Digital collaborations and entrepreneurship – the role of shareconomy and crowdsourcing in the era of smart city

The thesis begins with the classical cooperation and transfers it to the digital world. This work gives a detailed overview of the young fields of research smart city, shareconomy and crowdsourcing and links these fields with entrepreneurship. The core research aim is the finding of connections between the research fields smart city, shareconomy and crowdsourcing and entrepreneurial activities and the specific fields of application, success factors and conditions for entrepreneurs. The thesis consists of seven peer-reviewed publications. Based on primary and secondary data, the existence of entrepreneurial opportunities in the fields of smart city, shareconomy and crowdsourcing could be confirmed. The first part (publications 1-3) of the thesis are literature reviews to secure the fundamental base for further research. This part consists of newly created definitions and an extreme sharpening of the research fields for the near future. In the second part of the thesis (publications 4-7), empirical field work (in-depth interviews with entrepreneurs) and quantitative analyses (fuzzy set/qualitative comparative analysis and binary logistic regression analysis) contribute to the field of research with additional new insights. Summarizing, the insights are multi-layered: theoretical (e.g. new definitions, sharpening of the research field), methodical (e.g. first time application of the fuzzy set/qualitative comparative analysis in the field of crowdfunding) and qualitative (first time application of in-depth interviews with entrepreneurs in the fields of smart city and shareconomy). The global research question could be answered: the link between entrepreneurship and smart city, shareconomy and crowdfunding could be confirmed, concrete fields of application could be identified and further developments could be touched upon. This work strongly contributes to the young fields of research through much-needed basic work, new qualitative approaches, innovative methods and new insights and offers opportunities for discussion, criticism and support for further research.

Männlichkeiten. Geschlechterkonstruktionen in pädagogischen Institutionen

Männlichkeiten stehen im Brennpunkt aktueller bildungspolitischer und erziehungswissenschaftlicher Debatten. Betrachtet man die Diskussion um Jungen als 'Bildungsverlierer', birgt bereits Männlichkeit als solche ein Benachteiligungsrisiko. Gleichzeitig gibt es Bestrebungen, dagegen anzugehen: Initiativen für mehr männliche Fachkräfte in Kindertagesstätten oder Schulen wollen durch die bloße Präsenz von Männern mehr Bildungsgerechtigkeit schaffen. Der vorliegende Band nimmt diese und andere Auffassungen von Männlichkeit kritisch in den Blick. Der Band kritisiert essentialisierende Thematisierungen von Männlichkeiten; eine unveränderliche, da, wahre' bzw. , natürliche' Sicht auf Männlichkeit hält sich nicht nur in pädagogischer Praxis und Bildungspolitik, sondern auch in Empirie und Theorie. Oftmals werden hier verkürzte Konzepte von Männlichkeit zu Grunde gelegt. Insbesondere die Verknüpfung von Männlichkeiten in pädagogischen Institutionen mit politischen Fragen von Bildung und sozialer Ungleichheit ruft Diskussionen um Geschlechterdifferenzen auf den Plan. Pädagogische Institutionen sind von besonderer Relevanz, da sie Einfluss auf (beispielsweise legitime und illegitime) Konstruktionen von Männlichkeiten nehmen. Gleichzeitig beeinflussen Männlichkeitskonstruktionen selbst die pädagogischen Institutionen. Die Autorinnen stellen sich der Herausforderung, Geschlecht theoretisch (neu) zu konzipieren und empirisch zum Gegenstand zu machen. Sie eröffnen damit neue Perspektiven auf Männlichkeit als solche. (DIPF/Verlag)

