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The Global ETD Search service is a free service for researchers
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Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
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Showing 591 to 598 of 598 (0.03 seconds)| 591 |
Gender treatment in Grade nine classroom instructional activities and representation in English textbookZenawi Nigussie Zewdie 07 May 2021 (has links)
Abstract in English, Afrikaans and Zulu / The aim of this study was to explore how gender is perceived in classroom instructional activities and how it is represented in the Grade 9 English textbook in Ethiopia. To do this, the constructivist paradigm was used as a way of viewing the educational world. Underpinned by the Sociocultural Theory (SCT) and Gender Schema Theory (GST), the study was qualitative and used a multiple case study inquiry. The selection of participants was through purposive sampling and data were collected through interviews, observations and textbook review. The study was undertaken at four government high schools, and the focus was on Grade 9 at Chacha, Minjar, DebreSina and Mekoy Districts of North Shoa Zone in Amhara Region. Sixteen learners, four teachers and four principals were interviewed. The findings concluded in two significant findings: 1) improper gender treatment in classroom instructional activities, and 2) imbalance of gender representation in Grade 9 English textbook. The first finding generated emerging themes, for instance (a) imbalanced allocation of roles and responsibilities between girls and boys; (b) girls’ embarrassment by others; (c) girls’ incapability to manage group and use given opportunity in classroom; (d) male domination and female subordination; (e) gender policy implementation gap at school; (f) impediment of girls’ participation due to patriarchal thinking; (g) challenges of traditional gender thinking in classroom; (h) parents’ practices and experiences affected learners’ practices and experiences in classroom; (i) lack of girls’ recognition by others; and (j) self-overestimation seen by boys and self-underestimation seen by girls. The themes for the second major finding include: (a) men overrepresentation and women underrepresentation; (b) presence of gender-marked vocabularies to enhance women’s passive role; (c) encouragement of traditional gender representation by assigning women in baby-sitting, and domestic chores, such as cleaning, cooking or shopping; (d) manifestation of man first-ness; and (e) imbalance of pictorial representation between women and men. The study recommends that teaching gender equality to the school community and society could be used to discourage gender stereotyped and biased engagements. Female teachers should be role models for girls. Educators should use gender-sensitive materials for the development of a gender-free awareness by the young generation. / Die doel van hierdie studie was om te ondersoek hoe gender in klaskameronderrigaktiwiteite ervaar word en hoe dit in die Graad 9 Engelse handboek in Etiopië voorgestel word. Ten einde dit te doen, is die kontruktivistiese paradigma as beskouingswyse van die opvoedkundige wêreld gebruik.
Die studie was kwalitatief, onderlê deur sosiokulturele teorie en genderskemateorie, en die ondersoekmetode van veelvuldige gevallestudies is gebruik. Deelnemers is met behulp van doelbewuste steekproefneming geselekteer en data is deur middel van onderhoude, observasies en 'n handboekoorsig ingesamel. Die studie is by vier regeringshoërskole onderneem, en die fokus was op Graad 9 in die Chacha, Minjar, DebreSina en Mekoy distrikte van die Noord-Shoa sone in die Amhara streek. Onderhoude is gevoer met sestien leerders, vier onderwysers en vier skoolhoofde.
Daar was twee beduidende bevindings: 1) onvanpaste genderbehandeling in klaskameronderrigaktiwiteite, en 2) 'n wanbalans in gendervoorstelling in die Graad 9 Engelse handboek.
