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Understanding nuclear structure provides essential insights into the properties of atomic nuclei. In this paper, details of the nuclear structure of 129Xe, such as the quadrupole deformation and the nuclear diffuseness, are studied by extensive measurements of anisotropic-flow-related observables in Xe−Xe collisions at a center-of-mass energy per nucleon pair sNN−−−√=5.44 TeV with the ALICE detector at the LHC. The results are compared with those from Pb−Pb collisions at sNN−−−√=5.02 TeV for a baseline, given that the 208Pb nucleus is not deformed. Furthermore, comprehensive comparisons are performed with a state-of-the-art hybrid model using IP-Glasma+MUSIC+UrQMD. It is found that among various IP-Glasma+MUSIC+UrQMD calculations with different values of nuclear parameters, the one using a nuclear diffuseness parameter of a0=0.492 and a nuclear quadrupole deformation parameter of β2=0.207 provides a better description of the presented flow measurements. These studies represent an important step towards a thorough exploration of the imaging power of nuclear collisions at ultrarelativistic energy and the search for the imprint of nuclear structure on various flow observables in heavy-ion collisions at the LHC. The findings demonstrate the potential of nuclear structure studies at the TeV energy scale and highlight that the LHC experiments can complement existing low-energy experiments on nuclear structure studies.
The coherent J/ψ photoproduction cross section is measured for the first time at midrapidity in peripheral to semicentral Pb-Pb collisions at sNN−−−√=5.02 TeV. The centrality differential cross section dσ/dy is reported for the centrality range 40-90%, together with the doubly-differential cross section d2σ/dydpT, extracted in two peripheral centrality classes. The J/ψ mesons are reconstructed in the dielectron channel, in the rapidity interval |y|< 0.9 using the ALICE central barrel detectors. The J/ψ cross section at midrapidity is statistically compatible to the earlier ALICE measurement at forward rapidity and at the same centre-of-mass energy, and shows only a mild centrality dependence over the covered range. Several sets of theoretical calculations taking into account the hadronic overlap in the collisions but ignoring possible final-state effects from a hot expanding medium are found to give a fairly good description of the current measurements within uncertainties.
The ALICE Collaboration reports measurements of the large relative transverse momentum (kT) component of jet substructure in pp and in central and semicentral Pb−Pb collisions at center-of-mass energy per nucleon pair sNN−−−√=5.02 TeV. Enhancement in the yield of such large-kT emissions in central Pb−Pb collisions is predicted to arise from partonic scattering with quasi-particles of the quark-gluon plasma. The analysis utilizes charged-particle jets reconstructed by the anti-kT algorithm with resolution parameter R=0.2 in the transverse-momentum interval 60<pT,ch jet<80 GeV/c. The soft drop and dynamical grooming algorithms are used to identify high transverse momentum splittings in the jet shower. Comparison of measurements in Pb−Pb and pp collisions shows medium-induced narrowing, corresponding to yield suppression of high-kT splittings, in contrast to the expectation of yield enhancement due to quasi-particle scattering. The measurements are compared to theoretical model calculations incorporating jet quenching, both with and without quasi-particle scattering effects. These measurements provide new insight into the underlying mechanisms and theoretical modeling of jet quenching.
This special issue on L1 Teacher Education has generated considerable enthusiasm – it represents the first issue emerging from a new Special Interest Group on L1 Teacher Education in the International Association of Mother Tongue Education. As editors, we found that the articles fall into two groups: Teacher preparation at the university (three articles) followed by teacher practices in the schools. Researchers from three regions – Europe, Australia and the Middle East – wrote the articles that highlight the international and global diversity of L1 educators and education, while nevertheless conducting reflexive dialogue about L1 teaching and learning across national boundaries.
The currency of writing research includes terms with which we believe we are all familiar. But frustration can quickly dominate cross-cultural exchange when the meanings of these apparently obvious terms seem to be just beyond our collective reach. The contribution uses translation theory, linguistic analysis, and educational theory to present key terms apparently shared by academic writing researchers and teachers in France and the United States, but in fact serving as obstacles to understanding because of their culture-specific, discipline-specific or institution-specific uses.
The writing program at Cornell University involves professors from across the disciplines teaching writing courses at each level of students' undergraduate careers. This program undertook an assessment of its effectiveness in the years 2002-2004. The process of creating and carrying out an assessment developed by professors involved in the program is reported, and the assessment results are presented. These results lead the writer to argue for the assessment process itself as a key experience in developing the disciplinary awareness of participating professors, who became involved in deep questioning of what 'good' student writing might be in higher education, and in what relationship to the language practices of each discipline. The assessment project's challenges and benefits support the value of assessment of students' work across disciplines as fundamentally owned by each discipline.
Any overview of the topic of American Research on College Composition for the forty-five year period 1960-2005 is bound to be at a high level of generality and not comprehensive. What follows is a quick guide to some of the main themes that animated this era of composition research, with particular emphasis on the gap between college professors in newly-formed and rapidly growing composition programs who focused upon college-level writers, and more traditional researchers based in colleges of education who focused upon primary and secondary school students. As my survey will show, these two groups of researchers once talked to each other, but over forty-five years gradually drew apart, much to their mutual loss. The college professors of composition studies have tended to conduct qualitative research, while scholars in colleges of education have tended to conduct quantitative research. In one sense, then, my survey is of a loss of coherence, a parting of the ways in which two rich traditions of research flourished but inevitably grew apart.
