State Aid in Europe

The effect of state aid has been widely discussed in the existing literature from a policy makers point of view, yet the business perspective on obtaining state aid has not. This paper attempts to shed light on this viewpoint by examining potential factors affecting the aid intensity of state aid in Europe. It finds that the extent of state aid differs between countries, governing parties and the type of aid. Furthermore, it finds a general trend of ecreasing aid intensities in Europe. Based on these findings, businesses can adapt their strategy to optimize their expected aid intensity

Developing empathy and clinical detachment during the dissection course in gross anatomy

No abstract.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/77510/1/145_ftp.pd

Ready for the OR? – Clinical anatomy and basic surgical skills for students in their preclinical education

Medical students’ first experience in the operating theatre often takes place during their electives and is therefore separated from the university’s medical curriculum. In the winter term 2009/10, the Institute of Anatomy and Cell Biology at the University of Ulm implemented an elective called “Ready for the OR” for 2nd year medical students participating in the dissection course. We attempted to improve learning motivation and examination results by transferring anatomical knowledge into a surgical setting and teaching basic surgical skills in preparation of the students’ first participation in the OR. Out of 69 online applicants, 50 students were randomly assigned to the Intervention Group (FOP) or the Control Group. In 5 teaching session students learned skills like scrubbing, stitching or the identification of frequently used surgical instruments. Furthermore, students visited five surgical interventions which were demonstrated by surgical colleagues on donated bodies that have been embalmed using the Thiel technique. The teaching sessions took place in the institute’s newly built “Theatrum Anatomicum” for an ideal simulation of a surgical setting. The learning outcomes were verified by OSPE. In a pilot study, an intervention group and a control group were compared concerning their examination results in the dissection course and their learning motivation through standardized SELLMO-test for students. Participants gained OSPE results between 60.5 and 92% of the maximum score. “Ready for the OR” was successfully implemented and judged an excellent add-on to anatomy teaching by the participants. However, we could not prove a significant difference in learning motivation or examination results. Future studies should focus on the learning orientation, the course’s long-term learning effects and the participants’ behavior in a real surgery setting

Braucht Deutschland einen Kapazitätsmarkt für Kraftwerke? Eine Analyse des deutschen Marktes für Stromerzeugung

Im Zuge der von der Energiewende wird zunehmend die Frage diskutiert, wie bei einem forcierten Ausbau der erneuerbaren Energien und der dadurch zunehmenden Fluktuation der Stromerzeugung die Versorgungssicherheit gewährleistet werden kann. Zur Diskussion steht die Einführung von Kapazitätsmechanismen zur Ergänzung oder sogar als vollständiger Ersatz klassischer Energy-Only-Märkte. Weil fraglich ist, ob Energy-Only-Märkte langfristig Versorgungssicherheit garantieren können, sollen Kapazitätsmechanismen sicherstellen, dass es zu ausreichenden Investitionen in den Kraftwerkspark kommt. Auch wenn es bisher keinen stichhaltigen Beleg dafür gibt, dass das derzeitige deutsche Marktsystem den Anforderungen an die Versorgungssicherheit nicht gerecht werden kann, verändert sich durch den massiven Ausbau fluktuierender erneuerbarer Energien die Profitabilität von Investitionen in konventionelle Kraftwerke. Wir stellen deshalb ein mögliches Kapazitätsmarktmodell für Deutschland vor, weisen aber zugleich darauf hin, dass ein derartiges System kurzfristig weder notwendig ist noch für Deutschland isoliert eingeführt werden sollte. Ein umfassender Kapazitätsmarkt kann, wenn überhaupt, bei zusammenwachsenden Märkten nur auf europäischer Ebene sinnvoll implementiert werden. Für die Übergangsperiode sollte daher das bestehende Marktsystem gegebenenfalls um eine Kaltreserve für Notfälle ergänzt werden. -- The fundamental change of energy policy in Germany has lead to a discussion how security of electricity supply will be affected by the heavily subsidised expansion of electricity generation from renewable energies, as electricity generation from renewable energies is much more fluctuating and, therefore, less reliable than conventional electricity generation plants. The key question is whether capacity mechanisms are needed to complement or even to substitute classical energy-only-markets. As it is not clear whether energy-onl-markets can guarantee the long-term security of supply, capacity mechanisms are considered to guarantee sufficient investment into generation capacity. Even though there is no solid evidence that the current market system is failing to provide sufficient investment incentives, the expansion of renewable energies changes the profitability of conventional generation plants. Therefore, we discuss a possible capacity market model for Germany, but we also stress that a capacity market should not be introduced in the short term nor should a capacity market be implemented in Germany in isolation. Instead, the need for a capacity market needs to be discussed at a European level as energy markets are increasingly integrated. For the transition period, extensions to the current system such as a cold reserve for emergency cases may be more easily implemented.