Verskillende temas het uit die eerste bevinding voortgespruit, byvoorbeeld (a) die ongebalanseerde toekenning van rolle en verantwoordelikhede tussen seuns en dogters; (b) die vernedering van dogters deur ander; (c) die onvermoë van dogters om groepe te beheer en van gegewe geleenthede in die klaskamer gebruik te maak; (d) manlike oorheersing en vroulike ondergeskiktheid; (e) 'n leemte in die implementering van genderbeleid op skool; (f) belemmering van dogters se deelname deur patriargale denke; (g) die uitdagings van tradisionele genderdenke in die klaskamer; (h) die invloed wat ouers se praktyke en ervarings op leerders se praktyke en ervarings in die klaskamer het; (i) gebrekkige erkenning van dogters deur ander; en (j) self-oorskatting onder die seuns en self-onderskatting onder die dogters. Die temas van die tweede hoofbevinding het ingesluit: (a) die óórverteenwoordiging van mans en onderverteenwoordiging van vroue; (b) die teenwoordigheid van gendergekleurde woordeskat om vroue se passiewe rol te beklemtoon; (c) die aanmoediging van tradisionele genderverteenwoordiging deur huishoudelike take soos skoonmaak, kook en inkopies doen aan vroue toe te ken; (d) die manifestering van manlike uitnemendheid/"eerste wees"; en (e) 'n wanbalans in die verteenwoordiging van vroue en mans in illustrasies.
Die studie beveel aan dat die skoolgemeenskap en die gemeenskap in gendergelykheid onderrig word ten einde genderstereotipering en bevooroordeelde optredes te ontmoedig. Vroulike onderwyseres behoort 'n rolmodel vir dogters te wees. Onderwysers moet gendersensitiewe materiaal gebruik om gendervrye bewustheid onder die jong geslag te kweek / Inhloso yocwaningo bekuwukubheka ukuthi ubulili bubonwa kanjani kwimisebenzi efundiswa emakilasini, nokuthi ubulili bukhonjiswa kanjani ezincwadini zesiNgisi ezibekelwe ukufundwa ebangeni lika-Grade 9 ezweni lase Ethiopia. Kulolu cwaningo kusetshenziswe i-constructivist paradigm njengendlela yokubheka ezemfundo. Ngokulandela ithiyori yezenhlalo namasiko i-sociocultural theory (SCT) kanye nethiyori i-gender schema theory (GST), ucwaningo lube yi-qualitative research kanti kusetshenziswe nocwaningo olubheka amacala amaningi i-multiple case study inquiry. Ababambe iqhaza bakhethwe ngokusebenzisa amasampula akhethwe ngenhlososo i-purposive sampling, kanti ulwazi luqoqwe ngokukuxoxisana ama-interviews, ukubhekisisa okwenzekayo (observations) kanye nokubuyekeza izincwadi zesiNgisi ezibekelwe ukufundwa ama-textbook. Ucwaningo lwenziwe ezikoleni eziphakeme ezine zikahulumeni, kanti kwagxilwa kakhulu ebangeni lika-Grade 9 ezifundazweni zasezweni lase Ethiopia okuyi-Chacha, eMinjar, eDebreSina, kanye namaDistrikhthi aseNorth Shoa Zone kanye nasezifundazweni zase Amhara. Kuxoxiswene ngama-interviews nabafundi abayishumi nesithupha, othisha abane kanye nothishanhloko abane. Kutholakale imiphumela emibili esemqoka: 1) ukungaphathwa kahle kodaba lobulili kwimisebenzi yokufundisa emaklasini, kanye 2) nokungabekwa kahle ngokulingalingana kodaba lobulili ezincwadini zesiNgisi ezibekelwe ukufundwa kubanga lika -Grade 9. Umphumela wokuqala uveze izingqikithi (themes) ezilandelayo, isibonelo, (a) ukungabiwa kahle ngokulingana ngendlela ehlelekile kwemisebenzi ngokubulili phakathi kwamantombazane kanye nabafana; (b) ukuhlazwa kwamantombazane okwenziwa ngabanye; (c), ukungabi nekhono kwamantombazane ukuhola amaqembu kanye nokusebenzisa amathuba emaklasini; (d) ukubhozomela kwabesilisa kanye nokuzithoba kwabesifazane; (e) igebe elikhona ngokusetshenziswa kwemigomo ebhekene nezobulili ezikoleni; (f) izihibe ezivimbela amantombazane ukubamba iqhaza ngenxa yemibono ebeka ukuthi abesilisa yibona ababalulekile (patriarchal thinking); (g) izinselele ezikhona ngezinkambiso zakudala maqondana nokucabanga ngezobulili emaklasini; (h) izindlela zezinkambiso zabazali zibe nomthelela kwizindlela zokwenza kanye nezipiliyoni zabafundi emaklasini; (i) ukungamukelwa kwamantombazane ngabanye; kanye (j) nokuzibeka phambili kakhulu kwabafana kanye nokuzibeka ezingeni eliphansi kwamantombazane. Izingqikithi (themes) zomphumela wesibili zibandakanya okulandelayo (a) ukumelwa kakhulu ngokweqile kwabesilisa kanye nezinga eliphansi lokumelwa kwabesifazane; (b) ubukhona besilulumagama i-vocabulary ephawula ngobulili nephakamisa nokungadlali ndima kwabesimame; (c) ukukhuthazwa