TY - JOUR A1 - Kawasaki, Yui A1 - Akamatsu, Rie A1 - Warschburger, Petra T1 - The relationship between traditional and common Japanese childhood education and adulthood towards avoiding food waste behaviors JF - Waste Management N2 - Japanese parents and educators teach children to refrain from leaving food in their plates. Their teachings have direct (advising children to refrain from leaving food uneaten) and indirect (meal-related rituals before and after mealtimes) influence in enhancing gratitude for food in daily life.This cross-sectional study aimed to examine 1) the interaction of direct and indirect approaches to avoiding food waste behaviors and 2) the mediation of gratitude for food by preventing such behaviors. Overall, 400 Japanese adults (female: n = 200) responded to a self-administrated anonymous questionnaire survey measuring: the present food waste avoiding behaviors; current gratitude for food; direct and indirect childhood approaches for avoiding food waste behaviors. Participants' mean (standard deviation) age and body mass index were 40.0 (11.6) and 21.9 (3.9), respectively. A significant main effect of the indirect approach and the interaction of direct and indirect approaches were obtained by adjusting the participants' background. Moreover, through mediation analyses with percentile-corrected bootstrap confidence intervals, it was observed that gratitude for food mediated the association between direct and indirect childhood approaches and avoiding food waste behaviors. Despite no information on the current meal-related rituals of the respondents, this study suggests the potential of these approaches in enhancing gratitude for food as a new approach to reduce food waste worldwide. KW - Cross-sectional KW - Meal-related ritual KW - Education KW - Food waste KW - Gratitude Y1 - 2022 U6 - https://doi.org/10.1016/j.wasman.2022.04.020 SN - 0956-053X SN - 1879-2456 VL - 145 SP - 1 EP - 9 PB - Elsevier CY - Oxford ER - TY - JOUR A1 - Juang, Linda P. A1 - Schachner, Maja Katharina T1 - Cultural diversity, migration and education JF - International journal of psychology N2 - Migration is not a new phenomenon. However, recent data indicate that unprecedented numbers of people have experienced forced migration around the world with 51% under the age of 18 years. How can educational policies and practices respond sensitively to increasing cultural and migration-based diversity? The purpose of this special section that includes eight studies is to consider these issues more deeply. As a frame for the special section, we address the main question: What are promotive or protective factors for positive development of children and youth attending culturally diverse school contexts? In the collection of papers, these promotive and protective factors range from peers and families, to teachers, to organisational context and climate. With continued disruptions in children's lives due to a pandemic, climate change, war, conflict and poverty, migration will remain a pressing concern and will continue to transform the student populations in our classrooms and schools for the foreseeable future. The need to address how we can best provide students from diverse backgrounds equitable and supportive education, continues. KW - Cultural diversity KW - Migration KW - Education Y1 - 2020 U6 - https://doi.org/10.1002/ijop.12702 SN - 0020-7594 SN - 1464-066X VL - 55 IS - 5 SP - 695 EP - 701 PB - Wiley-VCH CY - Chichester ER - TY - JOUR A1 - Leib, Julia A1 - Ruppel, Samantha T1 - The learning effects of United Nations simulations in political science classrooms JF - European Political Science N2 - How do active learning environments—by means of simulations—enhance political science students’ learning outcomes regarding different levels of knowledge? This paper examines different UN simulations in political science courses to demonstrate their pedagogical value and provide empirical evidence for their effectiveness regarding three levels of knowledge (factual, procedural and soft skills). Despite comprehensive theoretical claims about the positive effects of active learning environments on learning outcomes, substantial empirical evidence is limited. Here, we focus on simulations to systematically test previous claims and demonstrate their pedagogical value. Model United Nations (MUNs) have been a popular teaching device in political science. To gain comprehensive data about the active learning effects of MUNs, we collect data and evaluate three simulations covering the whole range of simulation characteristics: a short in-class simulation of the UN Security