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Clustering in education is important in identifying groups of objects in order to find linked patterns of correlations in educational datasets. As such, MOOCs provide a rich source of educational datasets which enable a wide selection of options to carry out clustering and an opportunity for cohort analyses. In this experience paper, five research studies on clustering in MOOCs are reviewed, drawing out several reasonings, methods, and students’ clusters that reflect certain kinds of learning behaviours. The collection of the varied clusters shows that each study identifies and defines clusters according to distinctive engagement patterns. Implications and a summary are provided at the end of the paper.
MOOCs have been produced using a variety of instructional design approaches and frameworks. This paper presents experiences from the instructional approach based on the ADDIE model applied to designing and producing MOOCs in the Erasmus+ strategic partnership on Open Badge Ecosystem for Research Data Management (OBERRED). Specifically, this paper describes the case study of the production of the MOOC “Open Badges for Open Science”, delivered on the European MOOC platform EMMA. The key goal of this MOOC is to help learners develop a capacity to use Open Badges in the field of Research Data Management (RDM). To produce the MOOC, the ADDIE model was applied as a generic instructional design model and a systematic approach to the design and development following the five design phases: Analysis, Design, Development, Implementation, Evaluation. This paper outlines the MOOC production including methods, templates and tools used in this process including the interactive micro-content created with H5P in form of Open Educational Resources and digital credentials created with Open Badges and issued to MOOC participants upon successful completion of MOOC levels. The paper also outlines the results from qualitative evaluation, which applied the cognitive walkthrough methodology to elicit user requirements. The paper ends with conclusions about pros and cons of using the ADDIE model in MOOC production and formulates recommendations for further work in this area.
Aside from providing instructional materials to the public, developing massive open online courses (MOOCs) can benefit institutions in different ways. Some examples include providing training opportunities for their students aspiring to work in the online learning space, strengthening its brand recognition through courses appealing to enthusiasts, and enabling online linkages with other universities. One such example is the monozukuri MOOC offered by the Tokyo Institute of Technology on edX, which initially presented the Japanese philosophy of making things in the context of a mechanical engineering course. In this paper, we describe the importance of involving a course development team with a diverse background. The monozukuri MOOC and its revision enabled us to showcase an otherwise distinctively Japanese topic (philosophy) as an intersection of various topics of interest to learners with an equally diverse background. The revision resulted in discussing monozukuri in a mechanical engineering lesson and how monozukuri is actively being practiced in the Japanese workplace and academic setting while juxtaposing it to the relatively Western concept of experiential learning. Aside from presenting the course with a broader perspective, the revision had been an exercise for its team members on working in a multicultural environment within a Japanese institution, thus developing their project management and communication skills.
Learning During COVID-19
(2021)
During the COVID-19 pandemic, learning in higher education and beyond shifted en masse to online formats, with the short- and long-term consequences for Massive Open Online Course (MOOC) platforms, learners, and creators still under evaluation. In this paper, we sought to determine whether the COVID-19 pandemic and this shift to online learning led to increased learner engagement and attainment in a single introductory biology MOOC through evaluating enrollment, proportional and individual engagement, and verification and performance data. As this MOOC regularly operates each year, we compared these data collected from two course runs during the pandemic to three pre-pandemic runs. During the first pandemic run, the number and rate of learners enrolling in the course doubled when compared to prior runs, while the second pandemic run indicated a gradual return to pre-pandemic enrollment. Due to higher enrollment, more learners viewed videos, attempted problems, and posted to the discussion forums during the pandemic. Participants engaged with forums in higher proportions in both pandemic runs, but the proportion of participants who viewed videos decreased in the second pandemic run relative to the prior runs. A higher percentage of learners chose to pursue a certificate via the verified track in each pandemic run, though a smaller proportion earned certification in the second pandemic run. During the pandemic, more enrolled learners did not necessarily correlate to greater engagement by all metrics. While verified-track learner performance varied widely during each run, the effects of the pandemic were not uniform for learners, much like in other aspects of life. As such, individual engagement trends in the first pandemic run largely resemble pre-pandemic metrics but with more learners overall, while engagement trends in the second pandemic run are less like pre-pandemic metrics, hinting at learner “fatigue”. This study serves to highlight the life-long learning opportunity that MOOCs offer is even more critical when traditional education modes are disrupted and more people are at home or unemployed. This work indicates that this boom in MOOC participation may not remain at a high level for the longer term in any one course, but overall, the number of MOOCs, programs, and learners continues to grow.
CoFeeMOOC-v.2
(2021)
Providing adequate support to MOOC participants is often a challenging task due to massiveness of the learners’ population and the asynchronous communication among peers and MOOC practitioners. This workshop aims at discussing common learners’ problems reported in the literature and reflect on designing adequate feedback interventions with the use of learning data. Our aim is three-fold: a) to pinpoint MOOC aspects that impact the planning of feedback, b) to explore the use of learning data in designing feedback strategies, and c) to propose design guidelines for developing and delivering scaffolding interventions for personalized feedback in MOOCs. To do so, we will carry out hands-on activities that aim to involve participants in interpreting learning data and using them to design adaptive feedback. This workshop appeals to researchers, practitioners and MOOC stakeholders who aim to providing contextualized scaffolding. We envision that this workshop will provide insights for bridging the gap between pedagogical theory and practice when it comes to feedback interventions in MOOCs.
There are a plethora of ways to guide and support people to learn about MOOC (massive open online course) development, from their first interest, sourcing supportive resources, methods and tools to better aid their understanding of the concepts and pedagogical approaches of MOOC design, to becoming a MOOC developer. This contribution highlights tools and methods that are openly available and re-usable under Creative Commons licenses. Our collection builds upon the experiences from three MOOC development and hosting teams with joint experiences of several hundred MOOCs (University of Applied Sciences in Lübeck, Graz University of Technology, University of Glasgow) in three European countries, which are Germany, Austria and the UK. The contribution recommends and shares experiences with short articles and poster for first information sharing a Monster MOOC assignment for beginners, a MOOC canvas for first sketches, the MOOC design kit for details of instructional design and a MOOC for MOOC makers and a MOOC map as introduction into a certain MOOC platform.
