus, offer a scientific basis for the design of public policies.

Speech pronunciation disorders in German language is the main reason why children come to speech therapist office. The majority is between the age of 3-6, it presents 16% of the population. The basic method for assessing the specification of their speech impairment is the "Dod" classification model (1995, 2005). This method analysis whether the impairment is caused by phonetic disability, phonological retardation or consequent or non-consecvent phonological disability. The psycholinquistical method of child speech impairment analyses (PLAKSS-II, Fox-Boyer, 2014b) is based on a reliable exercise of naming pictures that are, in the German language used to examine the quality of pronunciation. In the therapy, there are two different approaches, motorical and phonological. The common method is the Psycho-linquistical oriented phonological therapy (P.O.P.T., Fox-Boyer, 2014c). This method takes, when analysing the impairment, the Steakhouse and Wellse model into account (1997).

Speech pronunciation disorders in German language is the main reason why children come to speech therapist office. The majority is between the age of 3-6, it presents 16% of the population (Fox-Boyer, 2014a). The basic method for assessing the specification of their speech impairment is the "Dodd" classification model (1995, 2005). This method analysis whether the impairment is caused by phonetic disability, phonological retardation or consequent or non-consecvent phonological disability. The psycho-linquistical method of child speech impairment analyses (PLAKSS-II, Fox- Boyer, 2014b) is based on a reliable exercise of naming pictures that are, in the German language used to examine the quality of pronunciation. In the therapy, there are two different approaches, motorical and phonological. The common method is the Psycho-linquistical oriented phonological therapy (P.O.P.T., Fox-Boyer, 2014c). This method takes, when analysing the impairment, the Steakhouse and Wellse model into account (1997).

Die Entwicklung eines inklusiven Schulsystems hat nicht nur Auswirkungen auf die Ausbildung zukünftiger Lehrkräfte, sondern stellt in gleichem Maße ein Desiderat für die Fortbildung bereits berufstätiger Lehrer*innen dar. Diesem Desiderat widmen sich zwei u.a. in Bielefeld angesiedelte BMBF-geförderte Verbundforschungsprojekte. Ausgehend von empirischen Daten zu multiprofessioneller Teamarbeit (Projekt „ProFiS“) und dem Spannungsfeld von Leistung und Inklusion (Projekt „ReLInk“) werden in beiden Projekten Fortbildungen mit dem Ziel einer Professionsreflexion konzipiert. Dieser Artikel skizziert die den Fortbildungen zugrundeliegende Annahme, dass die Reflexion und das Infragestellen der eigenen Deutungsmuster nur in einem Setting geschehen können, das individuelles Anschlussdenken bzw. -lernen ermöglicht und sich auf wenige exemplarische Darstellungen mit Irritationspotenzial konzentriert. Dies wird möglich durch praxisreflexive Kasuistik – eine Herangehensweise, in der die Teilnehmer*innen der Fortbildung im Sinne einer „Reflexionspause“ wenige ausgewählte und didaktisch aufbereitete Fälle aus dem Projektkontext sequenziell erschließen und im Sinne eines Probehandelns über Handlungsalternativen nachdenken können. Ein solches Fortbildungssetting wird anhand des Projekts „ReLInk“ exemplarisch beschrieben. The development of an inclusive education system not only influences the training of future teachers, but also has implications for the further training of teachers already in service. Two state-funded projects are currently addressing this issue. Emanating from empirical data on multiprofessional team work (project “ProFiS”) and the relationship of inclusion and achievement (project “ReLInk”), both projects are designing further trainings with the goal of the reflection on one’s own profession. The basis for the conceptualization of these trainings is the assumption that reflecting and challenging one’s own patterns of interpretation can only happen in a setting, which enables individual learning processes and which focuses on just a few depictions that have a high potential for irritation. With the approach of a ‘practice-reflecting casuistics’, the participants of the training sequentially work with few, selected and didactically edited cases from the projects and in this way can rehearse alternative ways of acting. Such a setting for a training will be exemplified by means of the project “ReLInk”.

