@misc{Tristram2003,
  author    = {Tristram, Hildegard L. C.},
  title     = {Diglossia in Anglo-Saxon England, or what was spoken Old English like?},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-6975},
  year      = {2003},
  abstract  = {This paper argues that the texts surviving from the Old English period do not reflect the spoken language of the bulk of the population under Anglo-Saxon elite domination. While the Old English written documents suggest that the language was kept remarkably unchanged, i.e. was strongly monitored during the long OE period (some 500 years!), the spoken and "real Old English" is likely to have been very different and much more of the type of Middle English than the written texts. "Real Old Engish", i.e. of course only appeared in writing after the Norman Conquest. Middle English is therefore claimed to have begun with the 'late British' speaking shifters to Old English. The shift patterns must have differed in the various part of the island of Britain, as the shifters became exposed to further language contact with the Old Norse adstrate in the Danelaw areas and the Norman superstrate particularly in the South East, the South West having been least exposed to language contact after the original shift from 'Late British' to Old English. This explains why the North was historically the most innovative zone. This also explains the conservatism of the present day dialects in the South West. It is high time that historical linguists acknowledge the arcane character of the Old English written texts.},
  subject      = {Anglistik},
  language  = {en}
}
@misc{VandenBergheMaddens2003,
  author    = {Vanden Berghe, Kristine and Maddens, Bart},
  title     = {Mexiko: (De-)Konstruktion von Nation und Ethnie im Diskurs der Guerilla},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-8016},
  year      = {2003},
  abstract  = {This article investigates the fictional narratives written by „Sub-commandante Marcos" of the Zapatista movement EZLN. It is shown that Marcos uses three distinct frames of reference in his fictional account of the Zapatista guerrilla: an ethnic, a national and a post-national one. Contrary to other studies that emphasize the harmony between the three levels, it can be argued that there exists a fundamental tension between them. There is a tension between the ethnic discourse and the Mexican nationalist discourse which envisions a nation rather than a nation dominated by a single ethno-cultural group. Finally, it can be deduced from these tensions that the EZLN guerrilla is subject to divergent pressures.},
  language  = {de}
}
@misc{Ludwig2003,
  author    = {Ludwig, Joachim},
  title     = {Die besten Probleme sind die eigenen Probleme},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-15948},
  year      = {2003},
  abstract  = {(aus dem Inhalt): Ans{\"a}tze zum problembasierten Lernen r{\"u}cken didaktische Begr{\"u}ndungen und p{\"a}dagogische Handlungsm{\"o}glichkeiten in den Vordergrund von E-Learning-Konzepten. Der problembasierte Ansatz nimmt seinen Ausgangspunkt in praktischen Problemstellungen, zielt auf erfolgreiche Praxis und ist deshalb besonders f{\"u}r betriebliche Praktiker interessant. Angenommen wird, dass durch das Zugrundelegen von Problemen im Lehr-, Lernprozess Motivation unterst{\"u}tzt, Lerneraktivit{\"a}t gef{\"o}rdert und der Erwerb transferf{\"a}higeren Wissens und K{\"o}nnens verbessert wird. Komplexe, realit{\"a}tsnahe und subjektiv bedeutsame Problemstellungen sollen ein kognitiver und motivationaler Stimulus f{\"u}r das Lernen sein. Sind diese Hoffnungen begr{\"u}ndet?},
  language  = {de}
}
@misc{FlitnerMerle2003,
  author    = {Flitner-Merle, Elisabeth},
  title     = {Adieu {\`a} l'{\´e}cole unique socialiste : transformations de l'{\´e}cole en Allemagne apr{\`e}s la r{\´e}unification},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-51023},
  year      = {2003},
  language  = {fr}
}
@misc{HopfΞωχέλλης2003,
  author    = {Hopf, Diether and Ξωχέλλης, Παναγιώτης Δ.},
