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No evidence of growth impairment after forced migration in Polish school children after World War II
(2023)
Background: Migration is omnipresent. It can come hand in hand with emotional stress which is known to influence the growth of children.
Objective: The aim of this study was to analyse whether type of migration (forced or voluntary) and the geographic direction had influenced the growth of Polish children after World War II.
Sample and Methods: A sub dataset of 2,208 individuals between the ages of 2-20, created from data of the 2nd Polish Anthropological Survey carried out in 1966–1969, including anthropometrical data and social and demographic information based on questionnaire, was used to analyse migration effects.
Results: No association could be found between the direction of migration and the height of the children. The confidence intervals of the means of all classified migration categories overlap significantly and the effect size of the influence of migration category on height is ds=.140, which is too low to see any effects, even if there were one.
Conclusion: Neither forced nor voluntary migration in Poland after World War II led to a change in height in children of migrating families.
The educational sector currently faces a massive digital transformation with various digital offerings entering the market. To provide some orientation in this transforming space, a national digital education platform (NDEP) is under development in Germany as part of a nationwide flagship project. On the one hand, in efficiently connecting the relevant stakeholders to each other and to value-adding education-related offerings, various benefits emerge. On the other hand, monopolising the educational sector and influencing the respective market through a state-controlled platform bears potential regulatory risks from misuse of power by the platform to malpractice by the users. Against this background, we aim to identify and systematise these potential drawbacks prior to the platform’s actual development and implementation. We pursue a qualitative, interpretivist approach for policy analysis, based on ten elite interviews and two workshops. Our results are threefold: (1) We capture the consolidated NDEP architecture; (2) We categorise the range of relevant functions and value propositions of the NDEP; (3) We derive 23 regulatory areas of conflict across the three building blocks that result from the potential ecosystem and function scope configurations of the NDEP. As a contribution to research, we shed new interdisciplinary light on the governance and infrastructure of public-private platforms that enable innovation and collaboration while integrating respective market segments. As a contribution to practice, we provide clear guidance for policy-makers in strategizing the development and governance of and through national digital platforms in education.
Design thinking is a well-established practical and educational approach to fostering high-level creativity and innovation, which has been refined since the 1950s with the participation of experts like Joy Paul Guilford and Abraham Maslow. Through real-world projects, trainees learn to optimize their creative outcomes by developing and practicing creative cognition and metacognition. This paper provides a holistic perspective on creativity, enabling the formulation of a comprehensive theoretical framework of creative metacognition. It focuses on the design thinking approach to creativity and explores the role of metacognition in four areas of creativity expertise: Products, Processes, People, and Places. The analysis includes task-outcome relationships (product metacognition), the monitoring of strategy effectiveness (process metacognition), an understanding of individual or group strengths and weaknesses (people metacognition), and an examination of the mutual impact between environments and creativity (place metacognition). It also reviews measures taken in design thinking education, including a distribution of cognition and metacognition, to support students in their development of creative mastery. On these grounds, we propose extended methods for measuring creative metacognition with the goal of enhancing comprehensive assessments of the phenomenon. Proposed methodological advancements include accuracy sub-scales, experimental tasks where examinees explore problem and solution spaces, combinations of naturalistic observations with capability testing, as well as physiological assessments as indirect measures of creative metacognition.
Lehrende in der Lehrkräfteausbildung sind stets damit konfrontiert, dass sie den Studierenden innovative Methoden modernen Schulunterrichts traditionell rezipierend vorstellen. In Deutschland gibt es circa 40 Universitäten, die Informatik mit Lehramtsbezug ausbilden. Allerdings gibt es nur wenige Konzepte, die sich mit der Verbindung von Bildungswissenschaften und der Informatik mit ihrer Didaktik beschäftigen und keine Konzepte, die eine konstruktivistische Lehre in der Informatik verfolgen.
Daher zielt diese Masterarbeit darauf ab, diese Lücke aufgreifen und anhand des „Didaktik der Informatik I“ Moduls der Universität Potsdam ein Modell zur konstruktivistischen Hochschullehre zu entwickeln. Dabei soll ein bestehendes konstruktivistisches Lehrmodell auf die Informatikdidaktik übertragen und Elemente zur Verbindung von Bildungswissenschaften, Fachwissenschaften und Fachdidaktiken mit einbezogen werden. Dies kann eine Grundlage für die Planung von Informatikdidaktischen Modulen bieten, aber auch als Inspiration zur Übertragung bestehender innovativer Lehrkonzepte auf andere Fachdidaktiken dienen.
