Webbasierte Lehr-Lernformen sind Gegenstand zahlreicher Forschungsprojekte, die häufig auf den technischen Hintergrund und den didaktischen Einsatz im Kontext der Ausbildung an Universitäten und Hochschulen fokussieren. In den Schulen befindet sich der Einsatz von E-Learning im Unterricht vorwiegend im Erprobungsstatus, da didaktische Szenarien, die Lehrer zu einem sinnvollen, lernzielorientierten Einsatz dieser Lehr-Lernmethode im Schulunterricht befähigen, erst noch zu entwickeln sind. Mit dem Übergang von der Schule zur Hochschule treffen die Abiturienten als Studienanfänger auf eine Hochschullandschaft, in der Lernumgebungen weitgehend etabliert sind. Selbstbestimmtes webbasiertes Lernen, das Organisieren des eigenen Studienablaufes via Webportal aber auch die im Vergleich zum Schulunterricht veränderte Methodik der Inhaltsvermittlung in den gewählten Studienfächern bedeuten für die jungen Studentinnen und Studenten neue Herausforderungen, denen sie teilweise unzureichend vorbereitet gegenüber stehen. Aus dem ESF-geförderten Projekt „Übergang Schule-Hochschule mit Unterstützung internetbasierter E-Learning-Tools (UnIbELT)“ sind Erfahrungen hervorgegangen, wie die Etablierung geeigneter, didaktisch aufbereiteter E-Learning-Szenarien in den Schulen einen Beitrag dazu leisten kann, künftige Studierende auf den Übergang zur Hochschule vorzubereiten und sie mit den Studienanforderungen vertraut zu machen. Diese Erfahrungen stützen sich auf mehr als 70 durchgeführte E-Learning-Kurse in 21 Gymnasien Sachsens, an denen seit 2009 mehr als 1100 Schüler der Sekundarstufe II teilgenommen haben.

This thesis examines news representations of Canadian, American and Australian military personnel involved in military 'sex scandals'. I explore what the representations of military personnel involved in well-publicized sex scandals reveal about scripts of soldiering and militarized masculinities. Despite a history of systemic violence in the military, I ask how and why the systemic nature of militarized masculinities are able to remain invisible, driving representations to focus on the ‘bad’ behaviour of individuals? By engaging with feminist scholarship in International Relations, I present the longstanding culture of misogyny, racism, homophobia and ableism in the Canadian, American and Australian militaries, focusing on the ways in which militarized masculinities are guided by these violent structures, and fundamental to the military's creation of soldiers. My dissertation uses the tools of critical discourse analysis to unpack the ways blame is individualised in cases of sexual and racist violence involving military personnel, while the military’s ableism, rape culture and imperial militarized masculinities are commonly naturalized or celebrated without regard for how they are fundamentally violent. My thesis presents an intersectional feminist project that intervenes in emerging questions in the field of transnational disability studies, tracing how militarism, hegemonic militarized masculinities and imperial soldiering (re)produce categories of ability and disability.

Webbasierte Lehr-Lernformen sind Gegenstand zahlreicher Forschungsprojekte, die häufig auf den technischen Hintergrund und den didaktischen Einsatz im Kontext der Ausbildung an Universitäten und Hochschulen fokussieren. In den Schulen befindet sich der Einsatz von E-Learning im Unterricht vorwiegend im Erprobungsstatus, da didaktische Szenarien, die Lehrer zu einem sinnvollen, lernzielorientierten Einsatz dieser Lehr-Lernmethode im Schulunterricht befähigen, erst noch zu entwickeln sind. Mit dem Übergang von der Schule zur Hochschule treffen die Abiturienten als Studienanfänger auf eine Hochschullandschaft, in der Lernumgebungen weitgehend etabliert sind. Selbstbestimmtes webbasiertes Lernen, das Organisieren des eigenen Studienablaufes via Webportal aber auch die im Vergleich zum Schulunterricht veränderte Methodik der Inhaltsvermittlung in den gewählten Studienfächern bedeuten für die jungen Studentinnen und Studenten neue Herausforderungen, denen sie teilweise unzureichend vorbereitet gegenüber stehen. Aus dem ESF-geförderten Projekt „Übergang Schule-Hochschule mit Unterstützung internetbasierter E-Learning-Tools (UnIbELT)“ sind Erfahrungen hervorgegangen, wie die Etablierung geeigneter, didaktisch aufbereiteter E-Learning-Szenarien in den Schulen einen Beitrag dazu leisten kann, künftige Studierende auf den Übergang zur Hochschule vorzubereiten und sie mit den Studienanforderungen vertraut zu machen. Diese Erfahrungen stützen sich auf mehr als 70 durchgeführte E-Learning-Kurse in 21 Gymnasien Sachsens, an denen seit 2009 mehr als 1100 Schüler der Sekundarstufe II teilgenommen haben.

