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offene Ablage: nothing to hide | compilations & selected entries from my tumblelog diary at soup.io
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Kinderfilmblog - Das Trüffelschweinchen unter den Filmblogs | offene Ablage: nothing to hide

Quell-URL. http://kinderfilmblog.de

 

Wer Wie Was?

- http://kinderfilmblog.de/?page_id=13 (im Blog mit weiterführenden Verlinkungen)

 

 

Ich (Rochus Wolff), Jahrgang 1973, publiziere seit 2004 als Kulturjournalist und Filmkritiker Texte in unterschiedlichen Medien (hier sind sie, meist aktuell, aufgelistet). Meine beiden Kinder sind derzeit (noch) einige Jahre sicher von der Pubertät entfernt, kennen „normales“ Fernsehen aber nur als äußerst niedrig dosierte Gelegenheitserfahrung – Filme kommen aus dem Computer, dem Blu-ray-Spieler oder auch mal aus Papas Smartphone.

Das Kinderfilmblog richtet sich vor allem an Eltern, die Interesse daran haben, ihre Kinder mit interessanten, gelegentlich auch anspruchsvollen Filmen und außergewöhnlichem Fernsehen bekannt zu machen – was sie fast immer abseits des herrschenden Franchise-Mainstreams führen wird. Es geht also um Alternativen zu RTL2, Cars und Episode I. Darüber hinaus blicke ich auf Filme (generell, nicht nur bei Kinderfilmen) gerne aus einer kritischen Perspektiven, die sich als – um das jetzt nicht zu präzise einfassen zu müssen – nicht-dogmatisch kapitalismuskritisch und dezidiert feministisch versteht. (Mehr dazu, warum ich dieses Blog begonnen habe, steht hier.)

Um bei meinem Leisten zu bleiben und den Namen des Blogs zu treffen, interessiere ich mich hier wirklich primär für den „Kinderfilm“ – also Filme, die für menschliche Wesen im Alter von vielleicht zwei bis zwölf, maximal vierzehn Jahren gedacht und passend sind. Für Ältere beginnt dann bald der Bereich des „Jugendfilms“, ein sehr weites Feld, das hier nicht oder nur in gelegentlichen Exkursionen beackert werden soll.

Meine filmischen Interessensschwerpunkte sind neben dem Kinderfilm übrigens das phantastische und schreckliche Kino, Animationsfilme sowie das Actionkino, alle, vor allem aber letzteres, auch unter Geschlechteraspekten. Nicht von ungefähr heißt mein „erwachsenes“ Filmblog deshalb auch Butt-kicking Babes; es ist für Kinder nur sehr bedingt angemessener Lese- und Betrachtungsstoff.

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The uselessness of learning foreign languages [sic] - voxeu.org 2012-02-08 | offene Ablage: nothing to hide

The uselessness of learning foreign languages [sic] - voxeu.org 2012-02-08 | offene Ablage: nothing to hide | oAnth-miscellaneous | Scoop.it

original URL -- http://www.voxeu.org/index.php?q=node/7603

 

 

Victor Ginsburgh

 

English is the dominant language of the Internet, business, and world trade. Do we need another? This column applies an economist’s rationale to the question.

 

 

// oAnth:

 

[...]

 

Worldwide, English is indeed the language that is most often used in international contacts and trade. But it is not the only one, as shown by Jacques Melitz (2008) who uses two measures of linguistic distances between trading partners and tries to estimate their effect. ‘Open-circuit communication’ (OCC) demands that the language be either official or widely spoken (at least 20% of the population knows the language). Spanish, for instance, will be an OCC between Bolivia (where 44% of the population knows Spanish) and Mexico (88%). A ‘direct communication’ (DC) language is any language common (that is, spoken by at least 4% in each country) in a pair of countries. In short, Melitz suggests distinguishing between two channels through which the trade-enhancing effect may take place: OCCs that depend on translation (which can be produced as long as there are enough people who can provide it in both countries) and DCs (which enable traders to communicate directly). He finds that ‘direct communication’ has the largest positive effect on trades: A 10% increase in the probability that two citizens, one in country A, the other in B, speak the same language increases their trades by 10%. Other European OCCs also contribute, but somewhat less. However, and interestingly enough, Melitz also shows that English as an OCC is no more effective than other European languages in promoting trade.

