Bankenpools beeinflussen Sanierung positiv : über Einflüsse des Insolvenzrechts auf das Verhalten der Gläubiger

Die Pleitewelle in Deutschland steuert nach Angaben des Bundesverbandes Deutscher Inkasso-Unternehmen (BDIU) auf einen neuen Höchststand zu. Für 2003 erwartet der Verband bereits zum vierten Mal in Folge sowohl bei Unternehmens- als auch Verbraucherinsolvenzen Rekordmarken: Die für 2003 geschätzten 40 000 Unternehmenspleiten (zuzüglich weiterer 58 000 Pleiten von Selbstständigen und Privaten) mit einem zu erwartenden volkswirtschaftlichen Gesamtschaden von über 50 Milliarden Euro tragen erheblich zur schlechten Stimmung in Deutschland bei. Diese Zahlen verdeutlichen auch, wie außerordentlich wichtig ein modernes Insolvenzrecht ist, das neben dem Gläubigerschutz auch der möglichen Sanierung eines Unternehmens Rechnung trägt

Mehr Markt für mehr soziale Sicherheit : Starökonom Robert J. Shiller stellt neue Ideen in Frankfurt vor

Die neue Finanzordnung / Robert J. Shiller. - Frankfurt : Campus Verlag, 2003 450 S., ISBN 3-593-37327-0. 34,90 Euro

Case Study: Deutsche Telekom and "Schools Online" (SaN). Connecting German Schools to the internet

The CEO of Deutsche Telekom, Ron Sommer, and Jürgen Rüttgers, current prime minister of North Rhine-Westphalia, founded “schools online” (in German: “Schulen ans Netz”, and short: SaN) in 1996 with the goal of connecting German schools to the internet. In his opening speech, Ron Sommer said the commitment of Deutsche Telekom was made on the grounds of its responsibility towards society. Deutsche Telekom wanted to display good corporate citizenship in an area that was close to its business and expertise. He also claimed the money spent was an investment into the future rather than a sponsoring activity. An early employee, Nikolaus Huss, responsible for public relations at SaN said: “There never was any clear indication as to what the goal was. It was never really made clear whether there was more to it than corporate citizenship. It was understood among us that somehow Telekom felt responsible for electronic alphabetisation and on the other hand was sure to profit from this later on, although nobody really felt it necessary to plan the future outcome.

How to Implement Robots in Interventions for Children with Autism? A Co-creation Study Involving People with Autism, Parents and Professionals

The aim of this study was to gain insight into how robots can be practically implemented into current education and therapy interventions for children with autism spectrum disorder (ASD). This qualitative study included focus groups and co-creation sessions. 73 Participants (professionals and adults with ASD) took part in 13 focus groups to elicit requirements for robot assisted interventions. Additionally, 22 participants (professionals, parents of children with ASD and adults with ASD) generated ideas for interventions using robot KASPAR in three co-creation sessions. This study resulted in: an overview of requirements concerning the robot, end-user, environment and practical implementation; a template to systematically describe robot interventions in general and for KASPAR in particular; and finally new interventions

Metformin for non-diabetic patients with coronary heart disease (the CAMERA study): a randomised controlled trial

<br>Background: Metformin reduces cardiovascular risk in patients with type 2 diabetes seemingly independent of lowering blood glucose concentration. We assessed the cardiovascular effects of metformin in individuals without type 2 diabetes.</br> <br>Methods: We did a single-centre, double-blind, placebo-controlled trial at the Glasgow Clinical Research Facility (Glasgow, UK). We enrolled patients taking statins who did not have type 2 diabetes but who did have coronary heart disease and large waist circumferences. Participants were randomly assigned (1:1) by computer to either metformin (850 mg twice daily) or matching placebo in block sizes of four. Patients, investigators, trial staff, and statisticians were masked to treatment allocation. The primary endpoint was progression of mean distal carotid intima-media thickness (cIMT) over 18 months in the modified intention-to-treat population. Secondary endpoints were changes in carotid plaque score (in six regions), measures of glycaemia (HbA1c, fasting glucose, and insulin concentrations, and Homeostasis Model Assessment of Insulin Resistance [HOMA-IR]), and concentrations of lipids, high sensitivity C-reactive protein, and tissue plasminogen activator. The trial was registered at ClinicalTrials.gov, number NCT00723307.</br> <br>Findings: We screened 356 patients, of whom we enrolled 173 (86 in the metformin group, 87 in the placebo group). Average age was 63 years. At baseline, mean cIMT was 0·717 mm (SD 0·129) and mean carotid plaque score was 2·43 (SD 1·55). cIMT progression did not differ significantly between groups (slope difference 0·007 mm per year, 95% CI −0·006 to 0·020; p=0·29). Change of carotid plaque score did not differ significantly between groups (0·01 per year, 95% CI −0·23 to 0·26; p=0·92). Patients taking metformin had lower HbA1c, insulin, HOMA-IR, and tissue plasminogen activator compared with those taking placebo, but there were no significant differences for total cholesterol, HDL-cholesterol, non-HDL-cholesterol, triglycerides, high sensitivity C-reactive protein, or fasting glucose. 138 adverse events occurred in 64 patients in the metformin group versus 120 in 60 patients in the placebo group. Diarrhoea and nausea or vomiting were more common in the metformin group than in the placebo group (28 vs 5).</br> <br>Interpretation: Metformin had no effect on cIMT and little or no effect on several surrogate markers of cardiovascular disease in non-diabetic patients with high cardiovascular risk, taking statins. Further evidence is needed before metformin can be recommended for cardiovascular benefit in this population.</br&gt