Evaluating differently tutored groups in problem-based learning in a German dental curriculum: a mixed methods study

Background: It is still unclear to what extent the PBL tutor affects learning in PBL-sessions. This mixed-methods study (Part 1 and 2) evaluated the effects of facilitative (f) versus non-facilitative (nf) tutoring roles on knowledge-gain and group functioning in the field of endodontics. Methods: Part 1 was a quantitative assessment of tutor effectiveness within a prospective, experimental, single-blind, stratified, randomized, two-group intervention study. Participants attended PBL in the context of a hybrid curriculum. A validated questionnaire was used and knowledge assessments were conducted before and after the intervention. External observers rated tutor performance. Part 2 was a qualitative assessment of tutor effectiveness and consisted of semi-structured expert interviews with tutors and focus group discussions with students. Results: Part 1: f tutors obtained significantly higher scores than nf tutors with respect to learning motivation and tutor effectiveness (p ≤ 0.05). nf tuition resulted in a slightly larger knowledge gain (p = 0.08). External observers documented a significantly higher activity among facilitative tutors compared to non-facilitative tutors. Part 2: Tutors found the f role easier although this led to a less autonomous working climate. The students rated f tutoring as positive in all cases. Conclusions: With respect to PBL-group performance, students felt that groups guided in a non-facilitative fashion exhibited a higher level of independence and autonomy, especially with increasing PBL experience. In addition, students reported that more preparation was necessary for sessions guided by a non-facilitative tutor. Tutors were able to modify their role and influence group processes in a controlled manner. Results are useful for future “Train-the-Teacher” sessions

Association of Caldendrin splice isoforms with secretory vesicles in neurohypophyseal axons and the pituitary

AbstractCaldendrin is a neuronal calcium-binding protein, which is highly enriched in the postsynaptic density fraction and exhibits a prominent somato-dendritic distribution in brain. Two additional splice variants derive from the caldendrin gene, which have unrelated N-termini and were previously only detected in the retina. We now show that these isoforms are present in neurohypophyseal axons and on secretory granules of endocrine cells. In light of the described interaction of the Caldendrin C-terminus with Q-type Cav2.1 calcium channels these data suggest that this interaction takes place in neurohypophyseal axons and pituitary cells indicating functions of the short splice variants in triggering Ca2+ transients to a vesicular target interaction

15N photo-CIDNP MAS NMR analysis of a bacterial photosynthetic reaction center of rhodobacter sphaeroides wildtype

Solid state NMR/Biophysical Organic Chemistr

The integrated anatomy practical paper: a robust assessment method for anatomy education today

Assessing anatomy in a way that tests higher cognitive domains and clinical application is not always straightforward. The old "spotter" examination has been criticized for only testing low level "identify" knowledge, whereas other assessment modalities such as multiple choice questions do not reflect the three dimensional and application nature of clinical anatomy. Medical curricula are frequently integrated and subject specific examinations do not reflect the case based, spiral, integrative nature of the curricula. The integrated anatomy practical paper (IAPP) is a hybrid of the old "spotter" and an objective structured clinical examination but it demonstrates how higher levels of taxonomy can be assessed, together with clinical features and integrates well with other disciplines. Importantly, the IAPP has shown to be reliable and practical to administer. Data gathered from the Bachelor of Medicine five-year program over two academic years for four IAPP examinations, each being 40 minutes with (K = 60 items) based on 440 students revealed consistently strong reliability coefficients (Cronbach alpha) of up to 0.923. Applying Blooms taxonomy to questions has shown a marked shift resulting in an increase in the complexity level being tested; between 2009 and 2013 a reduction of 26% in the number of low level "remember knowledge" domain questions was noted with up to an increase of 15% in "understanding" domain and 12% increase in the "applying" knowledge domain. Our findings highlight that it is possible to test, based in a laboratory, anatomy knowledge and application that is integrated and fit for practice. Anat Sci Educ. © 2014 American Association of Anatomists

Experience from an optional dissection course in a clinically‐orientated concept to complement system‐based anatomy in a reformed curriculum

Profound anatomical knowledge is the basis for modern demands in medicine and surgery, but many countries worldwide including Australia and New Zealand have discontinued offering dissection courses to medical and dental students during the past decades. This educational project done in Australia aimed at enhancing basic and advanced anatomy teaching by engaging a sub-group of second-year undergraduate students of a compulsory prosection- and model-based anatomy course (n = 54/170) in an optional multimodal course, which should easily articulate with a vertical curriculum. With topographical cadaver dissections as core, peer student-teams prepared and peer-assessed anatomy lectures based on clinical topics, which were rated highly by the peers and teachers. Anatomical knowledge was tested by quizzes and a multiple-choice examination. Individual dissection skills were self- and teacher-assessed. A final course grade was assigned based on these assessments. The grades in the system-based compulsory course achieved by the attendees of the paralleling dissection course were compared with their peers attending other optional courses. After beginning of the semester, the students in the dissection course performed similar, significantly (P < 0.005) improved during the semester (78.5% vs. 69.9%, 70.1% vs. 64.1%), but in the integrated (including anatomy, biochemistry, physiology) final examination at the end of the year only tended to higher scores. As assessed through interviews and a voluntary questionnaire, all students of the optional dissection course liked these activities, which enhanced their learning experience. Thus, this concept elegantly integrates anatomical dissection with modern teaching demands and is feasible for implementation in modernized curricula