143 research outputs found

    Places That Bond and Bind: On the Interplay of Space, Places, and Social Networks

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    Social networks of socially disadvantaged individuals can help them in coping with everyday life and avoiding social exclusion. At the same time, social ties also have the power to bind an individual to their disadvantageous situation, perpetuating the risks of social exclusion. One mechanism through which ties can be established are “foci”: extra‐network structures around which common interactions occur (e.g., family, workplace, clubs) that usually have spatial anchor points (places) where joint interactions happen. To better understand this interplay of places and networks, we use a methodological novelty that connects a person’s everyday places with their ego‐centred network (two‐mode network). We analyse in depth two cases (elderly women living alone) from a mixed‐methods study conducted in rural peripheries in eastern Germany, and we combine data from GPS tracking, qualitative interviews, and egocentric networks. A central finding of our analysis is that tie formation in places is more successful if ego has certain resources (e.g., cultural, financial, or time resources) that allow them to utilise places as foci—hence, ego and places must “match” in their characteristics. Beyond that, the existing foci (and their spatial anchoring as places in everyday life) in which ego is integrated must be considered as structures. Even if a person has enough resources and easy access to places with characteristics that promote contact, this does not automatically mean that they will form ties in such places, as the person’s network plays a major role in whether they frequent these places and establish new ties there

    Natural sciences knowledge of first year students in medicine

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    Gute naturwissenschaftliche Vorkenntnisse sind insbesondere fĂŒr den vorklinischen Studienabschnitt wichtig. Wegen der heterogenen Auswahl von Leistungskursen und Abituranforderungen kann jedoch nicht unbedingt von einem einheitlichen Wissensstand ausgegangen werden. Daher wurde versucht, mit einem Testbogen aus insgesamt 40 Aufgaben zur Biologie, Chemie, Mathematik und Physik den Wissensstand der StudienanfĂ€nger in Humanmedizin in Deutschland zu quantifizieren. Der Fragebogen enthielt neben Faktenaufgaben auch Anwendungen vor allem mathematischer und chemischer Prinzipien. Alle Fragen mussten durch Freitextantworten oder Skizzen beantwortet werden. Teilgenommen haben insgesamt 2 935 StudienanfĂ€nger des Wintersemesters 2004/2005 von 14 deutschen UniversitĂ€ten (etwa 40% des Jahrganges). Im Mittel wurden 14,34 der 40 Aufgaben richtig beantwortet; etwas bessere Kenntnisse wurden in den 15 Biologiefragen (6,89) und den 8 Mathematikfragen erreicht (3,23), wĂ€hrend vor allem in Chemie (2,18 von 10 Fragen) und Physik (1,55 von 8 Fragen) große WissenslĂŒcken bestehen. Die Ergebnisse bestĂ€tigen, dass die naturwissenschaftlichen Vorkenntnisse der StudienanfĂ€nger schlecht sind; sie erfordern einen grĂ¶ĂŸeren Zeitaufwand fĂŒr die Vermittlung des Abiturwissens im ersten vorklinischen Semester. Sinnvoll erscheint alternativ die verpflichtende Teilnahme an Zusatzkursen in diesen FĂ€chern vor Aufnahme des eigentlichen Fachstudiums.Fundamental knowledge in natural sciences is important especially during preclinical studies. In order to graduate with the German "Abitur" students may select major courses; subsequently grading requirements vary among selected major courses and schools. Therefore, a comparable knowledge base among beginning students cannot be assumed. We tried to assess the knowledge base of first year medical students with a test containing a total of 40 questions in biology, chemistry, mathematics and physics. Besides factual knowledge the test also contained the application of principles, especially in mathematics and chemistry. A total of 2 935 students beginning in the winter term 2004/2005 participated from 14 universities (appr. 40% of all newly enrolled students). They answered correctly an average of 14,34 out of 40 questions. Above average results were achieved in biology (6,89 out of 15 questions) and mathematics (3,23 out of 8 questions), whereas major knowledge gaps were present especially in chemistry (2,18 out of 10 questions) and physics (1,55 out of 8 questions). These results confirm that first year students start with a low knowledge base in natural sciences; this requires a major effort by medical faculties to cover topics normally expected to be present after high school graduation (Abitur). Alternatively, the mandatory additional courses covering these topics would be advantageous before the start of medical studies

    Gender and release from imprisonment: Convict licensing systems in mid to late 19th century England