Universitat Politècnica de València’s Experience with EDX MOOC Initiatives During the Covid Lockdown
(2021)
In March 2020, when massive lockdowns started to be enforced around the world to contain the spread of the COVID-19 pandemic, edX launched two initiatives to help students around the world providing free certificates for its courses, RAP, for member institutions and OCE, for any accredited academic institution. In this paper we analyze how Universitat Poltècnica de València contributed with its courses to both initiatives, providing almost 14,000 free certificate codes in total, and how UPV used the RAP initiative as a customer, describing the mechanism used to distribute more than 22,000 codes for free certificates to more than 7,000 UPV community members, what led to the achievement of more than 5,000 free certificates. We also comment the results of a post initiative survey answered by 1,612 UPV members about 3,241 edX courses, in which they communicated a satisfaction of 4,69 over 5 with the initiative.
Massive Open Online Courses (MOOCs) offer online courses at low cost for anyone with an internet access. At its early days, the MOOC movement raised the flag of democratizing education, but soon enough, this utopian idea collided with the need to find sustainable business models. Moving from open access to a new financially sustainable certification and monetization policy in December 2015 we aim at this change-point and observe the completion rates before and after this monetary change. In this study we investigate the impact of the change on learners from countries of different development status. Our findings suggest that this change has lowered the completion rates among learners from developing countries, increasing gaps that already existed between global learners from countries of low and high development status. This suggests that more inclusive monetization policies may help MOOCs benefits to spread more equally among global learners.
This paper aims to present the results of a higher education experience promoted by the research centres INTELLECT (University of Modena and Reggio Emilia) and CDM (University of Roma Tre), as part of difference master’s degrees programme of the academic years 2018/2019, 2019/2020, and 2020/2021. Through different online activities, 37 students attended and evaluated a MOOC on museum education content, such promoting their professionals and transverse skills, such as critical thinking, and developing their knowledge relative to OERs, within culture and heritage education contexts. Moreover, results from the online evaluation activities support the implementation of the MOOC in a collaborative way: during the academic years, evaluation data have been used by researcher to make changes to the course modules, thus realizing a more effective online path from and educational point of view.
The MOOC-CEDIA Observatory
(2021)
In the last few years, an important amount of Massive Open Online Courses (MOOCS) has been made available to the worldwide community, mainly by European and North American universities (i.e. United States). Since its emergence, the adoption of these educational resources has been widely studied by several research groups and universities with the aim of understanding their evolution and impact in educational models, through the time. In the case of Latin America, data from the MOOC-UC Observatory (updated until 2018) shows that, the adoption of these courses by universities in the region has been slow and heterogeneous. In the specific case of Ecuador, although some data is available, there is lack of information regarding the construction, publication and/or adoption of such courses by universities in the country. Moreover, there are not updated studies designed to identify and analyze the barriers and factors affecting the adoption of MOOCs in the country. The aim of this work is to present the MOOC-CEDIA Observatory, a web platform that offers interactive visualizations on the adoption of MOOCs in Ecuador. The main results of the study show that: (1) until 2020 there have been 99 MOOCs in Ecuador, (2) the domains of MOOCs are mostly related to applied sciences, social sciences and natural sciences, with the humanities being the least covered, (3) Open edX and Moodle are the most widely used platforms to deploy such courses. It is expected that the conclusions drawn from this analysis, will allow the design of recommendations aimed to promote the creation and use of quality MOOCs in Ecuador and help institutions to chart the route for their adoption, both for internal use by their community but also by society in general.
In the context of the Fostering Women to STEM MOOCs (FOSTWOM) project, we present here the general ideas of a gender balance Toolkit, i.e. a collection of recommendations and resources for instructional designers, visual designers, and teaching staff to apply while designing and preparing storyboards for MOOCs and their visual components, so that future STEM online courses have a greater chance to be more inclusive and gender-balanced. Overall, The FOSTWOM project intends to use the inclusive potential of Massive Open Online Courses to propose STEM subjects free of stereotyping assumptions on gender abilities. Moreover, the consortium is interested in attracting girls and young women to science and technology careers, through accessible online content, which can include role models’ interviews, relevant real-world situations, and strong conceptual frameworks.
In an attempt to pave the way for more extensive Computer Science Education (CSE) coverage in K-12, this research developed and made a preliminary evaluation of a blended-learning Introduction to CS program based on an academic MOOC. Using an academic MOOC that is pedagogically effective and engaging, such a program may provide teachers with disciplinary scaffolds and allow them to focus their attention on enhancing students’ learning experience and nurturing critical 21st-century skills such as self-regulated learning. As we demonstrate, this enabled us to introduce an academic level course to middle-school students. In this research, we developed the principals and initial version of such a program, targeting ninth-graders in science-track classes who learn CS as part of their standard curriculum. We found that the middle-schoolers who participated in the program achieved academic results on par with undergraduate students taking this MOOC for academic credit. Participating students also developed a more accurate perception of the essence of CS as a scientific discipline. The unplanned school closure due to the COVID19 pandemic outbreak challenged the research but underlined the advantages of such a MOOCbased blended learning program above classic pedagogy in times of global or local crises that lead to school closure. While most of the science track classes seem to stop learning CS almost entirely, and the end-of-year MoE exam was discarded, the program’s classes smoothly moved to remote learning mode, and students continued to study at a pace similar to that experienced before the school shut down.
The MITx MicroMasters Program in Supply Chain Management (SCM) is a Massive Open Online Course (MOOC) based program that aims to impart quantitative and qualitative knowledge to SCM enthusiasts all around the world. The program that started in 2014 with just one course, now offers 5 courses and one final proctored exam, which allows a learner to gain a MicroMasters credential upon completion. While the courses are delivered in the form of pre-recorded videos by the faculty members of Massachusetts Institute of Technology (MIT), the questions and comments posted by learners in discussion forums are addressed by a group of Community Teaching Assistants (CTAs) who volunteer for this role. The MITx staff carefully selects CTAs for each run of the individual courses as they take on a co-facilitator’s role in the program. This paper highlights the importance of community teaching, discusses the profile of CTAs involved with the program, their recruitment, training, tasks and responsibilities, engagement, and rewarding process. In the end we also share a few recommendations based on the lessons learned in community teaching during the last five years of running more than 45 MOOC courses, that could help other MOOC teams deliver a high-touch experience.
