DOCSLIB.ORG

Ohmint: an Online Mathematics Course and Learning Platform for MINT Students Helena Barbas1, Franz Konieczny2, Alexander Lohse1, Thomas Schramm3*

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Ohmint: an Online Mathematics Course and Learning Platform for MINT Students Helena Barbas1, Franz Konieczny2, Alexander Lohse1, Thomas Schramm3* oHMint: An Online Mathematics Course and Learning Platform for MINT Students Helena Barbas1, Franz Konieczny2, Alexander Lohse1, Thomas Schramm3* 1Universität Hamburg, Fachbereich Mathematik, Bundesstraße 55, 20146 Hamburg, Germany. 2integral-learning GmbH, Clausewitzstraße 2, 10629 Berlin, Germany. 3HafenCity Universität Hamburg, Überseeallee 16, 20457 Hamburg, Germany. *[email protected] an opportunity to test new didactical approaches for Abstract. The oHMint project is an initiative with the goal of mathematics online courses as well as innovative types providing an online course and learning platform for STEM stu- of exercises addressing the specific needs of the current dents of higher mathematics. Its flexible design allows it to be student generation. used for self-study as well as blended learning scenarios including In this article we recall some information from [1, 2], flipped classrooms. In a pilot project in 2017/18 the chapter where the general scope of the oHMint project was Differential Calculus is being produced as a prototype of an described (Sections 2, 3), and focus on using oHMint in oHMint unit. This pilot is organized and funded through the a flipped classroom learning scenario (Section 4). Hamburg Open Online University, with technical support and implementation by integral-learning GmbH. It is intended as a catalyst for the future development of the full oHMint course 1 Background of oHMint spanning four semesters. A unique characteristic of oHMint is its broad supporting base among a variety of German institutions in 1.1 OMB+ mathematics bridging course the form of the OMB+ consortium. The OMB+ consortium has developed and maintains the well-accepted “Online Mathematics Bridging Course Plus” OMB+ [3] under the auspices of the TU9, a group Introduction of nine important German technical universities. The course is based on the recommended cosh catalogue [4], Engineering mathematics is the main tool to describe which sets a standard of mathematical requirements for the world and to simulate its processes. A profound freshmen in STEM studies, and should also give an mathematical education is therefore essential for future orientation for school teachers in mathematics. engineers and scientists. Digitalization is becoming The OMB+ is text oriented, but includes a large amount increasingly important in teaching and studying at uni- of questions, interactive elements, videos and examples versity level. More and more online learning tools are with standard solutions, which can be uncovered sys- being developed to address the current need for educa- tematically. As of today, around 50 German institutions tional resources that go well beyond the classical text- use and recommend the OMB+, which is available in book by providing high temporal and spatial flexibility German and English and currently being translated into for users while at the same time offering an interactive Chinese. Supplementary chapters covering e.g. stochas- learning environment. In this spirit, the oHMint project tics, complex numbers and formal logic have been add- was initiated through the OMB+ consortium, a group of ed and further educational videos are in the making. The 14 German institutions of higher education. The acro- oHMint project uses the same enriched text oriented nym stands for online Higher Mathematics (for m)int. It style and shares similar features. For more information is the aim of oHMint to provide university students of on OMB+ see [3] and [5]. STEM degree programmes with a modern way of transi- tioning smoothly from a high school level of mathemat- 1.2 The Hamburg Open Online University ics to a bachelor degree level. The OMB+ consortium has already developed the online mathematics bridging The acronym HOOU stands for Hamburg Open Online course OMB+, which is widely used and recommended University (www.hoou.de), a joint initiative of six insti- as a preparation for those interested in a STEM univer- tutions of higher education in Hamburg: Universität sity degree programme. This experience is a valuable Hamburg (UHH), Hamburg University of Applied Sci- asset for oHMint. ences (HAW), Hamburg University of Technology Currently, in a pilot project with a lifespan of 14 months (TUHH), HafenCity University Hamburg (HCU), one base unit of oHMint is being created. This serves as Hochschule für bildende Künste (HFBK) and the Hochschule für Musik und Theater (HFMT). The Ham- plemented by videos where important concepts or ideas burger Senat (Senate of Hamburg) founded it in 2015 as are also shown. Each chapter starts with a motivation the educational branch of “Strategie Digitale Stadt” for the new mathematical concepts taught such that (Strategy Digital City), an initiative to bundle processes students develop a sense for the importance of the con- of digitalization within the city. tent they are supposed to learn. Moreover, many interac- The HOOU focuses on learners