  title     = {Γυμνάσιο και Λύκειο στην Ελλάδα : Διαχρονικά ερευνητικά δεδομένα ; κριτικές επισημάνσεις ; μελλοντικές προοπτικές = Gymnasio und Lykio in Griechenland : Ergebnisse einer L{\"a}nsschnittuntersuchung ; Kritik und Perspektiven},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-59674},
  year      = {2003},
  abstract  = {Die Untersuchung "Gymnasio und Lykio in Griechenland. Ergebnisse einer L{\"a}ngsschnittuntersuchung, Kritik und Perspektiven" wurde von Panajotis Xochellis, Universit{\"a}t Thessaloniki, und Diether Hopf, Max-Planck-Institut f{\"u}r Bildungsforschung, 1980 begonnen und nach drei Messzeitpunkten mit einer letzten Datenerhebung im Schuljahr 2000/2001 abgeschlossen. Es geht um die Entwicklung ausgew{\"a}hlter Schulen in einem 20-j{\"a}hrigen Zeitraum, wobei Daten aus einer Vielzahl von Perspektiven erhoben wurden: Neben Informationen aus der allgemeinen griechischen Bildungsstatistik wurden die Schulleiter der Schulen befragt und interviewt, Lehrer f{\"u}llten Frageb{\"o}gen aus und ließen ihren Unterricht beobachten, außerdem wurden Sch{\"u}ler ausf{\"u}hrlich befragt. Inhaltlich stehen die folgenden Themen im Vordergrund: Didaktik und Methodik in 5 F{\"a}chern (Neugriechisch, Altgriechisch, Geschichte, Mathematik, Physik), Leistungsbeurteilung und {\"U}bergangsauslese zum terti{\"a}ren Sektor, Schul- und Unterrichtsklima, Motivation und Interessen der Sch{\"u}ler. Außerdem werden strukturelle Daten {\"u}ber das griechische Sekundarschulwesen insgesamt mit Bezug auf die untersuchten Schulen interpretiert und in den Zusammenhang mit internationalen Leistungsstudien (z.B. PISA) gestellt. Variablen wie Geschlecht der Sch{\"u}ler und Lehrer oder sozio{\"o}konomischer Status finden ebenfalls Ber{\"u}cksichtigung. Insgesamt ergibt sich eine F{\"u}lle interessanter Resultate, die teilweise von erheblicher bildungspolitischer Relevanz sind.},
  language  = {de}
}
@misc{BlenauGrohmannErberetal.2003,
  author    = {Blenau, Wolfgang and Grohmann, Lore and Erber, Joachim and Ebert, Paul R. and Str{\"u}nker, Timo and Baumann, Arnd},
  title     = {Molecular and functional characterization of an octopamine receptor from honeybee (Apis mellifera) brain},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-44293},
  year      = {2003},
  abstract  = {Biogenic amines and their receptors regulate and modulate many physiological and behavioural processes in animals. In vertebrates, octopamine is only found in trace amounts and its function as a true neurotransmitter is unclear. In protostomes, however, octopamine can act as neurotransmitter, neuromodulator and neurohormone. In the honeybee, octopamine acts as a neuromodulator and is involved in learning and memory formation. The identification of potential octopamine receptors is decisive for an understanding of the cellular pathways involved in mediating the effects of octopamine. Here we report the cloning and functional characterization of the first octopamine receptor from the honeybee, Apis mellifera . The gene was isolated from a brain-specific cDNA library. It encodes a protein most closely related to octopamine receptors from Drosophila melanogaster and Lymnea stagnalis . Signalling properties of the cloned receptor were studied in transiently transfected human embryonic kidney (HEK) 293 cells. Nanomolar to micromolar concentrations of octopamine induced oscillatory increases in the intracellular Ca2+ concentration. In contrast to octopamine, tyramine only elicited Ca2+ responses at micromolar concentrations. The gene is abundantly expressed in many somata of the honeybee brain, suggesting that this octopamine receptor is involved in the processing of sensory inputs, antennal motor outputs and higher-order brain functions.},
  language  = {en}
}
@misc{Ludwig2003,
  author    = {Ludwig, Joachim},
  title     = {Lehr-, Lernprozesse im virtuellen Bildungsraum: vermitteln, erm{\"o}glichen, verstehen},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-12891},
  year      = {2003},
