Die Zukunft des Journalismus : zehn Szenarien für das nächste Jahrzehnt

Der Band beschreibt die aktuellen Entwicklungen des Journalismus in der Mitte der 2020er Jahre und dreht sie plausibel um ein Jahrzehnt weiter. Unser Bild von der Zukunft des Journalismus entsteht aus zehn Trends, die versuchen, der Vielschichtigkeit des Journalismus gerecht zu werden. Es geht uns um die Inhalte und Themen genauso wie um Recherche und Storytelling oder um Rahmenbedingungen wie die Finanzierung. Konstruktiv und publikumsorientiert wird der Journalismus in den nächsten zehn Jahren sein. Er wird nahezu ausschließlich digital genutzt. Dies bringt viele Herausforderungen mit sic

Bridging the science-policy gap in sustainable tourism : evidence from a multiple case study analysis of UNWTO INSTO sustainable tourism observatories

While monitoring sustainable tourism (ST) has become popular in the twenty first century, a clear implementation gap has been acknowledged worldwide. This paper argues that the inadequate implementation might be linked to a knowledge gap on procedures, approaches and instruments to operationalise evidence-informed destination management. Indeed, the routines and procedures to run an inter-institutional adaptive management cycle at the interface between research organisations and the tourism ecosystem are mostly unknown. Based on the identified science-policy gap, this paper addresses the role of the UNWTO INSTO observatories as innovative catalysts to co-create an adaptive transformation of the tourism system, i.e. to bridge indicator-based knowledge production on sustainability performance, knowledge transfer and knowledge use, and to foster concrete actions and a transformation at any level. The catalytic role of INSTO observatories is explored by means of an exploratory and qualitative study. A multiple case study was conducted on selected observatories (Guanajuato in Mexico, Algarve in Portugal, Sleman in Indonesia) to capitalise on the individual experiences and identify strengths and challenges of different approaches to evidence-informed decision-making procedures. Lessons learnt from the case studies shed light on possible strategies to fill the science-policy gap and foster mutual learning at INSTO level and beyond

Medical students’ perception of supervision in MedUniVienna’s structured internal medicine and surgery clerkship program : Subject-specific differences and clerkship sequence effects

Background: Clerkships for supervised learning of clinical skills are part of modern medical curricula. The availability of clerkship placements in clinics and the provision of competent supervision are essential for effective work-based learning. The scheduling of compulsory and elective work-based learning opportunities for undergraduate medical students (UGMS), especially when their numbers are high, results in varying clerkship sequences, which can influence career plans and examination outcomes. The effect of different clerkship sequences on students' impressions of clinical supervision remains unclear. Therefore, this study describes subject-specific differences in students' perceptions of clinical supervision during surgical (SC) and internal medicine (IMC) clerkships and addresses the impact of varying clerkship sequences and increasing clinical experience thereon. Method: In this survey, 1,017 final-year students at the Medical University of Vienna (from 2015 to 2019) retrospectively evaluated the quality of supervision they received during the SC and IMC using a newly piloted questionnaire on supervisory roles. Results: Students described their supervisors as less likely to exercise the roles of gatekeeper/safeguarding, training, and mentoring during the SC than during the IMC. During IMC, the supervisory activities received most often were to ensure patient and trainee safety, whereas during SC, it was to ensure trainee safety and to teach techniques and procedures. Ensuring an appropriate level of clinical duty was the third highest priority in both clerkships. Students’ general clinical experience influenced how they perceived the supervision, with students completing SC later in their pathway reporting having received similar levels of supervision in both clerkships. Conclusions: Supervision experiences during the first clerkship appear to shape students’ expectations of subsequent supervision. Providing additional support to foster a strong supervisory relationship, tailored to meet the specific supervision needs of UGMS newly entering year 6, could benefit both supervisors and students

The subject realization in L2 Spanish by German L1 speakers : a corpus study

This article deals with the realization of referential subjects in the L2 Spanish of German (adult) native speakers. The acquisition of a null subject grammar by speakers of a non-null subject language has drawn considerable attention in generative approaches to L2 acquisition. This article revisits the issue and compares the predictions made by the Interface Hypothesis (Sorace 2005, 2011, Sorace and Filiaci 2006, Tsimpli and Sorace 2006) to an alternative, the Feature Reassembly Hypothesis (Lardiere 2008, Slabakova 2013 Cho and Slabakova 2014). Relying on corpus data, the study presents a novel empirical approach and applies an innovate statistical analysis procedure from learner corpus research. The results of the study corroborate previous empirical findings, namely that pronouns, yet not null subjects, are problematic, but also brings in new insights, in particular that issues with pronouns are consistent and go beyond the contexts predicted by the Interface Hypothesis. The contrasts between L1 and L2 subject realization found in the data therefore can only in part be explained to result from interface issues. The Feature Reassembly Hypothesis offers a suitable additional explanation relating the issues to the properties of the L1 and L2 learnability

