Placing questions before the material or after the material constitute different reading situations. To adapt to these reading situations, readers may apply appropriate reading strategies. Reading strategy caused by location of question has been intensively explored in the context of text comprehension. (1) However, there is still not enough knowledge about whether text plays the same role as pictures when readers apply different reading strategies. To answer this research question, three reading strategies are experimentally manipulated by displaying question before or after the blended text and picture materials: (a) Unguided processing with text and pictures and without the question. (b) Information gathering to answer the questions after the prior experience with text and pictures. (c) Comprehending text and pictures to solve the questions with the prior information of the questions. (2) Besides, it is arguable whether readers prefer text or pictures when the instructed questions are in different difficulty levels. (3) Furthermore, it is still uncertain whether students from higher school tier (Gymnasium) emphasize more on text or on pictures than students from lower school tier (Realschule). (4) Finally, it is rarely mentioned whether higher graders are more able to apply reading strategies in text processing and picture processing than lower graders. Two experiments were undertaken to investigate the usage of text and pictures in the perspectives of task orientation, question difficulty, school and grade. For a 2x2(x2x2x2) mixed design adopting eye tracking method, participants were recruited from grade 5 (N = 72) and grade 8 (N = 72). In Experiment 1, thirty-six 5th graders were recruited from higher tier (Gymnasium) and thirty-six 5th graders were from lower tier (Realschule). In Experiment 2, thirty-six 8th graders were recruited from higher tier and thirty-six were from lower tier. They were supposed to comprehend the materials combining text and pictures and to answer the questions. A Tobii XL60 eye tracker recorded their eye movements and their answers to the questions. Eye tracking indicators were analyzed and reported, such as accumulated fixation duration, time to the first fixation and transitions between different Areas of Interest. The results reveal that students process text differently from pictures when they follow different reading strategies. (1) Consistent with Hypothesis 1, students mainly use text to construct their mental model in unguided spontaneous processing of text and pictures. They seem to mainly rely on the pictures as external representations when trying to answer questions after the prior experience with the material. They emphasize on both text and pictures when questions are presented before the material. (2) Inconsistent with Hypothesis 2, students are inclined to emphasize on text and on pictures as question difficulty increases. However, the increase of focus on pictures is more than on text when the presented question is difficult. (3) Different from Hypothesis 3, the current study discovers that higher tier students did not differ from lower tier students in text processing. Conversely, students from higher tier attend more to pictures than students from lower tier. (4) Differed from Hypothesis 4, 8th graders outperform 5th graders mainly in text processing. Only a subtle difference is found between 5th graders and 8th graders in picture processing. To sum up, text processing differs from picture processing when applying different reading strategies. In line with the Integrative Model of Text and Picture Comprehension by Schnotz (2014), text is likely to play a major part in guiding the processing of meaning or general reading, whereas pictures are applied as external representations for information retrieval or selective reading. When question is difficulty, pictures are emphasized due to their advantages in visualizing the internal structure of information. Compared to lower tier students (poorer problem solvers), higher tier students (good problem solvers) are more capable of comprehending pictures rather than text. Eighth graders are more efficient than 5th graders in text processing rather than picture processing. It also suggests that in designing school curricula, more attention should be paid to students’ competence on picture comprehension or text-picture integration in the future.

Vorlesungsverzeichnis der Universität Koblenz-Landau, Campus Koblenz, für das Wintersemester 2015/16

Hallo Welt - Die Universität auf Internationalisierungskurs Dialog: Universitätsbeauftragte Sophia Maroc Lernen satt: Neues Zentrum für Außerschulische Lernorte Literatur im Exil: Autor Rafik Schami im Gespräch Mehr als Blumen: Die Universität auf der Landesgartenschau

Schwerpunkt Europa Poetik-Dozentur: Éric-Emmanuel Schmitt über Theater und Philosophie Parallelwelt Internet? Hintergrund und Interview Selbst ist der Student: Studentisches Engagement am Campus Landau Moralapostel: Ethik im Unternehmen

Poetik-Dozentur: Bestseller-Autor Daniel Kehlmann in Landau Im Porträt: Vizepräsident Ralf Schulz Allgegenwärtig: Tabuthema Mobbing Politikvermittlung: Gesine Schwan über Europa

Die Burnout-Falle: Gründe, erste Anzeichen und Mittel dagegen Die Nachrichten-Frau: Petra Gerster über Herausforderungen im Journalismus Kritischer Kopf: Literat Martin Walser eröffnet die "Großen Begegnungen" Forschung los: Neuer Forschungsschwerpunkt und neue Forschergruppe

