cometadata/datacite-rtg-text-other-reclassification-records huggingface dataset:
Numerical simulations of aggregate breakup in bounded and unbounded turbulent flows
Creators: name: Babler, Matthaus U.
name: Biferale, Luca
name: Brandt, Luca
name: Feudel, Ulrike
name: Guseva, Ksenia
name: Lanotte, Alessandra S.
name: Marchioli, Cristian
name: Picano, Francesco
name: Sardina, Gaetano
name: Soldati, Alfredo
name: Toschi, Federico
Publisher: name: arXiv
Year: 2014
Subjects: subject: Fluid Dynamics (physics.flu-dyn)
subject: Soft Condensed Matter (cond-mat.soft)
subject: FOS: Physical sciences

description: Breakup of small aggregates in fully developed turbulence is studied by means of direct numerical simulations in a series of typical bounded and unbounded flow configurations, such as a turbulent channel flow, a developing boundary layer and homogeneous isotropic turbulence. The simplest criterion for breakup is adopted, whereas aggregate breakup occurs when the local hydrodynamic stress $σ\sim \varepsilon^{1/2}$, with $\varepsilon$ being the energy dissipation at the position of the aggregate, overcomes a given threshold $σ_\mathrm{cr}$, which is characteristic for a given type of aggregates. Results show that the breakup rate decreases with increasing threshold. For small thresholds, it develops a universal scaling among the different flows. For high thresholds, the breakup rates show strong differences between the different flow configurations, highlighting the importance of non-universal mean-flow properties. To further assess the effects of flow inhomogeneity and turbulent fluctuations, theresults are compared with those obtained in a smooth stochastic flow. Furthermore, we discuss the limitations and applicability of a set of independent proxies.
description: 15 pages, 12 figures, Refinded discussion in Section 2.1, results unchanged
The SO(3) monopole cobordism and superconformal simple type
Creators: name: Feehan, Paul M. N.
name: Leness, Thomas G.
Publisher: name: arXiv
Year: 2014
Subjects: subject: Differential Geometry (math.DG)
subject: Mathematical Physics (math-ph)
subject: General Topology (math.GN)
subject: FOS: Mathematics
subject: FOS: Physical sciences
subject: 53C07, 57R57, 58J05, 58J20, 58J52

description: We show that the SO(3) monopole cobordism formula from Feehan and Leness (2002) implies that all smooth, closed, oriented four-manifolds with $b^1=0$ and $b^+\geq 3$ and odd with Seiberg-Witten simple type satisfy the superconformal simple type condition defined by Marino, Moore, and Peradze (1999) This implies the lower bound, conjectured by Fintushel and Stern (2001) on the number of Seiberg-Witten basic classes in terms of topological data.
description: 32 pages, incorporating final galley proof corrections. To appear in Advances in Mathematics
History Education and Civic Education: The Bulgarian Case
Creators: name: Hranova, Albena
Publisher: name: JSSE - Journal of Social Science Education
Year: 2011

description: This text looks at the developments in the relationship between history education and civic education in the Bulgarian educational tradition in the 1878-1944 period and tends to finally refer to the present state of affairs. It examines the political contexts of the methods and writing of textbooks which have ensured the political longevity of the conservative nationalist model in the worldview of both school subjects. The observations are based upon more than eighty textbooks on history and civic education published since 1878 (of which only those that are typical and representative of the dominant trends in the Bulgarian educational tradition are cited here) as well as upon some works in didactics. The main features in the texture of the conservative model are identified on the basis of a discourse analysis of history and civic education textbooks, and they concern the disciplinary, spatio-temporal, and conceptual homologies found in them.
description: JSSE - Journal of Social Science Education, 1-2011: Patriotism, Nationalism, Citizenship and Beyond
Current Status of Social Studies (sosyal bilgiler) Education in Turkey
Creators: name: Açıkalın, Mehmet
Publisher: name: JSSE - Journal of Social Science Education
Year: 2011

description: This article aims to portray and discuss the current status of social studies education in Turkey in terms of both K-8 and pre-service teacher education levels. The article starts with a brief history about the Turkish social studies education followed by the recent curriculum reform movements in Turkey. Then, the curriculum changes and the reform movements in pre-service social studies teacher education are discussed by analyzing the related literature. The discussion indicates the dominancy of standardized test in the Turkish educational system, teachers’ lack of knowledge and experience, and the limited resources to apply the new curriculum are the major issues for K-8 social studies education. In addition, the quality of social studies teacher education and teacher educators also is another issue that must be addressed. In conclusion, it is agreed by many scholars and educators the reform movements were rushed and the new reforms were applied without perfect planning Bu makalenin amacı Türkiye’ de sosyal bilgiler eğitimin son durumunun ilköğretim seviyesi ve eğitim fakülteleri açısından bir değerlendirmesinin yapılmasıdır. Makalede Türkiye’ deki sosyal bilgiler eğitiminin kısa bir tarihçesinin verilmesinin ardından son zamanlarda yapılan program değişiklikleri tartışılmaktadır. Bu nedenle, ilgili alanyazın taranmış ve yeni ilköğretim sosyal bilgiler programında yapılan değişiklikler ile sosyal bilgiler öğretmenliği bölümlerinin yeniden yapılandırılması konuları tartışılmıştır. Bu tartışmalar göstermiştir ki Türk eğitim sisteminin merkezi sınav sistemlerine dayalı olması, öğretmenlerin yeni sosyal bilgiler programını uygulamaya yeterince hazır olmamaları, ders öğretim materyali ve kaynak yetersizliği yeni programın uygulanması ile ilgili ortaya çıkan sorunlardır. Ayrıca sosyal bilgiler öğretmenliği bölümlerinin değerlendirilmesi ve niteliklerinin arttırılması gerektiği de ortaya çıkmıştır. Son olarak söylemek gerekir ki bir çok eğitimci ve akademisyen yeni programın uygulanmasına yeterince planlama ve denemeler yapılmadan hızla geçildiği görüşünde birleşmektedir.
description: JSSE - Journal of Social Science Education, 1-2011: Patriotism, Nationalism, Citizenship and Beyond
Externally controlled local magnetic field in a conducting mesoscopic ring coupled to a quantum wire
Creators: name: Maiti, Santanu K.
Publisher: name: arXiv
Year: 2014
Subjects: subject: Mesoscale and Nanoscale Physics (cond-mat.mes-hall)
subject: FOS: Physical sciences

