Relevant bibliographies by topics / Upper class – Education – Germany

Academic literature on the topic 'Upper class – Education – Germany'

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Published: 10 March 2023

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Journal articles on the topic "Upper class – Education – Germany"

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Fryd, Vivien Green. "Walking with The Murderers Are Among Us: Henry Ries’s Post-WWII Berlin Rubble Photographs." Arts 9, no. 3 (July 7, 2020): 75. http://dx.doi.org/10.3390/arts9030075.

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Henry Ries (1917–2004), a celebrated American-German photojournalist, was born into an upper-class Jewish family in Berlin. He immigrated to the U.S. in 1938 to escape Nazi Germany. As a new American citizen, he joined the U.S. Air Force. After the war, Ries became photo editor and chief photographer for the OMGUS Observer (1946–1947), the American weekly military newspaper published by the Information and Education Section of the Office of Military Government for Germany (OMGUS). One photograph by Ries that first appeared in this newspaper in 1946, and a second, in a different composition and enlarged format, that he included in his 2001 autobiography, create significant commentaries on postwar Germany. The former image accompanies an article about the first post-WWII German feature film: Wolfgang Staudte’s The Murderers Are Among Us. The photograph moves from functioning as a documentation of history and collective memory, to an individual remembrance and personal condemnation of WWII horrors. Both reveal Ries’s individual trauma over the destruction of Berlin and the death of family members, while also conveying the official policy of OMGUS. Ries’s works embody a conflicted, compassionate gaze, conveying ambiguous emotions about judgment of Germans, precisely because of his own identity, background and memories.
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Sergeenkova, I. F. "GERMAN EXPAT HISTORIANS AND THEIR ROLE IN THE DEVELOPMENT OF THE AMERICAN HISTORIOGRAPHY OF THE NATIONAL-SOCIALISM IN 1940-1960s." Вестник Удмуртского университета. Социология. Политология. Международные отношения 3, no. 4 (December 25, 2019): 483–502. http://dx.doi.org/10.35634/2587-9030-2019-3-4-483-502.

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The scientific migration from the Nazi Germany to the USA is the subject of close attention by experts who study development of historical science in the USA and, in particular, such a trend as History of Germany. In the USA before the second half of the XX century not much attention was paid to the history of European countries, and a few researches on the history of Great Britain and France are just some isolated examples. Expat historians had changed the situation. The article presents an analysis of political views of German historians who left for the USA after Nazis had come to power. German expat historians are divided into two groups: 1. emigrants of “the first wave” who earned their qualification in History in Germany and worked as instructors at German universities; and 2. emigrants of “the second wave” who were brought to the USA by their parents and obtained education in the host country. Along with the financial support the US government provided the German emigrants with an opportunity to continue their scientific and educational activities. The research activities by German expat historians embraced such a significant topic as the reasons of Nazis’ coming to power. The most important trends of their research are: sustainability of the historical pattern of Germany, the so called ‘extraordinary path’; the reasons for the Weimar Republic collapse; the role of the upper middle class and the army leadership as well as the intellectual elite of Germany in Hitler’s coming to power; the intellectual origin of Nazism; the ideas of ‘the conservative revolution’; the mass culture. Expat historians were the first ones who turned to the issues of ‘Holocaust’. The article reveals the influence of ‘the Cold War’ and the doctrine of totalitarianism on the study of Nazism. The article touches upon the problems of interaction between expat historians and their colleagues in the Federative Republic of Germany and the impact the former made on modernization of the historical science in the West Germany.
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Lauer, Mark. "The Performing Arts in Second Language Acquisition." Scenario: A Journal of Performative Teaching, Learning, Research II, no. 1 (January 1, 2008): 17–39. http://dx.doi.org/10.33178/scenario.2.1.3.

