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This report has been prepared by the SETAC Europe Scientific Task Group on Global And RegionaL Impact Categories (SETAC-Europe/STG-GARLIC) that is installed by the 2nd SETAC Europe working group on life cycle impact assessment (WIA-2). This document is background to a chapter written by the same authors under the title “Climate change, stratospheric ozone depletion, photo-oxidant formation, acidification and eutrophication” in Udo de Haes et al. (2002). The chapter summarises the work of the STG-GARLIC and aims to give a state-of-the-art review of the best available practice(s) regarding category indicators and lists of concomitant characterisation factors for climate change, stratospheric ozone depletion, photo-oxidant formation, acidification, and aquatic and terrestrial eutrophication. Backgrounds on each of the specific impact categories are given in another background report from Klöpffer and Potting (2001).
This background report provides details on a selection of general issues relevant in relation to LCA and characterisation of impact in LCA. The document starts with a short introduction of the LCA methodology and impact assessment in LCA for non LCA-experts. LCA experts, on the other hand, will usually not be familiar in-depth with scientific and political backgrounds of the specific impact categories. A review of this is given. Also the discussion is provided about the issue of the position of the category indicator in the causality chain, and into the related issue of spatial differentiation. These two issues appeared to be one of the core items for SETAC-Europe/STG-GARLIC.
Ziel der vorliegenden Studie ist eine möglichst umfassende Bestandsaufnahme der entwicklungsbezogenen Forschung, Lehre und forschungsgestützten Beratung in Nordrhein-Westfalen. Eine solche Bestandsaufnahme der wissenschaftlichen Aktivitäten 1) im Entwicklungsbereich ist insofern bedeutsam, als Entwicklungsländer und ihre (kommenden) Eliten für das Land NRW als entwicklungs- und außenwirtschaftlicher Akteur von wachsender Bedeutung sind. Tendenzen, Themen, Kooperationspartner und Netzwerke der Wissen-schaft hier und in den Entwicklungsländern zu kennen kann hilfreich sein. Zudem lassen sich wissenschaftspolitische Schlussfolgerungen ziehen, die für die Internationalisierung der nordrhein-westfälischen Hochschulen und innovative Formen transdimensionaler Vernetzung von Politik, Wissenschaft, Wirtschaft und Gesellschaft wertvoll sein können.
This study presents the findings of a quantitative study on the use of Open Educational Resources (OER) and Open Educational Practices (OEP) in Higher Education and Adult Learning Institutions. The study is based on the results of an online survey targeted at four educational roles: educational policy makers; institutional policy makers/managers; educational professionals; and learners. The report encompasses five chapters and four annexes. Chapter I presents the survey and Chapter II discloses the main research questions and models. Chapter III characterises the universe of respondents. Chapter IV advances with a detailed survey analysis including an overview of key statistical data. Finally, Chapter V provides an exploratory in-depth analysis of some key issues: representations, attitudes and uses of OEP. The table of contents and the complete list of diagrams and tables can be found at the end of the report.
Chloride in Mosel und Saar
(1992)
Education is widely seen as an important means of addressing both national and international problems, such as political or religious extremism, poverty, and hunger. If publicly available educational resources (OERs) shall help overcoming the educational gap, localization is one of the major issues we need to deal with. Educators as well as learners need to be supported to determine adaptation needs. This paper provides a list of possible in-fluence factors on educational scenarios which are defined as context metadata. In the given form, the list needs to be understood as an addendum for the paper entitled ‘Open Educational Resources: Education for the World?’ from Thomas richter and Maggie McPherson; It is being published in the volume 3, issue 2 of the Journal Distance Education in 2012.