kwezinkambiso zakudala zokumelwa kobulili ngokunikeza abesimame imisebenzi yokunakekela izingane kanye nokwenza imisebenzi yasendlini, efana nokuhlanza izindlu, ukupheka kanye nokuyothenga ezitolo; (d) umqondo wokubeka abesilisa phambili; kanye (e) nokungahleleki ngokufanele nokulingalingana ngokukhombisa ngezithombe phakathi kwabesimame nabesilisa. Ucwaningo luncoma ukuthi ukufundisa ngokulingana kwabafundi besilisa nabesifazane ezikoleni kanye nakwisizwe sonkana kungasetshenziswa ukudumaza umqondo wokubeka ubulili obuthile ngendlela nomqondo othize (gender-stereotyped) kanye nokwenza ukuthi abobulili obuthile kuphela okumele benze noma bangenzi imisebenzi ethile. Othisha besifazane kumele bebeyisibonelo kumantombazane. Abafundisi kumele basebenzise izincwadi zokufundisa ezingenabandlululo ngokobulili ukuze isizukulwane esisha bsiondisise ngezokulingana ngokobulili. / Curriculum and Instructional Studies / D. Phil. (Education in the subject Curriculum Studies)
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Za hranicami fikčného rozprávania / Towards the Boundaries of Fictional NarrativePčola, Marián January 2013 (has links)
My thesis examines the nature of contemporary fictional narration and explores its relations to other types of narration - mainly texts where educational or informative function prevails over the aesthetic one. The whole work is divided into four parts. The first part is theoretical; it sets up basic areas of interest and names methods, tools and models that will be tested on selected examples from Slavonic literatures. The second part analyses spatial and temporal relations of fictional narrative. Chapter 2.1 treats time and space in a novel mostly from the compositional point of view (based on the example of Sasha Sokolov's A School for Fools), while in the next chapter, focusing on ideational interconnections between literary and social- political utopias, both fictionality and temporality are understood more broadly than mere narrative categories: they serve as certain points of connection between the immanent occurrence of meaning in the "world of text" and its historical background. The third part continues in this direction, only what we mean by context here is not the collective historical background, but an individual sphere of everyday life. Our focus switches to two genres standing on the boundary of literary fiction and non-fiction - personal correspondence and a travel journal (travelogue). The...
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Regime fatigue : a cognitive-psychological model for identifying a socialized negativity effect in U.S. Senatorial and Gubernatorial elections from 1960-2008Giles, Clark Andrew 11 July 2014 (has links)
Indiana University-Purdue University Indianapolis (IUPUI) / This research project proposes to try to isolate and measure the influence of “regime fatigue” on gubernatorial elections and senatorial elections in the United States where there is no incumbent running. The research begins with a review of the negativity effect and its potential influence on schema-based impression forming by voters. Applicable literature on the topics of social clustering and homophily is then highlighted as it provides the vehicle through which the negativity effect disseminates across collections of socially-clustered individuals and ultimately contributes to changing tides of public opinion despite the fact that the political party identification can remain relatively fixed in the aggregate.
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Publikace dat ze sítě meteostanic ve formátu DATEX II / Implementation of Datex II standard for road transport weather stationsPartika, Marek January 2016 (has links)
Master’s thesis deals with implementation of a European standard DATEX II. This standard specifies the data format for information transmission in road transport. The road traffic is flowing streams of current information. For the work was selected network of meteorological stations, which will publish the measured data, ie weather conditions of road transport. Measured data will be available to consumers in the format DATEX II. Implementation will be operational in its entirety meteorological station from design to the actual web service that will produce data information for consumers.
