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Gegenstand der Untersuchung ist die Wettbewerbsfähigkeit der OECD-Länder. Inhalt: 1. Einleitung 2. Ausgangspunkt der Untersuchung 3. Die theoretische Entwicklung des Pfadmodells 3.1. Die Zielvariablen 3.2. Die Einflußfaktoren der Wettbewerbsfähigkeit 4. Die empirische Analyse 4.1. Korrelationskoeffizienten 4.2. Multiple lineare Regression 5. Schlußbemerkungen
Nested complementation plays an important role in expressing counter- i.e. star-free and first-order definable languages and their hierarchies. In addition, methods that compile phonological rules into finite-state networks use double-nested complementation or “double negation”. This paper reviews how the double-nested complementation extends to a relatively new operation, generalized restriction (GR), coined by the author (Yli-Jyrä and Koskenniemi 2004). This operation encapsulates a double-nested complementation and elimination of a concatenation marker, diamond, whose finite occurrences align concatenations in the arguments of the operation. The paper demonstrates that the GR operation has an interesting potential in expressing regular languages, various kinds of grammars, bimorphisms and relations. This motivates a further study of optimized implementation of the operator.
Generalized Two-Level Grammar (GTWOL) provides a new method for compilation of parallel replacement rules into transducers. The current paper identifies the role of generalized lenient composition (GLC) in this method. Thanks to the GLC operation, the compilation method becomes bipartite and easily extendible to capture various application modes. In the light of three notions of obligatoriness, a modification to the compilation method is proposed. We argue that the bipartite design makes implementation of parallel obligatoriness, directionality, length and rank based application modes extremely easy, which is the main result of the paper.
Inverted perovskite solar cells still suffer from significant non-radiative recombination losses at the perovskite surface and across the perovskite/C₆₀ interface, limiting the future development of perovskite-based single- and multi-junction photovoltaics. Therefore, more effective inter- or transport layers are urgently required. To tackle these recombination losses, we introduce ortho-carborane as an interlayer material that has a spherical molecular structure and a three-dimensional aromaticity. Based on a variety of experimental techniques, we show that ortho-carborane decorated with phenylamino groups effectively passivates the perovskite surface and essentially eliminates the non-radiative recombination loss across the perovskite/C₆₀ interface with high thermal stability. We further demonstrate the potential of carborane as an electron transport material, facilitating electron extraction while blocking holes from the interface. The resulting inverted perovskite solar cells deliver a power conversion efficiency of over 23% with a low non-radiative voltage loss of 110 mV, and retain >97% of the initial efficiency after 400 h of maximum power point tracking. Overall, the designed carborane based interlayer simultaneously enables passivation, electron-transport and hole-blocking and paves the way toward more efficient and stable perovskite solar cells.
Inverted perovskite solar cells still suffer from significant non-radiative recombination losses at the perovskite surface and across the perovskite/C₆₀ interface, limiting the future development of perovskite-based single- and multi-junction photovoltaics. Therefore, more effective inter- or transport layers are urgently required. To tackle these recombination losses, we introduce ortho-carborane as an interlayer material that has a spherical molecular structure and a three-dimensional aromaticity. Based on a variety of experimental techniques, we show that ortho-carborane decorated with phenylamino groups effectively passivates the perovskite surface and essentially eliminates the non-radiative recombination loss across the perovskite/C₆₀ interface with high thermal stability. We further demonstrate the potential of carborane as an electron transport material, facilitating electron extraction while blocking holes from the interface. The resulting inverted perovskite solar cells deliver a power conversion efficiency of over 23% with a low non-radiative voltage loss of 110 mV, and retain >97% of the initial efficiency after 400 h of maximum power point tracking. Overall, the designed carborane based interlayer simultaneously enables passivation, electron-transport and hole-blocking and paves the way toward more efficient and stable perovskite solar cells.
This study examined the spoken narrative skills of a group of bilingual Mandarin–English speaking 3–6-year-olds (N = 25) in Australia, using a remote online story-retell task. Bilingual preschoolers are an understudied population, especially those who are speaking typologically distinct languages such as Mandarin and English which have fewer structural overlaps compared to language pairs that are typologically closer, reducing cross-linguistic positive transfer. We examined these preschoolers’ spoken narrative skills as measured by macrostructures (the global organization of a story) and microstructures (linguistic structures, e.g., total number of utterances, nouns, verbs, phrases, and modifiers) across and within each language, and how various factors such as age and language experiences contribute to individual variability. The results indicate that our bilingual preschoolers acquired spoken narrative skills similarly across their two languages, i.e., showing similar patterns of productivity for macrostructure and microstructure elements in both of their two languages. While chronological age was positively correlated with macrostructures in both languages (showing developmental effects), there were no significant correlations between measures of language experiences and the measures of spoken narrative skills (no effects for language input/output). The findings suggest that although these preschoolers acquire two typologically diverse languages in different learning environments, Mandarin at home with highly educated parents, and English at preschool, they displayed similar levels of oral narrative skills as far as these macro−/micro-structure measures are concerned. This study provides further evidence for the feasibility of remote online assessment of preschoolers’ narrative skills.
We introduce and study a Lévy walk (LW) model of particle spreading with a finite propagation speed combined with soft resets, stochastically occurring periods in which an harmonic external potential is switched on and forces the particle towards a specific position. Soft resets avoid instantaneous relocation of particles that in certain physical settings may be considered unphysical. Moreover, soft resets do not have a specific resetting point but lead the particle towards a resetting point by a restoring Hookean force. Depending on the exact choice for the LW waiting time density and the probability density of the periods when the harmonic potential is switched on, we demonstrate a rich emerging response behaviour including ballistic motion and superdiffusion. When the confinement periods of the soft-reset events are dominant, we observe a particle localisation with an associated non-equilibrium steady state. In this case the stationary particle probability density function turns out to acquire multimodal states. Our derivations are based on Markov chain ideas and LWs with multiple internal states, an approach that may be useful and flexible for the investigation of other generalised random walks with soft and hard resets. The spreading efficiency of soft-rest LWs is characterised by the first-passage time statistic.
Seit John Dewey und Donald Schön besteht weitgehender Konsens, dass Reflexivität eine wichtige Kompetenz von Lehrkräften darstellt und die Reflexion in den Unterrichtsalltag einer Lehrkraft integriert sein sollte. Es wird davon ausgegangen, dass Reflexion, wenn sie absichtsvoll und zielgerichtet eingesetzt wird, die berufliche Entwicklung einer Lehrkraft positiv beeinflussen kann. Überzeugungen, Einstellungen und Verhaltensweisen können durch die Reflexion bewusster wahrgenommen und verändert werden. Sie regt Lernprozesse an, stärkt Eigenverantwortung und Autonomie und steigert die Berufszufriedenheit. Allerdings birgt die Förderung von Reflexivität im Rahmen der Lehrkräftebildung einige Schwierigkeiten und trotz nunmehr über 40 Jahren theoretischer sowie empirischer Erörterung bleiben bis heute auch verschiedene Fragen unbeantwortet. Im Beitrag werden auf Grundlage der aktuellen Diskussion das Konzept der Reflexion sowie Möglichkeiten und Grenzen der Förderung von Reflexivität dargelegt und es wird aufgezeigt, welche besonderen Herausforderungen der Lehrberuf hierbei birgt. Abschließend wird erörtert, welche aktuellen Forschungslücken und -desiderate bestehen.