What’s the purpose of the foundation of education today?

Auf der Grundlage neuerer empirischer Befunde werden die theoretischen Probleme der Allgemeinen Pädagogik aus einem disziplinären Blickwinkel betrachtet. Dabei wird die gängige Unterscheidung zwischen Profession und Disziplin insofern differenziert, als sich zeigen lässt, dass die moderne Erziehungswissenschaft - anders als Theologie, Recht oder Medizin - als eine sekundäre Disziplin zu verstehen ist, deren Entwicklung mit Prozessen sekundärer Professionalisierung unmittelbar in Zusammenhang steht. Vor diesem Hintergrund wird der Vorschlag begründet, die Funktion der Allgemeinen Pädagogik in zweifacher Hinsicht zu bestimmen: sie dient einerseits der Abgrenzung gegenüber anderen Disziplinen (Interdisziplinarität) und andererseits mit Blick auf die Differentiellen Pädagogiken der intradisziplinären Integration. Beide Funktionen konvergieren in einem operativen Verständnis von Erziehung, in dem die Identität der Erziehungswissenschaft zur Geltung kommt. (DIPF/Orig.)On the basis of recent empirical findings, the theory-related problems of general pedagogy are examined from a disciplinary perspective. In this, the common distinction between profession and discipline is differentiated in more detail by showing that modern educational science - in contrast to theology, law, or medicine - is to be considered a secondary discipline the development of which is directly related to processes of secondary professionalization. Against this background, the author substantiates his proposal to determine a dual function of general pedagogy: on the one hand, it serves as delimitation against other disciplines (interdisciplinary aspect), and on the other hand, it serves the intra-disciplinary integration with regard to differential pedagogies. Both functions converge in an operative understanding of education in which the identity of educational science is reflected. (DIPF/Orig.

Empowering master students to solve real-world engineering problems

In engineering, the importance of multi-disciplinarity and the need to “think outside the box” are obvious. However, subjects in engineering education are often treated in an isolated fashion. The kind of problems solved in these subjects are often just simplified artificial exercises. To ensure employability of new engineers, students need to practice how to “convert a mess into a problem”, and then use the scientific method in context to solve it. Good data skills (including data collection, exploration, and modeling) are essential to solve problems. These data skills are the “backbone” of the scientific method. The use of real data (coming, for example, from real applications in industry) can be motivating in teaching and stimulating to connect engineering topics. This paper explores possible reasons why many subjects in engineering are still taught in a way disconnected from real life. It also suggests solutions, and shares teaching tools and resources to improve student employability

Costanti dell’educazione

The article is based on a new theoretical concept of German “Allgemeine Pädagogik” which is called “Operative Pädagogik” and it consists of two parts. In the first part the “mechanism in the art of educating” (as Kant put it) will be demonstrated in the form of four specific triangles: the evolutionary triangle (nature consciousness-culture/society), the ontogenetic triangle (baby-significant other-things), the didactic triangle (pupil-teacher-topic) and, as a kind of summary the classical form calculus (causafinalis/topic-causa materialis/child-causa efficiens/educator). These four can be regarded as the “Bermuda-triangles of education” because education seems to disappear within each of the threegiven components and therefore educational theory has to bring them to reappear as a specific anthropological phenomenon and form of communicative practice. The second part will then demonstrate that these triangles however can only be realized if five specific conditions are fulfilled: the bodily basis (1); affect and emotion, embedded in a special relationship (2); “educationalized” time (3); “educationalized” spaces (4); and last but not least: social-structural conditions, both in a material and in a normative way (5). From such an operative perspective there can be no doubt both about the limitations of education and its potentials and possibilities.L’articolo si basa sul nuovo concetto teoretico della “Pedagogia Generale” tedesca chiamato “Pedagogia Operativa”, e si compone di due parti. Nella prima il “meccanismo dell’arte di educare” (comelo ha posto Kant) sarà illustrato utilizzando quattro triangoli specifici: il triangolo evolutivo (natura-consapevolezza-cultura/società), il triangolo ontogenetico (bambino-significante altro-cose), il triangolo didattico (bambino-insegnante-argomento) e, come una sorta di sommario, la forma classica (causa finale/argomento-causa materiale/bambino-causa efficiente/educatore). Questi quattro triangoli possono essere concepiti come il “triangolo delle Bermuda dell’educazione” in quanto l’educazione sembra scomparire all’interno di ciascuna delle tre componenti date e di conseguenza la teoria educativa deve consentire ad ognuna di esse di far riemergere l’educativo come un fenomeno antropologico e una forma di pratica comunicativa. Nella seconda parte si mostrerà come i tre triangoli possano realizzarsi se cinque condizioni specifiche risultano essere pienamente soddisfatte: base corporea (1); affetti ed emozioni, incorporate in una specifica relazione (2); tempo “educativo” (3); spazio “educativo” (4); e, ultime ma non ultime, condizioni socio strutturali, sia materiali che normative (5). A partire da questa prospettiva operativa potranno chiarificarsi i limiti dell’educazionee delle sue potenzialità e possibilità

