TY  - BOOK
A1  - Gamsachurdia, Giwi
T1  - Steuerverteilung und Finanzausgleich
N2  - This paper analyzes fundamental shortcomings in the Georgian legal bases in both the constitution and the tax code with regard to a sustainable fiscal policy. It shows that the lack of experience with sharing political powers and competences among the administrative levels create centralizing tendencies, which are in sharp contrast to more recent laws on local selfgovernment. Having set the legal background of today’s administrative structure in Georgia, the paper continues to describe the country’s budget composition in terms of tax revenues and expenses since the year 2000. Following a brief discussion of the Georgian systems of transfers to subordinate administrative entities the paper concludes by naming essential reform steps that need to be taken towards the development of a functioning fiscal policy on all levels.
T3  - Finanzwissenschaftliche Diskussionsbeiträge / Special series G, Arbeitspapiere des Deutsch-Georgischen Arbeitskreises für Finanz- und Sozialpolitik - G-08 
KW  - sustainable fiscal policy
KW  - Georgian budget law
KW  - decentralization
KW  - local governance
KW  - transfer
Y1  - 2007
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus-18784
ER  - 
TY  - JOUR
A1  - Elsner, Birgit
A1  - Schellhas, Bernd
T1  - The acquisition of flexible tool use in preschoolers the impact of prior experience
JF  - Zeitschrift für Psychologie = Journal of psychology
N2  - To investigate how preschoolers acquire a tool use strategy and how they adapt their tool use to a changed situation, 2- to 4-year-olds were asked to retrieve chips from a transparent box with a rod, either by stabbing and lifting through a top opening or by pushing through a front and a back opening. In both conditions, about 40% of the children acquired effective tool use by individual learning, and 90% of the other children learned this by observing only one demonstration. When confronted with a changed situation (i.e., previous opening covered, alternative opening uncovered), children perseverated with the recently learned, but now ineffective tool use strategy. Neither age nor acquisition type of the first strategy affected preschoolers' perseverations. Results indicate that prior tool use experiences have differential effects in situations that require either transferring known functions to novel objects or using a familiar tool for an alternative purpose.
KW  - tool use
KW  - preschoolers (2-4 years)
KW  - learning
KW  - transfer
KW  - action planning
Y1  - 2012
U6  - https://doi.org/10.1027/2151-2604/a000090
SN  - 2190-8370
VL  - 220
IS  - 1
SP  - 44
EP  - 49
PB  - Hogrefe
CY  - Göttingen
ER  - 
TY  - GEN
A1  - Heinzel, Stephan
A1  - Rimpel, Jérôme
A1  - Stelzel, Christine
A1  - Rapp, Michael Armin
T1  - Transfer Effects to a Multimodal Dual-Task after Working Memory Training and Associated Neural Correlates in Older Adults
BT  - A Pilot Study
N2  - Working memory (WM) performance declines with age. However, several studies have shown that WM training may lead to performance increases not only in the trained task, but also in untrained cognitive transfer tasks. It has been suggested that transfer effects occur if training task and transfer task share specific processing components that are supposedly processed in the same brain areas. In the current study, we investigated whether single-task WM training and training-related alterations in neural activity might support performance in a dual-task setting, thus assessing transfer effects to higher-order control processes in the context of dual-task coordination. A sample of older adults (age 60–72) was assigned to either a training or control group. The training group participated in 12 sessions of an adaptive n-back training. At pre and post-measurement, a multimodal dual-task was performed in all participants to assess transfer effects. This task consisted of two simultaneous delayed match to sample WM tasks using two different stimulus modalities (visual and auditory) that were performed either in isolation (single-task) or in conjunction (dual-task). A subgroup also participated in functional magnetic resonance imaging (fMRI) during the performance of the n-back task before and after training. While no transfer to single-task performance was found, dual-task costs in both the visual modality (p < 0.05) and the auditory modality (p < 0.05) decreased at post-measurement in the training but not in the control group. In the fMRI subgroup of the training participants, neural activity changes in left dorsolateral prefrontal cortex (DLPFC) during one-back predicted post-training auditory dual-task costs, while neural activity changes in right DLPFC during three-back predicted visual dual-task costs. Results might indicate an improvement in central executive processing that could facilitate both WM and dual-task coordination.
