Suchergebnisse

Die notwendige interdisziplinäre Kooperation von Berufspädagogik und Sonderpädagogik in der Benachteiligtenförderung zielt auf Partizipation, Selbstbestimmung und Teilhabe an Arbeit, Bildung und Beruf. Die gesellschaftliche Entwicklung ist gekennzeichnet von einem dynamischen Zuwachs des Übergangssystems und einer damit verbundenen zunehmenden Heterogenität der Zielgruppen benachteiligter junger Menschen. Dies stellt neue Anforderungen an die pädagogische Professionalität in der beruflichen Integrations- und Rehabilitationsförderung und der universitären Ausbildung, verbunden mit Anforderungen an bildungswissenschaftliche Fundierung sowie Evaluation von Praxisobjekten. Das Schwerpunktheft greift diese Erfordernisse auf unter der Zielsetzung, die bislang noch weitgehend getrennt verlaufenden Bereiche der beruflichen Benachteiligtenförderung und der beruflichen Integration von behinderten Menschen konzeptionell zusammen zu führen und interdisziplinäre Schnittstellen für pädagogische Handlungsfelder zu entwickeln. Auf der Basis einer theoretischen Auseinandersetzung mit kooperativen Ansätzen der Berufs- und Sonderpädagogik werden Beispiele aus der Praxis der beruflichen Integration und Rehabilitation vorgestellt und im Sinne der Zielsetzung bewertet. (IAB); Inhaltsverzeichnis: Marianne Friese, Reinhilde Stöppler: Partizipation statt Prekarisierung. Kooperative Ansätze der Berufs- und Sonderpädagogik (3-7); Reinhilde Stöppler, Heiko Schuck: Mobil zum Job - Partizipation durch MogLi. Mobilitätsförderung von Kindern und Jugendlichen mit geistiger Behinderung (8-10); Kathrin Gattermann, Stefan Kvas: Raus aus der Werkstatt, rein ins (Arbeits-)Leben? Arbeitsmarktintegration am Beispiel des Projekts New York (11-12); Horst Biermann, Peter Piasecki: Berufsbezogene Kommunikationsförderung für junge Erwachsene in der beruflichen Rehabilitation (13-15); Alexandra Seckler: Kompetenzerfassung im Projekt DoKoTrain (16-18); Günter Lübke, Dirk Meinhardt, Tino Möhlenkamp: Berufseinstiegsklasse (BEK) an der Berufsbildenden Schule Cloppenburg. Erfahrungsbericht eines zweijährigen Modellversuchs (19-21); Sascha Ruhweza: Schülerinnen und Schüler an der Kamera. Produktion einer TV-Dokumentation zum Thema Berufswahl (22-24); Dietmar Heisler: Maßnahmebrüche in der beruflichen Integrationsförderung. Eine pädagogische Herausforderung in der beruflichen Bildung benachteiligter Jugendlicher (25-26); Marisa Kaufhold, Christiane Barthel: Lernstück: ein Verfahren zur Anerkennung informell erwobener Kenntnisse und Fertigkeiten (27-29).

The article presents the latest status of the Maidanak 1 m telescope, instruments and the related facilities of the Observatory as well as the science projects. The renovation of the 1 m telescope of Carl Zeiss (Germany) at the Maidanak observatory of the Ulug Bek Astronomical Institute (UBAI) AS of Uzbekistan has been made. All systems of the telescope were completely modernized based on modern standards, the main results of modernization are also described. All modernization works, as well as scientific research on this project are carried out in close cooperation of UBAI with the National Astronomical Observatories of the Academy of Sciences of the PRC in framework of the Agreement on cooperation between these organizations. The FOV has been enlarged and new CCD camera is mounted. The related facilities, like the observing circumstance monitoring system and the photovoltaic station, are also built for the observing support. The telescope and new camera will be tested and used for the science projects of the 1 m telescope. According to the collaboration agreement, a large-scale scientific project on a full survey of the northern sky in special photometric system - Stellar Abundance and Galactic Evolution (SAGE) survey will be carried out with the upgraded 1 m telescope. The main goal of the project is to measure the stellar atmospheric parameters for more than 500 million FGK stars. As other projects, the time domain science, like GRB, SNe searching, variable stars, also will be performed.

