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The higher education efficiency evaluation model using the data envelopment analysis method has interested many researchers. This paper uses bibliometric analysis on publications extracted from the Scopus database to provide a comprehensive overview of research publications on the measurement of higher education efficiency based on data envelopment analysis: its growth rate, major collaboration networks, the most important and popular research topic. A total of 169 related publications were collected and analyzed from 1988 to 2021. The analysis results show that: Publications published every year have increased sharply in the last six years; The quality of publications is relatively high as publications tend to be published in journals with high-ranking indexes; Countries with the most influence in studies on this topic are: Italy, China, Spain, the USA, and the United Kingdom; Authors with the most influence in this research direction are Agasisti T., Abbott M., Doucouliagos C., Avkiran N.K., and Johnes J.; The research cooperation among countries and among affiliations is not strong. Finally, the paper has provided recommendations for future studies based on the findings.

Purpose: In light of a need for more critical education about datafication, this paper aims to develop a framework for critical datafication literacy that is grounded in theoretical and empirical research. The framework draws upon existing critical data literacies, an in-depth analysis of three well-established educational approaches - media literacy, the German "(politische) Bildung" and Freirean "critical pedagogy" - and empirical analyses of online educational resources about datafication. Design/methodology/approach: The study interconnects theoretical analyses with an empirical mixed methods investigation that includes expert interviews with creators of online educational resources about datafication and a qualitative survey with educators interested in teaching about data technologies. Findings: The research identified novel findings on the goals of resource creators and educators, such as a focus on empowering and emancipatory approaches, fostering systemic understanding of datafication and encouraging collective action. Such perspectives are rare in existing critical data literacy conceptualisations but show resemblance to traditional education scholarship. This highlights how much can be learnt from practitioners and from these more established educational approaches. Based on these findings, a framework for critical datafication literacy is suggested that aims for systemic understanding of datafication, encouraging critical thinking and enabling learners to make enlightened choices and take different forms of action. Originality/value: The study is unique in its interconnection of theoretical and empirical research, and it advances previous research by suggesting a grounded framework for critical datafication literacy.

In light of the replication crisis in psychology, null-hypothesis significance testing (NHST) and "p"-values have been heavily criticized and various alternatives have been proposed, ranging from slight modifications of the current paradigm to banning "p"-values from journals. Since the physics education research community often relies on quantitative statistical approaches, the challenges the replication crisis poses to these approaches need to be considered. "p"-values suffer primarily from the fact that they carry little information by themselves and lend themselves to misinterpretations. As one alternative, Bayesian approaches have become increasingly popular as the posterior distributions they provide carry more relevant information than "p"-values. In this paper, we discuss practical issues related to "p-values" with respect to interpreting and communicating results and how these issues can be addressed using a Bayesian approach. Drawing on a science education data set, we demonstrate how Bayesian data analysis methods go beyond p-values and can help to make more valid conclusions and to communicate them more easily in a manner that lends itself to less misinterpretations.

Education is the core of the factors that improved people for a better lifestyle and increases the level of society' development. Quality education is one of the most vital goals of Sustainable Development Goals (SDGs) due to actualizing these factors. Using relational network data envelopment analysis (DEA), which have three interrelated substages, this current paper computes the educational economy efficiency of the Organisation for Economic Co-operation and Development (OECD) countries bearing in mind the characteristics related to SDGs. The contribution of our study is the use of a novel approach to computing the educational economy efficiency using relational network DEA with GAMS. Even though some interesting differences reveal in the efficiency of the countries, the findings show that countries with high-efficiency scores are clustered around countries like Latvia, Slovenia, and Korea.