„Wo bin ich und wo will ich hin?“ : ein Gruppentherapieprogramm für orientierungslose, psychosomatisch erkrankte Jugendliche

Fragestellung: Welchen Einfluss hat die Konkretisierung der poststationären Lebens- und Berufsperspektive auf das Ergebnis der stationären Behandlung psychosomatisch erkrankter Jugendlicher? Methode: Randomisierte Fall-Kontroll-Studie. Ergebnisse: Die „Perspektiv- bzw. Orientierungsgruppe“ wird von den Teilnehmenden gut angenommen und als wichtiger Teil der Behandlung erlebt. Teilnehmende Patient_innen erleben sich bei Entlassung von der (Rest-)Symptomatik deutlich weniger belastet als Patient_innen der Kontrollgruppe. Schlussfolgerung: Durch das Gruppenprogramm gelingt es, den Fokus vieler Betroffener weg von der Patienten-Identität in Richtung einer so gesehen gesunden Zukunftsorientierung zu entwickeln und damit den Therapieverlauf zu verbessern. Entsprechend sollte das Angebot in die stationäre Standard-Therapie integriert werden. Darüber hinaus stellt sich die Frage nach einem möglichen Stellenwert der Gruppe in der primären Prävention

Welchen Stellenwert hat Geographie bei der Implementierung von BNE in der Schule im Fächervergleich? : Erkenntnisse eines systematischen Reviews zu empirischen Befunden

Der Beitrag zeigt auf, welchen Stellenwert der Geographieunterricht bei der Implementierung von BNE im Vergleich der Unterrichtsfächer hat. Die datenbankgestützte Review ergab 33 deutsch- und englischsprachige Publikationen, die empirisch ermittelte Angaben in den Bereichen Rahmendokumente, Lehrpläne, Lehrkräftebildung, Lernort Schule und Assessment umfassten. Die Ergebnisse machen deutlich, dass Geographie in allen Bereichen eine sehr wichtige Rolle spielt, was ihren Anspruch, Leitfach von BNE zu sein, unterstützt. Dabei werden die Befunde mit einer hohen Affinität zwischen BNE und Geographie in Bezug auf Fachkonzepte, Ziele, Inhalte, Kompetenzen und Methoden begründet. Abschließend werden Schlussfolgerungen für die Forschung und Implementierung vorgestellt

Adaptive Metacognitive Prompting in Young Learners and the Role of Prior Performance

Metacognitive prompting has been shown to effectively support Self-Regulated Learning (SRL) in computer-based learning environments (CBLEs) and thereby enhance learning performance. Adaptive prompting as a way to successfully tailor prompts to the learners’ needs remains understudied, especially among young learners in lower secondary education who were shown to be in a critical phase in their development of metacognitive skills. The present study investigates the effects of adaptive, metacognitive prompting on SRL activities through self-reports and trace data, and on learning performance. In a pre-post experimental design, 72 lower secondary students received prompting (n = 38) or no prompting (n = 34). Results show that metacognitive prompting led to higher self-reported metacognitive SRL activities. It did not result in significant differences in learning performance, however, prior performance level was identified as a significant moderator. Implications for SRL research with focus on low achieving learners are discussed

Service Learning : Theological Ethics in ESD

Experiences in a special Service-Learning projec: The Master's Program "Education for Sustainable Development" is based at the geography department. The teaching project already has a long tradition. It was first carried out in 2012 and has continued with a few interruptions to this day. The project employed a service-learning-method, wherein ESD-students engaged directly with community and ecclesiastical institutions such as the Monastery, Catholic schools, or kindergartens

Revolutioniert die Blockchain das Personalcontrolling?

In dem Beitrag analysieren die Autoren das Disruptionspotenzial der Blockchain-Technologie im Bereich des Personalcontrollings. Sie stellen fest, dass Blockchain weit über Kryptowährungen hinausreicht und durch ihre Eigenschaften – Transparenz, Nachvollziehbarkeit und Manipulationssicherheit – neue Möglichkeiten für das Personalwesen bietet. Das Personalcontrolling, unterteilt in strategisch und operativ, könnte durch Blockchain insbesondere bei der Datenverifizierung, Vertragsabwicklung, Weiterbildung und Lohnabrechnung effizienter gestaltet werden