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Entre as diversas perspectivas de pesquisa em educação, a Hermenêutica Objetiva se destaca hoje, na Alemanha, como uma das mais difundidas e reconhecidas abordagens da pesquisa sociológica qualitativa. O estágio de pós-doutorado realizado na Faculdade de Ciências da Educação - Instituto de Formação de Professores de Nível Secundário - da Universidade Johann Wolfgang Goethe em Frankfurt am Main foi uma das ações decorrentes do intercâmbio acadêmico firmado entre dois grupos de pesquisa, o "Teoria Crítica e Educação" (UFSCar - Brasil) e o "Reconstrução Pedagógica do Ensinar" (Universidade de Frankfurt - Alemanha). A partir dos conceitos que fundamentam o processo pedagógico (educação, instrução e formação), e da formulação de uma teoria pedagógica com base empírica, operada com o referencial teórico epistemológico da Hermenêutica Objetiva, o artigo aborda a situação atual da formação política nas escolas públicas alemãs. Como resultados, três aspectos gerais se destacam: 1) As análises sobre a metodologia da Hermenêutica Objetiva apontam a pertinência desse tipo de investigação na Educação, se o propósito for evidenciar os aspectos imanentes do processo pedagógico; 2) As reformas recentes na política educacional alemã indicam o processo de instrumentalização do ensino e o empobrecimento da formação em termos sociopolíticos; 3) A reconstrução empírica das aulas de política no ensino público alemão evidencia a superficialidade do conhecimento, o autoritarismo pedagógico, as práticas pedagógicas pseudo-democráticas; além da instrumentalização e judicialização da política, como temática de ensino.
The focus of this contribution is on the mode of capitalism within the industrialized sectors of "emerging markets". Particularly in the context of the rise of the BRIC (Brazil, Russia, India and China) this question has gained considerable importance, also for the development of the world economy as a whole. The core question is whether the type of capitalism within these economies is similar to the capitalist variety of the triad, or diverges in more or less permanent ways. The article gives a preliminary answer to this question, by developing a rough sketch of a "BRIC" model of capitalism and illustrating this model with the case of Brazil. In terms of theory, the article extends the Comparative Capitalism (CC) perspective to the BRICs. On the one side, the focus is on the classical questions of CC, i.e. the determinants of economic development and the differences to other types of capitalism, on the other side the relationship between these varieties and social inequality. It argues that the "state-permeated market economies" of the BRICs rely on clans as a mode of social coordination. As demonstrated by the case of Brazil, this type of capitalism can be quite successful, but is based on a highly unequal distribution of economic and political resources.
The contributions of Korean and Taiwanese authors to the many and varied formulations of interwar pan-Asianism have so far remained a relatively unexplored subject of scholarly research, despite an unbroken interest in the trajectory of state-based Japanese pan-Asianism. Focusing on Korean students and independence activists, this article discusses alternative configurations of regional unity and solidarity that emanated from the interactions among Korean, Taiwanese, and other Asian actors who resided in Tokyo during the 1910s and 1920s. When the ethnic-nationalist interpretations of the Wilsonian principle of self-determination failed to materialize, a portion of anti-colonial activists in Asia began to emphasize the need for solidarity by drawing on what they perceived as traditional and shared “Asian” values. While challenging the Western-dominated international order of nation-states that perpetuated imperialism, such notions of Asian solidarity at the same time served as an ideology of liberation from Japanese imperialism. Examining journals published by Korean students and activists, including The Asia Kunglun, this article adds another layer to the history of pan-Asianism from below, a perspective that has often been neglected within the larger context of scholarship on pan-Asianism and Japanese imperialism in Asia.