The study of the role of language activity in higher education in France has been evolving, in the past few years, out of the larger field of ‘la didactique du français,' the field of L1 teaching and theory across all grade levels. This larger frame has provided several themes that are now being explored in higher education writing: language activity as a mode of co-construction of knowledge in school settings rather than a transparent medium, writing, reading and speaking as intimately disciplinary activities, writing as a recursive process, speaking and writing as complementary, and the reconfiguration of the discipline of L1 French as a result of these explorations.
This issue offers a preliminary yet in-depth introduction to research about the teaching and learning of literate activity across the disciplines in higher education in France and the United States: its academic values, educational principles, and genres. The contributing authors represent the forefront of research in each culture; the contributions identify history and evolution, current frames and questions, and a glossary of relevant terms. The issue thus foregrounds convergences across the cultures in terms of the rejection of a "transmission" model of literate activity and a symbiosis between language and disciplinary content. It foregrounds divergences in terms of theoretical frames, disciplines informing the research, and degree of attention paid specifically to higher education. The contributions lay out valuable future research paths.
This paper presents a small-scale study that examines the relationship between spoken and written discourse among master's level teacher candidates at an urban American university. It analyzes the writing of teacher candidates before and after the introduction of a student-centered, group interaction methodology, the Nominal Group Technique. Some of the specific areas assessed are the relationship between what students said in their groups and what they wrote in essays, interaction dynamics among teacher candidates in groups, observer perceptions of group behaviors, and teacher candidates' perceptions of writing performance before and after the intervention. The study also assesses teacher candidates' essays (N = 9) and compares them to the essays of a control group (N = 8). A significant increase in scores is noted from pretest to posttest after the treatment. Reaction to the class experience was largely positive. Pedagogic implications arising from findings are considered together with some tentative pointers toward future research.
This paper describes the current approach to the instruction of Hebrew as a mother-tongue (L1) language based on technological developments and on the relationship between technology and pedagogy. As such, we rely on well-known models of integrating computerized tools and distance learning in the educational system, while emphasizing the potential contribution of these environments to L1 education. At the core of this paper is the combination of linguistic and didactic approaches to L1 teaching that bring together both theoretical and functional aspects of learning and teaching language via a computer. The focus here is on technologically-based L1 learning environments that combine different types of computerized tools within a comprehensive language-learning/teaching system that is designed for facilitating and improving language skills. This system is cognitively motivated, and is modeled on a combination of elements, such as principles of constructivist, social, and active learning. The structural-conceptual framework of this environment complies with principles of both local and global connectivity and hierarchy. For example, at the local level, learning materials are connected through a hypertext structure; at the global level, the entire system is inter-connected, with assignments linked to dictionaries and relevant websites, and the learners themselves connected through email and forums. The teaching/learning processes that take place within this L1 environment are illustrated by examples of both online and offline computerized courses.
This article presents a research project conducted in a class of secondary school (first year) which linked reading, writing and acting. In this project, the teacher attempted to provide a support system for both first and second language acquisition. The idea was to use Greek tales published in a simplified version to look for ideas, vocabulary, routines, in other words what students were able to use when they acted then wrote the text of their own play. This constant back and forth between the oral and written format under the guidance of the expert formed the backbone of the system designed to help them discover a language beyond the daily contacts and a deep displeasure at school. With the help of the adults and of the mediating tools such as literature and acting they were able to collectively write a play that integrated many aspects of written French. In books they discovered worlds beyond their own that they can access when they open and use them. These crucial lessons, not only for students who are considered unable to study with a standard curriculum but also for teachers who are to work with them or similar students, serve to question notions such as creative drama and literacy.
This study conducted in Hong Kong used multiple regression procedures to investigate the relationship between primary school children's reading test scores and the frequency with which forty-two instructional practices were used by their literacy teachers. Analyses were conducted separately for reading in English language and in Chinese (Modern Standard Written Chinese). Subjects comprised 4,329 Cantonese-speaking students (2,157 girls; 2,172 boys) aged approximately 9+ years, and their 256 teachers (129 teachers of English; 127 teachers of Chinese). Results suggest that no single instructional practice was highly correlated with students' reading achievement in English or Chinese, and in fact some practices demonstrated a negative association. However, certain practices, particularly related to the use and nature of resource materials and to assessment strategies, did demonstrate a positive association with reading performance. Similarities and differences between Chinese and English data are discussed.
Based on a comparison between 11 year old students who are monolingual French and bilingual French and Kabyle (one of the Berber languages) our research aims at showing how two specific factors influence understanding narratives: the first is the mode of presentation (oral vs written). It is combined with cultural aspects of the 1st language (from now on L1) in which children have been socialized; the task was a written recall of a Kabyle text. Our results show facilitating effects of the oral mode to access meaning and the positive role played by culture in mediating understanding, hence founding potential solutions to improve literacy in standard French in areas where the cultural diversity in the school population is very often associated with difficulties in learning the school language. Teaching should switch from an ethno-centered model to a multicultural one since to build knowledge requires explaining the symbolic systemic relations languages and cultures have with one another.
