Utopisches Wohnen bleibt zwischen sozialem Wohnungsbau und neuen Technologien auf der Strecke. Doch die architektonischen Visionen sind noch nicht ganz verschwunden.

In the teaching of the subject of Mathematics and in particular, in the teaching of the linear function f(x) = ax + b, the use of Microsoft Office Excel programme ( 1st grade of Eniaio Lykeio/ Unified upper-secondary school) equally facilitates both participants of the learning process, as the particular programme is incorporated in the context of the learner-centered educational procedure. Within the framework of this point of view and with the aim of effectively compiling the syllabus, the application of twelve (12) basic principles hinging on the active participation of learners in mutual cooperation, is considered necessary. Selfevaluation and the need to establish specific incentives and set concrete aims and objectives constitute indicative examples of basic principles. Within the frame of the afore-mentioned educational principles, it is suggested that the class is divided in groups of 2-3 students and new technologies are implemented, with the ultimate goal to clarify and comprehend concepts and applications relevant to the subject. Criteria for the design of such an activity are the exploitation of learners’ background knowledge and experience as well as the experimental involvement in new teaching practices. As prerequisites, we pose the formulation of conjectures and conclusions and the ‘depenalization’ of errors in the mind of learners.

In the teaching of the subject of Mathematics and in particular, in the teaching of the linear function f(x) = ax + b, the use of Microsoft Office Excel programme ( 1st grade of Eniaio Lykeio/ Unified upper-secondary school) equally facilitates both participants of the learning process, as the particular programme is incorporated in the context of the learner-centered educational procedure. Within the framework of this point of view and with the aim of effectively compiling the syllabus, the application of twelve (12) basic principles hinging on the active participation of learners in mutual cooperation, is considered necessary. Selfevaluation and the need to establish specific incentives and set concrete aims and objectives constitute indicative examples of basic principles. Within the frame of the afore-mentioned educational principles, it is suggested that the class is divided in groups of 2-3 students and new technologies are implemented, with the ultimate goal to clarify and comprehend concepts and applications relevant to the subject. Criteria for the design of such an activity are the exploitation of learners’ background knowledge and experience as well as the experimental involvement in new teaching practices. As prerequisites, we pose the formulation of conjectures and conclusions and the ‘depenalization’ of errors in the mind of learners.

Nicht wenige peripher gelegene Dörfer sind geprägt durch eine wechselseitige Verstärkung von wirtschaftlichen, sozialen und demographischen Herausforderungen. Da viele dieser Herausforderungen nur unter Einbindung der Menschen vor Ort bewältigt werden können, erlangen starke Partner aus der Dorfgemeinschaft eine zunehmende Bedeutung. Mit dem Modell Dorfkümmerer förderten das Land Brandenburg aus Mitteln des Europäischen Sozialfonds (ESF) und des Landes Brandenburg sowie der Generali Zukunftsfonds diejenigen Akteure, die Veränderungsprozesse in ihren jeweiligen Heimatgemeinden initiieren wollten. Als so genannte Potenzialentwickler hatten die Dorfkümmerer die Aufgabe, sozial innovative und sozialunternehmerische Lösungsansätze voranzutreiben und das Leistungsvermögen der Dorfbewohner systematisch zu fördern.

Plenty of novel emerging technologies are being proposed and evaluated today, mostly at the device and circuit levels. It is unclear what the impact of different new technologies at the system level will be. What is clear, however, is that new technologies will make their way into systems and will increase the already high complexity of heterogeneous parallel computing platforms, making it ever so difficult to program them. This paper discusses a programming stack for heterogeneous systems that combines and adapts well-understood principles from different areas, including capability-based operating systems, adaptive application runtimes, dataflow programming models, and model checking. We argue why we think that these principles built into the stack and the interfaces among the layers will also be applicable to future systems that integrate heterogeneous technologies. The programming stack is evaluated on a tiled heterogeneous multicore.