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2023-07-03

This article concerns the Lithuanian lexical borrowings in one of the least-studied Russian subdialects of the western Bryansk region, located in the territory of centuries-old interaction of the Baltic and East Slavic language areas. Based on lexicographic sources and field research material, a list of Lithuanisms was compiled, including those with lexemes, previously not considered Lithuanian borrowings in East Slavic languages and dialects. The borrowings are divided into reliable and controversial Lithuanisms and Lithuanian borrowings, which either have or do not have parallel lexemes in other Slavic languages and their dialects. Borrowed lexemes are distributed according to thematic areas related to the name and characteristics of people, their behavior, work, everyday life and the world around them. Depending on the stylistic connotation, Lithuanisms are divided into neutral and pejorative. The assumption is made that the Eastern Slavs perceived the Balts as representatives of an equal culture and, in part, a 'lower' culture in relation to 'their' own. The research concludes that many people were bilingual in the territories of Baltic–East Slavic interaction, as well as the requirements for sufficient knowledge of neighboring tribes when transferring abstract and specific meanings from one language to another. CA Kovac und CA extern

STO

2023-06-14

2023-06-12

Rising rents play an important role in the displacement of residents through gentrification processes in Germany. Applying an interactionist approach and conceptualising gentrification as an emergent phenomenon that results from an interaction process, we explore how residents of the gentrifying district Altona-Altstadt in Hamburg deal with situations of rent increases. Four strategies emerge: de-problematisation, unwilling consent, changing the field of action and confrontational rejection. Using an interpretive analysis and the concept of the ‘moral economies of housing’, we investigate the normative and strategic conditions of these strategies and how they contribute to or counteract housing-related displacement. This analysis contributes to qualitative research on how residents experience gentrification and negotiate situations relevant to displacement, and, thereby, to the exploration of power in the tenant–landlord relationship.

2023-03-20

2023-02-27

Der folgende Beitrag basiert auf der Einleitung zu einem Buch, das in diesem Frühjahr erscheint: Volker. M. Heins und Frank Wolff, Hinter Mauern. Geschlossene Grenzen als Gefahr für die offene Gesellschaft, Berlin: Suhrkamp 2023.

24.04.2023

11. Januar 2023

2023-05-17

Dieser Text erscheint als Teil der Reihe „Muss man dafür lesen können? Visual Literacy als Reflexionsraum“

2023-06-26

in press We inquire into different perspectives and patterns of problematizing online hate speech within the social sciences from a systems-theoretical perspective. Our results identify five different research perspectives adopted by studies on the issue: (1) systematic perspectives on problems of operationalizing (online) hate speech; (2) intentionalist perspectives on actors and their motives; (3) consequentialist perspectives on victims of online hate speech; (4) perspectives on media affordances, infrastructures, and strategies of online hate speech; and finally, (5) normative perspectives on the consequences of online hate speech. Additionally, we want to propose a functionalist perspective on hate communication and, for this purpose, develop a systems-theoretical and media-sociological framework for analyzing online hate speech. A systems-theoretical perspective connects to a process-oriented paradigm of doing hate speech. Instead of asking what hate speech is, a systems-theoretical framework focuses on how different communicative contextures empirically produce different understandings of hate communication. We will make four research proposals: We will (1) conceptualize hate as hate communication, then proceed to (2) analyze different communicative contextures, (3) develop media archeology of negation and conflict communication, and finally (4) focus on the function of conflict and hate communication for the emergence of (counter-)publics.

Zeitschrift für Hochschulentwicklung, Zeitschrift für Hochschulentwicklung (Journal for Higher Education Development), Obwohl sie einen fundamentalen Akteur beim Service Learning darstellen, wurden Community-Partner-Organisationen und ihre Perspektiven in der deutschsprachigen Service-Learning-Diskussion bislang kaum berücksichtigt. Der Beitrag diskutiert die Ergebnisse einer Community-Partner-Befragung von 2022 vor dem Hintergrund bisheriger Studien. Er berichtet vom Blick der Community Partner auf Engagementformen, Motive und Befürchtungen, Kooperationsqualität und gesellschaftliche Nutzeffekte beim Einsatz von Service Learning. Zudem wurden Einschätzungen der CP zum studentischen Arbeiten und einem möglichen Kompetenzerwerb beim SL erfasst., Despite their fundamental relevance for service learning, community partner organizations and their perspectives have been widely neglected in (German speaking) service learning research so far. The article summarizes the core findings of a 2022 Community Partner Survey on service learning: it reports on the community partners’ motives and hindrances for taking part, their view on the quality of student engagement and cooperation, as well as the perceived organizational and societal impacts. It also covers community partners’ perceptions of student learning and competency development. The findings are discussed against the background of recent research from the US and Germany.