In recent years, certain political changes have occurred in the Turkish Cypriot community with the accession of Cyprus to the European Union. Policies and parties in favor of this accession accepted the idea of a united Cyprus; the majority of the Turkish Cypriots (65%) voted in favor of a Cypriot identity. Such political transformations affected education as well. As one of the results of these new policies, a course entitled "Turkish Cypriot Literature" was introduced in schools. In this article we report a study on the ideology, content and instruction of the TCL course. In this study a questionnaire was given to high school teachers and students in order to find out their views about the ideology, content and instruction of the course. In addition, the authors of the TCL literary history were interviewed to gather their views on the content and ideology of the course. This study shows that a new ideology has been accepted by teachers, students and the authors of literary history. According to them the TCL course helps to contribute to the Turkish Cypriot culture and its values. In regard to the content of the TCL course it can be noted that the content of TCL is accepted by both the teachers and the students. However, the authors of the TCL literary history point to the fact that there are deficiencies and irrelevant subjects in the content of the TCL courses. The other research question of the study is to determine the views of the teachers and the students on the way TCL is taught. The teachers and the students are hesitant about the effectiveness of such instruction.
In 1991, the newly elected National Government of New Zealand set in train a major reform of the New Zealand national curriculum and, a little later, a major reform of the New Zealand qualifications system. These reforms have had a major impact on the construction of English as a subject in New Zealand secondary schools, and the work and professional identity of teachers. This article uses as a basis for analysis a framework which posits four paradigms for subject English and proceeds to examine the current national English curriculum in New Zealand for its underlying discourses. In specific terms, it explores questions of partition and progression, and terminology. In respect of progression, it argues that the current curriculum has imposed a flawed model on teachers and students, in part because of its commitment to the assignment of decontextualised outcomes statements ('achievement objects') to staged levels of student development (levels). It also argues that much of the terminology used by the document has had a negative impact on metalinguistic classroom practice. Finally, while it views the national English curriculum as a discursively mixed bag, it notes an absence of critical discourses and a tendency, in recent qualifications reforms, to construct English teachers as technicians and the subject as skills-based.
This issue of L1 – Educational Studies in Language and Literature is the largest single issue we have produced since our introduction in 2000. Containing seven articles, it covers a range of L1 issues: reform movements, the role of literature, culture and multiculturalism in L1, literacy, technology, reading comprehension and the role of oral and written language in L1 Teacher Education. Authors represent a similar diverse national scope: New Zealand, North Cyprus, France, USA, Hong Kong and Israel. The issue reflects the sentiments expressed in our IAIMTE Conference 2007 theme in Exeter, UK: "Crossing Cultural Boundaries." It represents both the diversity in the field and the simultaneous opportunity to speak to a wide range of critical L1 issues between the covers of a single copy of the journal.
In France, literature has been for a long time the basis for the teaching of French as mother tongue. Today, however, its role and position are being questioned because of both empirical difficulties linked with its daily teaching and disciplinary changes in French didactics. Its formerly obvious use is now giving way to doubts. While some firmly stick to their old positions, as expressed in press pamphlets and media discussions (« C'est la littérature qu'on assassine rue de Grenelle », Le Monde, 4 March, 2000), others try to « remodel » the teaching of French in redefining the functions of its various components (literature ranging at the top) and in finding new ways to link them. These are the issues at stake in the current debate that we hope to clarify through an analysis of the Education Ministry's new instructions on secondary teaching.
In Portugal, the last decade has been characterised by important reforms in the educational system particularly of secondary education. The Portuguese Language Area, comprising different subjects, was submitted to deep changes concerning its aims, content, methodologies, and assessment. In this paper, it is my purpose to analyse some of those changes, focusing on their underlying principles, their main features and their impact both in the pedagogic field and in the public sphere. I consider firstly the political and educational circumstances in which the reconfiguration of the Portuguese Language Area in secondary education took place. Then, I proceed to describe the main features of the official pedagogic discourse that gives expression to such reconfiguration through an examination of the Portuguese Language Syllabus. After that, school textbooks are focused on, in order to understand how they interpret the official discourse and how they conceive pedagogic practice. Subsequently, as a means to capture continuities and discrepancies between pedagogic and public spheres, the analysis deals with a corpus of texts from the media that give voice to positions concerning the teaching of Portuguese. In the last section, according to the analysis previously developed, I discuss the tensions that lie across the Portuguese Language Area and that will probably regulate the directions of its development.
This article reports on some commonalities among the eight education systems in Australia in terms of mother-tongue education. It discusses the context in which mother-tongue education is conducted in Australia, in particular the "competition" to English-as-discipline that comes from "literacy" and from a growing trend towards inter-disciplinary, cross-curricular education.
The new high school Chinese language curriculum in Hong Kong (2002) calls for the integration of literature after more than two decades of emphasis on language skills learning. However, many language teachers do not really know how to incorporate literature instruction into a language class and rely heavily on textbooks. The textbook becomes the "hidden teacher", guiding the content of learning, the sequence of teaching and the approaches to learning. Few teachers investigate the learning tasks designed by material writer(s) and question the nature of these tasks, or the underpinning pedagogy. This article reports on a survey of three sets of commonly used Chinese language textbooks in terms of the structure of learning units and the design of learning tasks for literary texts.