description: In the present work the possibility of regulating local magnetic field in a quantum ring is investigated theoretically. The ring is coupled to a quantum wire and subjected to an in-plane electric field. Under a finite bias voltage across the wire a net circulating current is established in the ring which produces a strong magnetic field at its centre. This magnetic field can be tuned externally in a wide range by regulating the in-plane electric field, and thus, our present system can be utilized to control magnetic field at a specific region. The feasibility of this quantum system in designing spin-based quantum devices is also analyzed.
description: 8 pages, 9 figures
Lob der Verschiedenheit – Umgang mit Heterogenität in der sozialwissenschaftlichen Bildung
Creators: name: Bank, Volker
name: Ebbers, Ilona
name: Fischer, Andreas
Publisher: name: JSSE - Journal of Social Science Education
Year: 2011

description: Obwohl sich der Diskurs über den Umgang mit Heterogenität und Diversität in den letzten Jahren intensiviert hat, ist das Thema wirtschaftsdidaktisch „unterbelichtet“. Im Beitrag werden – ohne einen Anspruch auf Vollständigkeit – einige grundsätzliche Überlegungen über den Umgang mit Heterogenität und Diversität angesprochen. Hervorgehoben wird, dass in der Diskussion die je spezifische und komplexe Bedürfnislage des Einzelnen ins Zentrum gerückt wird, also subjektbezogene Differenzkategorien im Mittelpunkt stehen. Welche Herausforderungen sich angesichts objektbezogener Differenzkategorien ergeben, wird nur gelegentlich angesprochen. Angesicht der heterogenen Weltbilder, Paradigma und Bezugsdisziplinen für und in einer sozialwissenschaftlichen Bildungslandschaft mit ihrer Vielzahl an fachdidaktischen Konzepten und den damit verbunden didaktischen Handlungsfeldern (Curricula, Bildungsstandards, Lehr-Lern-Methoden, Materialien, Lehr-Lern-Umgebungen etc.) stellen sich ein ganzes Bündel von Fragen, die in diesem Beitrag aufgelistet und partiell in diesem Heft erörtert werden.
description: JSSE - Journal of Social Science Education, 2-2011: Praise of Difference: Dealing with Heterogeneity in Socio-Scientific Education
Heterogenität im Bildungsprozess und pädagogische Professionalität – Skizze eines Forschungsprogramms
Creators: name: Strasser, Josef
Publisher: name: JSSE - Journal of Social Science Education
Year: 2011

description: Heterogenität der Schülerschaft, wie sie sich im Zuge eines zunehmenden binnengesellschaftlichen Pluralismus von Kulturen ergibt, stellt das professionelle Handeln von Lehrern vor neue Herausforderungen. Der mangelnde Bildungserfolg, der mit verschiedenen Dimensionen von Heterogenität einhergeht, ist ein Indikator für bestehende Probleme im Umgang mit Heterogenität. Trotz des zunehmenden Interesses am Thema fehlt es aber an einer breiten und systematisch gewonnenen Wissensbasis zur professionellen Auseinandersetzung mit Heterogenität. Unklar ist, wie pädagogische Professionalisierung besser an neue, mit wachsender Heterogenität einhergehende Anforderungen des Schulalltags angepasst werden kann. Hierzu bedarf es eines umfassenden Forschungsprogramms. In dem Beitrag wird der Rahmen für ein derartiges Programm abgesteckt, indem der Blick 1) auf vorliegende Erkenntnisse zum Zusammenhang zwischen Heterogenität und Bildungserfolg, 2) auf unterschiedliche Konzepte zum Umgang mit Heterogenität und 3) auf die Vermittlung geforderter Kompetenzen in der Lehrerbildung gerichtet wird. Die hierbei konstatierten Defizite führen zur systematischen Verortung von anzugehenden Forschungsbereichen Student diversity, resulting from an increasing pluralism of cultures within society, is a major challenge for teachers’ professional action. The fact that problems in school achievement are associated with different dimensions of diversity hints to existing problems in dealing with diversity. Although student diversity is increasingly focused in educational discourses, a broad and systematically gained knowledge base is still lacking. It remains unclear, how the professional training and development of teachers can be adjusted to the demands of increasing diversity within schools. A comprehensive research program is needed to overcome this deficit. The paper delineates the frame for such a program by looking at 1) existing research on the relation between aspects of diversity and student achievement, 2) different concepts for dealing with diversity and 3) the acquisition of needed competencies in teachers’ training. The identified deficits lead to a systematic positioning of research arenas.
description: JSSE - Journal of Social Science Education, 2-2011: Praise of Difference: Dealing with Heterogeneity in Socio-Scientific Education
Völkerbundspädagogik in der Weimarer Republik. Wie ich mit 14jährigen Berliner Volksschulmädchen (8. Schuljahr) den Völkerbund behandelt habe!
Creators: name: Götz, Konrad
Publisher: name: JSSE - Journal of Social Science Education
Year: 2011

