Hausaufgabenverhalten von Schülern aus unterschiedlichen Klassen?: Befunde einer Mehrebenenanalyse im Fach Französisch

On attribue à la distribution de devoirs un apport significatif à la performance scolaire. Pourtant, les différences constatées dans l’attitude moyenne des classes à l’égard des devoirs restent jusqu’à présent en grande partie inexpliquées de même que l’influence de facteurs plus généraux sur l’accomplissement des devoirs, tels que le type de la classe, sa taille ou l’appartenance à un canton La présente enquête a été menée auprès de 1312 élèves de huitième année appartenant à 73 classes réparties dans trois cantons, et dont l’allemand est la langue utilisée pour l’enseignement. Pour présumer de la motivation et du comportement des élèves lors de l’exécution des devoirs, des analyses multiniveaux ont été menées. Ces analyses montrent que des facteurs dépendant de la classe et de l’établissement scolaire influencent considérablement l’apprentissage des élèves à la maison. En même temps, il apparaît que la seule prise en considération d’aspects structurels tels que la taille ou le type de la classe n’est pas suffisante. La recherche sur la qualité des devoirs demande à être approfondie.Students’ achievement gains have been linked to homework assignments (teacher level) and students’ conscientious homework behavior (student level). However, there are no empirical studies that empirically investigated the differences in homework behavior among students in different classes and the impact of structural features (e.g., course level, class size, region) on students’ homework behavior. In the present study with 1,312 eight graders from 73 German speaking classes from three regions in Switzerland, multilevel modeling was used to predict students’ homework motivation and behavior. The analyses indicate that school-level and course-level factors significantly impact on students’ homework behavior. However, the data indicate that it is not sufficient to take structural predictors such as class size and course level into account. Therefore, studies focusing on homework quality are called for.Der Hausaufgabenvergabe wird ein signifikanter Beitrag zur Erklärung von Schulleistung zugesprochen. Bislang ist jedoch weitgehend ungeklärt, wie stark sich unterschiedliche Klassen überhaupt in ihrem mittleren Hausaufgabenverhalten unterscheiden und ob sich Faktoren auf Aggregatsebene (z.B. Kursniveau, Klassengrösse, Kantonszugehörigkeit) in dem Hausaufgabenerledigungsverhalten von Schülerinnen und Schülern niederschlagen. In der vorliegenden Untersuchung mit insgesamt 1312 Achtklässlern aus 73 Klassen mit deutscher Unterrichtssprache aus drei Schweizer Kantonen wurden Mehrebenenanalysen verwendet, um Hausaufgabenmotivation und Hausaufgabenverhalten von Schülerinnen und Schülern vorherzusagen. Die Analysen zeigen, dass Faktoren auf Klassen- und Schulebene in der Tat das häusliche Lernverhalten von Schülern in bedeutsamer Weise beeinflussen. Gleichzeitig wird deutlich, dass eine alleinige Berücksichtigung struktureller Aspekte wie Klassengrösse und Kursniveau nicht ausreichend ist. Die Erforschung der Hausaufgabenqualität wird angemahnt

Cytomegalovirus (CMV)—Specific T Cell Immunity after Renal Transplantation Mediates Protection from CMV Disease by Limiting the Systemic Virus Load

The role of cytomegalovirus (CMV)—specific cytotoxic T lymphocytes (CTLs) and T helper cells (Th) in controlling CMV infection, as detected by antigenemia assay and polymerase chain reaction (PCR) in blood leukocytes, and CMV disease was investigated in 20 renal transplant recipients. Within 3 months after transplant, CMV-specific CTL and Th responses were demonstrable in 11 (55%) and 15 (75%) patients, respectively; CMV infection was detected by antigenemia and PCR in 19 (95%) patients each. During the month of first CMV detection, there was an inverse correlation between CTL response and antigenemia at ⩾20 positive cells/105 leukocytes (P =.007) but no association with lower antigenemia levels or PCR positivity. CMV disease developed in 7 (35%) patients and was associated with high-level antigenemia but was inversely correlated with detection of CTLs (P = .04). After renal transplantation, CMV-specific CTLs limit the systemic virus load as reflected by antigenemia levels and thereby mediate protection from CMV diseas