Considered as both the salvation of the educational system and the main agent in the failure of the schooling process, mother tongue education in Brazil is a battlefield between the traditional or grammatical paradigm and the socio-interactionist paradigm. The battle occurs on several fronts from academy to textbook to law, and those who defend the socio-interactionist paradigm are winning most of them. However, the imminent victory of this paradigm can be problematic. The new paradigm needs to consider its excessive pragmatism and utilitarianism, among other difficulties, beyond the classroom. The socio-interactionist paradigm also needs to prove that it is capable of success in an area in which failure seems to be the rule, as shown by institutional evaluations of mother tongue education.
This contribution attempts a partial synthesis of a large international study (Collès, Dufays & Maeder 2003), which explores the teaching and learning of Romance languages in France, French Belgium, French Switzerland and Quebec. Each author analysed in their country or region the official instructions related to primary and secondary school and the plans of action related to teachers' training. All dealt with the same questions. Considering those data, the analysis here focuses particularly on the section of the report concerning the teaching and learning of literature in French mother tongue lessons. Specifically, I address three questions:
1. Over the last 50 years, what place and value has been given to literature in the official programs for primary and secondary schools in the 4 countries or regions, compared to the other subjects considered as part of teaching French?
2. What are today's prescriptions as far as literature is concerned? In relation to the contemporary debate between different paradigms, is literature first handled in terms of skills or in terms of knowledge? Which values are these knowledges and skills bound to?
3. What about the teachers' literature training? Are there important changes in this field which might be similar to the changes in the official prescriptions? Where were and are the teachers trained? What were and are the nature of, the level required and the relative weight given to this particular training?
Mother-tongue education curriculum is in a constant state of debate. Indeed, the field may be accurately characterised as polyparadigmatic. We use three specific sets of analyses to discuss the curriculum variety of the field: ten Brinke's classification of dimensions, Matthijssen's rationality theory and Englund's concept of competing meta-discourses. We then conceptualise the field in terms of paradigm competition, specifically discussing academic, developmental, communicative and utilitarian paradigms. We finish with a case study of the historiography of curriculum paradigms in English.
This edition of L1 is devoted to discussion of debates around paradigms of mother tongue education. In this special issue we have sampled contributions from Belgium, Brazil, Hong Kong and Australia that each take up the kinds of arguments which we have tried to capture in our own chapteron paradigm conflict. Each contribution deals with the polyparadigmatic character of mother tongue education and answers the main question of this issue: MTE paradigms – common? competing? coexisting? In editing this edition, what struck us was the remarkable consistency of the debates across a range of cultures, nationalities and languages.
In this paper we propose that hypertext writing at school could have beneficial effects on the acquisition of content knowledge and the acquisition of writing skills compared to linear writing. We view the effects of hypertext writing on writing skills from the perspective of "shared" cognitive activities in writing linear texts and hypertexts. In a pilot study we examined the effects of hypertext writing on writing processes and we related the occurrence of writing processes to the quality of the resulting writing products. We set up this study to identify students' cognitive activities during hypertext and linear writing. We also tried to determine whether hypertext writing could facilitate linear writing. We focused on the most central, distinctive features of linear and hypertext writing. For linear writing, this is a linearization process: i.e., transforming elements of content into linear text. For hypertext writing, this is a hierarchicalization process: converting a linearly presented line of thought into a hierarchical structure. Students (N = 123) from Grades 8 and 9 performed two linearization tasks and two hierarchicalization tasks under think aloud conditions Results showed that Planning and Analyzing activities contributed to the final quality of hypertexts and linear texts, and that these activities were more often elicited in hypertext tasks than in linear writing. We argue that writing hypertexts stimulates the use of writing activities that are positively related to writing proficiency. Moreover, we speculate that creating hypertext writing conditions and optimizing these conditions for different writer/learner styles might be a theoretical and practical challenge for mother tongue teaching.
This paper argues that new digital genres clash with notions of a 'traditional' version of English, as represented in post-16 Advanced Level Literature exam courses in England. This argument is set within the context of an ongoing political imperative to integrate ICT into the school curriculum together with general optimism amongst many English teachers regarding the potential of particular uses of ICT to enhance teaching and learning in aspects of English (Andrews, 2001; Stevens & McGuinn, 2004). The paper focuses on hypertext which has been the subject of some exciting theoretical claims about its value for literary study, ranging from access to searchable databases, texts and research, to democratising the publishing process and changing the relationship between reader, writer and text (Delany & Landow, 1991; Landow, 1994; Joyce, 1996). The paper draws on a case study of an Advanced Level Literature classroom 'design' within the ESRC InterActive Education Project. The class experimented with the use of hypertext as a tool for researching and writing about literature. This revealed the dissonance between the subject culture of English Literature and the subject culture of ICT. Students attempted to negotiate altered reading and writing practices which were not readily compatible with the assessment demands and classroom practices of Advanced Level English Literature. This negotiation involved different levels of student resistance and compliance with the project of integrating technology into English literature study. The paper ends with some speculations about which aspects of 'traditional' English should be retained and valued in an age of information saturation and multimedia hype.
