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German Universities (german + university)
Selected AbstractsUniversity Councils: An Institutional Innovation in German UniversitiesEUROPEAN JOURNAL OF EDUCATION, Issue 1 2002Renate Mayntz [source] Is Medicine at German Universities as Bad as it is Painted?GERMAN RESEARCH, Issue 1 2007Jürgen Schölmerich Prof. Dr. Clinical research should receive more respect for the dedication shown by young researchers, more long-term career opportunities and more transparency of funding allocation [source] Berliner Geowissenschaftlerinnen an der Friedrich-Wilhelms-Universität von 1906 bis 1945, eine FallstudieFOSSIL RECORD-MITTEILUNGEN AUS DEM MUSEUM FUER NATURKUNDE, Issue 1 2003Barbara A. R. Mohr Abstract In dieser Untersuchung werden beispielhaft die Lebenswege und Karrieren von Berliner Geowissenschaftlerinnen im Zeitraum von 1906 bis 1945 nachgezeichnet und analysiert. Ähnlich wie an anderen deutschen bzw. westlichen Universitäten, aber im Gegensatz zu Russland, begann die Tätigkeit von Frauen in den Geowissenschaften spät, und das Fach wurde auch relativ selten gewählt, hauptsächlich wegen der zu geringen Berufschancen. Aber die besondere Situation in Berlin mit mehreren sich ergänzenden Institutionen und dem daraus resultierenden breiten Spektrum an geowissenschaftlichen Disziplinen, sowie ausgezeichneten Professoren, ließ dennoch Raum für eine Ausbildung in diesem Bereich und erlaubte, wenn auch in bescheidenem Maße, eine gewisse Karrieremöglichkeit. Während der hier untersuchten 40 Jahre haben weniger als 20 Frauen in den Geowissenschaften und benachbarten Gebieten promoviert. Mehrere dieser Frauen blieben in dem von ihnen gewählten Fach weiterhin aktiv und wurden erfolgreich. Zwei Frauen gelang eine akademische Karriere , eine als Universitätsprofessorin, die auch Schülerinnen hatte. Andere arbeiteten an staatlichen Institutionen, wie z. B. dem Geologischen Landesamt. Wenige Frauen blieben nach ihrer Verheiratung beruflich aktiv, wenn auch nicht offiziell angestellt, sondern als Ehefrauen. Andere arbeiteten als "Ersatz" für die im Kriege stehenden Männer. Einige waren aus persönlichen und politischen Gründen, insbesondere während der NS-Zeit, gezwungen, die Geowissenschaften zu verlassen, konnten aber teilweise auf anderen Gebieten erfolgreich arbeiten. This paper documents the lives and careers of women geoscientists at the Berlin Friedrich-Wilhelms-University from 1906 through 1945. Traditionally, in Germany, women had difficulties to be accepted in geosciences (except for geography/geology teachers), because of strong links between geology and mining, a field dominated clearly by men. In western European countries, as well as in the U.S.A. and Australia, the situation was similar in that women started late and in small numbers to study geology. This was, however, in contrast to Russia and later the Soviet Union where women were relatively early accepted even as university teachers. The data for this paper were gathered from Berlin University institutions, such as the historical archive and the library of the Palaeontological Institute, and in addition personal contacts were used. Women who had studied either geography, geology/palaeontology, geophysics, mineralogy or botany/palaeobotany are subject of this study. Only those are considered who had strong affiliations to geosciences proper, in all 17 women. During the first half of the 20th century the Berlin Friedrich-Wilhelms-University, founded in 1810, was one of the most important institutions concerning higher education in Germany, especially for women. The official opening of this university for women students was in 1908, somewhat later than at other German universities. Once admitted, however, the number of dissertations completed by women was relatively high, and, 30% of all habilitations (advanced degree which allows teaching at universities) in Germany and 50% of all habilitations in the natural sciences were accomplished at Berlin between 1918/19 to 1932. The geosciences were, together with medicine, chemistry, physics, botany and zoology, very strong scientifical and in teaching. Geoscientists of international reputation worked at large institutions, affiliated or being part of the University, such as the Prussian (later German) Geological Survey, the Institute of Geology and Palaeontology at the Museum of Natural History or the Institute and Museum of Oceanography, and were the advisers and reviewers of women Diploma and PhD students. [source] Undergraduate teaching in gerodontology in Austria, Switzerland and GermanyGERODONTOLOGY, Issue 3 2004Ina Nitschke Objective:, To survey the present state of undergraduate teaching in the domain of gerodontology in Germany, Switzerland and Austria. Study participants:, All universities of Austria (A), Germany (D) and Switzerland (CH). Protocol:, A questionnaire on undergraduate teaching in gerodontology was mailed to all Deans (A: n = 3; CH: n = 4; D: n = 31) and all independent departments except paediatric dentistry and orthodontics (A: n = 11; CH: n = 15; D: n = 111). Results:, The questionnaires were completed and returned by 29 Deans (A: n = 2; CH: n = 4; D: n = 23) and 102 departments (A: n = 7; CH: n = 8; D: n = 87). In Austria, gerodontology is a very small component of the dental curriculum and the Deans did not want this to be increased. Most German universities claimed to teach some aspects of gerodontology to undergraduate students and 87.4% of the Deans voted for separate lectures in gerodontology. In Switzerland, gerodontology seems well established. The results of questionnaires from the