DOCSLIB.ORG

Makerspaces As Learning Environments by Breanne K. Litts

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Makerspaces As Learning Environments by Breanne K. Litts Making learning: Makerspaces as learning environments By Breanne K. Litts A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy (Curriculum and Instruction) at the University of Wisconsin-Madison 2015 Date of final oral examination: 11/25/2014 This dissertation is approved by the following members of the Final Oral Committee: Erica R. Halverson, Associate Professor, Curriculum and Instruction Richard R. Halverson, Professor, Education Leadership and Policy Analysis Matthew Berland, Assistant Professor, Curriculum and Instruction Catherine Compton-Lily, Associate Professor, Curriculum and Instruction Kimberly Sheridan, Associate Professor, Educational Psychology, GMU UMI Number: 3672348 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. UMI 3672348 Published by ProQuest LLC (2015). Copyright in the Dissertation held by the Author. Microform Edition © ProQuest LLC. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code ProQuest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, MI 48106 - 1346 Copyright © by Breanne K. Litts 2015 All rights reserved. i Abstract The maker movement is fundamentally changing the way educators and educational researchers envision teaching and learning. This movement contends making — an active process of building, designing, and innovating with tools and materials to produce shareable artifacts — is a naturally rich and authentic learning trajectory (Martinez & Stager, 2013). Makerspaces are places where making happens in community. I craft my dissertation to explore these two defining characteristics of makerspaces through a comparative case study (Stake, 1995) and a design experiment (Brown, 1992). In the comparative case study, I investigate three youth makerspaces as learning environments and the communities within as learning communities. I employ the design experiment to examine making as an activity that demonstrates learning. With these two complementary studies, I seek to answer the question: how is learning demonstrated in makerspaces? I ground my study in the convergences of new literacies and constructionist learning theories. From the intersections of these two learning theories, I develop an activity-identity-community framework, which I use as my analytic frame. My goal is threefold: 1) to compare three types of youth makerspaces (museum, afterschool, and mobile/library), highlighting design affordances and constraints of each; 2) to build a comprehensive understanding of how experienced young makers approach and complete activities in makerspaces, and 3) to realize implications for design and assessment of makerspace-inspired learning environments (e.g., classroom making activities). Findings expand the limited empirical research connecting making and learning by directly informing our understanding of youth makerspaces as learning environments and assessment of making activities — two key gaps identified earlier this year at the National Research Meeting on ii Learning and Making. I discuss implications for practitioners and designers of informal learning environments, the emerging field of making in education, and learning scientists more broadly. iii Table of Contents ACKNOWLEDGEMENTS ....................................................................................................................... V INTRODUCTION ....................................................................................................................................... 1 MAKERSPACES ........................................................................................................................................ 3 COMMUNITY, SPACE, TOOLS .................................................................................................................... 5 THIRD PLACE ............................................................................................................................................. 7 CURRENT RESEARCH ON MAKING, MAKERSPACES, AND LEARNING ................................ 8 MAKING LEARNING ................................................................................................................................... 8 MAKERSPACES AS LEARNING ENVIRONMENTS ....................................................................................... 11 OVERVIEW .............................................................................................................................................. 12 THEORETICAL FRAME ....................................................................................................................... 14 CONSTRUCTIONISM ............................................................................................................................ 15 THE ART OF LEARNING ........................................................................................................................... 16 CONSTRUCTIONIST PERSPECTIVE ........................................................................................................... 17 CONSTRUCTIONISM AND LEARNING ....................................................................................................... 21 MULTILITERACIES .............................................................................................................................. 26 MULTIMODAL ......................................................................................................................................... 27 GLOBAL & LOCAL .................................................................................................................................. 28 BRIDGING CONTEXTS ............................................................................................................................. 29 DISCOURSE .............................................................................................................................................. 30 MULTILITERACIES AND LEARNING ......................................................................................................... 31 CONVERGENCES: CONNECTING MAKING AND LEARNING .................................................. 40 LEARNING AS BUILDING RELATIONSHIPS .............................................................................................. 41 MAKING AS A WAY TO LEARN ............................................................................................................... 