description: Kein Abstract vorhanden No Abstract available
description: JSSE - Journal of Social Science Education, 2-2011: Praise of Difference: Dealing with Heterogeneity in Socio-Scientific Education
“Völkerbundspädagogik”. Internationale Politik als Unterrichtsthema in der Weimer Republik
Creators: name: Busch, Matthias
Publisher: name: JSSE - Journal of Social Science Education
Year: 2011

description: Kein Abstract vorhanden No Abstract available
description: JSSE - Journal of Social Science Education, 2-2011: Praise of Difference: Dealing with Heterogeneity in Socio-Scientific Education
Distinguishing Flavor Non-universal Colorons from Z' Bosons at the LHC
Creators: name: Chivukula, R. Sekhar
name: Ittisamai, Pawin
name: Simmons, Elizabeth H.
Publisher: name: arXiv
Year: 2014
Subjects: subject: High Energy Physics - Phenomenology (hep-ph)
subject: High Energy Physics - Experiment (hep-ex)
subject: FOS: Physical sciences

description: Electrically-neutral massive color-singlet and color-octet vector bosons, which are often predicted in Beyond the Standard Model theories, have the potential to be discovered as dijet resonances at the LHC. A color-singlet resonance that has leptophobic couplings needs further investigation to be distinguished from a color-octet one. In previous work, we introduced a method for discriminating between the two kinds of resonances when their couplings are flavor-universal, using measurements of the dijet resonance mass, total decay width and production cross-section. Here, we describe an extension of that method to cover a more general scenario, in which the vector resonances could have flavor non-universal couplings; essentially, we incorporate measurements of the heavy-flavor decays of the resonance into the method. We present our analysis in a model-independent manner for a dijet resonance with mass 2.5-6.0 TeV at the LHC with $\sqrt{s}=14$ TeV and integrated luminosities 30, 100, 300 and 1000 ${\rm fb}^{-1}$, and show that the measurements of the heavy-flavor decays should allow conclusive identification of the vector boson. Note that our method is generally applicable even for a Z' boson with non-Standard invisible decays. We include an appendix of results for various resonance couplings and masses to illustrate how well each observable must be measured to distinguish colorons from Z' bosons.
description: 24 pages, pdf color figures included. Updated error estimates, improved figures
title: Wenn die Bühne verloren geht
Creators: name: Oberhofer, Manuel
Year: 2022

description: In dieser Masterarbeit wird den Bedingungen, unter denen Rollendarstellungen für Menschen in Sozial betreuten Wohneinrichtungen möglich sind, nachgegangen. Theoretisch orientiert sie sich an den Überlegungen Erving Goffmans zu Interaktionsordnung und an den Ansätzen der Lebenslage. Die Erhebung wurde mittels problemzentrierter Interviews nach Witzel durchgeführt und die Auswertung mittels Grounded Theory. Für dieses Vorhaben wurden insgesamt zehn Interviews mit Bewohner*innen Sozial betreuter Wohneinrichtungen durchgeführt. Menschen, die in diesen Einrichtungen leben, sind oft von ehemaliger Obdach- bzw. Wohnungslosigkeit betroffen gewesen, weisen eine benachteiligte Lebenslage auf und befinden sich in gehobenem Alter. In der Erhebung hat sich gezeigt, dass diese Benachteiligungen teilweise durch die Leistungen der Sozial betreuten Wohneinrichtungen ausgeglichen werden konnten. Wichtig hierbei ist vor allem die stabilisierende Funktion des Sozial betreuten Wohnens, welche sich in allen Dimensionen der Lebenslage bemerkbar gemacht hat. Interviewpersonen sprechen von einem strukturierten Tagesablauf, dem Vorteil langfristig sicherer Wohnverhältnisse, der gesundheitlichen Erholung und sozialer Eingebundenheit. Diese verbesserte Lebenslage geht teilweise auch mit dem Überwinden von Stigmatisierungserfahrungen und der Schaffung von neuen positiv besetzten Rollenverhältnissen einher. Vor allem jene Interviewpersonen, die über eine eingeschränkte individuelle Ressourcenausstattung verfügen, können von einem wertschätzenden und vertrauensvollen Verhältnis mit dem betreuenden Personal und von den Interaktionen mit den Mitbewohner*innen in den Wohneinrichtungen profitieren.
Exceptional sheaves on the Hirzebruch surface $\mathbb{F}_2$
Creators: name: Okawa, Shinnosuke
name: Uehara, Hokuto
Publisher: name: arXiv
Year: 2014
Subjects: subject: Algebraic Geometry (math.AG)
subject: FOS: Mathematics
subject: 13D09

description: We investigate exceptional sheaves on the Hirzebruch surface $\mathbb{F}_2$, as the first attempt toward the classification of exceptional objects on weak del Pezzo surfaces.
description: 25 pages
Habitus in the Classroom: the Relevance of Student Heterogeneity and Departmental Culture for Learner-Oriented Didactics in Teaching Sociology (Didaktische Strategien zum Umgang mit habitueller Vielfalt und spezifischer Fachkultur in Soziologie)
Creators: name: Lueg, Klarissa
Publisher: name: JSSE - Journal of Social Science Education
Year: 2011

