Erich Schneider: The admiring disciple who did not become a follower

Erich Schneider, by 17 years a junior of Schumpeter’s, entered academics via a detour of teaching in a secondary school after obtaining his PhD in mathematics. Both his early teaching experience, and his background in mathematics exerted formative influences on his later work. No lesser figure than Schumpeter himself, whom he met while obtaining his academic teaching qualification at the University of Bonn, reportedly prophesized Schneider to become “the new preceptor of Germany” .This provides noteworthy evidence of both Schumpeter’s deep knowledge of human nature, and of the ironic side of his Viennese wittiness: while praeceptor Germaniae was an honorary title awarded by historians but to a few distinguished scholars of the middle ages, the term praeceptor had come to denote the rather modest position of adjunct teacher in grammar schools by the 19 th century. Indeed, Erich Schneider was to dominate economics teaching during the first post-war decades in Germany through his four volume introductory textbook (1947-62), but he left little lasting imprint on economic theory. In essence, he worked on all ‘big issues’ of the 1930ies such as market forms or the theory of production, eventually ventured into management science, and became an ardent advocate of Keynesianism. However, he did not follow the trails of economic change and innovation as one might have expected given the academic guidance obtained from Schumpeter. The absence of mathematical language for the analysis of dynamic phenomena during his days must have kept the trained mathematician from delving into Schumpeterian matters. Thus, through all of his academic life, Erich Schneider stayed a loyal disciple of Schumpeter’s, but cannot be considered a follower

Effects of oculomotor rehabilitation in children with visual and/or oculomotor dysfunction: a systematic review

A visão é essencial para o desenvolvimento das crianças, facilitando as suas habilidades cognitivas, sociais e motoras, e é importante, em especial, para o seu sucesso escolar. A presente revisão sistemática teve como objetivo estudar os efeitos da reabilitação oculomotora nas funções da visão e dos anexos do olho, e nas sensações associadas aos mesmos. Como objetivo secundário, foram estudados os efeitos da reabilitação oculomotora nas funções mentais de crianças com disfunções oculares. A pesquisa foi realizada nas bases de dados PubMed, Web of Science, Psychology and Behavioral Sciences Collection, Academic Search Complete e Scholar Google. Todos os estudos incluídos foram ensaios clínicos randomizados, cuja qualidade metodológica foi avaliada através da Physiotherapy Evidenced Database (PEDro) Scale. Dos nove estudos incluídos na síntese qualitativa, as amostras diziam respeito a crianças com insuficiência de convergência, ambliopia, Transtorno do Défice de Atenção e Hiperatividade, disfunção oculomotora, baixa habilidade de leitura e/ou hipermetropia. Todos os estudos demonstraram associação positiva entre o programa de reabilitação oculomotora em teste e a melhoria dos parâmetros visuais, oculomotores e/ou mentais, em crianças entre os 5 e os 17 anos de idade. Apesar do número de ameaças que colocam em causa as inferências destes achados, os resultados clínicos gerais sugerem que os programas de reabilitação oculomotora têm efeitos positivos nas funções da visão e dos anexos do olho e sensações associadas, bem como na cognição, comportamento e habilidades de leitura de crianças com disfunção oculomotora. São necessárias investigações adicionais para confirmar a eficácia da terapia oculomotora e para escolher o melhor programa de intervenção para cada paciente, dependendo dos objetivos de intervenção e das suas características clínicas e pessoais.Vision is essential to children development, facilitating cognitive, social and motor skills, and it is important, in particular, for school success. This systematic review aimed to study the effects of oculomotor rehabilitation on the functions of vision and structures adjoining the eye and on sensations associated, in children. As a secondary objective, the effects of oculomotor rehabilitation on the mental functions of children with ocular dysfunctions was studied. The research was conducted in PubMed, Web of Science, Psychology and Behavioral Sciences Collection, Academic Search Complete and Scholar Google databases. All the studies included were randomized controlled trials (RCT), which methodological quality was assessed with The Physiotherapy Evidence Database (PEDro) Scale. From the nine studies included in qualitative synthesis, the samples concerned children with convergence insufficiency, amblyopia, Attention Deficit Hyperactivity Disorder (ADHD), oculomotor dysfunction, poor reading skills, and/or hypermetropia. All of the studies demonstrated a positive association between the oculomotor rehabilitation program under test and improvement on visual, oculomotor and/or mental parameters, in children aged between 5 and 17 years old. Despite the number of threats that challenge the inferences of these findings, the overall clinical results suggest that oculomotor rehabilitation programs have positive effects on the functions of vision and structures adjoining the eye and sensations associated, as well as on cognition, behavior and reading skills of children with oculomotor dysfunction. Additional investigation is required to confirm the efficiency of oculomotor therapy and to choose the best intervention program to each patient, depending on the intervention objectives and their clinical and personal characteristics

Response to the Loss of a Romantic Relationship: Differences by Time Since the Loss, Gender, and Attachment Style