TransPipe
(2021)
Online learning environments, such as Massive Open Online Courses (MOOCs), often rely on videos as a major component to convey knowledge. However, these videos exclude potential participants who do not understand the lecturer’s language, regardless of whether that is due to language unfamiliarity or aural handicaps. Subtitles and/or interactive transcripts solve this issue, ease navigation based on the content, and enable indexing and retrieval by search engines. Although there are several automated speech-to-text converters and translation tools, their quality varies and the process of integrating them can be quite tedious. Thus, in practice, many videos on MOOC platforms only receive subtitles after the course is already finished (if at all) due to a lack of resources. This work describes an approach to tackle this issue by providing a dedicated tool, which is closing this gap between MOOC platforms and transcription and translation tools and offering a simple workflow that can easily be handled by users with a less technical background. The proposed method is designed and evaluated by qualitative interviews with three major MOOC providers.
In this paper, we take a closer look at the development of Massive Open Online Courses (MOOC) in Norway. We want to contribute to nuancing the image of a sound and sustainable policy for flexible and lifelong learning at national and institutional levels and point to some critical areas of improvement in higher education institutions (HEI). 10 semistructured qualitative interviews were carried out in the autumn 2020 at ten different HE institutions across Norway. The informants were strategically selected among employees involved in MOOC-technology, MOOCproduction and MOOC-support over a period of time stretching from 2010–2020. A main finding is that academics engaged in MOOCs find that their entrepreneurial ideas and results, to a large extent, are overlooked at higher institutional levels, and that progress is frustratingly slow. So far, there seems to be little common understanding of the MOOC-concept and the disruptive and transformative effect that MOOC-technology may have at HEIs. At national levels, digital strategies, funding and digital infrastructure are mainly provided in governmental silos. We suggest that governmental bodies and institutional stake holders pay more attention to entrepreneurial MOOC-initiatives to develop sustainability in flexible and lifelong learning in HEIs. This involves connecting the generous funding of digital projects to the provision of a national portal and platform for Open Access to education. To facilitate sustainable lifelong learning in and across HEIs, more quality control to enhance the legitimacy of MOOC certificates and micro-credentials is also a necessary measure.
Developing highly skilled researchers is essential to accelerate the economic progress of developing countries such as Cambodia in South East Asia. While there is continuing research investigating Cambodia’s potential to cultivate such a workforce, the circumstances of undergraduate students in public provincial universities do not receive ample attention. This is crucial as numerous multinational corporations are participating via foreign direct investments in special economic zones at the border provinces and need talented human resources in Cambodia as well as in neighboring Southeast Asian countries such as Thailand and Vietnam. Student’s research capability growth starts with one’s belief in their capacity to use the necessary information tools and their potential to succeed in research. In this research paper, we look at how such beliefs, specifically research self-efficacy and information literacy, can be developed through a short-term intervention that uses MOOCs and assess their long-term effects. Our previous research has shown that short-term training intervention has immediate positive effects on the undergraduate students’ self-efficacies in Cambodian public provincial universities. In this paper, we present the follow-up study results conducted sixteen months after the said short-term training intervention. Results reveal that from follow-up evaluations that while student’s self-efficacies were significantly higher than before the short-term intervention was completed, they were lower than immediately after the intervention. Thus, while perfunctory interventions such as merely introducing the students to MOOCs and other relevant research tools over as little as three weeks can have significant positive effects, efforts must be made to sustain the benefits gained. This implication is essential to developing countries such as Cambodia that need low-cost solutions with immediate positive results in developing human resources to conduct research, particularly in areas far from more developed capital cities.
If taking a flipped learning approach, MOOC content can be used for online pre-class instruction. After which students can put the knowledge they gained from the MOOC into practice either synchronously or asynchronously. This study examined one such, asynchronous, course in teacher education. The course ran with 40 students over 13 weeks from February to May 2020. A case study approach was followed using mixed methods to assess the efficacy of the course. Quantitative data was gathered on achievement of learning outcomes, online engagement, and satisfaction. Qualitative data was gathered via student interviews from which a thematic analysis was undertaken. From a combined analysis of the data, three themes emerged as pertinent to course efficacy: quality and quantity of communication and collaboration; suitability of the MOOC; and significance for career development.
The COVID-19 pandemic has accelerated the pace of digital transformation, which has forced people to quickly adapt to working and collaborating online. Learning in digital environments has without a doubt gained increased significance during this rather unique time and, therefore, Massive Open Online Courses (MOOCs) have more potential to attract a wider target audience. This has also brought about more possibilities for global collaboration among learners as learning is not limited to physical spaces. Despite the wide interest in MOOCs, there is a need for further research on the global collaboration potential they offer. The aim of this paper is to adopt an action research approach to study how a hybrid MOOC design enables learners’ global collaboration. During the years 2019–2020 together with an international consortium called Corship (Corporate Edupreneurship) we jointly designed, created and implemented a hybrid model MOOC, called the “Co-innovation Journey for Startups and Corporates”. It was targeted towards startup entrepreneurs, corporate representatives and higher education students and it was funded by the EU. The MOOC started with 2,438 enrolled learners and the completion rate for the first four weeks was 29.7%. Out of these 208 learners enrolled for the last two weeks, which in turn had a completion rate of 58%. These figures were clearly above the general average for MOOCs. According to our findings, we argue that a hybrid MOOC design may foster global collaboration within a learning community even beyond the course boundaries. The course included four weeks of independent learning, an xMOOC part, and two weeks of collaborative learning, a cMOOC part. The xMOOC part supported learners in creating a shared knowledge base, which enhanced the collaborative learning when entering the cMOOC part of the course.
The goal of this paper is to study the demand factors driving enrollment in massive open online courses. Using course level data from a French MOOC platform, we study the course, teacher and institution related characteristics that influence the enrollment decision of students, in a setting where enrollment is open to all students without administrative barriers. Coverage from social and traditional media done around the course is a key driver. In addition, the language of instruction and the (estimated) amount of work needed to complete the course also have a significant impact. The data also suggests that the presence of same-side externalities is limited. Finally, preferences of national and of international students tend to differ on several dimensions.
