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Social Assistance
(2018)
If the first Sustainable Development Goal (SDG) to “End poverty in all its forms everywhere” is to be taken seriously, most low- and middle-income countries face a huge challenge. An estimated 1 billion people have indeed escaped extreme poverty since the early 1990s, and the global poverty rate fell from 35% in 1990 to 10.7% in 2013, but the absolute number of people living below the international poverty line of $1.90 at purchasing power parity has hardly changed. Countries in Asia contributed greatly to the overall decline in poverty rates: from 2012 to 2013, over 100 million people in Asia left extreme poverty behind, notably in India, Indonesia, and the People’s Republic of China (PRC) (World Bank 2016). Yet the living standards of those still below that line have hardly improved (Ravallion 2016). The achievement of the first SDG requires additional efforts at global and national levels, particularly on policies that address chronic poverty traps and that improve the outcomes of poor and vulnerable populations.
According to the International Union of Pure and Applied Chemistry (IUPAC) recommendation, analytical pyrolysis (Py) is defined as the characterization in an inert atmosphere of a material or a chemical process by a chemical degradation reaction(s) induced by thermal energy [1]. Thermal degradation under controlled conditions is often used as a part of an analytical procedure, either to render a sample into a suitable form for subsequent analysis by gas chromatography (GC), mass spectrometry (MS), gas chromatography coupled with the mass spectrometry (GC/MS), with the Fourier-transform infrared spectroscopy (GC/FTIR), or by direct monitoring as an analytical technique in its own right [2].
Gas chromatography (GC) is a type of chromatography. According to the International Union of Pure and Applied Chemistry (IUPAC) recommendation, gas chromatography is defined as a separation technique in which the mobile phase is a gas. Gas chromatography is always carried out in a column [1]. GC is a separation and detection method for sample mixtures, whose components can be volatilized without thermal decomposition.
Ethik im Medizintourismus
(2018)
Conclusion
(2018)
There is a paradigm shift from traditional content-based education and training to competencybased and practice-oriented training. This shift has occurred because practice-oriented teaching has been found to produce a training outcome that is industry focused, generating the relevant occupational standards. Competency-based training program often comprises of modules broken into segments called learning outcomes. These learning outcomes are based on criteria set by industry and assessment is designed to ensure students become competent in their respective areas of specialization.
Multidisciplinary, multicultural, and multitasking has taken center stage in the global educational debate. Globalization and improvement in communication have affected the way organisations operate and hence influenced whom they hire. Today, it is common practice to work with people from diverse backgrounds and it requires competencies that go beyond general project management. Intercultural awareness, networking in different global communities, and learning to develop specific communication strategies for different stakeholders is all part of the package of skills and competencies that are required in today's interconnected world. This has indirect implication on the nature of skills and competencies institutions/universities must equip their students with to enable them to compete successfully in the working world.
Competency-Based Teaching Using Simulation Exercises: Evidence of the University of Cape Coast
(2018)
Tertiary institutions exist to train manpower to solve local, national, and international problems. Products from such institutions should not be a problem to countries as in the case of some Sub-Saharan African countries including Ghana which has a high level of graduate unemployment. Among the causes of the problem is the nature of teaching or the syllabus or the programs students pursue while in such institutions. The paper discusses one of the teaching strategies used to make a course relevant for a program and for the working world. In this course, students are introduced to practice-oriented learning through simulation exercises. The project activities specifically seek to assess the students’ understanding of business formation; examine students’ understanding of sustainability, creativity and innovation of business ideas; assess their understanding of the functional areas of business including marketing & sales, finance, human resource management, operations, and accounting, among others. Feedback from students who have participated indicates the exercise gave much more exposure and meaning to the concepts they learned in class. In this exercise, students build teams, develop a product, learn to set up a business, and design organogram, business vision, mission, and core values. The exercise empowers students to learn by doing. It accords students the opportunity to review their own knowledge and skills with respect to the concepts they have learned in the course. More than 3000 students have participated in this project since its inception in the academic year 2013/2014. It is estimated that 1000 students will participate in this project in the academic year 2017/2018.
The labor market is dynamic and frequently calls for new skills, knowledge, and abilities. The changing needs of industry place a higher demand on institutions of higher learning to monitor trends in labor needs, identify skill gaps, and to use industry insights for developing programs and curricula that mold human resources to create value for employers and society at large. While several institutions of higher learning are responsive to industry needs through curricula reviews and the development of new programs, little attention is given to pedagogical issues that affect the delivery of knowledge and the development of skills intended by various education programs. Consequently, teachers are entrusted with the freedom to decide the teaching methods that are appropriate under each circumstance. Despite the changing face of the labor market, not much energy has been channeled towards adjusting teaching methods for effective delivery of skills required by students. The failure to adjust teaching methods for training graduates has led to what is commonly known as ‘halfbaked graduates’. In other words, graduates who lack the skills and abilities necessary for placement in the industry. However, the success of an institution of higher learning is illustrated by its ability to train people who perfectly match the needs of the industry.
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.
I had an opportunity to visit Germany in 2016/2017 during which period I was on an exchange staff program between the University of Nairobi, Hochschule Bonn-Rhein-Sieg, University of Applied Sciences, Germany, and the University of Cape Coast, Ghana. My visit took me to the city of Bonn where the University of Bonn-Rhein-Sieg is located in the suburban area in the cities of Sankt Augustin, Rheinbach, and Hennef. I was able to interact with faculty members and students. During this period, the discussion I had with faculty mainly focused on various programs offered by the university and how they have been able to interact and partner with the industry and create linkages with various firms in Germany. It emerged from our discussion that the development of the curriculum by the university depends on such partnerships.
Culture is the constellation of shared believes, mores, values, and traditions that define the behavior of people and it is unique to each community at local and national levels. Culture determines the languages spoken by the people, their attitude towards others, and their behavior. While the family is the immediate point through which culture is learned by children, socialization at institutions such as religious organizations, places of worship, schools, and the society’s dispute resolution system reinforce culture. Unlike the Internet, traditional media in the forms of local and national print and audio-visual content tend to reinforce cultural beliefs, values, and practices of specific communities. The uniqueness of culture creates market penetration challenges to entrepreneurs in international markets. Therefore, intercultural communication is a necessary skill for reducing cultural liability and increasing the success of entrepreneurial ventures.
The exchange program enables students to travel from their home countries to a partner university in the German-African University project. Students from the University of Nairobi in Kenya and University of Cape Coast in Ghana travel to the Hochschule Bonn-Rhein-Sieg University of Applied Sciences and stay for three months attending classes and participating in academic activities together with German students. Similarly, students from Hochschule Bonn-Rhein-Sieg, University of Applied Sciences, travel to either West or East Africa and are hosted for three months by universities participating in the project. The program enables Kenyan students to accustom themselves to the German way of life and student-centered learning and disciplines. The program integrates fieldwork into the learning activities making education both a skill-imparting and fun process.