This article presents a case study of the authoring of computer games by two secondary school pupils (a girl and a boy) in an English comprehensive school. The students' work is analysed as examples of multimodal literacy, in which both narrative and ludic aspects of their games are taken into account. The analysis is set in the context of recent debates about media literacy, proposing that game-literacy can be seen as a subset of media literacy; and that full realisation of it will involve game design as well as game-play. The final section of the article considers a written proposal by a 12 year-old boy for a game based on 'The Odyssey', concluding that the conceptual apparatus of game-design offers new ways to approach narrative in schools.
In their out-of-school lives, young people are immersed in rich and complex digital worlds, characterised by image and multimodality. Computer games in particular present young people with specific narrative genres and textual forms: contexts in which meaning is constructed interactively and drawing explicitly on a wide range of design elements including sound, image, gesture, symbol, colour and so on. As English curriculum seeks to address the changing nature of literacy, challenges are raised, particularly with respect to the ways in which multimodal texts might be incorporated alongside print based forms of literacy. Questions focus both on the ways in which such texts might be created, studied and assessed, and on the implications of the introduction of such texts for print based literacies. This paper explores intersections between writing and computer games within the English classroom, from a number of junior secondary examples. In particular it considers tensions that arise when young people use writing to recreate or respond to multimodal forms. It explores ways in which writing is stretched and challenged by enterprises such as these, ways in which students utilise and adapt print based modes to represent multimodal forms of narrative, and how teachers and curriculum might respond. Consideration is given to the challenges posed to teaching and assessment by bringing writing to bear as the medium of analysis of, and response to, multimodal texts.
This article considers the impact on the teaching of writing and the curriculum, of changes in culture associated with mass media and new means of communication such as the internet. It specifically focuses on the implications these changes might have for the ways in which writing is taught and practised in schooling today. The article is based on interviews with three Swedish upper-secondary school mother-tongue teachers and presents their views on how the writing situation has changed for their students. According to the teachers, the curriculum faces challenges from students' access to and use of mass media culture and computer-mediated communications. For example, the teachers reported that students currently are less interested in grammar and spelling, and more interested in images and layout. Students also use what teachers consider to be plagiarism in their methods of communication. The article draws on media ecology to understand these reported changes in the sense that students are seen to develop new media practices involving several media-specific competences (Mackey, 2002) which gives them access to new ways of meaning-making in their acts of reading or writing. It is tentatively claimed that students may thus develop alternative notions of authors as well as texts, which affect their own view of text production in school. Other theoretical frameworks drawn on in the article include Habermas' discussion of how the public and private sphere fuse and Ziehe's (1989) perceptions of teachers as 'relation workers' in increasingly intimate school environments.
This special issue of L1–Educational Studies in Language and Literature focuses on what it means to teach writing in secondary schools in the age of new media. We approach this topic from the understanding hat people worldwide are now operating within a 'changing semiotic landscape' (Kress & van Leeuwen, 1996) that is associated with social, economic and technological change. This changing landscape of communication is affecting not only how we read and write, but also is expanding the range of semiotic modes and media with we habitually engage in order to make meaning, communicate and get things done in the world. Now, for example, in order to be fully literate, people need not only to be able to read and write using language and the technology of pen and paper; they also need to be able to comprehend, design, compose and disseminate multimodal meanings using digital multimedia. The new digital media in turn are dominated by the representation space of the screen (rather than the page), the meaning-making mode of the image, and the multiple and non-linear affordances of electronic hypertext. These developments pose significant challenges for teachers charged with the responsibility of teaching language, literature and communication, and it is to precisely to these challenges that the authors in this special issue turn their attention.
This article is the synthesis of research focused on the history of the Romanian mother tongue language and literature curricula of the second half of the 19th century and the 20th century. The curricula I analysed comprise a history with complex syncopated rhythms, periods of re-constitution and recrystallisation alternating with periods of deconstruction and repression. The changes of rhythm are the result of the dialogue between the institutional policies of the Ministry of Education and the language, literature and education sciences. This dialogue was a positive and constructive one in the periods of socio-cultural and economic evolution of the country and absent or extremely tense during the communist period. The article presents a history of the curricular projects for the study of the Romanian mother tongue language and literature by middle and secondary school pupils.
Many studies note the difficulties experienced by young children in learning deep writing systems (such as English and French) compared to those for which the link between the spoken and the written is shallower (e.g., Spanish and Italian). A large percentage of these studies are focused on English. As such, more research needs to be conducted with other first languages such as French. The present exploratory study seeks to understand the effects of these kinds of linguistic variable, along with the impact (which has received little attention) of instructional factors, on the competencies of first-grade, Frenchlanguage writers. Two kinds of instructional context are examined (integrated approach vs code-oriented approach) in two countries (France and Quebec, Canada). The main findings for invented spelling situations within an integrated-approach framework reveal that French and Quebec pupils construct a more complete view of the writing system. This construction includes both units involving the transcription of phonemes by phonograms and units involving the treatment of inaudible, semiographic information by morphograms.
Linguistic factors and invented spelling in children: The case of French beginners in children
(2007)
Most studies in the field of first writing experiences in kindergarten have focused on the behaviour of young English-language writers (Treiman & Bourassa, 2000). By considering increasingly acknowledged linguistic factors in spelling development (Seymour, Aro & Erskine, 2003), the present study seeks to contribute to existing studies of young French-language children in Europe by examining the case of young French-Canadian writers (North America). Drawing on 202 kindergarten children, this study seeks to provide a better understanding of the impact of linguistic characteristics on the production of graphemes in an invented spelling task involving the writing of six words. Firstly, it analyzes the "word" effect on the participants' capacity to produce the appropriate graphemes to represent the phonological information of words (exhaustiveness of the graphemes). Secondly, there is an analysis of unconventional graphemes in order to identify the causes of the deviation from the expected norm. Generally speaking, the findings support the relevance of taking into account the particularities of written French in the spelling development of young French-language children as well as the constructivist view that deviations from the norm are often indicative of difficulties arising from the nature of the writing system to be learned.
