24 research outputs found
Selbstevaluation: Wie geht das?
Die Auswertung der eigenen Arbeit im Sinne einer Selbstevaluation ist kontinuierlich â man kann die Auswertung auch als einen Kreislauf von verschiedenen Schritten verstehen. Der Text beschreibt Schritt fĂźr Schritt - von der Festsetzung der eigenen Ziele bis zur Auswahl und Entwicklung der Methoden und Instrumente fĂźr eine Auswertung - mĂśgliche Vorgehensweisen der Selbstevaluation. Es finden sich auch weitere Literaturhinweise zum Thema
Anxiety and food addiction in men and women: Results from the longitudinal LIFE-adult-study
Background: Anxiety is a widespread phenomenon, and it is connected to disordered eating and obesity. We want to analyze the connection between anxiety and food addiction (FA) over two points in time to better understand the directionality of the association. Since there are gender differences with regard to anxiety and eating, we are also interested in differences between men and women. Methods: We used data from the population-based LIFE-Adult-Study (N = 1,474) at time 1 (baseline) and time 2 (first follow-up) to analyze the connections between anxiety (GAD-7) and FA (YFAS) using a multiple group latent cross-lagged panel model with female and male participants as groups. We controlled for age, marital status, socioeconomic status and social support. Results: Anxiety (women: β = 0.50, p ⤠0.001; men: β = 0.59, p ⤠0.001) as well as FA (women: β = 0.37, p ⤠0.001; men: β = 0.58, p ⤠0.001) exhibited stability over time for both genders. We found a significant association between anxiety at time 1 and FA at time 2 for women (β = 0.25, p ⤠0.001) but not for men (β = 0.04, p = 0.10), and significant associations between FA at time 1 and anxiety at time 2 for women (β = 0.23, p ⤠0.001) as well as men (β = 0.21, p ⤠0.001). Conclusion: Food addiction longitudinally affects anxiety, independent of gender and other sociodemographic variables. In addition, anxiety affects subsequent FA as well, but only in women. Interventions that address FA could reduce anxiety in men and women, while interventions that mitigate anxiety could help prevent FA in women
A pragmatic harm reduction approach to manage a large outbreak of wound botulism in people who inject drugs, Scotland 2015
Abstract Background People who inject drugs (PWID) are at an increased risk of wound botulism, a potentially fatal acute paralytic illness. During the first 6Â months of 2015, a large outbreak of wound botulism was confirmed among PWID in Scotland, which resulted in the largest outbreak in Europe to date. Methods A multidisciplinary Incident Management Team (IMT) was convened to conduct an outbreak investigation, which consisted of enhanced surveillance of cases in order to characterise risk factors and identify potential sources of infection. Results Between the 24th of December 2014 and the 30th of May 2015, a total of 40 cases were reported across six regions in Scotland. The majority of the cases were male, over 30 and residents in Glasgow. All epidemiological evidence suggested a contaminated batch of heroin or cutting agent as the source of the outbreak. There are significant challenges associated with managing an outbreak among PWID, given their vulnerability and complex addiction needs. Thus, a pragmatic harm reduction approach was adopted which focused on reducing the risk of infection for those who continued to inject and limited consequences for those who got infected. Conclusions The management of this outbreak highlighted the importance and need for pragmatic harm reduction interventions which support the addiction needs of PWID during an outbreak of spore-forming bacteria. Given the scale of this outbreak, the experimental learning gained during this and similar outbreaks involving spore-forming bacteria in the UK was collated into national guidance to improve the management and investigation of future outbreaks among PWID
S100B and homocysteine in the acute alcohol withdrawal syndrome
Elevations of serum homocysteine levels are a consistent finding in alcohol addiction. Serum S100B levels are altered in different neuropsychiatric disorders but not well investigated in alcohol withdrawal syndromes. Because of the close connection of S100B to ACTH and glutamate secretion that both are involved in neurodegeneration and symptoms of alcoholism the relationship of S100B and homocysteine to acute withdrawal variables has been examined. A total of 22 male and 9 female inpatients (mean age 46.9 ¹ 9.7 years) with an ICD-10 diagnosis of alcohol addiction without relevant affective comorbidity were examined on admission and after 24, 48, and 120 h during withdrawal. S100B and homocysteine levels in serum were collected, and severity of withdrawal symptoms (AWS-scale), applied withdrawal medication, initial serum ethanol levels and duration of addiction were recorded. Serum S100B and homocysteine levels declined significantly (P < .05) over time. Both levels declined with withdrawal syndrome severity. Females showed a trend to a more intense decline in serum S100B levels compared to males at day 5 (P = .06). Homocysteine levels displayed a negative relationship to applied amount of clomethiazole (P < .05) and correlated with age of onset of addiction. No withdrawal seizures were recorded during the trial. As it is known for homocysteine, S100B revealed to decline rapidly over withdrawal treatment in alcoholism. This effect is more pronounced in female patients. S100B could be of relevance in the neurobiology of alcohol withdrawal syndromes. It may be indirectly related to the level of stress level or glutamatergic activity during alcohol withdrawal
Selbstevaluation - was ist das?
