In-forest teaching is a vital element of forest science education at university level, and university forests play a critical role in this. In Japan, the University of Tokyo (UTokyo) owns the oldest university forest, which was established in 1894. This paper outlines how the University of Tokyo Forests (UTF) provide in-forest education for forest science. The UTF consist of seven branch stations with a total area of over 32,000 ha. Third- and fourth-year undergraduate students majoring in forest science attend field courses in these forests. Same undergraduate and graduate students are affiliated with the UTF, where they conduct field studies for their graduate theses. Since 2005, the UTF have expanded their educational activities by offering university-wide hands-on experience seminars with field experience for first- and second-year undergraduate students, although these courses are open to all students studying at UTokyo.

Implant dentistry is a growing field in the education of undergraduate dental students. The present laboratory study evaluates factors which may potentially influence the accuracy of free-hand implant insertion and the use of an orientation template. After three-dimensional planning using coDiagnostiXTM, orientation templates, including sleeves for the pilot-drill in regions 41 and 45, were manufactured by thermoforming. Sixty-one fifth year dental students inserted one implant using the orientation template and another implant free-hand in an artificial mandible. Information regarding age, sex, handedness, education, and the time required for implant insertion were recorded. Subsequently, the mandibles were scanned using cone-beam-computed tomography and the accuracy of the implant position was assessed, while statistical analysis followed. The free-hand implant insertion resulted in a distal deviation of −1.34 ± 5.15° and a mesial mismatch of 0.06 ± 0.79 mm at the artificial bone level compared to the sleeves. When using the orientation templates, the deviation decreased to −0.67 ± 3.48° and a distal mismatch of −0.22 ± 0.62 mm was achieved. The difference was statistically significant for the mismatch (p < 0.049). Regarding the limitations of our study, it could be said that the accuracy level achieved by dental undergraduates using implant placement with orientation templates is comparable to that in other studies.

No description available.

Kurzdarstellung zur Geschichte der Gründung und Entwicklung der Militärakademie `Friedrich Engels`, Dresden, sowie deren Leistungsbilanz aus kritisch-wissenschaftlicher Sicht.:- Vorbemerkungen - zu Ergebnissen der historischen Forschung. - Zur Erinnerung. - Zur Militärakademie in der DDR-Hochschullandschaft. - Zur Vorgeschichte. - Zum Gründungsauftrag. - Zu den militärisch-politischen Rahmenbedingungen. - Zum militärakademischen vs. zivilen Studium. - Zum Lehrkörper. - Zum Promotionsrecht. - Zur Würdigung wissenschaftlicher Leistungen. - Zur strukturellen Organisation. - Zum militärakademischen Ausbildungsziel. - Zu den Absolventen der Militärakademie. - Zu den wissenschaftlichen Publikationen. - Zur wissenschaftlichen Kooperation. - Zum Umdenken über Krieg und Frieden im Nuklearzeitalter. - Zur Akademie zwischen Doktrin-87 und Militärreform 1990. - Zu den Auswirkungen des politischen Führungswechsels 1990. - Zum letzten Kapitel in der Geschichte der Militärakademie. - Schlussbemerkungen.