Council, a regional MUN with different committees being simulated, and two delegations to the National Model United Nations, for which the students prepare for 1 year. Comparative results prove that simulations need to address certain characteristics in order to produce extensive learning outcomes. Only comprehensive simulations are able to achieve all envisioned learning outcomes regarding factual and procedural knowledge about the UN and soft skills. KW - Active learning KW - Education KW - Negotiation KW - Simulations KW - UN KW - International relations Y1 - 2020 U6 - https://doi.org/10.1057/s41304-020-00260-3 SN - 1682-0983 SN - 1680-4333 VL - 19 IS - 3 SP - 336 EP - 351 ER - TY - JOUR A1 - Leib, Julia A1 - Ruppel, Samantha T1 - Studentische Lerneffekte in Simulationen der Vereinten Nationen JF - Zeitschrift für Friedens- und Konfliktforschung N2 - Verbessern Planspiele als aktive Lernmethode die Lernergebnisse von Student*innen der Friedens- und Konfliktforschung (FuK)? Dieser Beitrag untersucht verschiedene UN-Simulationen, um deren Effektivität in Bezug auf drei Wissensbereichen (Fakten- und Verfahrenswissen, Soft Skills) nachzuweisen. Im Gegensatz zu theoretischen Aussagen über die positiven Auswirkungen aktiver Lernumgebungen auf die Lernergebnisse von Student*innen sind empirische Belege begrenzt. Mit diesem Beitrag sollen frühere Behauptungen über die Lerneffekte von UN-Simulationen systematisch überprüft und der Mehrwert für die FuK demonstriert werden. Um umfassende Daten zu erhalten, evaluieren wir drei Planspiele, die eine Reihe von Simulationseigenschaften abdecken: Eine kurze Simulation des UN-Sicherheitsrats, eine regionale UN-Simulation sowie die Teilnahme von zwei Delegationen am National Model United Nations. Die Ergebnisse zeigen, dass Planspiele als Lehrmethode positive Auswirkungen auf die Lernergebnisse der Student*innen haben: Sie führen zu einem besseren Wissen über die UN, fördern Soft Skills sowie Reflexionsfähigkeit. N2 - Do simulations as active learning methods enhance the learning outcomes of students in peace and conflict studies? This paper examines different UN simulations in order to demonstrate their effectiveness regarding three levels of knowledge (factual and procedural knowkledge and soft-skills). Despite comprehensive theoretical claims about the positive effects of active learning environments on students’ learning outcomes, substantial empirical evidence is still limited. The purpose of this paper is to systematically test previous claims about the learning effects of UN simulations and to demonstrate their added value for peace and conflict studies. To gain comprehensive data, we evaluate three simulations that cover the whole range of simulation characteristics: a short in-class simulation of the UN Security Council, a regional UN simulation, and two delegations to the National Model United Nations. The results show that simulations, as a teaching methods, have a positive impact on students’ learning outcomes: they lead to better knowledge about the UN, promote soft skills, and reflectivity. T2 - the learning effects of students participating in UN simulations KW - Aktives Lernen KW - Internationale Beziehungen KW - Lehre KW - Planspiele KW - Verhandlungen KW - Active learning KW - Education KW - International relations KW - Negotiations KW - Simulation game Y1 - 2019 U6 - https://doi.org/10.1007/s42597-019-00007-y SN - 2524-6976 SN - 2192-1741 VL - 8 IS - 1 SP - 99 EP - 111 PB - Springer CY - Wiesbaden ER - TY - JOUR A1 - McNamara, James T1 - The Portrayal of Germani in German Latin Textbooks, 1989-2009 JF - Syllecta Classica N2 - A survey of the portrayal of the Germani in Latin textbooks from 1989 to 2009, tracing the resurgence of interest in the Germani in the Federal Republic of Germany after German reunification and leading up to bimillennial commemoration of the battle in the Teutoburg Forest. The central sources are textbooks for the teaching of Latin, while context is provided by academic scholarship and representations of the Germani in other cultural contexts, including film and theatre, museums and tourist attractions. The study traces a process of demythologisation and the rise of a myth of mythlessness in the handling of ancient Germanic history. Germany’s role in the European Union is considered as a developing influence on the portrayal of ancient Germania, including Germania Romana, the Roman provinces of Germania, and Germania libera, the lands outside the empire. KW - Classical reception KW - Germania KW - Tacitus KW - Caesar KW - Textbooks KW - Education Y1 - 2020 U6 - https://doi.org/10.1353/syl.2020.0003 