Refine
Has Fulltext
- yes (668) (remove)
Year of publication
- 2015 (668) (remove)
Document Type
- Article (255)
- Postprint (197)
- Doctoral Thesis (108)
- Monograph/Edited Volume (33)
- Part of Periodical (26)
- Preprint (12)
- Review (11)
- Conference Proceeding (7)
- Master's Thesis (7)
- Bachelor Thesis (5)
Keywords
- Patholinguistik (20)
- Sprachtherapie (20)
- geistige Behinderung (20)
- mental deficiency (20)
- patholinguistics (20)
- primary progessive aphasia (20)
- primär progessive Aphasie (20)
- speech therapy (20)
- Armut (13)
- Nachhaltigkeit (13)
Institute
- Institut für Physik und Astronomie (108)
- Mathematisch-Naturwissenschaftliche Fakultät (70)
- Institut für Informatik und Computational Science (52)
- Institut für Chemie (39)
- MenschenRechtsZentrum (37)
- Humanwissenschaftliche Fakultät (36)
- Institut für Romanistik (32)
- Department Linguistik (30)
- Institut für Geowissenschaften (29)
- Institut für Biochemie und Biologie (24)
Wie verhandelt die Praxis?
(2015)
Aus dem Inhalt:
- 10 Jahre Responsibility to Protect: Ein Sieg für die Menschenrechte? – Eine politik- und rechtswissenschaftliche Analyse
- Neue Regeln zur Abwesenheit des Angeklagten vor dem IStGH:
Menschenrechtliche Anforderungen an In-absentia-Verfahren
- EGMR: S.A.S. ./. Frankreich – Urteilsbesprechung zum Burkaverbot
We study segregation of the subducted oceanic crust (OC) at the core mantle boundary and its ability to accumulate and form large thermochemical piles (such as the seismically observed Large Low Shear Velocity Provinces - LLSVPs). Our high-resolution numerical simulations suggest that the longevity of LLSVPs for up to three billion years, and possibly longer, can be ensured by a balance in the rate of segregation of high-density OC-material to the CMB, and the rate of its entrainment away from the CMB by mantle upwellings.
For a range of parameters tested in this study, a large-scale compositional anomaly forms at the CMB, similar in shape and size to the LLSVPs. Neutrally buoyant thermochemical piles formed by mechanical stirring - where thermally induced negative density anomaly is balanced by the presence of a fraction of dense anomalous material - best resemble the geometry of LLSVPs. Such neutrally buoyant piles tend to emerge and survive for at least 3Gyr in simulations with quite different parameters. We conclude that for a plausible range of values of density anomaly of OC material in the lower mantle - it is likely that it segregates to the CMB, gets mechanically mixed with the ambient material, and forms neutrally buoyant large scale compositional anomalies similar in shape to the LLSVPs.
We have developed an efficient FEM code with dynamically adaptive time and space resolution, and marker-in-cell methodology. This enabled us to model thermochemical mantle convection at realistically high convective vigor, strong thermally induced viscosity variations, and long term evolution of compositional fields.
In this thesis we study reciprocal classes of Markov chains. Given a continuous time Markov chain on a countable state space, acting as reference dynamics, the associated reciprocal class is the set of all probability measures on path space that can be written as a mixture of its bridges. These processes possess a conditional independence property that generalizes the Markov property, and evolved from an idea of Schrödinger, who wanted to obtain a probabilistic interpretation of quantum mechanics.
Associated to a reciprocal class is a set of reciprocal characteristics, which are space-time functions that determine the reciprocal class. We compute explicitly these characteristics, and divide them into two main families: arc characteristics and cycle characteristics. As a byproduct, we obtain an explicit criterion to check when two different Markov chains share their bridges.
Starting from the characteristics we offer two different descriptions of the reciprocal class, including its non-Markov probabilities.
