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Fragestellung Spontanheilungen von Rupturen des vorderen Kreuzbandes (VKB) wurden wiederholt mittels MRT beschrieben. In grundlegenden tierexperimentellen Untersuchungen wird geschlussfolgert, dass es keine Regeneration gäbe. Die Morphologie der Spontanheilung des VKB wurde im Tiermodell des Kaninchens untersucht. Methoden 32 männliche Kaninchen wurden medial arthrotomiert und das VKB durchtrennt. Die Durchtrennung erfolgte unter Sicht mittels Nr. 15 Skalpell, zusätzlich wurde die vollständige Trennung der Stümpfe durch mehrfache Instrumentenpassage kontrolliert. Eine Resektion von Fasern erfolgte nicht. Je 8 Tiere wurden 2, 4, 8 und 12 Wochen nach dem Eingriff getötet. Die Morphologie der Heilungsverläufe wurde nach Lo et al. [1] klassifiziert, neue Typen der Klassifikation hinzugefügt. Typ B (intrasynoviale Ruptur) und Typ C (knöcherner Ausriss) waren studienbedingt nicht möglich. Die Studie war vom Regierungspräsidium genehmigt. Ergebnisse Die untersuchten Tiere hatten einen unauffälligen postoperativen Verlauf. Bei unterschiedlicher Ausprägung hatten alle Tiere makroskopisch eine Knorpelschädigung. Nach chirurgischer Durchtrennung waren die VKBenden durchschnitten (mop ended Typ A). Dieser Typ wurde bei der Dissektion nicht mehr vorgefunden. Die VKBstümpfe waren bei Dissektion: retrahiert (Typ D), mit dem hinteren Kreuzband verwachsen (E), resorbiert (F), miteinander verbunden = narbengeheilt (G), oder es lag eine Kombination (H) verschiedener Typen vor. Als neue Typen wurden Verwachsungen mit dem Meniskus (I) oder mit der Gelenkkapsel bzw. dem Fettkörper (K) beschrieben. Die VKBstümpfe waren gering (G 1 = 7), deutlich (G2 = 3 bzw. 4 insges. bei zusätzlicher Verwachsung mit dem Innenmeniskus) oder hypertroph (G 3 = 3) miteinander verwachsen. [Tab. 1] Schlussfolgerungen Der VKBriss führt häufig zur Kniegelenksinstabilität und Osteoarthrose. Nach Durchtrennung des VKB wird in Studien der Osteoarthroseforschung im Kaninchenmodell der Befund nie detailliert. In einem systematischen Vergleich der Regenerationsfähigkeit von partiell und komplett durchtrennten VKBs fanden Hefti et al. [2] weder bei skeletall unreifen noch bei jungen erwachsenen Kaninchen eine Regeneration nach kompletter Durchtrennung. Sie berichteten als Regelfall die Resorption nach 3 Monaten, in 2 Fällen Verwachsungen mit dem hinteren Kreuzband. Die hier berichteten Daten sind im Gegensatz zu Hefti's Untersuchungen. Sie stimmen aber gut mit humanen MRT-Untersuchungen und Arthroskopien nach Kreuzbandverletzungen überein. Das VKB versucht durch Verwachsung eine Heilung der VKBstümpfe zu erzielen oder Anschluss an andere Kniegelenksstrukturen zu gewinnen. Somit besteht auch im Tiermodell des Kaninchens eine gewisse Spontanheilungsaktivität des VKB, deren biomechanische Stabilität allerdings oft unzureichend erschien. Eine Kniegelenksarthrose entwickelte sich in den untersuchten Gelenken.
