Refine
Year of publication
Document Type
- Part of a Book (998) (remove)
Language
Keywords
- Migration (13)
- Religion (11)
- interkulturelle Missverständnisse (11)
- religion (11)
- religiöses Leben (11)
- confusions and misunderstandings (10)
- migration (10)
- Verwaltung (5)
- Deutschland (3)
- Germany (3)
Institute
- Bürgerliches Recht (223)
- Öffentliches Recht (98)
- Institut für Romanistik (80)
- Historisches Institut (68)
- Fachgruppe Politik- & Verwaltungswissenschaft (63)
- Strafrecht (62)
- Sozialwissenschaften (46)
- Fachgruppe Betriebswirtschaftslehre (42)
- Fachgruppe Soziologie (29)
- Institut für Jüdische Studien und Religionswissenschaft (28)
Antisemitismus
(2023)
Ist Antisemitismus ein Rassismus, der sich gegen Jüdinnen und Juden richtet? Nein, er ist ein eigenständiges Phänomen, zu dessen Besonderheiten gehört, dass er häufig mit einem System der Weltverschwörung verknüpft wird. Doch es gibt rassistischen Antisemitismus. Auch die Shoah basierte auf einer rassistischen Einteilung von Menschen.
Der Einsatz Künstlicher Intelligenz (KI) wird zunehmend relevant – sowohl in Berufen mit formalisierbaren Aufgaben als auch in Berufsfeldern, für deren Aufgaben Erfahrungswissen notwendig ist und situationsabhängig Entscheidungen getroffen werden, die mit folgenschweren Konsequenzen verbunden sein können. Um das Potenzial der Zusammenarbeit zwischen Mensch und KI auszuschöpfen, muss sich der Mensch entsprechend wappnen. Somit verändern sich die Kompetenzanforderungen an Mitarbeiter:innen auf allen Ebenen und an ihre Führungskräfte. Relevante Konzepte des lebenslangen Lernens und der betrieblichen Weiterbildung gewinnen durch den Einfluss der Technologie auch unter teilweise veränderten Lernbedingungen vermehrt an Bedeutung. Neben neuen technischen und Fachkompetenzen, sind für die Nutzung von und die Zusammenarbeit mit der neuen Technologie weitere Kompetenzen notwendig, um z. B. einschätzen zu können, wann die Arbeit der Maschine ethisch vertretbar, effektiv, verantwortungsvoll, fair, transparent und nachvollziehbar ist. Auch neue Tätigkeitsprofile entstehen und die beruflichen Rollen verändern sich entsprechend. Neben den Anforderungen, die die KI an Bildung und Kompetenzentwicklung stellt, wird sie weiterhin zunehmend zur Gestaltung von Lernumgebungen und für den Kompetenzaufbau im Beruf eingesetzt. Sie ist somit nicht nur der Auslöser von Veränderungen, sondern auch das Instrument, welches genutzt wird, um die Lehre zu unterstützen und individueller, abwechslungsreicher sowie zeit- und ortunabhängiger zu gestalten. Im Beitrag werden Chancen und Herausforderungen durch den Einsatz von KI für zwei Dimensionen diskutiert: die Transformationsprozesse in der Berufswelt und die Gestaltung von Lernprozessen.
Scholarship on the history of advertising has dedicated only a limited atten-tion to all centuries preceding 1700, even though sources and data for a history of an-cient and medieval advertising are consistent. Since the birth of writing, in the Medi-terranean basin as well as in Asia, different forms of branding emerge. Their originalfunction, showing the origin of a product, was quickly subject to a process of differen-tiation. Ancient sources also show an embeddedness of oral and written advertising–advertising became such a crucial component of daily life that it also became a topicof public discourse and poetry. In Roman times, advertising also became an object ofjuridical regulations–while a further process of differentiation took place in theMiddle Ages. The invention of print, finally, allowed a quicker reproduction and dis-tribution of posters, flyers etc.–in forms which had already been practiced for thou-sands of years in other parts of the world, particularly China.
Angesichts der vielfältigen ökologischen, politischen, wirtschaftlichen und gesellschaftlichen Herausforderungen des Anthropozäns gründete sich innerhalb der Gesellschaft für Politikdidaktik und politische Jugend- und Erwachsenenbildung (GPJE) im Verlauf des Jahres 2022 die Arbeitsgruppe Mensch-Tier-Umwelt, die es sich zur Aufgabe macht, sich mit den didaktischen Konsequenzen dieser Problemlagen für die politische Bildung auseinanderzusetzen. Ein erster Auftakt hierzu bildete die Tagung dieser GPJE-Arbeitsgruppe zum Thema Beziehungsweisen für Mensch, Tier und Umwelt. Perspektiven für die politische Bildung an der Universität Potsdam am 14. Oktober 2022. Der vorliegende Band fasst die daraus hervorgegangenen Ergebnisse zusammen.
