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BIM‐based planning approval for major infrastructure measures The planning approval marks a decisive milestone in the realization process of major infrastructure projects. However, this phase is often characterized by time‐consuming procedures and the associated rising costs. In view of the urgent need to develop efficient and sustainable infrastructure solutions, the digitalization and acceleration of approval procedures such as the planning approval procedure (PFV) is becoming increasingly important. In this context, the Building Information Modeling (BIM) method is coming into focus as a promising solution. Based on an empirical study, this article identifies 13 optimization possibilities in the PFV, which are recorded in the form of user stories. Based on these findings, a concept for BIM‐based planning approval is developed, which represents a concrete approach to how approval procedures can be accelerated and made more citizen‐friendly. The designed concept enables the project sponsor and the planning approval authority to coordinate the planning approval process by using a common data platform (Common Data Environment, CDE) and to exchange all relevant data and information. The concept developed is to be fleshed out and supplemented with requirements as part of the BIM4People (08/23–01/26, 19FS2057A) research project. [ABSTRACT FROM AUTHOR]

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Recent empirical research in the sociology of religion poses great challenges for the churches in Germany: being rooted in a transcendent realm as a presupposition of their socially highly valued commitment is meaningless for more and more people. But what can this mean for the pastoral understanding of a Church whose self-image as a 'sacrament' conceives of the horizontal and transcendent dimensions as inseparable and connected? Against this background, the present essay aims to provide a narrative approach to pastoral care that takes seriously the basic narrative structure of the human being as a premise for pastoral care and can thus be further developed on the basis of various contemporary narrative theories and with the help of the theology of the Second Vatican Council. [ABSTRACT FROM AUTHOR]

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Copyright of Neue Kriminalpolitik is the property of Nomos Verlagsgesellschaft mbH & Co. KG and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Countertransference (CT) is now recognized as the most important tool in psychodynamic procedures. Despite extensive practical and theoretical research on the patient's interpersonal patterns reflected in the countertransference, little is known about the therapist's contribution to this phenomenon. A difficulty in studying this aspect is the recording of a phenomenon that many researchers unconsciously understand as ego-syntonic. So far, the topic has primarily been approached through case reports by clinically active authors. This article provides a comprehensive review of the empirical research on this subject, drawing on a systematic search of scientific databases. The systematic search was performed using the electronic databases PsycINFO, PsycArticles, PubMed and PSYNDEX and finally included 10 publications in the analysis after title and abstract screening of 1037 studies. It became clear that the studies included vary significantly in their definitions of therapist contribution and countertransference as well as their attempts to measure them. To address the therapistʼs contribution in the context of countertransference events an extension of the concept of Hayes is proposed, which integrates therapist personality traits and attitudes, sociodemographic characteristics, and biographical experiences (subjective assessments versus objective information) to better capture the therapist's role in countertransference. [ABSTRACT FROM AUTHOR]

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Aim: In this paper we review the current literature on the clinical problem that some patients do not achieve response after adequately conducted psychotherapy. We explicate our understanding of nonresponse and treatment resistance including the operational definitions, summarize the theoretical explanations and empirical studies and put forward possible study designs and treatment options. Methods: Literature search using PubMed and Web of Science. Results: For the domain of psychotherapy, the term treatment resistance does not seem appropriate; instead, we use the more descriptive terms nonresponse and recurrent nonresponse. Generally, this topic is far less represented in psychotherapy than in pharmacotherapy. Controlled switching studies with a switch from pharmacotherapy to psychotherapy are rare and those switching from one psychotherapeutic approach to another are nearly nonexistent. Building on clinical considerations, we propose a flow-chart for clinical decision making after nonresponse in psychotherapy. Discussion: Learning from errors is highly beneficial. This principle should be more consistently followed up in psychotherapy research as well as in supervision and training. Guidelines should include consensual and evidence-based advice on how to deal with nonresponse and recurring nonresponse. [ABSTRACT FROM AUTHOR]

The development and use of new data sources and the linking of data open up new opportunities for economic research, particularly in conjunction with new empirical methods. The insights gained are an indispensable basis for valid, evidence-based policy advice, and they generate further direct benefits for public administration and citizens. This article uses best-case examples from other countries to show the potential of such innovations. The article also discusses the benefits generated by data innovations and the factors that would enable similar projects in Germany. In particular, the Research Data Act currently under discussion will provide a decisive foundation in this context. [ABSTRACT FROM AUTHOR]