and collaboration for tive elements are being implemented in oHMint, some problem solving and develops study material at academ- are discussed in more detail below. ic level. Its target groups are not only the custom uni- versity students but also interested non-academic per- 2.2 Content of the first-semester course sons. Thus, all study material is open as Open Educa- The learning material from which a lecturer can choose tional Resource and is distributed under a CC license. for a first-semester oHMint course consists of the fol- The production of the first chapter of oHMint is funded lowing units: by the HOOU and running from November 2017 - Three base units: numbers and functions, differential through December 2018. calculus, integral calculus. - Four supplementary units: differential calculus, inte- gral calculus, sequences, series. 2 Modularisation and scope - Eight optional units: continuity, determination of ze- ros, L’Hospital’s rule, partial fraction decomposition, 2.1 Course structure approximate integration, sequences, series, Fourier The OMB+ consortium designed the preliminary struc- analysis. ture of the curriculum for the full oHMint course. It The scope of the content of each unit has been roughly spans four semesters and aims to cover all the mathe- assessed in terms of the European Credit Transfer and matics typically taught in STEM studies at German Accumulation System (ECTS) which is commonly used institutions of higher education. The curriculum was at European institutions of higher education. ECTS carefully structured, keeping in mind that different points measure the volume of learning based on work- (types of) universities have different needs for their load and desired learning outcome. In Germany, one respective degree programmes. The course will be ECTS point is equivalent to 25-30 hours of studying. available in English and German. With oHMint we aim The oHMint working group has made an assignment to create a course that consists of units which can be between the content of the chapters of the first-semester combined in various ways to cover these needs. The fact course and ECTS points. The base units are assigned 1 that a broad spectrum of institutions is represented in ECTS point each, the supplementary units and optional the OMB+ consortium justifies our hope that the final units are assigned 0.5 ECTS points. The workload for course will be widely accepted within the relevant the corresponding units is estimated to be within the community. This clearly distinguishes oHMint from given range. existing higher mathematics online courses in Germany. These values are used as an orientation for the lecturers There are three types of units in oHMint: base units who use the material for their courses. The actual as- cover standard content and are expected to be included signment of credit points to the course is made by the in every higher mathematics course, regardless of the lecturer or their institution. institution it is taught at. Supplementary units go deeper into the (theoretical) background of a base unit, and include more abstract views on base unit concepts as 3 Didactical concepts of oHMint well as more involved parts. Finally, optional units exist for subjects that are not necessarily always part of a 3.1 Didactical methods higher mathematics course, depending in particular on The oHMint materials are designed to be used for a the study programme and/or institution. The idea is that wide range of blended learning environments up to fully lecturers will be able to choose and combine the units web-based self-learning courses. We selected our didac- that are relevant for their classes to provide students tical methods to specifically suit these environments. with everything they need (but not more). Our guiding principles are a spiral curriculum (after J. Parallel to the development of the content of oHMint, a Bruner, see [6]), the development of intuitive under- data base is being created that keeps track of all the standing, awareness, and knowledge of mathematical interconnections between mathematical concepts and thinking (see e.g. [7], [8], [9]), and in general an appli- results in the units and which will help to ensure the cation oriented approach. We follow the ideas of cogni- desired modularity of the course. tive load theory [10] which focuses on the limited ca- The units themselves are text-based and consist of lec- pacity of working memory of students. New ideas and tures, exercises, trainings and final tests. They are sup- concepts are introduced incrementally, always keeping the cognitive load small and focused. The formally student helpers also from the HafenCity University who exact representation is the result of the teaching process provide valuable feedback from the target group of and not as often a starting point, making the construc- oHMint. tive process of mathematical knowledge visible to the students and fostering the awareness between intuitive 3.3 The advantage of the oHMint concept thinking and correct formulation of mathematics. Because of the modularisation (see 2.1) lecturers can Our database of mathematical interconnections (see 2.1) design their own course by selecting units depending on supports the development of the spiral curriculum as their programme-level.