Ischemic Colitis: Clinical Presentation, Localization in Relation to Risk Factors, and Long-Term Results

Background: Ischemic colitis is commonly thought to occur most often in the left hemicolon close to the splenic flexure owing to insufficient blood supply near Griffith's point. This study investigates the colorectal localization pattern, the risk factors, and the long-term outcome of histologically proven ischemic colitis. Methods: Between 1996 and 2004, a total of 49 patients with a median age of 69years (range 26-94years) with colonoscopically assessed and histologically proven ischemic colitis were identified on behalf of the pathology database. Long-term results of 43 patients were evaluated retrospectively after a median interval of 79months (range 6-163months). Results: In 27 patients (55%) more than one location was affected. We found 98 affected locations in 49 patients. The distribution of ischemic colitis in our group shows no significantly preferred location. In an exploratory analysis, the cecum, ascending colon, and right flexure were affected significantly more often if intake of a nonsteroidal antiinflammatory drug (NSAID) is documented. There was no association between the location of ischemic colitis and a history of smoking, peripheral artery occlusive disease, coronary heart disease, diabetes, or malignant tumor. Conclusions: Ischemic colitis seems not to have a predisposing site of occurrence in the colorectum, especially Griffith's point which was not afflicted significantly more often than other sites. Frequently, ischemic colitis afflicts more than one colonic location. In patients being treated with NSAIDs, ischemic colitis was observed significantly more often in the right hemicolon. Recurrence of ischemic colitis seems to be rar

Same same but different: Code-Switching in Schweizer SMS – ein Vergleich zwischen vier Sprachen

This study examines the formal and functional aspects of code-switching (CS) in a Swiss corpus of 26'000 text messages (SMS). Four corpora (Swiss-German, French, Italian and Romansh) are compared with regard to the absolute number of CS, the languages used for CS, the grammatical properties of the CS elements and their potential functions. The aim is to find out: a) which patterns are representative of one or more individual lan-guages and b) which patterns are characteristic for SMS-communication in general and/or are valid for Switzerland as a whole. With regard to the differences in the number of CS and the languages used, the respective patterns seem to mirror the different lan-guage contact situations in Switzerland. As for the described CS-types, the corpora under scrutiny seem to share the extensive use of one-token alternations (isolated items) that carry out framing functions and may point out a shared type of minimal multilingual practice

Schulformen als differenzielle Lernmilieus: Institutionelle und kompositionelle Effekte auf die Leistungsentwicklung im Fach Französisch

Based on two representative samples of eighth grade students from the Swiss cantons Wallis (N = 926) and Fribourg of (N = 778), the present study examines achievement gains in French as a foreign language in the different tracks of the Swiss secondary school system. The main focus lies on effects resulting from differences in the educational environments of the tracks. Beside differences in group compositional characteristics (compositional effects), differences in institutionalized learning opportunities (institutional effects; e.g., track-specific traditions of teacher education, didactics, curricula) need to be considered here. Results of multilevel analyses showed that students’ learning progress differed between the tracks, even when controlling for various intake characteristics (including prior knowledge) at the student level. Further analyses revealed that track differences in student gains persisted, even when controlling for the intellectual and social composition of the student body at the class level.Auf der Basis von zwei repräsentativen Schülerstichproben der Schweizer Kantone Wallis (N = 926) und Fribourg (N = 778), die während der 8. Jahrgangsstufe im Fach Französisch als Fremdsprache unterrichtet wurden, geht der vorliegende Beitrag der Frage nach, ob Schülerinnen und Schüler je nach besuchtem Bildungsgang unterschiedliche Fortschritte in der Entwicklung ihrer Fachleistungen machen. Von besonderem Interesse ist dabei, ob und in welchem Ausmaß die Zusammensetzung der Schülerschaft (Kompositionseffekte) und möglicherweise auch institutionell differierende didaktische und curriculare Angebote zwischen den Bildungsgängen (Institutionseffekte) als lernmilieuprägende Faktoren von Bedeutung für die Entwicklung der Fachleistungen sind. In Mehrebenenanalysen zeigten sich auch nach Kontrolle der individuellen Eingangsvoraussetzungen (einschließlich des Vorwissens) bedeutsame Unterschiede in den Lernzuwächsen an den verschiedenen Bildungsgängen. Die weiteren Analysen lassen darauf schließen, dass sowohl von kompositionellen als auch institutionellen Effekten auf die Leistungsentwicklung auszugehen ist

