Kompetenz, Bildungsstandards und Lehrerbildung aus fachdidaktischer Sicht

Der Autor geht zunächst ausführlich auf die Begriffe Kompetenz, Bildungsstandards und Lehrerbildung ein, definiert sie aus fachdidaktischer Sicht und beschreibt schließlich, wie das DESI-Projekt mit ihnen umgeht und welche Implikationen und Konsequenzen daraus zu erwarten sind. Zum Schluss wird anhand einiger exemplarischer Nennungen die Frage beantwortet, welche Anstöße DESI für die Lehrerausbildung und Lehrerfortbildung in den Fächern Deutsch und Englisch gibt. (DIPF/paul

Schreiben Englisch

Das DESI-Modul semikreatives Schreiben dient der Erfassung der Fähigkeit des task-orientierten Schreibens in der Fremdsprache (vgl. Harsch/Lehmann/Neuma/Schröder 2007). Dabei sollen den Schülerinnen und Schülern bei gleichzeitiger Lenkung möglichst große kommunikative Freiräume geboten werden. Das Testkonstrukt Schreiben Englisch ist in Analogie zum Konstrukt der Textproduktion Deutsch dreifach verortet in der linguistischen Text- und Schreibprozessforschung sowie in der didaktischen Forschung zur Schreibentwicklung, in der Analyse der relevanten Curricula aller Schularten und Bundesländer und in der empirischen Forschung zur Aufsatzbewertung. (DIPF/Orig.

Sensitivity of Bunker Cave to climatic forcings highlighted through multi-annual monitoring of rain-, soil-, and dripwaters

The last two decades have seen a considerable increase in studies using speleothems as archives of past climate variability. Caves under study are now monitored for a wide range of environmental parameters and results placed in context with speleothem data. The present study investigates trends from a seven year long monitoring of Bunker Cave, northwestern Germany, in order to assess the hydraulic response and transfer time of meteoric water from the surface to the cave. Rain-, soil-, and dripwater were collected from August 2006 to August 2013 at a monthly to bimonthly resolution and their oxygen and hydrogen isotope composition was measured. Furthermore, drip rates were quantified. Due to different drip characteristics, annual mean values were calculated for the drip rates of each drip site. Correlations of the annual mean drip rate of each site with precipitation and infiltration demonstrate that the annual infiltration, and thus the annual precipitation control the inter-annual drip-rate variability for all except one site. The hydraulic response is not delayed on an annual basis. All drip sites display identical long-term trends, which suggests a draining of a common karst reservoir over these seven years of monitoring. Correlations of soil- and dripwater monthly δ18O and δD values with atmospheric temperature data reveal water transfer times of 3 months to reach a depth of 40 cm (soilwater at site BW 2) and 4 months for 70 cm depth (soilwater at site BW 1). Finally, the water reaches the cave chambers (15 to 30 m below land surface) after ca. 2.5 years. Consequently, a temporal offset of 29 to 31 months (ca. 2.5 years) between the hydraulic response time (no time lag on annual basis) and the water transfer time (time lag of 29 to 31 months) was found, which is negligible with regard to Bunker Cave speleothems because of their slow growth rates. Here, proxies recording precipitation/infiltration and temperature are registered on a decadal scale. Variations in drip rate and thus precipitation and infiltration are recorded by δ13C and Mg/Ca ratios in speleothem calcite. Speleothem δ18O values reflect both temperature and precipitation signals due to drip rate-related fractionation processes. We document that long-term patterns in temperature and precipitation are recorded in dripwater patterns of Bunker Cave and that these are linked to the North Atlantic Oscillation (NAO)

Targeted treatment in a case series of AR+, HRAS/PIK3CA co-mutated salivary duct carcinoma

Background and purpose: A subgroup of salivary duct carcinoma (SDC) harbor overexpression of the androgen receptor (AR), and co-occurring mutations in the HRAS- and PIK3CA-genes. The impact of genomic complexity on targeted treatment strategies in advanced cancer is unknown. Materials and methods: We analyzed molecular and clinical data from an institutional molecular tumor board (MTB) to identify AR+, HRAS/PIK3CA co-mutated SDC. Follow-up was performed within the MTB registrational study or retrospective chart review after approval by the local ethics committee. Response was assessed by the investigator. A systematic literature search was performed in MEDLINE to identify additional clinically annotated cases. Results: 4 patients with AR+ HRAS/PIK3CA co-mutated SDC and clinical follow-up data were identified from the MTB. An additional 9 patients with clinical follow-up were identified from the literature. In addition to AR overexpression and HRAS and PIK3CA-alterations, PD-L1 expression and Tumor Mutational Burden > 10 Mutations per Megabase were identified as additional potentially targetable alterations. Among evaluable patients, androgen deprivation therapy (ADT) was initiated in 7 patients (1 Partial Response (PR), 2 Stable Disease (SD), 3 Progressive Disease (PD), 2 not evaluable), tipifarnib was initiated in 6 patients (1 PR, 4 SD, 1 PD). One patient each was treated with immune checkpoint inhibition (Mixed Response) and combination therapies of tipifarnib and ADT (SD) and alpelisib and ADT (PR). Conclusion: Available data further support comprehensive molecular profiling of SDC. Combination therapies, PI3K-inhibitors and immune therapy warrant further investigation, ideally in clinical trials. Future research should consider this rare subgroup of SDC