T3  - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 343 
KW  - aging
KW  - cognitive training
KW  - dual-task
KW  - fMRI
KW  - modality
KW  - neuroimaging
KW  - transfer
KW  - working memory
Y1  - 2017
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-401921
ER  - 
TY  - JOUR
A1  - Heinzel, Stephan
A1  - Rimpel, Jérôme
A1  - Stelzel, Christine
A1  - Rapp, Michael Armin
T1  - Transfer Effects to a Multimodal Dual-Task after Working Memory Training and Associated Neural Correlates in Older Adults
BT  - A Pilot Study
JF  - Frontiers in human neuroscience
N2  - Working memory (WM) performance declines with age. However, several studies have shown that WM training may lead to performance increases not only in the trained task, but also in untrained cognitive transfer tasks. It has been suggested that transfer effects occur if training task and transfer task share specific processing components that are supposedly processed in the same brain areas. In the current study, we investigated whether single-task WM training and training-related alterations in neural activity might support performance in a dual-task setting, thus assessing transfer effects to higher-order control processes in the context of dual-task coordination. A sample of older adults (age 60–72) was assigned to either a training or control group. The training group participated in 12 sessions of an adaptive n-back training. At pre and post-measurement, a multimodal dual-task was performed in all participants to assess transfer effects. This task consisted of two simultaneous delayed match to sample WM tasks using two different stimulus modalities (visual and auditory) that were performed either in isolation (single-task) or in conjunction (dual-task). A subgroup also participated in functional magnetic resonance imaging (fMRI) during the performance of the n-back task before and after training. While no transfer to single-task performance was found, dual-task costs in both the visual modality (p < 0.05) and the auditory modality (p < 0.05) decreased at post-measurement in the training but not in the control group. In the fMRI subgroup of the training participants, neural activity changes in left dorsolateral prefrontal cortex (DLPFC) during one-back predicted post-training auditory dual-task costs, while neural activity changes in right DLPFC during three-back predicted visual dual-task costs. Results might indicate an improvement in central executive processing that could facilitate both WM and dual-task coordination.
KW  - working memory
KW  - cognitive training
KW  - modality
KW  - dual-task
KW  - aging
KW  - transfer
KW  - fMRI
KW  - neuroimaging
Y1  - 2017
U6  - https://doi.org/10.3389/fnhum.2017.00085
VL  - 11
PB  - Frontiers Research Foundation
CY  - Lausanne
ER  - 
TY  - JOUR
A1  - Yarman, Aysu
A1  - Scheller, Frieder W.
T1  - How reliable is the electrochemical readout of MIP sensors?
JF  - Sensors
N2  - Electrochemical methods offer the simple characterization of the synthesis of molecularly imprinted polymers (MIPs) and the readouts of target binding. The binding of electroinactive analytes can be detected indirectly by their modulating effect on the diffusional permeability of a redox marker through thin MIP films. However, this process generates an overall signal, which may include nonspecific interactions with the nonimprinted surface and adsorption at the electrode surface in addition to (specific) binding to the cavities. Redox-active low-molecular-weight targets and metalloproteins enable a more specific direct quantification of their binding to MIPs by measuring the faradaic current. The in situ characterization of enzymes, MIP-based mimics of redox enzymes or enzyme-labeled targets, is based on the indication of an electroactive product. This approach allows the determination of both the activity of the bio(mimetic) catalyst and of the substrate concentration.
