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Im Anschluss an die arbeitsrechtlichen Jahresübersichten der vergangenen Jahre (NWB 5/2019 S. 266; NWB 8/2020 S. 557) gibt der nachfolgende Beitrag einen Überblick über relevante Entwicklungen im Arbeitsrecht des Jahres 2020. Der erste Teil beschäftigt sich hierbei mit gesetzlichen Änderungen. Neben Regelungen, die auf die COVID-19-Pandemie zurückgeführt werden können, hat der Gesetzgeber auch andere Vorhaben umgesetzt. So wurde u. a. das Arbeitnehmerentsenderecht reformiert. Für Diskussionen sorgt(e) zudem das Gesetzesvorhaben zur Regelung mobiler Arbeit. Im zweiten Teil werden für die Praxis wichtige höchstrichterliche Gerichtsentscheidungen zum Arbeitsrecht erläutert, alphabetisch sortiert von A (wie Antidiskriminierungsrecht) bis U (wie Urlaub).
Robots are widely used as a vehicle to spark interest in science and technology in learners. A number of initiatives focus on this issue, for instance, the Roberta Initiative, the FIRST Lego League, the World Robot Olympiad and RoboCup Junior. Robotic competitions are valuable not only for school learners but also for university students, as the RoboCup initiative shows. Besides technical skills, the students get some project exposure and experience what it means to finish their tasks on time. But qualifying students for future high-tech areas should not only be for students from developed countries. In this article, we present our experiences with research and education in robotics within the RoboCup initiative, in Germany and South Africa; we report on our experiences with trying to get the RoboCup initiative in South Africa going. RoboCup has a huge support base of academic institutions in Germany; this is not the case in South Africa. We present our ‘north–south’ collaboration initiatives in RoboCup between Germany and South Africa and discuss some of the reasons why we think it is harder to run RoboCup in South Africa.
Several species of (poly)saccharides and organic acids can be found often simultaneously in various biological matrices, e.g., fruits, plant materials, and biological fluids. The analysis of such matrices sometimes represents a challenging task. Using Aloe vera (A. vera) plant materials as an example, the performance of several spectro-scopic methods (80 MHz benchtop NMR, NIR, ATR-FTIR and UV–vis) for the simultaneous analysis of quality parameters of this plant material was compared. The determined parameters include (poly)saccharides such as aloverose, fructose and glucose as well as organic acids (malic, lactic, citric, isocitric, acetic, fumaric, benzoic and sorbic acids). 500 MHz NMR and high-performance liquid chromatography (HPLC) were used as the reference methods.
UV–vis data can be used only for identification of added preservatives (benzoic and sorbic acids) and drying agent (maltodextrin) and semiquantitative analysis of malic acid. NIR and MIR spectroscopies combined with multivariate regression can deliver more informative overview of A. vera extracts being able to additionally quantify glucose, aloverose, citric, isocitric, malic, lactic acids and fructose. Low-field NMR measurements can be used for the quantification of aloverose, glucose, malic, lactic, acetic, and benzoic acids. The benchtop NMR method was successfully validated in terms of robustness, stability, precision, reproducibility and limit of detection (LOD) and quantification (LOQ), respectively. All spectroscopic techniques are useful for the screening of (poly)saccharides and organic acids in plant extracts and should be applied according to its availability as well as information and confidence required for the specific analytical goal. Benchtop NMR spectroscopy seems to be the most feasible solution for quality control of A. vera products.
Eye movement modelling examples (EMME) are instructional videos that display a
teacher’s eye movements as “gaze cursor” (e.g. a moving dot) superimposed on the
learning task. This study investigated if previous findings on the beneficial effects of EMME would extend to online lecture videos and compared the effects of displaying the teacher’s gaze cursor with displaying the more traditional mouse cursor as a tool to guide learners’ attention. Novices (N = 124) studied a pre-recorded video lecture on how to model business processes in a 2 (mouse cursor absent/present) × 2 (gaze cursor absent/present) between-subjects design. Unexpectedly, we did not find significant effects of the presence of gaze or mouse cursors on mental effort and learning. However, participants who watched videos with the gaze cursor found it easier to follow the teacher. Overall, participants responded positively to the gaze cursor, especially when the mouse cursor was not displayed in the video.