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Für eine moderne Gesellschaft mit Wissen als einem der wenigen Rohstoffe hat Deutschland die letzten drei Jahre ein erstaunliches Maß an Irrationalität beim Umgang mit der Pandemie gezeigt – wie man es kaum erwarten konnte. Um das einordnen zu können, ist ein Blick auf die Entwicklung von Wissenschaft und Erkenntnisgewinn aus Daten hilfreich.

Copyright of Soziologische Revue is the property of De Gruyter 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.)

Copyright of JMD: Journal für Mathematik-Didaktik is the property of Springer Nature 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.)

Copyright of Journal of Public Law / Zeitschrift für Öffentliches Recht is the property of Verlag Oesterreich GmbH 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.)

Copyright of Berliner Journal für Soziologie is the property of Springer Nature 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.)

Copyright of Sozial Extra is the property of Springer Nature 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.)

Copyright of Sozial Extra is the property of Springer Nature 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.)

The ignorant schoolmaster, a work by the French political philosopher Jacques Rancière that has gained much attention within educational studies, serves as an inspiration for the following article. The text is used to provide an understanding of knowledge-based school development processes and its research as a political event. Rancière’s political thinking revolves around the idea of dissent, by means of which it is possible to intervene in traditional hierarchies of knowledge, thinking and perception. Following this notion, Rancière’s discursive figures such as police, politics, equality, and ignorance will be used as a stimulus to question guidung assumptions in knowledge regarding school development. I try to show how research on school development processes is fundamentally involved in its field of study. Therefore, I will discuss a study which aimed to analyse the use of school inspection data within schools. I will reflect on the performative effects of the project’s research practices as well as its possibilities to intervene in present knowledge hierarchies. [ABSTRACT FROM AUTHOR]

Evolving teaching is not merely “doing anything different”. Development always includes normative demands, goals and expectations of success. Consequently, we also speak of educational improvement. Therefore, it is essential to explore the ways in which the direction of development is determined and how research and practice are related to one another. To accomplish this, I will first outline the fundamental interconnection of development research with a prescriptive mindset of optimisation and efficiency. This is followed by a differentiated look at the various approaches to teaching development in the German-speaking world (empirical educational research, didactic development research, design-based research, lesson study). Here, I focus on how these approaches do (not) attribute authority to scientific and practical school knowledge and relate them to each other. Starting from this analytical perspective on existing approaches and their normativity, I argue that those demand development from teachers, but tend to hypostatise their own concepts and practices. Based on this critique, I introduce the discursive relations and authorisation practices of my own project of collaborative educational improvement. Here, I focus on the transitions in terms, perspectives and modes of address in speaking about lessons. [ABSTRACT FROM AUTHOR]

Background: Self-medication with antibiotics is a common practice across different age groups and different cultures that can cause problems such as drug resistance, side effects, and rising costs for the healthcare system community. During the coronavirus pandemic (COVID-19), people with mild symptoms have avoided seeing a doctor, preferring to self-medicate. The impact of self-medication in COVID-19 patients is an important public health issue. The aim of this study was to evaluate the knowledge of, attitudes toward, and performance of self-medication with antibiotics in COVID-19 patients. Methods: This cross-sectional study was conducted among patients with COVID-19. Participants were selected by random sampling. A survey of knowledge, attitude and practice of taking antibiotics in patients with COVID-19 was conducted. Data were analyzed using SPSS version 22 software. Results: The prevalence of self-medication with antibiotics in patients with COVID-19 was 56.1%. Most COVID-19 patients have the overall knowledge, attitude and practice score of self-medication with antibiotics. There was a significant difference between the knowledge and attitudes of educated and uneducated patients (p<0.01). Of the demographic variables, there was no significant difference between sexes in terms of attitude and practice of antibiotic self-medication in COVID-19 patients (p>0.05). Conclusion: Considering the high prevalence of antibiotic self-medication in COVID-19 patients, it is recommended to provide the necessary education and practical means of reducing the amount of antibiotic self-medication. [ABSTRACT FROM AUTHOR]

Background: Due to a lack of communication strategies and knowledge about the Deaf community, health care professionals are often not prepared to provide deaf or hard of hearing patients with accessible and adapted healthcare. Methods: In the present study, a workshop was designed to determine the effect of deaf awareness training on medical students concerning their gain of knowledge regarding deafness and their competence in providing adapted communication and healthcare for deaf and hard of hearing patients. 95 medical students were evaluated in an online survey prior to as well as following the workshop. The workshop was held online in three consecutive sessions. Results: Students reported a substantially more confident approach to working with hearing impaired patients and indicated that an online learning environment is a suitable and helpful alternative to face-to-face teaching. Participants improved significantly in all evaluated items concerning their knowledge and competence (p<0.001). Furthermore, measurements revealed interaction effects between students' current period of study and the point in time of self-evaluation before and after the workshop. Preclinical students not only catch up but even surpass their clinical peers concerning their learning outcome. Conclusion: Reviewing the results obtained by this study, we are optimistic with respect to all participants' highly positive experiences and learning outcomes. Deaf awareness training should be included in the curriculum of all medical faculties. [ABSTRACT FROM AUTHOR]

Copyright of Public Health Forum is the property of De Gruyter 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.)

Der Beitrag analysiert anhand empirischen Datenmaterials, wie die Polizei präventiv arbeitet. In diesem Zusammenhang wird das Vorgehen bei proaktiven Streifenfahrten und insbesondere Verkehrskontrollen in den Blick genommen, um polizeiliche Praktiken im Kontext proaktiver Polizeiarbeit entschlüsseln zu können. Als Werkzeuge proaktiver Polizeiarbeit werden in diesem Beitrag narratives Erfahrungswissen über Raum und Klientel sowie die Definitionsmacht der Polizei und ihre Anwendungen behandelt. Das Datenmaterial gibt zunächst Einblicke in unterschiedliche polizeiliche Handlungspraktiken und konzentriert sich dann darauf, wie diese Handlungspraktiken umgesetzt werden. Es wird deutlich, dass proaktive anlassunabhängige Polizeiarbeit noch viel stärker von bestimmten Verdachtskonstruktionen und stereotypisierten Verallgemeinerungen gegenüber verschiedenen Personengruppen abhängig ist als reaktive Polizeiarbeit.

Copyright of Philologus -- Zeitschrift für Antike Literatur und Ihre Rezeption is the property of De Gruyter 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.)