Introduction: building the history of language learning and teaching (HoLLT)

The papers presented in this issue are the result of a workshop held at the University of Nottingham in December 2012 as part of an Arts and Humanities Research Council research network Towards a History of Modern Foreign Language Teaching and Learning (2012–14) intended to stimulate historical research into language teaching and learning. This, the first workshop in the programme, focused on exchanging information on the history of language learning and teaching (HoLLT) across the different language traditions, for it had become clear to us that scholars working within their own language disciplines were often relatively unaware of work outside these. We hope that this special issue — with overview articles on the history of English, French, German, and Spanish as second/foreign languages — will help overcome that lack of awareness and facilitate further research collaboration. Charting the history of language teaching and learning will, in turn, make us all better informed in facing challenges and changes to policy and practice now and in the future. It is instructive in the current climate, for example, to realize that grave doubts were held about whether second foreign languages could survive alongside French in British schools in the early twentieth century (McLelland, forthcoming), or to look back at earlier attempts to establish foreign languages in primary schools (Bayley, 1989; Burstall et al., 1974; Hoy, 1977). As we write, language learning in England is undergoing yet more radical change. Language teaching for all children from the age of seven is being made compulsory in primary schools from 2014, while at Key Stage 3 (up to age 16), where a foreign language has not been compulsory since 2002, the most recent programme of study for England has virtually abandoned the recent focus on intercultural competence and now requires learners to ‘read great literature in the original language’,1 a radical change in emphasis compared to the previous half-century, which seems to reflect a very different view of what language learning is for. We seem to be little closer in 2014 than we were at the dawn of the twentieth century to answering with any certainty the questions that lie at the very foundations of language teaching: who should learn a foreign language, why learners learn, what they need to learn, and what we want to teach them — answers that we need before we can consider how we want to teach. The research programme begun under our research network is intended to help us to take ‘the long view’ on such questions

Sprachmeister. Sozial- und Kulturgeschichte eines prekären Berufsstands

Vor der Institutionalisierung des fremdsprachlichen Unterrichts an öffentlichen Schulen im ausgehenden 18. und 19. Jahrhundert waren die Rechtsstellung und die materiellen Lebensumstände von Fremdsprachenlehrern oft prekär. Obwohl in den höheren gesellschaftlichen Ständen – im Adel, dem Patriziat, der Kaufmannschaft, dem Offiziersstand und der höheren Beamtenschaft – eine starke Nachfrage nach Kenntnissen lebender Fremdsprachen bestand, fehlten der Vermittlung dieser Kenntnisse zentrale Merkmale eines ehrbaren Gewerbes. Es gab keine geregelte Ausbildung, keine verbindlichen Eintrittsqualifikationen in den Berufsstand und nur vereinzelte korporative Zusammenschlüsse. Entsprechend vielfältig war die Gruppe der Lehrenden: Sie umfasste Glaubensflüchtlinge, abgedankte Soldaten, ehemalige Kleriker, verarmte Adelige, arbeitslose Mediziner und Juristen sowie Handwerker, die sich auf der Wanderschaft Sprachkenntnisse angeeignet hatten. Viele Sprachmeisterkarrieren sind durch hohe geographische Mobilität und biographische Brüche – Glaubenswechsel, Flucht und Vertreibung, berufliche Sackgassen, Delinquenz, Verschuldung, gescheiterte Ehen – geprägt; nur einer Minderheit gelang die dauerhafte Integration in den städtischen Bürgerverband. Auf der anderen Seite boten Fürstenhöfe und Universitäten Sprachmeistern neue Karrierechancen. Zumindest einigen dieser im höfischen und akademischen Milieu tätigen Fremdsprachenlehrer sowie einzelnen besonders beliebten und angesehenen Sprachmeistern in großen Städten gelang es, den prekären Lebensumständen zu entkommen, in welchen die meisten ihrer Kollegen und Kolleginnen stecken blieben. Der vorliegende Sammelband untersucht die Sozial- und Kulturgeschichte dieses heterogenen Berufsstandes in mehreren europäischen Ländern (Frankreich, Deutschland, Polen, Ungarn, Lettland) und geht auch auf die Lehrtätigkeit von Frauen und Angehörigen religiöser Minderheiten in der Frühen Neuzeit ein.Before the teaching of foreign languages was institutionalized in public schools in the late eighteenth and nineteenth centuries, the legal and material circumstances of language teachers were often precarious. Despite a strong demand for linguistic skills in the higher echelons of early modern society – among the nobility, urban patricians, merchants, officers and high-ranking public officials – the teaching of modern languages lacked central elements of an honorable trade: formal training, mandatory qualifications for entering the profession and corporate organizations. The profession was correspondingly multi-faceted: It included religious refugees, discharged soldiers, former clergymen, impoverished noblemen, jobless doctors and lawyers as well as artisans who had acquired language skills during their journeymen years in foreign countries. The careers of many language teachers were marked by high geographic mobility and personal crises such as religious conversion, flight and expulsion, abortive professional careers, delinquency, indebtedness and failed marriages. Only a minority were able to integrate themselves into the privileged group of urban citizens. On the other hand, princely courts and universities offered new career options to language teachers. At least some language teachers in courtly and academic settings as well as individuals who acquired exceptional popularity and status in larger cities managed to escape the precarious circumstances which characterized the lives of most of their colleagues. This collection of essays examines the social and cultural history of this heterogeneous profession in several European countries – France, Germany, Poland, Hungary, Latvia – and also addresses the teaching activities of women and members of religious minority groups