Teaching information literacy: substance and process This presentation explores the concept of information literacy within the broader context of higher education. It argues that, certain assertions in the library literature notwithstanding, the concepts associated with information literacy are not new, but rather very closely resemble the qualities traditionally considered to characterize a well-educated person. The presentation also considers the extent to which the higher education system does indeed foster the attributes commonly associated with information literacy. The term information literacy has achieved the immediacy it currently enjoys within the library community with the advent of the so-called "information age" The information age is commonly touted in the literature, both popular and professional, as constituting nothing short of a revolution. Academic librarians and other educators have of course felt called upon to make their teaching reflect both the growing proliferation of information formats and the major transformations affecting the process of information seeking. Faced with so much novelty and uncertainty, it is no surprise that many have felt that these changes call for a revolution in teaching. It is within this context that the concept of information literacy has flourished. It is argued in this presentation, however, that by treating information literacy as an essentially new specialty that owes much of its importance to the plethora of electronic information, we risk obscuring some of the most fundamental and enduring educational values we should be imparting to our students. Much of the literature on information literacy assumes - rather than argues - that recent changes in the way we approach education are indications of progress. Indeed, much of the self-narrative that institutions produce (in bulletins, mission statements, web sites, etc.) endorses an approach to education that will result in lifelong learners who are critical consumers of information. After critically examining the degree to which such statements of educational approach reflect reality, this presentation concludes by considering the effects of certain changes in the culture of higher education. It considers particularly the transformation - at least in North America - of the traditional model of higher education as a public good to a market-driven business model. It poses the question of whether a change of this significance might in fact detract from, rather than promote, the development of information literate students.
Using faculty-librarian partnerships to ensure that students become information fluent in the 21st century In the 21st century educators in partnership with librarians must prepare students effectively for productive use of information especially in higher education. Students will need to graduate from universities with appropriate information and technology skills to enable them to become productive citizens in the workplace and in society. Technology is having a major impact on society; in economics e-business is moving to the forefront; in communication e-mail, the Internet and cellular telephones have reformed how people communicate; in the work environment computers and web utilizations are emphasized and in education virtual learning and teaching are becoming more important. These few examples indicate how the 21st century information environment requires future members of the workforce to be information fluent so they will have the ability to locate information efficiently, evaluate information for specific needs, organize information to address issues, apply information skillfully to solve problems, use information to communicate effectively, and use information responsibly to ensure a productive work environment. Individuals can achieve information fluency by acquiring cultural, visual, computer, technology, research and information management skills to enable them to think critically.
Information literacy is a mosaic of attitudes, understandings, capabilities and knowledge about which there are three myths. The first myth is that it is about the ability to use ICTs to access a wealth of information. The second is that students entering higher education are information literate because student centred, resource based, and ICT focused learning are now pervasive in secondary education. The third myth is that information literacy development can be addressed by library-centric generic approaches. This paper addresses those myths and emphasises the need for information literacy to be recognised as the critical whole of education and societal issue, fundamental to an information-enabled and better world. In formal education, information literacy can only be developed by infusion into curriculum design, pedagogies, and assessment.
Navigating information, facilitating knowledge: the library, the academy, and student learning
(2004)
Understanding the nature and complementarity of the phenomena of information and knowledge lend not only epistemological clarity to their relationship, but also reaffirms the place of the library in the academic mission of knowledge transfer, acquisition, interpretation, and creation. These in turn reassert the legitimacy of the academic library as necessary participant in the teaching enterprise of colleges and universities. Such legitimacy induces an obligation to teach, and that obligation needs to be explored and implemented with adequate vigor and reach. Librarians and the academy must, however, concede that the scope of the task calls for a solution that goes beyond shared responsibilities. Academic libraries should assume a full teaching function even as they continue their exploration and design of activities and programs aimed at reinforcing information literacy in the various disciplines on campus. All must concede that need for collaboration cannot provide grounds for questioning the desirability of autonomous teaching status for the academic library in information literacy education
Course management software : supporting the university’s teaching with technology initiatives
(2004)
An increasingly important element of the teaching with technology activities at Northwestern University is the course management system, a web-based class communication and administration environment. The usage growth of the system is substantial and amplifies the need for integration with other web services and resources. Integration is particularly material in area of library services. This presentation contains a case study of Northwestern University's implementation of its course management system software and highlights examples of how the system is being used to enhance the teaching and learning. A description of the integration efforts with library resources is provided. The goal of the presentation is to equip librarians with the basic knowledge required to engage with their colleagues in conversations surrounding the nature of integration of these systems within the teaching and learning landscapes of their home institutions.