Die Beziehung von Lehrperson und Lernenden kennzeichnet eine komplexe Asymmetrie. Sie gilt als konstitutiv für die pädagogische Beziehung, aber auch als von der Lehrkraft zu bearbeitendes ...Handlungsproblem. Diese rekonstruktive Studie untersucht den habitualisierten Umgang von Lehrkräften mit der Asymmetrie in der Interaktion mit Lernenden. Sie schlägt eine heuristische Konzeption der asymmetrischen Beziehungsstruktur in ihrer Mehrdimensionalität vor und nimmt anhand mittels Dokumentarischer Methode ausgewerteter Gruppendiskussionen die habitualisierten Orientierungen und konjunktiven Erfahrungen von Lehrkräften zur Asymmetriegestaltung in den Blick. Die Ergebnisse werfen weiterführende Fragen zur Auseinandersetzung von Lehrkräften mit der Asymmetrie der pädagogischen Beziehung wie auch metatheoretische Fragen zur Konzeption habitualisierter Orientierungen von Lehrkräften auf. (DIPF/Orig.)
Arguably one of the most characteristic features of the teacher-student relationship is its multifaceted asymmetry in knowledge, ability, experience, dependency, power, etc. The ambivalent ...significance of this asymmetry for the teacher-student interaction has been highlighted by educational researchers, teachers, and teacher educators alike. The asymmetrical relationship structure is assumed to be central to the “grammar of schooling” that enables pedagogical interaction in the classroom and sets its parameters. At the same time, it is also considered to pose challenges to teachers in their interaction with students. So far, however, no conceptual account of the asymmetry has been proposed, and few studies have investigated it systematically as a complex, multifaceted feature of the teacher-student relationship. This qualitative study examines the asymmetry from the teachers’ perspective. Drawing on structural-theoretical accounts of teacher professionalism and systems-theoretical conceptions of pedagogical communication, it develops a schematic conception of the asymmetry and its complexity that provides a heuristic frame of reference for the empirical study. Using an approach based on Mannheim’s and Bohnsack’s praxeological sociology of knowledge, the study asks how teachers experience their interaction with students regarding the asymmetry of their relationship and how they deal with and shape the asymmetry when interacting with students. The study focuses on the concept of collective orientations, or habitus, of teachers, i.e., collective, embodied, tacit knowledge that underlies the teachers’ actions as implicitly practice-guiding principles. The findings show that the interviewed teachers perceive the asymmetry as being shaped coconstructively through the interaction of teacher and students, although the interviewed teachers differ in how they experience the process of this co-construction: as antagonism or as congruence in co-construction. Moreover, the teachers take for granted the asymmetry of the relationship and their position as superior in knowledge, ability, and experience as well as power and control. They routinely and as a matter of course rely on this position when interacting with students. However, different collective orientations underlie this reliance on the asymmetry. Two contrasting types of orientations have been reconstructed: orientations primarily centered on the assumed requirements of pedagogical practice and orientations primarily centered on the teachers’ self-interest. Furthermore, the complexity of the asymmetrical relationship structure as spelled out by the heuristic-theoretical conception is not reflected in how the teachers experience their interaction with students regarding the asymmetry and how they deal with it. On the one hand, the interviewed teachers focus on selected aspects of the asymmetry. On the other hand, how they deal with the asymmetry is structurally analogous across theoretically distinguishable aspects. These results raise further questions on how teachers experience and deal with the asymmetry as well as more metatheoretical questions regarding the conception of collective orientations underlying teachers’ professional practice.