KW  - molecularly imprinted polymers
KW  - electropolymerization
KW  - direct electron
KW  - transfer
KW  - catalysis
KW  - redox marker
KW  - gate effect
Y1  - 2020
U6  - https://doi.org/10.3390/s20092677
SN  - 1424-8220
VL  - 20
IS  - 9
PB  - MDPI
CY  - Basel
ER  - 
TY  - JOUR
A1  - Cheng, Chaojie
A1  - Milsch, Harald
T1  - Evolution of fracture aperture in quartz sandstone under hydrothermal conditions
BT  - mechanical and chemical effects
JF  - Minerals
N2  - Fractures efficiently affect fluid flow in geological formations, and thereby determine mass and energy transport in reservoirs, which are not least exploited for economic resources. In this context, their response to mechanical and thermal changes, as well as fluid-rock interactions, is of paramount importance. In this study, a two-stage flow-through experiment was conducted on a pure quartz sandstone core of low matrix permeability, containing one single macroscopic tensile fracture. In the first short-term stage, the effects of mechanical and hydraulic aperture on pressure and temperature cycles were investigated. The purpose of the subsequent intermittent-flow long-term (140 days) stage was to constrain the evolution of the geometrical and hydraulic fracture properties resulting from pressure solution. Deionized water was used as the pore fluid, and permeability, as well as the effluent Si concentrations, were systematically measured. Overall, hydraulic aperture was shown to be significantly less affected by pressure, temperature and time, in comparison to mechanical aperture. During the long-term part of the experiment at 140 degrees C, the effluent Si concentrations likely reached a chemical equilibrium state within less than 8 days of stagnant flow, and exceeded the corresponding hydrostatic quartz solubility at this temperature. This implies that the pressure solution was active at the contacting fracture asperities, both at 140 degrees C and after cooling to 33 degrees C. The higher temperature yielded a higher dissolution rate and, consequently, a faster attainment of chemical equilibrium within the contact fluid. X-ray mu CT observations evidenced a noticeable increase in fracture contact area ratio, which, in combination with theoretical considerations, implies a significant decrease in mechanical aperture. In contrast, the sample permeability, and thus the hydraulic fracture aperture, virtually did not vary. In conclusion, pressure solution-induced fracture aperture changes are affected by the degree of time-dependent variations in pore fluid composition. In contrast to the present case of a quasi-closed system with mostly stagnant flow, in an open system with continuous once-through fluid flow, the activity of the pressure solution may be amplified due to the persistent fluid-chemical nonequilibrium state, thus possibly enhancing aperture and fracture permeability changes.
KW  - flow-through experiment
KW  - fracture aperture
KW  - pressure solution
KW  - mass
KW  - transfer
KW  - silica concentration
KW  - permeability
KW  - quartz sandstone
Y1  - 2020
U6  - https://doi.org/10.3390/min10080657
SN  - 2075-163X
VL  - 10
IS  - 8
PB  - MDPI
CY  - Basel
ER  - 
TY  - JOUR
A1  - Bürki-Foschini, Audrey Damaris
A1  - Viebahn, Malte Clemens
A1  - Gafos, Adamantios I.
T1  - Plasticity and transfer in the sound system
BT  - exposure to syllables in production or perception changes their subsequent production
JF  - Language, cognition and neuroscience
N2  - This study focuses on the ability of the adult sound system to reorganise as a result of experience. Participants were exposed to existing and novel syllables in either a listening task or a production task over the course of two days. On the third day, they named disyllabic pseudowords while their electroencephalogram was recorded. The first syllable of these pseudowords had either been trained in the auditory modality, trained in production or had not been trained. The EEG response differed between existing and novel syllables for untrained but not for trained syllables, indicating that training novel sound sequences modifies the processes involved in the production of these sequences to make them more similar to those underlying the production of existing sound sequences. Effects of training on the EEG response were observed both after production training and mere auditory exposure.
