How to Speak with Intellectual and Theological Decency on the Resurrection of Christ? A Comparison of Swimburne and Wright

In recent scholarship the spiritual reading of the New Testament resurrection stories has come under pressure from new studies of the relevant data. In this article, two of the most conspicuous of these studies are compared and evaluated. First, Richard Swinburne's monograph opens our eyes to the fact that, in interpreting the resurrection stories, much more is at stake than is usually recognised in so-called 'undogmatic' exegesis. However, the rather crude way in which Swinburne deals with these stories, suggesting that they represent Jesus' resurrection as a bare fact not qualitatively different from other historical facts, neglects their peculiarity and displays insufficient hermeneutical sensitivity for their unique theological meaning. Second, Tom Wright's monumental volume is sometimes criticised for a similar single-minded focus on historical questions and a concomitant lack of attention to the eschatological character of Jesus' resurrection. As a result, George Hunsinger has argued, it becomes unclear why the resurrection reports embody life-transforming good news now. Close scrutiny of Wright's book, however, does not vindicate this criticism. Wright neither isolates the question of the resurrection's historicity from its theological meanings nor overlooks the fact that a plausible historical case for the resurrection does not in itself elicit faith. Still, he rightly argues that what people believe about what actually has happened often plays a vital role in their personal transformation. Moreover, the eschatological nature of the resurrection does not rule out the fact that it can be seen and discussed with integrity as a historical issue. © 2008 Scottish Journal of Theology Ltd

Social participation and quality of life of students deaf and hard-of-hearing in inclusive settings – the perspective of primary school teachers

In der vorliegenden Studie wird der Zusammenhang zwischen der sozialen Teilhabe einzelinklusiv beschulter hörgeschädigter Grundschüler/innen und deren Lebensqualität untersucht. Ebenso werden Prädiktoren der sozialen Teilhabe analysiert. Es liegen die Datensätze von 126 Schülern/innen im Alter zwischen sechs und zehn Jahren aus der Befragung von Grundschulpädagogen/innen vor. Beurteilt werden die soziale Teilhabe, die Lebensqualität, die sozialen und kommunikativen Kompetenzen und Verhaltensauffälligkeiten von hörgeschädigten Kindern. Die Einstellungen der befragten Lehrkräfte zur Inklusion werden ebenfalls erfasst. Die Ergebnisse zeigen, dass die soziale Teilhabe mit der Lebensqualität und den kindlichen Kompetenzen in einem signifikanten Zusammenhang steht, jedoch nicht mit den Einstellungen der Lehrkräfte zur Inklusion. Soziale und kommunikative Kompetenzen sowie Verhaltensauffälligkeiten erweisen sich als relevante Prädiktoren für die Partizipationschancen. Zusammen mit den kindlichen Verhaltensauffälligkeiten besitzen die Partizipationschancen direkte Vorhersagekraft für die Lebensqualität. (DIPF/Orig.)The present study investigates the relationship between social participation of deaf and hard-ofhearing (DHH) students from inclusive settings and their quality of life. Also, predictors of social participation are analyzed. Data of 126 DHH students aged between six and ten years are presented provided by the primary school teachers. There are measures available regarding social participation, quality of life, social and communicative skills and behavioral problems of the children. The attitudes of the teachers towards inclusion are also recorded. The results show that social participation is significantly related to quality of life and children‘s social-emotional and communicative competencies, but not to teachers‘ attitudes towards inclusion. Social and communicative competencies as well as behavioral problems prove to be a relevant predictor of social participation. Together with children’s behavioral problems, social participation has a direct effect for quality of life. (DIPF/Orig.