 

[...]

 

 

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Bernard Stiegler: concrete rules, differences & equivalences - driftwork.tumblr.com | 2011-08-29 offene Ablage: nothing to hide

Bernard Stiegler: concrete rules, differences & equivalences - driftwork.tumblr.com | 2011-08-29 offene Ablage: nothing to hide | oAnth-miscellaneous | Scoop.it

original www-site:

http://driftwork.tumblr.com/post/9368871242/stiegler

 

 

 

[complete quotation]

 

It seems appropriate somehow to think again of Bernard Stiegler’s opening comments in Taking Care of Youth and the Generations after a few days of rioting and endless irrelevant comments in the spectacle about the causes. Stiegler’s underlying proposition is that the spectacle, which he refers to as the culture industry undermines what it is to be an adult. “An adult human being is one recognized as socially adult and thus responsible. Responsibility is the adult’s defining trait; an adult who is irresponsible, stricto senso, loses both adults rights and duties…” Stiegler defines the process of becoming adult, becoming responsible through the Freudian moment, since “…Freud it has been clear that the formation of this responsibility, this becoming adult, develops from infancy through a relationship of identification with parents who educate the child. This is what Freud calls primary identification…” and which enables adulthood and responsibility to be transmitted between the generations.

 

This might be challenged by those who find the psychoanalytical understanding problematic, perhaps preferring an evolutionary psychology model or a neuro-psychological model,(though the idea of challenging this through such a biologically deterministic model does amuse me). However this would clearly change nothing of significance in Stieglers argument, unless you wish to use such an anti-psychoanalytical perspective to argue against the positive values assigned to adulthood and responsibility. For what Stiegler is raising is that the culture industry, the spectacle is working to subvert the process of becoming adult, becoming responsible… as follows: So that “… this process of identification is precisely what the contemporary culture industry subverts, in diverting and capturing the attention of young minds in their time of ‘brain availability’ passive in the face of demands to consume but increasingly subject to attention problems…” Typically the new stereotypes are used to subvert, short-circuit and infantilize parental authority. The culture industry derides parental stereotypes and in so doing works to place itself in their stead. It is this process which we have seen repeated in the aftermath of the riots…Even in the abbreviated version briefly outlined here I would ask how does this read as yet again we have heard mothers and fathers derided by the political elites and their priests of the spectacle ?

 

[complete quotation]

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Managerausbildung: "Die großen Business Schools sind lebendige Leichen" | SPIEGEL ONLINE - 2012-02-09 | offene Ablage: nothing to hide

original URL -- http://www.spiegel.de/karriere/berufsleben/0,1518,813654,00.html

 

 

 

[...]

 

KarriereSPIEGEL: Wie müsste so eine Reform aussehen?

 

Sattelberger: Es geht nicht nur um inhaltliche Reform in Forschung und Lehre, sondern auch beim Personal sowie in Führung und Steuerung einer Schule. Dazu gehört beispielsweise die Frage, ob Professoren zwar ausgezeichnete Fachleute sind, aber mit unmoralischen Handlungskonzepten hantieren, ob Fakultätsmitglieder wie streunende Katzen auf der Suche nach lukrativen Beratungsaufträgen sind. Die Finanzkrise hat ja aufgezeigt, welche inzestuösen Vernetzungen es zwischen Investmentbanken und Professoren führender US-Schulen gab, die auf der Gehaltsliste von Banken standen. Es geht auch darum, nach welchen Kriterien Professoren rekrutiert und befördert werden - spielen da Charakter und soziale Kompetenz auch eine Rolle, oder zählen nur die theoretischen Veröffentlichungen in erstklassigen Journalen? Gibt es einen Code of Conduct, einen Verhaltenskodex? Und hat die Schule einen funktionierenden Beirat? Oft sind Beiräte keine Kontrolleure, sondern werden nur als Geldbeschaffer und Aushängeschilder für die Schule instrumentalisiert. Institutionelle Reformen halte ich für wesentlich schwieriger und wichtiger als die inhaltlich-fachliche Reform.

