Eine evidenzbasierte Gestaltung von Studium und Lehre, wie sie heute normativ eingefordert wird, bedarf des integrierten Zusammenwirkens von Qualitätsmanagement und Hochschuldidaktik – aber gibt es dieses in der Praxis? Mit Blick auf die allgemeine Befundlage, aber auch anhand einer eigenen empirischen Untersuchung zeigt der Beitrag diesbezüglich auf, dass Qualitätsmanagement und Hochschuldidaktik als weitgehend desintegrierte Funktionsbereiche wahrgenommen werden und Evidenzbasierung in der Praxis folglich keinen sehr hohen Stellenwert genießt. Ausgehend von einer Ursachenanalyse wird auf die dysfunktionalen, aber auch auf die funktionalen Auswirkungen dieser Separierung aufmerksam gemacht.

What kind of and how much mathematics should a high school maths teacher know? The experience with a math camp, an innovative form of bringing together high school pupils, university math students and math teacher students as well as university professors in the common aim to teach mathematics sheds new light on this question. Different interests define different positions. The different actors have little common aims since they rarely form a joint community of practice. Over the seven years of its existence the math camp has evolved from a classical lecture-centred activity for gifted pupils to a much more encompassing experience illustrating the importance of a two way communication between advanced mathematics and elementary mathematics in schools.

The Bark Project is a practice-based research venture that uses scientific tools to characterize materials and design methods to explore materials that lead to longer lifecycle applications for tree bark. This project is part of the Matters of Activity excellence cluster research group Adaptive Fibrous Materials, which is aimed at a deeper understanding of biological material, their activity within their environment and adaptation for future scenarios.

Die im Rahmen von Forschungsprojekten gewonnenen Forschungsdaten sind eine wesentliche Grundlage der wissenschaftlichen Arbeit. In nahezu allen Fachdisziplinen gewinnen sie immer mehr an Bedeutung. Die Nachvollziehbarkeit und die Qualität wissenschaftlicher Forschung wird durch die Dokumentation, die langfristige Sicherung und Bereitstellung der Forschungsdaten gefördert. Außerdem stellt die Publikation und die langfristige Sicherung von Forschungsdaten bei der DFG, EU und beim BMBF in vielen Fällen eine Voraussetzung für die Förderung von Forschungsvorhaben dar. Was genau sind Forschungsdaten? Was versteht man unter dem FAIR-Prinzip? Offene Forschungsdaten: Welche Vorteile bringen sie für die Forschenden? Wo kann man Forschungsdaten archivieren und veröffentlichen? Welche Services für Forschende der TU Bergakademie Freiberg zum Thema Forschungsdaten bieten die UB Freiberg und die Kontaktstelle Forschungsdaten der SLUB/ZiH Dresden? Diese und weitere Fragen beantworten Manuela Queitsch, Koordinatorin für Forschungsdaten an der SLUB Dresden und Teammitglied an der Kontaktstelle Forschungsdaten in Dresden und Dr. Dana Kuhnert, Fachreferentin für Wirtschafts- und Rechtswissenschaften der UB Bergakademie Freiberg.

Am 28.11.2023 hat der Senat der Technischen Universität Bergakademie Freiberg eine institutionelle Forschungsdaten-Policy verabschiedet, die allen Wissenschaftlerinnen und Wissenschaftlern der Hochschule eine wichtige Orientierungshilfe für den Umgang mit Forschungsdaten bietet.

Aim: This study explores what type of information patients and nurses share with, or provide to, each other, and whether or not the information received was relevant and sufficient for their needs. Background: Information exchange, as part of shared decision-making, is advocated in policy and practice throughout the healthcare sector. Much of the literature on information exchange relates to one-to-one consultations with consultants or GPs. To date, no studies have explored information exchange between patients and nurses in ward settings. Nursing literature on patients’ information needs focuses on one-way information provision from nurses to patients, rather than on two-way information exchange between patients and nurses. Methods: Interactions between patients and nurses were observed and audio-recorded using a remotely controlled audio-recording system. Semi-structured individual face-to-face interviews were then conducted to clarify and add to the observation data. A multiple case study design was used for this study: each case comprised one patient, the nurses caring for that patient, and the interactions between them. A pilot study was undertaken to inform the methods for recruitment and data collection for the main study. Results: The pilot study comprised five cases (patients n=5, nurses n=3). Changes to the recruitment strategy for the main study included surgical patients being invited to participate in the same way as medical patients. There were no difficulties with the data collection methods. The main study comprised nineteen cases (patients n=19, nurses n=22). Information exchange seemed unfamiliar to ward-based nurses. The findings show that information exchange may not be a one-off event but a complex series of interactions. Patients did not distinguish between clinical and non-clinical information in the same way as nurses. Primary reasons for patients’ hospital admission were not discussed and nurses did not share information about nursing interventions. The relevance for patients and nurses differed; patients generally wanted information for reducing anxiety and socialization; nurses wanted information for assessment and care planning. In terms of sufficiency, observation sessions highlighted that insufficient information was provided, often due to lost opportunities and paternalistic practice. However, the majority of patients and nurses perceived that they had exchanged sufficient information. Conclusion: This multiple case study provides insights into the type, relevance and sufficiency of information for patients and nurses in ward settings. In ward settings, information exchange as conceptualised by Charles et al. (1997 and 1999) may be difficult to achieve due to the complexity of patient/nurse interactions. Therefore, there are implications for policy makers as policies are not context specific. However, information exchange may be helpful for reducing patients’ anxieties. The concepts of shared decision-making and information exchange are not part of ward-based cultures and philosophies, which suggests implications for patient and nurse education. Research on information exchange between patients and nurses in other ward contexts may contribute to further understanding of information exchange in ward settings.