Information technology and digital solutions as enablers in the tourism sector require continuous development of skills, as digital transformation is characterized by fast change, complexity and uncertainty. This research investigates how a cMOOC concept could support the tourism industry. A consortium of three universities, a tourism association, and a tourist attraction investigates online learning needs and habits of tourism industry stakeholders in the field of digitalization in a cross-border study in the Baltic Sea region. The multi-national survey (n = 244) reveals a high interest in participating in an online learning community, with two-thirds of respondents seeing opportunities to contributing to such community apart from consuming knowledge. The paper demonstrates preferred ways of learning, motivational and hampering aspects as well as types of possible contributions.
Keep undercover! Militärische Spionagepraktiken und ihr Platz in der Gesellschaft (18. – 19. Jh.)
(2021)
Forum militare
(2021)
„Gut, besser, Vermesser.“
(2021)
Nach den beiden großen Forschungsreisen konzentrierte Ehrenberg seine Arbeit in Berlin auf die systematische Beschreibung von Kleinstlebewesen, die sogenannten Infusorien. 1838 erschien eines seiner Hauptwerke, Die Infusionsthierchen als vollkommene Organismen. Ein Blick in das tiefere organische Leben der Natur. Ehrenberg untersuchte tausende Proben aus aller Welt und wies Infusorien auf dem Grund der Weltmeere, in atmosphärischem Staub und in Hochgebirgen nach. Ausgehend von diesen Befunden beschäftigte er sich mit dem Anteil einzelliger kieselschaliger Mikroorganismen an der Bildung von Erden und geologischen Formationen. 1854 legte er die Mikrogeologie vor: In 41 Bildtafeln gab er weltweite „geographische Uebersichten über das kleine jetzige erdbildende Leben“. Christian Gottfried Ehrenberg gilt als Mitbegründer der Boden-Mikrobiologie und Mikropaläontologie sowie als Pionier der Kieselalgenforschung und Protozoologie.
„Eine der größten Freuden meines Lebens würde sein, einmal 5 – 6 Monathe mit Ihnen, an Ihrer Seite, unter Ihrer Belehrung reisen zu können. Süßwassermuscheln, Fische, Bergpflanzen Rußlands sind wenig bekannt.“ Mit diesen Worten lud Alexander von Humboldt seinen Akademiekollegen Ehrenberg zur Teilnahme an der russisch-sibirischen Reise ein, die der preußische Kammerherr auf Einladung des Kaisers Nikolaj I. unternahm. Knapp drei Jahre nach der Rückkehr von der arabisch-afrikanischen Forschungsreise brach Ehrenberg also erneut auf: Am 12. April 1829 traten Humboldt, Ehrenberg und der Mineraloge Gustav Rose ihre Reise in Berlin an. Diese führte sie in knapp neun Monaten und über 19 000 Kilometer in den Ural und durch Westsibirien bis zur russisch-chinesischen Grenzstation Baty. Während Humboldt und Rose die Hüttenbezirke im Ural und Altai inspizierten, legte Ehrenberg botanische und zoologische Sammlungen an.
Heinrich Menu von Minutoli unternahm 1820 eine Reise nach Nordafrika zur Erforschung ägyptischer und griechischer Altertümer. Die Preußische Akademie der Wissenschaften bestimmte die jungen Naturforscher Christian Gottfried Ehrenberg und Wilhelm Hemprich als weitere Teilnehmer.
Während Minutoli bereits ein Jahr nach Beginn der Expedition 1821 nach Europa zurückkehrte, setzten Ehrenberg und Hemprich ihre Forschungen fort. Von Alexandria aus unternahmen sie, zum Teil getrennt, Exkursionen in die libysche Wüste, auf die Sinaihalbinsel, zum Roten Meer, in das Libanongebirge sowie bis in den Sudan und nach Eritrea, wo Hemprich 1825 dem Malariafieber erlag.
Wie von der Akademie der Wissenschaften beauftragt, sammelten Ehrenberg und Hemprich insgesamt 34 000 Tiere, 46 000 Pflanzen und 300 Mineralien. Diese trafen im Laufe der Jahre, verpackt in insgesamt 114 Kisten, in Berlin ein. Die Akademie stellte Mittel für die Auswertung der Sammlungen zur Verfügung. Ehrenbergs Reisebericht blieb aber ebenso Fragment wie das großangelegte Tafelwerk Symbolae physicae.
Geleitwort
(2021)
Als langjähriges und aktives Mitglied der Gesellschaft Naturforschender Freunde zu Berlin bestimmte Ehrenberg ihre Aktivitäten und ihr Ansehen maßgeblich mit. Seine Beiträge zu den Sitzungen und Schriften und seine Rolle als Bewohner des gesellschaftseigenen Hauses förderten in der GNF sowohl Fortschritt als auch Beständigkeit. Das Ziel der Naturgeschichte des 18. Jahrhunderts, also die Entdeckung, Beschreibung und Bewahrung möglichst aller Organismen- und Gesteinsarten, wurde in der GNF bis in die zweite Hälfte des 19. Jahrhunderts tradiert. Ehrenbergs wissenschaftliche Leistungen, insbesondere seine zahlreichen Entdeckungen mit Hilfe des Mikroskops, stehen ganz in dieser Tradition.
Ab Mitte der 1820er Jahre erfuhr die Mikroskop- Technik eine stürmische Entwicklung. Dadurch, dass es gelang, nach und nach die optischen Fehler zu korrigieren, verbesserte sich die Auflösung bis zum Ende des Jahrhunderts um den Faktor 10 von 3 μm auf 0,3 μm. Um 1820 begann Christian Gottfried Ehrenberg mit mikroskopischen Untersuchungen. Er nutzte zunächst ein einfaches Nürnberger Mikroskop. 1832 erwarb er ein Mikroskop aus der Berliner Werkstatt von Pistor & Schiek, das er dann zeitlebens nutzte. Ein Vergleich der Leistungsfähigkeit seines Instruments mit der für seine Untersuchungen notwendigen Auflösung zeigt, dass es für seine Untersuchungen vollkommen genügte. Für seine Untersuchungsobjekte entwickelte er Präparationstechniken und Aufbewahrungsmethoden für die Dauerpräparate. Da er auch die mikroskopischen Abbildungen bis hin zu den Vorlagen für die Kupfertafeln selbst anfertigte, behielt er den gesamten Prozess von der Präparation bis zum Druck der Ergebnisse stets in der Hand.
