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Both types of task showed an effect of overlearning. The effect size for physical tasks was smaller than the effect size for cognitive tasks. The amount of overlearning affected retention: more overlearning led to more retention on both types of task.
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https://en.wikipedia.org/wiki/Overlearning
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The length of the retention interval also affected overlearning, but the effects were different for physical and cognitive tasks. Whereas participants overlearning physical tasks increased in ability during the retention interval, participants who overlearned cognitive tasks decreased in recall ability over time.Some recent studies explicitly examined the interaction of overlearning with retention interval, and concluded that the effects of overlearning tend to be fairly short-lived. Overlearning may be more useful in instances when learners only need short-term retention of the material.
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https://en.wikipedia.org/wiki/Overlearning
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In one study, researchers examined the effects of overlearning geography facts or word definitions. After one week, overlearners recalled more geography facts and word definitions than non-overlearners, but this improvement gradually disappeared after the study. This research suggests that overlearning may be an inefficient study method for long-term retention of geography facts and word definitions. Overlearning improves short-term retention of material, but learners must also spend more time studying. Over time the improvements created by overlearning fade, and the learner is no better off than someone who did not spend time overlearning the material.
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https://en.wikipedia.org/wiki/Overlearning
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In another study, researchers compared the effects of overlearning and distributed practice on mathematics knowledge. Distributed practice refers to practice that is spaced over time. In Experiment 1, participants completed 10 math problems either all at once or distributed across two sessions. Participants in the distributed practice condition performed no differently from participants in the single-session condition one week later, but distributed practice participants did perform better than single-session participants four weeks later.
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https://en.wikipedia.org/wiki/Overlearning
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In Experiment 2, participants completed either three or nine practice problems in one sitting. When participants were retested one or four weeks later, no differences were found between three-problem and nine-problem participants. Researchers found no effect of overlearning on mathematics retention.
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https://en.wikipedia.org/wiki/Overlearning
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Balaibalan (Ottoman Turkish: باليبلن, romanized: Bâleybelen) is the oldest known constructed language.
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https://en.wikipedia.org/wiki/Balaibalan
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Balaibalan is the only well-documented early constructed language that is not of European origin, and it is independent of the fashion for language construction that occurred in the Renaissance. In contrast to the philosophical languages which prevailed then, and the languages designed for facilitating worldwide communication or for use in literature or film most prominent today, Balaibalan was probably designed as a holy or poetic language for religious reasons, like Lingua Ignota and perhaps Damin. Balaibalan may also have been a secret language which was only known by an inner circle. It may have been created by 14th century mystic Fazlallah Astarabadi, founder of Hurufism, or collectively by his followers in the 15th century, or may have been Muhyî-i Gülşenî, born in Edirne, a member of the Gülşenî sufi order in Cairo; in any case, the elaboration of the language was a collective endeavour.The sole documentary attestation of Bâleybelen is a dictionary, copies of which are to be found in the Bibliothèque nationale de France in Paris and in the Princeton University Library.
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https://en.wikipedia.org/wiki/Balaibalan
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Balaibalan is an a priori language, written with the Ottoman alphabet (Arabic script). The grammar follows the lead of Persian, Turkish and Arabic; like Turkish, it is agglutinating. Much of the lexis appears wholly invented, but some words are borrowed from Arabic and the other source languages, and others can be traced back to words of the source languages in an indirect manner, via Sufi metaphor. For example: -gab-, the stem of the verb 'deliberate', is explained by the dictionary as being built out of the letters b, which indicates shared action between multiple people, and g, which indicates publicizing. ḏāt 'origin' appears to be borrowed from Arabic ḏāt, which means 'essence.' mim 'mouth' may reflect the Arabic name mim of the letter ⟨م⟩, whose shape is often compared in poetry to that of a mouth.
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https://en.wikipedia.org/wiki/Balaibalan
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The Ministry of Education (Amharic: ትምህርት ሚኒሰቴር) is a government department of Ethiopia, focusing in the governance and policies of education. It is headquartered in Arada Sub-City, Addis Ababa. It is responsible for overseeing the teaching and learning process throughout the country from elementary school education to higher secondary school education.
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https://en.wikipedia.org/wiki/Ministry_of_Education_(Ethiopia)
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It regulates the general curriculum of public schools and also sets the precedent for private schools. In addition the ministry is the responsible for the Ethiopian National Exams. The department also has, in accord with Ethiopian law, the authority to regulate all institutions of learning to a certain limited extent.
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https://en.wikipedia.org/wiki/Ministry_of_Education_(Ethiopia)
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The Ministry of Education established during the reign of Emperor Haile Selassie in 1930 under Blattengetta Sahlu Sedalu, a former graduate of the Menelik II School. The First Secretary of the Ministry was Ato Kidina Mariam Aberra. The Ministry was then allotted 2 per cent of the treasury's revenue, in addition to a special education tax.During the Abiy Ahmed prime ministership of Ethiopia, Getahun Mekuria was Minister of Education prior to October 2021, when Berhanu Nega became Minister. On 6 October 2021, as part of this Cabinet reshuffle, the Ministry of Science and Higher Education (MoSHE), which was established two years prior on 16 August 2018, was dissolved and merged into the Ministry of Education.
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https://en.wikipedia.org/wiki/Ministry_of_Education_(Ethiopia)
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In linguistics, an etymological calque is a lexical item calqued from another language by replicating the etymology of the borrowed lexical item although this etymology is irrelevant for the meaning being borrowed. : pp.43-45 Most calques are not etymological. : p.45 For example, the English compound basketball was calqued, conventionally, into Standard Chinese as 篮球 lánqiú, which means "basketball".