Eines der zentralen Merkmale der Beziehung von Lehrperson und Lernenden ist ihre vielgestaltige Asymmetrie hinsichtlich Wissen, Können, Erfahrung, Abhängigkeit, Befugnisse etc. Die ambivalente Bedeutung der asymmetrischen Beziehungsstruktur für die Handlungspraxis von Lehrkräften wird im Forschungsdiskurs und von Lehrkräften und Lehrer:innenbildner:innen gleichermaßen betont: Sie ist eine prägende Rahmenbedingung und teilweise grundlegende Voraussetzung pädagogischer Interaktion, aber auch eine Herausforderung für Lehrkräfte im Umgang mit Lernenden. Theoretische Konzeptualisierungen und empirische Studien, die die asymmetrische Beziehungsstruktur in ihrer Komplexität systematisch ausdifferenzieren und als mehrdimensionales Merkmal der pädagogischen Beziehung untersuchen, liegen bisher jedoch kaum vor. Hier setzt diese rekonstruktive Studie an. Ausgehend von struktur- und systemtheoretischen Überlegungen zu pädagogischer Professionalität und Kommunikation wird eine heuristische Konzeption der Asymmetrie vorgeschlagen, die diese theoretisch fundiert ausdifferenziert und systematisiert und vor deren Hintergrund die Ausgestaltung der Asymmetrie durch Lehrkräfte empirisch untersucht wird. Basierend auf mittels Dokumentarischer Methode ausgewerteten Gruppendiskussionen mit Lehrkräften fragt die Studie nach deren Erfahrungen hinsichtlich der Asymmetrie in der Interaktion mit Lernenden und ihrem Umgang mit der Asymmetrie. Dabei fokussiert sie auf die habituellen Orientierungen, d.h. impliziten, konjunktiven Wissensbestände, der Lehrkräfte, die als modus operandi deren Umgang und Auseinandersetzung mit der Asymmetrie strukturieren. Die Ergebnisse zeigen, dass die befragten Lehrkräfte die Ausgestaltung der Asymmetrie in der Interaktion mit Lernenden als Kokonstruktion erleben, die sie jedoch unterschiedlich wahrnehmen: als Komplementarität oder als Opposition von Lehrkraft und Lernenden in der Asymmetriegestaltung. Ferner setzen die befragten Lehrkräfte die asymmetrische Beziehungsstruktur mit Selbstverständlichkeit handlungspraktisch voraus und nehmen ihre superiore Position gegenüber den Lernenden selbstverständlich in Anspruch. Diese selbstverständliche Inanspruchnahme wird von unterschiedlichen habituellen Orientierungen auf je spezifische Weise geprägt. Zwei kontrastierende Typen von Orientierungen ließen sich rekonstruieren: Orientierungen mit primärem Bezug auf wahrgenommene berufliche Erfordernisse und Orientierungen mit primärem Bezug auf eigene persönliche Bedürfnisse. Darüber hinaus zeigen die Ergebnisse, dass sich die in der Heuristik herausgearbeitete Komplexität und Vielgestaltigkeit der asymmetrischen Beziehungsstruktur nicht in der Auseinandersetzung und dem Umgang der Lehrpersonen mit ihr widerspiegeln, sondern die befragten Lehrkräfte auf einzelne Asymmetriefacetten fokussieren und gleichzeitig die Asymmetrie facettenübergreifend homolog, wie ein zusammenhängendes Ganzes, bearbeiten. Die Ergebnisse werfen sowohl weiterführende Fragen zur Auseinandersetzung und zum Umgang von Lehrpersonen mit der Asymmetrie der pädagogischen Beziehung auf als auch metatheoretische Fragen zur Konzeption habitualisierter Orientierungen, die der beruflichen Handlungspraxis von Lehrkräften zugrunde liegen.
Immigrant teachers face several specific expectations from policy makers, colleagues, as well as the media. Often new hopes are pinned on them for teaching (ethnically) diverse learners. Their ...professional identity is inevitably linked to these expectations. In this regard, this paper discusses the findings of a qualitative study exploring the professional identities of immigrant teachers. Furthermore, it draws implications for teacher education. Reflecting on our research findings, we illustrate two types of professional identities: Teachers who accept the “special skills” ascribed to them, and where the migration background constitutes the core of their professional identity, as well as others, who reject the expectations, and appeal to the pedagogical skills they share with their colleagues without a migration background. Given our findings, future teachers need more support when it comes to reflecting their own biography, political and public expectations, and the bearings on their professional identity.
Among patients with type 2 diabetes at high cardiovascular risk, the rates of progression of kidney disease and clinically relevant renal events were lower among patients receiving empagliflozin, a ...sodium–glucose cotransporter 2 inhibitor, than among those receiving placebo.