description: The relevance of habitus, social origin and the mechanisms of exclusion as applied by the university system has often been discussed in current research. It has been stated that opportunities of students are impaired by field-of-study orientations and drop-out rates. In contrast to this, the aspect how university teachers can practically deal with this knowledge is less elaborated. In view of this, this article presents methods of how learner-oriented approaches, with special reference to the heterogeneity of student milieus, can be implemented in teaching sociology. On the basis of reviewing theoretical approaches and recent empirical data, this article points out a) what data are relevant for the operationalisation of learner oriented didactics, b) what concrete problems might occur in the teacher-student-relationship and c) what techniques are to be applied by sociology teachers in handling classroom problems. The results demonstrate that teaching methods which adequately respond to heterogeneity within the culture of sociology departments are imperative and available. Still, to establish equal opportunities, a more practical turn in a hitherto predominantly theoretical discussion is clearly needed Chancenungleichheit durch Passungsdifferenzen unterschiedlicher sozialer Milieus zum Hochschulsystem ist schon häufig theoretisch diskutiert worden. Zudem geben empirische Untersuchungen detaillierte Einblicke in studentische Milieus und Fachkulturen. Bei der Literaturrezeption entsteht der Eindruck, eine didaktische Reaktion auf das Problem der hochschulinternen Exklusionsmechanismen könnte nicht dringend genug sein. Die Konzeption entsprechender didaktischen Ansätze wird aber wenig thematisiert. Dieser Artikel hat den Anspruch, konkrete Umsetzungsmöglichkeiten von lernerzentrierten didaktischen Ansätzen im Fach Soziologie aufzuzeigen. In einem Fach, das grundsätzlich sensibel für Ungleichheiten ist, fehlen trotzdem heterogenitätsorientierte Gestaltungskonzepte. Der vorliegende Aufsatz will diese Lücke schließen und beantworten a) welche der Informationen über studentische Milieus relevant für die Konzeption einer lernerzentrierten Didaktik ist, b) welche konkreten Passungsprobleme sich in Lehr-Lern-Settings ergeben könnten und c) mit welchen Methoden diesen Problemen begegnet werden kann. Die Ergebnisse zeigen nicht nur, dass eine heterogenitätssensible, lernerbezogene Didaktik bereits jetzt methodisch möglich ist.
description: JSSE - Journal of Social Science Education, 2-2011: Praise of Difference: Dealing with Heterogeneity in Socio-Scientific Education
Pedagogy of the League of Nations in the Weimar Republic. How I dealt with the League of Nations with 14-year-old girls from an elementary school (8th grade) in Berlin
Creators: name: Götz, Konrad
Publisher: name: JSSE - Journal of Social Science Education
Year: 2011

description: Kein Abstract vorhanden No Abstract available
description: JSSE - Journal of Social Science Education, 2-2011: Praise of Difference: Dealing with Heterogeneity in Socio-Scientific Education
Pedagogy of the League of Nations. International politics as a lesson topic in the Weimar Republic
Creators: name: Busch, Matthias
Publisher: name: JSSE - Journal of Social Science Education
Year: 2011

description: Kein Abstract vorhanden No Abstract available
description: JSSE - Journal of Social Science Education, 2-2011: Praise of Difference: Dealing with Heterogeneity in Socio-Scientific Education
title: Dolmetschen beim VI. Weltkongress der Kommunistischen Internationale
Creators: name: Barchan, Irina
Year: 2022

description: Diese Masterarbeit beschäftigt sich mit dem Thema „Dolmetschen beim VI. Weltkongress der Kommunistischen Internationale“. Im Rahmen dieser wissenschaftlichen Arbeit wurde eine historische Studie durchgeführt, um herauszufinden, ob bereits 1928 beim VI. Weltkongress der Kommunistischen Internationale (Komintern) simultan gedolmetscht wurde. Um diese Forschungsfrage zu beantworten, wurde im RGASPI Archiv sowohl nach der Technik, als auch nach den DolmetscherInnen gesucht. Somit ist das Ziel dieser Masterarbeit in ein wenig erforschtes Gebiet der Translationsgeschichte zu blicken und einen wissenschaftlichen Beitrag im translations-historischen Bereich zu leisten. Das erste Kapitel dieser Masterarbeit bietet einen Überblick über die historisch-politische Lage zum Beginn des 20. Jahrhundert, mit der Berücksichtigung der internationalen Organisationen, die für das Thema dieser Masterarbeit relevant sind. Im nächsten Kapitel werden die sprachlichen Herausforderungen der internationalen Organisationen zum erwähnten Zeitpunkt besprochen. Die ersten Versuche das Simultandolmetschen anzuwenden, verliefen in mehreren internationalen Organisationen parallel. Das wird im vierten Kapitel dieser Arbeit beschrieben, um einen Übergang in das fünfte Kapitel zur Entwicklung der sowjetischen Dolmetschtechnik zu schaffen. Das sechste Kapitel konzentriert sich auf den VI. Weltkongress der Kommunistischen Internationale und enthält detaillierte Informationen über die Methodik, die Technik und die allgemeine Planung des Kongresses in Bezug auf Dolmetschen. Im siebenten Kapitel wurden Biographien der bis jetzt unbekannten DolmetscherInnen des VI. Weltkongresses der Kommunistischen Internationale präsentiert. Das letzte Kapitel bietet einen kurzen Blick in die Entwicklung des Simultandolmetschens bei der Kommunistischen Internationale nach dem besagten Kongress. Abschließend werden nicht nur die Forschungsergebnisse, sondern auch weitere Forschungsmöglichkeiten präsentiert.
title: L'excursion créative : un levier ou un frein au processus d'acquisition de compétences et de savoirs ?
title: L'excursion créative : un levier ou un frein au processus d'acquisition de compétences et de savoirs ?
titleType: AlternativeTitle
Creators: name: Kunz, Matthias
Publisher: name: Unknown
Year: 0
Subjects: subject: excursion créative
subject: représentations
subject: capacités transversales
subject: sortie
subject: créativité