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https://en.wikipedia.org/wiki/Etymological_calque
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The lexical item 篮球 lánqiú consists of 篮 lán "basket" and 球 qiú "ball". : p.45 Therefore, lánqiú is a calque. On the other hand, the English compound hotdog was etymologically calqued into Standard Chinese as 热狗 règǒu "hotdog".
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https://en.wikipedia.org/wiki/Etymological_calque
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: p.45 The Chinese lexical item 热狗 règǒu "hotdog" consists of 热 rè "hot" and 狗 gǒu "dog", and is thus an etymological calque of the English lexical item hotdog. : p.45 Those making the calque (as well as Chinese speakers) are completely aware that when they eat a 热狗 règǒu "hotdog" they do not eat dog meat. Nonetheless, they chose to retain the English etymology within the Chinese neologism. Therefore, règǒu is an etymological calque.
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https://en.wikipedia.org/wiki/Etymological_calque
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The etymology of the English lexical item cocktail is maintained and visible within the Chinese etymological calque 鸡尾酒 jīwěijiǔ "cocktail". : p.45 The Chinese lexical item 鸡尾酒 jīwěijiǔ "cocktail" means literally "chicken tail alcohol", and is thus an etymological calque of the English lexical item cocktail. : p.45
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https://en.wikipedia.org/wiki/Etymological_calque
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Hemda Ben-Yehuda’s 1904 neologism אופנה ofná "fashion" is an etymological calque - deriving from אופן ófen "mode" – of the internationalism móda "fashion" (e.g. moda in Italian), which can be traced back to the Latin lexical item modus "mode". : p.43
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https://en.wikipedia.org/wiki/Etymological_calque
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Library Hub Discover is a union catalog operated by Jisc. It replaces Copac and SUNCAT. Its user interface is centred around a simple search engine-like query box.
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https://en.wikipedia.org/wiki/Library_Hub_Discover
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Conclusions often include information on analytic confidence, open questions or issues or further research needs, confidence intervals, and recommendations, consisting of high-level abstract interpretation and sensemaking of a work's results or data. In science, conclusion-making or drawing conclusions is the last step of the scientific method, or second-last if a step 'reporting results' is included.Conclusion-making can be distinguished from decision-making and judgments in that conclusions are final decisions, for example after a process of deliberation or at the end of a study, are only reasoned judgments, and that they – at least in the scientific context – are established with "careful regard to evidence, but without regard to consequences of specific actions in specific circumstances". A final decision to use a conclusion for a specified intended use may still be less a conclusion than a decision.The methods or ways of how conclusions are being made are a subject of research in the contexts of scientific literature, education, cognitive neuroscience, collective intelligence, and artificial intelligence. Argumentative sentences are often used in daily communication and have important role in each decision or conclusion making process – one approach is to explore them computationally via argument annotation and analysis using deep learning. More broadly, in artificial intelligence, human conclusion-making is reproduced, or it can improve conclusion-making.
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https://en.wikipedia.org/wiki/Conclusion-making
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The contents of academic papers often include, a by now more or less established, standard section called "Conclusions", with common similar or synonymous section titles including "Conclusion" or "Discussion". The section is often the last section of a study before the references and may be the most commonly read sections of studies, right after their shorter summarizing abstracts and the title(s). Sometimes a conclusions section is part of a subdivided (or "structured") abstract section. Conclusions are to be distinguished from "Results" sections of studies or study results with the former interpreting, summarizing, finding meaning and significance in, and contextualizing the results data.
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https://en.wikipedia.org/wiki/Conclusion-making
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Often, the decision whether or not to read the entire or more of an article is made only after reading the abstract and conclusions sections, which is recommended by some. Sometimes these sections also point out identified knowledge gaps. Metascience studies can list and analyze a variety of factors that could lead to unjustified conclusions that are not accounted for in the typical statistical measures used such as statistical significance or standard deviations.
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https://en.wikipedia.org/wiki/Conclusion-making
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Assessing whether studies' conclusions match their data was a common advice by experienced academics, for which also looking at the figures early may be useful. Often, studies only include results that led to its conclusions, not also describing dead-ends and non-results.According to Tukey, the scientific body grows by the reaching of conclusions, which are to be accepted to subsequently be taken into the body of knowledge, "not just into the guidebook of advice for immediate action, as would be the case with a decision" and "something of lasting value extracted from the data". He suggests that the conclusion is to "remain accepted, unless and until unusually strong evidence to the contrary arises and "accepted subject to future rejection, when and if the evidence against it becomes strong enough".
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https://en.wikipedia.org/wiki/Conclusion-making
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Educational textbooks "generally give the right answer or the conclusion rather than clarify the interpretive process, including pitfalls, wrong paths, and misunderstandings that occur along the way." Schwab criticized in 1962 that science was too commonly taught as: a nearly unmitigated rhetoric of conclusions in which the current and temporary constructions of scientific knowledge are conveyed as empirical, literal, and irrevocable truths (in which students are asked) to accept the tentative as certain, the doubtful as undoubted, by making no mention of reasons or evidence for what it asserts Good knowledge of conclusion-making methods is essential for learning about natural and social phenomena – such as analogy, inductive and deductive reasoning and how such are deployed, including proving claims, systematization of knowledge, and checking hypotheses. Students' conclusion-making skills can be improved with digital technologies.A study investigated how nursing students deferred their conclusions and sought guidance from "others", usually registered nurses or sometimes doctors, when they wanted clarification or confirmation about their interpretation or implications.
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https://en.wikipedia.org/wiki/Conclusion-making
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In clinical decision-making, mistakes of accepting a diagnosis conclusion before it has been fully verified have been called 'premature closure'.Modern humans make widespread use of induction and deduction, including scientists of modern society. France Bacon first formalized induction in his 1620 book Novum Organum and advised that facts should be assimilated without bias to reach a conclusion.