The digitization as a general phenomenon is influencing even the students we meet nowadays, making their expectations grow regarding the experiences offered by the eLearning context. At the global level it is found that the student as consumer of pieces of different content, with different levels of involvement as well as with a different level of attention is hard to be pleased. It is difficult to follow their interests and from here stems the difficulty of measuring the studentsˊ behavior. Our study will provide a model / tool for measuring the involvement of the student specializing in tourism within the courses by capturing levels of involvement in the course of learning and outlining their behaviour. We will compare the achieved results with the model of the student as it was imagined by the teacher when constructing the entire course. Our research will provide the specialized literature with conclusions on the impact of using collaborative environments in teaching and learning with implications and consequences on the improvement of digital skills.

Das Oberstufen-Kolleg Bielefeld verfügt über eine langjährige Erfahrung im Umgang mit seiner heterogenen Kollegiatenschaft und den daraus resultierenden unterschiedlichen pädagogischen Bedürfnissen. Die Projektgruppe „KIOSK – Kernaufgabe Inklusion am Oberstufen-Kolleg“ hat während der dreijährigen Projektlaufzeit von 2014 bis 2017 das Anliegen verfolgt, auf die Erfahrungen des Hauses in der Arbeit mit der heterogenen Kollegiatenschaft aufzubauen und systematischere Strukturen zu schaffen, die es ermöglichen, näher auf die individuellen pädagogischen Bedürfnisse der Kollegiat*innen in unterschiedlichen Bereichen des Schullebens eingehen zu können. Zu diesem Zwecke wurden mit unterschiedlichen Akteursgruppen Interviews und Gruppendiskussionen geführt, schulische Strukturen und Prozesse mit inklusionssensiblem Blick analysiert und z.T. auch adaptiert, neue Kursformate erprobt und Transferveranstaltungen durchgeführt. Die Erkenntnisse dieser umfassenden Analyse sind im vorliegenden Papier in Form von Empfehlungen zu einem Inklusionskonzept am Oberstufen-Kolleg Bielefeld gebündelt, die sich insgesamt auf zwölf unterschiedliche Be­reiche beziehen. Einige dieser Bereiche betreffen die Beratungs- und Unterstützungsstrukturen für Kollegiat*innen (etwa hinsichtlich ihrer Potenzialförderung, sonderpädagogischer Expertise, Schulsozialarbeit und Coaching-Programmen); andere Bereiche beziehen sich auf Strukturen und Prozesse des Hauses (z.B. das Aufnahmeverfahren, die Gewährung von Nachteils­ausgleich und der Umgang mit psychisch erkrankten Kollegiat*innen). Obwohl sich das vorliegende Dokument in erster Linie als Arbeitspapier für die weitere inklusive Schulentwicklung des Oberstufen-Kollegs versteht, mag es darüber hinaus jedoch trotz seiner Spezifik auch wertvoll für andere (Oberstufen-)Schulen sein – etwa, um den Blick für inklusive Strukturen und Prozesse zu schärfen, mögliche blinde Flecken aufzuspüren und Impulse für die eigene Schulentwicklung zu bekommen.

Das Bank Austria Kunstforum Wien zeigte mit der Ausstellung "Gerhard Rühm" im Herbst 2017 einen Universalkünstler der zwischen allen Medien und Kunstformen changiert. Sein vielschichtiges Oevre bietet sich wunderbar an, um Literatur und Sprache im Museum erlebbar zu machen. Die Autorinnen bringen uns drei sehr unterschiedliche Beispiele aus ihrer Literaturvermittlungsarbeit im Ausstellungs-Kontext.

