Curriculum Vitae Nicole Hartwich, M.Sc

Total Page:16

File Type:pdf, Size:1020Kb

Curriculum Vitae Nicole Hartwich, M.Sc Curriculum Vitae Nicole Hartwich, M.Sc. Innovation, Strategy and Organization Group (ISO) TIME Research Area RWTH Aachen University Kackerstr. 7, 52072 Aachen, Germany Tel.: + 49 (0) 241 80 - 99189 Mail: [email protected] Web: www.time.rwth-aachen.de/iso Academic Employment Since 11/2017 Research Associate, Innovation, Strategy, and Organization (ISO) Group, TIME Research Area, School of Business and Economics, RWTH Aachen University, Germany 02/2015-03/2017 Research Assistant, Social and Economic Cognition, Social Cognition Center Cologne, Cologne Education Since 11/2017 Ph.D. Candidate and member of the Innovation, Strategy and Organization (ISO) Research Group, TIME Research Area, School of Business and Economics, RWTH Aachen University, Germany 10/2015-09/2017 M.Sc. (Master of Science) in Psychology, RWTH Aachen University, Germany 10/2012-09/2015 B.Sc. (Bachelor of Science) in Psychology, University of Cologne, Cologne, Germany 07/2011 Abitur in English, Biology, Mathematics and Educational Science at Ernst- Barlach-Gymnasium, Unna, Germany Professional and Consulting Experience 02/2017-09/2017 Talent Acquisition Consultant, Nuance Communications, Aachen 09/2015-10/2015 Internship at Psychiatric Department “LWL-Klinik Dortmund”, Dortmund 11/2014-02/2015 Research Internship, Social and Economic Cognition I, Social Cognition Center Cologne, Cologne 01/2016-04/2016 Economic Internship at Business Hotel “Park Inn”, Kamen Page 1 Languages German Mother Tongue English C2 – Advanced Proficiency Spanish A2 – Basic Level Scholarships and Awards 2016-2017 Deans List, RWTH Aachen 2011-today E-fellows scholarship 2012-2013 Student scholarship “Deutschlandstipendium“ 2011- 2012 Student scholarship “Deutschlandstipendium“ 2011 Scholarship for year‘s best graduate from “Sparkasse UnnaKamen“ 2011 Award for year’s best graduate from federal state North Rhine-Westphalia Research Interests Methods Quantitative and Qualitative Research Methods Software Amos, DirectRT, G-Power, Icims, Inquisit, MediaLab, Photoshop, Powerpoint, Qualtrics, R, SPSS, Stata, zTree Publications and Working Papers 2016 Tierney, W., Schweinsberg, M., Jordan, J., Kennedy, D. M., Qureshi, I., Sommer, S. A., ...Hartwich, N.J.,... & Zhu, L. L. (2016). Data from a pre- publication independent replication initiative examining ten moral judgement effects. Scientific Data, 3, 160082. doi:10.1038/sdata.2016.82 2015 Schweinsberg, M., Madan, N., Vianello, M., Sommer, S. A., Jordan, J., Tierney, W., ... Hartwich, N.J., ... & Uhlmann, E. L. (2016). The pipeline project: Pre-publication independent replications of a single laboratory’s research pipeline. Journal of Experimental Social Psychology, 66, 55–67. Page 2 .
Recommended publications
  • Standing up for Equality in Germany’S Schools Standing up for Equality in Germany’S Schools 1
    STANDING UP FOR EQUALITY IN GERMANy’S SCHOOLS STANDING UP FOR EQUALITY IN GERMANy’S SCHOOLS 1 INTRODUCTION No country wants to believe that it is It is clear that children from a “migration failing its children in any way. It is difficult background”1 perform significantly to imagine a government that would not worse at school than their native German support the idea of equal education for counterparts. The term “migration back- all. Germany is no exception. And yet, ground” covers children from families in Germany, children of varied ethnic who are still perceived as “foreigners” and racial backgrounds have vastly because of their racial or ethnic identity, different educational opportunities and even though their families may have experiences. arrived in Germany years ago. This should no longer be a surprise. In 2001, an influential European study shocked Germans with the news that their country, which long had prided itself on its excellent educational system, was at the low end of the compara- tive spectrum. The study, undertaken in 2000 by the Program for International Student Assessment (PISA) (an arm of the Organization for Economic Development and Cooperation (OECD)), showed that German children did poorly in reading, math, and science, in comparison to students from 56 other countries. The PISA study described the deep flaws in the German education system. In particular, it explained that at-risk students—including those of migration, or migrant, backgrounds—performed among the worst in the world. They were more often tracked into the lowest level Hauptschule; they were excluded from the best classrooms; and they had far fewer opportunities to attend Gymnasium, which meant they were not permitted to take the state Abitur examination and attend university.