Diese Dissertation umfasst drei Studien. Die erste Studie untersucht Overprecision („Überpräzision“). Ich untersuche, wie Menschen Spannweitenschätzungen vornehmen. Teilnehmende müssen die Größe der Spannweite (Präzision) mit der Wahrscheinlichkeit, dass sie den wahren Wert einschließt (Richtigkeit) balancieren. Die Ergebnisse zeigen, dass Menschen inhärente individuelle Vorlieben für Präzision zu haben scheinen. Gleichzeitig werden vorhersagbar zusätzliche Informationen genutzt, um die Richtigkeit der Schätzungen zu erhöhen. Dafür wird entweder Präzision geopfert, oder die Spannweitenschätzung insgesamt verschoben. Die Richtigkeit der Schätzung wird jedoch nicht maximiert, sondern ein Teil für höhere Präzision aufgegeben. Die zweite Studie untersucht, wie sich die Übersetzung von Finanzberichterstattung auf die Wahrnehmung einer Firma als attraktives Investment auswirkt. Sie beleuchtet drei verschiedene Kanäle: Lesbarkeit, Stimmung, und Präzision der Veröffentlichung. In einem Umfrageexperiment lesen Kleinanleger deutsche und englische Prognoseberichte deutscher Firmen. Die Ergebnisse zeigen, dass die deutschen Berichte als besser lesbar wahrgenommen werden. Im Gegensatz zu vorheriger Literatur ist die Lesbarkeit nicht mit einer höheren Investmentattraktivität korreliert. Allein die Stimmung des Textes zeigt eine Korrelation mit höherer Attraktivität. Die dritte Studie untersucht, wie das Angebot von formativen Onlinetests die Leistungen von Studierenden in der Klausur beeinflusst. Sie untersucht zudem, ob die Leistung sich unterscheidet, je nachdem ob die Studierenden zeitlich begrenzten Zugang zu den Tests haben oder ob sie jederzeit auf die Tests zugreifen können. Ein Experiment, welches es ermöglicht den kausalen Intention-to-treat-Effekt zu bestimmen, zeigt, dass die formativen Onlinetests die Studienleistung erhöhen können, allerdings nur für Studierende, welche sich nicht freiwillig für die Tests gemeldet hatten und in der kontinuierlichen Lerngruppe waren. / This dissertation comprises three papers. The first study examines overprecision. I examine how people provide range estimates, a challenging task that requires people to balance the width of the range (i.e., its precision) with the probability of the range covering the true value (i.e., accuracy). I find that people appear to have inherent individual preferences for a certain level of precision. At the same time, they appear to predictably incorporate additional information in order to increase accuracy by either sacrificing precision or shifting their ranges altogether. Still, they do not seem to maximise accuracy, but are willing to expend some of it to provide more precise estimates. The second study examines how the translation of financial disclosures changes investors’ perceptions of firms as an attractive investment. It examines three possible channels: readability, tone, and precision of the underlying disclosure. In a survey experiment, retail investors read forecast reports of German firms, provided in German and English. The findings indicate that the German versions are easier to read. Contrary to prior literature, the easier readability does not translate into higher investment attractiveness. Solely tone appears to be correlated with investment attractiveness. The third study analyses how offering formative online assessments influences student performance in the final exam. It further examines whether students perform differently depending on whether they have time-restricted access to the assessments, or whether they can access the assessments at any time. An experiment which allows for the identification of the causal intention-to-treat effect shows that offering formative online assessments can enhance student performance, but only for students who do not opt for taking the test voluntarily and who are in a continuous learning environment.