 

[...]

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Will Free Benefit the Rich? How Free and Open Education Might Widen Digital Divides | video talk (~70 min) by Justin Reich at the Berkman Center | offene Ablage: nothing to hide

Will Free Benefit the Rich? How Free and Open Education Might Widen Digital Divides | video talk (~70 min) by Justin Reich at the Berkman Center |  offene Ablage: nothing to hide | oAnth-miscellaneous | Scoop.it

original URL at the Berkman Center - http://cyber.law.harvard.edu/events/luncheon/2012/01/reich

 

Tuesday, Janary 17, 2012

 

The explosion of open education content resources and freely available collaboration and media production platforms represents one of the most exciting emerging trends in education. These tools create unprecedented opportunities for teachers to design and personalize curriculum and to give students opportunities to collaborate, publish, and take responsibility for their own learning. Many education technology and open education advocates hope that the widespread availability of free resources and platforms will disproportionately benefit disadvantaged students, by making technology resources broadly available that were once only available to affluent students. It is possible, however, that affluent schools and students have a greater capacity to take up new innovations, even free ones, and so new tools and resources that appear in the ecology of education will widen rather than ameliorate digital divides. In this presentation, we will examine evidence for both the "tech as equalizer" and "tech as accelerator of digital divides" hypotheses, and we will examine technology innovations and interventions that specifically target learners with the most needs. A lively discussion will follow to consider how educators, technologists, and policymakers can address issues of educational digital inequalities in their work. [...]

 

--------------------

 

// oAnth: The first 30 min are mostly of interest

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Learn how to code - theatlantic.com | offene Ablage: nothing to hide

Learn how to code - theatlantic.com | offene Ablage: nothing to hide | oAnth-miscellaneous | Scoop.it
original article - theatlantic.com - 201106:
http://www.theatlantic.com/technology/print/2011/06/how-i-failed-failed-and-finally-succeeded-at-learning-how-to-code/239855

---------------------------------

[...]

What's especially neat about it is that someone who has never programmed -- someone who doesn't even know what a program is -- can learn to write code that solves this problem in less than three hours. I've seen it happen. All it takes is a little hunger. You just have to want the answer.

That's the pedagological ballgame: get your student to want to find something out. All that's left after that is to make yourself available for hints and questions. "That student is taught the best who is told the least."

It's like sitting a kid down at the ORIC-1. Kids are naturally curious. They love blank slates: a sandbox, a bag of LEGOs. Once you show them a little of what the machine can do they'll clamor for more. They'll want to know how to make that circle a little smaller or how to make that song go a little faster. They'll imagine a game in their head and then relentlessly fight to build it.

Along the way, of course, they'll start to pick up all the concepts you wanted to teach them in the first place. And those concepts will stick because they learned them not in a vacuum, but in the service of a problem they were itching to solve.

Project Euler, named for the Swiss mathematician Leonhard Euler, is popular (more than 150,000 users have submitted 2,630,835 solutions) precisely because Colin Hughes -- and later, a team of eight or nine hand-picked helpers -- crafted problems that lots of people get the itch to solve. And it's an effective teacher because those problems are arranged like the programs in the ORIC-1's manual, in what Hughes calls an "inductive chain":

The problems range in difficulty and for many the experience is inductive chain learning. That is, by solving one problem it will expose you to a new concept that allows you to undertake a previously inaccessible problem. So the determined participant will slowly but surely work his/her way through every problem.

This is an idea that's long been familiar to video game designers, who know that players have the most fun when they're pushed always to the edge of their ability. The trick is to craft a ladder of increasingly difficult levels, each one building on the last. New skills are introduced with an easier version of a challenge -- a quick demonstration that's hard to screw up -- and certified with a harder version, the idea being to only let players move on when they've shown that they're ready. The result is a gradual ratcheting up the learning curve.

[...]

----------------------------------------------------

cf.

http://www.readwriteweb.com/hack/2011/06/learning-to-program-project-euler.php

on Soup.io:
http://02mydafsoup-01.soup.io/post/136835734/Learn-to-Program-By-Giving-Yourself-Open

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