Entscheidungen und Entscheidungsprozesse der Legislative der Vereinigten Staaten von Amerika

Entscheidungen und Entscheidungsprozesse der Legislative der Vereinigten Staaten von Amerika

The importance of well trained and stable neck flexors and extensors as well as trunk muscles for intentional headers in soccer is increasingly discussed. The neck flexors and extensors should ensure a coupling of trunk and head at the time of ball contact to increase the physical mass hitting the ball and reduce head acceleration. The aim of the study was to analyze the influence of a 6-week strength training program (neck flexors, neck extensors) on the acceleration of the head during standing, jumping and running headers as well as after fatigue of the trunk muscles on a pendulum header. A total of 33 active male soccer players (20.3 ± 3.6 years, 1.81 ± 0.07 m, 75.5 ± 8.3 kg) participated and formed two training intervention groups (IG1: independent adult team, IG2: independent youth team) and one control group (CG: players from different teams). The training intervention consisted of three exercises for the neck flexors and extensors. The training effects were verified by means of the isometric maximum voluntary contraction (IMVC) measured by a telemetric Noraxon DTS force sensor. The head acceleration during ball contact was determined using a telemetric Noraxon DTS 3D accelerometer. There was no significant change of the IMVC over time between the groups (F=2.265, p=.121). Head acceleration was not reduced significantly for standing (IG1 0.4 ± 2.0, IG2 0.1 ± 1.4, CG -0.4 ± 1.2; F = 0.796, p = 0.460), jumping (IG1-0.7 ± 1.4, IG2-0.2 ± 0.9, CG 0.1 ± 1.2; F = 1.272, p = 0.295) and running (IG1-1.0 ± 1.9, IG2-0.2 ± 1.4, CG -0.1 ± 1.6; F = 1.050, p = 0.362) headers as well as after fatigue of the trunk musculature for post-jumping (IG1-0.2 ± 2.1, IG2-0.6 ± 1.4; CG -0.6 ± 1.3; F = 0.184, p = 0.833) and post-running (IG1-0.3 ± 1.6, IG2-0.7 ± 1.2, CG 0.0 ± 1.4; F = 0.695, p = 0.507) headers over time between IG1, IG2 and CG. A 6-week strength training of the neck flexors and neck extensors could not show the presumed preventive benefit. Both the effects of a training intervention and the consequences of an effective intervention for the acceleration of the head while heading seem to be more complex than previously assumed and presumably only come into effect in case of strong impacts. Key words: Heading, kinetics, head-neck-torso-alignment, neck musculature, repetitive head impacts, concussion

Dieser Arbeits- und Forschungsbericht beschreibt die Begleitung und Analyse des neu eingerichteten berufsbegleitenden Bachelorstudiengangs Industriepharmazie. Der Studiengang startete im Sommersemester 2018 an der Hochschule Kaiserslautern und wurde in dessen ersten Semester durch Mitarbeitende des Teilprojektteams E-hoch-B – Entwicklung durch Bildung begleitet und evaluiert. Ziel war es, Erkenntnisse und Verbesserungsvorschläge zur Sicherung der Qualität des Studiums zu gewinnen und diese in Zusammenarbeit mit dem Fachbereich Angewandte Logistik- und Polymerwissenschaften umzusetzen. Zur Definition der Zielgruppe der berufsbegleitend Studierenden und deren Wahrnehmung des Studiums wurden qualitative Einzelinterviews durchgeführt, welche durch einen Fragebogen ergänzt wurden. Aus den gewonnenen Ergebnissen lassen sich auch für zukünftige Entwicklungen berufsbegleitender Studienangebote wichtige Erkenntnisse und Maßnahmen ableiten.

Was in der vorliegenden empirischen Analyse des Einzelfalls mit Blick auf eine umfassende organisationale Transformation als inhärent-emergenter Prozess beschrieben wird, ist gewiss ein Sonderfall: Nach dem Abbruch eines Beratungsprozesses treibt ein System seine Transformation autonom voran, ohne weitere Unterstützung einer Prozessberatung und stellt damit seine Selbstentwicklungsfähigkeit in einem transformativen Prozess der Organisationsentwicklung unter Beweis. Dies ist in der Organisationsentwicklung nicht die Regel und wird sehr wahrscheinlich auch nicht von anderen Organisationen als Modell aufgegriffen, auch nicht von Organisationen desselben Typs (familiengeführte mittelständische Organisationen). Dass ein Eintritt in eine radikale Transformation als autopoietischer Prozess wie hier überhaupt möglich ist, ist den spezifischen Eigenschaften einer Organisation und ihrer zentralen Entscheidungsakteure, besonderen, kontingent geprägten Ereignisketten sowie der aktuellen Konstellation der zweiten Führungsebene zuzuschreiben. Die hier vorgestellte Untersuchung entspricht daher einem „neuen und unbeschriebenen Fall“ (Hering/Jungmann, 2005: 621), einem „per se interessanten Fall“ (ebd.), der sich in keinen Forschungsstand einordnen lässt.