Männlichkeiten – Geschlechterkonstruktionen in pädagogischen Institutionen

In der Zusammenschau der Forschungsarbeiten, die in diesem Band repräsentiert sind, werden in Bezug auf Männlichkeitskonstruktionen verschiedene institutionelle Logiken identifizierbar, die nicht an die Spezifik der jeweiligen Bildungsinstitution gebunden sind. Pädagogische Einrichtungen von der Kindertagesstätte über die Schule bis hin zur berufsvorbereitenden Maßnahme weisen vielmehr Gemeinsamkeiten im Hinblick darauf auf, wie sie unter Verweis auf Männlichkeit im Sinne von Douglas klassifizieren, legitimieren und stabilisieren. So machen mehrere Beiträge deutlich, wie Männlichkeit in pädagogischen Institutionen als professionelle Ressource konstruiert wird. Andere setzen sich mit pädagogischen Institutionen auseinander, in denen Männlichkeit zum Referenzpunkt für die Entwicklung institutioneller Strukturen wird. Schließlich geben weitere Beiträge Einblick in die pädagogische Orientierung an Männlichkeiten in Institutionen. (DIPF/Orig.)

Heilsbringer oder Erlösungssucher? Befunde und Thesen zur Problematik von Männern in frühpädagogischen Institutionen

Die Autorinnen schließen in ihrem Beitrag Befunde und Thesen zur Problematik von Männern in frühpädagogischen Institutionen an die Diskurse um die Steigerung des Anteils männlicher Erzieher an, mit denen häufig die Vermutung einer Qualitätssteigerung verbunden ist. Sie fragen anhand von Interviews nach „Auffassungen und Ausgestaltungen der männlichen Geschlechtszugehörigkeit durch Erzieher in ihrer frühpädagogischen Arbeit“. Dabei schildern die Autorinnen große Akzeptanz im Feld und positive Zuschreibungen seitens der Institutionen. Die Erzieher explizieren dabei ihre Funktion als männliche Vorbilder in Form von Varianten wie ‚neue‘ Männer und ‚bessere‘ Väter, nicht zuletzt in Abgrenzung gegenüber den tatsächlichen Vätern der Kindergartenkinder. Augenfällig seien, so die Autorinnen, dass negative eigene Kindheitserfahrungen durch eine Romantisierung und stark emotionalisierende Aufladung der Beziehung zu den Kindern kompensiert werden und dies die notwendige generationale Differenz verwischt. Insgesamt stehen diese vergeschlechtlichten Positionierungen der Erzieher einer vertieften biographischen Selbstreflexion als Kernelement von institutionell zu fordernder Professionalisierung eher im Wege. (DIIPF/Orig.)

Hurrelmann, Klaus/Schultz, Tanjev (Hrsg.) (2012): Jungen als Bildungsverlierer. Brauchen wir eine Männerquote in Kitas und Schulen? Weinheim & Basel: Beltz Juventa. [...] [Sammelrezension]

Sammelrezension von: 1. Hurrelmann, Klaus/Schultz, Tanjev (Hrsg.) (2012): Jungen als Bildungsverlierer. Brauchen wir eine Männerquote in Kitas und Schulen? Weinheim & Basel: Beltz Juventa, 316 Seiten. 2. Forster, Edgar/Rendtorff, Barbara/Mahs, Claudia (Hrsg.) (2011): Jungenpädagogik im Widerstreit. Stuttgart: Kohlhammer, 212 Seiten. 3. Chwalek, Doro Thea/Diaz, Miguel/Fegter, Susann/Graff, Ulrike (Hrsg.): (2012): Jungen-Pädagogik. Praxis und Theorie

Competition in the management of information through the use of ICT

This article presents a literature review on current issues in the field of library science, related to competence in the management and use of information, information technology and communication, information society and knowledge among others. It further seeks to highlight the importance of users to acquire these skills so they can deal effectively with decision-making, problem solving, conducting investigations and their own training. This is possible if the information and documentation systems as dynamic agents engaged to distribute scientific and technical knowledge.

Effectiveness and efficiency in the treatment of gambling disorder : reflections on the Dodo Bird Conjecture

In the field of research into the treatment of problem gambling, researchers have been attempting to identify the treatment pathways that are effective in remediating gambling disorder among people seeking help. In spite of these efforts, research results remain equivocal in relation to which components of the various treatment options are effective, echoing the familiar claim that all psychotherapy treatments are effective, the Dodo Bird Conjecture.This recent tendency towards the revival of the Dodo Bird Conjecture in the field of gambling research is due to factors ranging from a continuing lack of clarity about the effective components of treatments, subjective therapist effects and the lack of validated repeated measures of outcome to assess changes in self-reported data on gambling urge: anxiety, depression and changes in the 'gambling disorder' diagnosis over time.