KW  - Language production
KW  - EEG
KW  - syllables
KW  - phonetic encoding
KW  - transfer
Y1  - 2020
U6  - https://doi.org/10.1080/23273798.2020.1782445
SN  - 2327-3798
SN  - 2327-3801
VL  - 35
IS  - 10
SP  - 1371
EP  - 1393
PB  - Routledge, Taylor & Francis Group
CY  - Abingdon
ER  - 
TY  - THES
A1  - Gonzalez Duran, Enrique
T1  - Genetic control of intracellular gene transfer by DNA repair in N. tabacum
N2  - Mitochondria and plastids are organelles with an endosymbiotic origin. During evolution, many genes are lost from the organellar genomes and get integrated in the nuclear genome, in what is known as intracellular/endosymbiotic gene transfer (IGT/EGT). IGT has been reproduced experimentally in Nicotiana tabacum at a gene transfer rate (GTR) of 1 event in 5 million cells, but, despite its centrality to eukaryotic evolution, there are no genetic factors known to influence the frequency of IGT in higher eukaryotes. The focus of this work was to determine the role of different DNA repair pathways of double strand break repair (DSBR) in the integration step of organellar DNA in the nuclear genome during IGT. Here, a CRISPR/Cas9 mutagenesis strategy was implemented in N. tabacum, with the aim of generating mutants in nuclear genes without expected visible phenotypes. This strategy led to the generation of a collection of independent mutants in the LIG4 (necessary for non-homologous end joining, NHEJ) and POLQ genes (necessary for microhomology mediated end joining, MMEJ). Targeting of other DSBR genes (KU70, KU80, RPA1C) generated mutants with unexpectedly strong developmental phenotypes.. These factors have telomeric roles, hinting towards a possible relationship between telomere length, and strength of developmental disruption upon loss of telomere structure in plants. The mutants were made in a genetic background encoding a plastid-encoded IGT reporter, that confers kanamycin resistance upon transfer to the nucleus. Through large scale independent experiments, increased IGT from the chloroplast to the nucleus was observed in lig4 mutants, as well as lines encoding a POLQ gene with a defective polymerase domain (polqΔPol). This shows that NHEJ or MMEJ have a double-sided relationship with IGT: while transferred genes may integrate using either pathway, the presence of both pathways suppresses IGT in wild-type somatic cells, thus demonstrating for the first time the extent on which nuclear genes control IGT frequency in plants. The IGT frequency increases in the mutants are likely mediated by increased availability of double strand breaks for integration. Additionally, kinetic analysis reveals that gene transfer (GT) events accumulate linearly as a function of time spent under antibiotic selection in the experiment, demonstrating that, contrary to what was previously thought, there is no such thing as a single GTR in somatic IGT experiments. Furthermore, IGT in tissue culture experiments appears to be the result of a "race against the clock" for integration in the nuclear genome, that starts when the organellar DNA arrives to the nucleus granting transient antibiotic resistance. GT events and escapes of kanamycin selection may be two possible outcomes from this race: those instances where the organellar DNA gets to integrate are recovered as GT events, and in those cases where timely integration fails, antibiotic resistance cannot be sustained, and end up considered as escapes. In the mutants, increased opportunities for integration in the nuclear genome change the overall ratio between IGT and escape events. The resources generated here are promising starting points for future research: (1) the mutant collection, for the further study of processes that depend on DNA repair in plants (2) the collection of GT lines obtained from these experiments, for the study of the effect of DSBR pathways over integration patterns and stability of transferred genes and (3) the developed CRISPR/Cas9 workflow for mutant generation, to make N. tabacum meet its potential as an attractive model for answering complex biological questions.