independent departments revealed that in all three countries lectures were more prevalent (A: n = 0; CH: n = 4; D: n = 6) than practical training in nursing homes (A: n = 0; CH: n = 3; D: n = 6). Conclusion:, Considering the demographical shift which is leading to an increasing proportion of elderly in the population, the weighting of gerodontology in the undergraduate dental curriculum should be considered for revision in Austria and Germany. [source] Maintenance of internet-based prevention: A randomized controlled trialINTERNATIONAL JOURNAL OF EATING DISORDERS, Issue 2 2007Corinna Jacobi PhD Abstract Objective: Excessive weight or shape concerns and dieting are among the most important and well-established risk factors for the development of symptoms of disordered eating or full-syndrome eating disorders. Prevention programs should therefore target these factors in order to reduce the likelihood of developing an eating disorder. The aims of this study were to determine the short-term and maintenance effects of an internet-based prevention program for eating disorders. Method: One hundred female students at two German universities were randomly assigned to either an 8-week intervention or a waiting-list control condition and assessed at preintervention, postintervention, and 3-month follow-up. Results: Compared with the control group, the intervention produced significant and sustained effects for high-risk women. Conclusion: Internet-based prevention is effective and can be successfully adapted to a different culture. © 2006 by Wiley Periodicals, Inc. Int J Eat Disord 2006 [source] Structural Modeling of Car Use on the Way to the University in Different Settings: Interplay of Norms, Habits, Situational Restraints, and Perceived Behavioral Control,JOURNAL OF APPLIED SOCIAL PSYCHOLOGY, Issue 8 2009Christian A. Klöckner This manuscript presents the results of the application of an extended norm activation model to the explanation of car use on the way to the university with a sample of 430 students of 3 German universities. The proposed two-stage structural model is supported by the data. First, a norm activation process starting with awareness of consequences activates subjective and personal norms. Second, behavior is determined by car-use habits, perceived behavioral control (PBC), car access, and effort to use public transportation. The influence of personal norms on behavior is mediated by habits. Subgroup analyses of the second stage of the model show a high structural stability, but differences in the regression weights. [source] Technically Speaking: Transforming Language Learning through Virtual Learning Environments (MOOs)MODERN LANGUAGE JOURNAL, Issue 2 2001Silke Von Der Emde Though MOOs (multiple user domains object-oriented) have found a limited use in some language courses, their potential for transforming the language learning classroom has not been fully recognized or valued. In Fall 1998 and 1999, the authors teamed up to teach the first language course conducted almost entirely using a MOO and involving a 7-week exchange between students learning German at an American college and advanced students of English at a German university. Drawing on their experiences, the authors systematically map out the tremendous pedagogical benefits to using a MOO for language learning: a student-centered learning environment structured by such objectives as peer teaching, autonomous learning principles, intellectually rich content-based instruction, individualized learning, and play. In addition to offering a model for the successful integration of technology into the classroom, this article suggests how MOOs can help achieve the long-sought goal of securely anchoring intermediate or even elementary language learning back into the liberal arts curriculum. [source] Gründungen an der Schnittstelle zwischen Wissenschaft und Wirtschaft , die Rolle der HochschulenPERSPEKTIVEN DER WIRTSCHAFTSPOLITIK, Issue 3 2002Frieder Mayer, Krahmer In national innovation systems, universities are not only essential elements of the research infrastructure, but also main players in the field of education and further education. Their specific role in the interplay between knowledge production and market implementation of knowledge via start,ups derives from this fact. This article takes as its theme the university environment which supports and stimulates the start,up processes. It also shows the progress achieved in the German university landscape in recent years on the path towards a culture of entrepreneurship in teaching and research. This is manifested, for example, in the number of start,up chairs, the development of networks to exploit the start,up potential of universities together with regional partners, and in the numbers of spin,offs established. [source] Aufstieg und Fall der Kolonialwissenschaften im NationalsozialismusBERICHTE ZUR WISSENSCHAFTSGESCHICHTE, Issue 4 2003Karsten Linne Dr. phil. Abstract The German colonial plans concerning Africa in the era of National Socialism ascribed a central role the sciences. Scientists of all possible fields launched into activities. Especially subjects which were directly related to the practice of colonial policies, e.g., African languages, ethnology, law, economic sciences, and medicine, were developed. There were colonial ambitions at nearly every German university, but there was one which was designated to become the centre of colonial sciences: the university of Hamburg. It has to be realized that working in this field of studies protected scientists from being drafted by the army for a long time. [source] | |||||||||||||