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Sonstige beteiligte Institutionen
The paper analyses specific characteristics of language that influence the development of culture and societies. The problem of the connection between language and culture has occupied the minds of many famous scientists: some believe that language is a part of the culture as a whole; others think that language is only a form of cultural expression. Undoubtedly, language constitutes a vital component of the cultural background underlying social development. Language is an essential means of communication and interaction. However, language is at the same time sovereign about culture as a whole and can be separate from culture or compared to culture as an equal element (i.e., that language is neither a form nor a component of culture).
Mechanistic possibilitles responsible for nonlinear shapes of the dose-response relationship in chemical carcinogenesis are discussed. (i) Induction and saturation of enzymatic activation and detoxification processes and of DNA repair affect the relationship between dose and steady-state DNA adduct Ievel; (ii) The fixation of DNA adducts in the form of mutations is accelerated by stimulation of the cell division, for Jnstance due to regenerative hyperplasia at cytotoxic dose Ievels; (iii) The rate of tumor formation results from a superposition of the rates of the individual steps. It can become exponential with dose if more than one step is accelerated by the DNA damage exerted by the genotoxic carcinogen. The strongly sigmoidal shapes often observed for dose-tumor incidence relationships in animal bioassays supports this analysis. A power of four for the dose in the su~linear part of the curve is the maximum observed (formaldehyde). In contrast to animal experiments, epidemiological data ln humans rarely show a slgnificant deviation from linearity. The discrepancy might be explained by the fact that a I arge nu mber of genes contribute to the overall sensitivity of an individual and to the respective heterogeneity within the human population. Mechanistic nonlinearities are flattened out in the presence of genetic and life-style factors which affect the sensitivity for the development of cancer. For a risk assessment, linear extrapolation from the high-dose lncidence to the spontaneaus rate can therefore be approprlate in a heterogeneous population even if the mechanism of action would result in a nonlinear shape of the dose-response curve in a homogeneaus population.
[7-3H)Styrene 7,8-oxide was administered by oral gavage to male CD rats at a dose of 1.3 mg/kg. After 4 h, the forestomach was excised, DNA was isolated, purified to constant specific radioactivity and degraded nzymatically to the 3 '-nucleotides. Highperformance liquid chromatography fractions with the normal nucleotides contained most of the radiolabel, but a minute level of adduct label was also detccted. Using the units of the covalent binding index (micromoles adduct per mole DNA nucleotide)/(millimole chemical administered per kilogram body weight), a DNA binding potency of 1.0 was derived. A comparison of the covalent binding indices and carcinogenic potencies of other genotoxic forestarnach carcinogens showed that the tumorigenic activity of styrene oxide is unlikely to be purely genotoxic. Therefore, styrene oxide was compared with 3-tbutylhydroxyanisole (BHA) with respect to stimulation of cell proliferation in the forestomach. Male Fischer 344 rats were treated for four weeks at three dose levels of styrene oxide (0, 137, 275 and 550 mg/kg, three times per week by oral gavage) and BHA (0, 0.5, 1 and 2% in the diet); the highest doses had been reported to result in 84% and 22% carcinomas in the forestomach, respectively. Cell proliferation was assessed by incorporation of bromodeoxyuridine into DNA and immunohistochemical analysis. An increase in the lablling indexwas found in a11 treated animals. In the prefundic region of the forestomach, the labeHing index increased significantly, from 42% (controls) to 54% with styrene oxide and from 41 to 55% with BHA. Rats treated with BHA also had severe hyperplastic lesions in the prefundic region, i.e., at the location of BHA-induced forestomach carcinomas. The number of cells per millimetre of section length was increased up to 19 fold. Hyperplastic lesions were not seen with styrene oxide, despite the higher tumour incidence reported with this compound. We conclude that the carcinogenicity of styrene oxide to the forestomach most probably involves a mechanism in which marginal genotoxicity is combined with promotion by increased cell proliferation.
Teaching comprises all types of disciplines and teachers need to look outside the confines of English as a Second Language. The acquisition of knowledge comes in a variety of the learners’ educational potential. English as a Second Language in teaching and learning, focuses on active learner’s involvement and reduction of coercion. Indeed, Gibran’s thoughts remain true that “wisdom leads one to discuss his or her potentials. To realize this, teachers in all educational levels have to portray a less dominant classroom role in accord with the importance of classroom interaction in the teaching learning process.
N.A. Flaunders retorted that “in the average classroom someone is talking for two-thirds of the time, two-thirds of the task is direct influence.” What does this mean? Students’ participation or interaction in the classroom has a significant content to enhance their linguistic competence and its core basis is how to use the language as the most important factor in the classroom. Comprehending the information caters one to establish a fair and well-balanced condition that teachers are facilitators, and the learners are to stay in the frontline.
