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  1. Police repression and protest behavior: evidence from student protests in Chile
    Autor*in: González, Felipe; Prem, Mounu
    Erschienen: [2020]
    Verlag:  Pontificia Universidad Católica de Chile, Macul, Santiago, Chile

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    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
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    Sprache: Englisch
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    Format: Online
    Schriftenreihe: Documento de trabajo / Instituto de Economia, Pontificia Universidad Católica de Chile ; 558 (2020)
    Schlagworte: police repression; state repression; protest; students
    Umfang: 1 Online-Ressource (circa 58 Seiten), Illustrationen
  2. The legacy of Covid-19 in education
    Autor*in: Werner, Katharina; Woessmann, Ludger
    Erschienen: October 2021
    Verlag:  CESifo, Center for Economic Studies & Ifo Institute, Munich, Germany

    If school closures and social-distancing experiences during the Covid-19 pandemic impeded children's skill development, they may leave a lasting legacy in human capital. To understand the pandemic's effects on school children, this paper combines a... mehr

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    If school closures and social-distancing experiences during the Covid-19 pandemic impeded children's skill development, they may leave a lasting legacy in human capital. To understand the pandemic's effects on school children, this paper combines a review of the emerging international literature with new evidence from German longitudinal time-use surveys. Based on the conceptual framework of an education production function, we cover evidence on child, parent, and school inputs and students' cognitive and socio-emotional development. The German panel evidence shows that children's learning time decreased severely during the first school closures, particularly for low-achieving students, and increased only slightly one year later. In a value-added model, learning time increases with daily online class instruction, but not with other school activities. The review shows substantial losses in cognitive skills on achievement tests, particularly for students from disadvantaged backgrounds. Socio-emotional wellbeing also declined in the short run. Structural models and reduced-form projections suggest that unless remediated, the school closures will persistently reduce skill development, lifetime income, and economic growth and increase inequality.

     
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    Weitere Identifier:
    hdl: 10419/248903
    Schriftenreihe: CESifo working paper ; no. 9358 (2021)
    Schlagworte: Covid-19; school closures; education; schools; students; educational inequality
    Umfang: 1 Online-Ressource (circa 71 Seiten), Illustrationen
  3. The legacy of COVID-19 in education
    Autor*in: Werner, Katharina; Woessmann, Ludger
    Erschienen: October 2021
    Verlag:  IZA - Institute of Labor Economics, Bonn, Germany

    If school closures and social-distancing experiences during the Covid-19 pandemic impeded children's skill development, they may leave a lasting legacy in human capital. To understand the pandemic's effects on school children, this paper combines a... mehr

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    If school closures and social-distancing experiences during the Covid-19 pandemic impeded children's skill development, they may leave a lasting legacy in human capital. To understand the pandemic's effects on school children, this paper combines a review of the emerging international literature with new evidence from German longitudinal time-use surveys. Based on the conceptual framework of an education production function, we cover evidence on child, parent, and school inputs and students' cognitive and socio-emotional development. The German panel evidence shows that children's learning time decreased severely during the first school closures, particularly for low-achieving students, and increased only slightly one year later. In a value-added model, learning time increases with daily online class instruction, but not with other school activities. The review shows substantial losses in cognitive skills on achievement tests, particularly for students from disadvantaged backgrounds. Socio-emotional wellbeing also declined in the short run. Structural models and reduced-form projections suggest that unless remediated, the school closures will persistently reduce skill development, lifetime income, and economic growth and increase inequality.