SN - 2160-5157 SN - 1040-3612 VL - 30 SP - 73 EP - 108 ER - TY - JOUR A1 - Gerhards, Jürgen A1 - Sawert, Tim A1 - Kohler, Ulrich T1 - Des Kaisers alte Kleider: Fiktion und Wirklichkeit des Nutzens von Lateinkenntnissen T1 - The Emperor’s Old Clothes: Fiction and Reality of the Benefits of Knowledge of Latin JF - Kölner Zeitschrift für Soziologie und Sozialpsychologie N2 - Obwohl Latein eine nicht mehr gesprochene Sprache ist und ihr deswegen kein kommunikativer Nutzen zukommt, ist die Anzahl der Latein als Schulfach wählenden Schüler im Zeitverlauf angestiegen. Mehrere Studien haben zudem gezeigt, dass Lateinkenntnisse weder das logische Denken, noch den Erwerb anderer Sprachen, noch das Gespür für die grammatikalische Struktur der Muttersprache verbessern. Auch wenn sich empirisch keine Vorteile des Erwerbs alter Sprachen nachweisen lassen, können Menschen subjektiv an solche Vorteile glauben und ihr Verhalten an ihrer Konstruktion von Wirklichkeit ausrichten. Auf der Basis einer unter Eltern von Gymnasialschülern durchgeführten Befragung zeigen wir, dass Latein umfassende Transfereffekte zugeschrieben und Personen mit Lateinkenntnissen positiver bewertet werden als Personen mit Kenntnissen moderner Sprachen. Weiterhin zeigt sich, dass die „Illusio“ der Vorteile von Latein zwar in allen Bildungsgruppen wirksam ist, doch besonders von den Hochgebildeten vertreten wird. Sie arbeiten damit an der Konstruktion einer Realität, von der sie selbst die größten Nutznießer sind, indem sie Latein als symbolisches Kapital verwenden. N2 - Although Latin is a non-spoken language and therefore has no communicative value, the number of students choosing Latin as a foreign language at school has increased over time. Several studies have shown that learning Latin does neither improve logical thinking, nor the acquisition of other foreign languages, nor linguistic abilities in the mother tongue. Despite the empirical lack of benefits associated with the acquisition of ancient languages, people might believe in such benefits and behave in accordance with their construction of reality. Based on a survey conducted among parents of students at German high schools ("Gymnasium"), we show that parents extensively attribute transfer effects to learning Latin. Furthermore, people with knowledge of Latin are rated more positively than those with knowledge of modern languages with respect to their general and cultural education, as well as their social status. We also demonstrate that although the illusory of the benefits of Latin is prevalent in all educational groups, it is particularly pronounced among the higher educated. They construct a social reality of which they are the greatest beneficiaries by using Latin as a symbolic capital. KW - Education KW - Latin KW - Thomas theorem KW - Symbolic capital KW - Bildung KW - Latein KW - Thomas-Theorem KW - Symbolisches Kapital Y1 - 2019 U6 - https://doi.org/10.1007/s11577-019-00624-8 SN - 0023-2653 SN - 1861-891X VL - 71 IS - 2 SP - 309 EP - 326 PB - Springer CY - Wiesbaden ER - TY - JOUR A1 - Tanski, George A1 - Bergstedt, Helena A1 - Bevington, Alexandre A1 - Bonnaventure, Philip A1 - Bouchard, Frederic A1 - Coch, Caroline A1 - Dumais, Simon A1 - Evgrafova, Alevtina A1 - Frauenfeld, Oliver W. A1 - Frederick, Jennifer A1 - Fritz, Michael A1 - Frolov, Denis A1 - Harder, Silvie A1 - Hartmeyer, Ingo A1 - Heslop, Joanne A1 - Hoegstroem, Elin A1 - Johansson, Margareta A1 - Kraev, Gleb A1 - Kuznetsova, Elena A1 - Lenz, Josefine A1 - Lupachev, Alexey A1 - Magnin, Florence A1 - Martens, Jannik A1 - Maslakov, Alexey A1 - Morgenstern, Anne A1 - Nieuwendam, Alexandre A1 - Oliva, Marc A1 - Radosavljevi, Boris A1 - Ramage, Justine Lucille A1 - Schneider, Andrea A1 - Stanilovskaya, Julia A1 - Strauss, Jens A1 - Trochim, Erin A1 - Vecellio, Daniel J. A1 - Weber, Samuel A1 - Lantuit, Hugues T1 - The Permafrost Young Researchers Network (PYRN) is getting older BT - The past, present, and future of our evolving community JF - Polar record N2 - A lasting legacy of the International Polar Year (IPY) 2007–2008 was the promotion of the Permafrost Young Researchers Network (PYRN), initially an IPY outreach and education activity by the International Permafrost Association (IPA). With the momentum of IPY, PYRN developed into a thriving network that still connects young permafrost scientists, engineers, and researchers from other disciplines. This research note summarises (1) PYRN’s development since 2005 and the IPY’s role, (2) the first 2015 PYRN census and survey results, and (3) PYRN’s future plans to improve international and