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Kriminalistinė homoskopinių pėdsakų charakteristika ir tyrimo galimybės / Characteristics of homoscopic traces and possibilities of their investigation from the point of view of forensicsGargasaitė, Akvilė 25 June 2014 (has links)
Šiame magistro baigiamajame darbe nagrinėta pakankamai nauja tema ,,Kriminalistinė homoskopinių pėdsakų charakteristika ir tyrimo galimybės“, kadangi Lietuvos kriminalistinėje literatūroje nėra aptinkamos tokios sąvokos kaip homoskopinis pėdsakas, nors yra mokslinių darbų, kuriuose tas pats pėdsakas vadinamas homeoskopiniu. Homoskopiniai pėdsakai yra žmogaus kūno dalimi palikti pėdsakai, kurie skirstomi į rankų, kojų (basų kojų pėdsakai, kartais randami ir avalynės viduje), dantų, nagų ir galvos paviršiaus pėdsakus. Pirmoje darbo dalyje trumpai išdėstyta, kas yra pėdsakai nagrinėjamos temos prasme bei pėdsakų rūšys. Vėliau aptariama kiekviena iš homoskopinių pėdsakų rūšių anatomiškai bei kriminalistiniu požiūriu – pateikiama pėdsakų charakteristika. Rankų pėdsakai yra dažniausiai aptinkami, tiriami bei pagal juos lengviausia identifikuoti asmenį, todėl jie yra aptarti pirmiausiai. Toliau yra pateikiamos kojų, dantų, nagų bei galvos paviršiaus (svarbiausias vaidmuo tenka lūpų bei ausų pėdsakams) pėdsakų charakteristikos. Pagal juos taip pat galima nustatyti asmens tapatybę, tačiau tai padaryti yra sunkiau nei rankų pėdsakų atveju. Kita vertus, gali būti nustatyta daug informacijos apie atskiras nusikalstamos veikos aplinkybes. Antroje darbo dalyje nurodyta, kokiose įstaigose Lietuvoje yra atliekami specialisto tyrimai bei ekspertizės. Be to, pateiktos homoskopinių pėdsakų tyrimo galimybės surandant, išryškinant, fiksuojant, paimant bei tiriant laboratoriniu būdu homoskopinius... [toliau žr. visą tekstą] / A quite new subject “Characteristics of Homoscopic Traces and Possibilities of their Investigation from the Point of View of Forensics” was analyzed in this master’s thesis, whereas it cannot be found such a concept as homoscopic trace, although there is some scientific work in which the same trace is called homeoscopic. Homoscopic traces are the ones that are left by human body parts and they are divided into handprints, footprints (barefoot and footprints in footwear), bite marks, fingernail scrapings and prints that are left by a surface of a head. The first part briefly sets out what is the meaning of the traces and their types within the topic of the thesis. Also each kind of the homoscopic traces are discussed anatomically and from the point of view of forensics, thus the characteristics of homoscopic traces are given. At first handprints are discussed because they are mostly detected and examined. Furthermore by using them it is easy to identify a person. Then the characteristics of footprints, bite marks, fingernail scrapings and prints left by a surface of a head (especially lip prints and ear prints) are represented. Using them we can also determine person’s identity but it is more difficult than using handprints. On the other hand, we can learn some information about individual circumstances of the crime. The institutions in Lithuania in which specialists’ researches and forensics are carried out are noted in the second part of master’s thesis. In addition, the... [to full text]
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Web applications using the Google Web Toolkit / Webanwendungen unter Verwendung des Google Web Toolkitsvon Wenckstern, Michael 04 June 2013 (has links) (PDF)
This diploma thesis describes how to create or convert traditional Java programs to desktop-like rich internet applications with the Google Web Toolkit.
The Google Web Toolkit is an open source development environment, which translates Java code to browser and device independent HTML and JavaScript.
Most of the GWT framework parts, including the Java to JavaScript compiler as well as important security issues of websites will be introduced.