N2  - Mitochondrien und Plastiden sind beides Organellen endosymbiotischen Ursprungs. Im Laufe der Evolution gehen viele Gene aus den Organellengenomen verloren und werden in das Kerngenom integriert, was als intrazellulärer/endosymbiotischer Gentransfer (IGT/EGT) bezeichnet wird. IGT konnte experimentell in Nicotiana tabacum mit einer Gentransferrate (GTR) von einem Ereignis in fünf Millionen Zellen nachgestellt werden, aber trotz seiner zentralen Bedeutung für die eukaryotische Evolution sind keine genetischen Faktoren bekannt, die die Häufigkeit von IGT in höheren Eukaryoten beeinflussen. Der Schwerpunkt dieser Arbeit lag auf der Bestimmung der Rolle verschiedener DNA-Reparaturwege der Doppelstrangbruchreparatur (DSBR) bei der Integration von Organellen-DNA in das Kerngenom während des IGT. Dazu wurde in N. tabacum eine CRISPR/Cas9-basierte Mutagenesestrategie angewandt, mit dem Ziel, Mutanten in Kerngenen zu erzeugen, für die keine sichtbaren Phänotypen zu erwarten sind. Diese Strategie führte zur Erzeugung einer Reihe unabhängiger Mutanten im LIG4-Gen (notwendig für „non-homologous end joining“, die nicht-homologe Verbindung von Enden, NHEJ) und POLQ (notwendig für „microhomology mediated end joining“, die Mikrohomologie-vermittelte Verbindung von Enden, MMEJ). Die gezielte Beeinflussung anderer DSBR-Gene (KU70, KU80, RPA1C) führte zu Mutanten mit unerwartet starken Entwicklungsphänotypen. Diese Gene spielen eine Rolle beim Erhalt der Telomere, was auf einen möglichen Zusammenhang zwischen der Telomerlänge und der Stärke der Entwicklungsstörung bei Verlust der Telomerstruktur in Pflanzen hindeutet. Die Mutanten wurden in einem genetischen Hintergrund erzeugt, der über einen in den Plastiden lokalisierten IGT-Reporter verfügt, der nach Übertragung in den Zellkern Kanamycin-Resistenz vermittelt. In groß angelegten unabhängigen Experimenten wurde in lig4-Mutanten sowie in Linien, die für ein POLQ-Gen mit einer defekten Polymerase-Domäne (polqΔPol) kodieren, eine erhöhte GTR vom Chloroplasten zum Zellkern beobachtet. Dies zeigt, dass NHEJ oder MMEJ eine zweischneidige Beziehung zum IGT haben: Während übertragene Gene folglich über jeden der beiden Mechanismen integriert werden können, unterdrückt das gleichzeitige Vorhandensein beider Wege IGT in somatischen Wildtyp-Zellen, wodurch zum ersten Mal gezeigt wird, in welchem Ausmaß Kerngene die IGT-Häufigkeit in Pflanzen kontrollieren. Die erhöhte Verfügbarkeit von Doppelstrangbrüchen für die Integration könnte für die erhöhte IGT-Häufigkeit in den Mutanten verantwortlich sein. Darüber hinaus zeigt die Analyse des Zeitverlaufs, dass Gentransferereignisse (GT) in Abhängigkeit von der Zeit, die im Experiment unter Antibiotikaselektion verbracht wurde, linear akkumulieren, was beweist, dass es, anders als bisher angenommen, in somatischen IGT-Experimenten keine statische GTR gibt. Darüber hinaus scheint IGT in Gewebekulturexperimenten das Ergebnis eines Wettlaufs mit der Zeit um die Integration in das Kerngenom zu sein, der beginnt, wenn die Organellen-DNA in den Zellkern gelangt und eine vorübergehende Antibiotikaresistenz gewährt. Echte GT-Ereignisse und „Escapes“ (scheinbare Resistenz, ein vorläufiges Ausweichen vor der Kanamycin-Selektion) können zwei mögliche Ergebnisse dieses Wettlaufs sein: Die Fälle, in denen die Organellen-DNA integriert wird, werden als GT-Ereignisse gewertet, und in den Fällen, in denen die rechtzeitige Integration scheitert, kann die Antibiotikaresistenz nicht aufrechterhalten werden und sie werden als „Escape“ betrachtet. In den Mutanten verändern sich die Möglichkeiten zur Integration in das Kerngenom, wodurch sich das Gesamtverhältnis zwischen IGT- und „Escape“-Ereignissen ändert. Die hier erzeugten Ressourcen sind vielversprechende Ausgangspunkte für künftige Forschungen: (1) die Mutantensammlung, für die Untersuchung von weiteren Prozessen, die von der DNA-Reparatur in Pflanzen abhängen, (2) die Sammlung von GT-Linien, die aus den hier beschriebenen Experimenten gewonnen wurden, für die Untersuchung der Auswirkungen von DSBR-Mechanismen auf Integrationsmuster und Stabilität übertragener Gene und (3) der hier entwickelte Arbeitsablauf für die Mutantenerzeugung mittels CRISPR/Cas9, damit N. tabacum sein Potenzial als attraktives Modell für die Beantwortung komplexer biologischer Fragestellungen erfüllen kann.
