Between Equity and Empathy: Social Professions and the New Accountability

This article explores the practical and ethical implications of the ‘new accountability’ (working to procedures, targets and standards) based on interviews with British social professionals. Although similar tendencies are present in other European countries, in Britain the rule-bound nature of social work is more intense. Practitioners who regard the ‘new accountability’ positively justify their views with reference to utilitarian and rights-based arguments relating to the promotion of good outcomes, the achievement of equity, respecting the consumer rights of service users and the rights of other stakeholders to information and value for money. Those practitioners who view the new accountability requirements negatively seem to speak in a different ‘moral voice’, which can be linked to more personal and situated approaches to ethics, stressing the importance of particular relationships in context, trust, sensitivity and a sense of ‘vocation’. Both ‘voices’ are part of professional practice, but the new accountability stresses the former at the expense of the latter. For social work to play the critical role identified by Walter Lorenz, maintaining a creative balance between equity and empathy will be important.

Ansätze zur Ermittlung und Reduktion nichtproduktiver Zeiten an Tiefbohranlagen

Aufgrund der hohen Kosten für Tiefbohrungen ist eine wirtschaftliche Stromerzeugung aus der tiefen Geothermie derzeit nur bedingt möglich. Da die Herstellkosten einer Tiefbohrung direkt von der Herstellzeit abhängig sind, wird eine Optimierung der nichtproduktiven Prozesse angestrebt. Vorrangig sind die Prozesse zu betrachten und zu optimieren, durch die eine Unterbrechung des Bohrens auftritt. Dies ist hauptsächlich beim Transport der Rohre zwischen Lager und Arbeitsplattform sowie bei den Verschraubungsprozessen der Rohre der Fall. Im Rahmen dieses Beitrags werden Konzepte zur Umgestaltung dieser Prozesse und Bewegungsabläufe an Tiefbohranlagen entwickelt und auf ihr zeitliches Einsparpotential untersucht.

Digital Systems for Open Access to Formal and Informal Learning

Today, Digital Systems and Services for Technology Supported Learning and Education are recognized as the key drivers to transform the way that individuals, groups and organizations “learn” and the way to “assess learning” in 21st Century. These transformations influence: Objectives - moving from acquiring new “knowledge” to developing new and relevant “competences”; Methods – moving from “classroom” based teaching to “context-aware” personalized learning; and Assessment – moving from “life-long” degrees and certifications to “on-demand” and “in-context” accreditation of qualifications. Within this context, promoting Open Access to Formal and Informal Learning, is currently a key issue in the public discourse and the global dialogue on Education, including Massive Open Online Courses (MOOCs) and Flipped School Classrooms. This volume on Digital Systems for Open Access to Formal and Informal Learning contributes to the international dialogue between researchers, technologists, practitioners and policy makers in Technology Supported Education and Learning. It addresses emerging issues related with both theory and practice, as well as, methods and technologies that can support Open Access to Formal and Informal Learning. In the twenty chapters contributed by international experts who are actively shaping the future of Educational Technology around the world, topics such as: - The evolution of University Open Courses in Transforming Learning - Supporting Open Access to Teaching and Learning of People with Disabilities - Assessing Student Learning in Online Courses - Digital Game-based Learning for School Education - Open Access to Virtual and Remote Labs for STEM Education - Teachers’ and Schools’ ICT Competence Profiling - Web-Based Education and Innovative Leadership in a K-12 International School Setting are presented. An in-depth blueprint of the promise, potential, and imminent future of the field, Digital Systems for Open Access to Formal and Informal Learning is necessary reading for researchers and practitioners, as well as, undergraduate and postgraduate students, in educational technology.

Context types in grammaticalization as constructions

In recent grammaticalization studies, the notion of “context types” has been employed to describe the successive diachronic stages that are associated with grammaticalization processes. It has been shown that a new grammatical function does not arise homogenously in all uses of the linguistic item concerned, but in its origin is bound to specific linguistic “contexts” or “constructions”. However, the notions of “context” as well as “construction” differ greatly among scholars, and research into the impact of constructions in grammaticalization scenarios, and into ways to formalized context types and constructions for diachronic purposes has only begun. The present study advances in this direction as it links the notion of context types of grammaticalization studies with central concepts of construction grammar. Using diachronic data from grammaticalization phenomena of German, successive types of contexts, i.e. critical contexts and isolating contexts, which are typically found in grammaticalization processes, are analyzed as specific types of idiomatic constructions in the sense the term is used in construction grammar.