description: Une excursion créative est menée à travers Lavaux, de Puidoux-Chexbres à Cully avec une classe de 6ème Harmos. Les cinq activités proposées visent à travailler les capacités transversales de collaboration, de communication et de pensée créatrice, ainsi que des savoirs disciplinaires tels que la pente, les impacts environnementaux de l'homme (bruits) et les interdépendances des éléments du paysage. La sortie devrait également permettre de faire évoluer les élèves dans leurs représentations de cette région qui est la leur. Suite à la sortie, des entretiens sont menés avec les élèves, réunis dans les mêmes groupes que lors de la sortie. Ces entretiens visent à vérifier si la dimension créative de l'excursion a véritablement permis d'acquérir savoir et compétences ou si la dimension créative a empêché les élèves d'atteindre ces objectifs définis préalablement. Les énoncés des élèves sont analysés et les résultats permettent de répondre à la question de recherche et d'affirmer que la dimension créative des activités a été un levier dans le processus d'acquisition de savoirs et de capacités transversales et a permis de faire évoluer les représentations des élèves.
“This is how you do it in Germany, but we do it our way.” Different Notions of Citizenship Education in the Russian-German Exchange of Young Professionals
Creators: name: Busuleanu, Štepánka
name: Ivanova-Chessex, Oxana
Publisher: name: JSSE - Journal of Social Science Education
Year: 2011

description: Citizenship education is a widespread concept of lifelong learning important for democratic participation. The research shows a great variety in approaches to citizenship education depending on socio-political contexts (Bîrzéa 2004, 17; Kerr, Nelson 2005, 10). This study is based on participative evaluation (Bergold 2007; Cousins, Earl 1992) accompanying the German-Russian training and exchange program regarding non-formal citizenship education. Through content analysis of interviews and artifacts we explore views of citizenship education and strategies that the actors use to deal with the various assumptions in this field of education. In Germany democracy, participation and critical thinking are emphasized, in contrast to Russia, where, depending on the organizational structure, the patriotic upbringing is exercised. Four ways of dealing with the conflicting assumptions and practices are identified in the issue-focused exchange of young professionals. They are the individual construction of the German and Russian ways of citizenship education, enrichment of individual understanding, reduction of the perceived differences and conformity with ones environment juggling with declared and practiced notions Citizenship education ist ein verbreitetes Konzept des lebenslangen Lernens mit dem Ziel, demokratisch orientierte Partizipation zu fördern. Laut Forschung variieren die Ansätze von citizenship education in Abhängigkeit vom soziopolitischen Kontext (Bîrzéa 2004: 17; Kerr/ Nelson 2005: 10). Die vorliegende Untersuchung basiert auf einer partizipativen Evaluation (Bergold 2007; Cousins/ Earl 1992), die im deutsch-russischen Fachkräfteaustausch zum Thema citizenship education durchgeführt wurde. Durch die qualitative Inhaltsanalyse von Interviews und Artefakten werden die Auffassungen der Akteure von citizenship education untersucht und ihre Strategien im Umgang mit differierenden Annahmen rekonstruiert. Die Befunde zeigen: Die deutsche Befragtengruppe betont Demokratie, Partizipation und kritisches Denken, während in vielen russischen Organisationen (abhängig von strukturellen Rahmenbedingungen) eine patriotische Erziehung praktiziert wird. Vier Wege im Umgang mit widersprüchlichen Auffassungen und Praktiken werden im Rahmen der untersuchten themenorientierten Austauschmaßnahme eruiert. Diese sind die Konstruktion eines deutschen und russischen Ansatzes von citizenship education, die Entwicklung eines individuellen Verständnisses, die Reduktion der wahrgenommenen Differenzen sowie die Anpassung an das Umfeld, bei der deklarierte und handlungsrelevante Annahmen einander widersprechen können.
description: JSSE - Journal of Social Science Education, 2-2011: Praise of Difference: Dealing with Heterogeneity in Socio-Scientific Education
Obata's rigidity theorem for metric measure spaces
Creators: name: Ketterer, Christian
Publisher: name: arXiv
Year: 2014
Subjects: subject: Metric Geometry (math.MG)
subject: Differential Geometry (math.DG)
subject: FOS: Mathematics

description: We prove Obata's rigidity theorem for metric measure spaces that satisfy a Riemannian curvature-dimension condition. Additionally, we show that a lower bound $K$ for the generalized Hessian of a sufficiently regular function $u$ holds if and only if $u$ is $K$-convex. A corollary is also a rigidity result for higher order eigenvalues.
description: Theorem 6.1 (Corollary 6.2) is not needed anymore for the proof. Corollary 6.2 has become Corollar 5.4. A rigidity result concerning higher eigenvalues has been added. 20p. Comments are welcome
Probing primordial non-Gaussianity via iSW measurements with SKA continuum surveys
Creators: name: Raccanelli, Alvise
name: Doré, Olivier
name: Bacon, David J.
name: Maartens, Roy
name: Santos, Mario G.
name: Camera, Stefano
name: Davis, Tamara M.
name: Drinkwater, Michael J.
name: Jarvis, Matt
name: Norris, Ray
name: Parkinson, David
Publisher: name: arXiv
Year: 2014
Subjects: subject: Cosmology and Nongalactic Astrophysics (astro-ph.CO)
subject: FOS: Physical sciences