This dissertation explores children’s (6-8 years old) perspectives and experiences of well-being in two different cultural contexts: in a Tibetan day-school (India) and in a German day-school (Germany). Ethnographic research was conducted with participants of a second-grade class (mixed gender) for six months at each site, 3-4 days a week in 2012. Participant observation was complemented by interviews with the children as well as with the staff of the school, documented by fieldnotes and sound recordings. Data was collected in line with postmodern grounded theory methodology and preliminary analysis accompanied the process of the fieldwork. The thesis explores the children’s views and social practices related to well-being which prove to be different in both cultures: the Tibetan children emphasized being skilful as a basic condition for well-being, while friendship with peers was most important at the German school. At both sites, the children would establish these conditions for well-being through competitions. Furthermore, the children’s different views and the social practices are considered against the backdrop of two ‘transcultural’ indicators of well-being: self-confidence and resilience. These indicators were not selected randomly but chosen inductively during fieldwork, as the difference in self-confidence and resilience between the children’s groups at each site was noticeable. The thesis demonstrates how these differences in self-confidence and resilience are likely to have been related to a) the children’s particular views and social practices linked to well-being b) the manner in which childhood is constructed within the children’s societies and c) particular basic beliefs and worldviews prevalent within the children’s societies. The results emphasize the usefulness of researching well-being cross-culturally and suggest that (socio-culturally specific) self- and worldviews significantly influence children’s well-being.

Diploma thesis "A Reflection on the Question of Single European Currency Adoption in the Czech Press" deals with an analysis of media picture of the transition of the Czech Republic to the common currency euro in Czech media. With the help of the quantitative method of content analysis and the qualitative method of grounded theory, articles from the dailies Hospodářské noviny and Právo are being analysed. The sample includes articles from the beginning of May 2004, the accession of the Czech Republic to the European Union, until the end of April 2011. Quantitative content analysis enables comparison of both of the periodicals by means of organization and general summary of quantifiable data from the articles. The method of grounded theory regards the examined collection as a whole and provides detailed analysis of the sample in order to identify hidden structures of the text. The focus of this work is articulation of the media image of the European common currency adoption in the Czech Republic, based on the partial outcomes of the research project. This text as an extension of the bachelor thesis "The Image of Euro Adoption in Czech Press" uses its outputs in addition to the revision of the research with a broadened sample, mapping seven years of development of the topic. Consequently, scope for...

