ФОРМИ И МЕТОДИ НА ГЛОБАЛНО СЪПЕРНИЧЕСТВО В СЪВРЕМЕННИЯ СВЕТОВЕН РЕД

The article at hand follows the understanding that future cities cannot be built the same way as existing ones, inducing a radical paradigm shift in how we produce and use materials for the construction of our habitat in the 21st century. In search of a methodology for an integrated, holistic, and interdisciplinary development of such new materials and construction technologies, the chair of Sustainable Construction at KIT Karlsruhe proposes the concept of “prototypological” research. Coined through joining the terms “prototype” and “typology”, prototypology represents a full-scale application, that is an experiment and proof in itself to effectively and holistically discover all connected aspects and address unknowns of a specific question, yet at the same time is part of a bigger and systematic test series of such different typologies with similar characteristics, yet varying parameters. The second part of the article applies this method to the research on mycelium-bound building materials, and specifically to the four prototypologies MycoTree, UMAR, Rumah Tambah, and Futurium. The conclusion aims to place the results into the bigger research context, calling for a new type of architectural research.

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Embracing Video Games for Strategic Thinking, Collaboration, and Communication Skills Practice

Advances in Early Childhood and K-12 Education - Disciplinary Literacy Connections to Popular Culture in K-12 Settings ◽

10.4018/978-1-7998-4721-2.ch009 ◽

2021 ◽

pp. 184-202

Author(s):

Katherine Joan Evelyn Hewett

Keyword(s):

Video Games ◽

21St Century ◽

Video Game ◽

Literacy Practices ◽

Pop Culture ◽

Strategic Thinking ◽

New Type ◽

Culture Design ◽

Collaboration And Communication ◽

The Way

According to the Entertainment Software Association (ESA) report, 70% of families have a child who is actively playing video games at home. This pop culture phenomenon has challenged the way teachers think about learning and engagement. This chapter explores how the nature, culture, design, mechanics, and logistics of video games shape the way classroom gamers think. It examines how video games provide a space for strategic practice, the 21st-century skills acquired, and the tools gamers use as experts. Presenting background and context to help better understand why and how video game environments develop strategic thinking, the purpose of this chapter is to encourage educators to embrace video games to harness pop culture experiences as a means to motivate students to develop 21st-century literacy practices and skills. Through the reflections and framework of a teacher's experience who is an active researcher, it also discusses how a popular mainstream video game in the classroom changed her teaching and opened her eyes to a new type of learner.

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Mathematics of 21st Century: A Personal View

10.29007/19ls ◽

2018 ◽

Author(s):

Bruno Buchberger

Keyword(s):

21St Century ◽

Research Group ◽

Gröbner Bases ◽

Polynomial Systems ◽

Personal View ◽

Meta Level ◽

New Type ◽

Object Level ◽

General Method ◽

The Way

In this talk, we will exemplify the spirit of a new type of mathematics by a report on the Theorema system being developed in the speaker's research group. Theorema is both a logic and a software frame for doing mathematics in the way sketched above. On the object level, Theorema allows to prove and program within the same logical frame and, on the meta-level, it allows to formulate reasoning techniques that help proving and programming on the object level. In particular, we will show how this type of doing mathematics allows to mimic the invention process behind the speaker’s theory of Gröbner bases, which provides a general method for dealing with multivariate nonlinear polynomial systems.

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Embracing Video Games for Strategic Thinking, Collaboration, and Communication Skills Practice

10.4018/978-1-6684-4515-0.ch017 ◽

2022 ◽

pp. 296-314

Author(s):

Katherine Joan Evelyn Hewett

Keyword(s):

Video Games ◽

21St Century ◽

Video Game ◽

Literacy Practices ◽

Pop Culture ◽

Strategic Thinking ◽

New Type ◽

Culture Design ◽

Collaboration And Communication ◽

The Way

According to the Entertainment Software Association (ESA) report, 70% of families have a child who is actively playing video games at home. This pop culture phenomenon has challenged the way teachers think about learning and engagement. This chapter explores how the nature, culture, design, mechanics, and logistics of video games shape the way classroom gamers think. It examines how video games provide a space for strategic practice, the 21st-century skills acquired, and the tools gamers use as experts. Presenting background and context to help better understand why and how video game environments develop strategic thinking, the purpose of this chapter is to encourage educators to embrace video games to harness pop culture experiences as a means to motivate students to develop 21st-century literacy practices and skills. Through the reflections and framework of a teacher's experience who is an active researcher, it also discusses how a popular mainstream video game in the classroom changed her teaching and opened her eyes to a new type of learner.

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Remembering the Past in Nineteenth-Century Scotland

10.3366/edinburgh/9780748676903.001.0001 ◽

2014 ◽

Cited By ~ 1

Author(s):

James J. Coleman

Keyword(s):

Nineteenth Century ◽

National Identity ◽

19Th Century ◽

21St Century ◽

Collective Memories ◽

The Past ◽

Prevailing View ◽

The Way

At a time when the Union between Scotland and England is once again under the spotlight, Remembering the Past in Nineteenth-Century Scotland examines the way in which Scotland’s national heroes were once remembered as champions of both Scottish and British patriotism. Whereas 19th-century Scotland is popularly depicted as a mire of sentimental Jacobitism and kow-towing unionism, this book shows how Scotland’s national heroes were once the embodiment of a consistent, expressive and robust view of Scottish nationality. Whether celebrating the legacy of William Wallace and Robert Bruce, the reformer John Knox, the Covenanters, 19th-century Scots rooted their national heroes in a Presbyterian and unionist view of Scotland’s past. Examined through the prism of commemoration, this book uncovers collective memories of Scotland’s past entirely opposed to 21st-century assumptions of medieval proto-nationalism and Calvinist misery. Detailed studies of 19th-century commemoration of Scotland’s national heroes Uncovers an all but forgotten interpretation of these ‘great Scots’ Shines a new light on the mindset of nineteenth-century Scottish national identity as being comfortably Scottish and British Overturns the prevailing view of Victorian Scottishness as parochial, sentimental tartanry

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The Beginnings of Islam in Afghanistan

10.1525/california/9780520294134.003.0002 ◽

2017 ◽

Cited By ~ 2

Author(s):

Arezou Azad

Keyword(s):

Paradigm Shift ◽

Political System ◽

Cultural Practices ◽

Eighth Century ◽

Religious Context ◽

Early Islam ◽

History Of ◽

Initial Conversion ◽

The Way

Covering the period from 709 to 871, this chapter traces the initial conversion of Afghanistan from Zoroastrianism and Buddhism to Islam. Highlighting the differential developments in four regions of Afghanistan, it discusses the very earliest history of Afghan Islam both as a religion and as a political system in the form of a caliphate. The chapter draws on under-utilized sources, such as fourth to eighth century Bactrian documents from Tukharistan and medieval Arabic and Persian histories of Balkh, Herat and Sistan. In so doing, it offers a paradigm shift in the way early Islam is understood by arguing that it did not arrive in Afghanistan as a finished product, but instead grew out of Afghanistan’s multi-religious context. Through fusions with Buddhism, Zoroastrianism, early Abrahamic traditions, and local cult practices, the Islam that resulted was less an Arab Islam that was imported wholesale than a patchwork of various cultural practices.

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