Vor dem Hintergrund derzeitiger Herausforderungen in der Binnenschifffahrt, wie dem Mangel an nautischem Personal und dem Güterstruktureffekt, bedarf es an innovativen und zukunftsorientierten Konzepten. Eine vielversprechende Lösung stellt die Fernsteuerung von Schiffen dar. Dabei wird das Schiff von einem Fernsteuerstand an Land gestuert. Insbesondere im Kontext der Automatisierung und Vernetzung bietet die Fernsteuerung nicht nur ökologische und ökonomische Potentiale, sondern eröffnet auch neue Vertriebswege., Remote-controlled, interconnected and automated inland navigation offers great potential to positively influence safety, economy and ecology. Moreover, it represents a suitable response to the current challenges of the industry. The increasing development of modern broadband communication and decreasing costs for modern and high-resolution sensor technologies open up new ways of mobility solutions in inland navigation. Such ‘smart ships’ can not only counteract the current shortage of personnel in the industry, but also operate more fuel-efficiently and ecologically. In particular, reduced personnel costs can make inland vessels with small freight volumes profitable. In this way, new distribution channels can be developed or existing distribution channels can be shifted from the road to inland waterways. In contrast to the road, which is increasingly closer to reaching its capacity limits, inland waterways offer further unused transport capacity. On the way to a fully automated ship, remote control represents a key solution that makes automation profitable at an early stage. Furthermore, the possibility of remote intervention contributes to safety and the public acceptance of unmanned vessels., UNIKATE: Berichte aus Forschung und Lehre, vol. 2023, no. 59Mobilität und Transport im Wandel: Strategie und Umsetzung, p. 140

in press

Context: Dealing with professional complexity has been of scientific interest in the research field of vocational education and training for decades. So far, there is a lack of empirical evidence regarding how professional complexity finds its way into learning processes in VET. A common option is to model complexity through authentic simulations and/or problem-solving tasks. This study does both: Complex problem-solving tasks are integrated into an authentic office simulation and are expanded to include collaborative elements, using computer-based agents. Collaboration is used to improve learning, but it is also an authentic representation of current work processes, so we ask whether apprentices perform better in the individual or in the collaborative test setting. Methods: To compare skills used for complex problem-solving tasks within an authentic business simulation, the test settings are systematically varied between individual and collaborative test settings. The test environment is a technology-based assessment (TBA). Test tasks reflect a complex professional problem; they are presented in an office simulation, in which apprentices can collaborate with a computer-based agent. Multi-group confirmatory factor analysis is conducted to test for measurement invariance across test settings, and the two-dimensional Rasch-model incorporating between-item multidimensionality with correlated dimensions is used for ability estimation. We also conduct ANOVA tests to determine if there is a statistically significant difference regarding the problem-solving ability between the individual and collaborative test settings. Findings: The study provides various findings: First, collaboration helps apprentices to deal with complexity. Second, to solve complex problem-solving tasks, two bundles of skills are activated: Cognitive and social skills. The two-dimensional construct of skills with correlated dimensions showed better fit than the unidimensional construct. The scalar measurement invariance was established after excluding three items. ANOVA tests confirmed that the collaborative setting enhances the problem-solving ability of learners significantly regarding both, cognitive skills and social skills, with cognitive skills being fostered more. Conclusion: The findings suggest the validation of the two-dimensional construct with cognitive and social skills in economic domains. The results show the effectiveness of collaboration with a computer-based agent. In the practice of vocational training and education, teachers can use digitalized collaborative approaches to enhance learning.