Although the number of multilingual qualitative research studies appears to be growing, investigations concerned with methodological issues arising from the use of several languages within a single research are still very scarce. Most of these seem to deal exclusively with issues related to the use of interpreters and translators in qualitative research (e.g., Temple & Edwards, 2002; Temple, Edwards & Alexander, 2006; Edwards, 1998; Temple & Young 2004). Methodological investigations going beyond pure translation dilemmas in qualitative research are, however, almost non-existent. The reason for this seems to be simple: the situation where the researcher possesses mother-tongue fluency in all or most of the languages used in a particular study--and, thus, is in a position to probe interpretational and representational problematics related to the multilingual character of this study with an adequate depth--is very rare. The author of this paper has used her recent qualitative research work in the area of Information Systems as the basis for a meta-study in which she investigates selected methodological issues resulting from the use of five different languages within the frame of a single research work. This paper specifically focuses on challenges encountered and observations made concerning three different issues, namely, how to choose the interview languages in a situation where the prospective interviewees have very diverse ethnic backgrounds, which languages to use for the data analysis in a situation where the data has been collected in several different languages, and how to determine the most appropriate stage of the research for transitioning from the languages used to collect and analyze the data to the language of the final research product. Although this meta-study is based on an Information Systems research work and is, thus, specifically addressing qualitative Information Systems researchers conducting multilingual research and encountering language-related issues in their work, this study might also be of interest to any researcher using qualitative research methodologies and employing more than one language to collect data, conduct data analysis, and craft the final research product. (Contains 1 figure, 6 tables and 7 footnotes.)

Data science surrounds us in contexts as diverse as climate change, air pollution, route-finding, genomics, market manipulation, and movie recommendations. To open the "data-science-black-box" for lower secondary school students, we developed a data science teaching unit focusing on the analysis of environmental data, which we embedded in a ninth-grade computer science class. In this unit, students experience a new insight-driven programming approach, using Jupyter Notebook and the programming language Python for their data analysis. In this paper, we evaluate the second cycle of this project, report how the students coped with the Jupyter Notebooks for doing statistical investigations and describe the insights they gained.

Schools, teaching, and learning environments have long been understood and idealised as places of care. Within feminist studies and Science and Technology Studies (STS), scholars have proposed a shift to include non-humans in what we propose to conceive as care arrangements. Drawing on Tronto's feminist ethics of care [1993. "Moral Boundaries: A Political Argument for an Ethic of Care." Routledge], we investigate educational technologies as 'matters of care', facilitating and enabling different modes of care. We pay particular attention to the role that educational technologies assume in schools' care arrangements. The paper is based on a study of four school information systems in Germany. We identify how these systems can be conceived of as antagonists, intermediaries, recipients of care or means to receive care and critically reflect on how this allows us to imagine modes of "care with" technology in order to create good educational futures.

Researchers increasingly engage with the digital archives built by libraries, archives, and museums, but many institutions still seek to learn more about researchers' needs and practices with these digital collections. This paper presents a user assessment study for "Emblematica Online," a research digital library that provides digitized versions of emblem books from leading rare book collections. This paper examines the ways in which scholars engage with the special collections contained within "Emblematica Online" through analysis of interviews. The authors propose that the diverse and complex uses of digital special collections require libraries and archives to consider expanding the capabilities of their digital content and platforms.

This paper contributes to a growing body of research on the increasing datafication of schooling, which has become a salient topic in comparative education and education policy research. Specifically, we address the rising scholarly concern about the meaning of (comparing) contexts as bounded localities facing an increasingly fluid and generative process of datafication. This concern is closely related to wider (and also older) calls to denaturalize space as a territory and instead to approach space as relational and consisting of complex constellations of changing topologies. Topological theorizing emphasizes spatial complexity and dynamism, and it simultaneously maintains that it is necessary to bridge topological and topographical perspectives and to understand their mutually constitutive nature in space-(re)making. Accordingly, we use the recent expansion of standardized assessments in Germany and Russia to illustrate the coming-together of topological and topographical space-making in datafication. One of our arguments is that the value of the concept of data infrastructures does not stop with pointing to the topological 'side' of datafication, but may also help to capture the complexity of the interplay of multiple topological and topographical moments of bordering, their mutual constitution and simultaneity at different phases of data design, collection, processing, analysis and reporting.