Die Erforschung und Beschreibung mikroskopischer Organismen durch Christian Gottfried Ehrenberg ist durch seine publizierten Texte und Kupfertafeln in den „Infusionsthierchen“, der „Mikrogeologie“ sowie aus Abhandlungen der Akademie der Wissenschaften überliefert. Zentrale Bedeutung haben seine Zeichenblätter, anfangs alleinige Dokumentation, später komplementiert durch tausende mikroskopischer Dauerpräparate rezenter und fossiler Kieselschalen sowie getrockneter Einzeller. Alle Originalmaterialien Ehrenbergs stehen für die aktuelle Forschung in der Ehrenbergsammlung zur Verfügung. Seine detailgenauen Zeichnungen dienten der Erstbeschreibung einer Vielzahl neuer Arten aus allen Weltteilen. Biogeografische und ökologische Fragestellungen, Beschreibungen von Lebenszyklen sowie außerordentliche Phänomene wie die Färbung von Gewässern und Erden wurden mithilfe zeichnerischer Analysen bearbeitet.
The Russian-Siberian journey, carried out with Alexander von Humboldt and Gustav Rose in 1829 coincided with a decisive phase in Christian Gottfried Ehrenberg’s scientific career. His field diary and the drawings he made on the trip document his intensified focus on the study of microorganisms. The numerous observations on plant and animal geography show how Ehrenberg tested a combination of micro- and macro-perspectives that would shape his research on infusoria in the following decades: In addition to the task of classification at the microscope, Ehrenberg carried out worldwide comparative research on the distribution of microorganisms.
Im Jahr 1820 traten zwei Universitätsabsolventen, Christian Gottfried Ehrenberg und Wilhelm Hemprich, eine Forschungsreise nach Nordafrika an, die eine der ersten vom preußischen Staat maßgeblich getragenen Reiseunternehmungen darstellt. Wesentliches Ziel der Reise war das Sammeln von naturkundlichen Exemplaren für die junge Berliner Museumslandschaft. Der Beitrag ordnet die afrikanische Forschungsreise in die wissenschaftliche Laufbahn Ehrenbergs ein, der als einziger Reisender überlebte, sowie in die Geschichte der Berliner Wissenschaftslandschaft im frühen 19. Jahrhundert. Dabei konzentriert sich der Beitrag auf die Medien – insbesondere Sammlungsverzeichnisse und Sammlungsobjekte – die die Reisenden im Feld einsetzen mussten, um ihre Identität als gelehrte Naturforscher gegenüber ihren Förderern zu inszenieren und damit ihre Position in der preußischen Wissenschaft strategisch zu sichern.
Die Geschichte der Mikrobiologie als Laborwissenschaft des späten 19. Jahrhunderts hat für Ehrenberg keinen Platz. Unmodern, ja fehlerhaft scheinen die Befunde dieses „Humboldt en miniature“, der die Belebtheit von Wasser oder Luft mikroskopisch untersuchte, der Proben aus aller Welt sammelte und so zahlreiche „Infusorien“ genannte Mikroben sowie deren Effekte etwa bei Blutwundern beschrieb, deren Beteiligung an Infektionskrankheiten aber verneinte. Zugleich scheint sein ökologischer Blick auf den Mikrokosmos die Gegenwart auf überraschende Weise anzusprechen – einerseits weil Mikroben omnipräsentes Faszinosum wie Bedrohung bleiben, andererseits weil viele der Prämissen von Pasteur und Koch im Zeitalter der Genomik überholt erscheinen. Ausgehend von der zwiespältigen Position Ehrenbergs fragt dieser Artikel, warum er möglicherweise gerade deswegen spannender ist, als ihn die Historiographie bislang hat erscheinen lassen.
Starting in 2009, the German state of Saxony distributed sports club membership vouchers among all 33,000 third graders in the state. The policy’s objective was to encourage them to develop a long-term habit of exercising. In 2018, we carried out a large register-based survey among several cohorts in Saxony and two neighboring states. Our difference-in-differences estimations show that, even after a decade, awareness of the voucher program was significantly higher in the treatment group. We also find that youth received and redeemed the vouchers. However, we do not find significant short- or long-term effects on sports club membership, physical activity, overweightness, or motor skills.
Alles kann besser werden!
(2021)
Gamification als Motivator in der Sprachtherapie bei Menschen mit intellektueller Beeinträchtigung
(2021)
Digitale Logopädie
(2021)
Digitale Diagnostik
(2021)
O caso Jauss
(2019)
Against a background of increasing violence against non-natives, we estimate the effect of hate crime on refugees’ mental health in Germany. For this purpose, we combine two datasets: administrative records on xenophobic crime against refugee shelters by the Federal Criminal Office and the IAB-BAMF-SOEP Survey of Refugees. We apply a regression discontinuity in time design to estimate the effect of interest. Our results indicate that hate crime has a substantial negative effect on several mental health indicators, including the Mental Component Summary score and the Patient Health Questionnaire-4 score. The effects are stronger for refugees with closer geographic proximity to the focal hate crime and refugees with low country-specific human capital. While the estimated effect is only transitory, we argue that negative mental health shocks during the critical period after arrival have important long-term consequences. Keywords: Mental health, hate crime, migration, refugees, human capital.
Gesundheitsbildung
(2019)
This work journal recounts the experiences of a project undertaken with students of the University of Trier over the course of two semesters. The project attempted to design and produce an innovative audio guide pertaining to the cultural heritage of the Roman city, with students gauging market opportunities, writing a business plan, researching information and producing content for the audio guide. The work created, „Talking Stones“ (https://www.talking-stones.de/), takes the listener on a tour of Roman Trier embedded in a literary narrative and is available via download on Google Play and the Apple App Store.
In her writings on ancient myth, the British author Natalie Haynes moves women to the centre of attention. Her two latest books, A Thousand Ships and Pandora’s Jar – a fiction novel and a non-fiction one – approach this topic from two different perspectives. This interview takes stock of Haynes’ motives and methodology as well as of the challenges she faces in the process of writing.