Die Herausforderungen und Chancen für die Transformation urbaner Logistiksysteme hin zu nachhaltigeren, intelligenten und vernetzten Ökosystemen machen das Zentrum für Logistik und Verkehr zu einer Innovationsdrehscheibe, die innovative urbane Logistikkonzepte konzipiert, entwickelt, erprobt und wissenschaftlich begleitet., Given the great importance of urban systems for economic growth and development, the demand for urban logistics and transportation has increased significantly in recent years, favouring the development of just-in-time concepts and gradually expanding into complex supply chain networks. However, urban logistics has widely known operational efficiency issues, such as fragmented flows of goods, a high frequency of deliveries, short delivery times, and a high level of uncertainty regarding demands and returns. Urban logistics accounts for 40% of all CO 2 emissions from road transport and up to 70% of other pollutants from the transport sector, revealing patterns that are not sustainable. Therefore, collaboration between various logistics service providers, technology providers, retailers, urban planners, policy makers and consumers is needed to jointly design urban logistics solutions that best meet the needs of future businesses, consumer demand and urban planning concepts. At the same time, this will generate sustainability effects along supply chain networks to create an innovative urban logistics ecosystem, transforming entire urban systems. The overall goal of this sustainability transformation is to co-design and implement a sustainable, resilient, smart and connected urban logistics and mobility system of the future, which integrates society’s regional and global food, energy and mobility supply mechanisms by aligning the interests and needs of business, the political sphere and civil society. Therefore, a clear focus should be placed on the interactions between different disciplines to establish a holistic innovation ecosystem in urban logistics at strategic, tactical and operational levels. To this end, the Centre for Logistics and Traffic (ZLV) has defined five major thematic clusters to identify research areas for the transformation of urban logistics ecosystems: (1) innovative smart and sustainable urban logistics ecosystems, (2) urban supply chains, (3) sustainable urban governance, (4) circular economy, and (5) digital technologies and their application potential in the logistics sector. Not only are these fields, which are strategically important for an integrated urban logistics ecosystem, jointly approached from an academic perspective, but realistic solutions are also being designed and implemented with the ZLV’s network of political and industrial decision-makers., UNIKATE: Berichte aus Forschung und Lehre, vol. 2023, no. 59Mobilität und Transport im Wandel: Strategie und Umsetzung, p. 128

2023-03-29

17.04.2023

20.02.2023

CA Gora

30.01.2023

Die angestrebte Reduktion von Treibhausgasen und Luftschadstoffen im Sektor Verkehr und Transport erfordert die Abkehr von bestehenden konventionellen Antriebsformen hinzu alternativen Kraftstoffen und (teil-)elektrifizierten Antrieben. Dies betrifft auch die mobilen Maschinen. In diesem Beitrag wird die Erprobung zweier Typen von Hafenumschlaggeräten mit dem alternativen Kraftstoff Erdgas beschrieben., The European Union aims to make existing and new mobility structures more efficient and more ecological. Approaches to achieve this include electromobility, hybridisation or alternative fuels. In the project LeanDeR described in this article, the environmental impact of the alternative fuel natural gas was investigated for use with port handling equipment. This involved a terminal tractor powered purely by natural gas and a reach stacker fuelled by a combination of diesel and natural gas. For both machines, the conventional diesel drive was used as a benchmark for comparison with the aforementioned alternative drives. During a field test, the specific emissions of the exhaust gas components CO2, CO, NOx, CH4 and SO 2 were evaluated. The results showed that, in the case of natural gas operation, the specific CO2 emissions of the terminal tractor could be reduced by approximately 10% and the specific CO and NOx emissions by approximately 50% compared to the specific emissions in diesel operation, although methane slip occurred. In addition, particulate emissions were significantly lower in natural gas operation. In the case of the reach stacker, the specific CH4 emissions in mixed operation increased noticeably with the increasing substitution share of natural gas, which can neutralise possible savings in terms of specific CO 2 emissions. In mixed operation, the specific NOx emission decreased with an increasing substitution rate of natural gas. Nevertheless, an increase in the substitution rate led to an increase in specific CO emissions. This behaviour can possibly be attributed to the fact that the engine control unit was optimized for diesel operation. It is shown that the practical use of liquefied natural gas as an alternative fuel with the associated beneficial environmental effects is possible. It is also shown that ideally a pure natural gas engine should be used. In principle, the conversion of existing diesel engines to mixedfuel operation is possible and has potential. However, there is a risk that many advantages will be cancelled out, for example due to missing technical adjustments such as the engine control., UNIKATE: Berichte aus Forschung und Lehre, vol. 2023, no. 59Mobilität und Transport im Wandel: Strategie und Umsetzung, p. 116

Academic training, especially at the undergraduate level, is a marginal topic in science studies today. Scientific practices have commonly been approached through studies of research contexts—most visibly, the lab—and only sporadically through studies of the classroom or other teaching contexts. In this article, we draw attention to the pivotal role that academic training plays in the formation and reproduction of thought collectives. Such training, in shaping what students think about their field and what they understand as proper ways of doing science, is an important site of what we call epistemological enculturation. Based on a comprehensive literature review, we make several suggestions on how epistemological enculturation can be studied at the level of training scenes, a concept we develop in the article. This includes a discussion of the methodological as well as theoretical difficulties that occur when analysing academic training in action.