44 EXTERNAL ARTIFACTS ARE EVIDENCE OF LEARNING ........................................................................... 48 CONNECTING THEORY TO DESIGN: A FRAMEWORK .............................................................................. 50 YOUTH MAKERSPACES AS LEARNING ENVIRONMENTS ........................................................ 54 METHOD .................................................................................................................................................. 56 SITE SELECTION ...................................................................................................................................... 58 PITTSBURGH, PENNSYLVANIA ................................................................................................................ 59 DATA COLLECTION AND ANALYSIS ....................................................................................................... 60 FINDINGS ................................................................................................................................................. 64 MAKESHOP .............................................................................................................................................. 64 ASSEMBLE ............................................................................................................................................... 75 MILLVALE ............................................................................................................................................... 86 CROSS-SITE: ACTIVITIES ......................................................................................................................... 99 CROSS-SITE: IDENTITY .......................................................................................................................... 106 CROSS-SITE: COMMUNITY .................................................................................................................... 110 FOUR FEATURES OF YOUTH MAKERSPACES ........................................................................... 115 MAKING STRUCTURE: ACTIVITY SCALE .............................................................................................. 115 MAKING RESOURCES: TOOLS & MATERIALS ....................................................................................... 117 MAKER IDENTITY: EQUIPPING FACILITATORS ..................................................................................... 119 ETHOS: COMMUNITY PARTNERSHIPS ................................................................................................... 120 CONCLUSION ........................................................................................................................................ 121 iv MAKING LEARNING IN
Load more

Recommended publications
  • Impact of the Maker Movement
    Impact of the maker movement Developed by Deloitte Center for the Edge and Maker Media from the Maker Impact Summit Dec. 2013 I AM A MAKER with my own two hands I forge the future from my imagining my work, my sweat with these tools i can build worlds here i put wire and foam transistor and plastic rubber metal and wood together to make something new what does it do where will this take us new places new worlds all from my workshop Malcolm S. Hoover, 2014 TABLE OF CONTENTS A Future of Potential 4 Overview 7 Letters from Conveners 10 How to Read This Document 14 How might the Maker Movement have an impact on… 15 • Manufacturing 16 • Education 19 • Government and Public Policy 22 • Citizen Science 25 • Retail 28 What Happens Next? 30 Participants 32 Other Images from the Summit 38 A FUTURE OF POTENTIAL We are on the cusp of an opportunity to more fully We are in a correction of sorts. Driven by the goal of scale tap into our creative potential, driven by significant efficiencies and low costs, the supply chain has been technological innovation that is democratizing the means stretched to the far extremes, like a bungee cord, and now of production and enabling connections between resources it’s starting to come back as the underlying economics and markets. Realizing this opportunity will require change. Where will we end up? We’ve learned in the last re-thinking and redesigning all of our major institutions, 15 years that experimentation is the key to innovation.
    [Show full text]
  • Greek Society in Crisis and in Motion: Building the Material Bases for an Alternative Society from the Bottom up Georgia Bekridaki and Antonios Broumas
    Interface: a journal for and about social movements Article Volume 9 (1): 230 – 255 (2017) Bekridaki and Broumas, Greek society in crisis Greek society in crisis and in motion: building the material bases for an alternative society from the bottom up Georgia Bekridaki and Antonios Broumas Abstract In the last six years, Greece has been hit by a vicious circle of relentless neoliberal restructuring programs. During the years of the crisis, throughout the country urban and rural communities of struggle have been formed, which tend to employ instituent practices and to acquire constitutive characteristics, in order to collectively address unmet social needs / desires and ensure their collective survival. In this context, socially reproductive commons in germ form have emerged with social and solidarity economy initiatives in their peripheries, alternative forms of life in common have been shaped and societies have been set in motion with the potential to establish the material foundations of their collective autonomy. Within this huge gap of social (re)production, the constituent power of social movements emerges in germ form as a resurgent force with the potential to address these needs and desires and, correspondingly, shape life in common. In the neoliberal era, it is this potential of a constituent counter - power that has the capacity to constitute the contending power to the dominant force of the capital - state complex. Keywords: Greece, social movements, mutual aid, commons, social and solidarity economy, constituent power. Introduction Greece is at the forefront of a social war raging throughout the south and, gradually spreading towards the north of Europe. On the one side, capital loots wealth and accumulates social power from vulnerable populations directly by dispossession of small property, public wealth and the commons and less by the traditional means of extracting value through exploitation (Harvey 2014: 65).
