Meritokratie im Kindergarten? Kritische Anfragen an die Zusammenarbeit zwischen Früher Bildung und Früher Förderung

Entlang empirischer Befunde wird im Beitrag die Kooperationspraxis zwischen Kindertageseinrichtung (Kita) und Frühförderung im Hinblick auf das Leistungsparadigma und die Zielperspektive des Abbaus von Bildungsungleichheit kritisch in den Blick genommen. Hierfür werden Auszüge einzelner Gruppendiskussionen unter dem Blickwinkel der Assoziierung von Kindern mit ‚Bildungsrisiken‘ diskutiert und die Folgen der so positionierten Kinder über das entworfene Prinzip der Schulfähigkeit kritisch reflektiert. (DIPF/Orig.

Absolute configuration and anti-tumor activity of torrubiellin B

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Didattica e inclusione scolastica - Inklusion im Bildungsbereich

The inequalities in education, which have also been exposed by the pandemic, highlight the need for alternatives and new horizons. The seventh edition of the conference series "Didattica e Inclusione Scolastica – Inclusion in Education", which was organized for the first time under the direction of the Competence Center for Inclusion in Education of the Free University of Bozen-Bolzano, offered a space to deal with the priorities of a just and inclusive education during this time. This volume opens up a dialogue on inclusive didactics, which builds a bridge between german- and Italian-speaking traditions through its multilingual and intercultural orientation. The twelve contributions open up from different perspectives theoretical references, methods and instruments for the development of an inclusive school with a special focus on didactics.Die Ungleichheiten im Bildungsbereich, die auch durch die Pandemie zutage getreten sind, verdeutlichen die Notwendigkeit von Alternativen und neuen Horizonten. Die siebte Ausgabe der Tagungsreihe „Didattica e Inclusione Scolastica – Inklusion im Bildungsbereich“, welche erstmals unter der Leitung des Kompetenzzentrums für Inklusion im Bildungsbereich der Freien Universität Bozen veranstaltet wurde, bot einen Raum zur Auseinandersetzung mit den Prioritäten einer gerechten und inklusiven Bildung in dieser Zeit. Dieser Band eröffnet einen Dialog über inklusive Didaktik, der durch seine mehrsprachige und interkulturelle Ausrichtung eine Brücke zwischen deutsch- und italienischsprachigen Traditionen schlägt. Die zwölf Beiträge erschließen aus unterschiedlichen Blickwinkeln theoretische Bezüge, Methoden und Instrumente für die Entwicklung einer inklusiven Schule mit besonderem Augenmerk auf die Didaktik.Le disuguaglianze in ambito educativo, emerse anche a causa della pandemia, indicano la necessità di alternative e nuovi orizzonti. La settima edizione del Convegno “Didattica e Inclusione Scolastica – Inklusion im Bildungsbereich”, organizzato per la prima volta dal Centro di Competenza per l’Inclusione Scolastica della Libera Università di Bolzano, ha voluto creare uno spazio per mettere a fuoco le priorità per un’educazione equa ed inclusiva in questo tempo. Con questo volume si dà avvio ad un dialogo sulla didattica inclusiva che si fa plurilingue ed interculturale, creando un ponte fra le tradizioni di lingua italiana e tedesca. I dodici contributi presenti delineano, da prospettive diverse, riferimenti teorici, metodologie e strumenti per lo sviluppo della scuola inclusiva, con un’attenzione particolare alla dimensione didattica

What’s wrong with the kid? Negotiation processes within the collaboration of Early Education and Early Intervention in the context of inclusion-related professionalisation

Auf der Basis einer einführenden Darlegung des Diskurses zur Qualifizierung für inklusive Bildung fokussiert der Beitrag das professionalisierungsbezogene Anliegen der Kooperation von Kindertagesbetreuung und Frühförderung. Es werden ausgewählte Befunde aus dem qualitativen Teil einer abgeschlossenen Untersuchung (mixed methods) zur inklusionsförderlichen Kooperation von Kindertageseinrichtungen und Frühförderstellen herangezogen. Dabei kommt Fallkonstitutionen eine spezifische Bedeutsamkeit zu. Die Befunde werden vor dem Hintergrund von divergenten Orientierungsrahmen und Beauftragungen vertiefend diskutiert, worüber sich ein neuer Blick auf die ungleichheitsbezogene Bedeutsamkeit der Kooperationsprozesse eröffnet. Die Überlegungen werden abschließend zu professionalisierungs- und forschungsbezogenen Implikationen geführt. (DIPF/Orig.)On the basis of an introductory presentation of the discourse on qualification for inclusive education, the article focuses on the professionalisation-related concern of collaboration between day care and early intervention. Reference is made to selected findings from the qualitative part of a completed study (mixed methods) on the inclusion-related collaboration of professionals in Early Education and Early Intervention whereby case constellations have a specific significance. The findings are discussed in terms of divergent orientation frameworks and mandates, which opens up a new perspective on the inequality related significance of collaboration. Finally, the reflections will lead to professionalisation- and research-related implications

Didattica e inclusione scolastica - Inklusion im Bildungsbereich

The inequalities in education, which have also been exposed by the pandemic, highlight the need for alternatives and new horizons. The seventh edition of the conference series "Didattica e Inclusione Scolastica – Inclusion in Education", which was organized for the first time under the direction of the Competence Center for Inclusion in Education of the Free University of Bozen-Bolzano, offered a space to deal with the priorities of a just and inclusive education during this time. This volume opens up a dialogue on inclusive didactics, which builds a bridge between german- and Italian-speaking traditions through its multilingual and intercultural orientation. The twelve contributions open up from different perspectives theoretical references, methods and instruments for the development of an inclusive school with a special focus on didactics

Guidelines for the use and interpretation of assays for monitoring autophagy (4th edition)

In 2008, we published the first set of guidelines for standardizing research in autophagy. Since then, this topic has received increasing attention, and many scientists have entered the field. Our knowledge base and relevant new technologies have also been expanding. Thus, it is important to formulate on a regular basis updated guidelines for monitoring autophagy in different organisms. Despite numerous reviews, there continues to be confusion regarding acceptable methods to evaluate autophagy, especially in multicellular eukaryotes. Here, we present a set of guidelines for investigators to select and interpret methods to examine autophagy and related processes, and for reviewers to provide realistic and reasonable critiques of reports that are focused on these processes. These guidelines are not meant to be a dogmatic set of rules, because the appropriateness of any assay largely depends on the question being asked and the system being used. Moreover, no individual assay is perfect for every situation, calling for the use of multiple techniques to properly monitor autophagy in each experimental setting. Finally, several core components of the autophagy machinery have been implicated in distinct autophagic processes (canonical and noncanonical autophagy), implying that genetic approaches to block autophagy should rely on targeting two or more autophagy-related genes that ideally participate in distinct steps of the pathway. Along similar lines, because multiple proteins involved in autophagy also regulate other cellular pathways including apoptosis, not all of them can be used as a specific marker for bona fide autophagic responses. Here, we critically discuss current methods of assessing autophagy and the information they can, or cannot, provide. Our ultimate goal is to encourage intellectual and technical innovation in the field