The first one is based on a pathwise approach and the second one on short time asymptotic. With the first approach one produces a family of functional equations whose only solutions are precisely the elements of the reciprocal class. These equations are integration by parts on path space associated with derivative operators which perturb the paths by mean of the addition of random loops. Several geometrical tools are employed to construct such formulas. The problem of obtaining sharp characterizations is also considered, showing some interesting connections with discrete geometry. Examples of such formulas are given in the framework of counting processes and random walks on Abelian groups, where the set of loops has a group structure.
In addition to this global description, we propose a second approach by looking at the short time behavior of a reciprocal process. In the same way as the Markov property and short time expansions of transition probabilities characterize Markov chains, we show that a reciprocal class is characterized by imposing the reciprocal property and two families of short time expansions for the bridges. Such local approach is suitable to study reciprocal processes on general countable graphs. As application of our characterization, we considered several interesting graphs, such as lattices, planar
graphs, the complete graph, and the hypercube.
Finally, we obtain some first results about concentration of measure implied by lower bounds on the reciprocal characteristics.
The relationship between nutrition and the development of chronic diseases including metabolic syndrome, diabetes mellitus, cancer and cardiovascular disease has been well studied. On the other hand, changes in the GH-IGF-1 axis in association with nutrition-related diseases have been reported. The interplay between GH, total IGF-1 and different inhibitory and stimulatory kinds of IGF-1 binding proteins (IGFBPs) results in IGF-1 bioactivity, the ability of IGF-1 to induce phosphorylation of its receptor and consequently its signaling. Moreover, IGF-1 bioactivity is sufficient to reflect any change in the GH-IGF-1 system. Accumulating evidence suggests that both of high protein diet, characterized by increased glucagon secretion, and insulin-induced hypoglycemia increase mortality rate and the mechanisms are unclear. However both of glucagon and insulin-induced hypoglycemia are potent stimuli of GH secretion. The aim of the current study was to identify the impact of glucagon and insulin-induced hypoglycemia on IGF-1 bioactivity as possible mechanisms. In a double-blind placebo-controlled study, glucagon was intramuscularly administrated in 13 type 1 diabetic patients (6 males /7 females; [BMI]: 24.8 ± 0.95 kg/m2), 11 obese subjects (OP; 5/ 6; 34.4 ± 1.7 kg/m2), and 13 healthy lean participants (LP; 6/ 7; 21.7 ± 0.6 kg/m2), whereas 12 obese subjects (OP; 6/ 6; 34.4 ± 1.7 kg/m2), and 13 healthy lean participants (LP; 6/ 7; 21.7 ± 0.6 kg/m2) performed insulin tolerance test in another double-blind placebo-controlled study and changes in GH, total IGF-1, IGF binding proteins (IGFBPs) and IGF-1 bioactivity, measured by the cell-based KIRA method, were investigated. In addition, the interaction between the metabolic hormones (glucagon and insulin) and the GH-IGF-1 system on the transcriptional level was studied using mouse primary hepatocytes. In this thesis, glucagon decreased IGF-1 bioactivity in humans independently of endogenous insulin levels, most likely through modulation of IGFBP-1 and-2 levels. The glucagon-induced reduction in IGF-1 bioactivity may represent a novel mechanism underlying the impact of glucagon on GH secretion and may explain the negative effect of high protein diet related to increased cardiovascular risk and mortality rate. In addition, insulin-induced hypoglycemia was correlated with a decrease in IGF-1 bioactivity through up-regulation of IGFBP-2. These results may refer to a possible and poorly explored mechanism explaining the strong association between hypoglycemia and increased cardiovascular mortality among diabetic patients.
This dissertation investigates the working memory mechanism subserving human sentence processing and its relative contribution to processing difficulty as compared to syntactic prediction. Within the last decades, evidence for a content-addressable memory system underlying human cognition in general has accumulated (e.g., Anderson et al., 2004). In sentence processing research, it has been proposed that this general content-addressable architecture is also used for language processing (e.g., McElree, 2000).
