Deuteron spin-lattice relaxation times in undercooled aqueous potassium- and cesium halide solutions

Abstract Aqueous emulsions of potassium-and cesium halides in cycloalkane mixtures can be undercooled at a pressure of 225 MPa to temperatures around 170K. In these emulsions deuterium spin-lattice relaxation times T1 have been determined as function of salt concentration, temperature and pressure at magnetic fields of 2.4 Tesla and 7.0 Tesla. The frequency and temperature dependence of the relaxation time curves is described quantitatively within a motional model which is consistent with known local structural features in these solutions. Model parameters deduced are compared with those obtained in related studies of the other alkali-halides, and conclusions are drawn regarding the influence of structure and composition on molecular motions. </jats:p

Chapter 4 Elements of an Evolutionary Approach to Comparative Economic Studies

This chapter delineates an evolutionary approach to the comparative analysis of economic systems and illustrates its usefulness via an exemplary application to recent developments in the European Union. The first part of the chapter describes the meta-theoretical foundations of the approach, i.e. its particular ontological and epistemological vantage points. This allows for an easier comparison (and, potentially, triangulation) with other approaches to comparative analyses, and already provides for some practical guidelines for applied work. The second part applies the approach and studies polarization patterns in the European Union. While this application is not meant as a fully self-contained analysis, it not only illustrates how the concepts of the approach can be operationalized and applied in practice, but also the application of several empirical methods that can be used fruitfully within such an evolutionary analysis. The chapter concludes with a non-exhaustive list of concepts and topics that are particularly insightful to consider when conducting an analysis in the spirit of an evolutionary approach to the comparative analysis of economic systems

Chapter 4 Elements of an Evolutionary Approach to Comparative Economic Studies

This chapter delineates an evolutionary approach to the comparative analysis of economic systems and illustrates its usefulness via an exemplary application to recent developments in the European Union. The first part of the chapter describes the meta-theoretical foundations of the approach, i.e. its particular ontological and epistemological vantage points. This allows for an easier comparison (and, potentially, triangulation) with other approaches to comparative analyses, and already provides for some practical guidelines for applied work. The second part applies the approach and studies polarization patterns in the European Union. While this application is not meant as a fully self-contained analysis, it not only illustrates how the concepts of the approach can be operationalized and applied in practice, but also the application of several empirical methods that can be used fruitfully within such an evolutionary analysis. The chapter concludes with a non-exhaustive list of concepts and topics that are particularly insightful to consider when conducting an analysis in the spirit of an evolutionary approach to the comparative analysis of economic systems

Le mythe de la mère dans le roman québécois de la tradition (1930-1960)

In der vorliegenden Arbeit soll die Frage beantwortet werden, in welcher Form sich der Muttermythos Québecs in den Mutterfiguren der ausgewählten Romane im Zeitraum von 1930 bis 1960 widerspiegelt und welche Tendenzen man daraus ableiten kann. Aus dem geschichtlichen Kontext Québecs erklären sich die Bedingungen unter denen der Mythos entstehen konnte: für die frankokanadischen Bevölkerung ist das Überleben als Minderheit zentraler Aspekt ihrer Kultur. Ein ganzer Apparat an Ideologien förderte die Herausbildung eines Mythos, in dem der Mutter eine zentrale Rolle als Wächterin des katholischen Glaubens, der Traditionen und der französischen Sprache zukommt. Dieses ideale Mutterbild gilt als Maßstab für die Mutterfiguren der Romane, bei deren Analyse sich vier Tendenzen in der Verarbeitung der Mutterfigur feststellen lassen. In Ringuets Landroman Trente Arpents (1938) wird die Mutterfigur getreu dem Mythos als ideale Bäuerin gezeichnet, während Roger Lemelin in Les Plouffes (1948) eine Karikatur dieses traditionellen Mutterbildes skizziert. Die tief greifenden gesellschaftlichen Veränderungen in Québec zwischen 1930 und 1960, durch die die traditionellen gesellschaftlichen Werte in Frage gestellt werden, sind die Ursache für die Ablehnung des Muttermythos. In sein Gegenteil verkehrt bringt der Mythos eine Reihe an grausamen Müttern hervor, wie in den folgenden Romanen zu beobachten ist: bei Anne Hébert in Le torrent (1950), Francoise Loranger in Mathieu (1949), Marie-Claire Blais in La belle bête (1959) und Diane Giguère in Le temps des jeux (1961). Bei den dort beschriebenen Müttern handelt es sich allesamt um allein erziehende Mütter, die ihren Sohn oder ihre Tochter psychisch so wie physisch misshandeln. La chair décevante (1931) von Jovette Bernier stellt eine Ausnahme dar, indem sie eine liebevolle Beziehung zwischen einer allein stehenden Frau und ihrem Kind zeigt. Die Mutterfiguren in Gabrielle Roys Bonheur d’occasion (1945), La petite poule d’eau (1950) und Rue Deschambault (1955) haben eine Sonderstellung inne: Ort des Konfliktes zwischen dem Festhalten an den alten Normen des Mythos und der Definition von neuen Werten findet sich in der Mutter-Tochterbeziehung. In diesem Rahmen wird auch die Einschränkung der Individualität der Frauen durch ihre Mutterschaft aufgedeckt. In Gabrielle Roys Fall hat der Mythos ein menschliches Gesicht bekommen