2023-04-03

30.01.2023

2023-05-31

08.05.2023

In order to reduce language-related disparities in educational attainment, teaching standards in many (Western) countries nowadays request teachers of all subjects and grades to focus on their students’ academic language development: Especially second language learners and socioeconomically disadvantaged students need continuous and systematic language support (linguistically responsive teaching) in order not to be left behind. To be able to act accordingly, (prospective) teachers need to acquire pedagogical language knowledge and develop positive beliefs about linguistically responsive teaching practices. Our cross-sectional survey among German pre-service teachers (n = 115) shows that – despite positive beliefs towards linguistically responsive teaching – hardly any of the participants had acquired a solid knowledge base in the area of educational linguistics: The majority could not identify a substantial amount of academic language features (known to be challenging especially for second language learners) in a content-specific explanatory text. This ability, however, is the basis for planning and carrying out linguistically responsive lessons. Although latent profile analyses show differences among the participants, many of them did not have opportunities to learn in the area of linguistic diversity during their studies. The results give rise to the question whether and how pedagogical language knowledge could become compulsory in teacher training. Um sprachbedingte Unterschiede im Bildungserfolg von Lernenden zu verringern, ist in den Bildungsstandards und Curricula vieler (westlicher) Länder mittlerweile festgeschrieben, dass Lehrkräfte aller Fächer und Klassenstufen die (bildungs-)sprachliche Entwicklung ihrer Schüler:innen im Unterricht unterstützen sollen: Insbesondere Deutsch als Zweitsprache Lernende und sozioökonomisch benachteiligte Schüler:innen benötigen eine durchgängige und systematische Unterstützung in Form von sprachförderlichem Fachunterricht, um ihre schulischen Erfolgschancen zu verbessern. Um dieser Aufgabe gerecht werden zu können, müssen (angehende) Lehrkräfte pädagogisches Sprachwissen erwerben und positive Überzeugungen zu einer sprachbewussten Unterrichtgestaltung entwickeln. Unsere querschnittlich angelegte Befragung unter Lehramtsstudierenden in Deutschland (n = 115) zeigt, dass trotz positiv beschaffener Überzeugungen zu sprachsensiblem Fachunterricht nur die wenigsten der Teilnehmenden über ein solides linguistisches Basiswissen verfügten: Die Mehrheit von ihnen war nicht in der Lage, sprachliche Merkmale, die sich insbesondere für Zweitsprachenlernende als verstehenserschwerend erwiesen haben, in einem fachspezifischen Erklärtext zu identifizieren. Diese Fähigkeit ist jedoch eine wichtige Voraussetzung dafür, Unterricht sprachsensibel zu gestalten. Latente Profilanalysen fördern zwar individuelle Unterschiede zwischen den Teilnehmenden zu Tage, es lässt sich aber festhalten, dass viele von ihnen während des Studiums kaum Lerngelegenheiten zum Umgang mit sprachlicher Diversität im Unterricht wahrgenommen haben. Die Ergebnisse werfen die Frage auf, ob und wie pädagogisches Sprachwissen ein verpflichtender Bestandteil der Lehrkräfteausbildung werden kann. In order to reduce language-related disparities in educational attainment, teaching standards in many Western countries nowadays request teachers of all subjects and grades to focus on their students’ language development: Especially second language learners and students growing up in socioeconomically disadvantaged families need continuous and systematic language support (linguistically responsive teaching) in order not to be left behind. To fulfil this challenging task, teachers do not only need to be willing to engage in such teaching practices, but have to develop awareness about the function and the particularities of academic language. In our online survey, 115 German pre-service teachers were asked to identify linguistic features that may potentially hinder high school students’ understanding of the content in a mathematical explanation. We also investigated the language-related learning opportunities the participants had during their university studies, and their attitudes towards linguistically responsive teaching. The participating pre-service teachers showed great awareness of linguistically responsive teaching being generally important and necessary. At the same time, their ability to identify academic language features was very limited. As knowledge about academic language is an important basis for planning and providing linguistically responsive lessons, it is questionable whether the future educators will be able to cater for the needs of linguistically diverse students. The rather worrisome result does not come as a surprise when looking at the pre-service teachers’ language-related learning opportunities: Many of the participants had not or only briefly encountered topics such as second language learning and linguistic diversity during the course of their university studies. The results give rise to the question whether and how pedagogical language knowledge can become a compulsory part of teacher education programs.