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https://en.wikipedia.org/wiki/Conclusion-making
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Conclusion-making may be an important element of various artificial intelligence systems. A researcher suggests that one could say that an agent exhibits rational thinking "if it is able to provide reasons for what it does or what it believes" where "xternal observers can verify whether a system thinks rationally if the system uses an understandable language to describe its own beliefs and justifications about how conclusions are reached". This capability is especially useful in the context of what is called explainable artificial intelligence, which relates to transparency and logical replicability. Neural networks "formulate the final conclusion-making process as the classification or generation task" and "lack in explaining how they perform induction and reasoning".
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https://en.wikipedia.org/wiki/Conclusion-making
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Interpretability can be valuable by verifying the logic for a specific conclusion. If the system uses "an understandable language to describe its own beliefs and justifications about how conclusions are reached", it may be unclear if that indeed and fully describes the deployed actual reasoning. Some researchers have argued open-source artificial intelligence in the context of transparency and verifiability.Machines can deduce conclusions "from beliefs" using efficient algorithms based on automated reasoning like automated theorem provers and can also "automate other types reasoning such as approximate reasoning (e.g., using probabilistic representations) or analogical reasoning (e.g., case-based reasoning)".Semantic Web research indicates "semantic-based search", e.g. using SPARQL, can retrieve information from complex and heterogeneous database systems and "generate logical conclusions" on the requested issues.Conclusion-making is also be used by computational reasoning systems such as diagnostic aides and similar medical systems, sometimes in distinct units. Especially for such systems, being able to see and understand systems' reasoning or getting "an explanation" of how an answer was obtained is "crucial for ensuring trust and transparency". In recursive processes, such algorithms are in some designs given feedback on whether their conclusions are correct.
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https://en.wikipedia.org/wiki/Conclusion-making
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A 2022 security studies paper found that in general current systems cannot reliably automate analysis or synthesis of arguments in the same way that statistical packages can automate analysis of data". There is research into how to efficiently calculate the winning arguments or arguments weights and the overall conclusions.On the collaborative argument map website Kialo, users can vote on the overall debate topic as well as on individual claims to express their perspectives or conclusions, with the rationale (i.e. the main causal arguments) why they voted on the veracity of the thesis as they did not being captured. This represents the platform's algorithm of collective determination of argument weights and theses' veracities which has a plurality component in that the user can also switch between the perspectives of specific users and some groups of users (e.g. supporters and opposers of a thesis). It features at least five key components of conclusion-making or the understanding thereof in the context historical-political education: perspectivity, relevance levels, interdependence, multicausality and assessments.
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https://en.wikipedia.org/wiki/Conclusion-making
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Research investigates various conclusion-making algorithms such as "ranking-based semantics based on the propagation of the weights of arguments, that give a higher weight to non-attacked arguments". In terms of reliability and quality, such may require the sites to not exclude any valid arguments as long as they are relevant. Argumentation graphs can and were also built collaboratively with the open source software Argüman.Conclusion-making methods could be applied to debates or their data, e.g. via bipolar weighted argumentation frameworks, to find out what the current conclusion of debates like "Computer Science is not actually a science" is. Meaningful implementations may require more possible outcomes than binary yes-or-no tendencies, e.g. highlighting key arguments or limitations.
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https://en.wikipedia.org/wiki/Conclusion-making
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This may include "summarizing the contentious and agreed-upon points of a discussion". The adoption or implementation of conclusion-making methods could address a problem with Kialo and Argüman where "it's not clear how a user would go about trying to absorb the gist of a debate by navigating an argument tree" as trees can become "extremely dense, and the interface does not make it obvious which arguments the user should pay attention to". Conclusion-making could also enable summaries that could be used at other argument maps to which a structured debate is related. Debates or parts of it could be collaboratively summarized and condensed.Researchers have developed a way to explicitly model an argument's conclusion and shown that this conclusion-generation better enables the generation of stronger counter-arguments, especially when the attacked claim leaves its conclusion implicit. The stance of such counter-arguments needs to be opposite to that conclusion, which they suggest is key to "effective counter-argument generation", albeit counter-arguments can also attack an argument's premises or their connection to the conclusion.In general, there can be estimated degrees or known differences in the degrees of certainty "that confirms, or not, initial assumptions".
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https://en.wikipedia.org/wiki/Conclusion-making
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Computational neuroscientists have shown that people with higher intelligence scores in Human Connectome Project cognitive tests took more time to solve difficult problems and that their higher synchrony between brain areas allowed for better integration of evidence (or progress) from preceding working memory sub-problem processing. Reducing synchrony in "avatar" simulations, that were adjusted and tuned towards personalization, "led decision-making circuits to quickly jump to conclusions". Their codified results may be useful for an understanding of cognition to replicate or imitate in bio-inspired computing. An earlier study indicates best participants in an experiment were the ones "who jumped to an early speculation but then deliberately tested it", since the initial hypothesis gave them a basis for seeking data that would be diagnostic. Conclusion making can be considered as part of a step in creative thinking in problem-solving, and can also be considered to be a distinct higher order thinking activity, and conclusion making investigated as a distinct capability in students from a cognitive perspective.
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https://en.wikipedia.org/wiki/Conclusion-making
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The Pravastatin or atorvastatin evaluation and infection therapy - thrombolysis in myocardial infarction 22, also known as PROVE-IT TIMI 22, was a randomized, double-blind, clinical trial that recruited 4,162 people admitted within 10 days of an acute coronary event and randomised them to the lipid-lowering drugs pravastatin (40 mg) or atorvastatin (80 mg) and a 10-day course of the antibiotic gatifloxacin or placebo. The participants enrolled at 349 sites across Australia, Europe, and North America between November 2000 and December 2001, and the study concluded that statin treatment for secondary prevention reduced coronary heart disease (CHD) events and that atorvastatin had a more marked effect than pravastatin. The study was published in The New England Journal of Medicine and reported at the American College of Cardiology Annual Scientific Session in 2004.