This doctoral study is about Mindful Design as an approach to promoting Mindfulness. The main focus of this study is to transfer the Mindful Design approach and tools for industrial design into a higher education context that can be understood and applied by design students. Mindful Design is a design approach based on the socio-cognitive theory of Mindfulness. The concept of Mindful Design was introduced by Niedderer (2004) to describe how design products can promote and enhance mindful attention by interrupting or enhancing the user’s interaction or increase his awareness during social activities. Niedderer (2004) notes that Mindful Design can be associated with behavioural change and extends the understanding of social cognitive Mindfulness by changing the expected functions of product use. The theoretical framework addresses the differences in Mindfulness streams, their benefits, and their applicability to design context, topics that provide an important foundation for the development of Mindful Design criteria and tools. Based on this research, design criteria were selected to increase user awareness when interacting with mindful products. Furthermore, learning and teaching theories in the context of design education were discussed to support the chosen teaching strategies for the transfer of knowledge of the Mindful Design approach to design students. These themes were crucial in determining the current research question of this doctoral study. The research methodology focused on testing the applicability of the design and teaching tools developed to determine how socio-cognitive Mindfulness theory can be effectively and understandably introduced into the design context for design students in higher education. In Investigation One, a collection of tools and strategies were developed to determine student understanding and demonstrate the importance of the Mindful Design approach. As a result of this research, the Mindful Design Evaluation was developed and evaluated based on the socio-cognitive dimension of Mindfulness. Investigation Two sought to measure what students learned from the Mindful Design approach and whether the design proposals developed by students in the intervention group achieved higher levels of socio-cognitive Mindfulness than the design proposals proposed by the control group. Finally, the results of Investigation Two supported the assumptions made on the basis of the findings of the theoretical framework. The tools and strategies used to teach and apply the Mindful Design approach to design students showed significant results when applied in a higher education context.:CONTENTS 0 PREFACE 1 0.1 ZUSAMMENFASSUNG 1 0.2 ABSTRACT 3 0.3 ACKNOWLEDGeMENTs 5 1 INTRODUCTION 9 1.1 Research Problem 9 1.2 Thesis Framework 14 2 THEORETICAL FRAMEWORK 17 2.1 MINDFULNESS 17 2.1.1 Mindfulness: Two streams 17 2.1.2 Mindfulness for subjective well-being and self-regulation 21 2.1.3 Dimensions of Mindfulness 22 2.1.3.1 Distinction between Mindfulness state and Mindfulness trait 22 2.1.3.2 Differences in the categorization of Mindfulness 23 2.1.3.3 Description of the existing Mindfulness self-report 26 2.1.4 Discussion 30 2.2 MINDFUL DESIGN 32 2.2.1 Mindful Design: Meditation, focus, and empathy 33 2.2.2 Mindful Design: Social interaction, engagement, and behaviour change 34 2.2.3 Mindful Design: Mindfulness for Mindlessness 36 2.2.4 Examples of Mindful Design 37 2.2.5 Goals of Mindful Design 40 2.2.6 Discussion 41 2.3 LEARNING THEORY AND DESIGN CLASSES 45 2.3.1 Learning and teaching theories in design higher education 45 2.3.1.1 Constructivism 47 2.3.1.2 Problem-based learning 47 2.3.1.3 Experiential Learning Theory 49 2.3.2 Differences and similarities between disciplines of product design and industrial design engineering 53 2.3.2.1 Industrial design engineering process 55 2.3.3 Tools for mindful product design 56 2.3.3.1 User-centred design tools 57 2.3.3.2 MinD Personas 60 2.3.3.3 Figurative Scenes for Mindful Design 61 2.3.3.4 MinD visual cards 62 2.3.3.5 Discussion 63 2.4 CONCLUSION AND DISCUSSION OF THE THEORETICAL BACKGROUND CHAPTER 64 3 MINDFUL DESIGN EVALUATION 69 3.1.1 Development of the Mindful Design Evaluation Tool 70 3.1.1.1 Phase 1 – Selection of Statements 70 3.1.1.2 Phase 2A: Reliability, comprehensibility, and applicability 75 3.1.1.3 Phase 2B: Statements: Review 76 3.1.1.4 Limitation and adjustment 77 3.1.1.5 Measurability and evaluation 77 3.1.1.6 Phase C: Reliability assessment 78 3.1.2 Interpretation of results and discussion of the Mindful Design evaluation 79 4 EMPIRICAL INVESTIGATIONS 83 4.1 INVESTIGATION ONE – TEACHING AND LEARNING STRATEGIES FOR COMMUNICATING KNOWLEDGE ABOUT THE MINDFUL DESIGN APPROACH 85 4.1.1 Structure of the Investigation 86 4.1.2 Sample 88 4.1.3 Materials for conducting the Investigation 88 4.1.3.1 Presentation 88 4.1.3.2 Design tools: Visual Cards, Figurative Scenes, and Personas 89 4.1.4 Materials for the evaluation of the Investigation 91 4.1.4.1 Evaluation by students 91 4.1.5 Results of Investigation One 92 4.1.5.1 Evaluation by students 92 4.1.5.2 Design Proposal 94 4.1.6 Interpretation and discussion of the results 96 4.2 INVESTIGATION Two – UNDERSTANDING AND DESIGNING BASED ON THE MINDFUL DESIGN APPROACH 101 4.2.1 Ethical approval for the Investigation 103 4.2.2 Structure of the Investigation 104 4.2.3 Sample 105 4.2.4 Materials for conducting the Investigation 106 4.2.4.1 Presentation 106 4.2.4.2 Mindful Design Visual Cards 106 4.2.4.3 Personas and Figurative Scenes 109 4.2.5 Materials for evaluation of the Investigation 111 4.2.5.1 Student Evaluation 111 4.2.5.2 Knowledge Test 112 4.2.5.3 Design proposal 113 4.2.6 Results of Investigation Two 114 4.2.6.1 Evaluation by students 115 4.2.6.2 Knowledge Tests 125 4.2.6.3 Design Proposal 134 4.3 Interpretation and Discussion of the Results 141 4.3.1.1 Student Evaluation 141 4.3.1.2 Knowledge Test 143 4.3.1.3 Design proposals 145 5 CONCLUSION AND OUTLOOK 149 6 DIRECTORIES 157 6.1 References 157 6.2 List of Figures 176 6.3 List of Tables 178 6.4 List of abbreviations and symbols 180 7 APPENDIX 181

Digital Education: Competence Development J.1 / From point 1 Introduction: Vocational education has a central role in preparing individuals for the world of work with skills that are relevant and in high demand (Batz et al., 2021). In an environment of constant economic change and rapid innovation, practical skills and job-appropriate knowledge are crucial to career success (Pedota et al., 2023). However, the rapid development of digital technology has significantly changed the landscape of work and learning. In this technology-driven era, vocational education is transforming, especially in digital learning (Vi Anh et al., 2019). Adopting digital technologies has opened the door for changes in the approach to vocational learning. The introduction of digital technologies into the vocational education curriculum has given way to innovations in teaching and learning methods. It is about using digital tools and platforms and a more inclusive and innovative way of structuring and delivering subject matter (Malach & Kysil, 2019).

No description available.

