Ab Initio Description of p-Shell Hypernuclei

We present the first ab initio calculations for p-shell single-Lambda hypernuclei. For the solution of the many-baryon problem, we develop two variants of the no-core shell model with explicit $\Lambda$ and $\Sigma^+$, $\Sigma^0$, $\Sigma^-$ hyperons including $\Lambda$-$\Sigma$ conversion, optionally supplemented by a similarity renormalization group transformation to accelerate model-space convergence. In addition to state-of-the-art chiral two- and three-nucleon interactions, we use leading-order chiral hyperon-nucleon interactions and a recent meson-exchange hyperon-nucleon interaction. We validate the approach for s-shell hypernuclei and apply it to p-shell hypernuclei, in particular to $^7_\Lambda$Li, $^9_\Lambda$Be and $^{13}_\Lambda$C. We show that the chiral hyperon-nucleon interactions provide ground-state and excitation energies that agree with experiment within the cutoff dependence. At the same time we demonstrate that hypernuclear spectroscopy provides tight constraints on the hyperon-nucleon interactions and we discuss the impact of induced hyperon-nucleon-nucleon interactions.Comment: 6 pages, 4 figure

Problemlösen als fächerübergreifende Kompetenz. Konzeption und erste Resultate aus einer Schulleistungsstudie

Neuere Schulleistungsstudien wie das OECD-Programm PISA zielen nicht nur auf curriculare Leistungsbereiche, sondern auch auf fächerübergreifende Kompetenzen, wie z.B. Problemlösefähigkeit. Das Konzept einer fächerübergreifenden Kompetenz führt zu grundsätzlichen theoretischen und methodischen Fragen: Auswahl und Operationalisierung von Kompetenzen in Schulstudien, Abgrenzung zu fachgebundenen Leistungen und kognitiven Grundfähigkeiten sowie die Frage nach der Bedeutung des schulischen Kontextes für die Kompetenzentwicklung. Empirisch werden diese Fragen im Rahmen einer Konstruktvalidierungsstudie mit mehreren schriftlichen und computergestützten Verfahren behandelt. Erwartungsgemäß erwies sich Problemlösekompetenz als mehrdimensionales Konstrukt. Die schriftlich erfasste analytische Problemlösefähigkeit hing eng mit kognitiven Grundfähigkeiten zusammen, während computergestützte Strategiemaße einen spezifischen Faktor zu bilden scheinen. (DIPF/Orig.)Recent studies on school achievement such as the OECD-program PISA do not aim at curricular fields of achievement alone, but also at transdisciplinary competences such as problem-solving. The concept of a transdisciplinary competence leads to basic theoretical and methodological questions: selection and operationalization of competences in school studies, delimitation from specific disciplinary achievements and basic cognitive competences as well as the question of the significance of the school context for the development of competences. These questions are dealt with empirically within the framework of a construct-validation study by employing several paper-and-pencil and computer-supported procedures. As was to be expected, the problem-solving competence proved to be a multidimensional construct. The analytic ability to solve problems, analyzed by means of a paper-and-pencil test, is closely connected with basic cognitive competences, while computer-supported strategy measures seem to constitute a specific factor. (DIPF/Orig.

How Did It Get So Late So Soon? The Effects of Time Management Knowledge and Practice on Students' Time Management Skills and Academic Performance

Time management is regarded as an important prerequisite for effective and efficient learning in higher education. However, university students' time management frequently proves to be deficient, especially with freshman students, who can therefore benefit from appropriate time management interventions. The aim of this study was to compare the effects of an intervention focused on imparting time management knowledge with those of an intervention focused on time management practice. We conducted an experiment with N = 118 university students who took part in a course over the duration of one semester. Participants with a time management deficit at the beginning of the semester (n = 88) were randomly assigned to one of three experimental conditions: (a) time management knowledge, (b) time management practice, (c) control group. Exam scores at the end of the semester were considered as an indicator of participants' academic performance. The results showed significant time management improvements for both time management intervention groups, but the time management practice group appeared superior. Academic performance was better in the time management practice group also, although the results were inconsistent. The effect of time management practice on academic performance was mediated by students' time management skills

A moderated mediation analysis of conscientiousness, time management strategies, effort regulation strategies, and university students' performance

This paper examined the interplay of conscientiousness, two categories of learning strategies (i.e., time management and effort regulation), and academic performance in higher education. Based on data from two samples of first-year students (N1 = 106; N2 = 355), we aimed to validate previous results on a mediation model using a repeated measurement design. Second, we aimed to extend prior research by testing the hypothesis that the mediation process is conditional on the level of conscientiousness. Results of both studies indicate that the effect of conscientiousness on academic performance is mediated by using effort regulation strategies and time management strategies. Furthermore, for effort regulation strategies, the effect is moderated: the effect vanishes when conscientiousness is low (though this effect occurred only in Study 2). This study sheds light on the mechanisms through which both conscientiousness and the use of relevant learning strategies affect academic performance and implies practical applications to assist with greater achievement in higher education

Hepatic Energy Metabolism under the Local Control of the Thyroid Hormone System

The energy homeostasis of the organism is orchestrated by a complex interplay of energy substrate shuttling, breakdown, storage, and distribution. Many of these processes are interconnected via the liver. Thyroid hormones (TH) are well known to provide signals for the regulation of energy homeostasis through direct gene regulation via their nuclear receptors acting as transcription factors. In this comprehensive review, we summarize the effects of nutritional intervention like fasting and diets on the TH system. In parallel, we detail direct effects of TH in liver metabolic pathways with regards to glucose, lipid, and cholesterol metabolism. This overview on hepatic effects of TH provides the basis for understanding the complex regulatory network and its translational potential with regards to currently discussed treatment options of non-alcoholic fatty liver disease (NAFLD) and non-alcoholic steatohepatitis (NASH) involving TH mimetics

Geographic Experiments in Empirical Research

Geography teaching introduces the specific thought and work methods of geography and other earth sciences into school. Experimenting as the decisive way of gaining scientific knowledge plays a key role when dealing with physiogeographically relevant topics. The requirements as regards content and methods imposed on students experimenting in geography lessons are varied and demanding. However, no competence-oriented empirical studies on geographic experiments have been published so far. It is the aim of this contribution to summarize the national and international state of research concerning the empirical teaching and learning research on experimenting. It is thereby intended to discuss empirically verified theory models that exist against the background of the technical characteristics of the geographic experiment with regard to their suitability for a research project in the field of geography education.Peer Reviewe