Load more

Recommended publications
  • Towards an Open Learning World: 50 Years. UNESCO Institute for Education
    DOCUMENT RESUME ED 473 660 CE 084 399 AUTHOR Elfert, Maren, Ed. TITLE Towards an Open Learning World: 50 Years. UNESCO Institute for Education. INSTITUTION United Nations Educational, Scientific, and Cultural Organization, Hamburg (Germany). Inst. for Education. PUB DATE 2002-00-00 NOTE 107p.; Photographs may not reproduce well. Translation to English by Peter Sutton. AVAILABLE FROM UNESCO Publishing, Commercial Services, 7, place de Fontenoy, F 75352 Paris (free; available in English, French and German). E-mail: [email protected]; Web site: http://www.unesco.org/education/uie/index.shtml. For full text: http://www.unesco.org/education/uie/pdf/50yearseng.pdf. For full text (French): http://www.unesco.org/education/uie/pdf/50yearsfre.pdf. For full text (German): http://www.unesco.org/ education/uie/pdf/50yearsger.pdf. PUB TYPE Historical Materials (060) EDRS PRICE EDRS Price MF01/PC05 Plus Postage. DESCRIPTORS Access to Education; Adult Basic Education; Adult Education; *Adult Learning; Chronicles; Culturally Relevant Education; Delivery Systems; Developing Nations; Educational Development; Educational Environment; Educational Facilities; Educational Finance; *Educational History; Federal Government; Foreign Countries; Government School Relationship; Informal Education; Intergenerational Programs; International Cooperation; *International Educational Exchange; *International Organizations; *International Programs; Lifelong Learning; Literacy; Literacy Education; Nonformal Education; Open Education; Organizational Change; Partnerships
    [Show full text]
  • Manual Hamburg Model.Pdf
    The Hamburg Model – exemplary integration of youth into vocational education Elina Priedulena Published by Baltic Sea Academy e.V. Dr. Max A. Hogeforster Blankeneser Landstrasse 7, 22587 Hamburg, Germany Editorial Correspondence: [email protected] ©2015 Baltic Sea Academy e.V.; all rights reserved. Printed by: BoD-Books on Demand, Norderstedt, Germany ISBN 9783738630060 The project “Hamburg Model” has been co-financed by the European Commission (Lifelong Learning Programme). This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. The project “Future perspective: Annual Professional Qualification (Hamburg Mod- el)” was carried out from October 2013 to September 2015 by the Hanse-Parlament e.V. as Lead Partner and eight partners from Germany, Latvia, Lithuania, Norway, Poland and Hungary. Project management: Dr. Jürgen Hogeforster and Elina Priedulena We thank the following authors for the book contributions: Renata Černeckienė Habil. Dr. Prof. Romualdas Ginevičius Dr. Jürgen Hogeforster Dr. Michał Igielski Philipp Jarke László Kajos István Mosóczi Dora Szegő Dr. Monika Zajkowska 3 Content 1. Introduction ............................................................................................................7 2. The dual system of vocational training in Germany ............................................. 10 2.1. Division of responsibilities ...........................................................................................................
