Wirksamkeit von Lehrerbildung - Biografiemanagement und Kompetenzentwicklung in der dreiphasigen Lehrerbildung

Ziel des Projekts war die Gewinnung von Datenbasen über eine Längsschnittstudie zu Studien- und Berufswahlmotiven, Studienerwartungen, Handlungsfeldvorstellungen, Kompetenzen und Selbstkonzept bei Lehramtsstudierenden. Darauf aufbauend wurden qualitative und quantitative Instrumente zur Überprüfung und gegebenenfalls Korrekturempfehlungen von Berufswahlentscheidungen, Beratungs- und Coachinginstrumente entwickelt sowie Kriterien für die organisatorische, hochschuldidaktische und inhaltliche Gestaltung der Lehrerbildung gewonnen

The emerging role of insulin-like growth factor 1 receptor (IGF1r) in gastrointestinal stromal tumors (GISTs)

Recent years have seen a growing interest in insulin-like growth factor 1 receptor (IGF1R) in medical oncology. Interesting data have been reported also on IGF1r in gastrointestinal stromal tumors (GISTs) especially in children and in young adult patients whose disease does not harbour mutations on KIT and PDGFRA and are poorly responsive to conventional therapies. However, it is too early to reach conclusions on IGF1R as a novel therapeutic target in GIST because the receptor's biological role is still to be defined and the clinical significance in patients needs to be studied in larger studies. We update and comment the current literature on IGF1R in GISTs and discuss the future perspectives in this promising field

Subthalamic nucleus deep brain stimulation in elderly patients – analysis of outcome and complications

BACKGROUND: There is an ongoing discussion about age limits for deep brain stimulation (DBS). Current indications for DBS are tremor-dominant disorders, Parkinson's disease, and dystonia. Electrode implantation for DBS with analgesia and sedation makes surgery more comfortable, especially for elderly patients. However, the value of DBS in terms of benefit-risk ratio in this patient population is still uncertain. METHODS: Bilateral electrode implantation into the subthalamic nucleus (STN) was performed in a total of 73 patients suffering from Parkinson's disease. Patients were analyzed retrospectively. For this study they were divided into two age groups: group I (age <65 years, n = 37) and group II (age ≥ 65 years, n = 36). Examinations were performed preoperatively and at 6-month follow-up intervals for 24 months postoperatively. Age, UPDRS motor score (part III) on/off, Hoehn & Yahr score, Activity of Daily Living (ADL), L-dopa medication, and complications were determined. RESULTS: Significant differences were found in overall performance determined as ADL scores (group I: 48/71 points, group II: 41/62 points [preoperatively/6-month postoperatively]) and in the rate of complications (group I: 4 transient psychosis, 4 infections in a total of 8 patients, group II: 2 deaths [unrelated to surgery], 1 intracerebral hemorrhage, 7 transient psychosis, 3 infections, 2 pneumonia in a total of 13 patients), (p < 0.05). Interestingly, changes in UPDRS scores, Hoehn & Yahr scores, and L-dopa medication were not statistically different between the two groups. CONCLUSION: DBS of the STN is clinically as effective in elderly patients as it is in younger ones. However, a more careful selection and follow-up of the elderly patients are required because elderly patients have a higher risk of surgery-related complications and a higher morbidity rate

PTPA variants and impaired PP2A activity in early-onset parkinsonism with intellectual disability