    [Show full text]
  • Germany's New Security Demographics Military Recruitment in the Era of Population Aging
    Demographic Research Monographs Wenke Apt Germany's New Security Demographics Military Recruitment in the Era of Population Aging 123 Demographic Research Monographs A Series of the Max Planck Institute for Demographic Research Editor-in-chief James W. Vaupel Max Planck Institute for Demographic Research, Rostock, Germany For further volumes: http://www.springer.com/series/5521 Wenke Apt Germany’s New Security Demographics Military Recruitment in the Era of Population Aging Wenke Apt ISSN 1613-5520 ISBN 978-94-007-6963-2 ISBN 978-94-007-6964-9 (eBook) DOI 10.1007/978-94-007-6964-9 Springer Dordrecht Heidelberg New York London Library of Congress Control Number: 2013952746 © Springer Science+Business Media Dordrecht 2014 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifi cally the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfi lms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. Exempted from this legal reservation are brief excerpts in connection with reviews or scholarly analysis or material supplied specifi cally for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work. Duplication of this publication or parts thereof is permitted only under the provisions of the Copyright Law of the Publisher’s location, in its current version, and permission for use must always be obtained from Springer. Permissions for use may be obtained through RightsLink at the Copyright Clearance Center.
    [Show full text]
  • Secondary School
    Secondary school A secondary school is an organization that provides secondary education and the building where this takes place. Some secondary schools provide both lower secondary education and upper secondary education (levels 2 and 3 of the ISCED scale), but these can also be provided in separate schools, as in the American middle and high school system. Secondary schools typically follow on from primary schools and prepare for vocational or tertiary education. Attendance is usually compulsory for students until the age of 16. The organisations, buildings, and terminology are more or less unique in each Tóth Árpád Gimnázium, a secondary school in Debrecen, country.[1][2] Hungary Contents Levels of education Terminology: descriptions of cohorts Theoretical framework Building design specifications Secondary schools by country See also References External links Levels of education In the ISCED 2011 education scale levels 2 and 3 correspond to secondary education which are as follows: Lower secondary education- First stage of secondary education building on primary education, typically with a more subject-oriented curriculum. Students are generally around 12-15 years old Upper secondary education- Second stage of secondary education and final stage of formal education for students typically aged 16–18, preparing for tertiary/adult education or providing skills relevant to employment. Usually with an increased range of subject options and streams. Terminology: descriptions of cohorts Within the English speaking world, there are three widely used systems to describe the age of the child. The first is the 'equivalent ages', then countries that base their education systems on the 'English model' use one of two methods to identify the year group, while countries that base their systems on the 'American K-12 model' refer to their year groups as 'grades'.
    [Show full text]
  • Charlotte Clara Becker Universitätsstr
    Charlotte Clara Becker Universitätsstr. 24 | 50931 Köln | 0221 470 1248 | [email protected] Curriculum Vitae CURRENT POSITION 10/2017 – present University of Cologne PhD fellow at the Cologne Graduate School in Management, Economics and Social Sciences Field of study: Sociology Supervisor: Professor Dr. Eldad Davidov EDUCATION 03/2019 – 04/2019 Cardinal Stefan Wyszyński University in Warsaw , Poland Research visit at the Institute of Psychology and the research group “Personalitas” 09/2015 – 10/2017 University of Mannheim Master of Arts Sociology Degree completed on the 23 rd October 2017 Final grade: 1,2 09/2016 – 12/2016 University of Ottawa , Canada Semester abroad 09/2012 – 05/2015 University of Mannheim Bachelor of Arts Sociology, minor in economics Degree completed on the 8th May 2015 Final grade: 1,3 01/2014 – 05/2014 University of Abertay Dundee , Scotland Semester abroad 09/2003 – 06/2012 Wirtemberg-Gymnasium , Stuttgart Certificate obtained on the 26 th June 2012 Final grade: 1,3 PROFESSIONAL EXPERIENCE 10/2018 – present University of Cologne Chair of Empirical Social and Economic Research Tutor for the Analysis of Cross-Sectional and Analysis of Longitudinal Data Classes Preparing and holding exercise classes Correcting student’s assignments Charlotte Clara Becker Universitätsstr. 24 | 50931 Köln | 0221 470 1248 | [email protected] 04/2017 – 09/2017 University of Mannheim and Chair for Macrosociology 01/2016 – 07/2016 Research assistant in the field of sociology of the welfare state, especially women’s life
    [Show full text]
