In recent years a set of new ‘postempiricist’ approaches to public policy, drawing on discursive analysis and participatory deliberative practices, have come to challenge the dominant technocratic, ...empiricist models in policy analysis. In this book, Frank Fischer brings together this work for the first time and critically examines its implications for the field of public policy studies. He describes the theoretical, methodological and political dimensions of this emerging approach to policy research. The book includes a discussion of the social construction of policy problems, the role of interpretation and narrative analysis in policy inquiry, the dialectics of policy argumentation, and the uses of participatory policy analysis. After an introductory chapter, ten further chapters are arranged in four parts: Part I, Public Policy and the Discursive Construction of Reality (two chapters), introduces the re-emergence of interest in ideas and discourse. It then turns to the postempiricist or constructionist view of social reality, presenting public policy as a discursive construct that turns on multiple interpretations. Part II, Public Policy as Discursive Politics (two chapters), examines more specifically the nature of discursive politics and discourse theory and illustrates through a particular disciplinary debate the theoretical, methodological, and political implications of such a conceptual reframing of policy inquiry. Part III, Discursive Policy Inquiry: Resituating Empirical Analysis (four chapters), offers a postempiricist methodology for policy inquiry based on the logic of practical discourse, and explores specific methodological perspectives pertinent to such an orientation, in particular the role of interpretation in policy analysis, narrative policy analysis, and the dialectics of policy argumentation. Part IV, Deliberative Governance (two chapters), discusses the participatory implications of such a method and the role of the policy analyst as facilitator of citizen deliberation .
We propose a model of contextual facilitators for learning activities involving technology (in short: C♭-model) for both on-site and distance learning environments in higher education. The C♭-model ...aims at systematizing research on digital teaching and learning and offers a roadmap for future research to understand the complex dynamic of factors that lead to successful digital teaching and learning in higher education via suitable learning activities. First, we introduce students' learning outcomes as central benchmarks of teaching and learning with digital technologies in higher education. Second, we want to focus on a major proximal factor for students' learning outcomes and thus apply a learning activities perspective. Learning activities involving digital technologies reflect cognitive processes of students when using digital technologies and are causally connected with students' learning outcomes. Third, we highlight several contextual facilitators for learning activities involving technology in the C♭-model: learning opportunities that result from higher education teachers' instructional use of technology and students' self-arranged learning opportunities involving digital technologies. Apart from these proximal facilitators, we include more distal factors, namely, higher education teachers' knowledge, skills, and attitudes toward digital technology; higher education teachers' qualification; students' and teachers’ digital technology equipment; and institutional, organizational, and administrative factors.
•The C♭-model introduces students' learning outcome as central benchmark of higher education.•The C♭-model emphasizes students' learning activities that are directly and causally related to students' learning outcomes.•The C♭-model systematizes contextual facilitators for learning activities involving technology in higher education.•The C♭-model includes contextual facilitators ranging from students and teachers to equipment and institutions.•The C♭-model specifies relationships between facilitators and learning activities in higher education.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UILJ, UL, UM, UPCLJ, UPUK, ZAGLJ, ZRSKP
A meta-analysis was undertaken to reexamine near- and far-transfer effects following working-memory training and to consider potential moderators more systematically. Forty-seven studies with 65 ...group comparisons were included in the meta-analysis. Results showed near-transfer effects to short-term and working-memory skills that were sustained at follow-up with effect sizes ranging from g = 0.37 to g = 0.72 for immediate transfer and g = 0.22 to g = 0.78 for long-term transfer. Far-transfer effects to other cognitive skills were small, limited to nonverbal (g = 0.14) and verbal (g = 0.16) ability and not sustained at follow-up. Several moderators (e.g., duration of training sessions, supervision during training) had an influence on transfer effects, including far-transfer effects. We present principles for how best to improve working memory through training in the narrow-task paradigm and conjecture how best to improve basic cognitive functions in complex activity contexts.
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BFBNIB, DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
This article presents an outline of a script theory of guidance for computer-supported collaborative learning (CSCL). With its 4 types of components of internal and external scripts (play, scene, ...role, and scriptlet) and 7 principles, this theory addresses the question of how CSCL practices are shaped by dynamically reconfigured internal collaboration scripts of the participating learners. Furthermore, it explains how internal collaboration scripts develop through participation in CSCL practices. It emphasizes the importance of active application of subject matter knowledge in CSCL practices, and it prioritizes transactive over nontransactive forms of knowledge application in order to facilitate learning. Further, the theory explains how external collaboration scripts modify CSCL practices and how they influence the development of internal collaboration scripts. The principles specify an optimal scaffolding level for external collaboration scripts and allow for the formulation of hypotheses about the fading of external collaboration scripts. Finally, the article points toward conceptual challenges and future research questions.
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BFBNIB, DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
Simulation-based learning offers a wide range of opportunities to practice complex skills in higher education and to implement different types of scaffolding to facilitate effective learning. This ...meta-analysis includes 145 empirical studies and investigates the effectiveness of different scaffolding types and technology in simulation-based learning environments to facilitate complex skills. The simulations had a large positive overall effect: g = 0.85, SE = 0.08; CIs 0.69, 1.02. Technology use and scaffolding had positive effects on learning. Learners with high prior knowledge benefited more from reflection phases; learners with low prior knowledge learned better when supported by examples. Findings were robust across different higher education domains (e.g., medical and teacher education, management). We conclude that (1) simulations are among the most effective means to facilitate learning of complex skills across domains and (2) different scaffolding types can facilitate simulation-based learning during different phases of the development of knowledge and skills.