Applying strategies from libertarian paternalism to decision making for prostate specific antigen (PSA) screening

<p>Abstract</p> <p>Background</p> <p>Despite the recent publication of results from two randomized clinical trials, prostate specific antigen (PSA) screening for prostate cancer remains a controversial issue. There is lack of agreement across studies that PSA screening significantly reduces prostate cancer mortality. In spite of these facts, the widespread use of PSA testing in the United States leads to overdetection and overtreatment of clinically indolent prostate cancer, and its associated harms of incontinence and impotence.</p> <p>Discussion</p> <p>Given the inconclusive results from clinical trials and incongruent PSA screening guidelines, the decision to screen for prostate cancer with PSA testing is an uncertain one for patients and health care providers. Screening guidelines from some health organizations recommend an informed decision making (IDM) or shared decision making (SDM) approach for deciding on PSA screening. These approaches aim to empower patients to choose among the available options by making them active participants in the decision making process. By increasing involvement of patients in the clinical decision-making process, IDM/SDM places more of the responsibility for a complex decision on the patient. Research suggests, however, that patients are not well-informed of the harms and benefits associated with prostate cancer screening and are also subject to an assortment of biases, emotion, fears, and irrational thought that interferes with making an informed decision. In response, the IDM/SDM approaches can be augmented with strategies from the philosophy of libertarian paternalism (LP) to improve decision making. LP uses the insights of behavioural economics to help people better make better choices. Some of the main strategies of LP applicable to PSA decision making are a default decision rule, framing of decision aids, and timing of the decision. In this paper, we propose that applying strategies from libertarian paternalism can help with PSA screening decision-making.</p> <p>Summary</p> <p>Our proposal to augment IDM and SDM approaches with libertarian paternalism strategies is intended to guide patients toward a better decision about testing while maintaining personal freedom of choice. While PSA screening remains controversial and evidence conflicting, a libertarian-paternalism influenced approach to decision making can help prevent the overdiagnosis and overtreatment of prostate cancer.</p

Mass balance of the Greenland and Antarctic ice sheets from 1992 to 2020

Ice losses from the Greenland and Antarctic ice sheets have accelerated since the 1990s, accounting for a significant increase in the global mean sea level. Here, we present a new 29-year record of ice sheet mass balance from 1992 to 2020 from the Ice Sheet Mass Balance Inter-comparison Exercise (IMBIE). We compare and combine 50 independent estimates of ice sheet mass balance derived from satellite observations of temporal changes in ice sheet flow, in ice sheet volume, and in Earth's gravity field. Between 1992 and 2020, the ice sheets contributed 21.0±1.9g€¯mm to global mean sea level, with the rate of mass loss rising from 105g€¯Gtg€¯yr-1 between 1992 and 1996 to 372g€¯Gtg€¯yr-1 between 2016 and 2020. In Greenland, the rate of mass loss is 169±9g€¯Gtg€¯yr-1 between 1992 and 2020, but there are large inter-annual variations in mass balance, with mass loss ranging from 86g€¯Gtg€¯yr-1 in 2017 to 444g€¯Gtg€¯yr-1 in 2019 due to large variability in surface mass balance. In Antarctica, ice losses continue to be dominated by mass loss from West Antarctica (82±9g€¯Gtg€¯yr-1) and, to a lesser extent, from the Antarctic Peninsula (13±5g€¯Gtg€¯yr-1). East Antarctica remains close to a state of balance, with a small gain of 3±15g€¯Gtg€¯yr-1, but is the most uncertain component of Antarctica's mass balance. The dataset is publicly available at 10.5285/77B64C55-7166-4A06-9DEF-2E400398E452 (IMBIE Team, 2021)