    [Show full text]
  • In Hamburg Welcome to Hamburg
    069_HWC_Imagebro_220x305 09.05.2007 13:33 Uhr Seite 1 Kontakte in Hamburg: Contacts in Hamburg: Hamburg Welcome Center (HWC) Hamburg Tourismus GmbH Bezirksamt Hamburg-Mitte Steinstraße 7 Alter Wall 11 20095 Hamburg 20457 Hamburg Tel.: +49 (40) 300 51-300 Tel.: +49 (40) 428 28 0 Fax: +49 (40) 300 51-220 Fax: +49 (40) 428 54 5002 E-Mail: [email protected] E-Mail: [email protected] Homepage: www.hamburg-tourismus.de Handelskammer Hamburg Studierendenwerk Hamburg Adolphsplatz 1 ... damit Studieren gelingt! 20457 Hamburg Von-Melle-Park 2 Tel.: +49 (40) 361 38 138 20146 Hamburg Fax: +49 (40) 361 38 401 Tel.: +49 (40) 419 02-0 E-Mail: [email protected] Fax: +49 (40) 419 02-100 Homepage: www.hk24.de E-Mail: [email protected] Handwerkskammer Hamburg Homepage: Holstenwall 12 www.studierendenwerk-hamburg.de 20355 Hamburg Tel.: +49 (40) 35905-0 Agentur für Arbeit Hamburg Fax: +49 (40) 35905-208 Kurt-Schumacher-Allee 16 E-Mail: [email protected] 20097 Hamburg Homepage: www.hwk-hamburg.de Tel.: +49 (40) 2485-0 Fax: +49 (40) 2485 2616 HWF E-Mail: [email protected] Hamburgische Gesellschaft für Homepage: www.arbeitsagentur.de Wirtschaftsförderung mbH Habichtstraße 41 22305 Hamburg Tel.: +49 (40) 22 70 19-0 Fax: +49 (40) 22 70 19-29 E-Mail: [email protected] Homepage: www.hwf-hamburg.de Weitere Hamburg-Links: Willkommen in Hamburg Other Hamburg links: Welcome to Hamburg www.welcome.hamburg.de www.wachsende-stadt.hamburg.de www.metropolregion.hamburg.de www.luftfahrtstandort-hamburg.de www.hamburg-logistik.net
    [Show full text]
  • Refugee Education in Germany
    PERAE E SIRIUS - Policy Network on Migrant Education MULTI-COUNTRY PARTNERSHIP TO ENHANCE THE EDUCATION OF REFUGEE AND ASYLUM-SEEKING YOUTH IN EUROPE – PERAE Refugee Education in Germany 2018 Claudia Koehler, Jens Schneider european forum for migration studies (efms) Institute at the University of Bamberg Katharinenstraße 1, D-96052 Bamberg fon +49-951-932020-0 fax +49-951-932020-20 [email protected] http://www.efms.de Directors: Prof. Dr. Friedrich Heckmann, Prof. Dr. Daniel Goeler “Multi-country Partnership to Enhance the Education of Refugee and Asylum-seeking Youth in Europe” is funded by Stiftung Mercator Table of contents Introduction ............................................................................................................................................................ 5 1 Review of available data and research findings on the integration of refugee and asylum-seeking youth in the German education system .............................................................................................................. 6 1.1 Availability and limitations of data and research findings ........................................................................ 7 1.2 Barriers in access to education ................................................................................................................. 8 1.3 Teacher education in Germany ................................................................................................................. 8 1.4 Models of school organisation and teaching concepts to integrate
    [Show full text]
  • 60 Years UNESCO Associated Schools Learning with an Open Mind in a Global Network
    60 YEARS UNESCO ASSOCIATED SCHOOLS LEARNING WITH AN OPEN MIND IN A GLOBAL NETWORK EDUCATION | SCIENCE | CULTURE | COMMUNICATION 60Years UNESCO Associated Schools C 60 YEARS UNESCO ASSOCIATED SCHOOLS IN GERMANY 60Years UNESCO Associated Schools Foreword When Germany joined UNESCO 62 years ago, this was a truly significant step. For the Federal Republic it was a visible sign that the country was once again part of the international community. Just two years later the UNESCO Associated Schools Project Network was established, which today com- prises more than 9500 schools worldwide. Right from the start schools in Germany were members of this network. Today Germany has more than 200 Associated Schools dedicated to delivering UNESCO’s goals. In practice this The examples spotlighted in the present brochure provide an means promoting a culture of peace, environmental protection impressive picture of these ongoing activities. I would like to and sustainable development as well as the importance of a fair express heartfelt thanks to our UNESCO Associated Schools as deal for all. In the classroom they emphasize human rights and well as to the German Commission for UNESCO for 60 years democracy education, intercultural learning, environmental of highly effective support for Germany’s efforts to promote education, global learning as well as UNESCO world heritage international understanding and intercultural exchange. On this education. 60th anniversary I warmly congratulate everyone involved in this good work and wish you all success in the future. The Federal Foreign Office strongly supports this splendid work at grassroots level. National and international projects and activities that bring together both young people and teachers and encourage collaboration with peace activists around the world all play a valuable role in promoting international understanding.