Made available in DSpace on 2014-12-17T15:39:04Z (GMT). No. of bitstreams: 1 AndressaMO_DISSERT.pdf: 496864 bytes, checksum: 8aeadc642d4848ec83bc437bd672cdfb (MD5) Previous issue date: 2013-08-23 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / The undergraduate courses in Psychology have been historically pointed as defective in aspects related to the critical education and the integration between theory and practice. Hence, the scientific education has been considered a possibility to overcome those lacks. Therefore, this study has investigated the undergraduate education process of Psychology students with PIBIC (Portuguese acronym for Undergraduate Scientific Research Scholarships Institutional Program) scholarships from CNPq (Portuguese acronym Brazilian National Council of Scientific and Technological Development). The scholarship program has been a strategic tool for the undergraduate scientific research. Electronic questionnaires have been sent to all the PIBIC scholarship students of Psychology in Brazil (622; 104 have answered), containing questions about the program developed activities, tutoring and advising, PIBIC evaluation and other ones. The students scientific and academic production has also been investigated through their Lattes (CNPq s Platform in which researchers have their academic r?sum?s). The major part of the participants (70%) has stated that the first motivation to be in the program had been their interest in the research or in the academic career. Furthermore, 60% of the scholarship students has worked as volunteers before receiving PIBIC scholarship. Among the students who have answered the research, 65,4% has reported they are tutored directly by their advisors, and 80% of them attends one or more than one advising meeting every fifteen days. It has been identified that the Psychology scholarship students do not participate in all the research activities and that the proximity with the advisor is related to the accomplishment of tasks which contributes with the student critical and reflexive education. Finally, less than 25% of the students has published scientific articles or book chapters during the scholarship, what XI demonstrates a possible exclusion of them in that phase of the process. In general, the scholarship students evaluate the program positively by revealing that it contributes with their professional and academic education. For those reasons, it is observed PIBIC s potential role for the undergraduate education in order to develop more critical psychologists able to propose innovations and contextualized practices. However, the results obtained in programs like the studied one denounce the disqualification of the provided undergraduate education for the major part of the university students, who do not have a PIBIC scholarship. As a result, it is emphasized that it there should be more investment for improving the quality of the undergraduate education itself and not only for programs which are available for few students / A gradua??o em Psicologia tem sido, historicamente, apontada como deficit?ria em aspectos relacionados ? forma??o cr?tica e integra??o entre teoria e pr?tica. Nesse sentido, a forma??o cient?fica ? indicada como uma possibilidade para suprir essas lacunas. Dessa forma, este trabalho investigou como acontece a forma??o dos alunos de Psicologia bolsistas do PIBIC/CNPq, iniciativa estrat?gica para a forma??o inicial em pesquisa na gradua??o. Foram enviados question?rios eletr?nicos para todos os bolsistas em Psicologia do Brasil (622, 104 responderam), com quest?es sobre atividades desenvolvidas, orienta??o, avalia??o sobre o programa, entre outras. Investigou-se tamb?m a produ??o acad?mico-cient?fica, por meio de consulta aos curr?culos Lattes dos respondentes. A maioria dos participantes (70%) afirmou que a principal motiva??o para entrar no programa foi o interesse na pesquisa ou na carreira acad?mica. 60% dos bolsistas exerceram atividade como volunt?rios antes de serem contemplados com a bolsa. Dos respondentes, 65,4% s?o de fato acompanhados diretamente pelo orientador e 80% t?m orienta??es uma ou mais vezes a cada 15 dias. Identificou-se que os bolsistas de Psicologia n?o participam de todas as atividades da pesquisa e que a proximidade com o orientador est? relacionada ? realiza??o de tarefas que favorecem a forma??o cr?tico-reflexiva do aluno. Por fim, menos de 25% dos alunos publicaram artigos ou cap?tulos de livros, demonstrando poss?vel exclus?o do aluno dessa fase. No geral, os bolsistas avaliam positivamente o programa, acreditando que esse contribui para sua forma??o acad?mica e profissional. Diante disso, assinala-se o potencial do PIBIC para a forma??o de psic?logos mais cr?ticos e capazes de propor inova??es e pr?ticas contextualizadas. Contudo, resultados obtidos em programas como esse denunciam a desqualifica??o da forma??o que a maior parte dos alunos, n?o bolsistas, recebem. IX Assim, ressalta-se que deve haver maior investimento para melhoria do ensino de gradua??o e n?o apenas para programas que atingem poucos alunos

How can vibrotactile stimuli be used to create a technology-mediated somatic learning experience? This question motivates this practice-based research, which explores how the Feldenkrais Method and cognate neuroscience research can be applied to technology design. Supported by somaesthetic philosophy, soma-based design theories, and a critical acknowledgement of the socially-inflected body, the research develops a systematic method grounded in first- and third-person accounts of embodied experience to inform the creation and evaluation of design of Haplós, a wearable, user-customisable, remote-controlled technology that plays methodically composed vibrotactile patterns on the skin in order to facilitate body awareness—the major outcome of this research and a significant contribution to soma-based creative work. The research also contributes to design theory and somatic practice by developing the notion of a somatic learning affordance, which emerged during course of the research and which describes the capacity of a material object to facilitate somatic learning. Two interdisciplinary collaborations involving Haplós contribute to additional fields and disciplines. In partnership with experimental psychologists, Haplós was used in a randomised controlled study that contributes to cognitive psychology by showing that vibrotactile compositions can reduce, with statistical significance, intrusive food-related thoughts. Haplós was also used in Bisensorial, an award-winning, collaboratively developed proof-of-concept of a neuroadaptive vibroacoustic therapeutic device that uses music and vibrotactile stimuli to induce desired mental states. Finally, this research contributes to cognitive science and embodied philosophy by advancing a neuroscientific understanding of vibrotactile somaesthetics, a novel extension of somaesthetic philosophy.