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Mit 85 Abbildungen nach Originalskizzen von Dr. Finsch, gezeichnet von M. Hoffmann und A. von Roessler, und 6 Kartenskizzen ; Hierzu ein einzeln Käuflicher "Ethnologischer Atlas, Typen aus der Steinzeit Neu-Guineas", 24 lithogr. Tafeln nach Originalen gezeichnet von O. und E. Finsch ; Mit erklärendem Text = Exploring cruises of the "Samoa" by Dr. O. Finsch : Ethnological Atlas, Types from the stone age of New-Guinea, in 154 Illustrations, engraved on 24 tables, drawn from originals by O. E. Finsch ; With explanatory text = Voyages du docteur O. Finsch au bord du "Samoa" : Atlas ethnologique ; Types de l'époque de la pierre taillée dans la Nouvelle- Guinée ; 154 figures sur 24 planches lithographiées, dessinées d'apres les originaux par O. et E. Finch ; Avec texte explicatif
Tagungsübersicht im Auftrag der Veranstalter: Ordnungen des Sehens. Innovationsfelder der kunsthistorischen Niederlandeforschung. Internationale Konferenz des Arbeitskreises Niederländische Kunst- & Kulturgeschichte e.V. (ANKK) in Zusammenarbeit mit dem Kunsthistorischen Institut der Goethe-Universität, Frankfurt am Main und dem Städel Museum, Frankfurt am Main, 30.09. - 02.10.2011
Die Meteor Expedition M70 erforscht spezielle Tiefenwasserökosysteme am Meeresboden von submarinen Bergen und den Kontinentalrändern des zentralen und östlichen Mittelmeers. Im Rahmen des EU Projekts HERMES werden bathyale Korallenökosysteme im westlichen Tyrrhenischen Meer, dem Ionischen Meer sowie der südlichen Adria untersucht (Fahrtabschnitt M 70/1 unter Leitung Prof. Dr. A. Freiwald). Anschließend werden erst kürzlich entdeckte Ökosysteme an Methanquellen des tiefen Nilfächers in einer gemeinsamen Aktivität des ESF EUROCORES-Projekts MEDIFLUX und des deutschen Geotechnologien-Projekts MUMM II erforscht (Fahrtabschnitt M 70/2 unter Leitung Prof Dr. A. Boetius). Schließlich stehen Prozesse von submarinen Fluidzirkulation an Gas- und Fluidaustritten vor Israel und an den "Anaximander Seebergen" südlich der Türkeiküste im Fordergrund der Forschung (Fahrtabschnitt M70/3 unter Leitung von Prof. Dr. G. Bohrmann). Die Reise wird am 24.09.2006 in La Valetta (Malta) beginnen und am 09.12.2006 in Limassol (Zypern) enden.
Razina pročišćenosti alogenoga koštanog bloka = Variant purification of an allogeneic bone block
(2017)
Svrha: Ovaj kratak tekst izvještava o histološkoj analizi sastava komercijalno raspoloživih alogenih koštanih blokova Maxgraft®. Materijali i metode: Na temelju objavljenih histoloških metoda prazni uzorci alogenih koštanih blokova Maxgraft® dekalcificirani su, dehidrirani i uloženi u parafin prije histološkog i histokemijskog bojenja. Nakon toga na prerezima su se procjenjivala obilježja materijala, poput strukture koštanoga matriksa i druge komponente, uključujući kolagen ili stanice/stanične ostatke. Rezultati: Uočeno je da ovi koštani blokovi imaju trabekularnu strukturu s lamelarnom podorganizacijom. Dodatno su nađeni i stanični ostatci unutar lakuna osteocita i na vanjskim površinama trabekula zajedno s ostatcima intertrabekularnog masnog i vezivnog tkiva, te kolagene strukture, vezivno-tkivne stanice i stanični ostatci. Zaključak: U skladu s dosadašnjim istraživanjima, podatci iz ovoga teksta pokazuju da neke od certificiranih tehnika pročišćavanja ne omogućuju proizvodnju alogenog materijala bez organskih stanica i tkivnih komponenata.
Background: There is general consensus that the organizational and administrative aspects of academic study programs exert an important influence on teaching and learning. Despite this, no comprehensive framework currently exists to describe the conditions that affect the quality of teaching and learning in medical education. The aim of this paper is to systematically and comprehensively identify these factors to offer academic administrators and decision makers interested in improving teaching a theory-based and, to an extent, empirically founded framework on the basis of which improvements in teaching quality can be identified and implemented.
Method: Primarily, the issue was addressed by combining a theory-driven deductive approach with an experience based, “best evidence” one during the course of two workshops held by the GMA Committee on Personnel and Organizational Development in Academic Teaching (POiL) in Munich (2013) and Frankfurt (2014). Two models describing the conditions relevant to teaching and learning (Euler/Hahn and Rindermann) were critically appraised and synthesized into a new third model. Practical examples of teaching strategies that promote or hinder learning were compiled and added to the categories of this model and, to the extent possible, supported with empirical evidence.
Based on this, a checklist with recommendations for optimizing general academic conditions was formulated.
Results: The Frankfurt Model of conditions to ensure Quality in Teaching and Learning covers six categories: organizational structure/medical school culture, regulatory frameworks, curricular requirements, time constraints, material and personnel resources, and qualification of teaching staff. These categories have been supplemented by the interests, motives and abilities of the actual teachers and students in this particular setting. The categories of this model provide the structure for a checklist in which recommendations for optimizing teaching are given.
Conclusions: The checklist derived from the Frankfurt Model for ensuring quality in teaching and learning can be used for quality assurance and to improve the conditions under which teaching and learning take place in medical schools.
Vorwort zur Sektion der Gastherausgeberin Andrea Gremels