  abstract  = {Der Beitrag untersucht erstens die Frage, in welcher Weise die sich konstruktivistisch begr{\"u}ndende Erm{\"o}glichungsdidaktik die Seite des Lernenden im Bildungsprozess modelliert und welche Aspekte des erm{\"o}glichungsdidaktischen Modells in E-Learning-Konzepten aufgegriffen werden. Im Vergleich dazu wird zweitens ein Online-Projekt vorgestellt, das subjektive Lernhandlungen aus der Perspektive einer subjektwissenschaftlich begr{\"u}ndeten Didaktik im virtuellen Raum zu verstehen und zu beraten versucht.},
  language  = {de}
}
@misc{DoscheKumkeArieseetal.2003,
  author    = {Dosche, Carsten and Kumke, Michael Uwe and Ariese, F. and Bader, Arjen N. and Gooijer, C. and Dosa, P. I. and Han, S. and Miljanic, O. S. and Vollhardt, K. Peter C. and Puchta, R. and Eikema Hommes, N. J. R. van},
  title     = {Shpol'skii spectroscopy and vibrational analysis of [N]phenylenes},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-13075},
  year      = {2003},
  abstract  = {Vibrationally resolved fluorescence spectra of four angular [N]phenylenes were recorded with laser excited Shpol'skii spectroscopy (LESS) in an n-octane matrix at 10 K. In general, the same vibrational frequencies were observed in the fluorescence excitation and emission spectra, indicating that the geometries of ground and electronically excited state are very similar. Because of intensity borrowing from the S2 state, vibrations of two different symmetries were observed in the fluorescence excitation spectra of angular [3]phenylene and zig-zag[5]phenylene. This finding allowed the location of the S2 state for these compounds. DFT calculations(RB3LYP/6-31G*) of the ground state vibrational frequencies were made. The calculated vibrational modes were in reasonably good agreement with the experimental data. A new very low-frequency vibration of approximately 100 cm-1 was predicted and experimentally confirmed for all [N]phenylenes investigated. This vibration seems to be unique for [N]phenylenes and is attributed to an in-plane movement of the carbon backbone.},
  language  = {de}
}
@misc{BillardAnsoborloAppersonetal.2003,
  author    = {Billard, Isabelle and Ansoborlo, Eric and Apperson, Kathleen and Arpigny, Sylvie and Azenha, M. Emilia and Birch, David and Bros, Pascal and Burrows, Hugh D. and Choppin, Gregory and Kumke, Michael Uwe},
  title     = {Aqueous solutions of Uranium(VI) as studied by time-resolved emission spectroscopy : a Round-Robin Test},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-12318},
  year      = {2003},
  abstract  = {Results of an inter-laboratory round-robin study of the application of time-resolved emission spectroscopy (TRES) to the speciation of uranium(VI) in aqueous media are presented. The round-robin study involved 13 independent laboratories, using various instrumentation and data analysis methods. Samples were prepared based on appropriate speciation diagrams and, in general, were found to be chemically stable for at least six months. Four different types of aqueous uranyl solutions were studied: (1) acidic medium where UO22+aq is the single emitting species, (2) uranyl in the presence of fluoride ions, (3) uranyl in the presence of sulfate ions, and (4) uranyl in aqueous solutions at different pH, promoting the formation of hydrolyzed species. Results between the laboratories are compared in terms of the number of decay components, luminescence lifetimes, and spectral band positions. The successes and limitations of TRES in uranyl analysis and speciation in aqueous solutions are discussed.},
  language  = {en}
}
@misc{Ludwig2003,
  author    = {Ludwig, Joachim},
  title     = {Subjektwissenschaftliche Didaktik am Beispiel Fallarbeit},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-12632},
  year      = {2003},
  abstract  = {Dieser Beitrag beschreibt zentrale Begr{\"u}ndungen einer subjektwissenschaftlichen Didaktik. Mit der Bezeichnung "subjektwissenschaftlich" (Holzkamp 1993) wird auf die Perspektive des lernenden Subjekts verwiesen, die es in einer empirischen und verstehenden Haltung einzunehmen gilt. Wie diese didaktischen Prinzipien in der Bildungspraxis umgesetzt werden k{\"o}nnen, wird am Beipiel des Bildungskonzepts 'Fallarbeit' (M{\"u}ller u.a. 1997) skizziert.},
  language  = {de}
}