Um ein solches konstruktivistisches Lehr-Lern-Modell zu erstellen, wird zunächst der Zusammenhang von Bildungswissenschaften, Fachwissenschaften und Fachdidaktiken erläutert und anschließend die Notwendigkeit einer Vernetzung hervorgehoben. Hieran folgt eine Darstellung zu relevanten Lerntheorien und bereits entwickelten innovativen Lernkonzepten. Anknüpfend wird darauf eingegangen, welche Anforderungen die Kultusminister- Konferenz an die Ausbildung von Lehrkräften stellt und wie diese Ausbildung für die Informatik momentan an der Universität Potsdam erfolgt. Aus allen Erkenntnissen heraus werden Anforderungen an ein konstruktivistisches Lehrmodell festgelegt. Unter Berücksichtigung der Voraussetzungen der Studienordnung für das Lehramt Informatik wird anschließend ein Modell für konstruktivistische Informatikdidaktik vorgestellt.
Weiterführende Forschung könnte sich damit auseinandersetzen, inwiefern sich die Motivation und Leistung im vergleich zum ursprünglichen Modul ändert und ob die Kompetenzen zur Unterrichtsplanung und Unterrichtsgestaltung durch das neue Modulkonzept stärker ausgebaut werden können.
Entrepreneurship education (EE) has attracted much scholarly attention, showing exponential growth in publication and citation numbers. The research field has become broad, complex, and fragmented, making it increasingly difficult to oversee. Our research goal is to organise and integrate the previous literature. To this end, we use bibliometric analyses, differing from prior analyses, which are outdated or have a different focus. Our results show an immense growth in publications and citations over the last decade and an almost equal involvement of business and educational research. We identify the most productive and influential journals and authors. Our co-citation analysis reveals two research clusters, one focusing on psychological constructs relating to EE, and the other on entrepreneurial behaviour and new venture creation. Based on a review of the 25 most-cited articles on an annual basis, we identify and quantify the most relevant research themes and integrate them into a research framework that we propose for future research. A major finding is that extant research centres around the outcomes of entrepreneurship education, whereas its pedagogy is still mainly a black box.
Knowledge and participation in exercise and physical activity among pregnant women in Ho, Ghana
(2022)
Background
Physical activity (PA) and exercise have been identified to improve the general fitness and health.
Although, the Pregnancy Physical Activity Questionnaire (PPAQ) has been validated for use in assessing PA in pregnant women. However, understanding the knowledge and participation levels of PA in pregnant women in the underdeveloped regions of Ghana is of clinical relevance to foster education and promotion of PA. In Ghana, pregnant women believe the "myth" (mostly in rural areas and underdeveloped regions) that exercising in the first trimester might lead to miscarriage.
Thus, the main objective of this study was to investigate the extent of knowledge and participation levels in PA among pregnant women in Ho, Ghana using a self-developed questionnaire which consisted of some questions adapted from the PPAQ. MethodsSeventy-seven (n = 77) pregnant women between the ages of 18-50 years were recruited from three hospitals across the Ho municipality of Ghana.
A self-developed questionnaire which consisted of some questions taken from the PPAQ was administered to participants under the researchers' supervision. Spearman's correlation analysis was used to find the association between the level of participation in PA, knowledge of PA and gestational age among pregnant women.
Results
From the total participants (n = 77) recruited, 57 (74%) of the participants scored high in PA knowledge.
Most of the participants 48 (62.3%) answered that PA promotes healthy pregnancy. Participants who reported barriers to PA during pregnancy were no exercise habits 51 (66.2%), having no time 17 (22.1%) and fear of miscarriage 9 (11.7%).
There was a significant (p < 0.05) association between the level of participation and gestational age. No significant (p > 0.05) association between the level of participation and knowledge of PA was observed.
Conclusion
There is a high level of knowledge of PA among pregnant women in Ho, Ghana. However, most pregnant women rather engage in PA as their gestational age increases. Thus, to foster sustainable exercise participation during pregnancy, all healthcare providers saddled with the responsibility of providing maternal healthcare must strengthen the education and promotion of exercise and PA among pregnant women in Ho, Ghana.
The BEEHAVE model simulates the population dynamics and foraging activity of a single honey bee colony (Apis mellifera) in great detail. Although it still makes numerous simplifying assumptions, it appears to capture a wide range of empirical observations.