The protein phosphatase 2A complex (PP2A), the major Ser/Thr phosphatase in the brain, is involved in a number of signalling pathways and functions, including the regulation of crucial proteins for neurodegeneration, such as alpha-synuclein, tau and LRRK2. Here, we report the identification of variants in the PTPA/PPP2R4 gene, encoding a major PP2A activator, in two families with early-onset parkinsonism and intellectual disability. We carried out clinical studies and genetic analyses, including genome-wide linkage analysis, whole-exome sequencing, and Sanger sequencing of candidate variants. We next performed functional studies on the disease-associated variants in cultured cells and knock-down of ptpa in Drosophila melanogaster. We first identified a homozygous PTPA variant, c.893T&gt;G (p.Met298Arg), in patients from a South African family with early-onset parkinsonism and intellectual disability. Screening of a large series of additional families yielded a second homozygous variant, c.512C&gt;A (p.Ala171Asp), in a Libyan family with a similar phenotype. Both variants co-segregate with disease in the respective families. The affected subjects display juvenile-onset parkinsonism and intellectual disability. The motor symptoms were responsive to treatment with levodopa and deep brain stimulation of the subthalamic nucleus. In overexpression studies, both the PTPA p.Ala171Asp and p.Met298Arg variants were associated with decreased PTPA RNA stability and decreased PTPA protein levels; the p.Ala171Asp variant additionally displayed decreased PTPA protein stability. Crucially, expression of both variants was associated with decreased PP2A complex levels and impaired PP2A phosphatase activation. PTPA orthologue knock-down in Drosophila neurons induced a significant impairment of locomotion in the climbing test. This defect was age-dependent and fully reversed by L-DOPA treatment. We conclude that bi-allelic missense PTPA variants associated with impaired activation of the PP2A phosphatase cause autosomal recessive early-onset parkinsonism with intellectual disability. Our findings might also provide new insights for understanding the role of the PP2A complex in the pathogenesis of more common forms of neurodegeneration.</p

Effects of auditory stimuli on electrical activity in the brain during cycle ergometry

© 2017 The Authors. The present study sought to further understanding of the brain mechanisms that underlie the effects of music on perceptual, affective, and visceral responses during whole-body modes of exercise. Eighteen participants were administered light-to-moderate intensity bouts of cycle ergometer exercise. Each exercise bout was of 12-min duration (warm-up [3 min], exercise [6 min], and warm-down [3 min]). Portable techniques were used to monitor the electrical activity in the brain, heart, and muscle during the administration of three conditions: music, audiobook, and control. Conditions were randomized and counterbalanced to prevent any influence of systematic order on the dependent variables. Oscillatory potentials at the Cz electrode site were used to further understanding of time–frequency changes influenced by voluntary control of movements. Spectral coherence analysis between Cz and frontal, frontal-central, central, central-parietal, and parietal electrode sites was also calculated. Perceptual and affective measures were taken at five timepoints during the exercise bout. Results indicated that music reallocated participants' attentional focus toward auditory pathways and reduced perceived exertion. The music also inhibited alpha resynchronization at the Cz electrode site and reduced the spectral coherence values at Cz–C4 and Cz–Fz. The reduced focal awareness induced by music led to a more autonomous control of cycle movements performed at light-to-moderate-intensities. Processing of interoceptive sensory cues appears to upmodulate fatigue-related sensations, increase the connectivity in the frontal and central regions of the brain, and is associated with neural resynchronization to sustain the imposed exercise intensity.Coordination for the Improvement of Higher Education Personnel (CAPES)

Wissenschaftsforschung und Wissenschaftstheorie (in) der Erziehungswissenschaft: empirische und/oder normative Grundlagenforschung?