    [Show full text]
  • Review/Of/The/Research/ Literature
    Working/Paper/Series// SWPS/2014)08/ May,%2014% Community)based/digital/fabrica5on/ workshops:/A/review/of/the/research/ literature// Sabine/Hielscher// and/Adrian/Smith/ SPRU.Working.Paper.Series/ The/SPRU/Working/Paper/Series/aims/to/accelerate/the/public/availability/of/the/research/undertaken/ by/ SPRU)associated/ people/ of/ all/ categories,/ and/ excep5onally,/ other/ research/ that/ is/ of/ considerable/interest/within/SPRU./It/presents/research/results/that/in/whole/or/part/are/suitable/for/ submission/to/a/refereed/journal,/to/a/sponsor,/to/a/major/conference/or/to/the/editor/of/a/book./Our/ inten5on/is/to/provide/access/to/early/copies/of/SPRU/research./ Editors( Contact( Tommaso&Ciarli& [email protected]/ Daniele&Rotolo& [email protected]/ Associate(Editors& Area& Florian&Kern& Energy& [email protected]/ Paul&Nightingale&& Science,&&&Technology&Policy& [email protected]/ Matias&Ramirez& Development& [email protected]/ Joe&Tidd&&& Technology&Innovation&Management& [email protected]/ Carlos&Sato& [email protected]/ Maria&Savona&&& Economics&of&Technological&Change& [email protected]/ Mariana&Mazzucato& [email protected]/ Andrew&Stirling& Transitions& [email protected]/ Caitriona&McLeish& Civil&military&interface&& [email protected]/ Administrator( Jenny&Lieu& [email protected]/ Disclaimer/ The/works/available/here/are/the/responsibility/of/the/individual/author(s)/and/do/not/necessarily/ represent/the/views/of/other/SPRU/researchers./As/maLers/of/policy/and/prac5ce,/SPRU/does/not/
    [Show full text]
  • Narrative Intelligence
    From: AAAI Technical Report FS-99-01. Compilation copyright © 1999, AAAI (www.aaai.org). All rights reserved. Narrative Intelligence Michael Mateas Phoebe Sengers Computer Science Department Media Arts Research Studies Carnegie Mellon University Institut fuer Medienkommunikation 5000 Forbes Avenue GMD Pittsburgh, PA 15213 Schloss Birlinghoven [email protected] D-53754 Sankt Augustin Germany [email protected] to sentences around it, to prior experience, and to some larger context, the group's work quickly became focused Introduction on understanding narratives. In a series of programs, they developed a theory of the knowledge structures necessary People are narrative animals. As children, our caretakers to understand textual narratives. The story-understanding immerse us in stories: fairy tales, made-up stories, favorite system SAM (Cullingford 1981) used scripts to capture the stories, "Read me a story!" Even when barely verbal, we notion of a stereotyped situations or contexts. The scripts begin to tell our own proto-stories. "Phoebe! Pizza! captured the typical causal connections holding in a Phoebe! Pizza!" was the excited story of a 2-year-old stereotyped situation. The story-understanding system friend Addie when one of us happened to arrive PAM (Wilensky 1981) and the story-generation system simultaneously with the pizza delivery man. This story TAIL-SPIN (Meehan 1977) both incorporated a notion of means, approximately, "Can you believe it? Phoebe and the goals held by characters in a narrative and the various pizza came into the house at the same time!" As children, means they have to accomplish these goals. Other work in narrative frameworks become an important part of the way this group included a model of ideologically-biased we learn to approach the world (Nelson 1989).
    [Show full text]
  • Hackerspaces
    d WP4 | CASE STUDY Report: Hackerspaces Theme [ssh.2013.3.2-1][Social Innovation- Empowering People, changing societies] Project Full Title: “Transformative Social Innovation Theory project” Grant Agreement n. 613169 This project has received funding from the European Union’s Seventh Framework Programme for research, technological development and demonstration under grant agreement no 613169 Suggested citation: Sabine Hielscher, Adrian Smith, Mariano Fressoli (2015) WP4 Case Study Report: Hackerspaces, Report For the TRANSIT FP7 Project, SPRU, University oF Sussex, Brighton. Acknowledgements: We wish to thank everyone in the Hackerspace scene who helped us with our research, whether through interviews, welcoming us to Hackerspaces and events, or putting us in touch with others. We also thank our colleagues in the TRANSIT project, at SPRU, at UNQ and Fundación Cenit For their help and encouragement with the research. Finally, we thank the European Commission and their FP7 research programme For Funding the TRANSIT project. Date: 14 January 2015 Authors: Sabine Hielscher, Adrian Smith, Mariano Fressoli Contact person: Adrian Smith Table of contents 1 Introduction to Hackerspaces 2 Methodology 2.1 Researcher relations to the case 2.2 Methods 3 Analysis of transnational network(ing) 3.1 Transnational networking: Hackerspaces 3.2 Aspects of ‘innovation’ and ‘change’ of the transnational network(ing) 3.3 Aspects of empowerment and disempowerment of the transnational network(ing) 3.4 Other issues about the transnational networking 4 Local initiative
    [Show full text]
  • Open Source Hardware (OSHW) for Open Science in the Global South: Geek Diplomacy?