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https://en.wikipedia.org/wiki/Pravastatin_or_atorvastatin_evaluation_and_infection_therapy_-_thrombolysis_in_myocardial_infarction_22
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The UK Register of Learning Providers (UKRLP) is a website at https://www.ukrlp.co.uk/ which collects and disseminates information about learning providers in the United Kingdom. Registration with the site allows a school, college or other training organisation to share and update its information with organisations such as the Higher Education Funding Council for England, the Higher Education Statistics Agency, and the Skills Funding Agency. Information on the site can also be accessed by members of the public. The registry was created on 1 August 2005, and lists over 30,000 learning providers.
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https://en.wikipedia.org/wiki/UK_Register_of_Learning_Providers
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Registration is free.The registry is operated by the Education and Skills Funding Agency, which verifies the institution exists but provides no endorsements or assurance of quality. Each registered entity is assigned a UK Provider Reference Number (UKPRN). Registration is not mandatory, but is required to obtain certain types of government funding.Apprenticeship training providers who wish to appear on the UK's Register of Apprenticeship Training Providers in order to access funding from the Apprenticeship Levy from May 2017 and deliver apprenticeship training must be registered with the UKRLP. == References ==
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https://en.wikipedia.org/wiki/UK_Register_of_Learning_Providers
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The term isomorphism literally means sameness (iso) of form (morphism). In Gestalt psychology, Isomorphism is the idea that perception and the underlying physiological representation are similar because of related Gestalt qualities. Isomorphism refers to a correspondence between a stimulus array and the brain state created by that stimulus, and is based on the idea that the objective brain processes underlying and correlated with particular phenomenological experiences functionally have the same form and structure as those subjective experiences.Isomorphism can also be described as the similarity in the gestalt patterning of a stimulus and the activity in the brain while perceiving the stimulus. More generally, this concept is an expression of the materialist view that the properties of mind and consciousness are a direct consequence of the electrochemical interactions within the physical brain.A commonly used example of isomorphism is the phi phenomenon, in which a row of lights flashing in sequence creates the illusion of motion.
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https://en.wikipedia.org/wiki/Isomorphism_(Gestalt_psychology)
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It is argued that the brain state created by this stimulus matches the brain state created by a patch of light moving from one location to another. The stimulus is perceived as motion because the subjective percept of spatial structure is correlated with electric fields in the brain whose spatial pattern mirrors the spatial structure in the perceived world. == References ==
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https://en.wikipedia.org/wiki/Isomorphism_(Gestalt_psychology)
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The International Social Survey Programme (ISSP) is a collaboration between different nations conducting surveys covering topics which are useful for social science research. The ISSP researchers develop questions which are meaningful and relevant to all countries which can be expressed in an equal manner in different languages. The results of the surveys provide a cross-national and cross-cultural perspective to individual national studies. By 2021, 58 countries have already taken part in the ISSP.
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https://en.wikipedia.org/wiki/International_Social_Survey_Programme
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The ISSP was founded in 1984 by research organizations from four countries: Zentrum für Umfragen, Methoden, und Analysen (ZUMA), Mannheim, Germany, now GESIS – Leibniz Institute for the Social Sciences National Opinion Research Center (NORC), University of Chicago, Chicago, Illinois, United States. Social and Community Planning Research (SCPR), London, United Kingdom, now National Centre for Social Research, NatCen Research School of Social Sciences (RSSS), Australian National University, now School of Demography Canberra, Australia.Four different Social Surveys included a common module each year: The British Social Attitudes Survey (BSA) in the UK The General Social Survey (GSS) in the USA The ALLBUS or German General Social Survey (GGSS) in Germany and The Surveys by the Research School of Social SciencesSince then social science institutions from 58 different countries included a 15-minute supplement to their national surveys. The membership to the ISSP is institutional and by country. One or more than one institute in a country can co-operate on ISSP research (cf. France and Spain).
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https://en.wikipedia.org/wiki/International_Social_Survey_Programme
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The common module surveyed by the member institutions also contains an extensive common core of background variables. The modules focus on one specific topic each year and were planned to be repeated more or less every five to ten years. When it comes to the researchers choice of topics, the relevance of the area of social sciences in the year of the survey is taken into account.
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https://en.wikipedia.org/wiki/International_Social_Survey_Programme
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Given this, the ISSP deliveries data sets are helpful for both Cross-sectional studies and Time series analysis. Over time the set of modules has grown towards more diverse topics. The latest additions were Leisure Time and Sports in 2007 as well as Health and Health Care in 2011.
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https://en.wikipedia.org/wiki/International_Social_Survey_Programme
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The ISSP is a self-funding organisation with an emphasis on democratic decision making stated in its working principles. To accomplish this principle it has set up several groups and committees. These groups either consist of member organisations as a whole or include some particular social scientists. There are: The ISSP secretariat (2021-2024): FORS - Swiss Centre for Expertise in the Social Sciences, Switzerland The ISSP archive (GESIS Data Archive for the Social Sciences, Germany) Methodology research groups The ISSP sub-groups drawn up within the ISSP Drafting groups for modules The ISSP Standing CommitteeMost of the members of these groups are elected democratically at the General Assembly.