T2  - Genetische Kontrolle des intrazellulären Gentransfers durch DNA-Reparatur in N. tabacum
KW  - endosymbiosis
KW  - organelles
KW  - gene
KW  - transfer
KW  - DNA
KW  - repair
KW  - genome
KW  - editing
KW  - evolution
KW  - plant
Y1  - 2023
ER  - 
TY  - JOUR
A1  - Tan, Sarah
A1  - Düring, Sarah
A1  - Wilde, Alina
A1  - Hamburger, Lara
A1  - Fritzsche, Tom
A1  - Felsing, Ulrike
A1  - Lauer, Norina
A1  - Corsten, Sabine
A1  - Ostermann, Frank
A1  - Nonn, Kerstin
A1  - Nerz, Verena
A1  - Neumann, Sandra
A1  - Zauke, Svenja
A1  - Sandrieser, Patricia
A1  - Steinberg, Romy Simone
A1  - Thurmann, Anika
A1  - Dörr, Fiona
A1  - Bilda, Kerstin
A1  - Kluth, Alicia
A1  - Lemire-Tremblay, Marilyne
A1  - Jamey, Kevin
A1  - Dalla Bella, Simone
A1  - Falk, Simone
A1  - Kleingünther, Constanze
A1  - Gabler, Katrin
A1  - Elligsen, Chiara
A1  - Weiland, Katharina
A1  - Wiehe, Lea
A1  - Wahl, Michael
A1  - Binczyk, Sarah
A1  - Staebel, Cornelia
A1  - Jung, Stefanie
A1  - Eikerling, Maren
A1  - Czok, Clara
A1  - Sallat, Stephan
A1  - Collasius, Valerie
A1  - Grahovac, Tena
ED  - Tan, Sarah
ED  - Düring, Sarah
ED  - Wilde, Alina
ED  - Hamburger, Lara
ED  - Fritzsche, Tom
T1  - Spektrum Patholinguistik Band 16. Schwerpunktthema: Schnittstelle Alltag: Transfer und Teilhabe in der Sprachtherapie
N2  - Das 16. Herbsttreffen Patholinguistik mit dem Schwerpunktthema »Schnittstelle Alltag: Transfer und Teilhabe in der Sprachtherapie« fand am 19.11.2022 als Online-Veranstaltung statt. Das Herbsttreffen wird seit 2007 jährlich vom Verband für Patholinguistik e.V. (vpl), seit 2021 vom Deutschen Bundesverband für akademische Sprachtherapie und Logopädie (dbs) in Kooperation mit der Universität Potsdam durchgeführt. Der vorliegende Tagungsband beinhaltet die Vorträge zum Schwerpunktthema sowie die Posterpräsentationen zu weiteren Themen aus der sprachtherapeutischen Forschung und Praxis.
N2  - The Sixteenth Autumn Meeting Patholinguistics with its main topic »Interface everyday life: Transfer and participation in speech/language therapy« took place online on the 19th of November 2022. This annual meeting has been organised since 2007 by the Association for Patholinguistics (vpl), since 2021 by the German Federal Association for Academic Speech/Language Therapy and Logopaedics (dbs) in cooperation with the University of Potsdam. The present proceedings feature the presentations on the main topic as well as articles from the poster session covering a broad range of areas in research and practice of speech/language therapy.
T3  - Spektrum Patholinguistik - 16 
KW  - Patholinguistik
KW  - Sprachtherapie
KW  - Transfer
KW  - Teilhabe
KW  - patholinguistics
KW  - speech/language therapy
KW  - transfer
KW  - participation
Y1  - 2023
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-590433
SN  - 978-3-86956-559-0
SN  - 1866-9433
SN  - 1869-3822
IS  - 16
PB  - Universitätsverlag Potsdam
CY  - Potsdam
ER  - 
TY  - JOUR
A1  - Körner, Dorothea
T1  - Kooperation zwischen Hochschule und Schulpraxis fördern – das Projekt Campusschulen
JF  - PSI-Potsdam: Ergebnisbericht zu den Aktivitäten im Rahmen der Qualitätsoffensive Lehrerbildung (2019-2023) (Potsdamer Beiträge zur Lehrerbildung und Bildungsforschung ; 3)
N2  - An der Schnittstelle zwischen Hochschule und Schule bietet das Vernetzungsprojekt Campusschulen die Möglichkeit befristete individuelle Netzwerke zu gründen, an denen die Akteursgruppen Studierende, Lehrkräfte und Wissenschaftler:innen partizipieren. Ziel der Zusammenarbeit ist eine gemeinsame Arbeit an Aufgaben der Schul- und Unterrichtsentwicklung, bei der für alle beteiligten Akteure ein realer Mehrwert entsteht. Die Konzeption des Projekts sowie das Erleben der Netzwerkarbeit wurde regelmäßig evaluiert. Die Evaluationen bestätigen die konzeptionell angedachten Ergebnisse. Ausgehend von den Projekterfahrungen über acht Jahre (einschließlich der Corona-Pandemie) hinweg werden Möglichkeiten zur Verstetigung des Projekts diskutiert.