    [Show full text]
  • TANDEM Hamburg, Hamburg
    WELCOME TO HAMBURG Welcome to our language school! Our school has been in operation since the Mid-Eighties. We are proud to say that TANDEM is amongst the best-known institutes of further education in Hamburg and has a great reputation for its quality. We are supplying excellent service, meeting and training students from all over the world in a variety of courses, with an additional cultural programme and lots of opportunities to meet the locals in one of Germany's most fascinating cities – Hamburg! In 2017, we extended the school campus over 3 floors. We not only host our intensive and evening groups as well as individual students, but also school groups and official language tests in the house. And even though we now have more than 2,000 students per year, we still manage to maintain offering the friendly, personal atmosphere with our students and teachers. We teach in small groups of up to 12 students per class (from time to time up to 14), thus giving everyone a chance to be actively involved and speak the language from day one. Our professional and experienced teachers make classes easy and fun while at the same time preparing the students for internationally recognised examinations, such as the TestDaF or the European Language Certificates (TELC), which can be taken right here, as we are an accredited examination centre. Our language school TANDEM Hamburg is situated in Hamburg’s New Town by the water, just a few steps from Hamburg's fascinating new landmark, the 'Elbphilharmonie' and the new district 'HafenCity'.
    [Show full text]
  • The Stormtrooper Family
    THE STORMTROOPER FAMILY : HOW SEXUALITY , S PIRITUALITY , AND COMMUNITY SHAPED THE HAMBURG SA A Dissertation submitted to the Faculty of the Graduate School of Arts and Sciences of Georgetown University in partial fulfillment of the requirements for the degree of Doctor of Philosophy in History By Andrew Wackerfuss, M.A. Washington, DC December 15, 2008 Copyright 2008 by Andrew Wackerfuss All Rights Reserved ii THE STORMTROOPER FAMILY : HOW SEXUALITY , SPIRITUALITY , AND COMMUNITY SHAPED THE HAMBURG SA Andrew Wackerfuss, M.A. Thesis Advisor: Roger Chickering, Ph.D. ABSTRACT The dissertation explains the attraction of the stormtroopers ( Sturmabteilung ; SA), the Nazis’ paramilitary band of “political soldiers” in the city of Hamburg. It argues that social networks and personal relationships – including family ties, religious affiliations, and sexual bonds among stormtroopers – represented the primary means of recruiting and integrating new members into the Nazi movement. The SA emphasized the social, emotional, and political benefits that young men could accrue by joining the group, which established an array of social welfare systems during the dismal days of the depression. In return for food and housing, male camaraderie, a sense of ersatz family, and the promise of social and economic integration into the local community, young stormtroopers became the Party’s foot soldiers. SA pubs and barracks were simultaneously places of refuge and sites of violence, where the stormtroopers were taught to strive for a sacrificial death that Party propagandists could use to argue for Nazi heroism, Communist criminality, and republican inability to maintain order in the German state. Hamburg’s stormtroopers claimed to defend their communities and families.
    [Show full text]
  • Ernetanylevijited
    pow' Bulletin 1957,No. 12 kp - ernetanyleviJited EDUCATION inth.FEDERALREPUBLIC By ALINAM. LINDEGREN . Specialist inComparativeEducation Europeahd theBritishCommonwealth o' U. S.DEPARTMENTOF HEALTH,EDUCATION,AND WELFARE Marion B.Folsom,Secretary OFFICE OFEDUCATION Lawrence G.Derthick, Commissioner 4 Contents 4 4. Vige FOREWORD _ als Oa vii as% CHAPTER 1. _ ma. al. OP mt INTRODUCTION__ 1 _ 1 Alb CHAPTER II. CONTROL OFEDUCATION STATE CONTROLUNDER THEEMPIREAND THEWEIMAR REPUBLIC__ lobal. 1110. elm vim _____ _ _________ IN. .1. 00 ----------- _ mw 6 CENTRAL CONTROL UNDDRHITLER M%. ... 41 01. 7 STATE .CONTROLIN THE FEDERAL REPUBLIC OM m. .wo a CHAPTERIII.THE COAL OF EQUALEDUCATIONALOPPORTUNITY_____ 17 U NITER THE EMPIREAND THE'WEIMARREPUBLIC 17 UNDER NATIONALSOCIALISM ..... ON. m 1 daM 26 ma.aim MD _40. m omb .111. ;MP00, SINCE 1945 410,. AV. MI6 4111 - 29 CHAPTER IV.THE SOCIAL STUDIES IN GERMANSCHOOLS _ 41 11~ CHAPTER V.BRIDGING THESOCIAL GAPBETWEENELEMENTARYAND SECONDARY SCHOOL TEACHERS--- . .......... ...... ... 