Good for learning, bad for motivation? A meta-analysis on the effects of computer-supported collaboration scripts

Scripting computer-supported collaborative learning has been shown to greatly enhance learning, but is often criticized for hindering learners’ agency and thus undermining learners’ motivation. Beyond that, what makes some CSCL scripts particularly effective for learning is still a conundrum. This meta-analysis synthesizes the results of 53 primary studies that experimentally compared the effect of learning with a CSCL script to unguided collaborative learning on at least one of the variables motivation, domain learning, and collaboration skills. Overall, 5616 learners enrolled in K-12, higher education, or professional development participated in the included studies. The results of a random-effects meta-analysis show that learning with CSCL scripts leads to a non-significant positive effect on motivation (Hedges’ g = 0.13), a small positive effect (Hedges’ g = 0.24) on domain learning and a medium positive effect (Hedges’ g = 0.72) on collaboration skills. Additionally, the meta-analysis shows how scaffolding single particular collaborative activities and scaffolding a combination of collaborative activities affects the effectiveness of CSCL scripts and that synergistic or differentiated scaffolding is hard to achieve. This meta-analysis offers the first counterevidence against the widespread criticism that CSCL scripts have negative motivational effects. Furthermore, the findings can be taken as evidence for the robustness of the positive effects on domain learning and collaboration skills

Learning to diagnose collaboratively – Effects of adaptive collaboration scripts in agent-based medical simulations

We investigated how medical students' collaborative diagnostic reasoning, particularly evidence elicitation and sharing, can be facilitated effectively using agent-based simulations. Providing adaptive collaboration scripts has been suggested to increase effectiveness, but existing evidence is diverse and could be affected by unsystematic group constellations. Collaboration scripts have been criticized for undermining learners' agency. We investigate the effect of adaptive and static scripts on collaborative diagnostic reasoning and basic psychological needs. We randomly allocated 160 medical students to one of three groups: adaptive, static, or no collaboration script. We found that learning with adaptive collaboration scripts enhanced evidence sharing performance and transfer performance. Scripting did not affect learners’ perceived autonomy and social relatedness. Yet, compared to static scripts, adaptive scripts had positive effects on perceived competence. We conclude that for complex skills complementing agent-based simulations with adaptive scripts seems beneficial to help learners internalize collaboration scripts without negatively affecting basic psychological needs

Effects of real-time adaptivity of scaffolding: supporting pre-service mathematics teachers' assessment skills in simulations

Background Scaffolding pre-service teachers' assessment process in video-based simulations can enhance their acquisition and refinement of assessment skills, for example, needed for accurate judgments of students' mathematical proof skills. Adapting this scaffolding to learners’ individual learning processes, for example, based on text data during the assessment process, brings potential for increased learning gains. Aims In this study, we investigated the effectiveness of adaptive scaffolding based on real-time process data, specifically targeting pre-service mathematics teachers' assessment skills regarding students’ mathematical proof skills in geometry. Sample Participants were 245 pre-service teachers. Methods In a pre- and post-test, participants completed a video-based simulation to measure their assessment skills regarding students’ mathematical proof skills. During the intervention, participants were randomly assigned to complete the video-based simulation (i) without scaffolding, (ii) with non-adaptive scaffolding, or (iii) with adaptive scaffolding. Results We did not find significant benefits of adaptive scaffolding in enhancing pre-service teachers’ judgment accuracy, aligning with prior research. For an in-depth analysis, we developed and applied a scheme to systematically validate design decisions for adaptive support. This scheme focuses on the selection and measurement of the source of adaptation and the employed support mechanisms. Applying this scheme pointed towards effects of adaptive scaffolding during the assessment process. Conclusions This study highlights the need for proximal measures to describe learning in short interventions, explores the intricacies of adaptive scaffolding, such as overlapping with design-loop adaptivity or the accuracy of automated coding, and provides a scheme for an in-depth evaluation of the adaptivity of scaffolding