  • Prof. Dr. Annette G. Köhler, M.A
    Prof. Dr. Annette G. Köhler, M.A. * 13 January 1967, Sigmaringen Nationality: German Member of the Supervisory Board of GEA Group Aktiengesellschaft due to the appointment by the court as of October 1, 2020 Education: 1991 Master of Arts (M.A.), Wayne State University Detroit, USA 1993 Graduate economist, University Augsburg, Germany 1996 PhD at the Faculty of Economics and Social Sciences, University of Cologne, Germany 2003 Habilitation at the University of Ulm, Germany Work experience: 1993 – 1997 Research Assistant at the ifo Institute for Economic Research, Munich 1997 – 1998 Management Consultant at Mummert + Partner Unternehmensberatung AG, Hamburg 1998 – 2003 Research Assistant at the University of Wuppertal, Faculty of Economics and Social Sciences, Chair of Accounting and Auditing 2003 – 2003 Research Assistant at the University of Ulm; Faculty of Mathematics and Economics, Chair of Accounting and Auditing 2004 – 2005 Professor of Business Administration at Leipzig Graduate School of Management (HHL), Chair of Accounting, Auditing and Controlling seit 2005 University Professor and holder of the Chair of Accounting, Auditing and Controlling, University of Duisburg-Essen, Faculty of Business Administration - Mercator School of Management • since 01/2006: Chairwomen of the Doctoral Committee of the Faculty • since 01/2006: Member of the faculty council of the Faculty • 10/2008-10/2010: Dean of the Faculty Teaching focus: National (HGB) and international (IFRS) accounting at individual and consolidated financial statement level,
    [Show full text]
  • Research Associate (Pay Scale 13 TV-L)
    The University of Paderborn is a high-performance and internationally oriented university with approximately 20,000 students. Within interdisciplinary teams, we design forward-looking research, innovative teaching and the active transfer of knowledge into society. As an important research and cooperation partner, the university also shapes regional development strategies. We offer our more than 2,300 employees in research, teaching, technology and administration a lively, family-friendly, equal opportunity environment, a lean management structure and diverse opportunities. The Faculty of Arts and Humanities – for the national research data infrastructure consortium NFDI4Culture at the Center for Music, Edition, Media (ZenMEM) – is seeking a Research Associate (pay scale 13 TV-L) This is a full-time position, which is available for a fixed term period of one year. This is a qualification position within the meaning of the WissZeitVG law, which serves to acquire scientific skills such as a doctoral topic. The consortium "NFDI4Culture", funded within the framework of the National Research Data Infrastructure (NFDI), is dedicated to the development of a decentralised, subject- and research-related infrastructure for digital research data on material and immaterial cultural assets. The University of Paderborn, together with the University of Cologne, represents the research area "Research Tools and Data Services" and, together with the Philipps University of Marburg, the work area "Cultural Research Data Academy". Project description and tasks:
    [Show full text]
  • Education, Training, Careers Your Opportunities in NRW a Careers Guide
    Training Market | October 2015 | Education, training, careers Your opportunities in NRW A careers guide Published by Federal Employment Agency Regional Directorate North Rhine-Westphalia Training Market Department Düsseldorf Mr André Bergmann October 2015 www.arbeitsagentur.de References So funktioniert das Schulsystem in NRW: Auszüge aus dem Ministerium für Schule und Weiterbildung des Landes Nordrhein-Westfalen, www.schulministerium.nrw.de Berufsbeschreibungen: Bundesagentur für Arbeit, BERUFENET – revised 20.09.2015 Welcome to North Rhine-Westphalia and to the Employment Agency! You have travelled a long, hard road and are starting to get your bearings in your new home. You have already learned a lot and are discovering something new every day. You want to stand on your own two feet in Germany, learn the language, and work. This brochure will help you to achieve this goal. I know that most of the people that come to us are highly motivated to work. This high level of motivation serves as an excellent basis for becoming successfully established on the labour and training market, and this, in turn, is a key component of social integration. With this brochure, we will highlight to you the opportunities available on the training market in North Rhine-Westphalia (NRW). The smart and successful way to go about this begins with good school-leaving qualifications in conjunction with regulated vocational training in a recognised occupation. The next few pages will explain to you, step by step, how to progress from general schooling in NRW to selecting the right career and making a successful start in training. Following this, the brochure contains descriptions of occupations that offer excellent chances of lasting employment.
