@incollection{vanBernum2019, author = {van Bernum, Anja}, title = {When does life end?}, series = {Perspectives of law and culture on the end-of-life legislations in France, Germany, India, Italy and United Kingdom}, booktitle = {Perspectives of law and culture on the end-of-life legislations in France, Germany, India, Italy and United Kingdom}, editor = {Rohlfing-Dijoux, Stephanie and Hellmann, Uwe}, publisher = {Nomos}, address = {Baden-Baden}, isbn = {978-3-8487-5492-2}, doi = {10.5771/9783845296777-251}, pages = {251 -- 260}, year = {2019}, abstract = {If you look at the question of the end-of-life legislation, one - or rather THE basic question - is particularly interesting: What is the "end of life"? What is death? Ofcourse, one can approach this question theologically or philosophically, but alsolegally and especially medically. Since the 1960 s, medical progress has made itpossible to distinguish between different individual points of time within the na-tural dying process. However, this raises the question as to which of these pointsof time is relevant for criminal law. This question, which is usually onsideredvery emotionally, will be examined in more detail in the paper.}, language = {en} } @incollection{Turner2019, author = {Turner, Bryan S.}, title = {Introduction}, series = {Populism and the crisis of democracy. Volume 3. Migration, gender and religion}, booktitle = {Populism and the crisis of democracy. Volume 3. Migration, gender and religion}, publisher = {Routledge}, address = {London}, isbn = {978-1-138-09138-2}, pages = {1 -- 8}, year = {2019}, language = {en} } @incollection{Thorau2019, author = {Thorau, Christian}, title = {"What ought to be heard" : touristic listening and the guided ear}, series = {The Oxford handbook of music listening in the 19th and 20th centuries}, booktitle = {The Oxford handbook of music listening in the 19th and 20th centuries}, publisher = {Oxford University Press}, address = {New York}, isbn = {978-0-19-046696-1}, pages = {207 -- 227}, year = {2019}, language = {en} } @incollection{Steiger2019, author = {Steiger, Dominik}, title = {International law and new challenges to democracy in the digital age}, series = {Big data, political campaigning and the law : democracy and privacy in the age of micro-targeting}, booktitle = {Big data, political campaigning and the law : democracy and privacy in the age of micro-targeting}, editor = {Witzleb, Normann and Paterson, Moira and Richardson, Janice}, publisher = {Routledge}, address = {London}, isbn = {9780429288654}, doi = {10.4324/9780429288654}, pages = {71 -- 98}, year = {2019}, abstract = {This chapter aims to analyse whether and how democracy is actually threatened by big-data-based operations and what role international law can play to respond to this possible threat. It shows how big-data-based operations challenge democracy and how international law can help in defending it. The chapter focuses on both state and non-state actors may undermine democracy through big data operations; although democracy as such is a rather underdeveloped concept in international law, which is often more concerned with effectivity than legitimacy - international law protects against these challenges via a democracy-based approach rooted in international human rights law on the one hand, and the principle of non-intervention on the other hand. Thus, although democracy does not play a major role in international law, international law nevertheless is able to protect democracy against challenges from the inside as well as outside.}, language = {en} } @incollection{McNamara2019, author = {McNamara, James}, title = {The Monstrosity of Cato in Lucan's Civil War 9}, series = {Classical Literature and Posthumanism}, booktitle = {Classical Literature and Posthumanism}, publisher = {Bloomsbury Academic}, address = {London}, isbn = {978-1-350-06953-4}, doi = {10.5040/9781350069534.ch-012}, publisher = {Universit{\"a}t Potsdam}, pages = {167 -- 174}, year = {2019}, abstract = {This chapter discusses the monstrosity of Cato in Lucan's Civil War, and posthuman facets of his attempt to resurrect virtus after the collapse of established mores.}, language = {en} } @incollection{Jacobi2019, author = {Jacobi, Juliane}, title = {Education}, series = {The routledge history of women in early modern Europe}, booktitle = {The routledge history of women in early modern Europe}, publisher = {Routledge}, address = {Abingdon}, isbn = {978-0-429-35578-3}, doi = {10.4324/9780429355783}, pages = {115 -- 134}, year = {2019}, abstract = {Vives emphasizes needlework as an appropriate occupation for all women, even for 'a princess or a queen'. A wide variety of schools run by individual tradesmen or women offered instruction in certain fields, such as writing and calculus, while schools erected or licensed by the authorities concentrated on religious education. A large group of orphanages founded during the sixteenth and early seventeenth centuries provided a sound education for boys and girls. Authorities, parents and educational thinkers of the time were much less concerned with girls' education than with that of boys. Private tutoring at home concentrated on the same subjects but, when boys were instructed at home, some girls had a chance to participate in a more academically oriented education. In most educational settings, be it at day schools, boarding schools or in private homes, teachers, mothers and governesses were expected to raise good housewives, pious mothers and obedient spouses.