Kontinuität und Wandel in Männlichkeitskonstruktionen: ein Modell biographischer Sinnbildung mit Fallmaterial aus Papua-Neuguinea

"Ein vom Autor vorgestelltes allgemeines Modell biographischer Sinnbildung soll die inhaltliche Studie zur Männlichkeitsbildung in Papua Neuguinea ('Der fremde Mann. Jugend, Männlichkeit, Macht', Fischer, Frankfurt 1994) ergänzen. Die Biographieforschung ist mit drei Engpässen soziologischer Theoriebildung konfrontiert. Modernisierung wird gern als historischer Prozeß der Individualisierung von Sinngebung einer Tradition kollektiver Sinnbildung entgegengesetzt; Individualisierungs- und Autonomisierungsprozesse werden nicht hinreichend unterschieden (normativer Bias gegenüber ethnischer Tradition); eine Integration soziologischer und psychoanalytischer Theorie des Geschlechts ist nicht geleistet. Im vorgestellten Modell mit dem Ansatz psychoanalytisch-sozialwissenschafllicher Hermeneutik werden dagegen nicht bereits durch die Modellbildung strukturierte Differenzen zwischen Kulturen oder Modernisierungsstufen festgelegt. Individuelle und kollektive, autonomiefördernde und heterenome Sinnbildung werden stattdessen als inhärente Elemente und Konflikte im Sinnbildungsprozeß selber bestimmt. Die Konstruktion des Modells und die Methode erlauben dabei, den inhärenten Kampf sowie seine individuellen oder kulturellen Lösungen sowohl in traditionellen wie modernen Kontexten jeweils fallspezifisch zu erschließen." (Autorenreferat

Wissenschaftliches Arbeiten und Schreiben für Maschinenbau-Studierende : Skript zur Vorlesung

Dieses Skript wurde für die Lehrveranstaltung „Einführung in wissenschaftliches Arbeiten und Schreiben" für Maschinenbau-Studierende erstellt und ist zur Verwendung für die Teilnehmer/Teilnehmerinnen der Veranstaltung und Interessierte vorgesehen

A multi-agent simulation framework for automated negotiation in order promising

The purpose of this paper is to propose and test a multi-agent-based system for automated multi-attribute negotiation in order promising. In a make-to-order production model, it is not always possible to satisfy the Available-to-Promise (ATP) and Capable-to-Promise (CTP) conditions. Therefore, it is important to quickly explore alternate solutions that would satisfy both the customer and the supplier. We adopt the concepts of evolutionary system design that advocates for continuous exploration of new solutions based on extensive search and multi-attribute simulations that help identify for better negotiated solutions based on real-life ordering situations – changes of delivery date, price adjustments, addition/modifications of valueadded services as part of the order. Results of our simulations showed that negotiation procedures did reduce the number of rejected orders and increase the overall revenue when negotiation concepts are introduced

Interactive film scenes for tutor training in problem-based learning (PBL): dealing with difficult situations

<p>Abstract</p> <p>Background</p> <p>In problem-based learning (PBL), tutors play an essential role in facilitating and efficiently structuring tutorials to enable students to construct individual cognitive networks, and have a significant impact on students' performance in subsequent assessments. The necessity of elaborate training to fulfil this complex role is undeniable. In the plethora of data on PBL however, little attention has been paid to tutor training which promotes competence in the moderation of specific difficult situations commonly encountered in PBL tutorials.</p> <p>Methods</p> <p>Major interactive obstacles arising in PBL tutorials were identified from prior publications. Potential solutions were defined by an expert group. Video clips were produced addressing the tutor's role and providing exemplary solutions. These clips were embedded in a PBL tutor-training course at our medical faculty combining PBL self-experience with a non-medical case. Trainees provided pre- and post-intervention self-efficacy ratings regarding their PBL-related knowledge, skills, and attitudes, as well as their acceptance and the feasibility of integrating the video clips into PBL tutor-training (all items: 100 = completely agree, 0 = don't agree at all).</p> <p>Results</p> <p>An interactive online tool for PBL tutor training was developed comprising 18 video clips highlighting difficult situations in PBL tutorials to encourage trainees to develop and formulate their own intervention strategies. In subsequent sequences, potential interventions are presented for the specific scenario, with a concluding discussion which addresses unresolved issues.</p> <p>The tool was well accepted and considered worth the time spent on it (81.62 ± 16.91; 62.94 ± 16.76). Tutors considered the videos to prepare them well to respond to specific challenges in future tutorials (75.98 ± 19.46). The entire training, which comprised PBL self-experience and video clips as integral elements, improved tutor's self-efficacy with respect to dealing with problematic situations (pre: 36.47 ± 26.25, post: 66.99 ± 21.01; p < .0001) and significantly increased appreciation of PBL as a method (pre: 61.33 ± 24.84, post: 76.20 ± 20.12; p < .0001).</p> <p>Conclusions</p> <p>The interactive tool with instructional video clips is designed to broaden the view of future PBL tutors in terms of recognizing specific obstacles to functional group dynamics and developing individual intervention strategies. We show that this tool is well accepted and can be successfully integrated into PBL tutor-training. Free access is provided to the entire tool at <url>http://www.medizinische-fakultaet-hd.uni-heidelberg.de/fileadmin/PBLTutorTraining/player.swf</url>.</p

