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The development of mobile robotic systems is a demanding task regarding its complexity, required resources and skills in multiple fields such as software development, artificial intelligence, mechanical design, electrical engineering, signal processing, sensor technology or control theory. This holds true particularly for soccer playing robots, where additional aspects like high dynamics, cooperation and high physical stress have to be dealt with. In robot competitions such as RoboCup, additional skills in the domains of team, project and knowledge management are of importance.
Der Beitrag untersucht, wie ein Präsenzlabor durch ein Remote-Labor ergänzt undersetzt werden kann. Dazu wird das Laborpraktikum Digitaltechnik der Hochschule Bonn-Rhein-Sieg betrachtet, bei dem ein Remote-Labor Flexibilität bei der Versuchsdurchführung bietet und Versuche ermöglicht, die allein mit dem Präsenzlabor nicht möglich wären. Neben der Ergänzung der Präsenzversuche können Studie-rende das Praktikum auch komplett im Remote-Labor durchführen. Durch klare Anforderungen an die Erteilung eines Testats ist dies sowohl für sie als auch für Lehrende praktikabel zu handhaben. Rückmeldungen der Studierenden und Nutzungszahlen belegen die Akzeptanz des Remote-Labors. Dabei zeigt sich, dass die Studierenden sehr heterogen mit dem Remote-Labor umgehen: Einige von ihnen nutzen das Remote-Labor als zusätzliche Praktikumszeit für Versuche die auch im Präsenzlabor möglich wären; andere nutzen es als Erweiterung der Praktikumsmöglichkeit für Versuche, die nur im Remote-Labor möglich sind und wieder andere arbeiten intensiv im Remote-Labor und reichen auch das Praktikumsprotokoll elektronisch ein. Für Lehrende besteht über das Protokoll und die Auswertung der Nutzungsdaten ausreichende Sicherheit, um aktive Beteiligung am Praktikum zu testieren.
Protokoll 27
(2023)
From September 2016 to February 2017, I did an internship at the University of Cape Coast, Ghana (UCC) as part of my studies in Business Administration at Hochschule Bonn-Rhein-Sieg, University of Applied Sciences, Germany (H-BRS). At H-BRS, an internship of five or six months (or, alternatively, one exchange semester) is an obligatory part of the curriculum so students get hands-on experience even before they enter the job market. My internship was also part of the intercontinental partnership between UCC and H-BRS, which has resulted in many different projects.
Actors
(2021)
Social protection is for many international organizations a state’s affair.1 While the state definitely plays an important role, the state is by far not the only actor and there is no predefined institutional arrangement of how social protection should be implemented. An exclusive focus on the state would therefore be short-sighted when assessing and comparing the performance of social protection systems. It is hence important to understand the mix of actors involved, the type of contribution they can make to social protection and their modes of cooperation. This contribution will therefore first sketch out the role and interplay of the main actors in social protection and then challenge some of the common assumptions made around how roles are best allocated in the social protection system concerning the providers of informal social protection, the private sector, civil society organizations (CSO) as well as international actors.
Social transfers
(2021)
Social transfers are on the rise in the Global South but they have also been in the centre of discussion in the Global North as an attractive instrument to buffer new risks and uncertainties in a changing world. They have experienced a dramatic change since the beginning of the new century, starting off as a revolutionary programmatic intervention in countries such as Mexico and Brazil or as a fledgling pilot programme in countries such as Zambia, Kenya and Malawi. They have now become a standard intervention across the globe, a truly global social policy as Hickey and Seekings (2019, 249) coined it. This global trend has been facilitated by donors’ strive to move away from ever recurring humanitarian actions, by increased pressure on donors to show aid effectiveness with the money finally reaching the most vulnerable as well as by international concerted actions such as the United Nations initiative of a global social protection floor.
While there is a standard set of instruments that can be used in social protection systems, this needs to be adapted and combined in different ways in order to serve different groups in society best. The needs of a young person who is just starting life and should not be trapped from birth in unfavourable socio-economic conditions are different from the social protection requirements of a retired person who has finished the active part of life and requires income and care security for an indefinite time period.
