Evangelische Hochschule Nürnberg
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Serotonin immunoreactivity was previously found in myenteric neurons co-innervating motor endplates in the mouse esophagus striated muscle and aninvolvement in motility control was suggested. However, it is not known ifother neuroactive substances are present in these neurons and to what extentthey co-localize. First, vasoactive intestinal peptide (VIP) was established as abona fide marker for putative inhibitory myenteric neurons by evaluating co-localization with neuronal nitric oxide synthase (nNOS) and neuropeptide Y(NPY). Then, co-localization of serotonin and VIP was tested in co-innervatingaxons on motor endplates, which were visualized withα-bungarotoxin (α-BT)by multilabel immunofluorescence. Myenteric ganglia were also surveyed forco-localization in neuronal perikarya and varicosities. nNOS, NPY, and VIPwere completely co-localized in enteric co-innervating nerve terminals onmotor endplates. After co-staining with VIP, we found (a) serotonin (5-HT)-positive nerve endings without VIP (44% of 5-HT-positively innervated end-plates), (b) 5-HT- and VIP-positive endings without co-localization (35%), and(c) 5-HT- and VIP-positive endings with co-localization (21%). About one-fifthof nerve terminals on motor endplates containing 5-HT originate from putativeinhibitory peptidegic nitrergic neurons. However, the majority represents a different population presumably subserving different functions.
Measuring Motivational Concepts and Personality: Aspects in the National Educational Panel Study
(2019)
Dieses Kapitel stellt die Auswahl und den Einsatz von motivationalen Konzepten und Persönlichkeitsaspekten im Nationalen Bildungspanel vor. Die Konstruktauswahl basierte dabei auf Gemeinsamkeiten gängiger Motivations- und Persönlichkeitstheorien, um dadurch Forschungsarbeiten aus verschiedenen theoretischen Perspektiven anzuregen. Aufgenommen wurden Lernmotivation und Anstrengungsbereitschaft, persönliche Ziele, allgemeine Interessenorientierungen, Sachinteresse, Selbstkonzept (allgemein und domänenspezifisch), sowie Persönlichkeitsaspekte und ausgewählte Dimensionen sozialer Kompetenzen und des Erziehungsverhaltens. Bei der Auswahl der theoretischen Konstrukte und der zu deren Erfassung einzusetzenden Testverfahren stand die Anwendbarkeit über den gesamten Lebensverlauf hinweg im Vordergrund. Innerhalb des Nationalen Bildungspanels trägt diese integrierende Zusammenstellung von motivationalen Konzepten und Persönlichkeitsaspekten zur Verbesserung des Verständnisses von Bildungsprozessen und Kompetenzentwicklung von der frühen Kindheit bis ins späte Erwachsenenalter bei.
This chapter outlines the use and measurement of motivational concepts and personality aspects in the German National Educational Panel Study (NEPS). The selection of concepts combines elements that prevalent motivation and personality theories have in common, thereby promoting research from different theoretical perspectives. The constructs measured are learning motivation and effort, personal goals and goal pursuit, general interest orientations, topic-related interests, self-concept (both general and domain-specific), personality aspects, and selected social skills and parenting behavior dimensions. These theoretical constructs and their corresponding measurements presented in this chapter were chosen on the basis of their applicability across the complete life course. Within NEPS, this integrated compilation of motivational concepts and personality aspects improves our understanding of educational processes and competence development from infancy to late adulthood.
This paper deals with the question, to what extent, in the German context, have biblical didactic implications and systemic requirements in religious education led to social inequality in heterogeneous classrooms. Based on four different case studies in elementary, middle, and vocational schools, an empirical insight is provided that sheds exploratory and descriptive light on the construction of reality in the context of biblical learning. The analysis clearly shows that physical as well as socialization-related limitations, structural and systemic conditions in the German school system, and also strangeness and existential irrelevance, are obvious barriers that prevent students in heterogeneous settings from accessing biblical learning. In the synopsis, with theological–pedagogical implications as well as didactical challenges, it becomes clear how necessary difference-sensitive Bible didactics in the context of heterogeneity and social inequality is. Finally, based on the empirical evidence of the analyzed case studies and the theoretical framings, concrete expectations for biblical learning in religious education, in relation to heterogeneity and social inequality, are highlighted.