}, language = {en} } @incollection{HickmannPartzschPattbergetal.2019, author = {Hickmann, Thomas and Partzsch, Lena and Pattberg, Philipp H. and Weiland, Sabine}, title = {Conclusion}, series = {The anthropocene debate and political science}, booktitle = {The anthropocene debate and political science}, publisher = {Routledge}, address = {London}, isbn = {978-0-8153-8614-8}, publisher = {Universit{\"a}t Potsdam}, pages = {237 -- 251}, year = {2019}, language = {en} } @incollection{Fitzi2019, author = {Fitzi, Gregor}, title = {Introduction}, series = {Populism and the crisis of democracy. Volume 2. Politics, social movements and extremism}, booktitle = {Populism and the crisis of democracy. Volume 2. Politics, social movements and extremism}, publisher = {Routledge}, address = {London}, isbn = {978-1-138-09137-5}, pages = {1 -- 8}, year = {2019}, language = {en} } @incollection{Ette2019, author = {Ette, Ottmar}, title = {Pride and conviviality - pride in conviviality}, series = {Taking Stock - Twenty-Five Years of Comparative Literary Research (Internationale Forschungen zur allgemeinen und vergleichenden Literaturwissenschaft)}, volume = {200}, booktitle = {Taking Stock - Twenty-Five Years of Comparative Literary Research (Internationale Forschungen zur allgemeinen und vergleichenden Literaturwissenschaft)}, publisher = {Brill Rodopi}, address = {Leiden [u.a.]}, isbn = {978-90-04-41035-0}, issn = {0929-6999}, doi = {10.1163/9789004410350_006}, pages = {121 -- 155}, year = {2019}, abstract = {Pride is linked to conviviality, to the practice of life-with-an-other, and to an awareness of the limitations of the life forms and life norms which guide and regulate the life of culturally, socially, and historically defined communities. Assuming this link, pride in living-together and conviviality appear as concepts creating a framework for future perspectives. But these concepts need a space in which they can unfold critically and confidently with a view to the future. For millennia, the literatures of the world have created this space of simulation and experimentation in which knowledge of how-to-live-with-an-other has been put down on paper through the open-ended tradition of writing. It is the space of the life forms and life norms of conviviality: it offers us prospective knowledge for the future by translating the imaginable into the thinkable, and the readable into the livable.}, language = {en} } @incollection{Brendel2019, author = {Brendel, Nina}, title = {(How) do students reflect on sustainability?}, series = {Issues in Teaching and Learning of Education for Sustainability}, booktitle = {Issues in Teaching and Learning of Education for Sustainability}, editor = {Chang, Chew-Hung and Kidman, Gillian and Wi, Andy}, publisher = {Routledge}, address = {Abingdon}, isbn = {978-0-429-45043-3}, doi = {10.4324/9780429450433}, pages = {117 -- 126}, year = {2019}, abstract = {The ability to reflect is considered an essential element of Education for Sustainable Development (ESD) and a key competence for learners and educators in ESD (UNECE Strategy for ESD, 2012). In contrast to its high importance, little is known about how reflective thinking can be identified, influenced or increased in the classroom. Therefore, the objective of this study is to address this need by developing an empirical multi-stage model designed to help educators diagnose different levels of reflective thinking and to identify factors that influence students' reflective thinking about sustainability. Based on a 4-8-week project with grade 10 and 11 students studying sustainability, reflective thinking performance using weblogs as reflective journals was analysed. In addition, qualitative semi-structured interviews were conducted with the teachers to comprehend the learning environment and the personal value they assigned to ESD in their geography class. To determine the levels of reflective thinking achieved by the students, the study built on the work of Dewey (1933) and pre-existing multi-stage models of reflective thinking (Bain, Ballantyne, \& Packer, 1999; Chen, Wei, Wu, \& Uden, 2009). Using a qualitative, iterative data analysis, the study adapted the stage models to be applicable in ESD and found great differences in the students' reflection levels. Furthermore, the study identified eight factors that influence students' reflective thinking about sustainability. The outcomes of this study may be valuable for educators in high school and higher education, who seek to diagnose their students' reflective thinking performance and facilitate reflection about sustainability.}, language = {en} }