     
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    Weitere Identifier:
    hdl: 10419/250457
    Schriftenreihe: Discussion paper series / IZA ; no. 14796
    Schlagworte: COVID-19; school closures; education; schools; students; educational inequality
    Umfang: 1 Online-Ressource (circa 71 Seiten), Illustrationen
  4. The Global COVID-19 Student Survey: first wave results
    Autor*in: Jaeger, David A.; Arellano-Bover, Jaime; Karbownik, Krzysztof; Martinez-Matute, Marta; Nunley, John M.; Seals, Alan; Almunia, Miguel; Alston, Mackenzie; Becker, Sascha O.; Beneito, Pilar; Böheim, René; Boscá, José E.; Brown, Jessica H.; Chang, Simon; Cobb-Clark, Deborah A.; Danagoulian, Shooshan; Donnally, Sandra; Eckrote-Nordland, Marissa; Farré, Lídia; Ferri, Javier; Fort, Margherita; Fruewirth, Jane Cooley; Gelding, Rebecca; Goodman, Allen C.; Guldi, Melanie; Häckl, Simone; Hankin, Janet R.; Imberman, Scott; Lahey, Joanna; Llull, Joan; Mansour, Hani; McFarlin, Isaac; Meriläinen, Jaakko; Tove Mortlund, Tove; Nybom, Martin; O'Connell, Stephen D.; Sausgruber, Rupert; Schwartz, Amy Ellen; Stuhler, Jan; Thiemann, Petra; Veldhuizen, Roel van; Wanamaker, Marianne; Zhu, Maria
    Erschienen: May 2021
    Verlag:  IZA - Institute of Labor Economics, Bonn, Germany

    University students have been particularly affected by the COVID-19 pandemic. We present results from the first wave of the Global COVID-19 Student Survey, which was administered at 28 universities in the United States, Spain, Australia, Sweden,... mehr

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    DS 4
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    University students have been particularly affected by the COVID-19 pandemic. We present results from the first wave of the Global COVID-19 Student Survey, which was administered at 28 universities in the United States, Spain, Australia, Sweden, Austria, Italy, and Mexico between April and October 2020. The survey addresses contemporaneous outcomes and future expectations regarding three fundamental aspects of students' lives in the pandemic: the labor market, education, and health. We document the differential responses of students as a function of their country of residence, parental income, gender, and for the US their race.

     
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    Weitere Identifier:
    hdl: 10419/236450
    Schriftenreihe: Discussion paper series / IZA ; no. 14419
    Schlagworte: COVID-19; students; job market expectations; mental health
    Umfang: 1 Online-Ressource (circa 171 Seiten), Illustrationen
  5. Do public scholarships crowd out parental transfers?
    evidence from France
    Autor*in: Grobon, Sébastien; Wolff, François-Charles
    Erschienen: [2022]
    Verlag:  Centre d'économie de la Sorbonne, Paris

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    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
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    Schriftenreihe: Documents de travail du Centre d'économie de la Sorbonne ; 2022, 09
    Schlagworte: public scholarship; students; parental transfers; crowding-out effect; altruism
    Umfang: 1 Online-Ressource (circa 32 Seiten), Illustrationen
  6. The legacy of Covid-19 in education
    Autor*in: Werner, Katharina; Woessmann, Ludger
    Erschienen: [2021]
    Verlag:  Collaborative Research Center Transregio 190, [München]

    If school closures and social-distancing experiences during the Covid-19 pandemic impeded children’s skill development, they may leave a lasting legacy in human capital. To understand the pandemic’s effects on school children, this paper combines a... mehr

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    Standort:
    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
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    DS 553
    Fernleihe:
    keine Fernleihe

     

    If school closures and social-distancing experiences during the Covid-19 pandemic impeded children’s skill development, they may leave a lasting legacy in human capital. To understand the pandemic’s effects on school children, this paper combines a review of the emerging international literature with new evidence from German longitudinal time-use surveys. Based on the conceptual framework of an education production function, we cover evidence on child, parent, and school inputs and students’ cognitive and socio-emotional development. The German panel evidence shows that children’s learning time decreased severely during the first school closures, particularly for low-achieving students, and increased only slightly one year later. In a value-added model, learning time increases with daily online class instruction, but not with other school activities. The review shows substantial losses in cognitive skills on achievement tests, particularly for students from disadvantaged backgrounds. Socio-emotional wellbeing also declined in the short run. Structural models and reduced-form projections suggest that unless remediated, the school closures will persistently reduce skill development, lifetime income, and economic growth and increase inequality.