description: The Planck CMB experiment has delivered the best constraints so far on primordial non-Gaussianity, ruling out early-Universe models of inflation that generate large non-Gaussianity. Although small improvements in the CMB constraints are expected, the next frontier of precision will come from future large-scale surveys of the galaxy distribution. The advantage of such surveys is that they can measure many more modes than the CMB -- in particular, forthcoming radio surveys with the SKA will cover huge volumes. Radio continuum surveys deliver the largest volumes, but with the disadvantage of no redshift information. In order to mitigate this, we use two additional observables. First, the integrated Sachs-Wolfe effect -- the cross-correlation of the radio number counts with the CMB temperature anisotropies -- helps to reduce systematics on the large scales that are sensitive to non-Gaussianity. Second, optical data allows for cross-identification in order to gain some redshift information. We show that, while the single redshift bin case can provide a sigma(fNL) ~ 20, and is therefore not competitive with current and future constraints on non-Gaussianity, a tomographic analysis could improve the constraints by an order of magnitude, even with only two redshift bins. A huge improvement is provided by the addition of high-redshift sources, so having cross-ID for high-z galaxies and an even higher-z radio tail is key to enabling very precise measurements of fNL. Our results show that SKA continuum surveys could provide constraints competitive with CMB and forthcoming optical surveys, potentially allowing a measurement of sigma(fNL) ~ 1 to be made. Moreover, these measurements would act as a useful check of results obtained with other probes at other redshift ranges with other methods.
description: 10 pages, 5 figures. Version matching the one accepted for publication on JCAP
Gendertheoretische Überlegungen im Umgang mit Heterogenität in der Schule? (Considerations from the Perspective of Gender Theory about Dealing with Heterogeneity in School)
Creators: name: Drinck, Barbara
Publisher: name: JSSE - Journal of Social Science Education
Year: 2011

description: Im schulpädagogischen Diskurs über Heterogenität werden derzeit die unterschiedlichen Voraussetzungen von Lernenden erörtert. Dies betrifft auch das Geschlecht des Schülers und die subjektiven Geschlechterkonstruktionen der Lehrkräfte. Sie neigen oft dazu, im Unterricht geschlechtsstereotypische Erwartungen an die Schüler zu formulieren. In der Heterogenitätsforschung wird jedoch betont, dass Mädchen und Jungen zwar besondere Fähigkeiten besitzen können, es wird aber gleichzeitig auf die Problematik einer geschlechtlich dichotomen Rollenzuschreibung hingewiesen, die einer Gleichwertigkeit in den Bildungschancen entgegengewirkt. Der Aufsatz behandelt Schwerpunkte der schulpädagogischen Geschlechterforschung. Dabei werden die unterschiedlichen Lebensentwürfe von jungen Frauen und Männern im Bildungsprozess vorgestellt und die Koedukation unter dem kritischen Blick auf die geschlechtliche Segregation des Arbeitsmarktes diskutiert The school pedagogy’s discourse on heterogeneity currently debates the diverse conditions of learners. This also regards the gender of pupils and the subjective constructions of gender roles by teachers. During lessons, teachers often tend to formulate expectations of gender-stereotypical behaviour to their pupils. Yet, in the research of heterogeneity, it is stressed that girls and boys may indeed possess different skills and abilities but at the same time the problem of a dichotomous role ascription to both genders is pointed out which counteracts equality of educational opportunities. The paper deals with three foci of the school pedagogy’s gender research. The different life courses of young women and men in the process of their education is depicted. Co-education is critically examined with regard to the gender segregation of the employment market.
description: JSSE - Journal of Social Science Education, 2-2011: Praise of Difference: Dealing with Heterogeneity in Socio-Scientific Education
Heterogene Schülerkonzepte für ökonomische Phänomene: ihre Erfassung und Konsequenzen für den Unterricht (Students’ Heterogeneous Concepts of Economic Phenomena: How to Ascertain These and Consequences in the Classroom)
Creators: name: Birke, Franziska
name: Seeber, Günther
Publisher: name: JSSE - Journal of Social Science Education
Year: 2011

description: Der vorliegende Beitrag widmet sich der Erfassung heterogenen Verständnisses von ökonomischen Phänomenen bei Schülerinnen und Schülern. Die Autoren gehen davon aus, dass ein besseres Verständnis dieser Heterogenität für die Wirtschaftsdidaktik in Wissenschaft und Praxis von fundamentaler Bedeutung ist. Da mit der Phänomenographie ein geeignetes Erfassungsinstrument zur Verfügung steht, das in der sozialwissenschaftlichen Didaktik des deutschsprachigen Raums bisher nahezu keine Rolle spielt, versprechen sie sich gerade hier neue Impulse. Der Artikel beschreibt und diskutiert ein phänomenographisches Vorgehen für die ökonomische Bildung in Abgrenzung zu anderen Methoden. Er schließt mit Implikationen für die Unterrichtspraxis, da eine Kombination der Phänomenographie mit einer Konzeptvariation die Schülerwahrnehmungen in den Wirtschaftsunterricht integrieren lässt und hilft, Lernfortschritte zu erzielen This article addresses the issue of identifying students’ heterogeneous understanding of economic phenomena. The authors assume that a better understanding of this heterogeneity is essential for economic education in science and practice. Phenomenography stands by as an adequate tool for identifying heterogeneity. However, so far, it is hardly adapted in German-speaking social science didactics and therefore we hope for new stimuli from its reception. The article describes and discusses the phenomenographic approach in economic education in distinction to other available methods. It closes by showing the implications for lesson practice, because a combination of phenomenography and concept variation will help to integrate students’ perceptions into economic instruction and to achieve progress in learning.
description: JSSE - Journal of Social Science Education, 2-2011: Praise of Difference: Dealing with Heterogeneity in Socio-Scientific Education
Testing and Diagnosing Social Science Literacy
Creators: name: Weber, Birgit
Publisher: name: JSSE - Journal of Social Science Education
Year: 2011

