Large Scale Studies in den deutschen Sozialwissenschaften:Stand und Perspektiven. Bericht über einen Workshop der Deutschen Forschungsgemeinschaft

Am 19. und 20.3. 2009 trafen sich auf Einladung der Deutschen Forschungsgemeinschaft Wissenschaftlerinnen und Wissenschaftler sowie Vertreterinnen und Vertreter von Förderorganisationen zu einem Workshop in der Geschäftsstelle der DFG in Bonn . Ziel der Veranstaltung waren die Perspektiven für die Weiterentwicklung einer zukunftsfähigen Forschungsinfrastruktur in den deutschen Sozialwissenschaften mit besonderer Berücksichtigung des Beitrags großer langlaufender Studien zu einer solchen Infrastruktur. Es ging um die Identifizierung von Bedarfen und Instrumenten der Abstimmung zwischen den in jüngerer Zeit anlaufenden Studien sowie um die Identifizierung möglicher Maßnahmen, um diese Studien als Elemente einer Infrastruktur zu verankern und die Infrastruktur als Ganze entwicklungs- und zukunftsfähig zu gestalten. Die folgende Zusammenfassung der wichtigsten Diskussionspunkte orientiert sich an der Tagesordnung, die der Veranstaltung zu Grunde lag.

Designing Lectures as a Team and Teaching in Pairs

[EN] A technique that is frequently used in modern software development is the so-called pair programming. The proven idea behind this technique is that innovative work in a highly complex environment can benefit from the synergy between two persons working together with well-defined roles. The transfer of this technique as a metaphor for teaching has repeatedly been reported as a successful teaching strategy called pair teaching. In this paper, we describe our experiences with designing and teaching a complete lecture on software development as a pair. Our contribution is the definition of patterns for role-assignments to both persons. These include patterns for the design of the lecture as well as patterns for the teaching in class itself. Our experience shows that there also exists a couple of anti-patterns namely role distributions that should be avoided. First evaluation results are promising in the sense that the reception of structure and content as well as students' satisfaction increased significantly with the introduction of pair design and pair teaching. http://ocs.editorial.upv.es/index.php/HEAD/HEAD18Zehetmeier, D.; Böttcher, A.; Brüggemann-Klein, A. (2018). Designing Lectures as a Team and Teaching in Pairs. Editorial Universitat Politècnica de València. 873-880. https://doi.org/10.4995/HEAD18.2018.8103OCS87388

Defining the Competence of Abstract Thinking and Evaluating CS-Students\u27 Level of Abstraction

Although it is commonly agreed that the competence of abstraction and abstract thinking is one of the most important competences in Computer Science, only a few of these sources define this competence and its processes in a precise manner. Furthermore there is a lack of instruments to test the competence of abstract thinking and to integrate it into teaching. This work will start to close the gap concerning the competence of abstract thinking by deriving a theoretical description of the competence construct of abstract thinking, focusing on a Computer Science perspective. Furthermore, we will present a coding manual based on the model, which can be used to evaluate student assignments. This coding manual is applied to examples of our teaching practice in order to demonstrate its validity

Large Scale Studies in den deutschen Sozialwissenschaften: Stand und Perspektiven; Bericht über einen Workshop der Deutschen Forschungsgemeinschaft

Am 19. und 20. März 2009 trafen sich auf Einladung der Deutschen Forschungsgemeinschaft (DFG) Wissenschaftlerinnen und Wissenschaftler sowie Vertreterinnen und Vertreter von Förderorganisationen zu einem Workshop in der Geschäftsstelle der DFG in Bonn. Ziel der Veranstaltung waren die Perspektiven für die Weiterentwicklung einer zukunftsfähigen Forschungsinfrastruktur in den deutschen Sozialwissenschaften mit besonderer Berücksichtigung des Beitrags großer langlaufender Studien zu einer solchen Infrastruktur. Es ging um die Identifizierung von Bedarfen und Instrumenten der Abstimmung zwischen den in jüngerer Zeit anlaufenden Studien sowie um die Identifizierung möglicher Maßnahmen, um diese Studien als Elemente einer Infrastruktur zu verankern und die Infrastruktur als Ganze entwicklungs- und zukunftsfähig zu gestalten. Die vorliegende Zusammenfassung der wichtigsten Diskussionspunkte bezieht sich auf folgende Aspekte: Bedarf und Genese von großen sozialwissenschaftlichen Studien, Organisationsfragen, Bereitstellung und Nutzung der Daten, internationale Perspektiven sowie das Verhältnis zur Politik. (ICI2

Strategies for feeding the world more sustainably with organic agriculture

The authors are grateful for the inputs from Caterina Batello, Jan Breithaupt, Carlo Cafiero, Marianna Campeanu, Reto Cumani, Rich Conant, Piero Conforti, Marie-Aude Even, Karen Franken, Andreas Gattinger, Pierre Gerber, Frank Hayer, Jippe Hoogeven, Stefan Hörtenhuber, Mathilde Iweins, John Lantham, Robert Mayo, Eric Meili, Soren Moller, Jamie Morrison, Alexander Müller, Noemi Nemes, Monica Petri, Tim Robinson, Nicolas Sagoff, Henning Steinfeld, Francesco Tubiello, Helga Willer, and thank Robert Home for checking the language. KHE gratefully acknowledges funding from ERC-2010-Stg-263522 (LUISE). The input of PS contributes to the DEVIL project (NE/M021327/1), funded under the Belmont Forum / FACCE-JPI. This paper contributes to the Global Land Project (www.globallandproject.org). The authors acknowledge funding for open access publication by the Institute of Environmental Decisions, Federal Institutes of Technology, Zurich.Peer reviewedPublisher PD