    7 Open source hardware (OSHW) for open science in the global south: geek diplomacy? Denisa Kera INTRODUCTION The Do-It-Youself biology (DIYbio) movement originated in the U.S. in approximately 2009 around student iGEM synthetic biology competitions (durrett; field 2011; kuznetsov et al. 2012) as well as parallel open biology efforts in Europe and Asia with their connections to bioart and critical science practices in the late 1990s (bureaud; malina; whiteley, 2014). This movement merged in recent years with other movements coming from professional scientists advocating eScience, Open Science, Open Access and Open Data (neylon; wu, 2009; molloy, 2011; uhlir; schröder, 2007). The calls for changing the publishing model and opening the datasets while supporting online collaboration and crowdsourcing are starting to merge with attempts to reduce the cost of experimental research and increase reproducibility by building low cost customizable laboratory equipment (pearce, 2014; landrain et al. 2013). This convergence of hackerspace and makerspace OSHW interests with open science goals (open data, open access, online collaboration) created some unique opportunities to involve 134 Denisa Kera citizen scientists, but also scientists from the developing countries in alternative global research networks (kera, 2012A; kera, 2013). In this paper we want to reflect upon the critical role of open hardware in forming these unique South to South and South to North networks and research cooperation. We will analyse the issue as a form of “geek diplomacy” over open science. Geek diplomacy is a citizen, grassroots involvement in science which bridges various knowledge and infrastructural divides to create a more inclusive R&D response to challenging international political, social and scientific issues.
    [Show full text]
  • The Fibreculture Journal Issue 18 2011
    The Fibreculture Journal DIGITAL MEDIA + NETWORKS + TRANSDISCIPLINARY CRITIQUE Issue 18 : Trans edited by Andrew Murphie, Adrian Mackenzie and Mitchell Whitelaw The Fibreculture Journal is an Open Humanities Press Journal. The LOCKSS System has the permission to collect, preserve and serve this open access Archival Unit. The Fibreculture Journal is published under a Creative Commons, By Attribution-Non Commercial-No Derivative License. ISSN: 1449 – 1443 , Published in Sydney, Australia Fibreculture Publications/The Open Humanities Press 2011 The journal is peer reviewed as per section 4.3.4 of the Australian HERDC Specifications. About the Fibreculture Journal The Fibreculture Journal is a peer reviewed international journal, first published in 2003 to explore the issues and ideas of concern to the Fibreculture network. The Fibreculture Journal now serves wider social formations across the international community of those thinking critically about, and working with, contemporary digital and networked media. The Fibreculture Journal has an international Editorial Board and Committee. In 2008, the Fibreculture Journal became a part of the Open Humanities Press , a key initiative in the development of the Open Access journal community. The journal encourages critical and speculative interventions in the debate and discussions concern- ing a wide range of topics of interest. These include the social and cultural contexts, philosophy and politics of contemporary media technologies and events, with a special emphasis on the ongoing social, technical
    [Show full text]
  • New Language Leader Upper Intermediate Wordlist Chronological
    New Language Leader Upper Intermediate chronological New Language Leader Upper Intermediate Wordlist chronological Unit Headword Word Class German French Italian Example Sentence 1 actions speak phr Taten sagen mehr als les gestes sont plus i fattii dicono più delle The council believes that actions speak louder than words. louder than words Worte éloquents que les mots parole 1 aggressive adj aggressiv aggressif aggressivo Have you ever sent an aggressive email? 1 analyse v analysieren analyser analizzare Most recently, an experiment in 2011 at the University of Milan analysed the relationship between 721 social media users and found that 92 percent were connected by only four stages, or five degrees of separation. 1 anecdote n Anekdote anecdote aneddoto Anecdotes tell short interesting stories about a person or event. 1 appropriacy n Angemessenheit adéquation, justesse decenza Appropriacy of vocabulary: is it the right meaning and register? 1 be on the same phr auf derselben être sur la même sulla stessa lunghezza The two of them are on the same wavelength. wavelength Wellenlänge longueur d'ondes d'onda 1 bump into v zufällig treffen rencontrer par hasard incocciare, incontrare I bumped into one of my friend from school when I was per caso shopping in Paris. 1 catch up with v auf dem Laufenden rester au courant essere al corrente I can catch up with all the news from home. bleiben 1 communication n Kommunikationsfähigke communiquer bien comunicatività She became interested in communication skills while she skills iten was studying for her MBA at Edinburgh University. 1 concept n Konzept concept concetto The concept „Sic degrees of separation“ goes back to a 1929 book of short stories.