interdisciplinary exchange between young researchers. The review concludes that PYRN is an established network within the polar research community that has continually developed since 2005. PYRN’s successful activities were largely fostered by IPY. With >200 of the 1200 registered members active and engaged, PYRN is capitalising on the availability of social media tools and rising to meet environmental challenges while maintaining its role as a successful network honouring the legacy of IPY. KW - Early-career scientists KW - Education KW - IPY KW - International Polar Year KW - Outreach KW - Permafrost Young Researchers Network KW - PYRN KW - Science communication Y1 - 2019 U6 - https://doi.org/10.1017/S0032247418000645 SN - 0032-2474 SN - 1475-3057 VL - 55 IS - 4 SP - 216 EP - 219 PB - Cambridge Univ. Press CY - New York ER - TY - JOUR A1 - Kühne, Franziska A1 - Heinze, Peter Eric A1 - Weck, Florian T1 - Standardized patients in psychotherapy training and clinical supervision BT - study protocol for a randomized controlled trial JF - Trials N2 - Background Psychotherapy is highly effective and widely acknowledged for treating various mental disorders. Nevertheless, in terms of methods for teaching effective psychotherapeutic approaches and competencies, there has been a lack of investigation. Training and supervision are the main strategies for teaching therapist competencies, and standardized role-plays with simulated patients (i.e., trained individuals playing someone with a mental disorder) seem useful for evaluating training approaches. In medical education, this procedure is now internationally established. However, so far, little use has been made of standardized role-playing to evaluate training and supervision in the area of clinical psychology and psychotherapy. Methods In this study, standardized role-plays are used to evaluate methods for training and supervision. Central cognitive behavioral approaches for treating depression are taught in the training. The first experiment compares an active training approach (i.e., model learning) with a passive one (i.e., reading manual-based instructions). The second experiment compares a direct supervision technique (i.e., supervision based on video analysis) with an indirect one (i.e., supervision based on verbal reporting). In each experiment, 68 bachelor’s and master’s students of psychology will be randomly assigned to the experimental and control groups. Each student takes part in three role-plays (baseline, post and 3-month follow-up), which are all videotaped. Two independent raters assess therapist competencies in each role-play on the basis of a standardized competence scale. Discussion The research project aims to contribute to the development of specific training and supervision methods in order to improve psychotherapy training and patient care. KW - Clinical psychology KW - Education KW - Psychotherapeutic competencies KW - Psychotherapy research KW - Role-playing KW - Simulated patients KW - Standardized patients KW - Randomized controlled trial Y1 - 2020 U6 - https://doi.org/10.1186/s13063-020-4172-z SN - 1745-6215 VL - 21 PB - BioMed Central CY - London ER - TY - JOUR A1 - Kottmeier, Christoph A1 - Agnon, Amotz A1 - Al-Halbouni, Djamil A1 - Alpert, Pinhas A1 - Corsmeier, Ulrich A1 - Dahm, Torsten A1 - Eshel, Adam A1 - Geyer, Stefan A1 - Haas, Michael A1 - Holohan, Eoghan A1 - Kalthoff, Norbert A1 - Kishcha, Pavel A1 - Krawczyk, Charlotte A1 - Lati, Joseph A1 - Laronne, Jonathan B. A1 - Lott, Friederike A1 - Mallast, Ulf A1 - Merz, Ralf A1 - Metzger, Jutta A1 - Mohsen, Ayman A1 - Morin, Efrat A1 - Nied, Manuela A1 - Roediger, Tino A1 - Salameh, Elias A1 - Sawarieh, Ali A1 - Shannak, Benbella A1 - Siebert, Christian A1 - Weber, Michael T1 - New perspectives on interdisciplinary earth science at the Dead Sea: The DESERVE project JF - The science of the total environment : an international journal for scientific research into the environment and its relationship with man N2 - The Dead Sea region has faced substantial environmental challenges in recent decades, including water resource scarcity, similar to 1 m annual decreases in the water level, sinkhole development, ascending-brine freshwater pollution, and seismic disturbance risks. Natural processes are significantly affected by human interference as well as by climate change and tectonic developments over the long term. To get a deep understanding of processes and their interactions, innovative scientific approaches that integrate disciplinary research and education are required. The research project DESERVE (Helmholtz Virtual Institute Dead