Fachdidaktische Massnahmen im Französisch-Unterricht aus Schülersicht: der Zusammenhang mit Schulleistung und Motivation

La recherche récente sur la qualité de l’enseignement des langues étrangères a démontré la nécessité de compléter le modèle des dimensions interdisciplinaires de la qualité de l’enseignement avec des dimensions spécifiques aux disciplines. L’étude présentée ici examine des présupposés théoriques quant aux pratiques didactiques qui sont déterminantes dans les performances et l’intérêt que développent les élèves pour l’enseignement des langues étrangères. Elle est réalisée avec un échantillon de 1 655 élèves de huitième année dans trois cantons suisses: Fribourg, Lucerne et Valais. L’analyse factorielle a permis d’identifier cinq facteurs pour l’enseignement du français comme langue étrangère: utilisation de la langue française durant l’enseignement, intensité de l’exercice (de la répétition) et de l’application du savoir, utilisation de matériels issus de la vie quotidienne, apprentissage du vocabulaire et communication avec des personnes de langue française. Des analyses multiniveaux ont démontré que l’utilisation de la langue française, ainsi que l’exercice et l’application intensifs du savoir sont positivement associés aux performances et à l’intérêt que les élèves développent pour la discipline au cours d’une année. L’apprentissage du vocabulaire demeure par contre sans influence. Contrairement aux attentes, une relation négative est constatée entre la communication avec des personnes de langue française et le développement de l’intérêt pour la langue concernée.Research on the quality of second language teaching has recently highlighted the need to consider not only cross-curricular but also domain-specific dimensions of instructional quality. In this study, theoretical assumptions about domain-specific determinants of interest and performances in second language acquisition are tested, using data from a sample of 1 655 eighth graders in three Swiss cantons: Fribourg, Lucerne, and Valais. Factor analysis yielded five factors related to teaching dimensions of French as an additional language: use of French in lessons, intensity of language use and practice, use of authentic material, vocabulary learning, and communication with native speakers. Subsequent multilevel analyses showed that using French in lessons, as well as intensive language use and practice are significantly associated with the students performances and the interest the develop over a 1-year period. Vocabulary learning has no effect. Contrary to expectations, there is a negative relationship between communicating with French native speakers and the development of interest for learning French as a second language.Die jüngere Forschung zur Unterrichtsqualität im Fremdsprachenbereich weist auf die Notwendigkeit hin, die fachübergreifenden Qualitätsdimensionen des Unterrichts durch fachspezifische Beschreibungsmodelle zu ergänzen. In der vorliegenden Studie werden theoretische Annahmen über fachdidaktische Determinanten von Leistung und Interesse im Fremdsprachenunterricht anhand einer Stichprobe von 1 655 Achtklässlern aus den drei Schweizer Kantonen Freiburg, Luzern und Wallis überprüft. Auf faktorenanalytischem Wege konnten für das Fach Französisch als Fremdsprache folgende fünf Faktoren extrahiert werden: Gebrauch der französischen Sprache im Unterricht, Intensität des Übens und Anwendens, Einbezug lebensweltlicher Materialien, Vokabellernen und Kommunikation mit Fremdsprachigen. Mittels anschliessender Mehrebenenanalysen konnte gezeigt werden, dass der Gebrauch des Französischen und intensives Üben/Anwenden statistisch signifikant mit einer günstigen Entwicklung von Leistung und des Interesses im Verlaufe eines Jahres assoziiert waren. Ohne Einfluss blieb das Lernen von Vokabeln. Erwartungswidrig fand sich ein negativer Zusammenhang zwischen der Kommunikation mit Fremdsprachigen und der Entwicklung von Interesse an der betreffenden Sprache

Life-threatening envenoming by the Saharan horned viper (Cerastes cerastes) causing micro-angiopathic haemolysis, coagulopathy and acute renal failure: clinical cases and review