The famous Agricola board game will be implemented in the Model-View-Presenter pattern to show that complex user interfaces can be created with the Google Web Toolkit.
The Google Web Toolkit framework will be compared with the JavaServer Faces one to find out which toolkit is the right one for the next web project. / Diese Diplomarbeit beschreibt die Erzeugung desktopähnlicher Anwendungen mit dem Google Web Toolkit und die Umwandlung klassischer Java-Programme in diese.
Das Google Web Toolkit ist eine Open-Source-Entwicklungsumgebung, die Java-Code in browserunabhängiges als auch in geräteübergreifendes HTML und JavaScript übersetzt.
Vorgestellt wird der Großteil des GWT Frameworks inklusive des Java zu JavaScript-Compilers sowie wichtige Sicherheitsaspekte von Internetseiten.
Um zu zeigen, dass auch komplizierte graphische Oberflächen mit dem Google Web Toolkit erzeugt werden können, wird das bekannte Brettspiel Agricola mittels Model-View-Presenter Designmuster implementiert.
Zur Ermittlung der richtigen Technologie für das nächste Webprojekt findet ein Vergleich zwischen dem Google Web Toolkit und JavaServer Faces statt.
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Web applications using the Google Web Toolkitvon Wenckstern, Michael 05 June 2013 (has links)
This diploma thesis describes how to create or convert traditional Java programs to desktop-like rich internet applications with the Google Web Toolkit.
The Google Web Toolkit is an open source development environment, which translates Java code to browser and device independent HTML and JavaScript.
Most of the GWT framework parts, including the Java to JavaScript compiler as well as important security issues of websites will be introduced.
The famous Agricola board game will be implemented in the Model-View-Presenter pattern to show that complex user interfaces can be created with the Google Web Toolkit.
The Google Web Toolkit framework will be compared with the JavaServer Faces one to find out which toolkit is the right one for the next web project.:I Abstract
II Contents
III Acronyms and Glossary
III.I Acronyms
III.II Glossary
IV Credits
1 Introduction
2 Basics
2.1 Development of the World Wide Web
2.2 Hypertext Markup Language
2.3 Cascading Style Sheets
2.4 JavaScript
2.5 Hypertext Markup Language Document Object Model
2.6 Asynchronous JavaScript and XML
3 GWT toolbox and compiler
3.1 GWT in action
3.2 A short overview of the toolkit
3.3 GWT compiler and JSNI
3.3.1 Overview of GWT compiler and JSNI
3.3.2 Deferred binding and bootstrapping process
3.3.3 GWT compiler steps and optimizations
3.4 Java Runtime Environment Emulation
3.5 Widgets and Panels
3.5.1 Overview of GWT Widgets
3.5.2 Event handlers in GWT Widgets
3.5.3 Manipulating browser’s DOM with GWT DOM class
3.5.4 GWT Designer and view optimization using UiBinder
3.6 Remote Procedure Calls
3.6.1 Comparison of Remote Procedure Calls with Remote Method Invocations
3.6.2 GWT’s RPC service and serializable whitelist
3.7 History Management
3.8 Client Bundle
3.8.1 Using ImageResources in the ClientBundle interface
3.8.2 Using CssResources in the ClientBundle interface
4 Model-View-Presenter Architecture
4.1 Comparison of MVP and MVC
4.2 GWT Model-View-Presenter pattern example: Agricola board game
4.3 Extending the Agricola web application with mobile views
4.4 Introducing activities in the Agricola Model-View-Presenter pattern enabling browser history
5 Comparison of the two web frameworks: GWT and JSF
5.1 Definitions of comparison fields
5.2 Comparison in category 1: Nearly completely static sites with a little bit of dynamic content, e.g. news update
5.3 Comparison in category 2: Doing a survey in both technologies
5.4 Comparison in category 3: Creating a forum to show data
5.5 Comparison in category 4: Writing a chat application
5.6 Comparison in category 5: Writing the speed game Snake