     
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    Quelle: Verbundkataloge
    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Online
    Weitere Identifier:
    hdl: 10419/256758
    Schriftenreihe: Discussion paper / Rationality & Competition, CRC TRR 190 ; no. 291 (November 1, 2021)
    Schlagworte: Covid-19; school closures; education; schools; students; educational inequality
    Umfang: 1 Online-Ressource (circa 70 Seiten), Illustrationen
  7. New region, new chances
    does moving regionally for university shape later job mobility?
    Autor*in: Ehrenfried, Felix; Fackler, Thomas; Lindlacher, Valentin
    Erschienen: September 2022
    Verlag:  CESifo, Center for Economic Studies & Ifo Institute, Munich, Germany

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    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Online
    Weitere Identifier:
    hdl: 10419/265957
    Schriftenreihe: CESifo working paper ; no. 9922 (2022)
    Schlagworte: regional mobility; job mobility; distance to university; students; spatial; instrumental variables estimation
    Umfang: 1 Online-Ressource (circa 33 Seiten), Illustrationen
  8. The effect of the COVID-19 pandemic on KPS student enrollment and NWEA test scores
    Autor*in: Eberts, Randall W.
    Erschienen: 7-12-2023
    Verlag:  W.E. Upjohn Institute for Employment Research, Kalamazoo, MI

    This report focuses on the COVID-19 pandemic in the Kalamazoo Public Schools District in Kalamazoo, Michigan, which closed its doors to students from mid-March 2020 to June 2021. During this time, instruction transitioned from face-to-face to... mehr

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    This report focuses on the COVID-19 pandemic in the Kalamazoo Public Schools District in Kalamazoo, Michigan, which closed its doors to students from mid-March 2020 to June 2021. During this time, instruction transitioned from face-to-face to virtual, with students having three options for virtual instruction. In addition to individual KPS student data, the study looks at the NWEA national sample as presented in several publications and technical appendices. The study addresses three basic questions, as well as examining students' race/ethnicity and poverty status, summer learning loss to determine the change in achievement gains, and attendance rates as an example of students not receiving face-to-face instruction. The first question asks whether the pandemic, which began in March of 2020, adversely affected student enrollment. The second question examines how achievement gains based on the NWEA math tests during the 2020-2021 pandemic school year compared to prepandemic and post-school-closure trends. The third question examines the variability of NWEA math test scores during the pandemic compared to the school years before and after the 2020-2021 pandemic school year. We find that student enrollment declined during and after the pandemic school year for at least two years, which is more than appears to be the case in all but the first few years of the century. In addressing the second question, we found that achievement gains rebounded after KPS schools opened, although achievement gains are not as high as in the prepandemic school year. It also appears that the lower grades were more resilient than the upper grades during this period. Regarding the third question, we found that test scores were more variable at the low end of the distribution than at the high end and that variability increased in the year following school closure.

     
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    Weitere Identifier:
    hdl: 10419/283979
    Schriftenreihe: Upjohn Institute working paper ; 23, 385
    Schlagworte: Education; students; NWEA tests; grades 3 through 8; COVID-19 pandemic
    Umfang: 1 Online-Ressource (circa 52 Seiten), Illustrationen
  9. English Linguistics
    An Introduction
    Autor*in: Mair, Christian
    Erschienen: 2008
    Verlag:  Gunter Narr Verlag, Tübingen

    bachelor-wissen "English Linguistics" is a compact and easy-to-use introduction to English linguistics which - is tailored to the needs of students of English at German, Austrian and Swiss universities - contains graded exercises to motivate students... mehr

    Standort:
    Bayerische Staatsbibliothek
    Fernleihe:
    uneingeschränkte Fernleihe, Kopie und Ausleihe

     

    bachelor-wissen "English Linguistics" is a compact and easy-to-use introduction to English linguistics which - is tailored to the needs of students of English at German, Austrian and Swiss universities - contains graded exercises to motivate students to carry out independent research, and - bridges the gap between linguistics and the literary and cultural-studies components of the typical BA in English Studies. bachelor-wissen "English Linguistics" goes beyond the usual introduction in offering accompanying web resources which provide additional material and multi-media illustration