Post-migrant societies in Europe are characterized by political, cultural, religious, and social changes. Where people meet under the conditions of migration and globalization, new places and spaces of negotiating are arising. They are formed by provocative questions, dynamic reorientation, and social transformation, in particular regarding religious affiliations, contexts and experiences. This article will consider challenges and the resources of religion in terms of coping with ambiguity and building up post-migrant community relations. In this context, the concept of the ‘contact zone’ as a post-migrant place or space provides an insight to social spaces where cultures and religions meet, clash and grapple with each other, often in emotionally charged contexts of highly asymmetrical relations of power, like displacement and their aftermaths. These contact zones offer a place of discussing power, oppression, and religious diversities, but also find innovative perspectives for post-migrant identities. With reference to this, three case studies based on experiences of refugees in Europe with contact zones in refugee centers, schools and educational institutions allow for an understanding of the significance of places, the feeling of rootlessness and the findings of new places of religious identity, of ‘embodied’ habitation and participation. Finally, this article emphasizes the meaning of public speech in post-migrant societies from a Christian perspective.
Religious Literacy in Early Childhood Education as a Societal Resource in Immigrant Societies
(2022)
Western immigration societies are struggling with numerous of educational challenges. Every third, sometimes every second child has an immigration biography and teachers working in early childhood education are often minimally prepared to deal with the resulting diverse and complex conditions of cultural and religious diversity. Children and Childhood studies show that religion is an essential reference point for migrant families and their children. How could these empirical settings be transformed into intercultural and inter-religious competences and spiritual well-being in early childhood education? In which ways religious education in pre-schools provides a “safe place” or space of negotiating (religious) identity, value building, resilience, and the capacity to deal with pluralism and otherness? On the basis of empirical and theoretical results, the opportunities of religious education in early childhood education for developing an attitude of global citizenship should be taken into serious consideration
Treatment thresholds and minimal clinically important effect sizes of antiosteoporotic medication
(2022)
Background
Patient decisions to take preventative treatments for osteoporosis depend on their perceptions of fracture risk, medication effect sizes (ES) of benefits and harms. However, physicians and lay persons may have differing perceptions of risks and medication efficacy. Both tend to overestimate medication benefits. This study surveyed at what risk physicians would prescribe and lay persons would be willing to take bisphosphonates, the minimum ES both groups do demand and the physicians estimates of the actual benefit of bisphosphonates.
Design
Cross-sectional online questionnaire survey.
Methods
Respondents were confronted with a case vignette with an osteoporotic patient (10-year femoral fracture risk: 32%). They were asked at what threshold of 10-year-risk of femoral neck fracture they would prescribe or take a drug. They were asked for the minimum ES (absolute risk reduction, ARR) they demand from bisphosphonates to prescribe or take them. Physicians were asked to provide their estimate of the actual ARR of bisphosphonates.
Results
114 physicians and 140 lay persons answered (convenience sample/snowball distribution). The 10-year-risk threshold of lay persons (Mdnlay = 60%) willing to take medication was twice as high as the physicians’ threshold (Mdnphy = 30%) to prescribe it (p < .001). The median minimum ARR physicians demanded for bisphosphonates prescription was 17%, whereas lay persons demanded 22% (p < .001). Physicians estimated the actual ARR of bisphosphonates to be 12%. This estimated effect size was below their own minimum threshold for prescription.
Conclusions
Lay persons tolerate a higher fracture risk and demand a larger benefit of antiosteoporotic medication for fracture prevention than physicians. Physicians demand higher minimum benefits than their own estimates which in turn are above the benefit evidence suggests. Physicians should be more familiar with ES of antiosteoporotic drugs concerning patient outcomes and actively advise lay persons before preventive treatment decisions are taken.