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NUK, OILJ, SAZU, UKNU, UL, UM, UPUK
Donald Trump’s presidency was a wild ride for the American public. His populist attempt to turn American politics on its head was anti-democratic, anti-media, racist, and anti-science. Waging “war on ...truth,” Trump sought to fundamentally turn the political system toward the contemporary variant of right-wing conservativism. Despite losing the 2020 election, his populist “post-truth” politics is still very much alive and threatens to have a lasting effect on American politics. It is today impo...
Computer-supported collaborative learning (CSCL) is often based on written argumentative discourse of learners, who discuss their perspectives on a problem with the goal to acquire knowledge. Lately, ...CSCL research focuses on the facilitation of specific processes of argumentative knowledge construction, e.g., with computer-supported collaboration scripts. In order to refine process-oriented instructional support, such as scripts, we need to measure the influence of scripts on specific processes of argumentative knowledge construction. In this article, we propose a multi-dimensional approach to analyze argumentative knowledge construction in CSCL from sampling and segmentation of the discourse corpora to the analysis of four process dimensions (participation, epistemic, argumentative, social mode).
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UL, UM, UPCLJ, UPUK
Integrity of human skin is endangered by exposure to UV irradiation and chemical stressors, which can provoke a toxic production of reactive oxygen species (ROS) and oxidative damage. Since oxidation ...of proteins and metabolites occurs virtually instantaneously, immediate cellular countermeasures are pivotal to mitigate the negative implications of acute oxidative stress. We investigated the short-term metabolic response in human skin fibroblasts and keratinocytes to H2O2 and UV exposure. In time-resolved metabolomics experiments, we observed that within seconds after stress induction, glucose catabolism is routed to the oxidative pentose phosphate pathway (PPP) and nucleotide synthesis independent of previously postulated blocks in glycolysis (i.e., of GAPDH or PKM2). Through ultra-short 13C labeling experiments, we provide evidence for multiple cycling of carbon backbones in the oxidative PPP, potentially maximizing NADPH reduction. The identified metabolic rerouting in oxidative and non-oxidative PPP has important physiological roles in stabilization of the redox balance and ROS clearance.
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•Oxidants induce rerouting of glucose flux into oxidative PPP within seconds•Initial rerouting is independent of GADPH or PKM2 inhibition•Multiple cycling of carbon molecules in PPP potentially amplifies NADPH production•PPP activation might be involved in resistance against ROS-based cancer therapies
The human skin is continuously exposed to oxidative stress induced by UV irradiation. Kuehne and Emmert et al. report how skin cells reroute glucose flux into the oxidative pentose phosphate pathway as a first-line defense to increase NADPH production, which is essential to prevent oxidative damage.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UILJ, UL, UM, UPCLJ, UPUK, ZAGLJ, ZRSKP
Sirtuins are protein deacetylases regulating metabolism and stress responses. The seven human Sirtuins (Sirt1–7) are attractive drug targets, but Sirtuin inhibition mechanisms are mostly ...unidentified. We report the molecular mechanism of Sirtuin inhibition by 6-chloro-2,3,4,9-tetrahydro-1H-carbazole-1-carboxamide (Ex-527). Inhibitor binding to potently inhibited Sirt1 and Thermotoga maritima Sir2 and to moderately inhibited Sirt3 requires NAD ⁺, alone or together with acetylpeptide. Crystal structures of several Sirtuin inhibitor complexes show that Ex-527 occupies the nicotinamide site and a neighboring pocket and contacts the ribose of NAD ⁺ or of the coproduct 2’- O -acetyl-ADP ribose. Complex structures with native alkylimidate and thio-analog support its catalytic relevance and show, together with biochemical assays, that only the coproduct complex is relevant for inhibition by Ex-527, which stabilizes the closed enzyme conformation preventing product release. Ex-527 inhibition thus exploits Sirtuin catalysis, and kinetic isoform differences explain its selectivity. Our results provide insights in Sirtuin catalysis and inhibition with important implications for drug development.
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BFBNIB, NMLJ, NUK, PNG, SAZU, UL, UM, UPUK
Influencing students' educational achievements first requires understanding the underlying processes that lead to variation in students' performance. Researchers are therefore increasingly interested ...in analyzing the differences in behavior displayed in educational assessments rather than merely assessing their outcomes. Such analyses provide valuable information on the differences between successful and unsuccessful students and help to design appropriate interventions. Complex problem-solving (CPS) tasks have proven to provide particularly rich process data as they allow for a multitude of behaviors several of which can lead to a successful performance. So far, this data has often been analyzed on a rather aggregated level looking at an average number of actions or predefined strategies with only a few articles investigating the specific actions performed. In this paper, we report the results of an exploratory analysis of CPS log-files that is aimed at distinguishing between students that applied the correct strategy to a problem but failed to solve it and those applying the strategy successfully. In that, the sequence of behavior displayed is reduced to interpretable parts (n-grams) that allow searching for meaningful differences between the two groups of students. This level of analysis allows finding previously undefined or unknown patterns within the data and increases our understanding of the processes underlying successful problem-solving behavior even further.
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