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The defining characteristics of the case study method are specified, & it is distinguished from other methods available for research on social movements, emphasizing its particular empirical & theoretical utility. Some basic procedural guidelines for conducting case studies & for analyzing the data derived from them are outlined. The case study is deemed especially valuable for social movement research because it is a triangulated method with the ability to generate richer, more detailed, multivocal, & more holistic analyses than any other method. 63 References. K. Hyatt Stewart
The purpose of the study was to identify the key descriptors of a definition of technology and curricular organizers for use in the study of technology. Seven panels were used for the three round Delphi to identify the key descriptors and curricular organizers. The panels included: (1) technology educators, (2) philosophers of education, (3) philosophers of technology, (4) historians of technology, (5) anthropologists of technology, (6) futurists, (7) industrialists/business leaders. A Thurstone and Chave Method of Equal Appearing Intervals was used to assign scale and Q values to each item ranked in the Q sort. An 80th centile was used for an item to achieve a consensus. The results of both research questions were rank ordered based on scale value from highest to lowest. Fourteen key descriptors of a definition of technology obtained a consensus. These are innovation; invention; creative; extends human capabilities (physical, social ,and intellectual); a process (change, individual, corporate, design, creative, and systematic); extension of human potential; problem solving; purposeful human manipulation of the material world; closely linked to science but not simply applied science, body of knowledge; used to solve problems and create opportunities; played an important role in the emergence of Homo sapiens; a system of tools, knowledge, and behaviors associated with the exploitation of environments; and has social, economic, political, and environmental impacts. Seven curricular organizers achieved a consensus. These are problem solving; process organizers (creativity, enterprise, systems, inventions, and problem solving); the process of technology; design and innovation; research and development; and awareness of implications and potential of technology (health, food, communication, production, and control). ; Ed. D.
BASE
In: Studies in educational evaluation, Band 6, Heft 1, S. 15-20
ISSN: 0191-491X
World Affairs Online
This case study is part of a series of in-depth reports on religiously motivated violent radicalisation - and resilience to it - in 12 countries. The series examines periods in which religious radicalisation and violence has escalated and analyses relevant policy and political discourses surrounding them. While seeking to identify factors that drove radicalisation and violence in each country, the case studies also critically assess programmes of prevention and resilience-building, identifying good practices. This series was produced by GREASE, an EU-funded research project investigating religious diversity, secularism and religiously inspired radicalisation. ; This project has received funding from the European Union's Horizon 2020 research and innovation programme under grant agreement number 770640.
BASE
In: British journal of international studies, Band 1, Heft 1, S. 68-76
ISSN: 2053-597X
The works on the topic of 'appeasement' to be discussed in this article have been widely reviewed elsewhere as works of historical analysis. The emphasis has been placed on the quality of their historical scholarship or the contribution made to the historiography of 'appeasement'. The aim of this discussion will be to examine the relevance, if any, of such writings to a theoretical understanding of international relations.
World Affairs Online
In: Contributions to economics
Intro -- Acknowledgements -- Contents -- Contributors -- 1 Exploring Your Own Local Economy Using Adam Smith -- 1.1 Introduction -- 1.2 Lessons from Adam Smith -- 1.2.1 Critical Reading -- 1.3 Experiential and Community-Based Learning -- 1.4 Course Layout -- 1.5 Visiting Area Businesses -- 1.6 The Logistics -- 1.7 Student Learning and Evaluation -- 1.8 Conclusion -- References -- 2 Extra-Curricular Undergraduate Student Field Trips -- 2.1 Introduction -- 2.2 Basic Requirements -- 2.3 Four Examples -- 2.3.1 Late Afternoon Trip to Local Factory: Progress Rail -- 2.3.2 All Day Trip to Indianapolis -- 2.3.3 Three-Day Trip to Chicago -- 2.3.4 Spring Break Trip to New York City and AIER -- 2.4 Conclusions -- References -- 3 Economic Journeys in Alaska -- 3.1 Introduction -- 3.2 Learning Objectives -- 3.3 Logistics -- 3.4 Schedule and Assignments -- 3.5 Process and Required Materials -- 3.6 Tips -- 3.7 Conclusion -- References -- 4 Off-Campus Colloquia as Immersive Study and Active Learning: Capitaf, Milton and Rose Friedman's Home -- 4.1 Introduction -- 4.2 Benefits of Off-Campus Study -- 4.3 The Capitaf Immersive Study Program -- 4.3.1 Participation -- 4.3.2 Funding and Contacts -- 4.4 Colloquia Learning Objectives and Structures -- 4.5 Program and Discussion Structure -- 4.5.1 Days One and Two -- 4.5.2 Day Three -- 4.6 Day Four -- 4.6.1 Day Five -- 4.7 Impact on Learning -- 4.8 Conclusion -- References -- 5 Faculty Professional Development Through International Experiences -- 5.1 Introduction -- 5.2 A Review of the Literature on the Benefits of International Teaching Experiences -- 5.3 How Teaching Abroad Enhanced My Teaching Tools and Skills -- 5.4 Develop New Perspectives on Your Teaching -- 5.5 Engage in Curriculum Development/Evaluation and Faculty Training -- 5.6 Use Social Media to Connect Communities Internationally &.