5.7 Summary
6 Security
6.1 Download Tomcat
6.2 Dynamic Web Application Project with GWT and Tomcat
6.3 Establish HTTPS connections in Tomcat
6.3.1 Create a pem certificate
6.3.2 Convert pem certificate into a key store object
6.3.3 Configure Tomcat’s XML files to enable HTPPS
6.4 Establish a database connection in Tomcat
6.4.1 Create TomcatGWT user and schema, and add the table countries
6.4.2 Configure Tomcat’s XML files to get access to the database connection
6.4.3 PreparedStatements avoid MySQL injections
6.5 Login mechanism in Tomcat
6.6 SafeHtml
7 Presenting a complex software application written in GWT
8 Conclusions
8.1 Summary
8.2 Future work
A Appendix
A 1 Configure the Google Web Toolkit framework in Eclipse
A 1.1 Install the Java Developer Kit
A 1.2 Download Eclipse
A 1.3 Install the GWT plugin in Eclipse
A 1.4 Create first GWT Java Project
A 2 Figures
A 3 Listings
A 3.1 Source code of the Agricola board game
A 3.2 Source code of GWT and JSF comparison
A 4 Tables
R Lists and References
R 1 Lists
R 1.1 List of Tables
R 1.2 List of Figures
R 1.3 List of Listings
R 2 References
R 2.1 Books
R 2.2 Online resources / Diese Diplomarbeit beschreibt die Erzeugung desktopähnlicher Anwendungen mit dem Google Web Toolkit und die Umwandlung klassischer Java-Programme in diese.
Das Google Web Toolkit ist eine Open-Source-Entwicklungsumgebung, die Java-Code in browserunabhängiges als auch in geräteübergreifendes HTML und JavaScript übersetzt.
Vorgestellt wird der Großteil des GWT Frameworks inklusive des Java zu JavaScript-Compilers sowie wichtige Sicherheitsaspekte von Internetseiten.
Um zu zeigen, dass auch komplizierte graphische Oberflächen mit dem Google Web Toolkit erzeugt werden können, wird das bekannte Brettspiel Agricola mittels Model-View-Presenter Designmuster implementiert.
Zur Ermittlung der richtigen Technologie für das nächste Webprojekt findet ein Vergleich zwischen dem Google Web Toolkit und JavaServer Faces statt.:I Abstract
II Contents
III Acronyms and Glossary
III.I Acronyms
III.II Glossary
IV Credits
1 Introduction
2 Basics
2.1 Development of the World Wide Web
2.2 Hypertext Markup Language
2.3 Cascading Style Sheets
2.4 JavaScript
2.5 Hypertext Markup Language Document Object Model
2.6 Asynchronous JavaScript and XML
3 GWT toolbox and compiler
3.1 GWT in action
3.2 A short overview of the toolkit
3.3 GWT compiler and JSNI
3.3.1 Overview of GWT compiler and JSNI
3.3.2 Deferred binding and bootstrapping process
3.3.3 GWT compiler steps and optimizations
3.4 Java Runtime Environment Emulation
3.5 Widgets and Panels
3.5.1 Overview of GWT Widgets
3.5.2 Event handlers in GWT Widgets
3.5.3 Manipulating browser’s DOM with GWT DOM class
3.5.4 GWT Designer and view optimization using UiBinder
3.6 Remote Procedure Calls
3.6.1 Comparison of Remote Procedure Calls with Remote Method Invocations
3.6.2 GWT’s RPC service and serializable whitelist
3.7 History Management
3.8 Client Bundle
3.8.1 Using ImageResources in the ClientBundle interface
3.8.2 Using CssResources in the ClientBundle interface
4 Model-View-Presenter Architecture
4.1 Comparison of MVP and MVC
4.2 GWT Model-View-Presenter pattern example: Agricola board game
4.3 Extending the Agricola web application with mobile views
4.4 Introducing activities in the Agricola Model-View-Presenter pattern enabling browser history
5 Comparison of the two web frameworks: GWT and JSF
5.1 Definitions of comparison fields
5.2 Comparison in category 1: Nearly completely static sites with a little bit of dynamic content, e.g. news update
5.3 Comparison in category 2: Doing a survey in both technologies
5.4 Comparison in category 3: Creating a forum to show data
5.5 Comparison in category 4: Writing a chat application
5.6 Comparison in category 5: Writing the speed game Snake
5.7 Summary
6 Security
6.1 Download Tomcat