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https://en.wikipedia.org/wiki/International_Social_Survey_Programme
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These meetings of delegates from every member state of the ISSP are held in May or June in changing locations all around the world. The General Assemblies also serve the function of discussing modules, which are to be completed the same year or begun and surveyed the upcoming one. The delegates also discuss the topics of upcoming modules. The ISSP also gives importance to the way member organisations implement their surveys. The organisation's principles are published in its ethical statement and its working principles.
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https://en.wikipedia.org/wiki/International_Social_Survey_Programme
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The methodological work in the ISSP is coordinated by a Methodology Committee, consisting of six members elected at the General Meeting. It co-ordinates the work of six groups addressing different areas of cross-cultural methods, all concerned with issues of equivalence: demography, non-response, weighting, mode effects, questionnaire design and translation.
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https://en.wikipedia.org/wiki/International_Social_Survey_Programme
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The datasets from the different modules conducted by participating ISSP member states can be downloaded at the GESIS Archive page. All these links lead to the official GESIS – Leibniz Institute for the Social Sciences homepage, where the data is provided openly for research purposes.
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https://en.wikipedia.org/wiki/International_Social_Survey_Programme
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Michael John (born 1954 in Linz, Upper Austria) is an Austrian historian and exhibitions-curator, internationally known for his research on European and Jewish migration, and on Nazism (like Nazi plunder, Forced labour under German rule during World War II, or the Holocaust in Austria).
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https://en.wikipedia.org/wiki/Michael_John_(historian)
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Michael John finished his high school education 1971 with the Matura at the so-called "Academic" Gymnasium in Linz, and studied from 1972 to 1980 History und Political science at the University of Vienna. During his studies he turned to Social and Economic history, and graduated 1980 as Ph.D. with a thesis on housing of the working and lower classes in Vienna around 1900 (see John 1982, John 1984).He started his scientific career 1985 at the Institute for Social and Economic History (University of Vienna), and continued it 1986 at the Institute for Social and Economic History at the University of Linz. There he advanced from Assistant professor (1993) to Associate professor (2001, after his Habilitation with a study on the population of Linz in the 19th and 20th century as result of national and international migration, see John 2000). He was deputy head (2008-2014, 2017–2019) and head (2015-2017) of the Institute of Social and Economic History at the University of Linz. Michael John 2011 – 2019 was also head of the Institute of Cultural Economics and Cultural Research (Institut für Kulturwirtschaft und Kulturforschung (KUWI) at the University of Linz).He was also guest professor at the University of Salzburg (1992), at the Central European University Budapest (1995), the Slovenian Academy of Sciences and Arts Ljubljana (2001), and the University of Nova Gorica (School of Humanities, Cultural Studies) (2004).
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https://en.wikipedia.org/wiki/Michael_John_(historian)
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Michael John concentrated his historical research on several focuses, which he treated not only by scientific research, but also by Applied history, curating exhibitions on relevant themes. See here the main focuses: Nazism, Aryanization, Nazi plunder and its restitution, Forced labour under German rule during World War IIMichael John has conducted intensive research on Nazism, especially on the history of Aryanization, on aspects of Nazi plunder, with focus on plundered/ looted art and its restitution from the property of Austrian museums (see here John 2012b, John 2007a, John 2004a). Here he also studied aspects of forced labour under Nazi rule (see f.e. John 2012a).
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https://en.wikipedia.org/wiki/Michael_John_(historian)
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He curated an exhibition on the topic of forced labor (see exhibition 2014). Jewish history and Jewish migration in and from Central EuropeIn the context of Nazism-research in Austria Michael John did studies on Jewish persecution and the History of Jews in Germany and in Austria 1933 - 1945 (see John 2021a, John 2014a). He did also investigations on general Jewish migration in the Austro-Hungarian Empire before 1918 (see here f.e.
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https://en.wikipedia.org/wiki/Michael_John_(historian)
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John 2011, John 1999a). Additionally he studied the emigration of Jewish people after the Holocaust and World War II to Israel, the United States and other areas (see here f.e. John 2002b).
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https://en.wikipedia.org/wiki/Michael_John_(historian)
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Here he curated (with Albert Lichtblau) an exhibition on the Righteous Among the Nations of Austria, exhibition 2015–2021. General Migration studiesMichael John did several studies on aspects of migration within and from Europe (see here f.e. John 2014b, John 1996a).
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https://en.wikipedia.org/wiki/Michael_John_(historian)
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He researched aspects of immigration to Vienna (see f.e. John 2019a, John 1990) and to Linz (see f.e. John 2000, John 1995) in the 19th and 20th century.
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https://en.wikipedia.org/wiki/Michael_John_(historian)
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Later he concentrated on Labour migration to Central Europe from a European "fringe" (like Yugoslavia, Greece, Italy or Turkey; (see f.e. John 2004b, John 2003). Here he also curated exhibitions, like „Gekommen und Geblieben: 50 Jahre Arbeitsmigration in OÖ.
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https://en.wikipedia.org/wiki/Michael_John_(historian)
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“ (exhibition 2014–2018), "Crossing Borders" (exhibition 2004), or Migration - eine Zeitreise nach Europa Urban historyHere Michael John did research on the housing of lower/ working classes in Vienna around 1900 (see John 1982, John 1984), and studied the Demographic history of Linz as immigration city (see here John 2000, John 2015). This focus on Urban history was also the center of curating the 2021 Upper Austrian Federal State Exhibition in Steyr („Arbeit - Wohlstand - Macht“ ) co-curated by Michael John (see John 2021, exhibition 2021). Popular culture: Sports (especially Soccer), Consumer culture, MobilitiesMichael John worked here in several studies and publications primarily on the history and social meaning of Soccer in Austria and Germany (see f.e.