This paper provides evidence on the sources of differences in inequality in educational scores and their evolution over time in four European countries. Using Programme for International Student Assessment data from the 2000 and the 2006 waves, the paper shows that inequality decreased in Germany and Spain (two "decentralised" schooling systems), whilst it increased in France and Italy (two "centralised" systems). The decomposition exercise shows that educational inequality not only does reflect the background related inequality, but also schools' characteristics especially. These characteristics are responsible for the observed evolution over time of inequality.

This paper presents an analysis of resource access patterns in two recently conducted online courses. One of these has been a master level university lecture taught as a blended learning course with a wide range of online learning activities and materials, including collaborative wikis, self-tests, and thematic videos. The other course has been offered in the form of a MOOC. As a specialty of this course, master level students from two different universities could participate as a regular university class and receive credits for successful completion. In both courses, online learning resources such as videos, scientific literature, and wikis played a central role. In this context, the motivation for our research was to investigate characteristic patterns of resource usage of the learners. In order to gain deeper insights into the usage of learning materials, we have adapted methods from social network analysis and applied them to dynamic bipartite student-resource networks built from event logs of the students' resource access. In particular, we describe the clustering of students and resources in such networks and propose a method to identify patterns of the cluster evolution over time.

The objective of this paper is an efficiency analysis concerning higher education systems in European countries. Data have been extracted from OECD data-sets (Education at a Glance, several years), using a non-parametric technique--data envelopment analysis--to calculate efficiency scores. This paper represents the first attempt to conduct such an efficiency analysis at a system-level in a cross-country comparison, while focusing only on tertiary education. The role of the public sector has also been analysed, by looking at the percentage of public spending devoted to higher education, and the way the public funds are used (channelled through private subsidies or directly assigned to institutions). It has been found that there is a small core of efficient units (e.g. Switzerland, United Kingdom), and that the influence of the public sector seems to play a role in determining efficiency scores. Many elements, related to critical policies, have also been analysed adopting a semi-parametric approach, to better explain the performances and efficiency differentials. Some key-policy implications have been derived. (Contains 12 notes, 11 tables, and 2 figures.)

Purpose: The purpose of this research paper is to explore the learning process associated with international mergers and acquisitions (M&A) integration strategies. Design/methodology/approach: The paper employs a comparative case study methodology, utilising qualitative data through in-depth interviews with top management responsible for integration strategies. Three pairs of major international firms from the USA and the UK, USA and Sweden and USA and Germany were studied. Findings: The paper empirically demonstrates that careful and well-planned integration strategies are responsible for sustainable learning occurring, leading to desirable synergies between firms engaged in a merger process. Research limitations/implications: The interviews took place at higher/top levels of the organisations. A more comprehensive picture would include other lower levels of each organisation structure. Practical implications: Based on the data analysis, an integrative model for learning related to M&A is developed. This model would help organisations, planning on engaging in international M&A activity, to maximise the learning from the process. Originality/value: This is a practical/empirical study, supporting the available theory on the subject in the literature. The research approach was innovative, as it collected relevant data from top executive board members, exploring their own views on the barriers for learning and on the ways to minimise them. (Contains 2 figures and 2 tables.)