Designing a social protection system is of course not only a technical exercise but a very political affair. A systems approach to social protection is shaped by the political elites and the respective coalitions of change, the political institutions as well as the political system of a country. This explains why also seemingly similar countries in terms of their risk profile, poverty situation and economic situation can adopt very different social protection systems or make very different progress with respect to social protection expansion. Not only are the established welfare states of the Global North but also the nascent social protection systems in the Global South a testimony of this variety.
Aufgrund SARS-CoV-2 ist eine Rechtsvorlesung für Betriebswirte im Bachelorstudiengang an zwei verschiedenen Standorten der Hochschule Bonn-Rhein-Sieg mit über 300 Studierenden unter Anwendung des Inverted Classroom Ansatzes zum Sommersemester 2020 vollständig digitalisiert worden. Durch die von außen vorgegebene Lernstrategie mit wöchentlichen Arbeitspaketen und die Nutzung einer asynchronen Kommunikationsplattform auf Basis eines Instant Messengers mit adressatenadäquater Ansprache gelang es, Synchronformate auf ein notwendiges Minimum zu reduzieren. Die Ergebnisse der empirischen Begleitung zeigen, dass das neue didaktische Konzept für eine digitale Lehre die unterschiedlichsten Bedürfnisse der Studierenden befriedigte. Insbesondere konnte eine »digitale Lernatmosphäre« geschaffen werden, die von den Studierenden als sehr förderlich für ihren Lernprozess erachtet wurde. Die induzierte Lernstrategie führte zu signifikanten Leistungsverbesserungen. Es wird diskutiert, welche Maßnahmen sich auch für postpandemische Lehre empfehlen.
Any political phenomenon can only be properly understood in its broader con-text. Questions of international cooperation are thus necessarily framed by his-torical processes and relations of power. We therefore start our first discussion with an examination of the global ‘status quo’ and embed the topic of this pub-lication, ODA graduation, into the shifting world order, analysing current roles and settings in international relations and identifying changes in positions, sta-tus and categories. What are the overarching issues determining world politics and who are the old and the new actors driving them? What is the impact of these global shifts on international cooperation, especially development coop-eration? Of what relevance are roles, status and categories and what is the im-pact of changes in positions and relations? What challenges face multilateralism and what ways exist to maintain and renew strategic partnerships and shared values?
The UN Declaration on the Right to Development (UNDRTD) adopted in 1986 and the 2030 Agenda for Sustainable Development adopted in 2015 share a universal concept of development that refers both to individual and collective dimensions of prosperity and thus includes the rights of future generations.2 They thus offer a definition of the relationship between development and human rights that is very relevant for the 21st century. The core norm of the UNDRTD has been defined later as “the right of peoples and individuals to the constant improvement of their wellbeing and to a national and global enabling environment conducive to just, equitable, participatory and human-centred development respectful of all human rights”3.
While Anglo-Saxon HEIs focus on a strong educational background and personal development of students, the German system, in particular Universities of Applied Sciences, emphasize employability through the transfer of job-related professional and soft skills. In this context, learning by practical application of skills has become an important instrument. Concepts for linking theory and application include research-based learning, practical internships or service learning – methods, which also maintain high standards of academic education.
Introduction
(2018)
This handbook describes the processes and success factors of marketoriented university services to the non-academic world, and the processes to integrate these services into teaching. It aims to highlight benchmark examples from Africa and Germany in order to outline motivational factors, influencing aspects, as well as drivers and barriers to applied university services in developing countries.
Einleitung
(2022)
Was ist ein Labor?
(2022)
Vorwort
(2022)
Die folgenden Überlegungen versuchen einerseits, die Arbeit an einer ins besondere medienwissenschaftlich fundierten Auslegung der sogenannten Kriminalliteratur1 weiter zu denken und in den Zusammenhang einer Lektüre zu stellen, die das Dispositiv ›Literatur und ihre Medien‹ als Bezugnahme bzw. Verhältnismäßigkeit versteht: als »Verhältnis der Literatur zu ihren Medien« und/oder als »Verhältnis der Medien zur Literatur«.2