Muscular imbalances of the trunk muscles are held responsible for changes in body posture. At the same time, whole-body electromyostimulation (WB-EMS) has been established as a new training method that enables simultaneous stimulation of many muscle groups. This study was aiming to analyze if a 10 weeks WB-EMS training changes posture-relevant parameters and/or improves isometric strength of the trunk extensors and flexors, and if there are differences based on stimulation at 20 Hz and 85 Hz. Fifty eight untrained adult test persons were divided into three groups (control, CON; training with 20 Hz stimulation, TR20; training with 85 Hz, TR85). Anthropometric parameters, trunk extension and flexion forces and torques, and posture parameters were determined before (n = 58) and after (n = 53: CON: n = 15, TR20: n = 19, TR85: n = 19) a 10 weeks WB-EMS training program (15 applications, 9 exercises). Differences between the groups were calculated for pre- and post-tests using univariate ANOVA and between the test times using repeated (2 × 3) ANOVA. Comparisons of pairs were calculated post hoc based on Fisher (LSD). No differences between the groups were found for the posture parameters. The post hoc analysis of both trunk flexion and trunk extension forces and torques showed a significant difference between the groups TR85 and CON but no difference between the other group pairs. A 10 weeks whole-body electrostimulation training with a stimulation frequency of 85 Hz in contrast to training with a stimulation frequency of 20 Hz improves the trunk muscle strength of an untrained group but does not significantly change posture parameters.

Study 1 (Chapter 2) is an empirical case study that concerns the nature of teaching–learning transactions that facilitate self-directed learning in vocational education and training of young adults in England. It addresses in part the concern that fostering the skills necessary for self-directed learning is an important endeavor of vocational education and training in many contexts internationally. However, there is a distinct lack of studies that investigate the extent to which facilitation of self-directed learning is present within vocational education and training in different contexts. An exploratory thematic qualitative analysis of inspectors’ comments within general Further Education college Ofsted inspection reports was conducted to investigate the balance of control of the learning process between teacher and learner within vocational education and training of young adults in England. A clear difference between outstanding and inadequate provision is reported. Inadequate provision was overwhelmingly teacher-directed. Outstanding provision reflected a collaborative relationship between teacher and learner in directing the learning process, despite the Ofsted framework not explicitly identifying the need for learner involvement in directing the learning process. The chapter offers insight into the understanding of how an effective balance of control of learning between teacher and learner may be realized in vocational education and training settings and highlights the need to consider the modulating role of contextual factors. Following the further research directions outlined in Chapter 2, study 2 (Chapter 3) is a theoretical chapter that addresses the issue that fostering adult learners’ competence to adapt appropriately to our ever-changing world is a primary concern of adult education. The purpose of the chapter is novel and examines whether the consideration of modes of learning (instruction, performance, and inquiry) could assist in the design of adult education that facilitates self-directed learning and enables learners to think and perform adaptively. The concept of modes of learning originated from the typology of Houle (1980). However, to date, no study has reached beyond this typology, especially concerning the potential of using modes of learning in the design of adult education. Specifically, an apparent oversight in adult learning theory is the foremost importance of the consideration of whether inquiry is included in the learning process: its inclusion potentially differentiates the purpose of instruction, the nature of learners’ performance, and the underlying epistemological positioning. To redress this concern, two models of modes of learning are proposed and contrasted. The reinforcing model of modes of learning (instruction, performance, without inquiry) promotes teacher-directed learning. A key consequence of employing this model in adult education is that learners may become accustomed to habitually reinforcing patterns of perceiving, thinking, judging, feeling, and acting—performance that may be rather inflexible and represented by a distinct lack of a perceived need to adapt to social contextual changes: a lack of motivation for self-directed learning. Rather, the adapting model of modes of learning (instruction, performance, with inquiry) may facilitate learners to be adaptive in their performance—by encouraging an enhanced learner sensitivity toward changing social contextual conditions: potentially enhancing learners’ motivation for self-directed learning. In line with the further research directions highlighted in Chapter 3, concerning the need to consider the nature and treatment of educational experiences that are conductive to learner growth and development, study 3 (Chapter 4) presents a systematic review of the experiential learning theory; a theory that perhaps cannot be uncoupled from self-directed learning theory, especially in regard to understanding the cognitive aspect of self-directed learning, which represents an important direction for further research on self-directed learning. D. A. Kolb’s (1984) experiential learning cycle is perhaps the most scholarly influential and cited model regarding experiential learning theory. However, a key issue in interpreting Kolb’s model concerns a lack of clarity regarding what constitutes a concrete experience, exactly. A systematic literature review was conducted in order to examine: what constitutes a concrete experience and what is the nature of treatment of a concrete experience in experiential learning? The analysis revealed five themes: learners are involved, active, participants; knowledge is situated in place and time; learners are exposed to novel experiences, which involves risk; learning demands inquiry to specific real-world problems; and critical reflection acts as a mediator of meaningful learning. Accordingly, a revision to Kolb’s model is proposed: experiential learning consists of contextually rich concrete experience, critical reflective observation, contextual-specific abstract conceptualization, and pragmatic active experimentation. Further empirical studies are required to test the model proposed. Finally, in Chapter 5 key findings of the studies are summarized, including that the models proposed in Chapters 3 and 4 (Figures 2 and 4, respectively) may be important considerations for further research on self-directed learning.