This article focuses on the feminist reception of Zenobia of Palmyra in Great Britain during the long nineteenth century and the early twentieth century. A special focus lies on her reception by the British suffragettes who belonged to the Women’s Social and Political Union. Even though Zenobia’s story did not end happily, the warrior queen’s example served to inspire these early feminists. Several products of historical culture – such as books, pieces of art, newspaper articles and theatre plays – provide insight into the reception of her as an historical figure, which is dominated by the image of a strong and courageous woman. The article will shed light on how exactly Zenobia’s example was instrumentalised throughout the first feminist movement in Britain.
Application areas and drugs of Egyptian, Greek and Roman medi-cine are popular references of research in the field of recent aes-thetic dermatology. There, Cleopatra VII is referred to as “mother of chemical peeling” because she is said to have bathed in donkey’s milk. Although extremely popular, there is no ancient source sup-porting Cleopatra’s bath in milk. Nevertheless, Poppaea Sabina, the second wife of Emperor Nero, is said to has bathed in donkey’s milk to beautify her skin. The aim of the paper is to reconstruct the genesis and develop-ment of the modern myth of Cleopatra bathing in donkey’s milk. The origin of this myth can be traced back to the cinema of the 1930s. The result is that in the person of the actress Claudette Colbert her two roles as Cleopatra and Poppaea converged. This convergence was the basis for the popularization of the milk bath by the Cleopat-ra movie of 1963 with Elizabeth Taylor.
Ruhm, Ide(ologi)e, Macht
(2021)
The first Hollywood film adaptation of Alexander the Great is Robert Rossen’s 1956 movie. Classicists have primarily been concerned with errors of historicity, Alexander’s assumed tragic traits, and rather associative conclusions concerning the movie’s political implications.
This paper raises the question of Rossen’s depiction of Alexander's motives and aims. His assessment of the king is surprisingly complicated. Therefore, for the first time, Rossen's interview comments on Alexander are analysed comprehensively and systematically. Furthermore, it is shown that neglected sources are central to the plot. Finally, the film is interpreted against the backdrop of Rossen’s oeuvre.
It can be demonstrated that Rossen’s issue is the problem of ideology. He seeks a redefinition of glory. Military success is only an excuse for the pursuit of mere power. For Rossen, however, the true fame is nothing but the benefit of the people. It took a long time for Alexander to realize that his rule was inane, and to reshape his policy. This interpretation is due to fundamental convictions reflected in Rossen’s oeuvre as well as to his personal experiences in politics. It is a plea for de-ideologization in times of the Cold War.
Recent advances in microscopy have led to an improved visualization of different cell processes. Yet, this also leads to a higher demand of tools which can process images in an automated and quantitative fashion. Here, we present two applications that were developed to quantify different processes in eukaryotic cells which rely on the organization and dynamics of the cytoskeleton.. In plant cells, microtubules and actin filaments form the backbone of the cytoskeleton. These structures support cytoplasmic streaming, cell wall organization and tracking of cellular material to and from the plasma membrane. To better understand the underlying mechanisms of cytoskeletal organization, dynamics and coordination, frameworks for the quantification are needed. While this is fairly well established for the microtubules, the actin cytoskeleton has remained difficult to study due to its highly dynamic behaviour. One aim of this thesis was therefore to provide an automated framework to quantify and describe actin organization and dynamics. We used the framework to represent actin structures as networks and examined the transport efficiency in Arabidopsis thaliana hypocotyl cells. Furthermore, we applied the framework to determine the growth mode of cotton fibers and compared the actin organization in wild-type and mutant cells of rice. Finally, we developed a graphical user interface for easy usage. Microtubules and the actin cytoskeleton also play a major role in the morphogenesis of epidermal leaf pavement cells. These cells have highly complex and interdigitated shapes which are hard to describe in a quantitative way. While the relationship between microtubules, the actin cytoskeleton and shape formation is the object of many studies, it is still not clear how and if the cytoskeletal components predefine indentations and protrusions in pavement cell shapes. To understand the underlying cell processes which coordinate cell morphogenesis, a quantitative shape descriptor is needed. Therefore, the second aim of this thesis was the development of a network-based shape descriptor which captures global and local shape features, facilitates shape comparison and can be used to evaluate shape complexity. We demonstrated that our framework can be used to describe and compare shapes from various domains. In addition, we showed that the framework accurately detects local shape features of pavement cells and outperform contending approaches. In the third part of the thesis, we extended the shape description framework to describe pavement cell shape features on tissue-level by proposing different network representations of the underlying imaging data.
This book presents new research results on the challenges of local politics in different European countries, including Germany, the Netherlands, the Nordic countries and Switzerland, together with theoretical considerations on the further development and strengthening of local self-government. It focuses on analyses of the most recent developments in local democracy and administration. “Most ‘local government’ books are written by believers. This book is different for its realistic visions of futures of local government. It shows how autonomy, digitalization, marketization, and amalgamation could be functional or dysfunctional, and also how this is affected by links to politics, and impacted by intergovernmental relations. This is a must read for all believers in local government.” —Geert Bouckaert, KU Leuven Public Governance Institute, Belguim “The twenty chapters of this book provide a timely and thought-provoking addition to our understanding of local self-governance in eight countries in Northern and Central Europe. This book was completed shortly before the Corona-crisis crashed in. But the lessons to be learned from this volume will doubtlessly prove important in fully exploiting local government’s potential in facing the challenges of the difficult times ahead.” —Bas Denters, Professor of Public Administration, University of Twente, Netherlands “Very inspiring book that covers the most important aspects of local self-government within a comparative framework. As we might have expected, there is no general trend, no single best model but a variety of functionally equivalent settings and patterns. The book gives insight into the diversity and richness of local government, its very essence, actual challenges and transformations, and puts subnational policy making in a multi-level perspective of governance.” —Andreas Ladner, Professor for Political Institutions and Public Administration at the IDHEAP, University of Lausanne, Switzerland “Covering eight countries, this ambitious volume compares developments in local governments across Europe. Local governments are on the front-line when it comes to responding to wicked issues like climate change and migration, yet face major challenges in terms of financial and human resources. Using rich empirical evidence, the volume presents a nuanced analysis of trends. No one direction emerges for Europe’s local governments, but a rich seam of innovation is revealed covering political participation and public administration alike. Local governments have the potential to engage citizens in meaningful ways and deliver effective and responsive services, but this requires clear local leadership and support rather direction from the centre.”