Sea Research Venue) addresses these challenges in an interdisciplinary approach that includes geophysics, hydrology, and meteorology. The project is implemented by a consortium of scientific institutions in neighboring countries of the Dead Sea (Israel, Jordan, Palestine Territories) and participating German Helmholtz Centres (KIT, GFZ, UFZ). A new monitoring network of meteorological, hydrological, and seismic/geodynamic stations has been established, and extensive field research and numerical simulations have been undertaken. For the first time, innovative measurement and modeling techniques have been applied to the extreme conditions of the Dead Sea and its surroundings. The preliminary results show the potential of these methods. First time ever performed eddy covariance measurements give insight into the governing factors of Dead Sea evaporation. High-resolution bathymetric investigations reveal a strong correlation between submarine springs and neo-tectonic patterns. Based on detailed studies of stratigraphy and borehole information, the extension of the subsurface drainage basin of the Dead Sea is now reliably estimated. Originality has been achieved in monitoring flash floods in an arid basin at its outlet and simultaneously in tributaries, supplemented by spatio-temporal rainfall data. Low-altitude, high resolution photogrammetry, allied to satellite image analysis and to geophysical surveys (e.g. shear-wave reflections) has enabled a more detailed characterization of sinkhole morphology and temporal development and the possible subsurface controls thereon. All the above listed efforts and scientific results take place with the interdisciplinary education of young scientists. They are invited to attend joint thematic workshops and winter schools as well as to participate in field experiments. (C) 2015 The Authors. Published by Elsevier B.V. KW - Climate KW - Water balance KW - Flash floods KW - Seismicity KW - Sinkholes KW - Education Y1 - 2016 U6 - https://doi.org/10.1016/j.scitotenv.2015.12.003 SN - 0048-9697 SN - 1879-1026 VL - 544 SP - 1045 EP - 1058 PB - Elsevier CY - Amsterdam ER - TY - JOUR A1 - Fliesser, Michael A1 - De Witt Huberts, Jessie A1 - Wippert, Pia-Maria T1 - The choice that matters: the relative influence of socioeconomic status indicators on chronic back pain BT - a longitudinal study JF - BMC health services research N2 - Background In health research, indicators of socioeconomic status (SES) are often used interchangeably and often lack theoretical foundation. This makes it difficult to compare results from different studies and to explore the relationship between SES and health outcomes. To aid researchers in choosing appropriate indicators of SES, this article proposes and tests a theory-based selection of SES indicators using chronic back pain as a health outcome. Methods Strength of relationship predictions were made using Brunner & Marmot’s model of ‘social determinants of health’. Subsequently, a longitudinal study was conducted with 66 patients receiving in-patient treatment for chronic back pain. Sociodemographic variables, four SES indicators (education, job position, income, multidimensional index) and back pain intensity and disability were obtained at baseline. Both pain dimensions were assessed again 6 months later. Using linear regression, the predictive strength of each SES indicator on pain intensity and disability was estimated and compared to the theory based prediction. Results Chronic back pain intensity was best predicted by the multidimensional index (beta = 0.31, p < 0.05), followed by job position (beta = 0.29, p < 0.05) and education (beta = −0.29, p < 0.05); whereas, income exerted no significant influence. Back pain disability was predicted strongest by education (beta = −0.30, p < 0.05) and job position (beta = 0.29, p < 0.05). Here, multidimensional index and income had no significant influence. Conclusions The choice of SES indicators influences predictive power on both back pain dimensions, suggesting SES predictors cannot be used interchangeably. Therefore, researchers should carefully consider prior to each study which SES indicator to use. The introduced framework can be valuable in supporting this decision because it allows for a stable prediction of SES indicator influence and their hierarchy on a specific health outcomes. KW - Socioeconomic status KW - Indicators of socioeconomic status, Health inequality KW - Education KW - Job position KW - Income KW - Chronic back pain Y1 - 2017 U6 - https://doi.org/10.1186/s12913-017-2735-9 SN - 1472-6963 VL - 17 PB - BioMed Central CY - London ER -