    [Show full text]
  • A Linguistic and Conceptual Study of American Public Discourse
    Beyond the Issues: A Linguistic and Conceptual Study of American Public Discourse by Pamela Sue Morgan B.A. (University of Tulsa) 1974 B.A. (University of Arizona) 1976 M.A. (University of California, Santa Barbara) 1981 M.A. (University of California, Berkeley) 1993 Ph.D. (University of California, Santa Barbara) 1985 A dissertation submitted in partial satisfaction of the requirements for the degree of Doctor of Philosophy in Linguistics in the GRADUATE DIVISION of the UNIVERSITY OF CALIFORNIA, BERKELEY Committee in charge: Professor George Lakoff, Co-Chair Professor Eve Sweetser, Co-Chair Professor Robin Lakoff Professor David Collier Spring 1998 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Beyond the Issues: A Linguistic and Conceptual Study of American Public Discourse © 1998 by Pamela Sue Morgan Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. The dissertation of Pamela Sue Morgan is approved: Date 18 /f?8 Co-Chair Date ^ /h^. Date o =oJ2 ^ ^ ' ? £ s' Date University of California, Berkeley Spring 1998 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Abstract Beyond the Issues: A Linguistic and Conceptual Study of American Public Discourse by Pamela Sue Morgan Doctor of Philosophy in Linguistics University of California, Berkeley Professor George Lakoff, Co-Chair Professor Eve Sweetser, Co-Chair Cultural cognitive models (CCMs) are learned and shared by members of cultural communities and serve as shortcuts to the presentation and understanding of communicative events, including public discourse. They are made up of "frames," here defined as prototypical representations of recurrent cultural experiences or historical references that contain culturally-agreed-upon sets of participants, event scenarios, and evaluations.
    [Show full text]
  • Emerging Sites of HCI Innovation: Hackerspaces, Hardware Startups
    Emerging Sites of HCI Innovation: Hackerspaces, Hardware Startups & Incubators Silvia Lindtner1,2, Garnet Hertz2, Paul Dourish2 1School of Computer Science 2Department of Informatics Fudan University University of California, Irvine Shanghai 201203, China Irvine, CA 92767-3440 USA {lindtner, hertz, jpd}@ics.uci.edu ABSTRACT Amongst them, we might count Alan Kay’s writings on the In this paper, we discuss how a flourishing scene of DIY Dynabook [19], Apple’s “Knowledge Navigator” video, makers is turning visions of tangible and ubiquitous Sun’s “Starfire” envisionment, Weiser’s Scientific computing into products. Drawing on long-term multi-sited American article on ubiquitous computing [42], and Ishii ethnographic research and active participation in DIY and Ullmer’s CHI paper on “tangible bits” [17]. making, we provide insights into the social, material, and economic processes that undergird this transition from These visions largely arose during a period when prototypes to products. The contribution of this paper is interaction design and the user interface were somewhat three-fold. First, we show how DIY maker practice is neglected topics in system design. Indeed, HCI as a illustrative of a broader “return to” and interest in physical discipline and a professional field developed not only a materials. This has implications for HCI research that systematic body of knowledge around user interface design investigates questions of materiality. Second, we shed light and evaluation, but also advocated for the importance of the on how hackerspaces and hardware start-ups are user within the design process [8]. Today, HCI conceptions experimenting with new models of manufacturing and of user experience and interaction design are at the heart of entrepreneurship.