Although there is a growing body of evidence from various kinds of linguistic dependencies that is consistent with a general content-addressable memory subserving sentence processing (e.g., McElree et al., 2003; VanDyke2006), the case of reflexive-antecedent dependencies has challenged this view. It has been proposed that in the processing of reflexive-antecedent dependencies, a syntactic-structure based memory access is used rather than cue-based retrieval within a content-addressable framework (e.g., Sturt, 2003).
Two eye-tracking experiments on Chinese reflexives were designed to tease apart accounts assuming a syntactic-structure based memory access mechanism from cue-based retrieval (implemented in ACT-R as proposed by Lewis and Vasishth (2005).
In both experiments, interference effects were observed from noun phrases which syntactically do not qualify as the reflexive's antecedent but match the animacy requirement the reflexive imposes on its antecedent. These results are interpreted as evidence against a purely syntactic-structure based memory access. However, the exact pattern of effects observed in the data is only partially compatible with the Lewis and Vasishth cue-based parsing model.
Therefore, an extension of the Lewis and Vasishth model is proposed. Two principles are added to the original model, namely 'cue confusion' and 'distractor prominence'.
Although interference effects are generally interpreted in favor of a content-addressable memory architecture, an alternative explanation for interference effects in reflexive processing has been proposed which, crucially, might reconcile interference effects with a structure-based account.
It has been argued that interference effects do not necessarily reflect cue-based retrieval interference in a content-addressable memory but might equally well be accounted for by interference effects which have already occurred at the moment of encoding the antecedent in memory (Dillon, 2011).
Three experiments (eye-tracking and self-paced reading) on German reflexives and Swedish possessives were designed to tease apart cue-based retrieval interference from encoding interference. The results of all three experiments suggest that there is no evidence that encoding interference affects the retrieval of a reflexive's antecedent.
Taken together, these findings suggest that the processing of reflexives can be explained with the same cue-based retrieval mechanism that has been invoked to explain syntactic dependency resolution in a range of other structures. This supports the view that the language processing system is located within a general cognitive architecture, with a general-purpose content-addressable working memory system operating on linguistic expressions.
Finally, two experiments (self-paced reading and eye-tracking) using Chinese relative clauses were conducted to determine the relative contribution to sentence processing difficulty of working-memory processes as compared to syntactic prediction during incremental parsing.
Chinese has the cross-linguistically rare property of being a language with subject-verb-object word order and pre-nominal relative clauses. This property leads to opposing predictions of expectation-based
accounts and memory-based accounts with respect to the relative processing difficulty of subject vs. object relatives.
Previous studies showed contradictory results, which has been attributed to different kinds local ambiguities confounding the materials (Lin and Bever, 2011). The two experiments presented are the first to compare Chinese relatives clauses in syntactically unambiguous contexts.
The results of both experiments were consistent with the predictions of the expectation-based account of sentence processing but not with the memory-based account. From these findings, I conclude that any theory of human sentence processing needs to take into account the power of predictive processes unfolding in the human mind.
A lot has been published about the competencies needed by
students in the 21st century (Ravenscroft et al., 2012). However, equally
important are the competencies needed by educators in the new era
of digital education. We review the key competencies for educators in
light of the new methods of teaching and learning proposed by Massive
Open Online Courses (MOOCs) and their on-campus counterparts,
Small Private Online Courses (SPOCs).
Participants of this workshop will be confronted exemplarily
with a considerable inconsistency of global Informatics education at
lower secondary level. More importantly, they are invited to contribute
actively on this issue in form of short case studies of their countries.
Until now, very few countries have been successful in implementing
Informatics or Computing at primary and lower secondary level. The
spectrum from digital literacy to informatics, particularly as a discipline
in its own right, has not really achieved a breakthrough and seems to
be underrepresented for these age groups. The goal of this workshop
is not only to discuss the anamnesis and diagnosis of this fragmented
field, but also to discuss and suggest viable forms of therapy in form of
setting educational standards. Making visible good practices in some
countries and comparing successful approaches are rewarding tasks for
this workshop.