In today’s classroom setting, the adoption-adaption of teaching strategies focuses on the learners’ ability to have a strong command or fluency of the language. ESL is learned around the globe and the learners’ interests are the primary goals in the teaching and learning process. Colin Blakemore once said that “True knowledge, as Plato argues, must be within us all, and learning consists of solely of discussing what we already know.”
In an ESL classroom, discovery of knowledge is not a new game. Teachers do perform their tasks and the learners serve not as passive listeners but as active recipients in the transformation-sharing of all the five macro skills namely speaking, reading, writing, listening, and viewing. In fact, if commitment, knowledge of subject-matter for independent learning, and management of learning are packaged in one big box, both the teachers and the learners will operate a mutual process of generating a lively culture and quality of educational life.
With the aforementioned views I had experienced in teaching ESL, the teacher’s passion for teaching and attitude in dealing with the learners create a strong impact on the learners cognitive, affective, and psychomotor domains.
To reopen educational institutions and return to the classroom, we all need to modify how we act to successfully face the challenges of the new normal resulting from the COVID-19 pandemic and entailing our insights into and the after-effects of the pandemic. More specifically, the new normal might encompass online education we are getting used to during the pandemic and the age-old onsite education as well. Thoughtfully integrated, online and onsite learning combine to create blended learning. However, the pertinent literature reveals that English as a foreign language (EFL) students and teachers differently perceive and react to blended learning in diverse contexts. This study was designed to explore student and teacher perceptions of and reactions to blended learning in the Department of English, Jahangirnagar University in the new normal. Fifty undergraduates of EFL and eight teachers of the department participated in the study. To collect data from them, the Student Questionnaire and the Teacher Questionnaire were used. And the data were processed by applying the SPSS programme module. The findings revealed that the majority of the students and the teachers had mostly positive perceptions of blended learning, although the former did not have sufficient exposure to online learning and the latter lacked adequate insights into online teaching. Further, both the students and the teachers expressed mostly positive reactions to blended learning in the new normal, though the former deemed online examinations inadequately smooth and reliable, and the latter had insufficient experience of online instruction and assessment. The study categorically recommends reforming the curriculum, adopting relevant instructional strategies, developing suitable materials, customizing the assessment, integrating and installing technology, training the teachers, upskilling the students for blended learning, improving the infrastructure, and adjusting the management.
No abstract available.
Lotta Mayer fragt nach akephalen Konfliktkonstellationen in Gesellschaften, in denen entweder eine Zentralgewalt zwar existiert, jedoch faktisch nicht willens bzw. nicht in der Lage ist, Konflikte zu regulieren, oder aber den Konfliktparteien selbst daran gelegen ist, ein Eingreifen der Zentralgewalt durch klandestines Handeln zu verhindern, und sie deshalb auf Formen der Selbstregulation von Konflikten zurückgreifen
No abstract available.
No abstract available.
No abstract available.
Im Landkreis Regensburg, zwischen den Ortschaften Sünching und Riekofen wurde 2020/21 im Rahmen von Straßenbaumaßnahmen eine Kreisgrabenanlage der späten Münchshöfener Kultur entdeckt. Die ovaloide, SSW-NNO-orientierte Anlage umspannte ehemals ein Areal von 110 × 70 m, wurde aber nur partiell ergraben. Sie besteht aus zwei großen Außengräben, zwei kleineren Innengräbchen, von denen eines als Palisadengräbchen identifiziert wurde, sowie aus drei Querriegeln. Die Außengräben deuten eine Zweiphasigkeit des Grabenwerks an. Ursprünglich wurde es mit Eingängen im Norden und Südosten angelegt. Der nördliche Eingang wurde später geschlossen und der südöstliche stark verkleinert. Eingangssituationen in den Innengräbchen ließen sich nicht beobachten.
Bemerkenswert ist das Riekofener Erdwerk dadurch, dass es über eine mehrphasige Innenbebauung verfügt. Hervorzuheben sind hierbei die Reste dreier NNW-SSO ausgerichteter Wandgräbchenbauten, von denen bayernweit nur wenige vergleichbare Exemplare bekannt sind. Ein weiterer, wenngleich nicht vollständig gesicherter Wandgräbchenbau findet sich am einstigen nördlichen Eingang der Anlage. Ferner konnten die Grundrisse dreier, wohl ebenfalls münchshöfenzeitlich datierender Pfostenbauten dokumentiert werden. Gebäude dieser Art finden ebenfalls nur wenige Vergleiche und stellen, wie die Wandgräbchenbauten eine wichtige Bereicherung des bisher bekannten Quellenbestands dar.
Im Mittelpunkt des Beitrags von Peter Münte steht die detaillierte Analyse von Ausschnitten des Transkripts einer Mediationssitzung, die exemplarische Einblicke in die Struktur und den Verlauf mediatorischer Interaktion gewährt – auch bezüglich der Frage, welchen Einfluss die Artefaktkultur moderierter Kommunikation, insbesondere die Verwendung eines Flipcharts, auf diesen Verlauf nimmt.