It could, therefore, in principle, also be used as a tool in beekeeper education, as it allows the implementation and comparison of different management options.
Here, we focus on treatments aimed at controlling the mite Varroa destructor. However, since BEEHAVE was developed in the UK, mite treatment includes the use of a synthetic acaricide, which is not part of Good Beekeeping Practice in Germany.
A practice that consists of drone brood removal from April to June, treatment with formic acid in August/September, and treatment with oxalic acid in November/December. We implemented these measures, focusing on the timing, frequency, and spacing between drone brood removals.
The effect of drone brood removal and acid treatment, individually or in combination, on a mite-infested colony was examined. We quantify the efficacy of Varroa mite control as the reduction of mites in treated bee colonies compared to untreated bee colonies. We found that drone brood removal was very effective, reducing mites by 90% at the end of the first simulation year after the introduction of mites. This value was significantly higher than the 50-67% reduction expected by bee experts and confirmed by empirical studies.
However, literature reports varying percent reductions in mite numbers from 10 to 85% after drone brood removal. The discrepancy between model results, empirical data, and expert estimates indicate that these three sources should be reviewed and refined, as all are based on simplifying assumptions.
These results and the adaptation of BEEHAVE to the Good Beekeeping Practice are a decisive step forward for the future use of BEEHAVE in beekeeper education in Germany and anywhere where organic acids and drone brood removal are utilized.
In this paper, we employ a comparative life course approach for Canada and Germany to unravel the relationships among general and vocational educational attainment and different life course activities, with a focus on labour market and income inequality by gender. Life course theory and related concepts of 'time,' 'normative patterns,' 'order and disorder,' and 'discontinuities' are used to inform the analyses. Data from the Paths on Life's Way (Paths) project in British Columbia, Canada and the German Pathways from Late Childhood to Adulthood (LifE) which span 28 and 33 years, respectively, are employed to examine life trajectories from leaving school to around age 45. Sequence analysis and cluster analyses portray both within and between country differences - and in particular gender differences - in educational attainment, employment, and other activities across the life course which has an impact on ultimate labour market participation and income levels. 'Normative' life courses that follow a traditional order correspond with higher levels of full-time work and higher incomes; in Germany more so than Canada, these clusters are male dominated. Clusters characterised by 'disordered' and 'discontinuous' life courses in both countries are female dominated and associated with lower income levels.
Twenty-three scientists met at Krobielowice, Poland to discuss the role of growth, nutrition and economy on body size. Contrasting prevailing concepts, re-analyses of studies in Indonesian and Guatemalan school children with high prevalence of stunting failed to provide evidence for an association between nutritional status and body height. Direct effects of parental education on growth that were not transmitted via nutrition were shown in Indian datasets using network analysis and novel statistical methods (St. Nicolas House Analysis) that translate correlation matrices into network graphs. Data on Polish children suggest significant impact of socioeconomic sensitivity on child growth, with no effect of maternal money satisfaction. Height and maturation tempo affect the position of a child among its peers. Correlations also exist between mood disorders and height. Secular changes in height and weight varied across decades independent of population size. Historic and recent Russian data showed that height of persons whose fathers performed manual work were on average four cm shorter than persons whose fathers were high-degree specialists. Body height, menarcheal age, and body proportions are sensitive to socioeconomic variables. Additional topics included delayed motherhood and its associations with newborn size; geographic and socioeconomic indicators related to low birth weight, prematurity and stillbirth rate; data on anthropometric history of Brazil, 1850-1950; the impact of central nervous system stimulants on the growth of children with attention-deficit/hyperactivity disorder; and pituitary development and growth hormone secretion. Final discussions debated on reverse causality interfering between social position, and adolescent growth and developmental tempo.
The field of American Jewish studies has recently trained its focus on the transnational dimensions of its subject, reflecting in more sustained ways than before about the theories and methods of this approach. Yet, much of the insight to be gained from seeing American Jewry as constitutively entangled in many ways with other Jewries has not yet been realized. Transnational American Jewish studies are still in their infancy.
This issue of PaRDeS presents current research on the multiple entanglements of American with Central European, especially German-speaking Jewries in the 19th and 20th centuries. The articles reflect the wide range of topics that can benefit from a transnational understanding of the American Jewish experience as shaped by its foreign entanglements.