Kreditverkäufe in der Praxis : Missbrauchsfälle und aktuelle Reformansätze

Der Verkauf von Immobiliendarlehen sorgt nach wie vor für Aufregung. Die Kreditwirtschaft sieht sich mit vehementen öffentlichen Vorwürfen konfrontiert, die den Kredithandel beeinträchtigen. Die Kreditinstitute werden indes nicht müde in ihren Beteuerungen, ordnungsgemäß bediente Kredite nicht an Finanzinvestoren zu veräußern und dabei hinzunehmen, dass ihre Kreditnehmer ihrer Wohnimmobilie verlustig gehen. Die praktische Bedeutung des Kredithandels ist gerade in Deutschland immens. Exemplarisch genannt sei als eine der größten bisherigen Transaktionen der Ende 2007 erfolgte Erwerb eines 53.000 Immobiliarkredite umfassenden Portfolios im Volumen von ca. 4,3 Mrd. Euro durch die ING Diba von der Hypo Real Estate. Unter der Überschrift "Verbesserte Transparenz bei Verkäufen von Kreditforderungen" hat die Bundesregierung um die letzte Jahreswende ein Maßnahmenpaket vorgelegt, mit dem auf Missbrauchsfälle beim Verkauf von Krediten reagiert werden soll. Inzwischen ist die Diskussion fortgeschritten, weitere Reformvorschläge sind in der Welt. Dabei sind die rechtlichen Rahmenbedingungen von Kreditverkäufen de lege lata auch nach einer einschlägigen BGH-Entscheidung vom 27. Februar 2007 noch immer nicht abschließend geklärt. Bevor in nachfolgendem Beitrag die aktuellen Reformansätze vorgestellt und einer kurzen Bewertung unterzogen werden, seien daher die derzeitige Praxis und Rechtslage untersucht

trans-Ethyl­enedi-p-phenyl­ene diacetate

The centrosymmetric title compound, C18H26O4, was prepared in high yield from 4-acetoxy­styrene via Ru-catalysed homo-olefin metathesis. Exclusive formation of the E-configurated isomer was observed. In the crystal, a strong C—H⋯π inter­molecular inter­action links the mol­ecules together

trans-1,2-Bis(3,5-dimethoxy­phen­yl)ethene

The title compound, C18H20O4, was prepared in high yield from 3,5-dimethoxy­styrene via a Ru-catalysed homo-olefin metathesis. Exclusive formation of the E-configurated isomer was observed. Inter­estingly, one symmetric unit contains two mol­ecules adopting an s-syn-anti and and an all-s-anti conformation

Dynamic Phase Transitions in Cell Spreading

We monitored isotropic spreading of mouse embryonic fibroblasts on fibronectin-coated substrates. Cell adhesion area versus time was measured via total internal reflection fluorescence microscopy. Spreading proceeds in well-defined phases. We found a power-law area growth with distinct exponents a_i in three sequential phases, which we denote basal (a_1=0.4+-0.2), continous (a_2=1.6+-0.9) and contractile (a_3=0.3+-0.2) spreading. High resolution differential interference contrast microscopy was used to characterize local membrane dynamics at the spreading front. Fourier power spectra of membrane velocity reveal the sudden development of periodic membrane retractions at the transition from continous to contractile spreading. We propose that the classification of cell spreading into phases with distinct functional characteristics and protein activity patterns serves as a paradigm for a general program of a phase classification of cellular phenotype. Biological variability is drastically reduced when only the corresponding phases are used for comparison across species/different cell lines.Comment: 4 pages, 5 figure

(RS)-Tricarbon­yl(η4-1,3-diacet­oxy-5,5-dimethyl­cyclo­hexa-1,3-diene)iron(0)

In the title compound, [Fe(C12H16O4)(CO)3], the diene moiety of the mol­ecule is virtually planar, with a C—C—C—C torsion angle of −1.4 (2)°. The six-membered ring exhibits a boat conformation, with torsion angles of 46.2 (2) and 46.5 (3)° for a double-bond and the two attached Csp 3 atoms. The Fe atom is coordinated to all four of the diene C atoms, with bond lengths between 2.041 (2) and 2.117 (2) Å. The Fe(CO)3 tripod adopts a conformation with one CO ligand eclipsing the Csp 3—Csp 3 single bond

Potassium (1-methoxy­carbonyl-2-methyl­prop-2-en-2-yl­idene)azinate

In the title compound, K+·C6H8NO4 −, the K+ cations have a coordination number of seven and are surrounded by four bidentate azinate anions. The methyl­ene groups of the anions are always directed towards the coordinated potassium cations. The N—C—C—C torsion angle is 101.2 (2)°. The orthogonal non-conjugated nature of the salt confirms the supposed geometry and reactivity of this compound

Improving Teaching and Learning in Introductory Physics

This thesis describes three studies designed to help students learn physics better and instructors teach physics more effectively in local circumstances. The first study investigated the effects of teaching approaches consisting of interactive engagement activities in two institutions. The teaching elements in the experimental classes were reading quizzes, interactive lecture demonstrations and student discussions. The control classes were taught in traditional style dominated by an instructor lecturing on concepts and problem solving examples. The cognitive improvement was measured by a standardized test and exam grades. The students in the experimental classes showed significant improvement in conceptual understanding and problem solving skills compared to the students in the control classes. While the experimental groups welcomed the modified instruction, they still held the view that the lecturer should play the dominant role of presenting the material. In the second study interviews with lecturers, teaching assistants and students revealed their perceptions of the utility of real-life materials in instruction. The students asserted that activities using real-life materials were interesting and useful. However, they still considered that elements of traditional instruction were very important in good teaching. The lack of knowledge of innovative teaching approaches may explain why the instructors were sceptical about the effectiveness of real-life materials in improving their students' understanding. To raise the instructors' awareness of issues in learning physics and to improve their knowledge of effective instruction, the third study discussed a department-based professional development course. The course incorporated interactive engagement activities and made connections to teaching and learning experiences. The course evaluation suggested that the participants became more open to new ideas and intended to implement what they had learned in the present and future academic career. The studies in this thesis have impacted on first year courses and raised the instructors' awareness of physics education issues. The emphasis of educational enterprises should be shifted from classroom changes to educating the instructors. Instead of simply modifying teaching practice, instructors should also undergo a transformation in beliefs and knowledge in pedagogy. It is only when all instructors are willing to undergo such a transformation that a significant achievement in teaching and learning will be realized