Welche Stellung die Kommission Wissenschaftsforschung in der Sektion Allgemeine Erziehungswissenschaft haben kann und welche "Beitragsleistungen" sie zu ihr wird liefern können, hängt auch vom epistemologischen und methodologischen Selbstverständnis der Kommission ab. Dieses innerhalb der Kommission nicht konfliktfrei verhandelte Selbstverständnis hat sich in der Geschichte der Kommission verändert. War das Selbstverständnis anfänglich von der Aufgabe geprägt, der Erziehungswissenschaft - d.h. deren heterogenen Teildisziplinen - theoretische und methodische Identitäts- und praxisbezogene Sinnangebote (normative Identitäts- und Sinnstiftungsfunktion) zu machen, so steht - im Nachvollzug von Entwicklungen in der Allgemeinen Wissenschaftstheorie (Historisierung, Pragmatisierung, Kontextualisierung) - gegenwärtig eine deskriptive und analytische Aufgabe im Zentrum des Selbstverständnisses. Die Kommission sieht ihre Aufgabe in der deskriptiven Beobachtung und analytischen Reflexion des kognitiven, sozialen und institutionellen "Systems Erziehungswissenschaft". Sie kombiniert hierzu Fragestellungen, Methoden und Theorieansätze aus den das Terrain erziehungswissenschaftlicher Wissenschaftsforschung absteckenden Gebieten der Wissenschaftstheorie, Wissenschaftsgeschichte, Wissenschaftspolitik, Wissenschaftspsychologie, Wissen(schaft)ssoziologie und Wissenschaftsethik. (DIPF/Orig.)The role which the Commission for Social Studies of Science can fulfil for the Section General Education Theory and the "service" which it can provide for this section depends on the epistemological and methodological self-identity of this commission. This self- identity, which is always negotiated and rarely uncontroversial, has changed during the history of the commission. Originally, this self-identity was determined by the task of providing the heterogeneous sub- disciplines of Educational Science a theoretical and methodological meaning related to normative concepts of identity and practice. Today the focal point of this self- identity - following developments in the philosophy of science (historization, pragmatization, contextualization) - make up descriptive and analytical tasks. The Commission understands its task as a descriptive observation and an analytical reflection on the cognitive, social and institutional dimensions of a \u27system of educational science\u27. Research questions, methods and theoretical approaches from the fields of philosophy of science, history of science, politics of science, psychology of science, sociology of science and knowledge, and ethics of science are combined in this research field. (DIPF/Orig.

Unterschiedliche Professionalitäten und Organisationen als Herausforderung der Kooperation: Befragung von Lehrer(inne)n, Schüler(inne)n, Eltern und Sozialarbeiter(inne)n in konkreten Schulsozialarbeitsprojekten

2003 führten die Autoren eine Repräsentativerhebung zur Schulsozialarbeit an Allgemeinbildenden Schulen (Hauptschulen (HS), Realschulen (RS) und Grundschulen (GS)) in einem bayerischen Landkreis D in Form einer standardisierten schriftlichen Befragung von Lehrer , Rektoren, Eltern und Schülern durch. Parallel wurden qualitative Interviews mit den vor Ort tätigen pädagogischen Fachkräften durchgeführt. Die Ergebnisse dieser Studie werden erstmals in diesem Artikel in Teilauszügen anonymisiert vorgestellt. Differente Berufsverständnisse und Organisationsstrukturen von Sozialer Arbeit und Schule erschweren die Zusammenarbeit im pädagogischen Sektor. Zugleich verschieben sich die Grenzen der jeweiligen Zuständigkeiten und Aufgabenprofile. Hierdurch entstehen Spannungsfelder in der praktischen Arbeit der Akteure, welche um passende und zieldienliche ooperationsverhältnisse ringen. Die Notwendigkeit von Kooperationsmodellen zwischen Sozialer Arbeit und Schule im Dienste einer nachhaltigen Gestaltung der Zukunftschancen von Kindern und Jugendlichen ist mittlerweile weitestgehend unstrittig. Gleichzeitig besteht Bedarf, den Diskurs um gemeinsame professionelle Leitorientierungen, Handlungsmaximen und methodische Verfahren zu konkretisieren und fortzuführen. Der vorliegende Band bereitet theoretische Diskurslinien auf und bietet Impulse für die Handlungspraxis im Kooperationsfeld Schule - Soziale Arbeit. der Beitrag fasst die Ergebnisse einer empirischen Studie zusammen, die als Kooperationsprojekt zwischen der Katholischen Universität und der Universität Passau entstanden ist

Schulsozialarbeit/Jugendsozialarbeit an Schulen im virtuellen Raum – LehrerInnen und SozialpädagogInnen studieren „online“

Der Text beschreibt die Grundkonzeption eines virtuellen Seminar zur Schulsozialarbeit, das im Rahmen eines gemeinsames Projektes der Katholischen Universität und der Universität Passau entstanden ist