Our aim was to characterise the relationships between literacy practises developed in Portuguese kindergartens and children's conceptualisations about the functions and nature of written language. The participants were 16 kindergarten teachers and 160 five-year-old children—i.e. a 1:10 teacher/child ratio. We developed an observation grid to characterise their literacy practises. It covers two main aspects of the teachers' work: reading, writing and metalinguistic practises (14 items) and ways of supporting children's attempts to read and write (16 items). It was used by two observers who spent two weeks in the kindergartens. The kindergarten teachers were divided into three groups depending on their literacy practises. In order to characterise the children's conceptualisations about written language, in October and May we assessed both their perceptions of the objectives and functions of written language and their invented spelling. The results show that there are close relationships between literacy practises pursued by the three groups of kindergarten teachers and the children's conceptualisations about written language.
This article addresses the conceptualizations of written language held by Mayan children who attend bilingual elementary school. The article's attempt to show the results of psycholinguistic research carried out with Mayan children follows the conviction that school-age Maya speakers play an important role in generating knowledge of literacy proposals in the context of bilingual education. By being in contact with two languages (the native language and Spanish), the Mayan children make precise linguistic reflections on Spanish that allow them to infer principles of the graphic and orthographic system of their own language. This article explains those reflections.
The correlations between event-by-event fluctuations of symmetry planes are measured in Pb−Pb collisions at a centre-of-mass energy per nucleon pair sNN−−−√ = 5.02 TeV recorded by the ALICE detector at the Large Hadron Collider. This analysis is conducted using the Gaussian Estimator technique, which is insensitive to biases from correlations between different flow amplitudes. The study presents, for the first time, the centrality dependence of correlations involving up to five different symmetry planes. The correlation strength varies depending on the harmonic order of the symmetry plane and the collision centrality. Comparisons with measurements from lower energies indicate no significant differences within uncertainties. Additionally, the results are compared with hydrodynamic model calculations. Although the model predictions provide a qualitative explanation of the experimental results, they overestimate the data for some observables. This is particularly true for correlators that are sensitive to the non-linear response of the medium to initial-state anisotropies in the collision system. As these new correlators provide unique information - independent of flow amplitudes - their usage in future model developments can further constrain the properties of the strongly-interacting matter created in ultrarelativistic heavy-ion collisions.
When children learn to write, they must ask themselves two basic questions: what part of the language is represented and how is it represented. Their answers are the source of their invented writings. This article reports data from interviews of Mexican Spanish-speaking children between the ages of 5 and 12 and analyses the child’s point of view about the necessity or the possibility of representing stress and some intonational oppositions. Both processes present undifferentiated writings which reveal that for children, at a given evolutionary stage, contrasts in stress and intonation are not retained in writing (which can be considered as an invented "non-writing"). Likewise, there are invented writings that show original ideas about what and how to represent in writing the linguistic contrasts proposed for their reflection; finally, quasi-conventional or conventional writings appear. Reflections on the universality of learning, problems with comparing graphic systems and their respective acquisition processes are also discussed, as serious consideration should be given to the concept that written languages are mixed and linked systems and not monolithic systems.
This paper reports on the developmental and psychometric properties of an early writing task. The study was carried out over four years in Toronto, Canada with L1 English-speaking children. Two cohorts of children who began in Nursery School were followed to the end of their Grade 1 year. Children were administered the same writing task at four time points along with standardized measures of early reading. The early writing task required children to write words and number and word combinations; we examined how children move from understanding print as "objects" to understanding print as representation of sounds. We also examined how writing in Nursery School and Kindergarten related to later literacy skills. The methodology allowed us to examine the extent to which early writing in Nursery School (3 years old) and Junior Kindergarten (4 years old) predicted later literacy skills when children were in Grade 1 (6 years old) and were receiving formal reading instruction. Results show characteristic features of children's early writing of number and word combinations at each of the four grade levels and show that performance on the writing task in Kindergarten predicted reading skills at the end of Grade 1.
This article reports the results of developmental test analyses on literacy conducted with children with intellectual disabilities in Quebec and Brazil. Grounded on studies carried out in Argentina by Ferreiro and Teberosky (1986), with children without intellectual disabilities, we deal, comparatively, with three aspects in the development of literacy in children with intellectual disabilities: their interpretation of fragments of writing, the connection they establish between letters and numbers, and their knowledge of letters. The level of intellectual disability just as the stimulation to reading are taken into account in the analysis of data related to the three aspects previously mentioned. Children with intellectual disabilities develop, in many aspects, similarly to the children without intellectual disabilities during emergent literacy. Nevertheless, they are less consistent in the use of writing classifying criteria, as well as in their discriminating letters from numbers. Although, the level of intellectual disability influenced the children's progress greatly, the acquisition of the knowledge of letters differed mostly in accordance to the level of stimulation to reading.
