No description available.

This paper presents an innovat ive cons t ruct ion of a probabilistic model for predicting chance situations. It describes the construction of a four phase model, derived from an intense qualitative analysis of the written responses of 94 mathematically talented middle school students to the probabilistic compound event problem: “How many doubles are expected when rolling two dice fifty times?” We found that the students’ comprehension process of compound event situations can be broken down into a four phase model: beliefs, subjective estimations, chance estimations and probabilistic calculations. The paper focuses on the development of the model over the course of the experiment, identifying the process the students underwent as they attempted to answer the question. We explain each phase as it was reflected in the students\' rationalizations. All phases, including their definitions and students’ citations, will be presented in the paper. While not every student necessarily goes through all four phases, an awareness and understanding of them all allows for efficient, effective intervention during the learning process. We found that guidance and learning intervention helped shorten the preliminary phases, leading to more relative time spent on probabilistic calculations.

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Seit 1998 unterstützt dresden|exists Gründungsinteressierte aus den Dresdner Hochschulen und Forschungseinrichtungen. In dieser Zeit besuchten mehr als 6.800 Studierende die Vorlesungen zu Gründungsthemen und über 2.800 Geschäftsideen wurden an dresden|exists herangetragen. Doch was ist aus den vielen Ideen geworden? Wir haben bei 20 dieser Gründungen konkret nachgefragt. In der Broschüre zum 15. Jubiläum geben Gründer Einblicke in ihre Geschäftskonzepte und teilen einige ihrer Erfahrungen aus der Gründungsphase.

No description available.

This paper presents an innovat ive cons t ruct ion of a probabilistic model for predicting chance situations. It describes the construction of a four phase model, derived from an intense qualitative analysis of the written responses of 94 mathematically talented middle school students to the probabilistic compound event problem: “How many doubles are expected when rolling two dice fifty times?” We found that the students’ comprehension process of compound event situations can be broken down into a four phase model: beliefs, subjective estimations, chance estimations and probabilistic calculations. The paper focuses on the development of the model over the course of the experiment, identifying the process the students underwent as they attempted to answer the question. We explain each phase as it was reflected in the students\'' rationalizations. All phases, including their definitions and students’ citations, will be presented in the paper. While not every student necessarily goes through all four phases, an awareness and understanding of them all allows for efficient, effective intervention during the learning process. We found that guidance and learning intervention helped shorten the preliminary phases, leading to more relative time spent on probabilistic calculations.

Eine der großen Errungenschaften der Bundesrepublik Deutschland besteht darin, dass nach dem Grundgesetz jedem ein menschenwürdiges Existenzminimum garantiert wird. Im Widerspruch dazu wird im vorliegenden Beitrag nachgewiesen, dass gegenwärtig hilfsbedürftige Studenten existieren, die keine staatliche Förderung erhalten. Auf Basis einer umfangreichen Auswertung wird deutlich, dass der Staat auch den durch ihn unterstützten Studierenden noch nicht einmal ausreichend finanzielle Mittel zur Verfügung stellt, um die anfallenden Kosten in der günstigsten Wohnform zu decken. Diese finanziellen Unsicherheiten tragen dazu bei, dass es zu einer Vergrößerung der sozialen Selektion bei der Studienaufnahme kommt. Daraus ergeben sich sowohl für den Einzelnen als auch die deutsche Volkswirtschaft negative Folgen. Die unzureichende Zurverfügungstellung existenzsichernder Leistungen führt dazu, dass ein erheblicher Anteil der Studenten zur Ausübung einer Nebenbeschäftigung gezwungen ist und dieses Arbeitsvolumen anderen Personen (bspw. Arbeitssuchenden) nicht zur Verfügung steht.

No description available.