Planstadt Doberlug
(2020)
The paper investigates the question of sustainability of capacity building initiatives by reporting about the multiplication training in the frame of DIES NMT Programme on quality assurance in Uganda and how it could make use of the social capital within the existing quality assurance network to sustain and address challenges during its implementation. The purpose of the article is to explore the nature of networking (social and institutional) which was established by the Ugandan Universities Quality Assurance Forum (UUQAF) and share the strategies used in this training experience for future sustainable capacity building training initiatives in emerging economies. The paper employed a qualitative research method to describe and analyse the training framework based on primary and secondary documents.
Higher education institutions in Guinea face many challenges, including reporting responsibilities, globalisation, and massification. Institutional evaluations of higher education and research institutions in 2013 could not initiate the implementation of change processes within the institutions. Recently, however, various initiatives have been started to change this situation with the purpose to sensitise and raise awareness and capabilities for quality assurance structures in Guinean HEIs. So far, the emphasis has been put on quality enhancement in higher education, especially on teaching evaluation, curriculum development, as well as on establishing quality assurance structures. This article gives an overview of the state of play and takes stock of the activities that have been initiated to set up quality assurance mechanisms in higher education and research institutions, and presents perspectives for further development of the quality approach in Guinea. The project ‘Quality Assurance Multiplication 2017-2018’ serves as an example to describe approaches and activities in setting up stable quality assurance structures, and to strengthen and raise awareness for a ‘quality culture’.
Les établissements d’enseignement supérieur en Guinée sont confrontés à de nombreux défis, notamment les responsabilités en matière de rapports, la mondialisation et la massification. Les évaluations institutionnelles des établissements d’enseignement supérieur (EES) et de recherche en 2013 n’ont pas permis d’initier la mise en oeuvre des processus de changement au sein des établissements. Récemment, diverses initiatives ont été lancées pour changer cette situation dans le but de sensibiliser et de renforcer la prise de conscience et les capacités des structures d’assurance qualité dans les EES guinéennes. Jusqu’à présent, l’accent a été mis sur l’amélioration de la qualité dans l’enseignement supérieur, en particulier sur l’évaluation de l’enseignement, l’élaboration des programmes d’études, ainsi que sur la mise en place de structures d’assurance qualité. Cet article donne un aperçu de l’état des lieux et fait le point sur les activités qui ont été lancées pour mettre en place des mécanismes d’assurance qualité dans les établissements d’enseignement supérieur et de recherche, et présente les perspectives de développement de l›approche qualité en Guinée. Le projet «Multiplication de l’assurance qualité 2017 – 2018» sert d’exemple pour décrire les approches et les activités de mise en place de structures stables d’assurance qualité, et pour renforcer et sensibiliser à une «culture de la qualité».
Whilst providing a framework for learning and scientific emancipation, a proposal writing training is confronted with various organisational and didactic challenges, which influence the achievement of the set training objectives. Based on observations made during the workshops for proposal writing organised in Kinshasa, Democratic Republic of Congo, as part of the NMT Programme, the article raises two main questions: (a) How could these challenges be overcome and successfully addressed in the training? (b) What is the level of learning outcomes of the participants at the end of the training? The article shows that the success of the training lays in the relevance of the employed training approaches. The use of a participatory approach encouraged constructive exchanges between participants, trainers, and experts, and enabled all participants to finalise coherent projects to apply for national and international funding.
Mise en oeuvre de l’atelier d’écriture des projets de recherche en République démocratique du Congo
(2020)
Tout en offrant un cadre d’apprentissage et d’émancipation scientifique, l’atelier d’écriture des projets oppose différents défis, d’ordre organisationnel et didactique, dont les approches influent sur son déploiement et sur l’atteinte des objectifs assignés. Comment s’y prendre pour contourner ces défis et accomplir avec succès l’implémentation de la formation proposée ? Quelle en est l’incidence sur la qualité des acquisitions des participants au terme de la formation ? Le présent article répond à ces questions, partant des observations faites lors des formations organisées à Kinshasa (République démocratique du Congo) dans le cadre du programme National Multiplication Training (NMT). Il en ressort que le succès d’un atelier réside dans la pertinence des approches mises en oeuvre. Le recours à l’approche participative a favorisé les échanges constructifs entre participants, formateurs et experts, et a permis à tous les participants de finaliser des projets cohérents, pour postuler aux financements nationaux et internationaux.
This article collected the results of a qualitative study focused on Colombian Higher Education Institutions’ representatives partaking in the training ‘Internationalisation for Peacebuilding 2018’. The selected Higher Education Institutions and representatives were all located in regions acutely affected by the Colombian armed conflict, now experiencing multifaceted challenges and opportunities in a post-conflict scenario. Interviews with participants of the training were conducted to analyse the skills acquired and to identify possible improvements brought about by the training at the institutions. The article further identifies specific needs of the institutions, to be taken into account for future courses on internationalisation for higher education institutions.
During the National Multiplication Training in Kenya in 2018, participants raised concerns about attrition, completion rates and quality of PhD programmes in Kenya’s public universities. This led the authors of this article to further examine the question of PhD completion rates. Available data underlined that PhD students across various disciplines in Kenya’s public universities take unnecessarily long to complete their studies due to a myriad of factors that are related to their supervisors, university guidelines for post-graduate studies, or the students themselves. This article examines inertia areas along the PhD training pathway at three public universities in Kenya and provides suggestions on structural and operational changes universities must make to shorten completion periods.
Deans at Institutions of Higher Education are seldom recipients of effective or specific professional management training, institutional mentorship, and coaching despite an increasing demand on them to play a more dynamic leadership role in the face of ever-changing local and global challenges. To address this deficiency, the inaugural Malaysian Chapter of the International Deans’ Course (MyIDC) was held in three parts over 2019 and 2020. In this paper, findings related to feedback on the programme are presented and discussed. Responses from the participants from two sets of surveys, and written feedback provided by two IDC international trainers involved in MyIDC were analysed. These reveal potential areas of improvement for the forthcoming MyIDC programme, such as in terms of planning and organisation, duration, content, and delivery. The article explores the lessons learnt from the MyIDC 2019/2020 training programme and discusses the improvements that can be made arising from the feedback received.