Type 2 diabetes is a major risk factor for macrovascular and microvascular disease.
1
Kidney disease develops in approximately 35% of patients with type 2 diabetes
2
and is associated with increased mortality.
3
Intensive glucose-lowering strategies have been shown to reduce surrogate markers of renal complications in patients with type 2 diabetes; however, evidence for improvement in advanced renal complications is limited.
4
–
8
Thus, despite optimized glucose control and the use of single-agent blockade of the renin–angiotensin–aldosterone system (RAAS), patients with type 2 diabetes remain at increased risk for death and complications from cardiorenal causes.
9
,
10
Empagliflozin, a selective sodium–glucose cotransporter 2 . . .
In this study, the addition of empagliflozin, an inhibitor of sodium–glucose cotransporter 2, to standard care reduced cardiovascular morbidity and mortality in patients with type 2 diabetes at high ...cardiovascular risk.
Type 2 diabetes is a major risk factor for cardiovascular disease,
1
,
2
and the presence of both type 2 diabetes and cardiovascular disease increases the risk of death.
3
Evidence that glucose lowering reduces the rates of cardiovascular events and death has not been convincingly shown,
4
–
6
although a modest cardiovascular benefit may be observed after a prolonged follow-up period.
7
Furthermore, there is concern that intensive glucose lowering or the use of specific glucose-lowering drugs may be associated with adverse cardiovascular outcomes.
8
Therefore, it is necessary to establish the cardiovascular safety benefits of glucose-lowering agents.
9
Inhibitors of sodium–glucose cotransporter 2 reduce . . .
This 24-week, double-blinded, phase 3 clinical trial (DEPICT-2; ClinicalTrials.gov, NCT02460978) evaluated efficacy and safety of dapagliflozin as adjunct therapy to adjustable insulin in patients ...with inadequately controlled type 1 diabetes (HbA
7.5-10.5%).
Patients were randomized 1:1:1 to dapagliflozin 5 mg (
= 271), dapagliflozin 10 mg (
= 270), or placebo (
= 272) plus insulin. Insulin dose was adjusted by investigators according to self-monitored glucose readings, local guidance, and individual circumstances.
Baseline characteristics were balanced between treatment groups. At week 24, dapagliflozin significantly decreased HbA
(primary outcome; difference vs. placebo: dapagliflozin 5 mg -0.37% 95% CI -0.49, -0.26, dapagliflozin 10 mg -0.42% -0.53, -0.30), total daily insulin dose (-10.78% -13.73, -7.72 and -11.08% -14.04, -8.02, respectively), and body weight (-3.21% -3.96, -2.45 and -3.74% -4.49, -2.99, respectively) (
< 0.0001 for all). Mean interstitial glucose, amplitude of glucose excursion, and percent of readings within target glycemic range (>70 to ≤180 mg/dL) versus placebo were significantly improved. More patients receiving dapagliflozin achieved a reduction in HbA
≥0.5% without severe hypoglycemia compared with placebo. Adverse events were reported for 72.7%, 67.0%, and 63.2% of patients receiving dapagliflozin 5 mg, dapagliflozin 10 mg, and placebo, respectively. Hypoglycemia, including severe hypoglycemia, was balanced between groups. There were more adjudicated definite diabetic ketoacidosis (DKA) events with dapagliflozin: 2.6%, 2.2%, and 0% for dapagliflozin 5 mg, dapagliflozin 10 mg, and placebo, respectively.
Dapagliflozin as adjunct therapy to adjustable insulin in patients with type 1 diabetes was well tolerated and improved glycemic control with no increase in hypoglycemia versus placebo but with more DKA events.