Importance of classroom listening conditions for the participation and quality of life of deaf and hard-of-hearing students in mainstream schools

Über 50 Prozent aller Kinder und Jugendlichen mit einem festgestellten sonderpädagogischen Förderbedarf im Bereich Hören (und Kommunikation) besuchen in Deutschland allgemeine Schulen. Da in inklusiven Bildungssettings vorwiegend in gesprochener Sprache kommuniziert wird, kann eine gute Hörqualität im Unterricht einen wichtigen Beitrag zur Sicherung der kommunikativen Partizipation und des Wohlbefindens der Schüler:innen leisten. Über die Zusammenhänge dieser drei Variablen ist bisher wenig bekannt. Der vorliegende Beitrag präsentiert die Ergebnisse einer Querschnittsuntersuchung, in der mittels standardisierter Fragebögen der Zusammenhang zwischen subjektiv beurteilter Hörqualität im Unterricht (E-HAK), kommunikativer Partizipation (CPQ-D) und Lebensqualität (KINDLR) untersucht wurde. Es liegen dazu die Daten von 156 Schüler:innen im Alter zwischen sieben und 18 Jahren vor. Die Ergebnisse der Korrelationsanalyse zeigen u. a. signifikante positive Zusammenhänge mit geringer bis mittlerer Effektstärke zwischen der subjektiv beurteilten Hörqualität im Unterricht und der kommunikativen Partizipation sowie zwischen der subjektiv beurteilten Hörqualität und der Lebensqualität. Subjektiv gut beurteilte Hörqualität ist mit einem besseren Verstehen der Äußerungen von Lehrkräften und Schüler:innen assoziiert und geht mit einer höher bewerteten Lebensqualität für den Bereich „Schule“ einher. Die Mediationsanalyse zeigt, dass der Zusammenhang von subjektiver Hörqualität und Lebensqualität durch die kommunikative Partizipation vermittelt wird. (DIPF/Orig.)Over 50 percent of all deaf and hard-of-hearing students in Germany attend mainstream schools. Since spoken language is the predominant means of communication in mainstream school classrooms, the listening conditions can substantially affect student participation and well-being in the classroom. However, little is known about the relationship between those three factors. This paper presents the results of a cross-sectional study using standardized questionnaires to investigate the relationship between subjective assessment of classroom listening quality (E-HAK), communicative participation (CPQ-D), and quality of life (KINDLR). Data from 156 pupils aged between 7 to 18 years were used. The results of the correlation analysis revealed significant positive correlations with low to medium effect sizes between subjective assessment of the listening quality and communicative participation and between the subjective assessment of listening quality and quality of life. In other words, a classroom environment assessed as having a good listening quality is associated both with better understanding of teachers and other pupils and with a higher-rated quality of life in school. A mediation analysis showed that communicative participation mediates the relationship between the subjectively assessed listening quality and the quality of life. (DIPF/Orig.

Analyzing the flexibility potential of bus fleet operators in Germany

The transition to smart energy systems is a crucial component for ensuring sustainability and reducing carbon emissions. Electrification is a key factor in achieving these goals, with the transport sector being an integral part of the equation. The integration of the transport sector with the electricity sector will facilitate a reduction in carbon emissions. This paper assesses the potential of electric bus depots to function as smart energy infrastructures. Analyzing the energetic system flexibility of the electrified public transport system is at the core. Previous studies emphasize the importance of identifying and managing the optimal operation strategies of electrified transport to achieve system flexibility. This work concentrates on Germany as a reference market for balancing and electricity markets at the center of the EU. The flexibility potential of a bus fleet with 80 electric buses is analyzed under optimal participation in the short-term electricity and balancing market. The bus fleet operator acts as a storage systems aggregator, which combines mobile and stationary storages to enhance energy flexibility. The study measures the potential contribution for the stability of the electricity grid in Germany. The additional battery degradation that arises with the provision of balancing services is part of the economic equation. The analysis is based on historical data from 2020, 2021, and 2022 and investigates hypothetically lower and higher demand for balancing energy in the load-frequency control area of Germany and Denmark. The paper concludes by demonstrating the feasibility of the electrified bus depot as an integral component of smart energy systems. These findings contribute to a better understanding of the electrification of transport, sector integration, and the role of infrastructures in achieving smart energy systems and showcases the attractiveness of this business model