Incidence and risk factors of intraoperative periprosthetic femoral fractures during primary total hip arthroplasty: 218,423 cases reported to the Norwegian Arthroplasty Register between 1987 and 2020

Background and purpose: Intraoperative periprosthetic femoral fractures (IPFFs) can occur during primary total hip arthroplasty (THA). We describe the incidence of IPFFs during THA in Norway and estimate potential risk factors that could be associated with IPFF Patients and methods — Data from the Norwegian Arthoplasty Register (1987–2020) was used: 2,268 IPFFs from 218,423 primary THAs in 172,598 patients. The following factors were analyzed: sex, age, diagnosis, previous operation on the same hip, surgical approach, and stem fixation technique. Association of these factors with IPFF risk was assessed using multivariable Poisson regression. Results: IPFF occurred during 2,268 operations with an incidence of 1.0% among all primary THAs. The risk of IPFF was associated with female sex (relative risk 1.8; 99% CI 1.5–2.1), age 80–90 years and age over 90 years (compared with age 60–70 years: 1.3; CI 1.0–1.6 and 2.6; CI 1.6–4.3, respectively), non-osteoarthritis diagnoses (2.2; CI 1.9–2.6), previous surgery to the same hip (1.8; CI 1.5–2.2), lateral approach (compared with the posterior approach: 1.5; CI 1.1–2.0), and cementless stem fixation (2.7; CI 2.0–3.6). Interpretation: Surgeons should be aware of the factors associated with an increased risk of IPFF: female sex, age above 80 years, non-osteoarthritis diagnoses, and previous surgery to the same hip. Cemented stem fixation and posterior approach should be favored in high-risk patients, such as elderly women.publishedVersio

Development of a Classification Scheme for Errors Observed in the Process of Computer Programming Education

[EN] Every semester, we observe more or less the same principal difficulties among our students who are striving to learn the intricacies of software development. Basically, they run into the same kind of errors throughout their learning process as previous student generations. Based on this fact, we suspect that there is a set of underlying problems which are causing these errors. Our goal is to identify and tackle these basic problems, in order to deal with errors effectively in our teaching and coaching activities, rather than merely treating observable symptoms. To achieve this, we develop a comprehensive and topic-independent error classification scheme and employ this to classify errors found in literature and in our own courses. This classification scheme is mainly based on the cognitive dimensions of the revised Bloom’s taxonomy for educational objectives. Each error is based on a deficiency in certain competencies. Therefore, it is possible to develop a set of interventions for each error class, which focuses on the specific deficits that are the main cause for all the errors of this class.Zehetmeier, D.; Böttcher, A.; Brüggemann-Klein, A.; Thurner, V. (2015). Development of a Classification Scheme for Errors Observed in the Process of Computer Programming Education. En 1ST INTERNATIONAL CONFERENCE ON HIGHER EDUCATION ADVANCES (HEAD' 15). Editorial Universitat Politècnica de València. 475-484. https://doi.org/10.4995/HEAd15.2015.35647548

Not to Miss: Intronic Variants, Treatment, and Review of the Phenotypic Spectrum in VPS13D-Related Disorder

VPS13D is one of four human homologs of the vacuolar sorting protein 13 gene (VPS13). Biallelic pathogenic variants in the gene are associated with spastic ataxia or spastic paraplegia. Here, we report two patients with intronic pathogenic variants: one patient with early onset severe spastic ataxia and debilitating tremor, which is compound-heterozygous for a canonical (NM_018156.4: c.2237−1G > A) and a non-canonical (NM_018156.4: c.941+3G>A) splice site variant. The second patient carries the same non-canonical splice site variant in the homozygous state and is affected by late-onset spastic paraplegia. We confirmed altered splicing as a result of the intronic variants and demonstrated disturbed mitochondrial integrity. Notably, tremor in the first patient improved significantly by bilateral deep brain stimulation (DBS) in the ventralis intermedius (VIM) nucleus of the thalamus. We also conducted a literature review and summarized the phenotypical spectrum of reported VPS13D-related disorders. Our study underscores that looking for mutations outside the canonical splice sites is important not to miss a genetic diagnosis, especially in disorders with a highly heterogeneous presentation without specific red flags

Medienbildung für alle: Medienbildung inklusiv gestalten!

Bosse I, Haage A, Kamin A-M, Schluchter J-R. Medienbildung für alle: Medienbildung inklusiv gestalten!. In: Brüggemann M, Sabine E, Angela T, eds. Medienbildung für alle – Digitalisierung. Teilhabe. Vielfalt. München: kopaed; 2019: 207-219