This paper aims to provide a first attempt towards analysis innovation ecosystems for cardiovascular pathologies in Germany through the use of a stakeholder model. We present essential stakeholders for the development and deployment of innovations in the field of cardiovascular research and medicine, and the primary functions they fulfill in the context of these innovation ecosystems. The adopted approach consists of the implementation of a multilevel system model for analyzing stakeholders in this particular field. Data acquisition transpired through systematic literature review of multiple articles and studies. Data analysis phases were executed until reaching a point at which the considerable amount of data was discovered, ensuring consistency across various sources. We demonstrate that innovation ecosystems in cardiovascular medicine involve interconnected networks of stakeholders across different fields. Moreover, through an investigation of innovation ecosystems of cardiovascular pathologies particularly in Germany, we present the functions undertaken by each stakeholder, which are essential for the participation in the innovation ecosystems. The findings presented in this paper hold the potential to bring better understanding of cardiovascular pathology innovation ecosystems in Germany. This assertion is substantiated through a comprehensive examination of relevant scientific literature. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to investigate the complex relationship between emotions, coping approaches and learning in error situations in the workplace. The study also examines the influence of individual error orientation, as well as psychological safety, and team learning behaviour as contextual factors. Design/methodology/approach: To measure emotions, coping and learning from errors "in situ," a semi-standardised error diary was administered. Individual and contextual factors were measured by standard questionnaires. Totally, 22 young employees participated in the study and recorded n = 99 error situations in a three-week diary period. Findings: Errors typically provoked negative emotions, particularly in cases of "public" errors. Negative emotions provoked emotion-focused coping. However, there was no direct effect of emotions on learning. Learning seems to depend primarily on the in-depth analysis of the error, no matter whether the original coping intention is aimed at problem-solving, self-protection or emotion regulation. A quick error correction does not necessarily result in learning. Furthermore, plausible influences of individual and contextual factors were found, but must be interpreted cautiously. Research limitations/implications: The small sample size, particularly in person-level analyses, is a major shortcoming of the study. Originality/value: To overcome shortcomings of common retrospective self-reports such as interviews or questionnaires, this study uses the diary method as an innovative approach to investigate processes in situ.

The aim of this paper was to gain an understanding of the views of a group of physical education teacher educators on the purpose(s) of school physical education and whether, how and why these views have changed over time. Semi-structured individual interviews were carried out with thirteen physical education teacher educators; a fourteenth participant responded to interview questions in writing. Participants were based in seven countries: Belgium, Finland, Germany, Ireland, New Zealand, Switzerland and the USA. A relative consensus on the overarching purpose of physical education was evident, centred on physical education preparing young people for a lifetime of physical activity. The framing of this shared purpose differed somewhat between participants, reflecting a range of perspectives on the value of physical activity. Delineating the boundaries of their subject, participants characterised obesity prevention and maximising in-class physical activity as potential by-products rather than as goals of the subject. The views of many had changed over time, influenced by such factors as findings from research, societal expectations and a perceived need to legitimise physical education within school and university contexts. We note that many of the influences acting on the views of the physical education teacher educators are also known to affect practicing teachers. This suggests a possibility, in the open reflection of physical education teacher educators on the interaction between their views and the institutional and societal contexts within which they work, to provide future teachers with alternative value pathways paved with relatable explanations and shared experiences.

In Germany, the respondents who had participated in the 2012 survey of the Programme for the International Assessment of Adult Competencies (PIAAC) were re-approached for the panel study PIAAC-L. PIAAC-L aims at investigating the longitudinal effects of skill outcomes over the life course and the development of the key skills assessed in PIAAC. Moreover, additional and alternative background information was collected and analyzed within PIAAC-L. PIAAC-L consists of three follow-up waves to the initial PIAAC 2012 survey. The present paper describes the rationale for PIAAC-L and the benefits of conducting a longitudinal PIAAC follow-up study in Germany. In addition, we outline the general design of PIAAC-L and the specific design of the three waves of data collection. Finally, we address the analytic potential of PIAAC-L data set and its availability to the scientific community.

This paper examines the implementation of Education for Sustainable Development (ESD) in Germany and explores the possibilities of Social Network Analysis (SNA) for uncovering influential actors in educational policy innovation processes. From the theoretical perspective, an actor's influence is inferred from its relative position within issue-specific information flows and the trust placed in its capacities and expertise, instead of relying on an actor's openly expressed role and policy preferences. Drawing on techniques from quantitative SNA enables to analyse the social interactions as well as the frequency and type of information exchange amongst actors in a particular issue area. Empirically, I focus my attention on the educational innovation of ESD, which has been initiated at the global level, but is mainly put into practice at the national or regional level. Data for the study come from mixed mode interviews with a standardised questionnaire. The interviews were conducted and analysed using egocentric and complete SNA. I find, amongst others results, that NGOs and governmental actors occupy significantly more central, prestigious and influential network positions than schools in the course of implementing ESD in Germany. Furthermore, school representatives exhibit few and weak relations, and mostly share links with other formal education actors.