AbstractThe Matenadaran, Mashtots Institute of Ancient Manuscripts, is a unique repository of Armenian and Oriental manuscripts. The Oriental Collection of the Matenadaran (known usually as Arabo-Persian Collection), including manuscripts in Persian, Arabic, Turkish, Hebrew, Indian and other languages (total ca. 2,500), is formed over a long time and is regularly augmented by purchases and gifts. This collection covers nearly all subjects of human and natural sciences and culture, including theology, jurisprudence, Qur'ānic sciences, Tafsīrs, Hadīthes, lexicography, literature, poetry, history, politics, philosophy, logic, astronomy, magic, mathematics, medicine, veterinary, and agriculture. Among them there are some Sufi codices from the period of the 15th to the 19th century, illustrated and illuminated in the various ateliers in Iran and the region. The article presents the analysis of some Oriental medieval miniatures from the Matenadaran Collection connected with the Sufi motifs in their compositions. The most important are illustrative cycles of a copy dating back to 1848-1849 of the Commentaries of the Seven Qasidas by Husayn Ibn Ahmad al-Zuzani (Ms. no. 1610); of the Afghan manuscript of the 18th century Gulshan-i Afghan by 'Ali Akbar Oraqzay (Ms. no. 538); of a manuscript (no. 599) dated from 1841-1842 and containing the poem Yusuf va Zuleykha by 'Abd ul-Rahman Djami; and of a manuscript of 1629 (no.1036), the travel diary of the Iranian diplomat Muhammad 'Ali Bek Isfahani; as well a number of single miniature compositions from the collection of Louise Aslanian (Paris) (no.1999).

SUMMARY:
In the article that serves as an introduction to the publication of documents, Elena Vishlenkova analyzes the system of Russian imperial universities as it emerged after 1804, when specific territories were assigned for scientific exploration and cultural influence – the so-called school districts. The Kazan University district was the largest one, which included the territory from Nizhnii Novgorod to the Far East and from the Northern Sea to the Caucasus. Vishlenkova reconstructs the academic biographies and scientific activities of a number of its professors who were engaged in exploring the geographical and human resources of their region viewed as a part of the larger world, the Russian empire, the "Orient," or of the "Slavic world." According to Vishlenkova, Kazan university professors lived and worked in the situation of a cultural frontier. They regarded themselves as members of the European intellectual community and subjects of universal modern science. At the same time, in Kazan they lived in a multicultural environment, on a civilizational border between Europe and Asia, and their students and sometimes colleagues included "Asians," while their practical knowledge often contradicted their scientific presumptions. Vishlenkova traces how in Kazan, a common European pattern of traveling and "collecting" peoples and human artifacts was becoming transformed into a more anthropologically informed study of cultures and languages that required the involvement of not only natural scientists but also humanity professors. The article begins with the story of a professor of natural history and botany, Karl Fuks, and proceeds with the analysis of different travel instructions written by Kazan University professors of Fuks's generation as well as by the curator of the Kazan school district, M. L. Magnitsky. Vishlenkova evaluates a project of local anthropology by a professor of the philosophy department, V. Ia. Bulygin. Then she examines the so-called Oriental expeditions of the university. These programs were developed by scholars with only general theoretical knowledge as well as by experts already engaged in local "oriental" studies. Among the latter were scholars such as professor of Turkish-Tatar languages A. K. Kazem-Bek, who personally represented the very "Orient" those expeditions were expected to study. Vishlenkova shows how the complex vision of the "Orient," which combined the insider with the outsider perspective, influenced Kazan scholars of Slavic languages and cultures. In particular, the article traces the influence of Kazan Orientalists on the research practices and perception of the "Slavic world" of well-known Kazan linguists such as Professor V. I. Grigorovich.