Eine der großen Errungenschaften der Bundesrepublik Deutschland besteht darin, dass nach dem Grundgesetz jedem ein menschenwürdiges Existenzminimum garantiert wird. Im Widerspruch dazu wird im vorliegenden Beitrag nachgewiesen, dass gegenwärtig hilfsbedürftige Studenten existieren, die keine staatliche Förderung erhalten. Auf Basis einer umfangreichen Auswertung wird deutlich, dass der Staat auch den durch ihn unterstützten Studierenden noch nicht einmal ausreichend finanzielle Mittel zur Verfügung stellt, um die anfallenden Kosten in der günstigsten Wohnform zu decken. Diese finanziellen Unsicherheiten tragen dazu bei, dass es zu einer Vergrößerung der sozialen Selektion bei der Studienaufnahme kommt. Daraus ergeben sich sowohl für den Einzelnen als auch die deutsche Volkswirtschaft negative Folgen. Die unzureichende Zurverfügungstellung existenzsichernder Leistungen führt dazu, dass ein erheblicher Anteil der Studenten zur Ausübung einer Nebenbeschäftigung gezwungen ist und dieses Arbeitsvolumen anderen Personen (bspw. Arbeitssuchenden) nicht zur Verfügung steht.:1 Einleitung 2 Wichtige staatliche Förderungsmöglichkeiten im Überblick 3 Gegenüberstellung finanzieller Grundbedürfnisse und gegenwärtiger Förderhöhen der vorgestellten Förderungsmöglichkeiten 4 Volkswirtschaftliche Auswirkungen der gegenwärtigen Förderungsmöglichkeiten 5 Notwendige Veränderungen, Zusammenfassung und Ausblick 6 Anhang

Frans Vredenrijk Engelenburg (1863-1938) played a major role in the development and expansion of Afrikaans and the Afrikaans academic culture - especially in the northern part of South Africa. As a Dutch intellectual, lawyer and journalist in the nineteenth century South African Republic (Transvaal), he in particular played an important role as advisor and opinion maker from the 1890s onward. One of his biggest achievements was the key role that he played in the establishment of De Zuid Afrikaanse Akademie voor Taal, Letteren en Kunst in 1909. This study is the first part of a more comprehensive biographical project on the life of Engelenburg and the role he fulfilled in the history of the Akademie and South Africa until the thirties of the twentieth century. Since the 1600s the Engelenburg family has played a prominent role in the community where they lived. Aside from the high positions they had held for centuries before, they had in the fourth and again in the sixth generation married into noble families. This contributed to their important position in the community. Due to circumstances Engelenburg was not raised in the Engelenburg milieu. A family break in 1836 was the cause that Engelenburg's father, as a baby, was spirited away from this family milieu. Engelenburg received an extraordinarily good schooling. The solid intellectual foundation already laid then, to a large extent determined the course of his life. He was at the Stedelijk Gymnasium Arnhem when he met Marie Koopmans-De Wet (1834-1906), an aunt by marriage who lived in Cape Town, when on a visit to Europe. She was his soul mate and acted as a mentor and advisor to Engelenburg. The friendship strengthened with the years. He already at school had the desire to visit South Africa one day. His parents' divorce when he was still a student at the University of Leyden, steered his life in a very different direction than what he had foreseen for himself. The divorce was to a large extent the reason that, although he had studied law, he discarded the notion of a career in law after only a year. His decision to follow a career in journalism affected the rest of his life. The Transvaal War (1880-1881) meant that the Dutch developed an admiration for the Transvaalers for the determination and courage they displayed in their attempts to defeat the British army. President Paul Kruger's call shortly after the war that the Transvaal needed young Dutchmen further encouraged Engelenburg to come to South Africa. Previously Engelenburg had for a year worked for Fred Hogendorp at the Dagblad van Suidholland en s’Gravenhage in The Hague. Circumstances abruptly changed when Hogendorp suddenly became insane. During the same time, the owner of De Volksstem newspaper in Pretoria had committed suicide and Engelenburg seized the work opportunity. Within a matter of three months, he arrived in the Transvaal. Within a month after his arrival he was appointed chief editor of De Volksstem. He had studied the Transvaal situation thoroughly and by means of the newspaper and through tireless efforts, he contributed to improving the farming community’s cultural literacy. The education situation in the Transvaal enjoyed his constant attention. After the Anglo-Boer War (ABW) (1899-1902), he continued to work towards improving the education system in the Transvaal. He early on became involved in the Transvaal University College (later University of Pretoria). Before the ABW he did everything possible to promote the Dutch language to the Boer people. However, after the war he realised that Afrikaans had a rightful place, and he, in addition to Dutch, became a champion for the Afrikaans language. The battle between the proponents of Dutch and Afrikaans respectively, increased after the ABW. To achieve unity of action between the two groups, De Zuid Afrikaanse Akademie voor Taal, Letteren and Kunst was founded in 1909. Behind the scenes Engelenburg was one of the major driving forces to assist with the founding of the organisation. As a board member and later as chairman, he gave impetus to the Akademie. In 2009 the organisation celebrated its centenary. This is an important milestone, especially seen in the light of the current political climate in South Africa. The Akademie can now be regarded as a monument to Engelenburg as the fruit of his labour and perseverance during the first three decades of the Akademie’s existence. / Thesis (M.A. (History))--North-West University, Vaal Triangle Campus, 2010.