Lessons from Silage Adoption Studies in Honduras

Silage adoption has so far been low in the tropics, particularly under smallholder conditions. Innovation and adoption processes of silage technologies were promoted in drought-constrained areas of Honduras using a flexible, site-specific and participatory research and extension approach. A total of about 250 farmers participated in training workshops and field days conducted in 13 locations. Smallholders successfully ensiled maize, sorghum and/or Pennisetum spp. mainly in heap and earth siloswhereas little bag silage (LBS) adoption was low. LBS proved useful as a demonstration, experimentation and learning tool. A ‘silage boom’ occurred in five locations where favourable adoption conditions included the presence of demonstration farms and involvement of key innovators, lack of alternative dry season feeds, perceived benefits of silage feeding, a favourable milk market and both extension continuity and intensity. The lack of chopping equipment was the main reason for non-adoption by low-income smallholders. The study showed that when targeting production systems needs and farmer demands, silage promotion can lead to significant adoption, including at smallholder level, in the tropics. This experience could contribute to increase the effectiveness and sustainability of silage extension in similar situations elsewhere

Self inclusion in a calix[5]arene structure; structure of the cone conformer of a pentahydroxy-p-tert-butylcalix[5]arene

The pentahydroxy-p-tert-butylcalix[5]arene, 5,11,17,- 23,29-penta-tert-butylhexacyclo[25.3.1.13,7.19,13.115,19._ 121,25 ] pentatriaconta- 1 (31),3,5,7 (35),9,11,13(34), 15,17,- 19(33),21,23,25 (32),27,29-pentadecaene-31,32,3 3,34,- 35-pentaol-n-hexane (1/0.3), C55H70Os.0.3C6HI4 (I), adopts an open distorted chalice-shaped conformation in the solid state, primarily through O--H...O intramolecular hydrogen bonding involving all of the aromatic hydroxyl groups. The five phenolic O.- .O separations are in the range 2.735 (7)-2.880 (8) ,~ [mean 2.793 (8) ,4,], with all hydroxyl H atoms disordered equally over two sites. The aromatic rings are tilted back from the calixarene cavity producing a pentagonal-shaped cavity in which the tert-butyl group of a neighboring calix[5]arene related by a c-glide is enclathrated. This self-inclusion process extends through the lattice as a one-dimensional molecular 'zipper'

Double and triple calix[4]arenis connected via the oxygen functions

New macrocyclic molecules are described containing two or three p-tert-butylcalix[4]arene subunits connected via their oxygen atoms. These macrocycles are available by two general methods which are capable of producing assemblies with bridges of varying rigidity and length

Visualization of Abscess Formation in a Murine Thigh Infection Model of Staphylococcus aureus by 19F-Magnetic Resonance Imaging (MRI)

Background: During the last years, 19 F-MRI and perfluorocarbon nanoemulsion (PFC) emerged as a powerful contrast agent based MRI methodology to track cells and to visualize inflammation. We applied this new modality to visualize deep tissue abscesses during acute and chronic phase of inflammation caused by Staphylococcus aureus infection. Methodology and Principal Findings: In this study, a murine thigh infection model was used to induce abscess formation and PFC or CLIO (cross linked ironoxides) was administered during acute or chronic phase of inflammation. 24 h after inoculation, the contrast agent accumulation was imaged at the site of infection by MRI. Measurements revealed a strong accumulation of PFC at the abscess rim at acute and chronic phase of infection. The pattern was similar to CLIO accumulation at chronic phase and formed a hollow sphere around the edema area. Histology revealed strong influx of neutrophils at the site of infection and to a smaller extend macrophages during acute phase and strong influx of macrophages at chronic phase of inflammation. Conclusion and Significance: We introduce 19 F-MRI in combination with PFC nanoemulsions as a new platform to visualize abscess formation in a murine thigh infection model of S. aureus. The possibility to track immune cells in vivo by this modality offers new opportunities to investigate host immune response, the efficacy of antibacterial therapies and th