Hochschulbibliotheken in Deutschland bauen ihre Schulungsaktivitäten stetig aus. Die Konzentration auf diesen Tätigkeitsbereich erfordert von den Mitarbeitern vermehrt die Beherrschung pädagogischer und kommunikativer Kompetenzen. Im Mittelpunkt der vorliegenden Arbeit steht die Frage, ob Bibliothekare das theoretische Potenzial des Konzepts Informationskompetenz in der Praxis ausschöpfen und die für die Vermittlung benötigten Kompetenzen besitzen. Basierend auf einem umfassenden Literaturstudium von Dokumenten, Erfahrungsberichten, Befragungen und Studien aus Deutschland, den USA, Großbritannien und Australien, gibt die Arbeit zuerst einen Überblick zum Forschungsstand. Anschließend werden die für diese Arbeit in einer bundesweiten Befragung 2006 von schulenden Bibliotheksmitarbeitern gewonnenen Daten vorgestellt. Sie geben einen Einblick in die aktuelle Wahrnehmung des Begriffs Informationskompetenz, des Themas im Berufsalltag, auf benötigte Kompetenzen und die Aus- und Fortbildungssituation in Bezug auf pädagogische, kommunikative und organisatorische Fähigkeiten. Die Ergebnisse zeigen Differenzen zwischen dem theoretischen Konzept Informationskompetenz und dem Selbstbild der Bibliothekare sowie Defizite beim Erwerb von Fähigkeiten und Kenntnissen für die Vermittlung von Informationskompetenz in der Aus- und Fortbildung. Auf der Grundlage des ausgearbeiteten Anforderungsprofils sowie der Zusammenstellung der beherrschten Kompetenzen und der Wünsche zur Aus- und Fortbildung können Berufsverbände und Aus- und Fortbildungsanbieter gezielt auf die Bedürfnisse der schulenden Bibliothekare eingehen, um sie auf die quantitativ und qualitativ steigende Nachfrage vorzubereiten. / Committed to library instruction, academic libraries require pedagogical and communicative skills from their staff to an increasing degree. This dissertation evaluates whether librarians fully exploit the theoretical potential of the information literacy concept in practice and whether they possess the set of skills to teach in library instruction programs. Included is a literature review encompassing theory papers, field reports, previous studies and surveys from Germany, the U.S.A., Great Britain and Australia. This analysis is complemented with a 2006 nationwide survey of German librarians with instruction responsibilities who were asked about their views on information literacy and their instruction experience, about their assessment of required skills and about training and professional development opportunities to acquire pedagogical, communicative and organisational skills. The survey results demonstrate differences between the theoretical concept of information literacy and the self-perception of librarians as well as deficiencies in acquiring instruction proficiencies in training and continuing education programs. Based on a newly drafted profile of qualifications for instruction librarians as well as on the assessment of required competencies and requested trainings, professional organisations and providers of training and continuing education may thus target the needs of instruction librarians, preparing them for the increasing demands of the future.

Text in German with summaries in German and English / Includes bibliographical references (leaves 179-182) / In dieser Studie geht es um das Selbstverständnis von Frauen in Leiterschaft in drei von fünf Bünden, die im August 2013 als Freikirchen in Österreich (FKÖ) rechtlich anerkannt wurden. In Leitfadeninterviews äußern sich Leiterinnen zur sogenannten Frauenfrage, ihrem Glauben und ihren Aufgaben in der Gemeinde. Die Forschung findet anhand des empirisch-theologischen Praxiszyklus statt, das Kodieren der Daten und die anschließende Theoriegenerierung geschieht durch die Grounded Theory. Es werden vier Leitertypen aus den erarbeiteten Daten generiert: die Befreite, die ihre Leitungsaufgaben ungehindert erfüllt, die arrivierte Kämpferin, die andere überzeugen konnte, die aktive Kämpferin, die momentan vor Herausforderungen steht und die Suchende, die nicht sicher ist, wie die biblischen Texte zur Frauenfrage heute angewendet werden sollten. Verschiedene Auslegungstraditionen zu ausgewählten Bibelstellen zur Frauenfrage werden der Praxis in Freikirchen gegenübergestellt mit dem Ziel, Horizonte zu erweitern und Gemeindepraxis zu verändern. / This study is about the self-perception of women regarding their roles in leadership in the Free Churches of Austria (FKÖ). In guided interviews woman leaders reflect on aspects of women in ministry, such as being denied the office of teaching, their function in the church and the influence of their faith. The study is done using the empirical-theological practice cycle. The coding of the data and the generating of a theory is done according to the model of Grounded Theory. In the study four types of woman leaders emerge: the liberated woman, who fulfils her duties unimpeded; the successful fighter, who convinced others; the active fighter, who struggles with complementarian practices; and the searcher, who hasn’t found the best interpretations of the biblical texts. Biblical passages and their use with regard to women in ministry are compared to practices in certain churches, so to broaden perspectives and change church praxis. / Practical Theology / M. Th. (Practical Theology)