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https://en.wikipedia.org/wiki/Michael_John_(historian)
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John 2008, John 1997). He additionally did research on the history of Consumerism (see f.e. John 2010, John 2001a) and on the history of Mobilities.
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https://en.wikipedia.org/wiki/Michael_John_(historian)
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Here he curated an exhibition „Fussball: Geschichten & Geschichte “ (exhibition 2008). History of Abuse in Youth Welfare, Childcare and Children's/ Youth homes in AustriaMichael John was member of several Austrian commissions of historians to examine child and youth abuse in Austrian children's and youth homes (Borstals, like Linz-Wegscheid, Steyr-Gleink, or Vienna, Schloss Wilhelminenberg#child abuse scandal) (see John 2006, John 2018). Here extensive and severe abuse of children and youngsters was proved. He also organized an exhibition in this context = Exhibition on the History of the Upper Austrian Youth Home in Linz-Wegscheid (exhibition 2006)
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https://en.wikipedia.org/wiki/Michael_John_(historian)
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2021: „Arbeit - Wohlstand - Macht “ (Curator and Scientific Head, with Herta Neiss), Oö. Landesausstellung 2021. 2015 – 2021: „Die Gerechten“. Courage ist eine Frage der Entscheidung (curated with Albert Lichtblau and Manfred Lindorfer); at several locations: Vienna, Linz, Steyr.
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https://en.wikipedia.org/wiki/Michael_John_(historian)
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2014 – 2018: „Gekommen und Geblieben“. 50 Jahre Arbeitsmigration in Österreich (curated with Manfred Lindorfer und Marion Wisinger); at several locations in Upper Austria: Linz, Ried, Steyr and others. since 2014 (Cooperation as Member of the Commission "Forced labour in the VOEST"): „Gegen den Willen und fern der Heimat“.
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https://en.wikipedia.org/wiki/Michael_John_(historian)
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Zeitgeschichteausstellung 1938–1945 , permanent exhibition, Linz: Corporate Headquarters of the VOEST Linz 2009: Stadt im Glück (Scientific Cooperation and Co-Curator, with Thomas Philipp, Lydia Thanner, Andre Zogholy), Exhibition in the Linz City Museum Nordico], as part of the European Capital of Culture Linz 2009. 2008: „Fussball: Geschichten & Geschichte “ (main Curator), Exhibition in the Schlossmuseum Linz 2006: „WEGSCHEID - Von der Korrektionsbaracke zum sozialpädagogischen Jugendwohnheim“. Eine Ausstellung (main Curator), at several locations: Linz-Wegscheid and Hartheim (Upper Austria).
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https://en.wikipedia.org/wiki/Michael_John_(historian)
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2004: „Crossing Borders“ (main Curator), Exhibition in the Museum Arbeitswelt Steyr 2003: Migration - eine Zeitreise nach Europa (Concept and Scientific Coordination, with Manfred Lindorfer), Exhibition in the Museum Arbeitswelt Steyr 1998: „Tradition - Innovation. Industrie im Wandel. Vergangenheit, Gegenwart, Zukunft“ (Scientific Head, together with Roman Sandgruber), Part of the Upper Austrian Provincial Exhibition 1998 („Land der Hämmer )“, in the former Reithoffer Factory, Steyr
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https://en.wikipedia.org/wiki/Michael_John_(historian)
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Up to now (2022) Michael John has published 20 books as author, co-author, editor or co-editor, and more than 180 journal-articles/ book-contributions as author or co-author in German and English. Here a selection of 35 publications is noted: 2021b: Arbeit - Wohlstand - Macht. Oberösterreichische Landesausstellung Steyr 2021 (ed. with Herta Neiss), Trauner Editors, Linz/A 2021, ISBN 978-3-99113-170-0.
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https://en.wikipedia.org/wiki/Michael_John_(historian)
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2021a: „A Great Foundation with Unimaginable Development Opportunities“. The Rothschild Foundation for Nervous Patients in Vienna, in: Gabriele Kothbauer-Fritz and Tom Juncker (eds. for the Jewish Museum Vienna): The Vienna Rothschilds.
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https://en.wikipedia.org/wiki/Michael_John_(historian)
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A Thriller, Amalthea Editors, Vienna 2021, ISBN 978-3-99050-213-6, pp. 188–199. 2019b: (with Angela Wegscheider and Marion Wisinger): Verantwortung und Aufarbeitung.
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https://en.wikipedia.org/wiki/Michael_John_(historian)
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Untersuchung über Gründe und Bedingungen von Gewalt in Einrichtungen der Caritas der Diözese Linz nach 1945 , Caritas of the Diocese of Linz (ed. Franz Kehrer), Linz/A 2019, ISBN 978-3-200-06611-3. 2019a: Zur Migration nach Wien in der Habsburgermonarchie.
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https://en.wikipedia.org/wiki/Michael_John_(historian)
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Nostalgie und Realität , in: Senol Grasl-Akkilic, Marcus Schober and Regina Schober (eds. ): Aspekte der österreichischen Migrationsgeschichte , Edition Atelier, Vienna 2019, ISBN 978-3-99065-015-8, pp. 60–97.
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https://en.wikipedia.org/wiki/Michael_John_(historian)
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2018: Heimerziehung in Oberösterreich (with Dieter Binder and Wolfgang Reder), Upper Austrian Federal Archive (Oö. Landesarchiv), Linz/A 2018, ISBN 978-3-902801-34-0. 2015: Vom nationalen Hort zur postmodernen City.
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https://en.wikipedia.org/wiki/Michael_John_(historian)
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Zur Migrations- und Identitätsgeschichte der Stadt Linz im 20. und 21. Jahrhundert , Archive of the city of Linz (Archiv der Stadt Linz), Linz/A 2015, ISBN 978-3-900388-62-1. 2014b: Migration in Austria, an Overview 1920s to 2000s, in: Johannes Feichtinger and Gary Cohen (eds.
