Behaviour of the forward peak in hard diffractive leptoproduction of vector mesons

The measured forward slope in elastic and inelastic leptoproduction of vector mesons differ by a substantial amount. In an attempt to describe this phenomenon we construct a two radii model for the target proton, and estimate the effective parameters of the hard Pomeron obtained from a pQCD dipole model with eikonal shadowing corrections (SC). We show that the SC reduce the intercept of the hard Pomeron and generate an effective shrinkage of the forward peak and a diffractive dip at $|t| \approx 1 GeV^2$, which appears to affect the value of the experimentally measured slope.Comment: 18 pages, 7 figures, one table, everything in tar.gz fil

Towards Perceiving Teaching As A Joint Task In An Individualized Teaching Qualification Program For Mid-Level Academics At A German University Of Technology

Empowering teachers for facilitating modern engineering education is essential. Thus, universities put much effort in qualifying teachers in didactic training programs. Especially individualized programs have been positively evaluated in the Covid-19- year 2020 by participated teachers. However, participants missed (informal) networking opportunities. Two questions arise: How do participants perceive their qualification program in the coming years? And second, how can we design a program that balances the participants’ thirst for an individual program compilation while establishing university-wide networking opportunities among teachers? This paper presents participants’ perceptions on a qualification program at a German University of Technology for the years 2021 – 2022. Also, it presents key practices of a revised program. After four groups completed their program, data was gathered through online questionnaires and descriptive analyses (48 responses of 106 participants). Also, four semi-structured interviews were conducted and content analysis was used as interpretation method. Results show that this qualification program is positively perceived in terms of acceptance, learning, future teaching activities and program characteristics. Specifically, participants define their training group as trustful, but only a part of them feel to share responsibility for teaching. Their personal teaching networks consists mainly of staff from the same school within the faculty and other mid-level academics. Interestingly, they encourage to tackle teaching challenges within the wider university community. Thus, both individual pathways and informal, cross-disciplinary opportunities for dialogue should be possible in a program that is flexible in terms of time and topics. Hence, qualification programs should be designed to address the challenges of contemporary higher education as a teaching community rather than as individual

Economic Evaluation of a Problem Solving Intervention to Prevent Recurrent Sickness Absence in Workers with Common Mental Disorders

OBJECTIVES: Workers with common mental disorders (CMDs) frequently experience recurrent sickness absence but scientifically evaluated interventions to prevent recurrences are lacking. The objectives of this study are to evaluate the cost-effectiveness and cost-benefit of a problem solving intervention aimed at preventing recurrent sickness absence in workers with CMDs compared to care as usual. METHODS: An economic evaluation was conducted alongside a cluster-randomised controlled trial with 12 months follow-up. Treatment providers were randomised to either a 2-day training in the SHARP-at work intervention, i.e. a problem solving intervention, or care as usual. Effect outcomes were the incidence of recurrent sickness absence and time to recurrent sickness absence. Self-reported health care utilisation was measured by questionnaires. A cost-effectiveness analysis (CEA) from the societal perspective and a cost-benefit analysis (CBA) from the employer’s perspective were conducted. RESULTS: The CEA showed that the SHARP-at work intervention was more effective but also more expensive than care as usual. The CBA revealed that employer’s occupational health care costs were significantly higher in the intervention group compared to care as usual. Overall, the SHARP-at work intervention showed no economic benefit compared to care as usual. CONCLUSIONS: As implementation of the SHARP-at work intervention might require additional investments, health care policy makers need to decide if these investments are worthwhile considering the results that can be accomplished in reducing recurrent sickness absence

Participants’ perception of a flexible pedagogical qualification progam at a German University of Technology in the Covid-19-Year 2020

The covid-19-pandemic affected pedagogical qualification of academics. It required a sudden digital transformation and reaction on needs for qualification in digital teaching and learning. This study spotlights participants’ perceptions on a flexible, needs oriented, hands-on pedagogical qualification program at a German University of Technology in the Covid-19-year 2020. It is questioned how participants evaluated the program. Based on a mixed-method approach, data was gathered using an online survey (8 responses) and semi-structured interviews (4 interviewees). First, the results show that overall the program has been appraised positively and individually diverse regarding program reaction and learning as well as future teaching behavior. Second, participants highlighted most but not all program elements as being beneficial and appropriately transferred into a digital format. Third, participants appraise most program characteristics as appropriately implemented, especially the flexibility. Most participants find an individual compilation of their program more important than running through it in cohort while appreciating, but missing networking opportunities in the digital program version. Forth, participants needed to develop applicable digital teaching competencies in tools, course design and tackling challenges while these desires have been covered only partly by the program. Finally, participants requested to improve the programs’ digital communication and collaboration platform, to strengthen digital teaching and learning in the program and to offer voluntary, foremost informal networking options. Finally, it is argued that a future pedagogical program has to increase digital competence development and requires to be open, agile and multidimensionally supported in order to react to abrupt need changes

Barriers and enabling factors for engaging engineering students in research. A multi-perspective approach