Indiana University-Purdue University Indianapolis (IUPUI) / Nurse-physician collaboration has received much attention over the past decade in the USA. The release of three reports from the Institute of Medicine implicated poor communication and collaboration among nurses and physicians as a major contributing factor to the incidence of sentinel events and medical errors. Despite the growing awareness of the imperative related to collaboration between nurses and physicians to ensure patient safety, the problem of poor nurse-physician collaboration remains endemic throughout the country. Indian nurses, along with many other internationally educated nurses, comprise 12-15.2% of the nursing workforce in the USA. Little is known about how Indian nurses culture potentially influences their ability to effectively collaborate with physicians to ensure patient safety. The purpose of this study is to understand Indian nurses’ attitudes and perceptions about nurse-physician collaboration. Hermeneutic interpretive phenomenology as influenced by the work of Martin Heidegger guided this study through the use of interviews via Skype. The overall experience of the Indian nurses was of one experiencing a dramatic positive change in nurse-physician collaboration in the USA as compared to India. Four themes emerged describing this phenomenon: Respect/feeling heard, Being Trusted, Assurance of Accountability, and Finding Freedom. Indian nurses practicing in the USA find a freedom that empowers them to collaborate with physicians for patient safety. They, as all nurses may, benefit from continuing educational opportunities that demonstrate ways to collaborate more fully.

This sociological study explores the past and current higher education (HE) experience of educationalists at Gaza’s universities and how this experience may be evolving in the shifting socio-political context in the Arab World. The thesis is motivated by three questions: 1. What are the perspectives of academic staff in the Faculties of Education at Gaza’s universities on their own past HE experiences? 2. What are the perspectives of students and their lecturers (academic staff) in the Faculties of Education at Gaza’s universities on students’ current HE experiences? 3. How do educationalists in the Faculties of Education at Gaza’s universities perceive the shifting socio-political context in the Arab World, and what current or future impact do they think it will have on the education context at Gaza’s universities? To examine these questions, I conducted an inductive qualitative study. Using 36 in-depth, semi- structured interviews which lasted between (90-300 min), I collected data from educationalists (15 academic staff; 21 students) at two of Gaza’s universities. Due to difficulties of access to the Gaza Strip, the participants were interviewed via Skype from Cambridge. Informed by the literature review, and triangulated with other research activities, such as reviewing participants’ CVs, browsing universities websites, and keeping a reflective journal, a thematic analysis was conducted on the interview data. Theoretically, although this study has benefited from conceptual insights, such as those found in Paulo Freire’s Pedagogy of the Oppressed and in Pierre Bourdieu’s work on symbolic violence, it is a micro-level study, which is mainly data driven. The findings of this research show that in the past, educationalists were relatively more passive in terms of shaping their HE experiences, despite efforts to become resilient. In the present, students and their lecturers continue to face challenges that impact negatively on their participation and everyday life at Gaza’s universities. However, how the HE experience will evolve out of this context in the future is uncertain. The Arab Spring revolutions have had an influence on Gaza HE institutions’ campuses as they have triggered more awareness of students’ grievances and discontent. Because of some political and educational barriers, however, students’ voices are a cacophony; they remain split between “compliance” and resistance (Bourdieu, 1984, p. 471; Swartz, 2013, p. 39). Previously, Sara Roy (1995) rightly indicated a structure of “de-development” in the Gaza Strip (p.110). The findings from this research show that the impact of occupation and of the changes in the Arab World on the educational context in Gaza are more complex than previously thought. There is a simultaneous process of construction and destruction that is both external and internal to educationalists and which undermines academic work at Gaza’s universities. Based on this, the study concludes by explaining six implications of this complex structure for academic practice at Gaza’s universities, offering nine policy recommendations for HE reform, and highlighting six areas for future research.