Multiplicity-dependent jet modification from di-hadron correlations in pp collisions at √s= 13 TeV
(2024)
Short-range correlations between charged particles are studied via two-particle angular correlations in pp collisions at s√=13 TeV. The correlation functions are measured as a function of the relative azimuthal angle Δφ and the pseudorapidity separation Δη for pairs of primary charged particles within the pseudorapidity interval |η|<0.9 and the transverse-momentum range 1<pT<8 GeV/c. Near-side (|Δφ|<1.3) peak widths are extracted from a generalised Gaussian fitted over the correlations in full pseudorapidity separation (|Δη|<1.8), while the per-trigger associated near-side yields are extracted for the short-range correlations (|Δη|<1.3). Both are evaluated as a function of charged-particle multiplicity obtained by two different event activity estimators. The width of the near-side peak decreases with increasing multiplicity, and this trend is reproduced qualitatively by the Monte Carlo event generators PYTHIA 8, AMPT, and EPOS. However, the models overestimate the width in the low transverse-momentum region (pT<3 GeV/c). The per-trigger associated near-side yield increases with increasing multiplicity. Although this trend is also captured qualitatively by the considered event generators, the yield is mostly overestimated by the models in the considered kinematic range. The measurement of the shape and yield of the short-range correlation peak can help us understand the interplay between jet fragmentation and event activity, quantify the narrowing trend of the near-side peak as a function of transverse momentum and multiplicity selections in pp collisions, and search for final-state jet modification in small collision systems.
This is an addendum to the article [arXiv:2005.11995] "Dielectron production in proton-proton and proton-lead collisions at sNN−−−√ = 5.02 TeV" published in Phys. Rev. C 102 no. 5, (2020) 055204. We update the extracted charm cross section at midrapidity given in Table 3 and Figure 4 (left) of the original publication with the fragmentation fractions of charm quarks in pp collisions published in Phys. Rev. D 105 (2022) L011103.
Charge-dependent two- and three-particle correlations measured in Xe-Xe collisions at sNN−−−√=5.44 TeV are presented. Results are obtained for charged particles in the pseudorapidity range |η|<0.8 and transverse momentum interval 0.2≤pT<5.0 GeV/c for different collision centralities. The three-particle correlator γαβ≡⟨cos(φα+φβ−2Ψ2)⟩, calculated for different combinations of charge sign α and β, is expected to be sensitive to the presence of the Chiral Magnetic Effect (CME). Its magnitude is similar to the one observed in Pb-Pb collisions in contrast to a smaller CME signal in Xe-Xe collisions than in Pb-Pb collisions predicted by Monte Carlo (MC) calculations including a magnetic field induced by the spectator protons. These observations point to a large non-CME contribution to the correlator. Furthermore, the charge dependence of γαβ can be described by a blast wave model calculation that incorporates background effects and by the Anomalous Viscous Fluid Dynamics model with values of the CME signal consistent with zero. The Xe-Xe and Pb-Pb results are combined with the expected CME signal dependence on the system size from the MC calculations including a magnetic field to obtain the fraction of CME contribution in γαβ, fCME. The CME fraction is compatible with zero for the 30% most central events in both systems and then becomes positive. This yields an upper limit of 2% (3%) and 25% (32%) at 95% (99.7%) confidence level for the CME signal contribution to γαβ in the 0-70% Xe-Xe and Pb-Pb collisions, respectively.
The process e+e−→D∗+sD∗−s is studied with a semi-inclusive method using data samples at center-of-mass energies from threshold to 4.95 GeV collected with the BESIII detector operating at the Beijing Electron Positron Collider. The Born cross sections of the process are measured for the first time with high precision in this energy region. Two resonance structures are observed in the energy-dependent cross sections around 4.2 and 4.4 GeV. By fitting the cross sections with a coherent sum of three Breit-Wigner amplitudes and one phase-space amplitude, the two significant structures are assigned masses of (4186.5±9.0±30) MeV/c2 and (4414.5±3.2±6.0) MeV/c2, widths of (55±17±53) MeV and (122.6±7.0±8.2) MeV, where the first errors are statistical and the second ones are systematic. The inclusion of a third Breit-Wigner amplitude is necessary to describe a structure around 4.79 GeV.
The process e+e−→D∗+sD∗−s is studied with a semi-inclusive method using data samples at center-of-mass energies from threshold to 4.95 GeV collected with the BESIII detector operating at the Beijing Electron Positron Collider. The Born cross sections of the process are measured for the first time with high precision in this energy region. Two resonance structures are observed in the energy-dependent cross sections around 4.2 and 4.4 GeV. By fitting the cross sections with a coherent sum of three Breit-Wigner amplitudes and one phase-space amplitude, the two significant structures are assigned masses of (4186.5±9.0±30) MeV/c2 and (4414.5±3.2±6.0) MeV/c2, widths of (55±17±53) MeV and (122.6±7.0±8.2) MeV, where the first errors are statistical and the second ones are systematic. The inclusion of a third Breit-Wigner amplitude is necessary to describe a structure around 4.79 GeV.