Der Text gibt eine EinfĂźhrung in die Methoden und MĂśglichkeiten der Selbstevaluation: In der Klassenratstunde wird besprochen, was in den vergangenen Tagen gut und weniger gut gelaufen ist. Das Kollegium vergewissert sich auf dem jährlichen Bilanztag Ăźber Ziele, Ăźber Erfolge und MiĂerfolge. SchĂźler halten ihren Lernprozess in Portfolios fest. SchĂźler geben Lehrern regelmäĂig Feedback, etc
Demokratiebaustein: Exkurs: Arbeit mit Portfolio
Im schulischen Kontext erfasst ein Portfolio neben den Ăźblichen Leistungsprodukten von SchĂźler/-innen (Klausuren, Hausaufgaben etc.) repräsentative Dokumente des Lernens, die sowohl Lernergebnisse als auch Lernentwicklungen abbilden â sozusagen als "Auswahl von Beweismitteln"
Selbstevaluation mittels Dokumentenanalyse
Nicht alle Fragestellungen benĂśtigen eine Erhebung neuer Informationen. FĂźr eine Reihe von Fragestellungen kann es sehr sinnvoll sein, bereits verfĂźgbare Dokumente auszuwerten, die in jeder Schule ohnehin erstellt werden. Hilfreiche Hinweise darauf, welche Dokumente dies sein kĂśnnen und wie Sie bei einer Dokumentenanalyse vorgehen, finden Sie hier
Baustein RĂźckmeldung (I): RĂźckmeldungen gestalten
Eine schulische Projektgruppe hat sich entschlossen, eine Selbstevaluation durchzufĂźhren: Sie formuliert die Ziele ihres Vorhabens, sucht nach passenden Indikatoren fĂźr die Zielerreichung und nach der Methode der Wahl, um diese zu messen. SchlieĂlich liegen die Ergebnisse vor. Doch damit ist die Selbstevaluation noch nicht abgeschlossen. Nun gilt es die gewonnenen Daten nutzbar zu machen. In diesem Demokratie-Baustein wird in die Gestaltung von RĂźckmeldeprozessen eingefĂźhrt
Demokratiebaustein: Selbstevaluation mittels GroĂgruppenverfahren
Sogenannte GroĂgruppenverfahren kĂśnnen eine UnterstĂźtzung der schulischen Selbstevaluation sein â dieser Demokratie-Baustein stellt Ihnen den Hintergrund solcher Verfahren vor, bietet zu ausgewählten Verfahren detaillierte Informationen und beleuchtet sowohl Vor- und Nachbereitung von GroĂgruppenveranstaltungen als auch die MĂśglichkeit, sich dabei durch Externe unterstĂźtzen zu lassen
Selbstevaluation fĂźr Schulleitungen
In diesem Demokratie-Baustein geht es zum einen um die MÜglichkeiten fßr eine Selbstevaluation der Schulleitung unter dem Aspekt "Demokratische Schulkultur" und zum anderen um die Aufgaben, die Schulleitung in Bezug auf die Entwicklung einer Selbstevaluationskultur an einer Schule hat. Dabei werden neben konkreten Verfahren (z.B. FragebÜgen oder Jahresgespräche) auch die Erfahrungen von Schulleiter/-innen aus den BLK-Programmschulen mit der Selbstevaluation vorgestellt