Optical redox ratio and endogenous porphyrins in the detection of urinary bladder cancer:a patient biopsy analysis

Bladder cancer is among the most common cancers in the UK and conventional detection techniques suffer from low sensitivity, low specificity, or both. Recent attempts to address the disparity have led to progress in the field of autofluorescence as a means to diagnose the disease with high efficiency, however there is still a lot not known about autofluorescence profiles in the disease. The multi-functional diagnostic system "LAKK-M" was used to assess autofluorescence profiles of healthy and cancerous bladder tissue to identify novel biomarkers of the disease. Statistically significant differences were observed in the optical redox ratio (a measure of tissue metabolic activity), the amplitude of endogenous porphyrins and the NADH/porphyrin ratio between tissue types. These findings could advance understanding of bladder cancer and aid in the development of new techniques for detection and surveillance.

Comparing the effectiveness of education and technology in reducing wood smoke pollution: A field experiment

This study describes a field experiment assessing the effectiveness of education and technological innovation in reducing air pollution generated by domestic wood heaters. Two-hundred and twenty four households from a small regional center in Australia were randomly assigned to one of four experimental conditions: (1) Education only – households received a wood smoke reduction education pack containing information about the negative health impacts of wood smoke pollution, and advice about wood heater operation and firewood management; (2) SmartBurn only – households received a SmartBurn canister designed to improve combustion and help wood fires burn more efficiently, (3) Education and SmartBurn, and (4) neither Education nor SmartBurn (control). Analysis of covariance, controlling for pre-intervention household wood smoke emissions, wood moisture content, and wood heater age, revealed that education and SmartBurn were both associated with significant reduction in wood smoke emissions during the post-intervention period. Follow-up mediation analyses indicated that education reduced emissions by improving wood heater operation practices, but not by increasing health risk perceptions. As predicted, SmartBurn exerted a direct effect on emission levels, unmediated by wood heater operation practices or health risk perceptions.

In search of academic identity : physical education, sport science and the field of human movement studies

This thesis addresses the problem of the academic identity of the area traditionally referred to as physical education. The study is a critical examination of the argu ments for the justi cation of this area as an autonomous branch of knowledge. The investigation concentrates on a selected number of arguments. The data collection comprised articles books and proceedings of conferences. The preliminary assessment of these materials resulted in a classi cation of the arguments into three groups. The rst group comprises the arguments in favour of physical education as an academic discipline. The second includes the arguments supporting a science of sport. The third consists of the arguments in favour of to a eld of human movement study. The examination of these arguments produced the following results. (a) The area of physical education does not satisfy the conditions presupposed by the de nition of academic discipline. This is so because the area does not form an integrated system of scienti c theories. (b) The same di culty emerges from the examination of the ar guments for sport science. There is no science of sport because there is no integrated system of scienti c theories related to sport. (c) The arguments in favour of a eld of study yielded more productive results. However di culties arise from the de nition of human movement. The analysis of this concept showed that its limits are not well demarcated. This makes it problematic to take human movement as the focus of a eld of studies. These aspects led to the conclusion that such things as an academic discipline of physical education sport science and eld of human movement studies do not exist. At least there are not such things in the sense of autonomous branches of knowledge. This does not imply that a more integrated inquiry based on several disciplines is not possible and desirable. This would enable someone entering phys ical education to nd a more organised structure of knowledge with some generally accepted problem situations procedures and theories on which to base professional practice.