Approximately 25% of college students experience the loss of a romantic relationship each year. It has been proposed that such a loss results in a grief reaction similar to that experienced after a death. Theory also suggests that such major life events are an opportunity for growth. But very little research has been conducted to date to test these propositions. The review of the literature also suggested that gender and interpersonal attachment style are related to differential responses to romantic loss. This study tested Schneider’s (1984) mode! of response to loss, which predicts that the degree of involvement in three response-tasks of discovering: What\u27s Lost (grief), What’s Left (healing), and What’s Possible (growth) is related to time since the loss. Three hundred and sixteen college students were surveyed, using a research version (RTL-Short) of the Response to Loss Inventory (RTL). Information regarding the participants interpersonal attachment style was also gathered. A between-subjects, ex post facto and correlational design utilizing Pearson product-moment correlations, ANOVA and graphic/regression was used to analyze the data. The internal consistency reliability estimates of the RTL-S subscales were excellent. Results generally supported the three-task model. Involvement in What’s Lost (grief) was higher for those with relatively recent losses. Regression analysis suggested a curvilinear relationship between time and What’s Left (healing), with those participants having either recent or distant losses scoring lower than those with losses of an intermediate time. Involvement in What’s Possible (growth) was higher for those with more distant losses. There was no evidence for gender differences in What’s Lost or What’s Possible. Those with dismissing avoidant and secure attachment styles experienced the least grief, while those with fearful avoidant and preoccupied styles experienced the most grief. Those with preoccupied attachment also were involved in What’s Possible (growth) with less intensity than the other participants

The Intervention of Philology

This book examines the interplay of history, textuality, dramaturgy, and politics in the school dramas of Daniel Casper von Lohenstein (1635–1683). The plays are based on well-known episodes from classical Roman history and were staged in Breslau by students at two all-male humanistic gymnasia. Organized exclusively around stories of such female protagonists as Agrippina, Cleopatra, Epicharis, and Sophonisbe, these productions required that the young actors dress as women to play roles that routinely involved scenes of political intrigue, incest, seduction, torture, and threatened infanticide. In print these plays were accompanied by massive annotational apparatuses that delineate the contours of the learned universe of eastern central Europe in exacting detail. Newman's study sheds light on the ideological complexity of gender, politics, and learned culture in the early modern period as it emerges from these intriguing and often bizarre plays

Pennsylvania Folklife Vol. 21, No. 2

• The Pennsylvania Germans: A Preliminary Reading List • Spatial Development of the Southeastern Pennsylvania Plain Dutch Community to 1970: Part I • Palatine Emigrants of the 18th Century • Winter Album • Emigrants from Dossenheim (Baden) in the 18th Century • Farm Layouts and Building Plans: Folk-Cultural Questionnaire No. 22https://digitalcommons.ursinus.edu/pafolklifemag/1046/thumbnail.jp

The Intervention of Philology: Gender, Learning, and Power in Lohenstein's Roman Plays

This book examines the interplay of history, textuality, dramaturgy, and politics in the school dramas of Daniel Casper von Lohenstein (1635–1683). The plays are based on well-known episodes from classical Roman history and were staged in Breslau by students at two all-male humanistic gymnasia. Organized exclusively around stories of such female protagonists as Agrippina, Cleopatra, Epicharis, and Sophonisbe, these productions required that the young actors dress as women to play roles that routinely involved scenes of political intrigue, incest, seduction, torture, and threatened infanticide. In print these plays were accompanied by massive annotational apparatuses that delineate the contours of the learned universe of eastern central Europe in exacting detail. Newman's study sheds light on the ideological complexity of gender, politics, and learned culture in the early modern period as it emerges from these intriguing and often bizarre plays

Lawrence Today, Volume 65, Number 3, Summer 1985

https://lux.lawrence.edu/alumni_magazines/1100/thumbnail.jp

"Die geschriebene Version wollte geschrieben werden, die vielen anderen wollten es nicht": The portrayal of Nazi perpetrators in German novels since 1990 and the role of historiographic metafiction

This thesis examines the way in which Nazi perpetrators have been portrayed in German novels since 1990 by means of a close textual analysis of four novels from this period: "Der Vorleser" by Bernhard Schlink, "Unscharfe Bilder" by Ulla Hahn, "Himmelskörper" by Tanja Dückers, and "Flughunde" by Marcel Beyer. Through an analysis of these texts, the thesis aims to answer the following questions: 1. Is there a discernible tendency in the way in which the literature of the post-1990 period portrays Germans involved in the Third Reich? Are they predominantly portrayed as perpetrators, victims, or some combination of the two? 2. Is this portrayal a significant departure from the way in which they were previously depicted in German literature? 3. Does the portrayal of Germans of the Nazi period as perpetrators or victims in literature of the post-1990 period mirror the memory contests played out in the public discourse of that period? 4. Are there any differences in the ways in which authors of different generations approach the perpetrator/victim dichotomy in their writing? The thesis also considers the impact a reading of the texts as historiographic metafiction has on the portrayals of Germans as perpetrators/victims in the novels