Zusammenfassung Dieser Text ist eine Zusammenfassung eines virtuellen Vortrags1, der im April 2021 im Rahmen der 17:15 Kolloquium-Reihe der ETH-Bibliothek in Zürich gehalten und zugleich aufgezeichnet2 wurde. Der Vortrag setzt sich mit der Frage auseinander, welche Rolle Hochschulbibliotheken bei der Wahrung wissenschaftlicher Berufsethik im neuen DFG-Kodex zugeschrieben wird, welche sie in diesem Kontext bereits einnehmen und welche sie noch einnehmen können.

This article discusses The Third Policeman through the lens of a dialectic of enchantment and disenchantment that is firmly anchored in the history of anthropological discourse on bureaucracy (Malinowski, Lévi-Strauss, Tambiah, Herzfeld, Graeber, Jones). From this angle, Flann O’Brien’s novel is examined as an aesthetic illustration of an essentially anthropological argument: although bureaucracy has been described as an eminently rational form of social systematisation, regulation, and control (since Weber), it also functions, paradoxically, as a symbolic site for irrationality and supernatural occurrences, haunted by madness, mystery, and delusion. The novel is intriguing partly due to its nonchalant, humorous entwining of seemingly incompatible imageries (in this case, magic and officialdom) – a strategy that proves effective not only for creating fantastic ambiguity, but also for reworking a predilect theme of bureaucratic fiction: the coexistence of rational and irrational modes of thinking, in an infinite circling around the absurd oddities of an incomprehensible Law and the impenetrable opacity of its higher powers.

2022-11-07

24.10.2022

This paper contributes to debates on the growing appeal of right-wing populism by combining a focus on visuality, narratives, and emotions. We argue that right-wing populists’ claims extend to establishing alternative emotion norms that collectivize feelings and their expression, and are conveyed in visual narratives. The emotional range covered by these norms transcends emotions usually associated with right-wing populism such as fear or humiliation. By employing seemingly inoffensive modes of presentation, emotional responses including indignation, compassion, and schadenfreude can be used as narrative bait for hitherto uninterested audiences. Following from that, emotion norms, such as exclusive forms of sympathy and humor, can be established. We illustrate our argument in three short case studies from Austria, France, and Italy. The conceptual and methodological insights are particularly relevant for those interested in the power of emotions, different modes of visual storytelling in world politics, and the performative effects of right-wing populist practices and narratives in politics.

Procrastination is the irrational delay of an intended task and is common among students. A delay can only be defined as procrastination when it is voluntary, the action was intended but not implemented, and the delay is accompanied by subjective discomfort. Established scales of procrastination cover mainly behavioral aspects but have neglected the emotional aspect. This inaccuracy concerning the construct validity might entail misconceptions of procrastination. Accordingly, we developed and validated the Behavioral and Emotional Academic Procrastination Scale (BEPS), which covers all aspects of the definition of procrastination. The 6-item scale measuring self-reported academic procrastination was tested in three studies. Study 1 (N = 239) evaluated the psychometric qualities of the BEPS, indicating good item characteristics and internal consistency. Study 2 (N = 1,441) used confirmatory factor analysis and revealed two correlated factors: one covering the behavioral aspect and the other reflecting the emotional aspect. Measurement invariance was shown through longitudinal and multigroup confirmatory factor analyses. Study 3 (N = 234) provided evidence for the scale’s convergent validity through correlations with established procrastination scales, self-efficacy, and neuroticism. The BEPS thus economically operationalizes all characteristics of academic procrastination and appears to be a reliable and valid self-report measure.

Tens of thousands of Chicagoans are routinely issued parking tickets under false pretenses each year. After reviewing nearly 3.6 million parking tickets issued between 2012 and 2018, we leveraged multiple sources of administrative data against one another to identify more than one in eight tickets (13.2%) were issued under conditions when restrictions did not apply. More specifically, we narrowed our attention to seven different types of parking violations where compliance is circumstantial according to factors of space, time, and weather.