6.2 Dynamic Web Application Project with GWT and Tomcat
6.3 Establish HTTPS connections in Tomcat
6.3.1 Create a pem certificate
6.3.2 Convert pem certificate into a key store object
6.3.3 Configure Tomcat’s XML files to enable HTPPS
6.4 Establish a database connection in Tomcat
6.4.1 Create TomcatGWT user and schema, and add the table countries
6.4.2 Configure Tomcat’s XML files to get access to the database connection
6.4.3 PreparedStatements avoid MySQL injections
6.5 Login mechanism in Tomcat
6.6 SafeHtml
7 Presenting a complex software application written in GWT
8 Conclusions
8.1 Summary
8.2 Future work
A Appendix
A 1 Configure the Google Web Toolkit framework in Eclipse
A 1.1 Install the Java Developer Kit
A 1.2 Download Eclipse
A 1.3 Install the GWT plugin in Eclipse
A 1.4 Create first GWT Java Project
A 2 Figures
A 3 Listings
A 3.1 Source code of the Agricola board game
A 3.2 Source code of GWT and JSF comparison
A 4 Tables
R Lists and References
R 1 Lists
R 1.1 List of Tables
R 1.2 List of Figures
R 1.3 List of Listings
R 2 References
R 2.1 Books
R 2.2 Online resources
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Technik und Bildung in der verwissenschaftlichten Lebenswelt / Vier Modelle: Fink, Heidegger, Litt, SchelskyLumila, Minna 02 June 2023 (has links)
Die Studie versucht, Husserls Modell einer nicht-wissenschaftlichen Lebenswelt für pädagogische Untersuchungen zum Verhältnis von Technik und Bildung in der verwissenschaftlichen Welt zu öffnen. Sie diskutiert Entwicklungsprobleme der Spätmoderne unter pluralen Fragestellungen und führt Ansätze und Traditionen zusammen, die unterschiedliche Wege zur Weiterentwicklung der modernen Bildungstheorie beschritten haben. Im Zentrum steht die Frage, wie moderne Technik einerseits als lebensweltliche Entfremdung des Menschen problematisiert und andererseits als Produkt menschlicher Freiheit und Weltgestaltung gewürdigt werden kann. In vier Kapiteln werden die methodischen Ansätze und Antworten vorgestellt, die der Philosoph und Pädagoge Eugen Fink (1905–1975), der Philosoph Martin Heidegger (1889–1976), der Philosoph und Erziehungswissenschaftler Theodor Litt (1880–1962) und der Soziologe Helmut Schelsky (1912–1984) auf die Frage nach dem Verhältnis von Bildung und Technik gegeben haben. Im Durchgang durch ihre Positionen wird ein Konzert erarbeitet, dessen Originalität darin liegt, Abstimmungsprobleme von Bildung, Technik und Lebenswelt aus postdualistischer, praxistheoretischer sowie posthumanistischer Perspektive zu thematisieren. / The study attempts to open Husserl's model of a non-scientific lifeworld for pedagogical investigations of the relationship between technology and “Bildung” in the scientific world. It discusses developmental problems of late modernity under plural questions and brings together approaches and traditions that have taken different paths to the further development of modern “Bildungs”-theory. The central question is how modern technology can be problematized on the one hand as the alienation of human beings from the world of life and on the other hand be appreciated as a product of human freedom and the shaping of the world. Four chapters present the methodological approaches and answers that philosopher and educator Eugen Fink (1905–1975), philosopher Martin Heidegger (1889–1976), philosopher and educationalist Theodor Litt (1880–1962), and sociologist Helmut Schelsky (1912–1984) have given to the question of the relationship between education and technology. In the course of their positions, a concert will be developed whose originality lies in addressing the coordination problems of “Bildung” (education), “Technik” (technology) and “Lebenswelt” (lifeworld) from a post-dualist, praxis-theoretical as well as post-humanist perspective.
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