My literary « encounters » with Hélène Dorion. Polygonal and hermeneutic readings. Our article is a hermeneutic analysis on Hélène Dorion’s poem in prose, « The knowledge of the wave » in volume New Beginnings published in 2014. According to hermeneutical model proposed by Paul Ricoeur, we shall analyze four levels of reading: literal, tropological/symbolic, typological and ontological reading. We will also try to expose the intertextuality of this poem, that means which are the texts in dialogue: the parable of the ten vigrins and the biblical episode of Noah. We then propose a dialogue with the visual arts: Victor Hugo’s engraving, The wave-My destiny. In turning to study the connection between the poem and the image, Hélène Dorion’s poetry and Victor Hugo’s engraving at the time of his exile, we shall be analyzing the philosophical influences. REZUMAT. « Întâlnirile » mele cu Hélène Dorion. Lecturi poligonale și hermeneutice. Articolul propune o analiză hermeneutică a poemului în proză al scriitoarei canadiene Hélène Dorion « La Connaissance de la vague », din volumul Recommencements, apărut în 2014. După modelul propus de Paul Ricoeur, analiza se construiește în patru niveluri de lectură: literală, tropologică/simbolică, tipologică și ontologică. Textele biblice ale parabolei fecioarelor înțelepte și ale corabiei lui Noe par să intre, după părerea noastră, în dialog (intertextual) cu acest poem; am detaliat aceste posibile similitudini alături de convergențe cu arta vizuală: desenul lui Victor Hugo, Valul (ce datează din perioada exilului scriitorului francez). Cuvinte-cheie: Hélène Dorion, volumul Recommencements, poem narativ, literatură canadiană, parabolă, analiză hermeneutică.

The present study aims to investigate the area of conflict between the decline and the expansion of communication options in regional and minority languages, which has increasingly been brought into the focus of attention by the new digital media. This topic will be discussed based on the example of Occitan in the southern third of contemporary France where the langue d’oc continuously forfeits its territory. Besides the real topographic decline, the internet offers the Occitan a new virtual sphere of communication. By contrasting the concrete decline of space with the virtual expansion of space, the following article aims to illustrate the importance of the border, more precisely the border demarcation, with regard to the possibilities of communication of the Occitan language.

The study of the economic growth has old implications. An analysis of relevant literature shows that there is a series of empirical studies that have analysed, tested and explained the correlation between the dynamics of exports, investments, the openness of economies and the process of economic growth. This paper examines the role of investments, export and openness in relation to economic growth for 10 East European countries using quarterly data between 2000 and 2013. Unit root tests were used in order to analyse the stationarity of variables. We have then employed the Johansen Cointegration test in order to identify the existence of a long-run relationship between the variables as well as the Granger causality test in order to test the hypotheses about the presence of causality between selected variables. At the same time VAR and VECM models were estimated for each of the 10 East European Countries; a comparative analysis of the results shows the presence, direction and intensity of the correlation and causality between investments, exports, openness and economic growth.

We could state that after having gone through a stage of great founders and foundations in the 19th century, the Romanian culture began a new one. Thus, in the general framework of the rebirth and national affirmation process that characterized the second half of the 19th century, all the Romanian provinces lived a strong cultural effervescence. In this context, in the old Walachian capital as well, culture was reborn, cultural personalities such as I. H. Rădulescu being recognized on a national level. He even tried to inaugurate a bookshop in Târgovişte with the help of I. D. Petrescu. A restoration in the cultural life of this town occurred through the opening of several primary schools and the creat ion of a secondary school in 1874, and especially through the creation of the Society “Progresul” (The Progress), in 1876, the first cultural society of Târgovişte, which managed to attract the town’s personalities. Out of the intellectuals of Târgovişte who laid the foundations of this cultural society and carried out a particular activity, we shall mention: I. D. Petrescu, D. Condurăţeanu, Al. Dudea.

A la suite d’un passage en revue historique de ce que veut dire les concepts « modernisme » et « neomodernisme », l’auteur a arrêté son exposé sur les formes du roman roumain de l’après-guerre aux années 80, car le dernier roman du romancier Sorin Titel a été publié en 1983. Le but de l’exposé a été de présenter les contours généraux de la prose roumaine d’après guerre jusqu’aux années 80, car ce qui l’intéresse davantage, du point de vue de l’auteur de cet exposé, c’est la place des écrivains de Banate dans la littérature roumaine d’après guerre et son apport à la modernisation de la prose.