The essay describes an innovative service that was successfully tested at SLUB Dresden in summer 2022: Under the service title "Learning break with a paw", students in the library are offered an active learning break that promotes concentration and consists of interaction opportunities with a therapy dog. Such a service can be derived from a learning space concept as well as from empirical research. [ABSTRACT FROM AUTHOR]

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In diesem Beitrag setzen wir uns mit den Anmerkungen von Franz Erhard und Robert Schäfer zu unserem Artikel „Gütekriterien in der Soziologie" auseinander. Wir gehen auf vier Aspekte ein: (1) die Frage, ob allgemeine, transdisziplinäre Anforderungen wissenschaftlichen Arbeitens in einen Gütekriterienkatalog gehören und ob der Gegenstandsbereich der Soziologie disziplinspezifische Kriterien erfordert; (2) den Einwand, dass die Kopplung unseres Theorieverständnisses an kausale Erklärungen eine problematische Engführung der Gütekriterien mit sich bringt; (3) die Frage, ob Formen des Generalisierens in der qualitativ-interpretativen Forschung eine Ausdifferenzierung unseres Gütekriteriums zur Generalisierung nötig machen; (4) den Vorschlag, die Rückbindung empirischer Studien an Gesellschaftstheorien zu einem allgemeinen Gütekriterium zu erheben. Wir zeigen, dass sich einige dieser Punkte mit unseren Gütekriterien vereinbaren lassen und dass andere wenig überzeugend sind. In this article, we discuss Franz Erhard's and Robert Schäfer's comments on our article "Quality criteria in sociology". We address four aspects: (1) the question of whether general, transdisciplinary requirements of scientific research belong in a catalog of quality criteria and whether the subject area of sociology requires discipline-specific criteria; (2) the objection that the coupling of our understanding of theory to causal explanations entails a problematic narrowing of quality criteria; (3) the question of whether forms of generalization in qualitative-interpretive research necessitate a differentiation of our quality criterion for generalization; (4) the proposal to establish the linking of empirical studies to theories of society as a general quality criterion. We show that some of these points can be reconciled with our quality criteria and that others are less convincing. [ABSTRACT FROM AUTHOR]

Dual subtitles show the spoken words of the audio track simultaneously in the original and as a translation when viewing audiovisual media. Since DVD players and TV sets usually do not have a function that allows dual subtitles to be switched on, the paper first describes how this can nonetheless be done by using a computer and special software. Then 36 empirical studies are reviewed that have investigated the effects of dual subtitles. The article comes to the conclusion that they are only of limited use for the classroom but have great value for self-directed learning outside the classroom. [ABSTRACT FROM AUTHOR]

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The present article is based upon the results of an empirical research project that dealt with a concrete Interreligious Encounter Day (IRBT) at a Viennese school. Based upon a participatory observation, a group of researchers from the KPH Vienna/Krems recorded and analyzed the preparation, implementation as well as reflection of this day. The analyses of those observations made it clear to what an extent organizational and didactic preliminary decisions as well as structural framework conditions affect the course of the IRBT -- especially with regards to the possible acquisition of competences by the students. Some aspects are, as it were, "adjusting screws" that can be "turned" in the sense of optimization -- e.g. the choice of the topic or the consideration of the students' attention span. Other aspects seem to be inherent in IRBT (e.g. the power relations between minorities and majorities or opportunities/risks of attributing religious expertise to students). They all need to be considered when planning and implementing an IRBT with students. [ABSTRACT FROM AUTHOR]

This article deals with the question whether the way pedagogical practitioners reflect on their work can point to conceptual aspects of pedagogical reflection. This endeavour is based on the observation that the discourse on teacher education promotes an ideal of reflection that keeps colliding with findings from empirical studies that focus on reflection in practical pedagogical contexts: in the dominant discourse on teacher education, the reflecting subject is supposed to discard a practitioner’s perspective and take on a distanced observer’s position. This ideal is not met by pedagogical practitioners. Assuming that this discrepancy might be of theoretical interest, I examine pedagogical reflection as a practical phenomenon. In order to do so, I analyse examples of practical pedagogical reflection taken from conversations between trainee teachers and their instructors. With these examples at hand, I draft a mode of practical pedagogical reflection that may be characteristic for its context and object. [ABSTRACT FROM AUTHOR]