Discussing and defining common educational standards on a transcontinental
level for the age group of 14 to 15 years old students in a readable,
assessable and acceptable form should keep the participants of this
workshop active beyond the limited time at the workshop.
Let’s talk about CS!
(2015)
To communicate about a science is the most important key
competence in education for any science. Without communication we
cannot teach, so teachers should reflect about the language they use in
class properly. But the language students and teachers use to communicate
about their CS courses is very heterogeneous, inconsistent and
deeply influenced by tool names. There is a big lack of research and
discussion in CS education regarding the terminology and the role of
concepts and tools in our science. We don’t have a consistent set of
terminology that we agree on to be helpful for learning our science.
This makes it nearly impossible to do research on CS competencies as
long as we have not agreed on the names we use to describe these. This
workshop intends to provide room to fill with discussion and first ideas
for future research in this field.
ProtoSense
(2015)
The poster and abstract describe the importance of teaching
information security in school. After a short description of information
security and important aspects, I will show, how information security
fits into different guidelines or models for computer science educations
and that it is therefore on of the key competencies. Afterwards I will
present you a rough insight of teaching information security in Austria.
Current curricular trends require teachers in Baden-
Wuerttemberg (Germany) to integrate Computer Science (CS) into
traditional subjects, such as Physical Science. However, concrete guidelines
are missing. To fill this gap, we outline an approach where a
microcontroller is used to perform and evaluate measurements in the
Physical Science classroom.
Using the open-source Arduino platform, we expect students to acquire
and develop both CS and Physical Science competencies by using a
self-programmed microcontroller. In addition to this combined development
of competencies in Physical Science and CS, the subject matter
will be embedded in suitable contexts and learning environments,
such as weather and climate.
Think logarithmically!
(2015)
We discuss here a number of algorithmic topics which we
use in our teaching and in learning of mathematics and informatics to
illustrate and document the power of logarithm in designing very efficient
algorithms and computations – logarithmic thinking is one of the
most important key competencies for solving real world practical problems.
We demonstrate also how to introduce logarithm independently
of mathematical formalism using a conceptual model for reducing a
problem size by at least half. It is quite surprising that the idea, which
leads to logarithm, is present in Euclid’s algorithm described almost
2000 years before John Napier invented logarithm.
A project involving the composition of a number of pieces
of music by public participants revealed levels of engagement with and
mastery of complex music technologies by a number of secondary student
volunteers. This paper reports briefly on some initial findings of
that project and seeks to illuminate an understanding of computational
thinking across the curriculum.
Physical computing covers the design and realization of interactive
objects and installations and allows students to develop concrete,
tangible products of the real world that arise from the learners’
imagination. This way, constructionist learning is raised to a level that
enables students to gain haptic experience and thereby concretizes the
virtual. In this paper the defining characteristics of physical computing
are described. Key competences to be gained with physical computing
will be identified.
Mentoring in a Digital World
(2015)
This paper focuses on the results of the evaluation of the first
pilot of an e-mentoring unit designed by the Hands-On ICT consortium,
funded by the EU LLL programme. The overall aim of this two-year
activity is to investigate the value for professional learning of Massive
Online Open Courses (MOOCs) and Community Online Open Courses
(COOCs) in the context of a ‘community of practice’. Three units in the
first pilot covered aspects of using digital technologies to develop creative
thinking skills. The findings in this paper relate to the fourth unit
about e-mentoring, a skill that was important to delivering the course
content in the other three units. Findings about the e-mentoring unit
included: the students’ request for detailed profiles so that participants
can get to know each other; and, the need to reconcile the different
interpretations of e-mentoring held by the participants when the course
begins. The evaluators concluded that the major issues were that: not all
professional learners would self-organise and network; and few would
wish to mentor their colleagues voluntarily. Therefore, the e-mentoring
issues will need careful consideration in pilots two and three to identify
how e-mentoring will be organised.