     
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    Sprache: Englisch
    Medientyp: Ebook
    Format: Online
    ISBN: 9783823303930
    RVK Klassifikation: HE 100 ; HF 100
    Auflage/Ausgabe: 1st ed
    Schlagworte: students; linguistics; literary; cultural-studie; Linguistik; Anglistik
    Umfang: 1 Online-Ressource (272 Seiten)
    Bemerkung(en):

    [1. Auflage]
  10. Medieval English: Literature and Language
    An Introduction
    Autor*in: Kemmler, Fritz; Rieker, Iryna
    Erschienen: 2012
    Verlag:  Gunter Narr Verlag, Tübingen

    The fifth edition of this innovative approach to English Medieval Studies offers an expanded corpus of Old and Middle English texts. The selection from the Anglo-Saxon Chronicle now includes entries recording Viking raids during the second half of... mehr

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    Technische Universität Chemnitz, Universitätsbibliothek
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    Zentrale Hochschulbibliothek Flensburg
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    Fachhochschule Westküste, Hochschule für Wirtschaft und Technik, Hochschulbibliothek
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    Universitätsbibliothek Hildesheim
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    Bibliotheks-und Informationssystem der Carl von Ossietzky Universität Oldenburg (BIS)
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    Jade Hochschule Wilhelmshaven/Oldenburg/Elsfleth, Campus Oldenburg, Bibliothek
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    Jade Hochschule Wilhelmshaven/Oldenburg/Elsfleth, Campus Elsfleth, Bibliothek
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    Universität Potsdam, Universitätsbibliothek
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    Universitätsbibliothek Rostock
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    Technische Hochschule Ulm, Bibliothek
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    Standort:
    Jade Hochschule Wilhelmshaven/Oldenburg/Elsfleth, Campus Wilhelmshaven, Bibliothek
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    The fifth edition of this innovative approach to English Medieval Studies offers an expanded corpus of Old and Middle English texts. The selection from the Anglo-Saxon Chronicle now includes entries recording Viking raids during the second half of the ninth century. Readers and students interested in Middle English lyrics will find two additional poems which demonstrate clearly that medieval literary production was not exclusively concerned with texts mirroring conservative moral standards. Chaucer’s outstanding oeuvre is now represented by the full text of the “Reeve’s Tale” and selections from the “General Prologue”. While the introductory grammar has been retained with only some minor changes, the explanatory notes to the texts have been revised and substantially expanded. The glossaries have been updated and the bibliography includes additional entries. This expanded and revised guide to English Medieval Studies will introduce beginning students to the diverse and fascinating world of Medieval English with its gradually evolving literary standards and its almost unparalleled wealth of highly developed literary genres.

     
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    Quelle: Verbundkataloge
    Sprache: Deutsch
    Medientyp: Ebook
    Format: Online
    ISBN: 9783823376644
    Weitere Identifier:
    9783823376644
    Auflage/Ausgabe: 5. Auflage
    Schlagworte: Englisch; Old and Middle English texts; Anglo-Saxon Chronicle; Viking; students; literary standards; unparalleled wealth of developed literary genres
    Umfang: 1 Online-Ressource (408 S.)
  11. Medieval English: Literature and Language
    An Introduction
    Autor*in: Kemmler, Fritz; Rieker, Iryna
    Erschienen: 2012
    Verlag:  Gunter Narr Verlag, Tübingen

    The fifth edition of this innovative approach to English Medieval Studies offers an expanded corpus of Old and Middle English texts. The selection from the Anglo-Saxon Chronicle now includes entries recording Viking raids during the second half of... mehr

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    Verlag (lizenzpflichtig)

    Standort:
    Universität Potsdam, Universitätsbibliothek
    Fernleihe:
    uneingeschränkte Fernleihe, Kopie und Ausleihe

     

    The fifth edition of this innovative approach to English Medieval Studies offers an expanded corpus of Old and Middle English texts. The selection from the Anglo-Saxon Chronicle now includes entries recording Viking raids during the second half of the ninth century. Readers and students interested in Middle English lyrics will find two additional poems which demonstrate clearly that medieval literary production was not exclusively concerned with texts mirroring conservative moral standards. Chaucer’s outstanding oeuvre is now represented by the full text of the “Reeve’s Tale” and selections from the “General Prologue”. While the introductory grammar has been retained with only some minor changes, the explanatory notes to the texts have been revised and substantially expanded. The glossaries have been updated and the bibliography includes additional entries. This expanded and revised guide to English Medieval Studies will introduce beginning students to the diverse and fascinating world of Medieval English with its gradually evolving literary standards and its almost unparalleled wealth of highly developed literary genres.