49 THE FIRSTATTEMPT 49 THE SECONDATTEMPT.. 11NOow am am ...am es. ..%% - .,. _ ------ _ 50 PRACTICE UNDER NATIONAL OID om. SOCIALISM OW MED 1 BRIDGING THE GAP..____,.._ . 7 * is, ig. ow. 54 CHAPTER VI. HIGHER EDUCATION____________ ........ ...... 66 ,, ACADEMIC FREEDOM 67 LOSS OF.ACADEMICFREEDOM_______________..... _____.........._ 67 .0 POST WARREORGANIZATIONOF UNIVERSITIES 69 CLASSICAL UNIVERSITIES 73 , .. ,- FACULTIES 76 EXAMINATIONS . , 4, 77 STUDIUM GENERALE 78 STUDENT PERSONNELSERVICES,...____,... ... .............................. 81 AMERICAN STUDIESAT GERMAN UNIVERSITIES. 83 ill iv .CONTENTS Pa CHAPTER VII.INTEREST INFOREIGN EDUCATIONALRESEARCHAND DEVELOPMENT- ------ _ . s. ,. INSTITUTEFOReNTERNATIONALEDUCATIONAIAIE- SEARCH. ATFRANKFORTON THE MAIN ____________ Si EINICATIQNALCENTER INWIESBADEN_______________ tit CENTRALOFFICEFOR EDUCATIONIN OTHERCOUN- _ ______ 4 ,TRIES ............. ____________ 9: EXCHANGEI;ROGRAMS4.4w ...__-A- 9 1 GERMAN-AMERWANCONFERENCESOF HISTORIANS AND TEACHEI_IS /..
    [Show full text]
  • Eco-Schools Programme
    Eco-schools programme The European Eco-School/ International Agenda 21 School Best practice approaches Imprint Publisher: Landesinstitut für Lehrerbildung und Schulentwicklung Climate action in schools project Project leader: Cordula Vieth Felix-Dahn-Straße 3, 20357 Hamburg www.li.hamburg.de/klimaschutz Editors: Regina Marek (editor-in-chief), Christine Stecker, Monika Schlottmann Text & Concept: Sina Clorius, journalist Layout: Patrick Schempp, Kommunikationsdesign Cover photos: (top left to bottom right): Jeannette Klötzl (Otto-Hahn-Schule), Siegfried Kurzewitz (Fachschule für Sozialpädagogik), Günter Bergfeld-Barreca (Heilwig Gymnasium) Translation: Dr. Chris Baudy September 2011 A DGU-run programme (Deutsche Gesellschaft für Umwelterziehung) Supported by the Coordination Centre for Climate Issues, Ministry of Urban Development and Environment, Hamburg. Carbon neutral print on Circle White Matt paper produced from100 % recycled fi bre (Blue Angel certifi ed). Table of Contents Introduction 5 Foreword by Ties Rabe, Senator, Ministry of Education 5 Foreword by Jutta Blankau, Senator, Ministry of Urban Development and Environment 6 Foreword by Prof. Gerhard de Haan, Chairman of Deutsche Gesellschaft für Umwelterziehung (DGU) 7 Joining the eco-schools programme 8 Co-operation partners 2010 9 Statistics 11 Eco-schools programme 1995–2011 11 Hamburg’s eco-schools 1995–2011 12 Eco-schools Elementary schools 14 General school principle “Learning to live”: Grundschule Carl-Cohn-Straße 14 Great young gardeners: Grundschule Eduardstraße 16 Waste
    [Show full text]
  • The Exit from G8 Upper Secondary School Reform in Germany – a Multiple Case Study
    Erik Schreiner (s1942212) Public Governance across Borders Bachelor Thesis The Exit from G8 Upper Secondary School Reform in Germany – a Multiple Case Study 1st Supervisor: dr. Harry de Boer 2nd Supervisor: dr. Peter Stegmaier 03-07-2019 Ethical review request number: 190407 Word count: 19,270 Faculty of Behavioural, Management and Social Sciences University of Twente P.O. Box 217 7500 AE Enschede The Netherlands Table of Contents 1. Introduction ......................................................................................................................................... 1 1.1 Educational governance structure in Germany .............................................................................. 2 1.2 Research question .......................................................................................................................... 3 2. Theory ................................................................................................................................................. 4 2.1 Theoretical findings ....................................................................................................................... 4 2.2 Theoretical model .......................................................................................................................... 6 2.3 The impact of changed ideological positions ................................................................................ 7 2.4 The impact of perceived policy failure .........................................................................................