    [Show full text]
  • School Sport Facing Digitalisation: a Brief Conceptual Review on a Strategy to Teach and Promote Media Competence Transferred to Physical Education
    Journal of Physical Education and Sport ® (JPES), Vol 19 (Supplement issue 4), Art 206 pp 1424 – 1428, 2019 online ISSN: 2247 - 806X; p-ISSN: 2247 – 8051; ISSN - L = 2247 - 8051 © JPES Original Article School sport facing digitalisation: A brief conceptual review on a strategy to teach and promote media competence transferred to physical education TOBIAS VOGT 1,4, KONSTANTIN REHLINGHAUS 1, DANIEL KLEIN 2,3 1Institute of Professional Sport Education and Sport Qualifications, German Sport University Cologne, GERMANY 2Institute of Sport Didactics and School Sport, German Sport University Cologne, GERMANY 3Institute of Outdoor Sports and Environmental Science, GERMANY 4Faculty of Sport Sciences, Waseda University, JAPAN Published online: July 31, 2019 (Accepted for publication: June 25, 2019) DOI:10.7752/jpes.2019.s4206 Abstract : Digitalisation more and more impacts todays’ everyday life, not least our schools and, thus, pupils. Accordingly, educational concepts as well as teaching strategies have been revised considering media competences as an integrative part of all school subjects’ curricula. However, possible implementations of media competences into school sport or, more precisely, physical education remain to be elucidated. On the basis of a media competency framework, six defined media competences were conceptually reviewed regarding their potential to meet the aims of physical education in Germany. Suggesting practical ideas for selected pedagogical perspectives, findings underline a promising potential of teaching and promoting media competences in physical education; however, remaining challenges were identified. Consequently, combining aims of the core curriculum as well as the media competency framework seems crucial, whereas a separated approach may be questionable. Key Words : Learning concept, Educational framework, Digital teaching, Curriculum, Physical activity, Competency Introduction Todays’ digital impact on society (re)shapes our everyday lives, including our work and education.
    [Show full text]
  • University of Cologne Faculty of Arts and Humanities ERASMUS+ Information Sheet Academic Year 2018/2019
    University of Cologne Faculty of Arts and Humanities ERASMUS+ Information Sheet Academic Year 2018/2019 University of Cologne • Albertus-Magnus-Platz • 50923 Cologne, Germany 1. Institutional Details Name of the Institution University of Cologne ERASMUS ID Code D KOLN01 EUC Number (Charta) 29855 Website http://www.uni-koeln.de/ Faculty Faculty of Arts and Humanities 2. Contact Details Institutional Coordinator Christiane Biehl, M.A [email protected] Departmental Coordinator Center for International Relations (ZIB) at the Faculty of Arts and Humanities [email protected] Address University of Cologne Center for International Relations (ZIB) at the Faculty of Arts and Humanities Albertus-Magnus-Platz 50923 Cologne, Germany Visitor address: Robert-Koch-Str. 41, 1st Floor 50923 Cologne Telephone +49 (0)221 - 470 39 67 Fax +49 (0)221 - 470 70 92 Email [email protected] Website http://zib.phil-fak.uni-koeln.de/internationalestudierende.html 3. Nomination and Application Nomination Deadlines Semester 1 (Winter semester)/ full academic year: May 1 Semester 2 (Summer semester): November 1 Nomination Procedure Partner universities should nominate their students through this online form: http://zib.phil-fak.uni-koeln.de/35956.html?&L=1 The nominated students will receive further information about the application proce- dure by email in May/June (Winter semester/ full academic year) or November (Sum- mer semester). 1 University of Cologne – ERASMUS+ Fact Sheet Application Periods Semester 1 (Winter semester)/ full academic year: June 15 until July 15 Semester 2 (Summer semester): December 15 until January 15 Application Procedure Admission 1) Students have to register online through the portal KLIPS 2.0.