Orientation-selective DEER (Double Electron-Electron Resonance) measurements were conducted on a series of rigid and flexible molecules containing Cu(II) ions. A system with two rigidly held Cu(II) ions was afforded by the protein homo-dimer of copper amine oxidase from Arthrobacter globiformis. This system provided experimental DEER data between two Cu(II) ions with a well-defined distance and relative orientation to assess the accuracy of the methodology. Evaluation of orientation-selective DEER (os DEER) on systems with limited flexibility was probed using a series of porphyrin-based Cu(II)–nitroxide and Cu(II)–Cu(II) model systems of well-defined lengths synthesized for this project. Density functional theory was employed to generate molecular models of the conformers for each porphyrin-based Cu(II) dimer studied. Excellent agreement was found between DEER traces simulated using these computed conformers and the experimental data. The performance of different parameterised structural models in simulating the experimental DEER data was also investigated. The results of this analysis demonstrate the degree to which the DEER data define the relative orientation of the two Cu(II) ions and highlight the need to choose a parameterised model that captures the essential features of the flexibility (rotational freedom) of the system being studied.
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.
Following up on earlier investigations, the present paper analyzes construct validity of the impostor phenomenon. It examines the question whether the impostor phenomenon is a homogeneous construct or whether different types of persons with impostor self-concept can be distinguished on the basis of related characteristics. The study was conducted with professionals in leadership positions exhibiting a pronounced impostor self-concept (n = 183). Cluster-analytic procedures indicated the existence of two different types: one group which, in line with the literature (e.g., Clance, 1985), possessed traits classified as fairly unfavorable (“true impostors”) and another group which can be described as largely unencumbered (“strategic impostors”). The present study suggests two types of impostorism: “True” impostors characterized by the negative self-views associated with the construct definition, and more “strategic” impostors who seem to be less encumbered by self-doubt. It is assumed that “strategic impostors” are characterized by a form of deliberate self-presentation. Therefore, the impostor self-concept cannot principally be viewed as a dysfunctional personality style. This distinction should be more carefully considered in further research and in therapeutic interventions.
Autism spectrum disorders (ASD) and attention-deficit/hyperactivity disorder (ADHD) frequently co-occur. The presence of a genetic link between ASD and ADHD symptoms is supported by twin studies, but the genetic overlap between clinically ascertained ASD and ADHD remains largely unclear. We therefore investigated how ASD and ADHD co-aggregate in individuals and in families to test for the presence of a shared genetic liability and examined potential differences between low- and high-functioning ASD in the link with ADHD. We studied 1 899 654 individuals born in Sweden between 1987 and 2006. Logistic regression was used to estimate the association between clinically ascertained ASD and ADHD in individuals and in families. Stratified estimates were obtained for ASD with (low-functioning) and without (high-functioning) intellectual disability. Individuals with ASD were at higher risk of having ADHD compared with individuals who did not have ASD (odds ratio (OR)=22.33, 95% confidence interval (CI): 21.77–22.92). The association was stronger for high-functioning than for low-functioning ASD. Relatives of individuals with ASD were at higher risk of ADHD compared with relatives of individuals without ASD. The association was stronger in monozygotic twins (OR=17.77, 95% CI: 9.80–32.22) than in dizygotic twins (OR=4.33, 95% CI: 3.21–5.85) and full siblings (OR=4.59, 95% CI: 4.39–4.80). Individuals with ASD and their relatives are at increased risk of ADHD. The pattern of association across different types of relatives supports the existence of genetic overlap between clinically ascertained ASD and ADHD, suggesting that genomic studies might have underestimated this overlap.
Erich Oberdorfer (1905-2002)
(2003)
Am 23. September 2002 verstarb nach einem erfüllten Leben Prof. Dr. Dr. h.c. Erich Oberdorfer im Alter von 97 Jahren. Es war ihm vergönnt, im Kreise seiner Familie ruhig einzuschlafen in seinem Haus in Freiburg-St. Georgen. Er konnte noch bis kurz vor seinem Tode geistig rege die Geschicke der Pflanzensoziologie und der Taxonomie der Pflanzen verfolgen. Mit ihm verließ uns einer der letzten Universal-Pflanzensoziologen, der meisterhaft pflanzensoziologisch-pflanzengeographische und floristisch-taxonomische Erkenntnisse zu verbinden wusste.
Bücherschau
(2002)