Virtual worlds have been investigated by several academic disciplines for several years, e.g. sociology, psychology, law and education. Since the developers of virtual worlds have implemented aspects like scarcity and needs, even economic research has become interested in these virtual environments. Exploring virtual economies mainly deals with the research of trade regarding the virtual goods used to supply the emerged needs. On the one hand, economics analyzes the meaning of virtual trade according to the overall interpretation of the economical characteristics of virtual worlds. As some virtual worlds allow the change of virtual world money with real money and vice versa, virtual goods are traded by the users for real money, researchers on the other hand, study the impact of the interdependencies between virtual economies and the real world. The presented thesis mainly focuses on the trade within virtual worlds in the context of virtual consumption and the observation of consumer prices. Therefore, the four virtual worlds World of Warcraft, RuneScape, Entropia Universe and Second Life have been selected. There are several components required to calculate consumer price indices. First, a market basket, which contains the relevant consumed goods existing in virtual worlds, must be developed. Second, a weighting scheme has to be established, which shows the dispersion of consumer tendencies. Third, prices of relevant consumer goods have to be taken. Following real world methods, it is the challenge to apply those methods within virtual worlds. Therefore, this dissertation contains three corresponding investigation parts. Within a first analysis, it will be evaluated, in how far virtual worlds can be explored to identify consumable goods. As a next step, the consumption expenditures of the avatars will be examined based on an online survey. At last, prices of consumable goods will be recorded. Finally, it will be possible to calculate consumer price indices. While investigating those components, the thesis focuses not only on the general findings themselves, but also on methodological issues arising, like limited access to relevant data, missing legal legitimation or security concerns of the users. Beside these aspects, the used methods also allow the examination of several other economic aspects like the consumption habits of the avatars. At the end of the thesis, it will be considered to what extent virtual world economic characteristics can be compared with the real world. Aspects like the important role of weapons or the different usage of food show significant differences to the real world, caused by the business models of virtual worlds.

Die UN-Behindertenrechtskonvention von 2008 formuliert einen Rechtsanspruch auf inklusive Bildung für Menschen mit Beeinträchtigungen. Diesem wird in Deutschland seit 2009 durch Schulgesetzänderungen Rechnung getragen, mit denen inklusive Bildung durch ein Elternwahlrecht implementiert wird. Bislang ist vor dem Hintergrund der neu geschaffenen elterlichen Entscheidungsmöglichkeiten noch nicht untersucht worden, welche Vorstellungen Eltern von Kindern mit komplexen Beeinträchtigungen mit dem inklusiven Bildungsanspruch ihres Kindes verbinden und in welcher Weise sie diesen an der Schulform ihrer Wahl eingelöst sehen. Im Zentrum der vorliegenden Arbeit steht die Rekonstruktion des Bildungsangebots aus der Perspektive der Eltern im Abgleich mit der Sicht der pädagogischen Klassenteams. Den Fragen nach den elterlichen Erwartungen und Erfahrungen wurde aus der systemtheoretischen Perspektive von Luhmann nachgegangen. In der qualitativ angelegten Untersuchung geht es um Schülerinnen und Schüler mit komplexen Beeinträchtigungen, die nach der Schulgesetznovellierung in Hamburg (2009) in den Jahren 2010 und 2011 eingeschult worden sind und aufgrund der Entscheidung ihrer Eltern in unterschiedlichen Settings an Grund- und Sonderschulen lernen. Die Datenerhebung erfolgte durch leitfadengestützte Interviews mit Eltern, Pädagoginnen und Pädagogen sowie Schulleitungen, ergänzt durch Hospitationen im Schuljahr 2011/12 und Dokumente, die von den Schulen zur Verfügung gestellt wurden. Die Datenanalyse erfolgt mithilfe der Grounded Theory nach Strauß/Corbin (1996). Die Ergebnisse der Untersuchung zeigen elterliche Bildungserwartungen im Hinblick auf ein Ermöglichen von Autonomie und Teilhabe ihrer Kinder und eine differenzierte Wahrnehmung der Umsetzung ihrer Erwartungen im Schulalltag. Einen besonderen Stellenwert messen Eltern der Zusammenarbeit zwischen Schule und Familie bei, die für das Entstehen von Vertrauen bzw. Misstrauen bedeutsam ist. Aus den Erkenntnissen und deren Rückbindung an die Systemtheorie wurde ein Modell des Professionsvertrauens/-misstrauens entwickelt. Die Auswertung ergibt Hinweise zu Qualitätskriterien eines inklusiven Bildungsangebots und zu Entwicklungsanforderungen in der Professionalisierung, die sowohl auf die Ebene der Organisation Schule als auch der Interaktion zwischen schulischen Akteurinnen und Akteuren sowie Eltern abzielen.

Das Institut für Umweltwissenschaften Landau Stressoren der Umwelt Ökosystemdienstleistungen Genetik und Umwelt Klimagase

30 Jahre Informatik Jugendstil-Tagung Sprit aus Regenwäldern Musikfestival Koblenz