N2  - At the gateway between university and school, the networking project Campusschulen offers the opportunity to establish temporary individual networks in which the groups of stakeholders – students, teachers and academics – participate. The aim of the cooperation is to work together on tasks of school and teaching development, in which real added value is created for all actors involved. The conception of the project as well as the experience of the network work was regularly evaluated. The evaluations confirmed the conceptually intended outcomes. Based on the experience of the project over eight years (incl. the Corona pandemic), possibilities for the continuation of the project are discussed.
KW  - Schulnetzwerke
KW  - institutionsübergreifende Kooperation
KW  - Transfer
KW  - Projektevaluation
KW  - School networks
KW  - cross-institutional cooperation
KW  - transfer
KW  - project evaluation
Y1  - 2023
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-618594
SN  - 978-3-86956-568-2
SN  - 2626-3556
SN  - 2626-4722
IS  - 3
SP  - 347
EP  - 358
PB  - Universitätsverlag Potsdam
CY  - Potsdam
ER  - 
TY  - THES
A1  - Ganzer, Carolin
T1  - Sprachvernetzende Inhalte in den Französischlehrwerken Découvertes und À plus als Baustein der Mehrsprachigkeitsförderung
T1  - Language-linking elements in the French textbooks Découvertes and À plus as a component for promoting plurilingualism
N2  - Die vorliegende Masterarbeit widmet sich der Frage, inwiefern die neuesten Lehrwerke für den gymnasialen Französischunterricht, Découvertes 1 (Klett) und À plus 1 (Cornelsen) aus dem Jahr 2020, sprachvernetzende Inhalte nutzen, um auf vorgelernte Sprachen und frühere Spracherwerbsprozesse hinzuweisen oder darauf zurückzugreifen. Der Fokus liegt dabei auf der Schul- und/oder Erstsprache Deutsch sowie der ersten Fremdsprache Englisch, wobei auch andere auftretende Sprachen in die Untersuchung einbezogen werden.
Die Arbeit leistet einen Beitrag zum fachdidaktischen Diskurs bezüglich mehrsprachigkeitsdidaktischer Inhalte in Fremdsprachenlehrwerken. Darüber hinaus kann sie Lehrkräften aufzeigen, wie diese aktuellen Lehrwerke ihren mehrsprachigkeitsorientierten Unterricht begleiten können.
Die Einleitung betont die Relevanz der Sprachvernetzung für den Fremdsprachenunterricht, insbesondere im Hinblick auf die individuelle Mehrsprachigkeit der Schüler*innen. Es wird auf das Potenzial des interlingualen Transfers hingewiesen, das u. a. in einer Lernerleichterung sowie der Förderung der Sprachbewusstheit und der Sprachlernbewusstheit besteht.
In Kapitel 2 werden die theoretischen Grundlagen für die Analyse gelegt, indem Mehrsprachigkeit und Mehrsprachigkeitsdidaktik, Sprachvernetzung und ihr Potenzial näher betrachtet werden. Zudem wird anhand des Deutschen und Englischen aufgezeigt, welches sprachliche Transferpotenzial im Anfangsunterricht Französisch eingebracht werden könnte. Auch die Bedingungen dafür, dass Schüler*innen den interlingualen Transfer in ihrem Spracherwerb einsetzen, werden besprochen.