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): Understanding Multiculturalism and the Habsburg Central European Experience, Berghahn Books, New York etc., ISBN 978-1-78238-264-5, pp. 122–157. 2014a: Dislocation, Trauma and Selective Memory.
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https://en.wikipedia.org/wiki/Michael_John_(historian)
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Recollections of Jewish Displaced Persons, in: Holocaust and Genocide Studies. A Journal of Culture and History (United States Holocaust Memorial Museum, Washington/DC), ISSN 1750-4902 (print); 2048-4887 (web), vol. 19 (2014), no. 3, pp.
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https://en.wikipedia.org/wiki/Michael_John_(historian)
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73–104. 2012b: Die „Connection“ Bad Aussee - Berlin - Linz.
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https://en.wikipedia.org/wiki/Michael_John_(historian)
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Kunsthandel mit Folgen , in: Eva Blimlinger and Monika Mayr (eds. ): Kunst Sammeln, Kunst Handeln , Böhlau Editors, Vienna etc. 2012, ISBN 978-3-2057-8753-2, pp.
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https://en.wikipedia.org/wiki/Michael_John_(historian)
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101–118. 2012a: Repression.
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https://en.wikipedia.org/wiki/Michael_John_(historian)
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Reconciliation. Removal? On the Past of the „Führer City Linz“, in: Andrea Bina and Lorenz Potocnik (eds.
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https://en.wikipedia.org/wiki/Michael_John_(historian)
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): Architecture in Linz 1900–2011, Ambra Editors, Vienna and New York 2012, ISBN 978-3-99043-433-8, pp. 113–116. 2011: Galician Jews in Austria in the 18th to the Early 20th Century, in: Klaus Bade, Pieter Emmer, Leo Lucassen and Jochen Oltmer (eds.
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): The Encyclopedia of Migration and Minorities in Europe. From the 17th Century to the Present, Cambridge University Press, Cambridge/UK 2011, ISBN 978-0-5117-8184-1, pp. 400–402.
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https://en.wikipedia.org/wiki/Michael_John_(historian)
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2010: Jews as Consumers and Providers in Provincial Towns: The Example of Linz and Salzburg, Austria, 1900-1938, in: Gideon Reuveni and Nils Roemer (eds. ): Longing, Belonging, and the Making of Jewish Consumer Culture, Brill Publ., Leiden/NL & Boston/USA 2010, ISBN 978-90-04-18603-3, pp. 141–164.
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https://en.wikipedia.org/wiki/Michael_John_(historian)
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2008: „... wenn der Rasen brennt ...“: 100 Jahre Fußball in Oberösterreich (ed. with Franz Steinmassl), Steinmassl Editors, Gruenbach (Upper Austria) 2008, ISBN 978-3-902427-45-8. 2006: Ein „kultureller Code “?
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https://en.wikipedia.org/wiki/Michael_John_(historian)
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Antisemitismus im österreichischen Sport der Ersten Republik , in: Michael Brenner and Gideon Reuveni (eds. ): Emanzipation durch Muskelkraft. Juden und Sport in Europa , Brill Europe, Goettingen/BRD etc. 2006, ISBN 978-3-5255-6992-4, pp.
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https://en.wikipedia.org/wiki/Michael_John_(historian)
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121–142. 2004b: Von Wien nach Hollywood - Erich von Stroheim und Josef von Sternberg (with Daniela Ellmauer and Regina Thumser-Woehs), Oldenbourg, Vienna etc. 2004, ISBN 978-3-7029-0521-7. 2003b: National Movements and Imperial Ethnic Hegemonies in Austria 1867-1918, in: Dirk Hoerder, Christiane Harzig and Adrian Shubert (eds.
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): The Historical Practice of Diversity: Transcultural Interactions from the Early Modern Mediterranean to the Postcolonial World, Berghahn Books, New York etc. 2003, ISBN 978-1-571-81377-0, pp. 87–108. 2003a „Migration - eine Zeitreise nach Europa“ (ed.
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https://en.wikipedia.org/wiki/Michael_John_(historian)
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with Manfred Lindorfer), Exhibition catalogue = kursiv. eine kunst zeitschrift aus oberösterreich , vol. 10 (2003), no. 1/2, no ISBN or ISSN.
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https://en.wikipedia.org/wiki/Michael_John_(historian)
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2002b: Upper Austria, Intermediate Stop: Reception Camps and Housing Schemes for Jewish DPs and Refugees in Transit, in: Thomas Albrich and Ronald W. Zweig (eds. ): Escape through Austria. Jewish Refugees and the Austrian Route to Palestine, Routledge, London etc. 2002, ISBN 978-0-714-68212-9, pp.
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https://en.wikipedia.org/wiki/Michael_John_(historian)
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21–46. 2002a: (with Albert Lichtblau) The Synagogues in Linz and Salzburg, in: Jewish Central Europe - Past.
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https://en.wikipedia.org/wiki/Michael_John_(historian)
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Presence, Institut für Geschichte der Juden in Ôsterreich, Ausgabe 2002, Sankt Pölten 2002, pp. 70ff. 2001: Warenhaus und Massenkonsum.
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https://en.wikipedia.org/wiki/Michael_John_(historian)
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Zur Etablierung moderner Konsumkultur in der oberösterreichischen Landeshauptstadt im 19. und 20. Jahrhundert , in: Herbert Kalb and Roman Sandgruber (eds.
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https://en.wikipedia.org/wiki/Michael_John_(historian)
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): Festschrift Rudolf Zinnhobler zum 70. Geburtstag , Trauner Editors, Linz 2001, ISBN 978-3-854-87258-0, pp. 97–120.