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Cover bands and their activities are conspicuously under-researched, despite the fact that these musical practices take place every day on a local level. Based on participant observations at various types of events and qualitative interviews with cover band musicians, this chapter examines the different concepts of professionality and amateurism that play a central role with cover bands. The following two sub-questions serve as a guide to a systematic approach to the central question of the existence of parallel societies among cover bands: Who are the musical actors and what separates or unites the circulating idea(l)s of professionals and amateurs? Which related attitudes and musical practices come to light as a result, and how are they performed? Empirical research reveals how biography, musical education, genre-specific role assignments and specific hierarchies divide cover bands into amateurs and professionals while simultaneously establishing a large and characteristic space in between. From the researcher's insider position as a singer in cover bands for several years, this chapter aims to provide a critical assessment of this heterogeneous field for discussion. Cover band-specific status attributions, attitudes and musical practices are f luid transitions, ref lecting various overlaps without the hard, simplistic boundaries of alleged parallels, which are evaluated and performatively produced by the actors involved depending on the interaction situation. [ABSTRACT FROM AUTHOR]

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An important issue addressed in the presented article is the competencies of the RE teacher/ catechist. Two main problems are posed, summarized in the following questions: What competencies should a teacher of religion/catechist have? What qualities, according to secondary school pupils, should have an RE teacher? An attempt to answer such questions was made on the basis of an analysis of the literature on the subject and the results of a nationwide quantitative and qualitative study of secondary school pupils in Poland. The basic concepts of competence are discussed, groups of competencies relevant to the profession of religion teacher are characterized. Also presented are the results of research on the opinions of secondary school pupils regarding the person of a religion teacher/catechist.

What follows is an overview of the essential theory and technique of transference focused psychotherapy (TFP), a modified psychoanalytic treatment geared to the treatment of individuals with personality disorders, particularly the very severe ones. The TFP is a psychodynamic psychotherapy derived from psychoanalytic principles and techniques and represents an extension of the psychoanalytic model to cover the entire range of severity of personality disorders. It is based on a contemporary formulation of psychoanalytic psychotherapy, updated in the light of both empirical research and scientific developments in boundary fields close to the psychodynamic endeavor, particularly in affective neuroscience and the psychology of couples and small groups (Yeomans et al. 2015). [ABSTRACT FROM AUTHOR]

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Der folgende Beitrag stellt die Ergebnisse einer explorativen Studie zur Rechtskenntnis der österreichischen Bevölkerung im Bereich der Grundrechte vor. Dabei wird sowohl der Stand der Forschung aufgearbeitet als auch auf historische Besonderheiten der lokalen Rechtskultur eingegangen. Die empirische Analyse legt den Schluss nahe, dass das Wissen über derartige Rechtsansprüche – trotz ihrer fundamentalen Bedeutung – bemerkenswert gering ist. Die Studie zeigt zudem eine Reihe an methodisch-formalistischen Schwierigkeiten, die den rechtssoziologischen Wesensgehalt dieses Forschungsbereichs spezifisch zu kennzeichnen scheinen. Darüber hinaus werden weitere Maßnahmen zur Behebung des festgestellten Defizits skizziert. Der Beitrag schließt mit einem Plädoyer für die gesellschaftspolitische Bedeutung und Notwendigkeit verfassungsrechtlicher Kenntnisse in einem demokratisch-liberalen Rechtsstaat. This study presents the results of a survey conducted in Austria to explore the population's knowledge in the field of fundamental rights. It reviews the current state of research and discusses historical peculiarities of the local legal culture. The empirical analysis suggests that knowledge of such legal entitlements – despite their fundamental importance – is remarkably low. The study also reveals several methodological-formalistic challenges that seem to specifically characterize the socio-legal nature of this field of research. In addition, further measures to address the identified shortcomings are outlined. The article concludes by appealing to the social and political importance and necessity of constitutional knowledge in a democratic liberal state of law. [ABSTRACT FROM AUTHOR]

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In contrast to a purely hermeneutic approach, content analysis is an empirical method for the systematic and largely objective description of communicational content. Initially, content analysis was understood merely as a technique for describing communicational content. In the course of methodological development, content analysis was expanded into a method of social science data acquisition. Content analytic work is established in a broad spectrum of social science research institutions; The method of content analysis has long been standard among communication scholars and is experiencing a renaissance among empirically working educators, psychologists, sociologists, linguists and political scientists. The approach of the following article can be briefly summarised as follows: First, the historical development and the theoretical foundations of content analysis are treated. After a brief outline of the historical development and the theoretical foundations of content analysis, the question of the definition of content analysis is addressed. Finally, the process and implementation plan of a content analysis is presented. Content analysis as an empirical method for surveying social reality is also established in Turkey within a wide variety of social science research directions. [ABSTRACT FROM AUTHOR]