Invention
(2023)
This entry addresses invention from five different perspectives: (i) definition of the term, (ii) mechanisms underlying invention processes, (iii) (pre-)history of human inventions, (iv) intellectual property protection vs open innovation, and (v) case studies of great inventors. Regarding the definition, an invention is the outcome of a creative process taking place within a technological milieu, which is recognized as successful in terms of its effectiveness as an original technology. In the process of invention, a technological possibility becomes realized. Inventions are distinct from either discovery or innovation. In human creative processes, seven mechanisms of invention can be observed, yielding characteristic outcomes: (1) basic inventions, (2) invention branches, (3) invention combinations, (4) invention toolkits, (5) invention exaptations, (6) invention values, and (7) game-changing inventions. The development of humanity has been strongly shaped by inventions ever since early stone tools and the conception of agriculture. An “explosion of creativity” has been associated with Homo sapiens, and inventions in all fields of human endeavor have followed suit, engendering an exponential growth of cumulative culture. This culture development emerges essentially through a reuse of previous inventions, their revision, amendment and rededication. In sociocultural terms, humans have increasingly regulated processes of invention and invention-reuse through concepts such as intellectual property, patents, open innovation and licensing methods. Finally, three case studies of great inventors are considered: Edison, Marconi, and Montessori, next to a discussion of human invention processes as collaborative endeavors.
With the latest technological developments and associated new possibilities in teaching, the personalisation of learning is gaining more and more importance. It assumes that individual learning experiences and results could generally be improved when personal learning preferences are considered. To do justice to the complexity of the personalisation possibilities of teaching and learning processes, we illustrate the components of learning and teaching in the digital environment and their interdependencies in an initial model. Furthermore, in a pre-study, we investigate the relationships between the learner's ability to (digital) self-organise, the learner’s prior- knowledge learning in different variants of mode and learning outcomes as one part of this model. With this pre-study, we are taking the first step towards a holistic model of teaching and learning in digital environments.
1933
(2023)
Social institutions
(2024)
Social institutions are a system of behavioral and relationship patterns that are densely interwoven and enduring and function across an entire society. They order and structure the behavior of individuals in core areas of society and thus have a strong impact on the quality of life of individuals. Institutions regulate the following: (a) family and relationship networks carry out social reproduction and socialization; (b) institutions in the realm of education and training ensure the transmission and cultivation of knowledge, abilities, and specialized skills; (c) institutions in the labor market and economy provide for the production and distribution of goods and services; (d) institutions in the realm of law, governance, and politics provide for the maintenance of the social order; (e) while cultural, media, and religious institutions further the development of contexts of meaning, value orientations, and symbolic codes.
I need to move it, move It!
(2024)
Purpose
Student interest and learning success is an important component of teaching learning research. However, while the impact of emotions and psychological needs on students' achievements has been a focus of research, the impact of their physiological needs has been under studied. In this explorative study, I examine what impact the physiological and psychological needs of student teachers have on their feelings, motivation, and interest in different learning settings.
Approach
The research method used was the daily reconstruction method and included the Felix-App, a new digital research and feedback tool that allows the measurement of feelings, needs, motivation, and interest in real time.
Findings
The results suggest the importance of physiological needs for perceived emotions, motivation, and interest in the learning subject. The psychological needs, on the other hand, are of less importance.
Originality
The Felix-App is an innovative tool to learn more about learners' emotions and needs in real learning settings. The importance of physiological needs has been known since Maslow, but should be considered much more in the context of teaching and learning research in the future. There is a need for further research on the importance of physical aspects in learning.
The contribution explores how an understanding of neoliberal subjectification in socio-economic education can serve to counteract the trend marketisation of democracy. Drawing on Foucault’s lectures on biopolitics and Brown’s current analysis of neoliberalism, it lays out a sociological explanation that treats the idea of homo economicus as a structuring element of our society and outlines the threat this poses to the liberal democratic order. The second part of the contribution outlines – through immanent critique – an ideology-critical analytical competence that uses key problems to illuminate socially critical perspectives on social reality. The objective is to challenge some of the foundations of social order (Salomon, D. Kritische politische Bildung. Ein Versuch. In B. Widmaier & Overwien, B. (Hrsg.), Was heißt heute kritische politische Bildung? (S. 232–239). Wochenschau, 2013) in pursuit of the ultimate objective of an educated and assertive citizenry.