Finding your research voice : the application of bibliometrics as an analytic literature tool on the pedagogic field of higher education

This paper documents the use of bibliometrics as a methodology to bring forth a structured, systematic and rigorous way to analyse and evaluate a range of literature. When starting out and reading broadly for my doctoral studies, one article by Trigwell and Prosser (1996b) led me to reflect about my level of comprehension as the content, concepts and methodology did not resonate with my epistemology. A disconnection between our paradigms emerged. Further reading unveiled the work by Doyle (1987) who categorised research in teaching and teacher education by three main areas: teacher characteristics, methods research and teacher behaviour. My growing concerns that there were gaps in the knowledge also exposed the difficulties in documenting said gaps. As an early researcher who required support to locate myself in the field and to find my research voice, I identified bibliometrics (Budd, 1988; Yeoh & Kaur, 2007) as an appropriate methodology to add value and rigour in three ways. Firstly, the application of bibliometrics to analyse articles is systematic, builds a picture from the characteristics of the literature, and offers a way to elicit themes within the categories. Secondly, by systematic analysis there is occasion to identify gaps within the body of work, limitations in methodology or areas in need of further research. Finally, extension and adaptation of the bibliometrics methodology, beyond citation or content analysis, to investigate the merit of methodology, participants and instruments as a determinant for research worth allowed the researcher to build confidence and contribute new knowledge to the field. Therefore, this paper frames research in the pedagogic field of Higher Education through teacher characteristics, methods research and teacher behaviour, visually represents the literature analysis and locates my research self within methods research. Through my research voice I will present the bibliometrics methodology, the outcomes and document the landscape of pedagogy in the field of Higher Education.

Assessing and measuring impact of a digital collection in the humanities: An analysis of the SPHERE (Stormont Parliamentary Hansards: Embedded in Research and Education) Project

Although a substantial corpus of digital materials is now available to scholarship across the disciplines, objective evidence of their use, impact, and value, based on a robust assessment, is sparse. Traditional methods of assessment of impact in the humanities, notably citation in scholarly publications, are not an effective way of assessing impact of digital content. These issues are problematic in the field of Digital Humanities where there is a need to effectively assess impact to justify its continued funding and existence. A number of qualitative and quantitative methods exist that can be used to monitor the use of digital resources in various contexts although they have yet to be applied widely. These have been made available to the creators, managers, and funders of digital content in an accessible form through the TIDSR (Toolkit for the Impact of Digital Scholarly Resources) developed by the Oxford Internet Institute. In 2011, the authors of this article developed the SPHERE project (Stormont Parliamentary Hansards: Embedded in Research and Education) specifically to use TIDSR to evaluate the use and impact of The Stormont Papers, a digital collection of the Hansards of the Stormont Northern Irish Parliament from 1921 to 1972. This article presents the methodology, findings, and analysis of the project. The authors argue that TIDSR is a useful and, critically, transferrable method to understand and increase the impact of digital resources. The findings of the project are modified into a series of wider recommendations on protecting the investment in digital resources by increasing their use, value, and impact. It is reasonable to suggest that effectively showing the impact of Digital Humanities is critical to its survival.

The Personal tutorial guidance sessions in the framework of the teaching-learning field of the Bologna process: University of Minho (first cycle) courses students’ perceptions

The Bologna Process defends the adoption of a higher education in teaching-learning methodologies that – in contraposition to the previous model based on the transmission of knowledge, which for being essentially theoretical, gives the student a passive role in the knowledge construction process – allows a (pro) active, autonomous and practical learning, where the student acquires and develops his competences. The personal tutorial guidance sessions are included in the teaching contact hours. This abstract presents a study about the University of Minho (first cycle) Courses Students’ perceptions of the personal tutorial guidance sessions’ relevance in the scope of the learning-teaching process, so as to confirm if the implementation/implantation of the commonly called tutorial (type) education, as an approach to an active, autonomous and practical learning, is sensed by the learners themselves

The role of efficacy and well-being in guiding the use of education and training services by young homeless mothers

This paper builds on previous work applying the concept of well-being to the field of housing. It uses the concepts of self-esteem, efficacy and social identity to explore the situations of a group of young homeless mothers. In particular, it focuses on the impact of well-being factors, among others, in understanding the uptake of education and training services. The paper concludes by arguing that well-being issues are crucial for housing agencies and others who want to engage with young homeless people.