The higher education structure in Malaysia has experienced significant changes since the implementation of the Private Higher Educational Institutions Act of 1996. The unprecedented expansion of the higher education sector and the increasing autonomy conferred to universities have created a huge demand for competent university leadership that supports the development of higher education in Malaysia. This article discusses the very first national multiplication training in Malaysia in 2014 and analyses such out-comes as the identification of good practices for future initiatives and applications in university leadership training.
Wolfenstein: The New Order
(2020)
Silent Hill 2
(2020)
Papers, Please
(2020)
Mass Effect
(2020)
Grand Theft Auto V
(2020)
Unter den prägenden Eindrücken, die der junge A. v. Humboldt empfing, steht an erster Stelle seine Beziehung zu Georg Forster, dem Weltumsegler, Schriftsteller und späteren Revolutionär. Hier wird neben der Geschichte ihrer Beziehungen vor allem Forsters Bedeutung für Humboldt behandelt. Forsters Schriften und seine Persönlichkeit beeindruckten Humboldt. Er sah in dem Forscher ein Vorbild bei der Beobachtung und dem Vergleich geographischer, naturkundlicher und sozialer Erscheinungen, aber auch im Bestreben, Gesetzmäßigkeiten aufzudecken. Forster regte Humboldt an, in verschiedene Wissenschaftsgebiete einzudringen; in Humboldts literarischen Beschreibung der Natur, der Landschaft und ihrer Bewohner wird der Einfluss des Älteren deutlich. Forster war einer der wichtigsten Vertreter progressiven politischen Denkens und der Parteinahme für die Ideale der Französische Revolution, mit dem der junge Humboldt in Berührung kam. So beeinflusste ihn auch Forsters Haltung gegen Sklaverei und Rassendiskriminierung. Humboldt identifizierte sich nie mit dem Jakobiner Forster, bekannte sich aber öffentlich zu seinem Freund und Lehrer, indem er die „gleiche Richtung politischer Meinungen“ hervorhob.
Im Jahre 1789 hatte Alexander von Humboldt als Student in Göttingen mit großem Enthusiasmus ein Manuskript zur „Weberei der Alten“ verfasst. Es war das Ziel seiner Studie, die Technologie und die Terminologie der antiken Weberei zu erfassen und beide Gebiete vereint darzustellen. Dieses Manuskript ist nicht veröffentlicht worden und gilt als verschollen. Alexander von Humboldt hatte offenbar neue Erkenntnisse gewonnen, denen er so große Bedeutung beimaß, dass er den Verlust seines Manuskriptes noch über 50 Jahre nach dessen Abfassung bedauerte. Humboldt benennt glücklicherweise in überlieferten Briefen verschiedene Grundgedanken seiner damaligen Arbeit. In der vorliegenden Studie wird unter Einbeziehung aktueller technikhistorischer Erkenntnisse nachgewiesen, dass der junge Alexander von Humboldt das für alle Webtechniken gültige Prinzip in seinen Grundzügen erkannt hatte.
Though Humboldt’s travels to the Americas have been analyzed from a wide range of viewpoints, there are specific aspects that still await further investigation. Little is written about Humboldt in the field, specifically how he moved between different locations and simultaneously measured and mapped places and phenomena. The aim of this article is to discuss the triad movement-measure-ment-map that led to the development of specific practices of knowledge building on the move. Humboldt’s search for the connections between the watersheds of the Orinoco and the Amazon rivers and the resulting maps and drawings are used as an example to point out his cartographic impulse in his quest to understand and explain the physical world.
In dem vorliegenden Beitrag geht der Verfasser von seinen Gesprächen aus, die er mit seinem Kollegen Michaeler in der Zeit von 1976 bis 1985 an der Universidad Incca de Colombia führen konnte. Dabei bezieht er die ihm – von Michaeler vor seinem Tod – übergebenen biografischen Daten mit ein. Insgesamt sollen die Ausführungen zum Weiterdenken anregen. Der Beitrag geht von der vielfältigen klimatischen und archäologischen Landschaft Kolumbiens aus und verbindet dies mit der damaligen Wissenschaftskonzeption an der Universidad Incca de Colombia. In diesem Kontext wird u. a. auf das Werk von Ernst Bloch „Das Prinzip Hoffnung“ und die Arbeit von Hans Jonas „Das Prinzip Verantwortung“ Bezug genommen. Für Michaeler waren die Werke der Brüder Humboldt, die Schrift Kants „Zum ewigen Frieden“, die Dialektik Hegels und die Gesellschaftstheorie von Marx in der Universitätsausbildung unverzichtbar.
Humboldts Eskorte
(2020)
Auf seiner Russlandexpedition von 1829 wurde Alexander von Humboldt fast durchgängig von Sicherheitskräften der Regierung begleitet. Die Forschung wies dieser Eskorte bisher vor allem eine Kontrollfunktion zu. Im Folgenden wird gezeigt, dass Humboldts bewaffnete Begleiter wahrscheinlich weniger der Überwachung, als der Absicherung seiner Expedition dienten. Der Artikel wirft dafür einen Blick auf die Sicherheitslage im Umfeld der Russlandreise, die Eskorte an sich sowie ihre letztendlich eng begrenzten Möglichkeiten zur Kontrolle des Wissenschaftlers. An Material stehen dafür unter anderem Humboldts Reisekorrespondenz, der Reisebericht seines Gefährten Gustav Rose und die erst jüngst veröffentlichten Tagebücher Christian Gottfried Ehrenbergs zur Verfügung.
L’article contient l’édition critique d’un mémoire d’Alexander von Humboldt, intitulé: «Considérations sur l’atmosphère des tropiques, regardée comme objet de la pathologie chimique». Le texte a été écrit à Cuba, en 1801. Il fait partie d’un groupe de manuscrits, relatifs à la qualité de l’air dans les tropiques et aux maladies qui en découlent, portant un titre général: «C’est mon cahier de la Havanne intitulé sur la salubrité de l’air». Or A. v. Humboldt partageait alors les vues miasmatiques et il voyait, dans la qualité de l’air, l’origine des maladies que l’on dit aujourd’hui «infectieuses». L’accent y est posé sur la fièvre jaune qui occupait une place particulière dans l’horizon intellectuel et politique du début du XIXe siècle. Reste à ajouter que Humboldt se montre ici comme l’un des précurseurs de l’écologie moderne.
Brothers: A Tale of Two Sons
(2020)