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https://en.wikipedia.org/wiki/Michael_John_(historian)
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1999a: (with Albert Lichtblau): Jewries in Galicia and Bukovina, in Lemberg and Czernovitz. Two Divergent Examples of Jewish Communities in the Far East of the Austro-Hungarian Monarchy, in: Sander Gilman and Milton Shain (eds. ): Jewries at the Frontiers, University of Illinois Press, Urbana & Chicago 1999, ISBN 0-252-06792-4, pp.
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https://en.wikipedia.org/wiki/Michael_John_(historian)
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29–66. 1999b: „We Do Not Even Possess Our Selves“: On Identity and Ethnicity in Austria 1880 – 1937, in: Austrian History Yearbook (Minneapolis, Univ. of Minnesota, Center for Austrian Studies), ISSN 0067-2378 (print); 1558-5255 (web), Vol.
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30 (1999), pp. 17–64. 1997: Österreich.
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Zur Kultur- und Sozialgeschichte des Fußballsports in Österreich , in: Christiane Eisenberg (ed. ): Fußball, Soccer, Calcio. Ein englischer Sport auf seinem Weg um die Welt Soccer and Calcio.
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https://en.wikipedia.org/wiki/Michael_John_(historian)
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An English Sport Spreads around the World], dtb Publishers, Munich 1997, ISBN 3-423-04709-7, pp. 65–93. 1996b: „Straßenkrawalle und Exzesse“.
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https://en.wikipedia.org/wiki/Michael_John_(historian)
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Formen des sozialen Protests der Unterschichten in Wien 1880 – 1918 , in: Gerhard Melinz and Susan Zimmermann (eds. ): Wien, Prag, Budapest. Blütezeit der Habsburgmetropolen: Urbanisierung, Kommunalpolitik, gesellschaftliche Konflikte (1867-1918) , Promedia Edition, Vienna 1996, ISBN 3-853-71101-4, pp.
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https://en.wikipedia.org/wiki/Michael_John_(historian)
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230–244. 1996a: Push and Pull Factors for Oversea Migrants from Austria-Hungary in the 19th and 20th Centuries, in: Franz Szabo (ed.
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https://en.wikipedia.org/wiki/Michael_John_(historian)
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): Austrian Immigration to Canada. Selected Essays, McGill-Queen's University Press, Ottawa 1996, ISBN 978-088-629281-2, pp.
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https://en.wikipedia.org/wiki/Michael_John_(historian)
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55–82. 1995: Displaced Persons in Linz. 'Versetzte Personen' und Flüchtlinge der Nachkriegszeit , in: Willibald Katzinger and Fritz Mayrhofer (eds.
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https://en.wikipedia.org/wiki/Michael_John_(historian)
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): Prinzip Hoffnung - Linz zwischen Befreiung und Freiheit , Linz City Museum „Nordico“ Catalogues, Linz/A 1995, pp. 213–230. 1994: The Austrian Labor Movement 1867 - 1914: Plebeian protest, Working-Class Struggles and the Nationality Question, in: Dirk Hoerder and Horst Roessler (eds.
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https://en.wikipedia.org/wiki/Michael_John_(historian)
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): Roots of the Transplanted, vol. 2: Plebians Culture, Class and Politics in the Life of Labor Migrants, Columbia Univ. Press, New York etc. 1994, ISBN 0-880-33288-3, pp.
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https://en.wikipedia.org/wiki/Michael_John_(historian)
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100–132. 1990: Schmelztiegel Wien - einst und jetzt. Geschichte und Gegenwart der Zuwanderung nach Wien (with Albert Lichtblau]), Böhlau Editors, Vienna etc. 1990, ISBN 3-205-98106-5.
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https://en.wikipedia.org/wiki/Michael_John_(historian)
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1989: Angst, Kooperation und Widerstand. Die autochthonen Minderheiten Österreichs 1938-1945 , in: Zeitgeschichte, ISSN 0945-537X, vol. 17, no. 2 (November 1989), pp.
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https://en.wikipedia.org/wiki/Michael_John_(historian)
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66–89. 1988: Zuwanderung in Österreich 1848-1914. Zu ökonomisch und psychologisch bedingten Faktoren der Zuwanderung , in: Archiv.
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https://en.wikipedia.org/wiki/Michael_John_(historian)
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Jahrbuch des Vereins für Geschichte der Arbeiterbewegung, Vienna 1988, pp. 102–132. 1986: Obdachlosigkeit - Massenerscheinung und Unruheherd im Wien der Spätgründerzeit Homelessness - Mass Phenomenon and Trouble Spot in the Viennese Late Gründerzeit], in: Hubert Ch.
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https://en.wikipedia.org/wiki/Michael_John_(historian)
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Ehalt, Gernot Heiß and Hannes Stekl (eds. ): Glücklich ist, wer vergisst ...? Das andere Wien um 1900 , Böhlau Editors, Vienna etc. 1986, ISBN 3-205-08857-3, pp.
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173–195. 1984: Wohnverhältnisse sozialer Unterschichten im Wien Kaiser Franz Josephs , Europa Publishers, Vienna 1984, ISBN 3-203-50870-2. 1982: Hausherrenmacht und Mieterelend. Wohnverhältnisse und Wohnerfahrung der Unterschichten in Wien 1890 - 1923 Landlord Power and Tenant's Hardships. Housing Situation and Experiences of Lower Classes in Vienna 1890 - 1923], Gesellschaftskritik Publishers, Vienna 1982, ISBN 3-900-35117-1.
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https://en.wikipedia.org/wiki/Michael_John_(historian)
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