Kapitel 3 gibt einen Überblick über den Forschungsstand zu Sprachvernetzung und Mehrsprachigkeit in Fremdsprachenlehrwerken und identifiziert die Forschungslücke, die diese Arbeit zu schließen versucht.
In Kapitel 4 werden die Forschungsfrage und ihre Unterfragen formuliert, die untersuchten Lehrwerke beschrieben und die Auswahl der Lehrwerke und der untersuchten Lehrwerkskomponenten begründet. Zudem wird die Methodik der vergleichenden Lehrwerkanalyse erläutert.
Die Ergebnisse der Analyse werden in Kapitel 5 ausführlich dargestellt. Es wird aufgezeigt, welche sprachvernetzenden Inhalte in den jeweiligen Lehrwerken vorkommen – in welcher Form und unter Einbezug welcher Sprachen und sprachlichen Ebenen.
In Kapitel 6 werden die Ergebnisse diskutiert und analysiert, wobei auf die Mehrsprachigkeitskonzepte der Lehrwerke und die Trends bei den sprachvernetzenden Inhalten eingegangen wird.
Im abschließenden Kapitel 7 wird zusammenfassend betont, dass beide Lehrwerke viele sprachvernetzende Inhalte anbieten, die das Potenzial haben, mehrsprachigkeitsdidaktisches Arbeiten zu unterstützen. Insbesondere auf der Produktionsebene werden jedoch noch zu wenige Transferprozesse initiiert. Zudem wird aufgezeigt, welche weiteren Untersuchungen ergänzend möglich sind, z. B. hinsichtlich des Einsatzes der sprachvernetzenden Inhalte im Unterricht.
N2  - This master's thesis examines the extent to which the latest German textbooks for secondary school French, Découvertes 1 (Klett) and À plus 1 (Cornelsen), published in 2020, use language-linking content to refer to or draw on previously learned languages and earlier language acquisition processes. The focus is on the school and/or first language German and the first foreign language English. However, other emerging languages are also included in the study.
The study contributes to the didactic discourse on multilingual didactic content in foreign language textbooks. It can also show teachers how these current textbooks can support their multilingual teaching.
The introduction emphasizes the relevance of language linking for foreign language teaching, especially with regard to students' individual plurilingualism. It points out the potential of interlingual transfer, which includes facilitating learning and promoting language awareness and language learning awareness.
Chapter 2 lays the theoretical foundations for the analysis by taking a closer look at pluri- and multilingualism and multilingual didactics, language linking and its potential. In addition, German and English are used to illustrate the potential for interlingual transfer that could be introduced in the teaching of French to beginners. The conditions for students to use interlingual transfer in their language acquisition are also discussed.
Chapter 3 provides an overview of the current state of research on language linking and plurilingualism in foreign language textbooks and identifies the research gap that this thesis seeks to fill.
Chapter 4 formulates the research question and its sub-questions, describes the textbooks studied and justifies the selection of the textbooks and the textbook components to be analyzed. The methodology of the comparative textbook analysis is explained.
The results of the analysis are presented in detail in Chapter 5. It is shown which language-related content occurs in the respective textbooks – in which form and including which languages and linguistic levels.
Chapter 6 discusses and analyzes the results, focusing on the textbooks' approaches to plurilingualism and trends found in the language-linking content.
In the concluding chapter 7, it is summarized that both textbooks offer a lot of language-linking content that has the potential to support multilingual didactic teaching. However, too few transfer processes are initiated, especially at the production level. In addition, it is shown which further studies are possible, e.g. with regard to the use of language-linking content in the classroom.
KW  - Mehrsprachigkeit
KW  - Sprachvernetzung
KW  - Französisch
KW  - Englisch
KW  - Lehrwerk
KW  - Transfer
KW  - Sprachbewusstheit
KW  - Sprachlernbewusstheit
KW  - Fremdsprachendidaktik
KW  - Mehrsprachigkeitsdidaktik
KW  - multilingualism
KW  - plurilingualism
KW  - French
KW  - English
KW  - textbook
KW  - teaching material
KW  - transfer
KW  - language awareness
KW  - language learning awareness
KW  - multilingual didactics
KW  - foreign language teaching
Y1  - 2024
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-623188
ER  -