The thesis "Identification of characteristics mentoring relationship in doctoral education" is divided into several main areas. The theoretical part of the thesis defines the basic concepts and theories for solving the problems defined dissertation and also deals with the issue of doctoral studies at universities. Based on theoretical assumptions, the research questions, which focused on the evaluation of doctoral studies. Rating is based on the student doctoral program because, as indicated resources are an important component of innovative ideas and have to some degree a significant impact on the level doktorskéhého efficiency program in the Czech Republic. The aim of this study was to identify the characteristics of the mentoring relationship and consider how they appear from the perspective of the student's doctoral program in a relationship with his trainer, focusing on arts fields of study. In the empirical part was gathered by interviewing primary data, personal interviews and electronic questionnaires. The data were processed using multivariate methods (correspondence analysis, factor analysis), multinomial regression and multiple regression. Based on the above statistical methods were found to have significant dependence between the observed variables and also were overall evaluated factors that are sensitive to the needs of the student's doctoral program depending on the set of predictors. The results of the dissertation was based on a synthesis of knowledge embedded in the context of previous research with potential for further expansion in theoretical and practical.

Carotenoids are an extensive group of natural pigments employed by a majority of organisms on earth. They are present in most organisms, including humans, but can be synthesized only by plants and microorganisms. They perform two major roles in photosynthesis, often in partnership with the more prevalent chlorophylls (Chls) / bacteriochlorophylls (BChls): light-harvesting and photoprotection. Carotenoids absorb radiation in a spectral region inaccessible to Chls and BChls and transfer the absorbed energy to (B)Chls which, in turn, funnel it into the photosynthetic reaction center (RC). It is determined that the structures and dynamics of excited states of carotenoids found in photosynthetic proteins provide an explanation of their roles as light-harvesting and photoprotective agents. The conjugation length and the type of carotenoids play a big part in understanding the energy transfer from carotenoids to Chls and BChls, because excited-state properties of carotenoids are affected by number of conjugated C=C bonds and their structures. An accurate description of these states is, therefore, the crucial first step in explaining carotenoid photochemistry and understanding the interactions between carotenoids and other molecules in photobiological processes. The research in this thesis, femtosecond ultrafast transient absorption spectroscopy was used to study the light-harvesting function of carotenoids both in solvent and protein environment. The findings were supported with computational methods. Based on spectroscopic indications, the light-harvesting function of carotenoids has a bearing on their structures, and specific light-harvesting strategies are explicitly dependent with the structure of the light-harvesting complexes.

Die Studienphase ist eine kritische Phase im Leben von Heranwachsenden, in der sie neben fachlichen auch emotionale und soziale Kompetenzen weiterentwickeln müssen. Allgemein machen zahlreiche Heranwachsende traumatische Erfahrungen, die jedoch nicht erkannt oder behandelt werden. Studienanfänger sind dabei mit einigen spezifischen Problemsituationen wie Schikanen durch ältere Studierende, Mobbing, Abwertung und Orientierungslosigkeit konfrontiert. Weil sich solche traumatischen Erfahrungen negativ auf ihr persönliches und akademisches Leben auswirken können, ist eine Identifikation dieser traumatisierten Studierenden von höchster Wichtigkeit, um sie durch effektive Rehabilitationsmaßnahmen zu einem gelingenden sozialen Leben und akademischen Leistungen befähigen zu können. Die hier vorgestellte Studie widmet sich der Untersuchung der Rolle der Emotionalen Intelligenz für Copingstrategien von Heranwachsenden mit traumatischen Erfahrungen. Die kulturvergleichend angelegte Studie untersucht dazu jeweils 100 Universitätsstudierende niedriger Semester aus Deutschland und Sri Lanka. / University education is an important stage of students’ academic life. Therefore, all students need to develop their competencies to attain the goal of passing examinations and also to developing their wisdom related to scientific knowledge they gathered through their academic life. Life in universities is a critical period for individuals as it is a foot step to acquiring the emotional and social qualities in their social life. There are many adolescents who have been affected by traumatic events during their life span but have not been identified or treated. More specifically, there are numerous burning issues within first year university students, namely, ragging done by seniors to juniors, bullying, invalidation and issues related to attitudes changes and orientation. Those factors can be traumatic for both their academic and day to day life style. Identifying the students who are with emotional damages and their resiliency afterwards the traumas and effective rehabilitation from the traumatic events is immensely needed in order to facilitate university students for their academic achievements and social life within the University education. This study tries to figure out the role of Emotional Intelligence for developing coping strategies among adolescents who face traumatic events. Late adolescence students recently enrolled at University (Bachelor students/ first year students) will be selected as sample. The study is to be conducted in a cross cultural manner comparing 100 students each from Germany and Sri Lanka.