Multidisciplinary Views on Applying Explicit and Implicit Motor Learning in Practice: An International Survey.

Published onlineJournal ArticleResearch Support, Non-U.S. Gov'tBACKGROUND: A variety of options and techniques for causing implicit and explicit motor learning have been described in the literature. The aim of the current paper was to provide clearer guidance for practitioners on how to apply motor learning in practice by exploring experts' opinions and experiences, using the distinction between implicit and explicit motor learning as a conceptual departure point. METHODS: A survey was designed to collect and aggregate informed opinions and experiences from 40 international respondents who had demonstrable expertise related to motor learning in practice and/or research. The survey was administered through an online survey tool and addressed potential options and learning strategies for applying implicit and explicit motor learning. Responses were analysed in terms of consensus (≥ 70%) and trends (≥ 50%). A summary figure was developed to illustrate a taxonomy of the different learning strategies and options indicated by the experts in the survey. RESULTS: Answers of experts were widely distributed. No consensus was found regarding the application of implicit and explicit motor learning. Some trends were identified: Explicit motor learning can be promoted by using instructions and various types of feedback, but when promoting implicit motor learning, instructions and feedback should be restricted. Further, for implicit motor learning, an external focus of attention should be considered, as well as practicing the entire skill. Experts agreed on three factors that influence motor learning choices: the learner's abilities, the type of task, and the stage of motor learning (94.5%; n = 34/36). Most experts agreed with the summary figure (64.7%; n = 22/34). CONCLUSION: The results provide an overview of possible ways to cause implicit or explicit motor learning, signposting examples from practice and factors that influence day-to-day motor learning decisions.Stichting Innovatie Alliantie (Innovation Alliance Foundation)RAAK-internationa

Multidisciplinary Views on Applying Explicit and Implicit Motor Learning in Practice: An International Survey

Background A variety of options and techniques for causing implicit and explicit motor learning have been described in the literature. The aim of the current paper was to provide clearer guidance for practitioners on how to apply motor learning in practice by exploring experts' opinions and experiences, using the distinction between implicit and explicit motor learning as a conceptual departure point. Methods A survey was designed to collect and aggregate informed opinions and experiences from 40 international respondents who had demonstrable expertise related to motor learning in practice and/or research. The survey was administered through an online survey tool and addressed potential options and learning strategies for applying implicit and explicit motor learning. Responses were analysed in terms of consensus (>= 70%) and trends (>= 50%). A summary figure was developed to illustrate a taxonomy of the different learning strategies and options indicated by the experts in the survey. Results Answers of experts were widely distributed. No consensus was found regarding the application of implicit and explicit motor learning. Some trends were identified: Explicit motor learning can be promoted by using instructions and various types of feedback, but when promoting implicit motor learning, instructions and feedback should be restricted. Further, for implicit motor learning, an external focus of attention should be considered, as well as practicing the entire skill. Experts agreed on three factors that influence motor learning choices: the learner's abilities, the type of task, and the stage of motor learning (94.5%; n = 34/36). Most experts agreed with the summary figure (64.7%; n = 22/34). Conclusion The results provide an overview of possible ways to cause implicit or explicit motor learning, signposting examples from practice and factors that influence day-to-day motor learning decisions.published_or_final_versio