X-ray emission and X-ray Raman scattering spectroscopy are powerful tools to investigate the local electronic and atomic structure of high and low
Z
elements
in situ
. Notably, these methods can be ...applied for
in situ
spectroscopy at high pressure and high temperature using resistively or laser-heated diamond anvil cells in order to achieve thermodynamic conditions which appear in the Earth's interior. We present a setup for combined X-ray emission and X-ray Raman scattering studies at beamline P01 of PETRA III using a portable wavelength-dispersive von Hamos spectrometer together with the permanently installed multiple-analyzer Johann-type spectrometer. The capabilities of this setup are exemplified by investigating the iron spin crossover of siderite FeCO
3
up to 49.3 GPa by measuring the Fe M
2,3
-edge and the Fe Kβ
1,3
emission line simultaneously. With this setup, the Fe valence-to-core emission can be detected together with the Kβ
1,3
emission line providing complementary information on the sample's electronic structure. By implementing a laser-heating device, we demonstrate the strength of using a von Hamos type spectrometer for spin state mapping at extreme conditions. Finally, we give different examples of low
Z
elements' absorption edges relevant for application in geoscience that are accessible with the Johann-type XRS spectrometer. With this setup new insights into the spin transition and compression mechanisms of Earth's mantle materials can be obtained of importance for comprehension of the macroscopic physical and chemical properties of the Earth's interior.
The high spin to low spin transition of siderite is studied by simultaneous X-ray emission and X-ray Raman scattering spectroscopy.
(Acetoxy-)valerenic acid and total essential oil content are important quality attributes of pharmacy grade valerian root (Valerianae radix). Traditional analysis of these quantities is ...time-consuming and necessitates (harmful) solvents. Here we investigated an application of attenuated total reflection Fourier transform infrared spectroscopy for extractionless analysis of these quality attributes on a representative sample comprising 260 wild-crafted individuals covering the Central European taxonomic diversity of the
L. s. l. species aggregate with its three major ploidy cytotypes (i.e., di-, tetra- and octoploid). Calibration models were built by orthogonal partial least squares regression for quantitative analysis of (acetoxy-)valerenic acid and total essential oil content. For the latter, we propose a simplistic protocol involving apolar extraction followed by gas chromatography as a reference method for multivariate calibration in order to handle the analysis of samples taken from individual plants. We found good predictive ability of chemometric models for quantification of valerenic acid, acetoxyvalerenic acid, total sesquiterpenoid acid, and essential oil content with a root mean squared error of cross-validation of 0.064, 0.043, and 0.09 and root mean squared error of prediction of 0.066, 0.057, and 0.09 (% content), respectively. Orthogonal partial least squares discriminant analysis revealed good discriminability between the most productive phenotype (i.e., the octoploid cytotype) in terms of sesquiterpenoid acids, and the less productive ones (i.e., di- and tetraploid). All in all, our results demonstrate the application of attenuated total reflection Fourier transform infrared spectroscopy for rapid, extractionless estimation of the most important quality attributes of valerian root and minimally invasive identification of the most productive phenotype in terms of sesquiterpenoid acids.
In addition to portability, TEE offers confirmation of cardiac function before VV-ECMO insertion, visualization of cannula flow, and immediate identification of procedural related complications which ...may not be recognized on fluoroscopy.
X-ray emission and X-ray Raman scattering spectroscopy are powerful tools to investigate the local electronic and atomic structure of high and low Z elements in situ. Notably, these methods can be ...applied for in situ spectroscopy at high pressure and high temperature using resistively or laser-heated diamond anvil cells in order to achieve thermodynamic conditions which appear in the Earth's interior. We present a setup for combined X-ray emission and X-ray Raman scattering studies at beamline P01 of PETRA III using a portable wavelength-dispersive von Hamos spectrometer together with the permanently installed multiple-analyzer Johann-type spectrometer. The capabilities of this setup are exemplified by investigating the iron spin crossover of siderite FeCO3 up to 49.3 GPa by measuring the Fe M2,3-edge and the Fe Kβ1,3 emission line simultaneously. With this setup, the Fe valence-to-core emission can be detected together with the Kβ1,3 emission line providing complementary information on the sample's electronic structure. By implementing a laser-heating device, we demonstrate the strength of using a von Hamos type spectrometer for spin state mapping at extreme conditions. Finally, we give different examples of low Z elements' absorption edges relevant for application in geoscience that are accessible with the Johann-type XRS spectrometer. With this setup new insights into the spin transition and compression mechanisms of Earth's mantle materials can be obtained of importance for comprehension of the macroscopic physical and chemical properties of the Earth's interior.
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