Curricularer Anspruch und unterrichtliche Wirklichkeit: Die Verortung lateinischer Texte des Mittelalters in Lehrplänen und Lehrwerken sowie Möglichkeiten im Schulunterricht

2017 ◽  
Vol 22 (1) ◽  
Author(s):  
Mario-Marcel Wasserfuhr
Keyword(s):  
Comparative Analysis ◽  
Interdisciplinary Approach ◽  
University Education ◽  
Literary Genre ◽  
Latin Literature ◽  
Medieval Latin ◽  
German School ◽  
School Books ◽  
School Curricula

AbstractThe following article examines the position of medieval Latin literature within German school curricula and school books. It stresses the importance of reading and studying medieval Latin texts as a way to a more complete as well as interdisciplinary school and university education. In this respect, two possible topics for school lessons are discussed: first, medieval Latin letters as an example of continuity and reception of a literary genre; second, the comparative analysis of medieval European cartography and corresponding texts as an interdisciplinary approach to the study of medieval worldviews.

scholarly journals EXPLORATION OF E-LEARNING VS TRADITIONAL LEARNING IN INDIA

2020 ◽  
Vol 8 (2) ◽  
pp. 69-76 ◽  
Author(s):  
Gulbir Singh ◽  
Vivek Bhatnagar ◽  
Rajeev Gupta ◽  
Gautam Kumar
Keyword(s):  
Comparative Analysis ◽  
Real Time ◽  
Real Life ◽  
Research Data ◽  
University Education ◽  
Traditional Learning ◽  
Analysis Method ◽  
The Real ◽  
Huge Impact ◽  
E Learning

Purpose of Study: The purpose of the study is to carry out the comparison of traditional learning and e-learning with reference to university education. Methodology: A comparative analysis method that has been selected to fulfill the purpose of the study. The research data has been collected by various sources internet, previous research studies published in the Journal, universities which offer different technical and nontechnical programs .and further analyzed by in-depth understanding approach. Result: The outcome of this study will show the effect of e-learning in the current era. As we have compared e-learning with traditional learning and the result shows us that e-learning has filled the gap between the universities and the real-life industries' demands. Main finding: The result of this study showed that e-learning is the need of the present era in order to fulfill the gap between the universities and the real-life industries' demands. Additionally, e-learning based courses will have more impact and provide more skill and exposure to students as compared to traditional learning mode. Implications/Applications: This article can help the different universities and students to introduce more e-learning courses in their curriculum and they can fill the real-time industries' demands. Novelty/originality of the study: Our research can ensure that e-learning has a huge impact on our students and can help to increase the skills and exposure of them according to the current demands.

Comparative Analysis of the Codes of Ethics in Top Universities in Romania

2019 ◽  
pp. 88-92
Author(s):  
Tomita Ciulei
Keyword(s):  
Decision Making ◽  
Comparative Analysis ◽  
Social Life ◽  
Codes Of Ethics ◽  
University Education ◽  
Negative Consequences ◽  
University System ◽  
Academic Communities ◽  
The Social ◽  
Academic Conduct

The chapter aims to decipher some aspects (of form and content) of the codes of ethics that are present and in force within the representative academic communities in Romania. The main thesis is that in the Romanian university system there is still no unitary practice in respecting the norms of academic conduct, on the background of implicit university autonomy, which can explain some negative consequences recorded throughout the social life, from the pre-university education system to the decision-making structures.

A History of Medieval Latin Literature

1950 ◽  
Vol 43 (12) ◽  
pp. 189
Author(s):  
Harry E. Wedeck ◽  
Jean Chapman Snow
Keyword(s):  
Latin Literature ◽  
Medieval Latin ◽  
History Of

Attitudes towards Gender Equality

2020 ◽  
Vol 19 (3) ◽  
pp. 305-334
Author(s):  
Anna Zagrebina
Keyword(s):  
Comparative Analysis ◽  
Social Context ◽  
Gender Equality ◽  
Research Literature ◽  
Political Context ◽  
University Education ◽  
Gender Attitudes ◽  
Democratic Societies ◽  
Education And Employment

Abstract This study contributes to a societal vision of contemporary democracy, a subject that is not sufficiently considered in the research literature, by analyzing the mechanisms underlying the production of egalitarian gender attitudes in less democratic and more democratic societies and concluding on the democratic social context. A comparative analysis of gender attitudes in 72 countries shows that citizens of the most democratized countries have more egalitarian gender attitudes in politics, business and access to university education and employment, and that determinants of gender attitudes vary by sex and socio-political context.

Divergierende Geschichtsbilder? Das (Spät-)Mittelalter im Dialog zwischen Universität und Geschichtsunterricht

2017 ◽  
Vol 22 (1) ◽  
Author(s):  
Meike Hensel-Grobe
Keyword(s):  
Historical Thinking ◽  
German History ◽  
Medieval History ◽  
History Teachers ◽  
Difficult Time ◽  
Metacognitive Reflection ◽  
German School ◽  
University Lecturers ◽  
Historical Methods ◽  
School Curricula

AbstractTeaching medieval history in school is difficult. Time is short and establishing significance is a complex challenge when an era is concerned that is often dismissed as ‘Dark Ages’. This article examines the potential of medieval topics for developing historical thinking in the classroom. First, the concept of historical thinking is described and applied to medieval themes. German history curricula are competence-based. Historical learning is defined as a process of historical orientation based on other competencies (e.g. of inquiring, of applying historical methods). Second, German school curricula in history are analysed to point out common medieval topics, their aims and significance. Conceptual change (or elaboration) theories help to define the process of historical thinking about medieval societies. Third, three examples are discussed that might help students to question their prejudices against medieval societies and develop their historical skills and metacognitive reflection. These examples show how important the dialogue between history teachers and university lecturers in medieval history and history didactics is to enhance historical thinking in the classroom.

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