We engage in social interaction not only in everyday life, but also in social spaces in which language learning takes place, such as in second or foreign language classrooms. Applied linguistics is increasingly applying concepts and insights from research on social interaction to topics in language learning and language teaching under the umbrella term Interactional Competence (IC). This research focuses on context-sensitive interactional competencies and abilities that language learners encounter, develop, and diversify in the learning process both in and outside of language classrooms. Another prominent line of inquiry focuses on the analysis of classroom interaction in pursuit of understanding its infrastructure and improving teaching effectiveness in line with specific pedagogical goals, using methods of analysis in Interactional Linguistics and Conversation Analysis. Language teacher training is also increasingly seeking to make select research topics in social interaction accessible for current and future language teachers. This special issue on fostering interactional competence is embedded in this broad context: It seeks to outline the many ways in which social interaction is relevant for German as a foreign/second language (DaFZ), and to spotlight some of these topics through the individual empirical contributions in this special issue. [ABSTRACT FROM AUTHOR]

In the article "Sandpit casuistics. Remarks on student group work in case-reconstructive university teaching," authors Hannes König and Eike Wolf discuss the significance of student group work in casuistic teaching. They note that group work is widespread in casuistic teaching and also dominates empirical research on casuistics. The authors emphasize two important findings: firstly, students often view group work as a "student job" and approach it pragmatically. Secondly, they discuss the crisis of case determination, which is considered a critical threshold for the acquisition of professionalism in casuistic teaching. However, the authors criticize that the social formatting of group work is insufficiently considered in previous analyses of casuistic interaction practices. [Extracted from the article]

Conflicts are considered as vital elements of plural democracies in agonistic political and planning theory. According to this theory, antagonisms are to be tamed and channeled into agonistic disputes. Therefore, forms of participation in planning procedures play a key role in the resolution and regulation of conflicts. The central question of this paper is the role of participatory procedures in planning in order to resolve and settle conflicts, which occur in a particularly sharp way in the context of large-scale projects. The paper presents planning conflicts and forms of participation using the case of the settlement of the Gigafactory Tesla in the German state of Brandenburg. Within the framework of an empirical case study, the approval procedure of the project and a land use plan procedure of the municipality are analysed. Both procedures are characterized by a great acceleration, early preliminary decisions and participation deficits. The result shows that in the case of the settlement of Tesla, in addition to conflicts of interest, values and location, procedural conflicts also occur, which call the acceptance of planning into question. The forms of participation practiced do not prove suitable for taming conflicts, but rather produce mistrust among opponents and reinforce antagonistic dynamics. [ABSTRACT FROM AUTHOR]

Copyright of Zeitschrift für Pädagogik is the property of Julius Beltz GmbH & Co. KG Beltz Juventa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Central to the ongoing deliberations concerning the future of religious education are inquiries situated within the macro-level realm of church and educational policy actions. Considering the dynamics associated with religious pluralization, individualization, and dechurching, the primary objective of this study is to explore whether differences exist at the micro-level of religious education in Hamburg, Lower Saxony, Hesse, and Brandenburg. The computation of a one-way ANOVA indicates no significant differences in the perceived instructional-related pluralism of religious education among these federal states. Given this context, the paper advocates for a heightened focus on the quality of religious education at the micro-level of specific task formats and didactic settings, rather than shifting the discourse to the macro-level of organizational formats. [ABSTRACT FROM AUTHOR]

This paper challenges the assumption that lines, colors, and shapes have aesthetic e(ects that are the same for everyone. From an interdisciplinary perspective of art history and empirical aesthetics, we argue that assigning aesthetic e(ects to specific lines or colors may well be a valid theory for some aesthetic encounters, it falls short of explaining universal aesthetic e(ects. Our analysis proceeds in four steps: We begin by reconsidering the notion of aesthetic e(ect as defined in the tradition of Goethe. We then demonstrate that doubts regarding the universality of aesthetic e(ects have existed since the nineteenth century and that the concept of aesthetic sensitivity was introduced around 1900 to account for individual di(erences. We point to the persistence of the idea of universality and, related to this, sensitivity by considering the ›Visual Aesthetic Sensitivity Test‹, first developed in the 1960s by Karl Otto Götz, Daniel Berlyne, and Hans-Jürgen Eysenck. We discuss new empirical research testing interpersonal agreement about aesthetic e(ects. The findings of these studies indicate a low agreement among the participants about aesthetic e(ects, raising serious doubts about assumed universality. In a concluding section, we discuss what remains of the universality claim and propose a weak theory of intersubjective agreement about aesthetic e(ects. [ABSTRACT FROM AUTHOR]