description: A year ago the Journal of Social Science Education 4/2010 invites to debate the foundation of social science literacy. What are the competences, and ‘what are’ the contents, and individual needs to understand the relations, systems and orders of society, economy and politics? What helps to make autonomously found decisions and responsible judgements in individual and social life? What kind of abilities are needed for autonomous action within ones own life in order to participate within the given frames of society, economy and politics, in shaping them or in creating new rules. Search and discussion of the relevant concepts and competences in the domain of social science education are going on. Nevertheless the research on testing and diagnosing social science literacy is carried as well – despite the absence of a consensus on content.
description: JSSE - Journal of Social Science Education, 3-2011: Social Science Literacy II: In Search for Basic Competences and Basic Concepts for Testing and Diagnosing
A Sceptical Look at the Quantitative Education Research in Civic and Citizenship Education
Creators: name: Zurstrassen, Bettina
Publisher: name: JSSE - Journal of Social Science Education
Year: 2011

description: At the latest since the PISA study, the international comparability of educational system performance is called for. Little discussion takes place on the research problems occurring in the course of internationally comparative educational systems in the social societal teaching subjects. Research, however, finds itself confronted with methodical, scientific-theoretic and test-ethical problems. These problem areas are to be outlined in this paper. The focus will be on quantitatively comparative education studies. Essentially the analysis consists of an examination of the ICCS Study (International Civic and Citizenship Education Study) of the biggest internationally comparative political education study in existence.
description: JSSE - Journal of Social Science Education, 3-2011: Social Science Literacy II: In Search for Basic Competences and Basic Concepts for Testing and Diagnosing
Efimov like phase of a three stranded DNA (Efimov-DNA) and the renormalization group limit cycle
Creators: name: Pal, Tanmoy
name: Sadhukhan, Poulomi
name: Bhattacharjee, Somendra M.
Publisher: name: arXiv
Year: 2014
Subjects: subject: Soft Condensed Matter (cond-mat.soft)
subject: Statistical Mechanics (cond-mat.stat-mech)
subject: Quantum Physics (quant-ph)
subject: FOS: Physical sciences

description: A three-stranded DNA with short range base pairings only is known to exhibit a classical analog of the quantum Efimov effect, viz., a three chain bound state at the two chain melting point where no two are bound. By using a non-perturbative renormalization group method for a rigid duplex DNA and a flexible third strand, with base pairings and strand exchange, we show that the Efimov-DNA is associated with a limit cycle type behavior of the flow of an effective three chain interaction. The analysis also shows that thermally generated bubbles play an essential role in producing the effect. A toy model for the flow equations shows the limit cycle in an extended three dimensional parameter space of the two-chain coupling and a complex three chain interaction.
description: 18 pages, 10 figures, almost published version
Dynamics of quasiparticles in graphene under intense circularly polarized light
Creators: name: Yudin, Dmitry
name: Eriksson, Olle
name: Katsnelson, Mikhail I.
Publisher: name: arXiv
Year: 2014
Subjects: subject: Mesoscale and Nanoscale Physics (cond-mat.mes-hall)
subject: FOS: Physical sciences

description: A monolayer of graphene irradiated with circularly polarized light suggests a unique platform for surface electromagnetic wave (plasmon-polariton) manipulation. In fact, the time periodicity of the Hamiltonian leads to a geometric Aharonov-Anandan phase and results in a photovoltaic Hall effect in graphene, creating off-diagonal components of the conductivity tensor. The latter drastically changes the dispersion relation of surface plasmon-polaritons, leading to hybrid wave generation. In this paper we present a systematic and self-contained analysis of the hybrid surface waves obtained from Maxwell equations based on a microscopic formula for the conductivity. We consider a practical example of graphene sandwiched between two dielectric media and show that in the one-photon approximation there is formation of propagating hybrid surface waves. From this analysis emerges the possibility of a reliable experimental realization to study Zitterbewegung of charge carriers of graphene.
description: 9 pages, 4 figures
title: La pérennité des camps scolaires est-elle menacée par l'actuel positionnement du Tribunal fédéral ?
title: La pérennité des camps scolaires est-elle menacée par l'actuel positionnement du Tribunal fédéral ?
titleType: AlternativeTitle
Creators: name: Letourneau, Emile
name: Baldi, Loris
Publisher: name: Unknown
Year: 0
Subjects: subject: camp
subject: éducation
subject: gratuité
subject: sport
subject: législation
subject: arrêt fédéral
subject: financement
subject: équité

description: Dans la société helvétique, les établissements scolaires mettent traditionnellement en place des activités extrascolaires sous plusieurs formes. En effet, sont souvent proposées : des journées hors cadre (événements sportifs, visites de musées, manifestations, etc.), des courses d’école et des semaines de camps. Dans ce travail, nous nous focaliserons principalement sur la place des camps scolaires au sein du système vaudois, car ces derniers sont les plus onéreux. Au travers de plusieurs regards croisés tels que le Tribunal fédéral (TF), un acteur issu du monde politique, plusieurs membres de comités de Direction (directeurs, doyens) ainsi qu’un enseignant de sport, nous allons analyser les possibles effets de l’arrêt fédéral du 7 décembre 2017 (Tribunal fédéral, 2017) sur la mise en place des activités extrascolaires. Toutes les personnes interrogées ont exercé une influence sur l’organisation ce type d’activité dans des établissements du canton de Vaud. Il nous a paru essentiel de mettre en concordance les opinions de différents intervenants travaillant dans divers secteurs afin d’en tirer des conclusions. L’arrêt du Tribunal fédéral a été prononcé à la suite d’un litige financier entre les institutions scolaires thurgoviennes et des familles établies dans le canton. Le TF a rendu son verdict en faveur des familles concernées en se référant à l’article 19 de la Constitution fédérale de la Confédération suisse (Cst.). En effet, « Le droit à un enseignement de base suffisant et gratuit est garanti. » (Confédération Suisse, 2000). Jurisprudence oblige, il y a une répercussion sur le système scolaire vaudois. De ce fait, cette décision s’attaque de manière indirecte à des activités traditionnellement établie dans notre pays. Comment le canton, les communes et les établissements scolaires vont-ils réagir pour trouver des financements permettant de couvrir la participation des parents, liés aux activités financières de la vie scolaire d’un écolier ?
Significant Learning and Civic Education: Shifting Frameworks for Teaching in Light of Learning about the Financial Crisis
Creators: name: McGoldrick, KimMarie
name: Peterson, Janice
Publisher: name: JSSE - Journal of Social Science Education
Year: 2011