Using (447.9 ± 2.3) million ψ(3686) events collected with the BESIII detector, the decays of χcJ→ϕϕ (J=0, 1, 2) have been studied via the decay ψ(3686)→γχcJ. The branching fractions of the decays χcJ→ϕϕ (J=0, 1, 2) are determined to be (8.48±0.26±0.27)×10−4, (4.36±0.13±0.18)×10−4, and (13.36±0.29±0.49)×10−4, respectively, which are the most precise measurements to date. From a helicity amplitude analysis of the process ψ(3686)→γχcJ,χcJ→ϕϕ,ϕ→K+K−, the polarization parameters of the χcJ→ϕϕ decays are determined for the first time.
Measurements of the branching fractions for D⁺ → Kₛ⁰Kₛ⁰K⁺, Kₛ⁰Kₛ⁰π⁺ and D⁰ → Kₛ⁰Kₛ⁰, Kₛ⁰Kₛ⁰Kₛ⁰
(2016)
By analyzing 2.93 fb−1 of data taken at the ψ(3770) resonance peak with the BESIII detector, we measure the branching fractions for the hadronic decays D+→K0SK0SK+, D+→K0SK0Sπ+, D0→K0SK0S and D0→K0SK0SK0S. They are determined to be B(D+→K0SK0SK+)=(2.54±0.05stat.±0.12sys.)×10−3, B(D+→K0SK0Sπ+)=(2.70±0.05stat.±0.12sys.)×10−3, B(D0→K0SK0S)=(1.67±0.11stat.±0.11sys.)×10−4 and B(D0→K0SK0SK0S)=(7.21±0.33stat.±0.44sys.)×10−4, where the second one is measured for the first time and the others are measured with significantly improved precision over the previous measurements.
Measurements of the branching fractions for D⁺ → Kₛ⁰Kₛ⁰K⁺, Kₛ⁰Kₛ⁰π⁺ and D⁰ → Kₛ⁰Kₛ⁰, Kₛ⁰Kₛ⁰Kₛ⁰
(2016)
By analyzing 2.93 fb−1 of data taken at the ψ(3770) resonance peak with the BESIII detector, we measure the branching fractions for the hadronic decays D+→K0SK0SK+, D+→K0SK0Sπ+, D0→K0SK0S and D0→K0SK0SK0S. They are determined to be B(D+→K0SK0SK+)=(2.54±0.05stat.±0.12sys.)×10−3, B(D+→K0SK0Sπ+)=(2.70±0.05stat.±0.12sys.)×10−3, B(D0→K0SK0S)=(1.67±0.11stat.±0.11sys.)×10−4 and B(D0→K0SK0SK0S)=(7.21±0.33stat.±0.44sys.)×10−4, where the second one is measured for the first time and the others are measured with significantly improved precision over the previous measurements.
Aim: The reversal of diverting loop ileostomy (DLI) is one of surgical trainees’ first procedures. Complications of DLI reversal can cause life-threatening complications and increase patient morbidity. This study compared DLI reversals performed by surgical trainees with those by attending surgeons.
Method: This retrospective cohort study was performed at a single primary care center on 300 patients undergoing DLI reversal. The primary outcome was morbidity, according to the Clavien-Dindo classification (CDC), with special attention paid to the surgeon’s level of training. The secondary endpoint was postoperative intestinal motility dysfunction.
Results: Surgical trainees had significantly longer operation times (p < 0.001) than attending surgeons. Univariate analyses revealed no influence on the level of training for postoperative morbidity. First bowel movement later than 3 days after surgery was a significant risk factor for CDC 3 (OR, 4.348; 96% CI, 1670–11.321; p = 0.003). Independent risk factors for surgical site infections (SSIs) were an elevated BMI (OR, 1.162; 95% CI, 1.043–1.1294; p = 0.007) and a delayed bowel movement (OR, 3.973; 95% CI, 1.300–12.138; p = 0.015). For postoperative intestinal motility dysfunction, an independent risk factor was a primary malignant disease (OR, 1.980; 95% CI, 1.120–3.500; p = 0.019), and side-to-side stapled anastomosis was a protective factor (OR, 0.337; 95% CI 0.155–0.733; p = 0.006).
Conclusion: Even though surgical trainees needed significantly more time to perform the surgery, the level of surgical training was not a risk factor for increased postoperative morbidity. Instead, delayed first bowel movement was predictive of SSI.
Dieser Aufsatz untersucht die Wirksamkeit und wirkliche Sinnhaftigkeit von langen und kurzen Jugendstrafen im deutschen Rechtssystem. Dies wird insbesondere hinsichtlich der tatsächlichen Verwirklichung des im JGG und HessJStVollzG festgesetzten Erziehungsgedanken betrachtet. Soziale Isolation, gesellschaftliche Stigmatisierung, eine langjährige Anpassung an ein vollkommen lebensfremdes Umfeld und zwischenmenschliche Stressfaktoren wie die Bildung problematischer Subkulturen innerhalb der Anstalt sind dabei nur einige der Störfaktoren, die sich auf die Entwicklung der jugendlichen und heranwachsenden Straftäterinnen und Straftäter auswirken. Eine Chance auf Resozialisierung wird damit nicht etwa bewirkt, sondern eher erschwert oder sogar verhindert. Da bei der Bestrafung aber auch bspw. die öffentliche Sicherheit bedacht werden muss, wird im Fazit die kritische Überprüfung und Anpassung der momentanen Praxis gefordert.