     
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    Sprache: Deutsch
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    Format: Online
    ISBN: 9783823376644
    Weitere Identifier:
    9783823376644
    Auflage/Ausgabe: 5. Auflage
    Schlagworte: Englisch; Old and Middle English texts; Anglo-Saxon Chronicle; Viking; students; literary standards; unparalleled wealth of developed literary genres
    Umfang: 1 Online-Ressource (408 S.)
  12. P. Ovidius Naso, "Remedia amoris"
    Kommentar zu Vers 397–814
    Autor*in: Meckelnborg, Christina
    Erschienen: 2024; ©2024
    Verlag:  Tectum – ein Verlag in der Nomos Verlagsgesellschaft, Baden-Baden

    Studierende der lateinischen Philologie benötigen für die Lektüre römischer Dichter heute mehr denn je einen Kommentar, der sie sowohl bei sprachlichen, stilistischen und metrischen Fragen als auch auf dem Gebiet der Realien nicht im Stich lässt.... mehr

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    Staats- und Universitätsbibliothek Bremen
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    Universitätsbibliothek Greifswald
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    Helmut-Schmidt-Universität, Universität der Bundeswehr Hamburg, Universitätsbibliothek
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    Hochschule Osnabrück, Bibliothek Campus Westerberg
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    Universitätsbibliothek Rostock
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    Standort:
    Universitätsbibliothek der Eberhard Karls Universität
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    Studierende der lateinischen Philologie benötigen für die Lektüre römischer Dichter heute mehr denn je einen Kommentar, der sie sowohl bei sprachlichen, stilistischen und metrischen Fragen als auch auf dem Gebiet der Realien nicht im Stich lässt. Dies leistet der Kommentar zu Vers 397‒814 von Ovids „Remedia amoris“ von Christina Meckelnborg, der schon bald nach seinem Erscheinen 1982 als „unentbehrliches Hilfsmittel“ (N. Holzberg) bezeichnet wurde und der hier in einer überarbeiteten Neuauflage präsentiert wird. Er soll jedoch nicht nur die Lektüre dieses „bedeutenden Stücks Weltliteratur“ (N. Holzberg) erleichtern, sondern auch mit der augusteischen Dichtersprache vertraut machen. Today more than ever, students of Latin philology need a commentary for the reading of Roman poets that will not let them down in linguistic, stylistic and metrical questions as well as in the field of realia. This is the purpose of Christina Meckelnborg's commentary on verses 397-814 of Ovid's “Remedia amoris”, which was described as an “indispensable aid” (cf. N. Holzberg) soon after its publication in 1982 and which is presented here in a revised new edition. However, it is not only intended to facilitate the reading of this “significant piece of world literature” (cf. N. Holzberg), but also to familiarise the reader with the Augustan poetic language.

     
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    Quelle: Verbundkataloge
    Sprache: Deutsch
    Medientyp: Ebook
    Format: Online
    ISBN: 9783828850378
    Weitere Identifier:
    Auflage/Ausgabe: 2. Auflage
    Schriftenreihe: Nova Classica. Marburger Fundus für Studium und Forschung in der Altertumswissenschaft ; 4
    Schlagworte: Geschichte; Language; Antike; Literatur; Kommentar; Sprache; Studierende; History; Ovid; Philologie; Philology; Antiquity; literature; World Literature; Latein; commentary; Realia; Weltliteratur; Lateinisch; students; august; augusteisch; Dichtersprache; Latin; poetic language; roman poets; Realien; Remedia Amoris; römische Dichter
    Umfang: 1 Online-Ressource (428 Seiten)