Entrepreneurial competencies are critical for entrepreneurial success. Despite a growing body of literature in the field of entrepreneurial competencies, there is still considerable uncertainty concerning entrepreneurial competencies of female entrepreneurs. The objective of the study is therefore to empirically analyze the entrepreneurial competencies of female entrepreneurs. Based on a study of 306 women entrepreneurs of Micro and Small Enterprises (200 women entrepreneurs from Germany and 106 women entrepreneurs from Ireland), this analysis finds that entrepreneurial competencies as a higher order latent construct have a major impact on entrepreneurial success. Entrepreneurial competencies of women entrepreneurs in Germany and Ireland can be operationalized by a set of six first-order factors, including functional task related managerial skills, entrepreneurial characteristic adaptations of self-efficacy and orientations of competition, risk-taking and innovation, and the founder and innovator identity. The theoretical construct of entrepreneurial performance, which consists of the dimensions of economic, individual and societal performance, is expanded with the dimensions of performance quality, customer satisfaction and productivity. The practical implication of the study is that not only task related skills, but also distal personality related characteristic adaptations and identity should be developed in entrepreneurial learning programs targeted at women entrepreneurs who start small businesses. Future studies need to isolate the influence of context from the identified competencies.

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Bildung, a German pedagogical term with the sense of ‘educating oneself’, refers to some of the most complex human activities. It is constitutive for human existence, because it is related to the characteristic of meaning. Because of the great relevance of Bildung for people, education is essential for furthering it. The two purposes of this contribution are: i. to examine the structure of one main process component of Bildung, namely the process of designing an image (Bild) of the changes to be furthered in the educand, and ii. to explain this process component of Bildung. This process is theoretically structured as a subject‐object transformation, and the attempt is made to explain this from an idealistic perspective. Building upon this foundation, the article shows how the process of designing an image for Bildung can be furthered educationally.

In recent decades, there has been growing interest in competence in Educational and Psychological Research and Human Resource Development Studies. One of the reasons for the popularity of competence research is the functional perspective of competence and the endeavor to further it. However, despite numerous studies on competence, the ambivalence of the concept of competence makes it hard to evaluate research findings. The aim of the present study is to make a contribution to the conceptual clarification of competence. We have made a systematic literature review and as part of it applied constructive analysis in the field of the concept of competence to postulate a new relation and broaden the conceptual theory of competence. We made our systematic literature review using the EBSCO host Library database and Google Scholar. Based on specific search criteria and on the sub-processes of the constructive analysis, we carried out the systematic review of the 10 identified definitions. Although we did not find a definition that we can employ according to our known use of other terms, we identified the meanings of construct, ability, and quality as plausible. Embedded within the etymological reconstruction, the logical conceptual systems of educational science and psychology and representative philosophical analyses, we state the new conceptual relation of competence.

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Durch Bestimmung der LDH-Isoenzyme beim Herzinfarkt gelingt es, den Prozentsatz falsch-positiver Resultate durch LDH-Erhöhungen bei anderen Erkrankungen herabzusetzen. Bei den von uns verwendeten Methodiken zeigte sich die Agargel-Elektrophorese (n = 211) der Diaethyl-aminoaethyl-Zelluloseadsorption (n = 188) und diese sich wiederum der Hitzeinaktivierung (n = 144) überlegen. Mit Hilfe der LDH-Enzymelektrophorese ist eine Verlängerung des pathologischen Zeitraums, die Erfassung kleinerer Infarzierungen und die Lösung kombinierter Organschäden möglich.

Eine Reihe von Enzymen hat in den letzten Jahren durdimethodische Verbesserungen in der klinischen Diagnostik zunehmende Bedeutung erlangt. Erinnert sei an die Glutamat-Oxalacetat-und die Glutamat-

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