Using field theory to construct hybrid particle-continuum simulation schemes with adaptive resolution for soft matter systems

We develop a multiscale hybrid scheme for simulations of soft condensed matter systems, which allows one to treat the system at the particle level in selected regions of space, and at the continuum level elsewhere. It is derived systematically from an underlying particle-based model by field theoretic methods. Particles in different representation regions can switch representations on the fly, controlled by a spatially varying tuning function. As a test case, the hybrid scheme is applied to simulate colloid-polymer composites with high resolution regions close to the colloids. The hybrid simulations are significantly faster than reference simulations of a pure particle-based model, and the results are in good agreement.Comment: 8 pages, 3 figure

Qualifikationsspezifische Unterschiede in der beruflichen Weiterbildung: das Resultat unterschiedlicher Interessen und selektiver betrieblicher Förderung

In der beruflichen Weiterbildung gibt es nach wie vor sehr große gruppenspezifische Unterschiede, wobei der berufliche Ausbildungsabschluß zum wichtigsten Faktor der Weiterbildung in beiden Teilen Deutschlands gehört. Die bildungspolitischen Bemühungen zur Steigerung der Weiterbildungsbeteiligung von bisher eher 'bildungsfernen' Gruppen, wie zum Beispiel Arbeitnehmer mit geringer Qualifizierung, ältere Arbeitnehmer und Frauen, hat zu dem Ergebnis geführt, daß zum einen verstärkt Maßnahmen ergriffen werden müssen, die die Notwendigkeit von Weiterbildung für diese Gruppen mehr in den Mittelpunkt der Öffentlichkeitsarbeit stellen müssen und zum anderen, daß diese Maßnahmen eine Erleichterung zur Umsetzung der Weiterbildungsinteressen realisieren. (pra

Die Angebotsabhängigkeit der Nachfrage nach Ausbildungsstellen als Problem bei der Vorausschätzung der zukünftigen Nachfrage (The dependence of demand for training places on supply as a problem in projecting future demand)

"In Germany the aim to provide young people with sufficient training places meets with great approval. The realisation of this aim is, however, in danger at present. The number of companies providing training and the number of training places available have fallen considerably in the last ten years in western Germany. In contrast the number of school-leavers has been increasing again since the mid-nineties. In order to ensure an adequate supply of training places, education policy requires projections as to the future demand for training places. Such prognoses, however, have to struggle with a dilemma. For as the following article shows, demand does not develop independently of supply. In order to be able to forecast exactly the future demand for training places, it would therefore actually be necessary to know how the supply of training places will develop. Demand projections are usually based on demarcations of the demand obtained by adding together the number of newly concluded training contracts (realised demand) and the number of applicants for training places registered at the employment office but not placed by the record date. Latent demand is not taken into account in this. If there is a drop in the supply of training places, however, this latent demand grows more strongly than the number of applicants who have not been placed in training, and helps to even out the statistical reference day results. As a consequence this means that demand figures which are recorded in times when there is a lack of training places and used as the basis for the demand forecast underestimate the actual demand if a more substantial supply of training places is made available in the forecast period. Furthermore this means that when there is a lack of training places, a declining demand rate can be expected as a result of the development of the supply of training places alone. Declining demand rates must therefore not simply be interpreted as a decrease in young people's interest. On the contrary, under the present circumstances these rates are more an indication of a reduced interest on the part of the companies in training within the dual system of vocational training." (Author's abstract, IAB-Doku) ((en))Ausbildungsplatznachfrage - Prognose, Ausbildungsplatznachfrage - Determinanten, Ausbildungsplatzangebot

A Coarse-Grained Lattice Model for Molecular Recognition

We present a simple model which allows to investigate equilibrium aspects of molecular recognition between rigid biomolecules on a generic level. Using a two-stage approach, which consists of a design and a testing step, the role of cooperativity and of varying bond strength in molecular recognition is investigated. Cooperativity is found to enhance selectivity. In complexes which require a high binding flexibility a small number of strong bonds seems to be favored compared to a situation with many but weak bonds.Comment: 4 pages, 3 figures, to appear in Phys. Rev. Let

Betriebliche Weiterbildungsabstinenz in Europa: Ergebnisse der Unternehmensbefragung CVTS3