    [Show full text]
  • [NASM.1999.0038] Peenemunde Interviews Project: Georg Von Tiesenhausen 1/22/1990
    von Tiesenhausen, Georg. January 22, 1990. Interviewer: Michael Neufeld. Auspices: DSH. Length: 1.25 hrs.; 24 pp. Use restriction: Public. Von Tiesenhausen begins by discussing his birth in Latvia; his youth and education in Hamburg. Impact of movie 11 Frau im Mond 11 (1929) . Discusses his engineering education; his drafting into the Army; recalled from Luftwaffe signal corps; finishes education; assigned to Flakversuchsstelle; involvement with test stands; the submarine V-2 project (Pruefstand XII); floating Wasserfall test stand (Schwimmweste) and static testing of rockets in gimbal rings. US arsenal system compatible with Peenemunde system; advantages and disadvantages of German and American engineering education. Discusses air raid of August 1943; evacuation to Austria. Closes with discussion of political intervention on A-4; Army-Luftwaffe relations. TAPE 1, SIDE 1 1-2 Birth in Latvia, aristocratic heritage, youth and education in Hamburg 2-3 Impact of Fritz Lang's movie 11 Frau im Mond 11 (1929) 3-4 Engineering education and drafting into the Army, 1936-38; assignment to Peenemunde, 1943; no knowledge that rocket work actually being rlnne 4-5 Met von Braun and discovered that they were distantly related 5-7 Was in the Luftwaffe signal corps on the Eastern Front but recalled and finished engineering education; then assigned to the Flakversuchsstelle 7-8 Assigned to work in the test stand group; temporarily transferred to Austria after the Aug. 1943 air raid; Flakversuchsstelle people not separated 8 Although enlisted men often over
    [Show full text]
  • TUHH-Spektrum
    Oktober 2007 ISSN 1611-6003 TUHH spektrum Das Magazin der Technischen Universität Hamburg-Harburg Großspende 30 Millionen Euro für die Kühne School Forschung Medizintechnik von Ingenieuren und Ärzten Premiere Alumni-Journal im spektrum inhalt editorial 5 tutech 30 Preis der Metall- und Elektroindustrie Hamburger INNOTECH-Preis 2007 Georg-Weinblum-Preis medienecho 6 – Zweiter Platz für drei Gründer Buxmann-Preis für Sebastian Kruse aus der TUHH Stipendien von NXP Semiconductors ksl 7 nit 32 Förderpreis der HypoVereinsbank ThyssenKrupp-Award Zwei Städte, ein Programm: Norwegian School of Management in Oslo koope- Preis der Stiftung Bauindustrie riert mit dem NIT in Hamburg Preis der Jungheinrich-Stiftung Preis der Karl-Heinz-Ditze-Stiftung ksl 34 Lean Production und Supply Chain: campus & co 52 MBA-Studierende bearbeiten Sparen am richtigen Ende – TUHH Fallstudie aus der Automobilindustrie ruft zum sorgsamen Umgang mit den einfach & spitze 20 Ressourcen auf studium & lehre 36 Hohe Auszeichnungen für 2. Nacht des Wissen Wirbelschichtexperten Starthilfe für Erstsemester von – Show mit Lerneffekt Studenten für Studenten Rüdiger Bormann im Wissen- Altkanzler Schmidt diskutiert mit schaftsrat bestätigt TUHH-Studenten Professor Kreuzer im Erstes Open-Air-Konzert auf dem DFG-Fachkollegium Campus Gastprofessur an Chinas „Wert-Schöpfung“ im Hamburger Hafen Eliteuniversität – Ein technisch-künstlerisches Projekt über das Unternehmertum Ingenieurstudent auf Harvard-Konferenz Vier TUHH-Forscher in der Akademie der Wissenschaften Studiengebühren – Die
    [Show full text]