Tutorial report: Understanding spatial thought through language use

The tutorial Understanding spatial thought through language use took place at the International Spatial Cognition Conference on August 31, 2012 at Kloster Seeon in Germany. This report outlines the main rationale for the tutorial along with central contributions by its participants, who considerably enhanced the success of the tutorial by sharing and discussing their own research experiences with respect to the analysis of language in spatial cognition contexts. The tutorial\u27s website is http://knirb.net/TutorialSC2012.html

Where Snow is a Landmark: Route Direction Elements in Alpine Contexts

Route directions research has mostly focused on urban space so far, highlighting human concepts of street networks based on a range of recurring elements such as route segments, decision points, landmarks and actions. We explored the way route directions reflect the features of space and activity in the context of mountaineering. Alpine route directions are only rarely segmented through decision points related to reorientation; instead, segmentation is based on changing topography. Segments are described with various degrees of detail, depending on difficulty. For landmark description, direction givers refer to properties such as type of surface, dimension, colour of landscape features; terrain properties (such as snow) can also serve as landmarks. Action descriptions reflect the geometrical conceptualization of landscape features and dimensionality of space. Further, they are very rich in the semantics of manner of motion

Effects of a school-based intervention on active commuting to school and health-related fitness

Background: Active commuting to school has declined over time, and interventions are needed to reverse this trend. The main objective was to investigate the effects of a school-based intervention on active commuting to school and health-related fitness in school-age children of Southern Spain. Methods: A total of 494 children aged 8 to 11 years were invited to participate in the study. The schools were non-randomly allocated (i.e., school level allocation) into the experimental group (EG) or the control group (CG). The EG received an intervention program for 6 months (a monthly activity) focused on increasing the level of active commuting to school and mainly targeting children’s perceptions and attitudes. Active commuting to school and health-related fitness (i.e., cardiorespiratory fitness, muscular fitness and speed-agility), were measured at baseline and at the end of the intervention. Children with valid data on commuting to school at baseline and follow-up, sex, age and distance from home to school were included in the final analysis (n = 251). Data was analyzed through a factorial ANOVA and the Bonferroni post-hoc test. Results: At follow up, the EG had higher rates of cycling to school than CG for boys only (p = 0.04), but not for walking to school for boys or girls. The EG avoided increases in the rates of passive commuting at follow up, which increased in the CG among girls for car (MD = 1.77; SE = 0.714; p = 0.010) and bus (MD = 1.77; SE = 0.714; p = 0.010) modes. Moreover, we observed significant interactions and main effects between independent variables (study group, sex and assessment time point) on health-related fitness (p < 0.05) over the 6-month period between groups, with higher values in the control group (mainly in boys). Conclusion: A school-based intervention focused on increasing active commuting to school was associated with increases in rates of cycling to school among boys, but not for walking to school or health-related fitness. However, the school-based intervention avoided increases in rates of passive commuting in the experimental group, which were significantly increased in girls of the control group

The influence of visual feedback and gender dynamics on performance, perception and communication strategies in CSCW

The effects of gender in human communication and human-computer interaction are well-known, yet little is understood about how it influences performance in the complex, collaborative tasks in computer-mediated settings – referred to as Computer-Supported Collaborative Work (CSCW) – that are increasingly fundamental to the way in which people work. In such tasks, visual feedback about objects and events is particularly valuable because it facilitates joint reference and attention, and enables the monitoring of people’s actions and task progress. As such, software to support CSCW frequently provides shared visual workspace. While numerous studies describe and explain the impact of visual feedback in CSCW, research has not considered whether there are differences in how females and males use it, are aided by it, or are affected by its absence. To address these knowledge gaps, this study explores the effect of gender – and its interactions within pairs – in CSCW, with and without visual feedback. An experimental study is reported in which mixed-gender and same-gender pairs communicate to complete a collaborative navigation task, with one of the participants being under the impression that s/he is interacting with a robot (to avoid gender-related social preconceptions). The study analyses performance, perceptions and communication strategies. As predicted, there was a significant benefit associated with visual feedback in terms of language economy and efficiency. However, it was also found that visual feedback may be disruptive to task performance, because it relaxes the users’ precision criteria and inflates their assumptions of shared perspective. While no actual performance difference was found between males and females in the navigation task, females rated their own performance less positively than did males. In terms of communication strategies, males had a strong tendency to introduce novel vocabulary when communication problems occurred, while females exhibited more conservative behaviour. When visual feedback was removed, females adapted their strategies drastically and effectively, increasing the quality and specificity of the verbal interaction, repeating and re-using vocabulary, while the behaviour of males remained consistent. These results are used to produce design recommendations for CSCW systems that will suit users of both genders and enable effective collaboration

Randgruppe: Laienmitarbeiterin und Laienmitarbeiter? – Versuch einer Standortbestimmung:Interview im Rahmen des Hauptseminarseminars „Zeitgenössische Pastoraltheolog/inn/en im Interview“ mit Dr. Stefan Gärtner, Dozent für Praktische Theologie an der Universität Tilburg, Niederlande.

Im Rahmen des Hauptseminars „Zeitgenössische Pastoraltheolog/inn/en im Interview“ am Seminar für Pastoraltheologie führten Studierende der Katholisch-Theologischen Fakultät Interviews mit zeitgenössischen Pastoraltheologen durch. Das Interview beschäftigt sich vor allem mit den Chancen der hauptamtlichen Laienmitarbeiterinnen und Laienmitarbeiter für die katholische Kirche sowie mit den Spannungen, mit denen diese Berufsgruppe zu kämpfen hat bzw. haben könnte. Des Weiteren thematisiert dieses Gespräch die schwierige Positionsbestimmung der Laienmitarbeiterinnen und Laienmitarbeiter. In diesem Zusammenhang stellt sich die Frage, ob die Praxis den Tendenzen des Zweiten Vatikanischen Konzils sowie dem Kirchenrecht widerspricht. Es wird die Gemeinde als Umfeld der kirchlichen Berufsgruppen beleuchtet und im Anschluss daran diskutiert, ob Änderungen nötig sind

Evaluation a practical guide for teachers

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