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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 Zeitschrift für Gerontologie und Geriatrie 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.)

Angesichts der aktuellen kriegerischen Auseinandersetzungen müssen wir uns an die Option des Friedens und dessen konkrete Umsetzung im Kontext nachhaltiger Bildungsarbeit erinnern. Aber was ist Frieden, in welchem Zusammenhang steht er zum menschlichen Grundbedürfnis der Sicherheit und was hat das mit Nachhaltigkeit zu tun? Frieden ist stets in Bewegung und Neujustierung, Sicherheit ist hingegen ein zu erhaltender Rahmen als Ausgangspunkt, um Frieden entwickeln zu können. Darüber hinaus ist nachhaltiger Frieden nur jenseits militärischer Logik denk- und umsetzbar, wohingegen Sicherheit meist im Zusammenhang mit Verteidigungspolitik, also militärisch begriffen wird. Der Autor plädiert dafür, das Konzept der Sicherheit neu zu denken: weg von der militärischen hin zur zivilen Sicherheitslogik, in der es u.a. um die Förderung von Mediation und Gewaltfreier Kommunikation (GFK) geht. Sowohl-als-auch statt Entweder-oder ist nur ein Beispiel für die Methode und Haltung der GFK nach Marshall B. Rosenberg. Sie kann zum Frieden mit uns selbst, den anderen und der gemeinsam geteilten Umwelt beitragen. Fazit: Nachhaltiger Frieden ist ein Prozess und muss stets neu gelernt werden. Dafür braucht es umfassende qualitätsvolle Bildungsangebote über die Lebensspanne mit universal-globaler Perspektive, wie sie etwa das Konzept der aufgeklärt-kritischen Global Citizenship Education (GCED) einnimmt. (Red.)

The article examines the connection between Don Ihde's postphenomenology and phenomenological educational science, particularly learning in human-technology relationships. It shows how technology references can be established, changed, and lead to a "becoming different" on a personal level. Learning represents a connection between situation and world, in which habit and redesign play a role. The body plays a mediating role between the situation and history, perceiving, acting, and simultaneously having habits that can be activated in the situation. Postphenomenology deals with the relationships between humans, technologies, and the world, emphasizing the role of science and technology in shaping our relationships with the world. [Extracted from the article]

Copyright of Studii de Ştiintă şi Cultură is the property of Studii de Stiinta si Cultura 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.)

The educational escape game "A.L.I.C.E. - AI Gone Wrong" was developed by students Zoe Heß and Jasmin Leiser to teach children aged 11 to 13 responsible use of AI tools. The game was created as part of an interdisciplinary project at the Hochschule der Medien in Stuttgart and received the TIP Award for innovative team performance. The game aims to promote expertise in dealing with artificial intelligence, while also strengthening important key skills such as time management and critical thinking. The positive feedback from participants demonstrates the effectiveness of game-based learning and the relevance of new learning formats in libraries. [Extracted from the article]

Objectives: Teaching of ECG interpretation frequently relies on visual schemas. However, subsequent student ECG interpretation skills are often poor. Expertise research shows that expert looking patterns frequently deviate from the steps taught in schema learning. The present study made a cardiology expert's gaze interpreting ECGs visible – through eye-tracking videos with cued retrospective reporting (CRR) – and investigated the potential as an additional expert-driven route to improve medical students' ECG interpretation skills. Methods: N=91 Medical students participated in the RCT of an ECG e-learning session aimed at medical students' ECG interpretation skills gain, either receiving the newly developed eye-tracking video with CRR audio commentary materials (n=47) or studying via four clinical cases only (n=44). Three outcome scores relating to different aspects of ECG interpretation skills were derived from pre-post MCQ ECG tests. The effect of the EYE-ECG training and additional characteristics (e.g., prior experience, interest) on student ECG interpretation skills were evaluated using t-tests and multivariate linear regression. Results: A small, non-significant advantage of the EYE-ECG training signifying a tendency for greater knowledge gain was observed, compared to training as usual. In multivariate regression models, the predictive value of clinical case 1 was an unexpected finding warranting further exploration. Conclusion: Additional gains after an only 9-minute intervention using videos of expert's real-time gaze pattern in combination with hearing their thought processes during ECG interpretation is a promising finding. Furthermore, a number of specific performance characteristics enabling students to best benefit from ECG training were identified and possible modifications to the learning intervention suggested. [ABSTRACT FROM AUTHOR]

Copyright of Zeitschrift für Psychodrama und Soziometrie 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 Voluntaris: Journal of Volunteer Services & Civic Engagement / Zeitschrift für Freiwilligendienste und Zivilgesellschaftliches Engagement is the property of Nomos Verlagsgesellschaft mbH & 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.)