Women are underrepresented in many areas of journalistic newsrooms. In this paper, we examine if this established effect persists in the new forms of journalistic communication, namely social media networks. We use mentions, retweets, and hashtags as measures of journalistic amplification and legitimation. Furthermore, we compare two groups of journalists in different stages of development: political and data journalists in Germany in 2021. Our results show that journalists identified as women tend to favor other women journalists in mentions and retweets on Twitter (now called X), compared to men. While both professions are dominated by men, with a high share of tweets authored by men, women mention and retweet other women more than their male colleagues. Female data journalists also leverage different sources than men. In addition, we found data journalists to be more inclusive of non-member sources in their networks compared to political journalists. [ABSTRACT FROM AUTHOR]

Creativity is socially constructed and is not an objective fact at all. How do teachers perceive students' creativity and how can they foster students' creative learning? From two case studies, one in higher education and a second on iPad-classrooms in schools, the paper reflects on didactical concepts for creativity using mobile devices. Interviews, classroom observations and qualitative data were analyzed. The results reveal that the most creativity has been observed when the teacher designed such activities for mobile learning where no correct solution is available. When there is a shift from traditionally separating ICT and education to new co-located settings where mobile devices and education merged into new learning expeditions, then there is a need to rethink traditional Didactics towards Digital Didactical Designs bridging "learning what is known" (curriculum-driven learning) and "learning when the answer is not known".

This paper presents the findings of a six-week telecollaborative project between sixteen American students enrolled in a second-semester German class at an American university and sixteen German students enrolled in an advanced English course at a high school in Germany. Students discussed various cultural topics with their partner in two e-mails per week. The study strove to reveal the American college students' understanding of their own and of German culture, their interest in cultural learning, and possible changes therein through telecollaboration. Moreover, the study aimed at exploring if intercultural competence can be exhibited, and thus assessed, through an e-mail exchange. For that purpose, Byram's model of intercultural competence (1997) was used for the data analysis. In addition, pre- and post-surveys were administered to help answer one of the research questions. The results of the study revealed that students' interest in cultural learning did not change significantly. Additionally, the results showed that the majority of Byram's objectives can be demonstrated in an e-mail exchange. (Contains 2 notes.)

We examined the effects of motivational interference resulting from tempting action alternatives among a sample of university students with respect to a new measure of different motivational qualities. Participants imagined themselves in a typical study-leisure conflict and provided information about their internal conflict experience in two scenarios: reading a course paper instead of meeting friends and vice versa. Participants then evaluated intrinsic, mastery, approach, avoidance, and external incentives for both activities. Confirmatory factor analyses yielded good model fits for the proposed five-factor incentive structure. In accordance with the idea of motivational interference, the incentives for meeting friends were positively related to experienced internal conflict while imagining studying, representing opportunity costs of learning. The same pattern was found for the opportunity costs that the participants had experienced while imagining meeting friends. In particular, intrinsic and approach incentives represented incremental opportunity costs of activity engagement, regardless of whether the dismissed activity was related to achievement or leisure. The findings highlight the need to apply a dynamic and context-sensitive perspective on achievement motivation to the context of higher education. (Contains 5 tables and 1 figure.)

Trilingual families need language support if they wish to maintain three languages. Most studies on trilingualism have paid little attention to the influence of grandparents as an affective factor. The aim of this paper is to shed light on the impact of the extended family, particularly grandparents, on trilingual families' language maintenance. The content of this study has been informed by an analysis of 70 interviews of trilingual families with children residing in England and Germany. Grounded Theory (GT) was used for the data analysis. It was found that most parents whose native language (NL) repertoire included the community language (CL) "dropped" at least one of their home languages (HLs). This was partly related to the grandparents, who often lived in the same community. They tended to speak the highly regarded CL with their young grandchildren, rather than a minority language. In contrast, parents who did not speak the CL natively often used their HLs with their children in order to provide a means of communication between the children and their grandparents. Usually, they resided in a different country and did not speak the language of the community where their grandchildren lived. (Contains 11 tables.)