Background: The desert horned vipers (Cerastes cerastes and C. gasperettii) are the most familiar snakes of the great deserts of North Africa and the Middle East, including the plains of Iraq. They are responsible for many human snake bites. In Western countries, they are popular among exotic-snake keepers. Aim: To investigate mechanisms of life-threatening envenoming and treatment. Design: Clinical investigation. Methods: Clinical and laboratory studies with measurement of serum venom antigen concentrations by enzyme immunoassay. Results: Two men bitten while handling captive Saharan horned vipers (Cerastes cerastes) in Europe developed extensive local swelling and life-threatening systemic envenoming, characterized by coagulopathy, increased fibrinolysis, thrombocytopenia, micro-angiopathic haemolytic anaemia and acute renal failure. The clinical picture is explicable by the presence in C. cerastes venom of several thrombin-like, Factor-X-activating, platelet-aggregating, haemorrhagic and nephrotoxic components. In one case, prophylactic use of subcutaneous epinephrine may have contributed to intracranial haemorrhage. The roles in treatment of heparin (rejected) and specific antivenom (recommended) are discussed. Discussion: Cerastes cerastes is capable of life-threatening envenoming in humans. Optimal treatment of envenoming is by early administration of specific antivenom, and avoidance of ineffective and potentially-dangerous ancillary method

Interleukin-33 in human gliomas: Expression and prognostic significance

Interleukin-33 (IL-33) is a nuclear and pleiotropic cytokine with regard to its cellular sources and its actions. IL-33 is involved in the pathogenesis of brain diseases. Several factors account for the tumorigenicity of human gliomas, including cytokines and their receptors. The present study assessed the expression and prognostic significance of IL-33 in human astroglial brain tumors. Protein levels of IL-33 were determined by immunohistochemistry using a tissue microarray containing 95 human gliomas. mRNA expression data of IL-33, as well as of its receptors, IL-1 receptor-like 1 protein and IL-1 receptor accessory protein (IL1RAcP), were obtained from The Cancer Genome Atlas database. IL-33 protein was expressed heterogeneously in tumor tissue, but was, however, not detected in normal brain tissue. There was no differential IL-33 protein expression by tumor grade, while IL-33 protein expression was associated with inferior survival in patients with recurrent glioblastomas. Interrogations of the TCGA database indicated that mRNA expression of IL-33 and the IL-33 receptors was heterogeneous, and that IL-33 and IL1RAcP mRNA levels were correlated with the tumor grade. Elevated IL-33 mRNA levels were associated with the inferior survival of glioblastoma patients. Therefore, IL-33 may play an important role in the pathogenesis and prognosis of human gliomas

Behavioural endophenotypes in mice lacking the auxiliary GABAB receptor subunit KCTD16

Gamma-aminobutyric acid (GABA) is the major inhibitory neurotransmitter in the brain and is implicated in the pathophysiology of a number of neuropsychiatric disorders. The GABAB receptors are G-protein coupled receptors consisting of principle subunits and auxiliary potassium channel tetramerization domain (KCTD) subunits. The KCTD subunits 8, 12, 12b and 16 are cytosolic proteins that determine the kinetics of the GABAB receptor response. Previously, we demonstrated that Kctd12 null mutant mice (Kctd12(-/-)) exhibit increased auditory fear learning and that Kctd12(+/-) mice show altered circadian activity, as well as increased intrinsic excitability in hippocampal pyramidal neurons. KCTD16 has been demonstrated to influence neuronal excitability by regulating GABAB receptor-mediated gating of postsynaptic ion channels. In the present study we investigated for behavioural endophenotypes in Kctd16(-/-) and Kctd16(+/-) mice. Compared with wild-type (WT) littermates, auditory and contextual fear conditioning were normal in both Kctd16(-/-) and Kctd16(+/-) mice. When fear memory was tested on the following day, Kctd16(-/-) mice exhibited less extinction of auditory fear memory relative to WT and Kctd16(+/-) mice, as well as more contextual fear memory relative to WT and, in particular, Kctd16(+/-) mice. Relative to WT, both Kctd16(+/-) and Kctd16(-/-) mice exhibited normal circadian activity. This study adds to the evidence that auxillary KCTD subunits of GABAB receptors contribute to the regulation of behaviours that could constitute endophenotypes for hyper-reactivity to aversive stimuli in neuropsychiatric disorders