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As the media landscape changes, so do approaches to and challenges for the collection of legal deposit copies. In Saxony, the legal framework was adapted in 2014 to extend the collection mandate to digital publications. A cooperative approach within the SLUB (Saxon State Library – Dresden State and University Library) and external partners ensures effective collecting and archiving to safeguard Saxony's cultural heritage. The article summarises current developments and provides an outlook on the significance of the legal deposit collection for a profound exploration of the region's past and present. [ABSTRACT FROM AUTHOR]

In Berlin, the Zentral- und Landesbibliothek Berlin (ZLB) is tasked with implementing the legal deposit requirement. As a major publishing city, access to deposit copies is particularly wide-ranging here. The amendment of the legal deposit regulations in 2021 requires that publishers deliver deposit copies of digital media works as well, starting from 2024 ("e-obligation"). The mandate has been implemented on a cooperative basis in Berlin, with a focus on high-level automation. Deliveries can be made individually and independently by completing a web form. Also, a new cooperation with the German National Library, NP regional, has been launched. Berlin's city society as dialogue partner is involved in the collecting activities as well. [ABSTRACT FROM AUTHOR]

Copyright of Projekt-Management Aktuell is the property of Narr Francke Attempto Verlag GmbH & Co.KG and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Zeitschrift für Bildungsforschung is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Zeitschrift für Erziehungswissenschaft is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Successful treatment of patients with functional motor disorders is integrative in several ways: the primary treatment goal is the (re)integration of sensorimotor, cognitive and social functioning. The prerequisites for this are an integrated biopsychosocial model of everyone involved as well as close transdisciplinary cooperation. Instead of a simple addition of treatment components, all care providers and patients act in concert. [ABSTRACT FROM AUTHOR]

Copyright of Soziale Passagen is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Zeitschrift für Erziehungswissenschaft is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Der Beitrag thematisiert die Zusammenarbeit der Hochschulstandorte Siegen und Wuppertal im Rahmen des Projekts InDigO und ihre Gestaltung von Open Educational Practices (OEP) im Kontext inklusionsorientierter Lehrkräftebildung. Unter besonderer Betrachtung von Material und dessen Bedeutsamkeit im Hochschulkontext sowie Planungsprozessen im Kontext der Lehre werden sowohl die Lehrplanung als auch Hürden und Gelingensbedingungen einer Arbeit mit Open Educational Resources (OER) skizziert. OER zeigen dabei spezifische Chancen für die kritische Reflexion eigener und fremder Lehre, die besonders in der gemeinsamen Auseinandersetzung sichtbar werden. Forschung sollte weiterhin kritisch betrachten, wie und unter welchen Bedingungen die Entwicklung hin zu einer offenen Lehr-Lern-Kultur erfolgt und OER bedeutsam werden.

Copyright of Militärgeschichtliche Zeitschrift is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Gruppe. Interaktion. Organisation: Zeitschrift für Angewandte Organisationspsychologie (GIO) is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Gruppe. Interaktion. Organisation: Zeitschrift für Angewandte Organisationspsychologie (GIO) is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Der Beitrag stellt die im Rahmen des Projekts InDigO (Inklusion und Digitalisierung im OER-Format lernen, weiterentwickeln und verbreiten) entstandene Kooperation der Hochschulstandorte Bielefeld und Köln dar. Anhand einer gemeinsam entwickelten Seminarkonzeption zur inklusionsorientierten Gestaltung von Übergängen in Schule wird die kollaborative Nutzung und Weiterentwicklung von OER in der Hochschullehre und die Förderung inklusions- und digitalisierungsbezogener Kompetenzen in der universitären Lehrer:innenbildung beschrieben. Die Reflexionsergebnisse von Lehrenden und Studierenden, die im Anschluss an das Seminar erhoben wurden, zeigen vielfältige Chancen, aber auch komplexe Herausforderungen beim Einsatz von OER in der Hochschullehre.