Learning Analytics can provide powerful tools for teachers in order to support them in the iterative process of improving the effectiveness of their courses and to collaterally enhance their students' performance. In this paper, we present the theoretical background, design, implementation, and evaluation details of eLAT, a Learning Analytics Toolkit, which enables teachers to explore and correlate learning object usage, user properties, user behavior, as well as assessment results based on graphical indicators. The primary aim of the development of eLAT is to process large data sets in microseconds with regard to individual data analysis interests of teachers and data privacy issues, in order to help them to self-reflect on their technology-enhanced teaching and learning scenarios and to identify opportunities for interventions and improvements. (Contains 9 figures.)

Rosner and Kochanski (2009) noticed an inconsistency in the mathematical statement of the Law of Categorical Judgment and derived "the valid equation, the Law of Categorical Judgment (Corrected)" (p. 125). The purpose of this comment is to point out that the law can be corrected in many different ways, leading to substantially different equations. The different versions have different consequences for the predicted distributions of the responses and, hence, for fitting real data. Some of these consequences are unexpected and sometimes undesirable. Researchers should be aware of the different possibilities as they may lead to pronouncedly different accounts of given data. (Contains 4 footnotes, 1 table, and 2 figures.)

Purpose: Linking Open Data (LOD) provides a vast amount of well structured semantic information, but many inconsistencies may occur, especially if the data are generated with the help of automated methods. Data cleansing approaches enable detection of inconsistencies and overhauling of affected data sets, but they are difficult to apply automatically. The purpose of this paper is to present WhoKnows?, an online quiz that generates different kinds of questionnaires from DBpedia data sets. Design/methodology/approach: Besides its playfulness, WhoKnows? has been developed for the evaluation of property relevance ranking heuristics on DBpedia data, with the convenient side effect of detecting inconsistencies and doubtful facts. Findings: The original purpose for developing WhoKnows? was to evaluate heuristics to rank LOD properties and thus, obtain a semantic relatedness between entities according to the properties by which they are linked. The presented approach is an efficient method to detect popular properties within a limited amount of triples. Ongoing work continues in the development of sound property ranking heuristics for the purpose of detecting the most relevant characteristics of entities. Originality/value: WhoKnows? uses the approach of "Games with a Purpose" to detect inconsistencies in Linked Data and score properties to rank them for sophisticated semantic search scenarios. (Contains 13 notes, 2 tables and 2 figures.)

Purpose: The purpose of this paper is to evaluate the health-promoting and stigma-reducing effect of the German school-based programme "Crazy? So what!". Design/methodology/approach: A quasi-experimental longitudinal control-study was carried out with assessments one week prior to the school programme, immediately after it and three months later. A total of 210 Year 9 and 10 students (aged 13-18 years) were surveyed in four schools in Saxony, Germany. Data analysis was done descriptively based on frequency distributions. Random effects regression models for unbalanced panel data were used to estimate the change of the outcome variables over time. Findings: At baseline, only 5.2 per cent of the intervention group would talk with their teacher about a mental health problem. Immediately after the programme, this number increased to 10.6 per cent and after three months to 17.9 per cent. There was also a positive, short-term effect on students' social distance, i.e. an increase in positive attitudes towards those with a mental illness, but this was not sustained over time. By contrast, self-efficacy proved resistant to change. Originality/value: This school programme is successful in that the "experts on their own behalf" (young people, who have gone through mental illness) were able to encourage and reassure others on how to face a mental health crisis with more confidence, which also contributes to strengthening students' resilience. The results of this study indicate the importance of sensitising children and youth, but also teachers and other adults to mental health. (Contains 3 tables, 2 figures and 2 notes.)

Taking an international comparative perspective, the paper seeks to identify conditions that favour or impede participation in continuing higher education (CHE), and to answer the question what lessons can be learned from other countries. To this end we present selected findings of a secondary analysis of data from seven countries and systematically relate them to the country-specific institutional context. Our analysis suggests that the present situation and the future development of CHE are strongly path-dependent and context-bound. This systemic character of CHE restricts the transferability of particular features of a country's CHE system. Nonetheless, there remain several lessons to be learned from other countries.