Cost-effectiveness of peer role play and standardized patients in undergraduate communication training

Background: The few studies directly comparing the methodological approach of peer role play (RP) and standardized patients (SP) for the delivery of communication skills all suggest that both methods are effective. In this study we calculated the costs of both methods (given comparable outcomes) and are the first to generate a differential cost-effectiveness analysis of both methods. Methods: Medical students in their prefinal year were randomly assigned to one of two groups receiving communication training in Pediatrics either with RP (N = 34) or 19 individually trained SP (N = 35). In an OSCE with standardized patients using the Calgary-Cambridge Referenced Observation Guide both groups achieved comparable high scores (results published). In this study, corresponding costs were assessed as man-hours resulting from hours of work of SP and tutors. A cost-effectiveness analysis was performed. Results: Cost-effectiveness analysis revealed a major advantage for RP as compared to SP (112 vs. 172 man hours; cost effectiveness ratio .74 vs. .45) at comparable performance levels after training with both methods. Conclusions: While both peer role play and training with standardized patients have their value in medical curricula, RP has a major advantage in terms of cost-effectiveness. This could be taken into account in future decisions

Towards a Taxonomy for Neighborhood Volunteering Management Platforms

The management and organization of volunteering in the social sector have been strongly influenced by technological progress over the last two decades. New proposals for IT-based volunteering management platforms that draw on many elements of social media are appearing with increasing frequency. In this article, we analyzed the current state of the art and use a methodological approach to develop a taxonomy for classifying existing and emerging developments in the field. The taxonomy is intended to assist practitioners in selecting appropriate systems for their respective purposes as well as support researchers in identifying research gaps. The resulting research artifact has undergone an initial evaluation and can support maintaining a better overview in a growing subject area

L1CAM expression in uterine carcinosarcoma is limited to the epithelial component and may be involved in epithelial–mesenchymal transition

Uterine carcinosarcoma (UCS) has been proposed as a model for epithelial–mesenchymal transition (EMT), a process characterized by a functional change facilitating migration and metastasis in many types of cancer. L1CAMis an adhesion molecule that has been involved in EMT as a marker for mesenchymal phenotype.We examined expression of L1CAM in UCS in a cohort of 90 cases from four different centers. Slides were immunohistochemically stained for L1CAMand scored in four categories (0%, 50%). A score of more than 10% was considered positive for L1CAM. The median age at presentation was 68.6 years, and half of the patients (53.3%) presented with FIGO stage 1 disease. Membranous L1CAM expression was positive in the epithelial component in 65.4% of cases. Remarkably, expression was negative in the mesenchymal component. In cases where both components were intermingled, expression limited to the epithelial component was confirmed by a double stain for L1CAMand keratin. Expression of L1CAMdid not relate to overall or disease-free survival. Our findings suggest L1CAMis either not a marker for the mesenchymal phenotype in EMT, or UCS is not a good model for EMT

Animation and interactivity facilitate acquisition of pediatric life support skills: a randomized controlled trial using virtual patients versus video instruction

Background: Several promising studies suggest a positive impact of interactive and media-enriched e-learning resources such as virtual patients (VP) on skill acquisition in pediatric basic life support (PBLS). This study investigates which immanent VP components account for this effect. Methods: N = 103 medical students in their 5th year were assigned to one of three groups: a video group prepared with self-instructional videos on PBLS (N = 37); an animation-enriched VP group with VP containing interactive questions (N = 35), static and animated media, and a static VP group with VP containing interactive questions and only static media (N = 31). Subsequent PBLS demonstrations were video-documented and scored for adherence to guideline-based algorithm, temporal demands (such as correct pace of rescue breaths and chest compressions), and quality of procedural steps (e.g., correct head positioning), as well as overall competency by two group-blinded, independent pediatricians. Results: Groups did not differ with regard to adherence to correct algorithm (88.7 ± 10.3, 93.3 ± 6.7 and 90.3 ± 10.5, respectively). Self-instruction with animated media – through videos or animation-enriched VP – resulted in a better adherence to temporal demands, as compared with training with static VP (64.5 ± 26.3 and 50.7 ± 25.7, respectively, vs. 23.8 ± 21.0). Procedural quality by the video group was slightly inferior compared with the animation-enriched VP group (79.5 ± 12.3 vs. 82.0 ± 11.9), and distinct inferior in overall ‘competent’ ratings (43.2% vs. 65.7%). The static VP group performed considerably most poorly of all three groups (temporal adherence 73.2 ± 11.9 and 19.4% ‘competent’ ratings). Conclusions: VP can feasibly enhance PBLS skill acquisition. Thoughtful design of animations and interactivity of the VP further improves such skill acquisition, both in quality of performance and in adherence to temporal demands

Integrierte Bereitstellung, einheitlicher Zugang und individuelle Verteilung:Informations-Management einer großen Universität

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