Der Beitrag stellt die im Rahmen des Projekts «InDigO: Inklusion und Digitalisierung im OER-Format lernen, weiterentwickeln und verbreiten» erfolgte kooperative Zusammenarbeit der universitären Standorte Dortmund (Technische Universität Dortmund, TU) und Duisburg-Essen (Universität Duisburg-Essen, UDE) vor. Ausgehend von einer Vielzahl inklusionsorientierter Offener Bildungsressourcen (OER) wurden im Wintersemester 2022/23 vor dem Hintergrund einer Offenen Bildungspraxis (OEP) Teile der Lehre in Form dialogischer Zusammenarbeit gemeinsam gestaltet. Mit dem Ziel einer qualitätsvollen Auseinandersetzung von Studierenden mit Inklusion konnten dazu in fortwährendem Austausch OER zunächst erarbeitet und im Anschluss in der Lehre eingesetzt werden. Eingebettet in das jeweilige Lehrsetting wurden sowohl fachliche Expertisen verknüpft als auch kooperative Strukturen verankert. Am Beispiel des Standorts Duisburg-Essen wird exemplarisch eines dieser dialogisch erarbeiteten Lehrkonzepte beschrieben. Neben einem Einblick in die Zusammenarbeit zeigt der Beitrag in der Kooperation ausgemachte Chancen und Hindernisse des Einsatzes offener Bildungsmaterialien in der lehrer:innenbildenden Hochschullehre auf.

Copyright of Hessische Blätter für Volksbildung is the property of wbv Media GmbH & Co. KG and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Hessische Blätter für Volksbildung is the property of wbv Media GmbH & Co. KG and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Hessische Blätter für Volksbildung is the property of wbv Media GmbH & Co. KG and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Automatisierungstechnik is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Relatively unnoticed by public perception, a profound change has taken place in the field of psychology and psychotherapy in Germany. It is most evident at German universities. Meanwhile out of 60 chairs in clinical psychology in Germany, 59 are now oriented towards behavioural therapy. Psychoanalysis has largely lost the leading position it held until the turn oft the century. Thus, not only in outpatient therapeutic practice have the ratios reversed in favour of behavioural therapy, a similar development threatens in the inpatient and day-clinic setting. The process of monocultural behavioural therapy development seems to be taking place in research, teaching and therapy with a seemingly unstoppable self-evidence. The question therefore arises as to why psychoanalysis, as the founder of the various psychotherapies derived from it and their evidence-based effectiveness, including a critical cultural theory, is much less heard, both in public perception and in the acceptance of young, future psychotherapists. The article deals with the background oft the development of this trend and refers mainly to clinical psychology at German universities. The conflict-ridden history of relations between psychoanalysis and behavioural therapy is examined from a group-analytic point of view and possibilities for overcoming destructive group processes are pointed out. [ABSTRACT FROM AUTHOR]

Kooperative Praktiken sind für die Schulentwicklung, die Professionalisierung von Lehrer*innen und die Umsetzung von Inklusion besonders relevant. Zudem können diese Praktiken zu einer Verbesserung der Leistungen auf Seiten der Schüler*innen führen. Diese Praktiken sind jedoch im Alltag von Lehrer*innen nicht verankert, weshalb die Frage nach deren Implementation eine zentrale Frage auf allen Ebenen darstellen sollte. Neben Fort- und Weiterbildungsmaßnahmen sollte diesbezüglich auch die universitäre Lehrer*innenbildung in den Blick genommen werden. In diesem Beitrag werden zwei Lehrveranstaltungskonzepte aus der Lehramtsausbildung im Fach Mathematik präsentiert, die kooperative Praktiken mit hybriden Lehr-Lern-Settings anregen. Damit sollen positive Einstellungen zur Kooperation und diesbezügliche Potenziale vermittelt werden.

Schulische Inklusion funktioniert nicht ohne Kooperation. Diese bringt einerseits Potentiale mit sich, kann aber auch zu Konflikten führen. Konflikte können auf verschiedenen Ebenen verortet und in verschiedene Typen unterschieden werden. Im Text werden zunächst die sozialwissenschaftliche Konzeptionalisierung von Konflikten und der Forschungsstand zu Konflikten in der inklusiven Kooperation dargestellt. Anschließend werden anhand der Interviewdaten des BMBF-Projekts „P-ink“ Beispiele für typische Kooperationskonflikte zwischen grundschul- und sonderpädagogischen Lehrkräften analysiert. Im Fazit werden Möglichkeiten herausgearbeitet, wie Qualifizierung für Inklusion dem Thema „Kooperationskonflikte“ begegnen kann. Abstract Inclusion in schools is not possible without collaboration. It entails potential as well as conflicts. Conflicts take place on different levels and can be divided into different types. Following a socioscientific conception of conflicts and empirical research findings, the article analyses examples of typical collaboration conflicts between primary school teachers and special education teachers based on interview data from the BMBF-Projekts “P-ink“. At last we carve out possibilities how qualification for inclusion can deal with the topic of “Collaboration conflicts”.