This paper charts the space of lifestyles in Germany in order to assess whether its structure resembles that famously uncovered in France by Bourdieu. Mobilising multiple correspondence analysis and using data from a bespoke national survey of tastes and lifestyles fielded in 2017–18 (n = 2244), it unveils a two-dimensional system defined by tastes for the culturally exclusive and the economically exclusive. These dimensions are strongly associated with indicators of cultural capital and economic capital, and reveal differences by both capital volume and capital composition, but they are also structured by age and ethnic origin. While age is indicative of Bourdieu's concept of trajectory, the effects of ethnicity underscore the relative autonomy of the space of lifestyles and suggest its determination by more than one structural force. [ABSTRACT FROM AUTHOR]

Flexibility potentials are mostly provided by centrally coordinated flexibility resources such as natural-gas-fired power plants. However, the decentralization of power generation combined with the decarbonization of the sector due to the energy transition requires the exploration of new types of flexibility resources. In particular, to reduce dependence on natural-gas-fired power plants, it would be desirable to replace them with alternative flexibility resources. Therefore, the objective of this paper is to analyze, using Germany as an example, to what extent the flexibility potential of already existing battery storage systems can replace the flexibility potential of natural-gas-fired power plants. The methodology used is based on a multi-time-scale flexibility model together with an approach for temporal aggregation of flexibility potentials and two approaches for spatial aggregation of flexibility potentials. Based on the methodology and an analysis of publicly available data, a comprehensive potential analysis is carried out. This analysis shows, among others, that existing battery storage systems have a promising potential to replace a considerable number of natural-gas-fired power plants in Germany in terms of their flexibility potentials. [ABSTRACT FROM AUTHOR]

Background: Reading comprehension is frequently impaired in persons with aphasia (PWA). For goal‐setting and outcome measurement, speech and language therapists (SLTs) need to determine an individual's perspective of their reading difficulties and everyday reading activities. The Comprehensive Assessment of Reading in Aphasia (CARA) reading questionnaire provides a person‐centred tool to find out the individual perception of reading functions, reading‐related emotions and reading activities in PWA. It was developed and evaluated in English. So far, there is no equivalent instrument in German. Aims: To translate and adapt the CARA reading questionnaire into German language and culture, to evaluate its practicability and acceptance, and to provide the first psychometric properties of the German version. Methods & Procedures: Based on translation and adaptation guidelines, we conducted two forward translations that were merged and then adapted. A back translation was prepared and compared with the original version. It was found to be semantically equivalent by one of the authors of the original version. We performed pilot testing with 12 PWA, and the pilot version was adapted according to the comments of these participants. We then collected data on self‐reported perception of reading and on psychometric properties of the translated and adapted German version. A total of 22 German‐speaking PWA completed the questionnaire at least five times during an intervention study. We analysed retest reliability with Spearman correlation, internal consistency with Cronbach's alpha, internal responsiveness with the standardized response mean, as well as the relationship between outcomes of the questionnaire and text comprehension measures using repeated measures correlations. Outcomes & Results: Our data suggest good practicability and acceptance of the German version of the CARA reading questionnaire as well as appropriate validity, reliability and sensitivity to measure therapy‐induced change. We found moderate correlations between outcomes of the questionnaire and text‐level reading speed. Conclusions & Implications: The German version of the CARA reading questionnaire could be helpful in intervention planning and goal‐setting with German‐speaking PWA. By using the questionnaire, SLTs can find out about a person's individual perception of reading difficulties as well as individually relevant reading activities. The questionnaire provides a tool to measure change and is therefore valuable to demonstrate self‐reported individual progress. As reading speed seems to be an indicator of personal perception of reading difficulty, it is important to consider reading speed in reading interventions and in reading comprehension assessments. WHAT THIS PAPER ADDS: What is already known on the subject: Reading comprehension is frequently impaired in PWA. Reading preferences, the perception of difficulties and the impact on everyday life reading activities are specific to the individual and thus need to be known for goal‐setting, intervention planning and monitoring of change. As part of a comprehensive assessment of reading, Morris et al. developed a person‐centred English language questionnaire for this purpose. So far, there is no equivalent tool in German. What this paper adds to the existing knowledge: In this study, we translated and adapted the questionnaire to German language and culture, and analysed its validity and reliability with German‐speaking PWA. We demonstrated that the German version is accessible for German‐speaking PWA, and that it has appropriate validity, reliability and sensitivity to measure self‐reported change. Outcomes of the questionnaire correlate with text level reading speed. What are the potential or actual clinical implications of this work?: The German version of the questionnaire could be a valuable self‐reported outcome measure to assess individual perceptions of reading and to measure progress (as perceived by an individual) as a consequence of recovery or intervention in either clinical or research settings. As reading speed might be an indicator of everyday life reading as perceived by an individual, it should be considered in reading assessments and interventions. [ABSTRACT FROM AUTHOR]