No description available.

No description available.

In diesem Flyer werden die am häufigsten gestellten Fragen zum Bundesausbildungsförderungsgesetz (BAföG) beantwortet.

In diesem Flyer werden die am häufigsten gestellten Fragen zum Bundesausbildungsförderungsgesetz (BAföG) beantwortet.

L’histoire des lieux de l’enseignement du droit s’intéresse à la présence des centres de transmission et de diffusion d’un savoir ou savoir-faire juridique à l’intérieur d’un espace géographique donné. Elle prend comme objet la continuité ou la discontinuité des écoles localisées ainsi que leur forme. Elle s’interroge sur les facteurs ayant conduit à la légitimation d’un lieu comme centre d’enseignement, les facteurs ayant participé à sa réussite ou contribué à son échec (nombre de professeurs, nombre d’étudiants, type de privilège reçu, conditions de production du livre). Une attention particulière est ainsi accordée à l’institutionnalisation des lieux de l’enseignement du droit. Le cadre (matériel et formel) de l’enseignement du droit entre ainsi dans son champ d’investigation. Une histoire matérielle comporte (et non sans risques) une enquête quantitative qui, en fonction des sources et des documents disponibles, permet, malgré les lacunes et les approximations, de mesurer en quelque sorte la présence de l’enseignement (enseignants et étudiants) en facilitant une perception sans doute plus concrète de sa diffusion. Il s’agit en effet de conduire une enquête sur les lieux de l’enseignement du droit (pouvant nous éclairer sur le droit enseigné lui-même et son rôle social ou de socialisation entre élites éduquées) organisée autour de deux axes principaux : l’axe institutionnel (construction juridique du centre d’enseignement nommé – schola, studium, studium generale, universitas) et l’axe didactique (l’ensemble des forces intellectuelles, matérielles et financières, mobilisées dans l’enseignement du droit). La France et l’Italie sont deux espaces d’échange de savoirs juridiques ayant partagé, sur les bancs d’écoles, mais dans des contextes parfois assez différents, une même tradition juridico-scolaire du moins jusqu’à la fin du Moyen Âge “bartoliste” comprenant le XVIe siècle. Les rencontres et les séparations ne sont pas simplement géographiques, elles sont aussi historiographiques. / The aim of this study is to show the institutional construction, the continuities and the discontinuities, of legal learning centers and schools in two territories, Italy and France, linked by a common legal past in Europe, in the long period (from the 5th to the early 16th century). It is a survey of legal education centers organized around two principal axes : the institutional (the legal construction of an authorized place for legal learning named – schola, studium, studium generale, universitas), and the didactic one (all intellectual and material forces mobilized in legal education). As a starting point of legal education, Justinian’s constitutio “Omnem” linked with a small group of ecclesiastical rules on education became a guide-line for the institutionalization of professional jurists’ law schools during and after the “juristic revival” (12th century). Launching a specific dynamic into medieval legal system, the institutionalization of law schools (of ius canonicum and/or ius civile) is a complex phenomenon that needs formal settings. The higher authorities of the Middle Age provide them, indirectly promoting the autonomy of legal learning. First marked by pluralism (at the beginning there are different law schools weakly regulated), legal education (specifically the creation and circulation of the legal schools’ model) is progressively controlled through the definition of an “authorized place” where legal learning is valid providing legal titles and degrees. Legal education is concentrated in studia which have received particular privileges and where “annual cycles of teaching” are constantly assured by a variable number of law teachers. The political, material and financial support of higher authorities (especially of the Church) with the contribution of the City for law schools is a major factor of legal centers’ success.

Die Broschüre informiert über Ausbildungsberufe und -Profile im Landratsamt Erzgebirgskreis und führt Studienmöglichkeiten auf, bei denen das Landratsamt als Praxispartner zur Verfügung steht.

MINT steht für Mathematik, Informatik, Naturwissenschaften und Technik. Dass MINT überhaupt nichts Trockenes sein muss und Männer wie Frauen begeistern kann, erzählen Studierende, die an den Hochschulen oder der Berufsakademie Sachsen studieren. Sie berichten, wie sie ihren MINT-Studiengang »gefunden« haben und wie sie ihr Studium meistern. Redaktionsschluss: 08.01.2021