University teaching formats for primary school teachers in nutrition education

An der Pädagogischen Hochschule Tirol wurde die Seminarreihe „Ernährungskompetenz für Volksschullehrer*innen“ evaluiert und der Einsatz des Ernährungsführerscheins als Lehrkonzept für Ernährungsbildung und nachhaltige Gesundheitsförderung von Schulkindern untersucht. Das Forschungsdesign und die Forschungsergebnisse der Leitfadeninterviews sollen in diesem Beitrag vorgestellt werden. (DIPF/Orig.)As part of a master’s thesis at the University of Education Tyrol, the seminar series “Nutritional Competence for Primary School Teachers” was evaluated and the use of the nutrition literacy certificate as a teaching concept for nutrition education was examined. Especially the research design and the research results of the guided interviews will be presented. (DIPF/Orig.

Responsibility of neurosurgeons in cooperation with clinical neuropsychologists to accomplish full social re-entry and good HRQoL for patients following acute brain damage

Objectives: Physical neurologic and neuropsychological rehabilitation has an old tradition in Europe. Clinical recovery of physical neurological impairments following acute brain damaged do not guarantee successful social re-entry when overlooking long-lasting mental – cognitive, behavioural deficits after clinical demission. Problems in emotional adjustment are long-lasting and hinder social re-entry.Patients and methods: Transdisciplinary early neurorehabilitation is based on careful physical and mental - cognitive diagnostics for an individualized therapeutic intervention, when neuropsychology is essential in patients with brain lesions. The role of individually planned early neuro-psychotherapy is underestimated when dealing with patients catastrophic reactions as first described by Kurt Goldstein. This was exemplarily demonstrated in a patient with severe higher cortical functioning disturbances after acute intracerebral haemorrhage and coma, followed by secondary hydrocephalus and major emotional adjustment behavioural disturbances.Results: The 65 years old business man, who suffered from persisting complex mental-cognitive, behavioural, mood and emotional disturbances recovered full social competence due to professional neuropsychological neuropsychiatric treatment. Discussion: Early catastrophic reactions and fear of loss of self-identity are important key issues in the emotional adjustment after brain damaged. Further research is needed to explaining the links between loss of self-esteem, self-identity and the development of depression. Attention needs to be focused on a recovery beyond functional outcome. Conclusion: Neurosurgical-neuropsychological rehabilitation is a method to reconstruct lives within a social context

Spatial patterns and distributional controls of total and methylated mercury off the Lena River in the Laptev Sea sediments

A warmer climate is predicted to accelerate the export of mercury (Hg) from Siberian rivers to the Arctic Ocean, yet there is a dearth of process-oriented studies on the speciation and fate of Hg in the shelf sea system. Here, we present data on total Hg (HgT) and methylmercury (MeHg) in Laptev Sea surface sediments along a cross-shelf transect starting at the mouth of the Lena River. Concentrations of HgT along the 330 km cross-shelf transect ranged within a fairly narrow span from 480 to 150 pmol g−1 d.w., while concentrations of MeHg decreased one hundredfold from 13 pmol g−1 d.w. near the Lena river to 0.095 pmol g−1 d.w. in the more distall stations. The highest concentrations of HgT and MeHg were observed close to the river delta and were associated with a high supply of organic carbon (OC). Enrichment of the OC normalized HgT concentration (HgTOC) and depletion of the OC normalized MeHg concentration (MeHgOC) across the shelf suggests bulk OC content to not be the only driver of the HgT and MeHg spatial distributions. Based on correlations observed between HgTOC and MeHgOC and proxies for sediment physics and organic matter pools we suggest the spatial distribution of Hg and MeHg to also be influenced by hydrodynamic sorting of riverine-derived material. For MeHg, depletion of the MeHgOC across the shelf is likely driven by the trapping of terrestrial MeHg in sediments close to the river delta before it is degraded in the water column