Intimate partner violence (IPV) continues to be a global problem. The increasing international research, focussing on children who witness IPV between their parents, indicates that these circumstances might influence children in different ways. Despite these efforts, little evidence stems from Germany. Using data from a German school student survey from 2017 and 2019 (N = 21,382), this paper aims to examine the consequences of witnessing IPV. The present paper takes a closer look at children's violent behaviour, attitudes and quality of life while controlling for other potential influences (e.g. physical and psychological child abuse). Results indicate that IPV has a significant negative effect on children's quality of life, in particular on children's sense of security at home and children's life satisfaction. No other effects were significant. In discussing these complex dynamics, the results of the present study highlight the importance of considering children who witness IPV as direct victims. A home with personal threats cannot provide emotional and physical security. Coping with this absence of a secure base at home may lead to the neglect of important developmental tasks during that time, which can have possible far-reaching implications on different areas of children's lives (e.g. social competence). Further research examining the severity and duration of witnessing IPV within the context of a longitudinal design is recommended. [ABSTRACT FROM AUTHOR]

In forced migration literature, there is a lack of studies on the impact of war trauma on interpersonal mistrust among refugees and their interpersonal trust in members of the host society. To contribute to filling this gap, the author studied the impact of war trauma on interpersonal mistrust among Syrian refugees in Germany and their interpersonal trust in Germans. The data are based on semi-structured qualitative interviews with 20 Syrian refugees and asylum-seekers conducted in 2018 and 2019. The author argues that because traumatised refugees are powerfully influenced by past traumatic events experienced in their home country, they tend to mistrust people who can be associated with the place where these traumatic experiences occurred. In contrast, they are inclined to trust people who cannot be linked to the geographical location of the traumatic experiences. The main result of this study is that similarity—that of war-traumatised refugees sharing the same socio-cultural backgrounds—leads to interpersonal mistrust, while dissimilarity leads to interpersonal trust. The author of this paper calls for considering trust-building among war traumatised refugees, which has significant importance for refugee integration. [ABSTRACT FROM AUTHOR]

In this paper, relative education profiles of recent refugees arriving to Germany from Syria, Iraq and Afghanistan are described and compared to the profiles of Syrians in Jordan and Lebanon and of internally displaced Iraqis. Relative education describes a migrant's position in the educational distribution of the origin population. For recent refugees, relative education could be reflected in the decision of where to migrate: those who are relatively better educated may be more able to reach a distant destination. The empirical analyses use data from the project 'ReGES – Refugees in the German Educational System', the IAB‐BAMF‐SOEP Survey of Refugees, the Arab Barometer and Multiple Indicator Cluster Surveys (MICS). The findings suggest that on average, Syrians and Afghans in Germany and Syrians in Jordan are positively selected on education, while Syrians in Lebanon and internally displaced Iraqis appear slightly negatively selected. The findings for Iraqis in Germany show mixed evidence. [ABSTRACT FROM AUTHOR]