Informal physics programs can play a vital role in supporting student learning and sense of community beyond the formal settings of a classroom or laboratory. This work builds on a recent study of the impact of facilitating informal physics programs on students' physics identity, sense of belonging, and career skills development by narrowing the focus to specifically examine effects on female students who are underrepresented in physics. We found a statistically significant shift in confidence of choice of major when compared prior to and after facilitating informal physics programs. All female students who were interviewed discussed a positive effect of participating in informal programs on their interest and motivation with regards to the field of physics and the development of characteristics indicative of a growth mindset.

This article concerns the concept and practice of international(ized) constitutions, which have become characteristic of situations where there is deep international involvement in peacebuilding efforts. The process and nature of internationalized constitutions challenge traditional ideas about sovereignty, self-determination, and constitutions. While they reinforce the importance of constitutional documents themselves as an indicator of sovereignty, internationalized constitutions simultaneously legitimize a high degree of external influence in the creation and even implementation of that document. This article argues that internationalized constitutions are not inherently legitimate or illegitimate, but have the potential to be either in any given situation. Internationalized constitutions in Iraq and Kosovo are used as case studies to investigate how the dilemmas of internationalized constitutions have played out in two recent scenarios.

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Zusammenfassung. Bildung für nachhaltige Entwicklung (BNE) wird als ein wichtiger Faktor bei der Umsetzung – der von den Vereinigten Nationen beschlossenen – Sustainable Development Goals (SDG) gesehen und soll bis zum Jahr 2030 sichergestellt sein. Der bundeseinheitliche Rahmenlehrplan der generalistischen Pflegeausbildung bietet dabei neuen Lerninhalten Platz für die Implementierung nachhaltiger Themen. Das induktive Vorgehen der Studie gibt allerdings keinen flächendeckenden, repräsentativen Überblick.

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