Zeitschrift des Vereins der Altafraner e.V.

Inhalt der Arbeit ist die Beschreibung eines von Studenten der TU Chemnitz initiierten Musiktheaterprojektes mit Kindern einer Chemnitzer Grundschule und einer Behindertenschule (verschiedene Behinderungsformen). Dabei wird eingangs ein geschichtlicher Abriß beschrieben, der sich auf die schulische Integration von abnormalen Kindern richtet. Den Hauptteil bildet das zu beschreibende Projekt mit der sehr wichtigen Schwerpunktsetzung, ob ein musikpädagogischer oder musiktherapeutischer Ansatz verfolgt werden soll. Es werden weiterhin Beispiele von gelungenen Integrationsprojekten an verschiedenen Schulen in Deutschland aufgeführt.

Anläßlich der "Stoppt-Strauß"-Plaketten ist der Beitrag bestrebt, im Sinn praktischer Konkordanz einen angemessenen Ausgleich widerstreitender Grundrechte zu finden, zwischen der "positiven" Meinungsfreiheit des Plaketten tragenden Schülers einerseits, den Grundrechte Andersdenkender sowie schulrechtlichen Regelungen als "allgemeinen Gesetzen" im Sinne von Art. 5 Abs. 2 GG.

Zeitschrift des Vereins der Altafraner e.V.

Motherhood is a contemporary topic that affects the majority of women in Germany, and yet the experiences and struggles of working mothers often remain taboo or are in conflict with social conventions and established traditions. If one adds to this mothers’ wishes or needs to pursue a career, challenges occur: conflicting priorities, the family structure, social perceptions and pressures, and reconciling and balancing the multi-faceted demands on a woman’s life. „Eine Poetik der Mutterschaft“ breaks the silence around these concern and explores the poeticity of motherhood in German literature and the artwork of two female authors, who pursued their personal and career goals and did not conform to the ideal image of motherhood in Germany: Else Lasker-Schüler (1869-1945) and Marie Luise Kaschnitz (1901-1974). Both women were working mothers, who had different motherhood experiences and challenges. The dissertation begins with a close look at these authors’ biographies, their personal experiences of pregnancy, birth, and motherhood. Next comes an analysis of the literary and artistic works with examples of how motherhood informs their works and creative process, how images of maternity are utilized to communicate a message, and some metaphorical meanings of motherhood in the selected works. I argue that the creative process is a parallel to motherhood itself, and I show how this is connected to the metapoeticity of the works. This dissertation highlights the ways in which Lasker-Schüler and Kaschnitz, like other historical working mother-artists such as Käthe Kollwitz, become role models and inspire women in contemporary times, enabling women to draw strength from each other and to continue to stretch the boundaries of traditional and ideal perceptions of mothers and motherhood. / Thesis (Ph.D, German) -- Queen's University, 2012-04-13 11:13:43.731

Zeitschrift des Vereins der Altafraner e.V.

Zeitschrift des Vereins der Altafraner e.V.

Zeitschrift des Vereins der Altafraner e.V.

Zeitschrift des Vereins der Altafraner e.V.

The purpose of this research was to compare American and Albanian students’ achievement in Algebra 1. The study compared algebraic solving abilities of 219 students in a city of Albania and 242 ninth-grade American students, residents of an American region. Albanian sample did not use calculators on the test. Of the American sample, 97 students used calculators on the test, whereas 145 did not use them. The three research questions addressed: (1) students’ mastering of the overall algebraic achievement, (2) students’ mastering of specific domains of algebraic understanding: knowing, applying, and reasoning, and (3) students’ preference of algebraic strategies for solving word-problems. The study found that Albanian students outperformed American students on the overall achievement. However, American students who used calculators on the test significantly outperformed not only the American group who did not use calculators on the test, but also the entire Albanian sample. In addition, Albanian students scored significantly higher than their American peers both on 2 out of 3 cognitive domains and on using algebraic strategies.