@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{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{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{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} } @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{Faber2019, author = {Faber, Eike}, title = {Demokratie, Krieg und Tod}, series = {Vom Umgang mit den Toten : Sterben im Krieg von der Antike bis zur Gegenwart}, booktitle = {Vom Umgang mit den Toten : Sterben im Krieg von der Antike bis zur Gegenwart}, publisher = {Sch{\"o}ningh}, address = {Paderborn}, isbn = {978-3-506-78265-6}, doi = {10.30965/9783657782659_013}, pages = {241 -- 261}, year = {2019}, language = {de} } @incollection{WachtelPenning2019, author = {Wachtel, Grit and Penning, Isabelle}, title = {Wirtschaft - Arbeit - Technik}, series = {Handbuch F{\"o}rderschwerpunkt geistige Entwicklung : Grundlagen - Spezifika - Fachorientierung - Lernfelder}, booktitle = {Handbuch F{\"o}rderschwerpunkt geistige Entwicklung : Grundlagen - Spezifika - Fachorientierung - Lernfelder}, publisher = {Julius Beltz}, address = {Weinheim}, isbn = {978-3-407-25800-7}, pages = {584 -- 597}, year = {2019}, language = {de} } @incollection{Penning2019, author = {Penning, Isabelle}, title = {Sch{\"u}lerfirmen und Berufsorientierung}, series = {Berufliche Orientierung in der Schule: Gegenstand der {\"o}konomischen Bildung}, booktitle = {Berufliche Orientierung in der Schule: Gegenstand der {\"o}konomischen Bildung}, publisher = {Springer}, address = {Wiesbaden}, isbn = {978-3-658-24197-1}, doi = {10.1007/978-3-658-24197-1_14}, pages = {221 -- 234}, year = {2019}, abstract = {Sch{\"u}lerfirmen sind eine verbreitete Unterrichtsmethode allgemeinbildender Schulen. Trotz ihrer Verbreitung und zunehmenden curricularen Verankerung ist der Forschungsstand bislang unbefriedigend. Ihr Potenzial f{\"u}r die {\"o}konomische Bildung entfalten Sch{\"u}lerfirmen, wenn sie mit Beruflicher Orientierung und Entrepreneurship Education verbunden werden. {\"U}ber die Wechselwirkungen zwischen diesen Aspekten ergeben sich zahlreiche handlungsorientierte Lehr-Lern-Situationen, mithilfe derer sowohl {\"o}konomische als auch {\"u}berfachliche Kompetenzf{\"o}rderung realisiert werden kann. Wesentliche Gestaltungsperspektiven werden im Beitrag identifiziert. Um die Fachlichkeit von Sch{\"u}lerfirmen sicher zu stellen, ist beispielsweise neben der Einbettung im Fachunterricht auch gut qualifiziertes Lehrpersonal erforderlich, da die Umsetzung von Sch{\"u}lerfirmen voraussetzungsreich ist.}, language = {de} } @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{BauerMalchowMeinel2019, author = {Bauer, Matthias and Malchow, Martin and Meinel, Christoph}, title = {Full Lecture Recording Watching Behavior, or Why Students Watch 90-Min Lectures in 5 Min}, series = {IMCL 2018: Mobile Technologies and Applications for the Internet of Things}, volume = {909}, booktitle = {IMCL 2018: Mobile Technologies and Applications for the Internet of Things}, publisher = {Springer}, address = {Cham}, isbn = {978-3-030-11434-3}, issn = {2194-5357}, doi = {10.1007/978-3-030-11434-3_38}, pages = {347 -- 358}, year = {2019}, abstract = {Many universities record the lectures being held in their facilities to preserve knowledge and to make it available to their students and, at least for some universities and classes, to the broad public. The way with the least effort is to record the whole lecture, which in our case usually is 90 min long. This saves the labor and time of cutting and rearranging lectures scenes to provide short learning videos as known from Massive Open Online Courses (MOOCs), etc. Many lecturers fear that recording their lectures and providing them via an online platform might lead to less participation in the actual lecture. Also, many teachers fear that the lecture recordings are not used with the same focus and dedication as lectures in a lecture hall. In this work, we show that in our experience, full lectures have an average watching duration of just a few minutes and explain the reasons for that and why, in most cases, teachers do not have to worry about that.}, language = {en} }