Resistance of soil protein depolymerization rates to eight years of elevated CO2, warming, and summer drought in a temperate heathland

Soil N availability for plants and microorganisms depends on the breakdown of soil polymers such as proteins into smaller, assimilable units by microbial extracellular enzymes. Changing climatic conditions are expected to alter protein depolymerization rates over the next decades, and thereby affect the potential for plant productivity. We here tested the effect of increased CO2 concentration, temperature, and drought frequency on gross rates of protein depolymerization, N mineralization, microbial amino acid and ammonium uptake using 15N pool dilution assays. Soils were sampled in fall 2013 from the multifactorial climate change experiment CLIMAITE that simulates increased CO2 concentration, temperature, and drought frequency in a fully factorial design in a temperate heathland. Eight years after treatment initiation, we found no significant effect of any climate manipulation treatment, alone or in combination, on protein depolymerization rates. Nitrogen mineralization, amino acid and ammonium uptake showed no significant individual treatment effects, but significant interactive effects of warming and drought. Combined effects of all three treatments were not significant for any of the measured parameters. Our findings therefore do not suggest an accelerated release of amino acids from soil proteins in a future climate at this site that could sustain higher plant productivity

Remobilization of dormant carbon from Siberian-Arctic permafrost during three past warming events.

Carbon cycle models suggest that past warming events in the Arctic may have caused large-scale permafrost thaw and carbon remobilization, thus affecting atmospheric CO2 levels. However, observational records are sparse, preventing spatially extensive and time-continuous reconstructions of permafrost carbon release during the late Pleistocene and early Holocene. Using carbon isotopes and biomarkers, we demonstrate that the three most recent warming events recorded in Greenland ice cores-(i) Dansgaard-Oeschger event 3 (~28 ka B.P.), (ii) Bølling-Allerød (14.7 to 12.9 ka B.P.), and (iii) early Holocene (~11.7 ka B.P.)-caused massive remobilization and carbon degradation from permafrost across northeast Siberia. This amplified permafrost carbon release by one order of magnitude, particularly during the last deglaciation when global sea-level rise caused rapid flooding of the land area thereafter constituting the vast East Siberian Arctic Shelf. Demonstration of past warming-induced release of permafrost carbon provides a benchmark for the sensitivity of these large carbon pools to changing climate

Bielefeld longitudinal study on learning in inclusive and exclusive forms of special needs education (BiLieF). Key findings

In der Bielefelder Längsschnittstudie zum Lernen in inklusiven und exklusiven Förderarrangements (BiLieF) wurden die psychosoziale und die Leistungsentwicklung bei Kindern mit sonderpädagogischem Förderbedarf im Förderschwerpunkt "Lernen" von der 3. bis zur 5. Klasse in unterschiedlichen Fördersettings untersucht. Die Ergebnisse quantitativer und qualitativer Zugänge zeigen, dass vor allem proximale Faktoren auf der Ebene der Einzelschule - weniger die Form der Beschulung - für die Entwicklung der Kinder relevant sind. (DIPF/Orig.)The Bielefeld Longitudinal Study on Learning in Inclusive and Exclusive Forms of Special Needs Education (BiLieF) compared the psychosocial development and the performance growth of children with special educational needs in the field of learning, starting in third grade through fifth grade. Results from quantitative and qualitative methods showed that proximal factors affect children\u27s development, whereas educational setting is less influential. (DIPF/Orig.