Industry 4.0 requires diverse, creative, and adaptable engineers, who solve complex problems based on innovation, research, and development. Thus, engaging students in research is a potentially high-impact educational practice. However, previous studies have shown that implementing students' engagement in research faces multiple obstacles that stress on the dimensions culture, resources in higher education institutions, structure of study programmes, academics' qualification and students' competencies. In engineering, however, little attention is spent on what academics and students perceive as barriers and enabling factors. This study highlights conditions for engaging students in research in engineering education. For this, we conducted six semi-structured interviews with students and academics at a German university of technology and analyzed those using thematic analysis. We found that interviewees perceive students' engagement in research differently and associate a wide range of activities. Together, they draw a manifold picture of its constraints. Beside common aspects, they identified the large amount of obligatory basic courses and the lack of practice in undergraduate programmes as hindering; a structure quite typical in German traditional engineering education. They also made various recommendations, such as supporting a culture for engaging students in research, appropriate facilities, and programme-based research skill development. Furthermore, they reported that academics need an open mind for topics of students' interest, while students are required to engage in extracurricular student-academic partnerships in research. Upon those findings, we argue for the need for further research and, subsequently, suggest formulating strategies by involving all stakeholders. This can potentially ensure developing future engineering talents at this university and beyond

Didaktische Qualifizierung zum Forschenden Lernen als akademische Personalentwicklung : Fallbeispiel einer Technischen Universität und Implikationen für die Förderung des wissenschaftlichen Nachwuchs

Mit einem neuen Lehrgang bildet die Technische Universität Hamburg seit Mitte 2015 neue wissenschaftliche Mitarbeiter und Mitarbeiterinnen didaktisch für die Planung und Ausgestaltung forschungsbezogener Lehre aus. Dem obligatorischen Einjahresprogramm liegen eigens entwickelte Lernziele und Workshopformate zugrunde. Damit können die Teilnehmenden nachhaltig befähigt werden, allgemein nach modernen didaktischen Grundsätzen zu lehren und insbesondere studierendenzentrierte Lernszenarien zum Forschenden Lernen zu gestalten. Die Lehre im Format des Forschenden Lernens wird gefördert, indem Gelegenheiten zur Ausbildung eines miteinander verbundenen Lehrenden- und Forscherhabitus geschaffen werden. Dadurch sollen Tätigkeiten des Forschens und Lehrens zukünftig eher unmittelbar miteinander verbunden werden können. Um das Konzept und die Grundsätze des neuen Weiterbildungsprogramms theoretisch einordnen zu können werden seine Bezüge zu aktuellen, maßgeblichen Ansätzen der akademischen Personalentwicklung für den wissenschaftlichen Nachwuchs diskutiert.Since 2015, newly arrived research associates at Hamburg University of Technology (TUHH) are being educated to plan and design their teaching in a research-related manner. Guided by characteristic learning goals, an obligatory 1-year-program was set up enabling the participants to teach according to modern educational principles, in particular by use of student-centered scenarios of research-based learning. The program framework also provides opportunities to develop an integrative habitus of an academic teacher and researcher alike. To embed this new approach in a wider conceptual context, the poster presents a study to explore the relation between the guiding principles of the educational program of TUHH and modern, generally accepted standards for the development of young researchers

Creating a flexible pedagogical qualification program at a German university of technology

A high quality engineering education builds, amongst other things on pedagogically competent teachers. Thus, to strategically qualify all involved teachers at a university is desirable; but in Germany it is still voluntary. Recently, a German University of Technology established an obligatory pedagogical qualification program for all research assistants employed under universitys’ budget. This short paper highlights the program design, the first evaluation and present partipants’ reaction. A 60 hour, maximum two year lasting program that is flexible, individualized, needs-based and hands-on with foci on “Higher Education & Engineering Pedagogy” and “Research-Based Learning” was designed. Intending to empower participants’ pedagogical competencies, the program consists of an initial consultation, workshops, complementary elements and a final event. First of all, it is questioned how participants react to the program. Therefore, registrations were investigated and quantitative surveys carried out before and after three months of running the program. Data was analyzed using descriptive statistics. First, results indicate positive participants’ reaction to the program while individual pathways play an important role, such as key program characteristics. Secondly, results indicate that pedagogical competence acquisition takes place early in the program and is important for participant reaction but is limited for now. Thirdly, besides the program design, participants attitudes and supervisors support are relevant factors for participant reaction and proper learning. It is planned to detect the participants’ reaction, learning and future teaching prospective after completing the program using a mixed-method approach, to develop the program further and to find university wide solutions besides the program itself

KI-Tools in Studium und Lehre : Handreichung der TU Hamburg

Die Vorbereitung unserer Studierenden auf eine verantwortungsvolle Nutzung von KI ist von besonderer Bedeutung. Die vorliegende Handreichung zum Thema KI-Tools in Studium und Lehre ist ein wichtiger Schritt in diese Richtung. Sie bietet Anregungen, wie KI-Anwendungen in die Lehre integriert werden können und stellt dazu Einsatzszenarien und Gestaltungspotenziale dar. Darüber hinaus werden grundsätzliche Aspekte und rechtliche Hinweise behandelt