Metakognition ist die Auseinandersetzung mit dem eigenen Denken. Sie wird dann nötig, wenn Lernende schwierige und fordernde Aufgaben zu bearbeiten haben. Das „Laute-Denken-Protokoll“, auch TAP (Thinking Aloud Protocol), ist eine konkrete Methode der Metakognition. Ein solches Protokoll entsteht, wenn man eine*n Lernende*n bittet, alles laut zu äußern, was ihm*ihr bei der Beschäftigung mit einer konkreten Aufgabe durch den Kopf geht. Aus diesem Protokoll können Erkenntnisse zu Metakognition, kognitive Strategien und Kompetenzniveaus induktiv abgeleitet werden. Was hat das nun mit Teilnehmer*innenorientierung zu tun? Individualisierung und Autonomie der Lernenden sind zwei wesentliche Bestandteile von Teilnehmer*innenorientierung. Individualisierung bedeutet, den Lernenden ein ihrem individuellen Leistungsvermögen entsprechendes Lernangebot (eine problemhaltige Aufgabe) zu machen. Metakognitive Techniken sind Werkzeuge bei der Bearbeitung dieser Aufgaben und führen zu Lernerfolgen, wodurch wiederum Selbstwirksamkeit entsteht bzw. gesteigert wird. Autonomie zeigt sich bei diesen Techniken dadurch, dass die Lernenden selbstverantwortlich und eigenständig diejenigen Informationen heranziehen, die sie zur Bearbeitung der Aufgabe brauchen. (Red.)

Copyright of Zeitschrift für Psychodrama und Soziometrie 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 Ethnologie Française is the property of Presses Universitaires de France 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 Ethnologie Française is the property of Presses Universitaires de France 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.)

Im Rahmen dieser Studie wurden die Studierenden, die zum Wintersemester 2021/22 ihr Studium an der Tierärztlichen Hochschule Hannover begannen, prospektiv zu den Erwartungen und retrospektiv zu ihren Erfahrungen mit der Studieneingangsphase befragt. Dazu erhielten sie jeweils zu Beginn und zum Ende ihres ersten Semesters einen vergleichbaren Fragebogen zu ihren individuellen Voraussetzungen, ihren Einschätzungen zu Studienzielen und -anforderungen sowie den Lehrveranstaltungen des ersten Semesters und der Studieneingangsphase allgemein. Für die Auswertung konnten 50 verbundene Stichproben generiert werden. Die Ergebnisse verdeutlichen, dass persönliche Herausforderungen die Studierenden der Veterinärmedizin vor die größten Probleme stellen. Die relevantesten Stressoren sind lernbezogene Schwierigkeiten und der Leistungsdruck der höheren Bildung. Durch das umfangreiche Curriculum verstärkt, zeigt sich dies noch mehr als in anderen Fachrichtungen. Hervorzuheben sind im ersten Studienjahr auch scheinbar nicht berufsrelevante Grundlagenfächer und zu wenige obligatorische klinisch-praktische Inhalte sowie soziale Herausforderungen während der COVID-19-Pandemie. Auffallend ist außerdem die rasche Berufswunschänderung weg von der tierärztlichen Praxis vom ersten zum zweiten Befragungszeitpunkt.Auf der anderen Seite konnte gezeigt werden, dass Tiermedizinstudierende schon zu Beginn ihres Studiums eine herausragend hohe Zielbindung und Identifikation mit dem Studienfach aufweisen, sodass die anspruchsvolle Studieneingangsphase größtenteils erfolgreich bewältigt wird. Durch Unterstützung bei den als problematisch definierten Anforderungen mit entsprechenden Wahlpflichtveranstaltungen in der vulnerablen Studieneingangsphase sollte die Wahrscheinlichkeit eines möglichst reibungslosen Einstiegs in das Leben und Lernen an der Hochschule und den tierärztlichen Berufsstand erhöht werden.

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.)

Education was apparently of central importance to Manès Sperber from an early age and remained significant throughout his life. From the experience of his Hasidic upbringing, he retained the idea of learning as a high value, whereby he understood it to be a thoughtful and examining approach to whatever should be the subject of the learning process. Structural multiperspectivity and the ideal of a demanding and supportive teacher played no small role and probably made it easier for Sperber to gain personal access to Alfred Adler and his Individual Psychology. From this he took the concept of self-education and made it useful for himself. His primary approach to psychotherapy was that of a social pedagogue, which at the same time could accommodate the possibilities of therapeutic thinking in larger contexts, because not only the pathology of the patient, but also the setting in which he acted, could be taken into account. [ABSTRACT FROM AUTHOR]

The article deals with the three principles of co-creative transactional analysis according to Summers and Tudor. The author explains that these principles are a method to enable successful collaboration based on transactional analysis in a world of increasing complexity and uncertainty. The first principle, » we-ness «, emphasises the importance of working together at eye level and involving all participants. It is about all participants being equal and respecting and supporting each other. The second principle, » present-centred development «, focuses on the importance of empathy and authenticity in interpersonal communication. It is about being in the here and now and noticing and articulating the feelings and needs of all involved. The third principle, » community responsibility «, emphasises the importance of creativity and flexibility in cooperation in order to be able to respond to unforeseen challenges. It is about all participants taking responsibility for the common goal and supporting each other. The article also gives practical tips on how to successfully apply the principles of co-creative transactional analysis in practice. This includes, for example, creating an open and trusting environment in which all participants feel comfortable and can contribute their ideas. [ABSTRACT FROM AUTHOR]

Copyright of Educatia 21 is the property of Babes-Bolyai University, Faculty of Psychology & Educational Sciences 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 Educatia 21 is the property of Babes-Bolyai University, Faculty of Psychology & Educational Sciences 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 Educatia 21 is the property of Babes-Bolyai University, Faculty of Psychology & Educational Sciences 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.)