Mit der vorliegenden Studie soll ein Beitrag zur empirisch gestützten Klärung des Begriffs und damit auch zur Verbesserung seiner statistischen Erfassung geleistet werden. Dazu wird der Modus einer Fallstudie gewählt, um die organisationalen und institutionellen Rahmenbedingungen in einem speziellen Hochschulkontext miteinzubeziehen und bei der Analyse der Weiterbildungsangebote würdigen zu können. Die Grundlage dessen bildet eine Auseinandersetzung mit dem mitunter generisch gebrauchten Begriff der wissenschaftlichen Weiterbildung, die von einer Reflexion über dessen Definition bis hin zu einem Vorschlag reicht, anhand welchen hochschulische Weiterbildungsangebote differenzierter als bisher attribuiert werden können.

Spatial regression models provide the opportunity to analyse spatial data and spatial processes. Yet, several model specifications can be used, all assuming different types of spatial dependence. This study summarises the most commonly used spatial regression models and offers a comparison of their performance by using Monte Carlo experiments. In contrast to previous simulations, this study evaluates the bias of the impacts rather than the regression coefficients and additionally provides results for situations with a non-spatial omitted variable bias. Results reveal that the most commonly used spatial autoregressive (SAR) and spatial error (SEM) specifications yield severe drawbacks. In contrast, spatial Durbin specifications (SDM and SDEM) as well as the simple SLX provide accurate estimates of direct impacts even in the case of misspecification. Regarding the indirect `spillover' effects, several - quite realistic - situations exist in which the SLX outperforms the more complex SDM and SDEM specifications.

Aufgrund eines festgestellten Bedarfs wurde die Entwicklung eines neuen Wahlpflichtmoduls zum Thema Medienpädagogik im Rahmen des Studiengangs Schulmanagement initiiert und zum Sommersemester 2017 am DISC der Technischen Universität Kaiserslautern erstmals im Rahmen einer Erprobungsphase angeboten. Dieser Bericht legt das Vorgehen und die Ergebnisse der Evaluation des Moduls dar und gibt Handlungsempfehlungen zur Weiterentwicklung.

Die Dissertation mit dem Titel „bio-psycho-soziale Gesundheit der Studierenden der TU Kaiserslautern“ ist auf dem Hintergrund der Frage entstanden, wie die Gesundheit von Studierenden erhalten und gefördert werden kann. Die Gesundheitsprävention hat auch im Bereich der Hochschulen in den letzten Jahren erheblich an Bedeutung gewonnen, einerseits durch die steigende Anzahl psychischer Erkrankungen bei Studierenden, andererseits durch die Umsetzung des Präventionsgesetzes, das am 01.01.2016 in Kraft getreten ist. Die Arbeit gibt zentrale Hinweise auf Belastungen und Beanspruchungen von Studierenden der TUK und zeigt einen möglichen Weg zum Aufbau eines systematischen Gesundheitsmanagements an einer Universität. Unterfüttert anhand konkreter Beispiele aus der Praxis wird dargestellt, wie Präventionsmaßnahmen im Setting Universität durchgeführt werden können. Ein Beitrag zur Gesundheitsberichterstattung von Studierenden wird durch unterschiedliche Darstellungen zentraler Ergebnisse die Gesundheit der Studierenden betreffend geleistet. Im empirischen Teil der Arbeit werden sechs Hypothesen überprüft die anhand eines definierten Merkmalskanons Zusammenhänge und Unterschiede unterschiedlicher gesundheitsrelevanter Facetten herausarbeiten. Im Konkreten sind dies die Konstrukte Depressives Syndrom, Stress, Erschöpfung, Burnout, Engagement, soziale Unterstützung, allgemeine Lebenszufriedenheit in Kombination mit der Studienphase (Bachelor vs. Master), dem Hochschulsemester, Genderaspekten, körperlicher Aktivität sowie dem Leistungsumfang im Studium.