    [Show full text]
  • 3D Printing Focused Peer Production Acta Universitatis Tamperensis 2298
    JARKKO MOILANEN 3D Printing Focused Peer Production Acta Universitatis Tamperensis 2298 JARKKO MOILANEN 3D Printing Focused Peer Production Revolution in design, development and manufacturing AUT 2298 AUT JARKKO MOILANEN 3D Printing Focused Peer Production Revolution in design, development and manufacturing ACADEMIC DISSERTATION To be presented, with the permission of the Faculty Council of the Faculty of Communication Sciences of the University of Tampere, for public discussion in the auditorium Pinni B 1097, Kanslerinrinne 1, Tampere, on 12 July 2017, at 12 o’clock. UNIVERSITY OF TAMPERE JARKKO MOILANEN 3D Printing Focused Peer Production Revolution in design, development and manufacturing Acta Universitatis Tamperensis 2298 Tampere University Press Tampere 2017 ACADEMIC DISSERTATION University of Tampere Faculty of Communication Sciences Finland The originality of this thesis has been checked using the Turnitin OriginalityCheck service in accordance with the quality management system of the University of Tampere. Copyright ©2017 Tampere University Press and the author Cover design by Mikko Reinikka Acta Universitatis Tamperensis 2298 Acta Electronica Universitatis Tamperensis 1801 ISBN 978-952-03-0492-8 (print) ISBN 978-952-03-0493-5 (pdf) ISSN-L 1455-1616 ISSN 1456-954X ISSN 1455-1616 http://tampub.uta.fi Suomen Yliopistopaino Oy – Juvenes Print 441 729 Tampere 2017 Painotuote Acknowledgements I would like to express my special appreciation and thanks to my advisor Docent Dr. Tere Vad´en,you have been a tremendous mentor for me. I would like to thank you for encouraging my research and for allowing me to grow as a research scientist. Your advice on both have been priceless. I would also like to thank Professor Dr.
    [Show full text]
  • Arbeit Und Nicht-Arbeit: Entgrenzungen Und Begrenzungen Von Lebensbereichen Und Praxen
    www.ssoar.info Arbeit und Nicht-Arbeit: Entgrenzungen und Begrenzungen von Lebensbereichen und Praxen Herlyn, Gerrit (Ed.); Müske, Johannes (Ed.); Schönberger, Klaus (Ed.); Sutter, Ove (Ed.) Postprint / Postprint Sammelwerk / collection Zur Verfügung gestellt in Kooperation mit / provided in cooperation with: Rainer Hampp Verlag Empfohlene Zitierung / Suggested Citation: Herlyn, G., Müske, J., Schönberger, K., & Sutter, O. (Hrsg.). (2009). Arbeit und Nicht-Arbeit: Entgrenzungen und Begrenzungen von Lebensbereichen und Praxen (Arbeit und Alltag: Beiträge zur ethnografischen Arbeitskulturenforschung, 1). München: Hampp. https://nbn-resolving.org/urn:nbn:de:0168-ssoar-324607 Nutzungsbedingungen: Terms of use: Dieser Text wird unter einer Deposit-Lizenz (Keine This document is made available under Deposit Licence (No Weiterverbreitung - keine Bearbeitung) zur Verfügung gestellt. Redistribution - no modifications). We grant a non-exclusive, non- Gewährt wird ein nicht exklusives, nicht übertragbares, transferable, individual and limited right to using this document. persönliches und beschränktes Recht auf Nutzung dieses This document is solely intended for your personal, non- Dokuments. Dieses Dokument ist ausschließlich für commercial use. All of the copies of this documents must retain den persönlichen, nicht-kommerziellen Gebrauch bestimmt. all copyright information and other information regarding legal Auf sämtlichen Kopien dieses Dokuments müssen alle protection. You are not allowed to alter this document in any Urheberrechtshinweise und sonstigen Hinweise auf gesetzlichen way, to copy it for public or commercial purposes, to exhibit the Schutz beibehalten werden. Sie dürfen dieses Dokument document in public, to perform, distribute or otherwise use the nicht in irgendeiner Weise abändern, noch dürfen Sie document in public. dieses Dokument für öffentliche oder kommerzielle Zwecke By using this particular document, you accept the above-stated vervielfältigen, öffentlich ausstellen, aufführen, vertreiben oder conditions of use.
    [Show full text]