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    This paper draws on the research undertaken into the lives and prison experiences of around 650 male and female convicts who were released on licence (an early form of parole) from sentences of long term imprisonment (three years to life) in England in the mid- to late-nineteenth century. Our project confirmed the patterns of offending seen in other studies of female and male offending, namely, that women were committed to periods of long-term imprisonment overwhelmingly for crimes of larceny and sometimes low-level violence (or their criminal backgrounds indicated this type of low-level disorderly behaviour) and only in the minority for crimes of serious interpersonal violence. Similarly, the majority of men were also committed to the convict system for larceny. Yet how male and female offenders were treated by the prison licensing system did differ significantly. The vast majority of all prisoners, male and female, were released early on licence from their prison terms, even those who had committed very serious offences. All licences had several conditions in them and licence-holders were free so long as they met these conditions. Any breach of the above conditions meant that the individual would be returned to prison to serve out the remainder of their sentence.However, a proportion of female offenders were released slightly earlier than their male counterparts, though not directly into the community but on a conditional licence to Female Refuges. Out of the 288 women researched in our project, 200 of them were released in this manner; under further confinement in a refuge. Women stayed in such refuges for on average between six and nine months, before their final release was then approved by the Directors of the Convict Prisons

    "Monstrous and indefensible"? Newspaper accounts of sexual assaults on children in nineteenth-century England and Wales

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    This material has been published in Women's Criminality in Europe, 1600–1914 edited by Edited by Manon van der Heijden, Marion Pluskota, Sanne Muurling, https://doi.org/10.1017/9781108774543. This version is free to view and download for private research and study only. Not for re-distribution or re-use. © 2020 Cambridge University Press.Popular crime reportage of sexual violence has a long history in England. Despite the fact that from the 1830s onwards newspapers and periodicals – and sometimes even law reports – were increasingly liable to skim over the reporting of sexual offences as ‘unfit for publication’, this does not mean that such reportage vanished entirely. Instead, certain linguistic codes and euphemisms were invoked to maintain a respectable discourse. Given the serious problems with gaps in the surviving archival record for modern criminal justice, newspapers remain an essential tool for understanding the history of sexual violence in nineteenth century England and Wales. Using keyword searches in digitized newspaper databases such as the British Newspaper Archive and Welsh Newspapers Database, this chapter examines the continuities and changes in the reporting of sexual violence against children between 1800 and 1900, and explores what these euphemisms and elisions reveal about attitudes to gender and crime in nineteenth-century England and Wales.Peer reviewe

    Histoire des années de jeunesse de Joh. Valentin Andreae

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    Pour comprendre l'Ɠuvre littĂ©raire qu'Andreae (1586-1654) Ă©difia pendant toute sa vie, il est essentiel d'analyser d'une façon prĂ©cise ses annĂ©es de jeunesse. Maints Ă©lĂ©ments de son existence attirĂšrent sur lui les soupçons de ses contemporains : le climat psychologique particulier qui caractĂ©risait sa famille, les tempĂ©raments opposĂ©s de son pĂšre et de sa mĂšre, les annĂ©es d'Ă©tudes Ă  TĂŒbingen, l'interdiction d'Ă©tudier la thĂ©ologie, l'amitiĂ© qui le liait Ă©troitement Ă  l'orthodoxie luthĂ©rienne ainsi qu'au chiliaste et paracelsien Tobias Hess et Ă  Chr. Besold. A cela s'ajoutent une vie errante pendant de nombreuses annĂ©es, et finalement la frĂ©quentation intensive de la littĂ©rature « profane » (humaniste et hermĂ©tique) de son Ă©poque. Tout cela exerça sur lui un effet durable et constitue la toile de fond de ses Ɠuvres de jeunesse importantes : les "Noces chimiques", la "Fama Fraternitatis" et le "Turbo". Ces Ɠuvres significatives de l'Ă©volution du jeune Andreae permettent de comprendre l'Ă©volution personnelle qui, du « Curiosus » qu'il Ă©tait, fit de lui un « Christianus ».Van DĂŒlmen Richard. Histoire des annĂ©es de jeunesse de Joh. Valentin Andreae. In: Revue de l'histoire des religions, tome 184, n°2, 1973. pp. 113-135

    HistorickĂĄ antropologie: vĂœvoj, problĂ©my, Ășkoly

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