Cognitive change predicts symptom reduction with cognitive therapy for posttraumatic stress disorder

Objective: There is a growing body of evidence for the effectiveness of trauma-focused cognitive behavior therapy (TF-CBT) for posttraumatic stress disorder (PTSD), but few studies to date have investigated the mechanisms by which TF-CBT leads to therapeutic change. Models of PTSD suggest that a core treatment mechanism is the change in dysfunctional appraisals of the trauma and its aftermath. If this is the case, then changes in appraisals should predict a change in symptoms. The present study investigated whether cognitive change precedes symptom change in Cognitive Therapy for PTSD, a version of TF-CBT. Method: The study analyzed weekly cognitive and symptom measures from 268 PTSD patients who received a course of Cognitive Therapy for PTSD, using bivariate latent growth modeling. Results: Results showed that (a) dysfunctional trauma-related appraisals and PTSD symptoms both decreased significantly over the course of treatment, (b) changes in appraisals and symptoms were correlated, and (c) weekly change in appraisals significantly predicted subsequent reduction in symptom scores (both corrected for the general decrease over the course of therapy). Changes in PTSD symptom severity did not predict subsequent changes in appraisals. Conclusions: The study provided preliminary evidence for the temporal precedence of a reduction in negative trauma-related appraisals in symptom reduction during trauma-focused CBT for PTSD. This supports the role of change in appraisals as an active therapeutic mechanism

Woran kann man guten inklusiven Unterricht erkennen?

Im Zentrum des Beitrags steht die Erstellung eines Rasters zur Beobachtung und Beurteilung inklusiven Unterrichts. Die Erarbeitung und Erprobung des Rasters sind als didaktischer Baustein in ein bildungswissenschaftliches Seminar eingebettet. Im Seminar werden pädagogisch-psychologische, schulpädagogische, inklusionspädagogische und sonderpädagogische Perspektiven auf guten inklusiven Unterricht vermittelt und durch die Erarbeitung des Rasters miteinander verknüpft. Das zu erprobende Raster wird bei der Beobachtung inklusiven Unterrichts im Rahmen von Videoanalysen eingesetzt. Dabei steht vor allem eine vertiefte Auseinandersetzung mit den umschriebenen theoretischen Konzepten im Fokus. Auf diese Weise erfahren die Studierenden, wie die theoretischen Perspektiven in der Praxis bei der Planung, Analyse und Reflexion inklusiven Unterrichts wirksam werden können

Professionalization for teaching in inclusive classrooms within interdisciplinary video-based seminars

Der Beitrag stellt ein videobasiertes Lehrkonzept vor, das in interdisziplinärer Kooperation entwickelt und durchgeführt worden ist. Mit der Lehrveranstaltung wird das Ziel verfolgt, die auf inklusiven Unterricht bezogene professionelle Wahrnehmung von Studierenden zu fördern. Um dies zu erreichen, arbeiten die Studierenden zunächst ihre Subjektiven Theorien über guten inklusiven Unterricht heraus, die potenziell im Widerspruch zu bildungswissenschaftlichem Wissen stehen. Da es nicht nur eine mögliche Perspektive auf guten inklusiven Unterricht gibt, werden im Seminar die Perspektiven der Pädagogischen Psychologie, der Schulpädagogik und der Sonderpädagogik integrativ vermittelt. Die Teilnehmer*innen operationalisieren die Befunde und überführen sie in ein Raster zur Beobachtung von inklusivem Unterricht. Das Raster kommt schließlich bei Videoanalysen und Unterrichtshospitationen zum Einsatz. Das Seminar wurde hinsichtlich verschiedener Variablen wie inklusionsbezogenen Einstellungen und bildungswissenschaftlichem Wissen positiv evaluiert.This article presents the conceptualization of an interdisciplinary video-based seminar implemented in teacher education at university. The seminar aims at promoting students’ professional vision of teaching in inclusive classrooms. As a first step towards this goal, students map out and reflect on their subjective theories about what they consider high quality teaching in inclusive classrooms, which may contradict findings from educational and psychological research. To highlight different disciplinary perspective on high quality teaching in inclusive classrooms, the seminar explicitly integrates perspectives from school pedagogy, special education, and psychology. Next, these perspectives are used to develop a grid helping students to systematically observe teaching in inclusive classrooms. Finally, the grid is used in video analyses and real-life observations of inclusive classrooms. The evaluation of the seminar showed positive changes with regard to several variables such as attitudes towards inclusive education and educational knowledge