    [Show full text]
  • The German Concept of “Bildung” Then and Now*)
    1 Jürgen Oelkers *) The German Concept of “Bildung” then and now 1. Seclusion and freedom “What about Humboldt?” was a question raised two years ago during a student protest at German universities that was to be seen on many posters during the weeks of protest. There were other posters referring to Humboldt. “What about Humboldt” pointed to the apparent threat to higher education originating from the Bologna process. The word “Bologna” sounded no better to German professors, as it stands for a process of educational efficiency deeply alien to the spirit of liberal humanism. • So: “What about Humboldt?” means “What happened to Bildung?” • The equation seems to be self-evident: no one in Germany needs to explain what Humboldt has to do with “Bildung”. • Being a German, what will my lecture be all about? The German term “Bildung” is not only hard explain, but also nearly untranslatable. “Bildung” has a more extensive range of meanings than “education”, implying the cultivation of a profound intellectual culture, and is often rendered in English as “self-cultivation”. The term originated from the European philosophy of Neo-Platonism in 17th century and referred to what is called the “inward from” of the soul. Humboldt’s concept echoes this tradition even though Humboldt was not a Platonist. But “Bildung” was the key concept of German humanism and was backed by famous philosophers like Herder and Hegel as well as classical writers like Goethe or Schiller. The German “Bildungsroman” - novel of Bildung - shows how “Bildung” should work, i.e. experiencing the world in a free and personal way without formal schooling.
    [Show full text]
  • Call for Applications – HITEC Fellows
    Call for Applications – HITEC Fellows 7 HITEC Ph.D. Fellowships Advertising institutions: Institute of Energy and Climate Research (IEK) Forschungszentrum Jülich, RWTH Aachen University, University of Bochum, University of Cologne, University of Düsseldorf, University of Wuppertal The international graduate school in Energy and Climate research HITEC announces 7 Ph.D. fellowships, specifically in materials science, atmospheric physics and chemistry, plasma physics, thermal energy conversion, photovoltaics, modelling and numerical simulations and economics. For their application candidates have the choice between 22 HITEC Ph.D. projects and 6 research fields: for details of projects and research fields as well as the application procedure check the Call for Applications and Guideline for Applicants (www.fz‐juelich.de/hitec/EN/_node.html). For your application you have to use the application form and refer to one of the listed projects or to a research field. HITEC (Helmholtz Interdisciplinary Doctoral Training in Energy and Climate) is a joint initiative between Forschungszentrum Jülich, the RWTH Aachen University, the University of Bochum, the University of Cologne, the University of Düsseldorf, and the University of Wuppertal for scientists and engineers who want to earn a Ph.D. in the challenging fields of energy and climate research. HITEC is committed to scientific excellence, to an interdisciplinary and international research environment, to an accepting learning environment which embraces diversity, and aims to turn the Ph.D. students into well needed experts for academia and industry. Requirements We are seeking highly qualified and motivated scientists and engineers. Candidates are expected to have a Master, a German "Diplom" or an equivalent degree, when they start their Ph.D.
    [Show full text]
  • High School Exchange in Germany (Berlin)
    Germany Age : 14 to 18 HIGH SCHOOL PROGRAMS High school exchange in Germany (Berlin) SCHOOL EXPERIENCE classes ranging from year 5 to year 13, the “Gymnasium” is the most advanced International students are placed in a school type in Germany; most paid host family and a public school, international students attend year 10 across Germany. Students must be or 11. Location : Baden-Wurttemberg / Bavaria / ready to live in small villages and n i Berlin / Hesse / Lower Saxony / North- the countryside and should not expect There are about 12 subjects: two or Rhine Westphalia / Saxony / Thuringia to be placed in urban areas, except if three foreign languages (one to be they opt for Berlin. The taken for 9 years, another for at least Boarding : Full board 3 years), physics, biology, chemistry carefully-chosen host family opens its Accommodation : Host family home to a student not as a guest, but and usually civics/social studies, as a new family member. This mathematics, music, art, history, Length : Term (12 weeks) / Semester (20 program allows students to German, geography, physical education weeks) / Academic Year (44 weeks) / Fall experience the everyday life of and religious education/ethics. Semester (26 weeks) / Spring Semester German families and teenagers. (20 weeks) / Academic Year (47 weeks) Classes usually begin between early August and mid September and finish Type : Public SCHOOL SYSTEM between the end of June and the end of July, depending on the region. Germany, the German language and German Secondary education in Germany Graduation is not possible. includes four types of schools: the universities have become more and more “Gymnasium” prepares students for popular among international students.
    [Show full text]