Background and teaching situation: The SARS-CoV-2 pandemic had a substantial didactic impact on medical teaching. In Erlangen, the lecture “General Practice” was offered asynchronously and digitally in an inverted-classroom concept. Contents were available via a learning platform. The lecture was presented using annotated videos, consolidation materials and control questions. A forum encouraged for discussions and feedback and collected in-depth aspects for a case-based video consultation. The aim of this work is to evaluate and critically examine the digital teaching concept during the SARS-CoV-2 pandemic.
Methodology: Two semester cohorts evaluated the lecture. Overall impression of the lecture, didactic elements, suitability and the desired future lecture format were surveyed quantitatively. Free text answers were evaluated by means of qualitative content synthesis.
Results: In terms of overall impression, the students (N=199) rated the lecture on average as “very good” (M=1.41, SD=.57). Digital methods were perceived as suitable for supporting self-study, and digital usage was rated as unproblematically (M=1.18, SD=.50). Desired future teaching formats were blended learning concepts (79.4%). Organisation, structure and content presentation were highly appreciated. The time for completing the course was perceived critically. The students urged for more practical and consolidating lecture work.
Discussion and implications: The results illustrate high acceptance of digital teaching and underline the demand for future blended learning concepts. It is particularly important to better consider the students’ time investment and practical relevance of digital self-learning mechanisms.
Background Health information systems have developed rapidly and considerably during the last decades, taking advantage of many new technologies. Robots used in operating theaters represent an exceptional example of this trend. Yet, the more these systems are designed to act autonomously and intelligently, the more complex and ethical questions arise about serious implications of how future hybrid clinical team–machine interactions ought to be envisioned, in situations where actions and their decision-making are continuously shared between humans and machines.
Objectives To discuss the many different viewpoints—from surgery, robotics, medical informatics, law, and ethics—that the challenges of novel team–machine interactions raise, together with potential consequences for health information systems, in particular on how to adequately consider what hybrid actions can be specified, and in which sense these do imply a sharing of autonomous decisions between (teams of) humans and machines, with robotic systems in operating theaters as an example.
Results Team–machine interaction and hybrid action of humans and intelligent machines, as is now becoming feasible, will lead to fundamental changes in a wide range of applications, not only in the context of robotic systems in surgical operating theaters. Collaboration of surgical teams in operating theaters as well as the roles, competencies, and responsibilities of humans (health care professionals) and machines (robotic systems) need to be reconsidered. Hospital information systems will in future not only have humans as users, but also provide the ground for actions of intelligent machines.
Conclusions The expected significant changes in the relationship of humans and machines can only be appropriately analyzed and considered by inter- and multidisciplinary collaboration. Fundamentally new approaches are needed to construct the reasonable concepts surrounding hybrid action that will take into account the ascription of responsibility to the radically different types of human versus nonhuman intelligent agents involved.
Following Michael Lipsky's well‐known argument that policy is made in the daily encounters between street‐level bureaucracy and citizens, a growing body of research emphasizes that actors and organizations delivering social and labor‐market policy play a crucial role in welfare‐state politics. Using qualitative data collected at three local employment agencies in Germany, this article explores worker‐client relations as a crucial mechanism through which activation policies are translated into practice. The analysis investigates how caseworkers define their role and their relationships with clients. The findings show that it is essential for caseworkers to achieve client compliance. In such a context, building relationships of trust is a strategic instrument in overcoming possible barriers to co‐operation in the caseworker‐client interaction. Caseworkers develop strategies to create the impression of trustworthiness and to motivate both unemployed clients and employers to become trust‐givers in the caseworker‐client relation. While research has often stressed the dichotomy between disciplining and enabling elements of activation policies, our explorative study shows that persuasion and trust‐building are a further important dimension of the frontline delivery of activation policies. These strategies reflect the importance of emotional aspects of frontline work.