Nach einem Überblick zu Theorien und empirischen Befunden über betriebliche Weiterbildung werden die Ergebnisse der CVTS3-Unternehmensbefragung mit Blick auf Weiterbildungsabstinenz diskutiert. Es zeigt sich, dass die meisten nicht-weiterbildenden Betriebe keinen Weiterbildungsbedarf wahrnehmen. Öffentliche Finanzierungsmaßnahmen zur Förderung der Weiterbildung dürften bei diesen Betrieben wenig wirksam sein, während Öffentlichkeitskampagnen und vor allem Qualifizierungsberatung Informationslücken schließen und die Wahrnehmung sensibilisieren könnten

Influence of correlations on molecular recognition

The influence of the patchiness and correlations in the distribution of hydrophobic and polar residues at the interface between two rigid biomolecules on their recognition ability is investigated in idealised coarse-grained lattice models. A general two-stage approach is utilised where an ensemble of probe molecules is designed first and the recognition ability of the probe ensemble is related to the free energy of association with both the target molecule and a different rival molecule in a second step. The influence of correlation effects are investigated using numerical Monte Carlo techniques and mean field methods. Correlations lead to different optimum characteristic lengths of the hydrophobic and polar patches for the mutual design of the two biomolecules on the one hand and their recognition ability in the presence of other molecules on the other hand.Comment: 15 pages, 5 figure

Entwicklung von Erwerbswuenschen und Erwerbsbeteiligung Materialband

SIGLEIAB-96-100-3 AG 105 / FIZ - Fachinformationszzentrum Karlsruhe / TIB - Technische InformationsbibliothekDEGerman

The Role of National Qualifications Systems in Promoting Lifelong Learning

The aim of the OECD activity The Role of National Qualifications Systems in Promoting Lifelong Learning is to investigate how qualifications systems influence the volume, distribution and quality of lifelong learning. This paper takes forward thinking about the ways in which qualifications systems can influence participation in lifelong learning (LLL) and the quality of learning experiences. A set of 11 components and some 60 subcomponents of qualifications systems is proposed and delineated and LLL is described by a set of 18 indicators. If there are relationships between qualifications systems and lifelong learning that are not just spurious correlations, then there will be mechanisms by which this happens. These mechanisms are the kernel of this activity and a set of 11 are proposed together with a description of their possible effects on individuals, providers and employers. Mechanisms might also be termed ‘drivers’ of LLL and each one may act on different stakeholders in different ways and operate differently in changing social, economic and cultural conditions. Thus the complexity of the field of enquiry is recognised. The paper attempts to refine the conceptualisation of mechanisms that work through the aspirations of individuals, the planning process of providers and the needs of employers. The paper also outlines some tentative ideas for empirical analysis of the interactions that are at the heart of the activity. Le rôle des systèmes nationaux de certification pour promouvoir l'apprentissage tout au long de la vie Le but de l’activité de l’OCDE sur Le rôle des systèmes nationaux de certification pour promouvoir l’apprentissage tout au long de la vie est d’étudier l’influence qu’ont les systèmes de certification sur le volume, la répartition et la qualité de l’apprentissage à vie. Avec cette activité, l’OCDE espère aider les pays à promouvoir l’apprentissage tout au long de la vie pour tous en mettant en avant les instruments utilisés au sein des systèmes de certification. Cet article va au-delà en termes de manières par lesquelles la certification peut influencer la participation à l’apprentissage tout au long de la vie et la qualité des expériences d’apprentissage. Un ensemble de 11 composantes et d’environ 60 sous composantes des systèmes de certification est proposé et défini. Un ensemble de 18 indicateurs est aussi proposé pour caractériser l’apprentissage tout au long de la vie. Si il y a une relation entre les systèmes de certification et l’apprentissage à vie qui ne soit pas une corrélation artificielle, alors il doit exister des mécanismes par lesquels cette relation survient. Ils sont au centre de cette activité et un ensemble de 11 mécanismes est proposé ainsi qu’une description de leurs effets potentiels sur les individus, les fournisseurs et les employeurs. Ces mécanismes peuvent aussi être des « moteurs » de l’apprentissage tout au long de la vie et chacun d’entre eux peut agir sur différentes parties prenantes de différentes manières et opérer différemment selon le contexte social, économique ou culturel. La complexité de ce domaine de recherche est donc reconnue. Cet article tente ainsi d’affiner la conceptualisation des mécanismes à l’oeuvre au travers des aspirations des individus, le comportement des fournisseurs et les besoins des employeurs. Il met aussi en avant quelques idées pour analyser les interactions qui sont au coeur de l’activité.