Media representation of regulated incivilities: Relevant actors, problems, solutions and the role played by experts in the Flemish press

This article analyses the representations of regulated nuisance in a section of Flemish newspapers over time. It identifies the groups of people who have been successful in conveying messages in and through Flemish press news, and explores the way they have represented problems of, and suggested solutions to, regulated incivilities over the years. Furthermore, against the backdrop of newsmaking criminology, it considers whether and how crime and justice experts have contributed to shaping the Flemish media discourse on regulated incivilities over time. Overall the analysis of press news has found that the press, by giving coverage to the voices of local institutional actors, has promoted the criminalization of nuisance and, especially, of physical incivilities. The views of criminological experts, by contrast, have remained marginal. The article concludes by suggesting how such findings present a new set of empirical and conceptual challenges for newsmaking criminology, and more generally, for public criminology

Landesdienst für Online-Schulungen für Beschäftigte baden-württembergischer Hochschulen

Hochschulen sind gegenüber ihren Beschäftigten verpflichtet, sie in bestimmten Themen regelmäßig zu unterweisen. Online-Schulungen können dabei die notwendigen Schulungsprozesse an den Hochschulen unterstützen und optimieren, die Teilnehmenden können schneller und komfortabler mit Schulungsinhalten versorgt werden. Das White Paper lotet Gemeinsamkeiten bei möglichen Themen zu Online-Schulungen aus und entwirft fünf verschiedene Betriebsmodelle in der Zusammenarbeit von Hochschulen, um Synergieeffekte bei Konzeption, Entwicklung und Durchführung von Online-Schulungen zu nutzen. Die dabei vorhandenen rechtlichen, organisatorischen und technischen Rahmenbedingungen werden im Detail zu jedem Betriebsmodell erläutert. Abschließend wird anhand der analysierten Betriebsmodelle eine Empfehlung des Think-Tanks ausgesprochen

Development of a competency-based formative progress test with student-generated MCQs: Results from a multi-centre pilot study

Introduction: Progress tests provide students feedback on their level of proficiency over the course of their medical studies. Peer-assisted learning and competency-based education have become increasingly important in medical education. Although progress tests have been proven to be useful as a longitudinal feedback instrument, there are currently no progress tests that have been created in cooperation with students or that focus on competency in medical education.In this study, we investigated the extent to which students can be included in the development of a progress test and demonstrated that aspects of knowledge related to competency can be represented on a competency-based progress test.Methods: A two-dimensional blueprint for 144 multiple-choice questions (MCQs) covering groups of medical subjects and groups of competency areas was generated by three expert groups for developing the competency-based progress test. A total of 31 students from seven medical schools in Germany actively participated in this exercise. After completing an intensive and comprehensive training programme, the students generated and reviewed the test questions for the competency-based progress test using a separate platform of the ItemManagementSystem (IMS). This test was administered as a formative test to 469 students in a pilot study in November 2013 at eight medical schools in Germany. The scores were analysed for the overall test and differentiated according to the subject groups and competency areas.Results: A pool of more than 200 MCQs was compiled by the students for pilot use, of which 118 student-generated MCQs were used in the progress test. University instructors supplemented this pool with 26 MCQs, which primarily addressed the area of scientific skills. The post-review showed that student-generated MCQs were of high quality with regard to test statistic criteria and content. Overall, the progress test displayed a very high reliability. When the academic years were compared, the progress test mapped out over the course of study not only by the overall test but also in terms of the subject groups and competency areas.Outlook: Further development in cooperation with students will be continued. Focus will be on compiling additional questions and test formats that can represent competency at a higher skill level, such as key feature questions, situational judgement test questions and OSCE. In addition, the feedback formats will be successively expanded. The intention is also to offer the formative competency-based progress test online