description: The recent financial crisis has motivated economic educators to rethink what economics should be taught, acknowledging disconnects between classroom content and real world events. We introduce a learning theory approach that is broader, one that goes beyond such context specific discussions of foundational knowledge and application (i.e., teaching about this specific crisis) and provide a framework to address the broader issue of how teaching practices can, by their very nature, minimize such disconnects and provide more effective processes for teaching about current economic conditions. The theory of significant learning (Fink 2003) is presented as a model of how experiences can be used to develop a deep approach to learning, learning that lasts. Experiential learning pedagogies are timeless in that they can be readily modified to promote deeper understanding over a wide range of economic environments. Focusing on one category of significant learning, the human dimension, and one component of the financial crisis, unemployment, examples which modify existing experiential learning practices are described to demonstrate how such pedagogic practices can be readily adapted to teaching and learning about current economic conditions. In short, we demonstrate that incorporating student experiences into pedagogic practice provides a natural alignment of teaching content and real world events, regardless of how those change over time.
description: JSSE - Journal of Social Science Education, 3-2011: Social Science Literacy II: In Search for Basic Competences and Basic Concepts for Testing and Diagnosing
title: Le redoublement : l'influence des pratiques d'évaluations sommatives
title: Le redoublement : l'influence des pratiques d'évaluations sommatives
titleType: AlternativeTitle
Creators: name: Porret, Kathy
Publisher: name: Unknown
Year: 0
Subjects: subject: redoublement
subject: évaluation sommative
subject: inclusion scolaire
subject: décision
subject: raisons

description: Le redoublement est un sujet de société qui fait encore débat aujourd’hui. En effet, plusieurs pays pratiquent le redoublement, alors que d’autres ont décidé de s’en abstenir et d’utiliser la promotion automatique. Ceci m’a poussée à examiner les raisons pour lesquelles on utilise toujours le redoublement en Suisse. Les enjeux et dimensions liés à l’évaluation, comme l’évaluation critériée, m’ont permis d’enrichir mon questionnement sur le redoublement et d’interroger la construction des évaluations par les enseignants, ainsi que les pratiques évaluatives de ces derniers. Ainsi, mon mémoire porte principalement sur la question de recherche suivante : comment les pratiques évaluatives et les notes influencent-elles la décision d’un redoublement ? Cependant, comme évoqué ci-dessus, je me suis également intéressée aux raisons pour lesquelles un redoublement est décidé et à la manière dont les enseignants construisent leurs évaluations. Dans cette recherche, le redoublement et l’évaluation ont également été développés en lien avec l’inclusion scolaire. Six entretiens semi-dirigés avec des enseignantes et enseignants de la 5H à la 8H ont été réalisés dans un établissement scolaire du canton de Vaud. Les principaux résultats ont montré que les enseignants interrogés utilisent principalement des points pour leurs évaluations. Ceux-ci sont souvent déclinés en critères lors des tests de branches artistiques. De plus, les participants utilisent tous des barèmes standardisés. Pour justifier un redoublement, les enseignants évoquent la non-atteinte des objectifs et un manque de maturité. En outre, les résultats scolaires sont la raison la plus souvent citée par les enseignants interrogés pour le légitimer. Les notes ont donc une influence considérable dans la décision d’un redoublement à cause de la législation scolaire. C’est pourquoi il est important que les évaluations soient construites de manière cohérente, afin que le redoublement soit fondé.
Determining the Dirac CP Violation Phase in the Neutrino Mixing Matrix from Sum Rules
Creators: name: Girardi, I.
name: Petcov, S. T.
name: Titov, A. V.
Publisher: name: arXiv
Year: 2014
Subjects: subject: High Energy Physics - Phenomenology (hep-ph)
subject: FOS: Physical sciences

description: Using the fact that the neutrino mixing matrix $U = U^\dagger_{e}U_ν$, where $U_{e}$ and $U_ν$ result from the diagonalisation of the charged lepton and neutrino mass matrices, we analyse the sum rules which the Dirac phase $δ$ present in $U$ satisfies when $U_ν$ has a form dictated by flavour symmetries and $U_e$ has a "minimal" form (in terms of angles and phases it contains) that can provide the requisite corrections to $U_ν$, so that reactor, atmospheric and solar neutrino mixing angles $θ_{13}$, $θ_{23}$ and $θ_{12}$ have values compatible with the current data. The following symmetry forms are considered: i) tri-bimaximal (TBM), ii) bimaximal (BM) (or corresponding to the conservation of the lepton charge $L' = L_e - L_μ- L_τ$ (LC)), iii) golden ratio type A (GRA), iv) golden ratio type B (GRB), and v) hexagonal (HG). We investigate the predictions for $δ$ in the cases of TBM, BM (LC), GRA, GRB and HG forms using the exact and the leading order sum rules for $\cosδ$ proposed in the literature, taking into account also the uncertainties in the measured values of $\sin^2θ_{12}$, $\sin^2θ_{23}$ and $\sin^2θ_{13}$. This allows us, in particular, to assess the accuracy of the predictions for $\cosδ$ based on the leading order sum rules and its dependence on the values of the indicated neutrino mixing parameters when the latter are varied in their respective 3$σ$ experimentally allowed ranges.
description: 37 pages, includes 18 figures and 10 tables; results in v.4 unchanged; typos corrected; matches published version.