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This paper is a report on the experience of dramatizing Hans Peter Richter’s novel Damals war es Friedrich (1961). Subsequent to the discussion of the novel in an upper division German class, students and I worked on a dramatized version of the text. The play was performed in the Black Box Theater at Georgetown University, Washington D.C., on April 11, 2006. The first part of the report will illustrate how the work on the play was embedded within the context of a literacy approach towards teaching German as a foreign language. In addition to outlining the benefits of including a theater performance in language education, as experienced during the rehearsals and the performance of the play, the second part of the report will discuss how the project was carried out. This paper is a report on the experience of dramatizing Hans Peter Richter’s novel Damals war es Friedrich (1961). Subsequent to the discussion of the novel in an upper division German class, students and I worked on a dramatized version of the text. The play was performed in the Black Box Theater at Georgetown University, Washington D.C., on April 11, 2006. The first part of the report will illustrate how the work on the play was embedded within the context of a literacy approach towards teaching German as a foreign language. In addition to outlining the benefits of including a theater performance in language education, as experienced during the rehearsals and the performance of the play, the second part of the report will discuss how the project was carried out.
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Connelly, John. "Students, Workers, and Social Change: The Limits of Czech Stalinism." Slavic Review 56, no. 2 (1997): 307–35. http://dx.doi.org/10.2307/2500787.

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Only a few years after the defeat of Nazi Germany, communists throughout eastern Europe began constructing new societies according to models imported from the Soviet Union. One of the most important tasks facing them in this enterprise was to establish firm bases of social support. For this, the Soviet model seemed straightforward: communists had to destroy the power of the old elites and recruit new elites from underprivileged social strata. In the 1920s the Bolsheviks had attempted to achieve these goals through higher education. By using affirmative action in student admissions and setting up worker preparation courses—the rabfaky—they broke the ability of the former upper classes to bequeath status and rapidly increased the numbers of workers and peasants among university students. Between 1927-28 and 1932-33 the number of working-class students doubled to half of all students, while the total number of students more than doubled. Issues of ideology aside, the logic of this transformation was simple: underprivileged social classes were likely to reward communists with loyalty in exchange for upward social mobility. The middle and upper classes, on the other hand, had considered it their prerogative to aspire to elite status. Their attachment to communism would always seem suspect, because in the best of cases it was based upon ideological commitment alone.
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Das, Erwin. "Het Belgisch ministerieel carrièrepatroon : Proeve tot internationale vergelijking." Res Publica 29, no. 2 (June 30, 1987): 207–29. http://dx.doi.org/10.21825/rp.v29i2.18951.

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The sociography of the Belgian post-war minister is characterized by an upper middle-class or middle-class origin, a French-speaking and male preponderance and a university-education. The most frequent professional occupations are lawyer, professor and executive.The political career which led to a ministerial post, went in the first place through the legislative body (city-council, county-council and parliament) (the legislative type) and in the second place through thepolitical parties (the national and district-party-leader). After their ministerial career 39 % of the ministers played a promine part in the parliament; 35 %, however, prosecuted an extra-parliamentary and prestigious « after-function ».The Belgian ministerial career pattern bears some resemblances to the Dutch, German and French career pattern, but also many differences. The most outstanding difference is the importance of the bureaucratic component in the structure of the ministerial elite in those three countries, where in Belgium this is not very important.
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Dzuback, Mary Ann. "Gender and the Politics of Knowledge." History of Education Quarterly 43, no. 2 (2003): 171–95. http://dx.doi.org/10.1111/j.1748-5959.2003.tb00119.x.

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Contentious public debates about women's rational and moral capacity circulated during the European Enlightenment at the same time that science was emerging as a dominant mode of inquiry. As historian Karen Offen argues in European Feminisms, these debates preoccupied both men and women intellectuals of the middling and upper classes and represented a pivotal moment in the three-century campaign to rearticulate a politics of knowledge proclaiming women as deserving as men of formal schooling at all levels. Disputes about women's capabilities emerged in the context of efforts to redefine the rights and privileges of men, of male intellectuals to reassert male dominance over and control of females’ access to intellectual participation as well as the craft guilds associated with women's work, and of men and women to consider the meaning and structure of social institutions and social systems. The German poet Philippine Engelhard captured women's frustrations with the limits imposed upon them in comparison to men in the context of the formation of the liberal state, the development of the middle class, and the growth of humanistic and scientific inquiry:How oft with damnationAnd tears of frustrationMy gender I curse!Its ban ever doomsUs girls to our rooms;How freely men move!Even youngster and serf.
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Tikhоnova, Natalia E. "Life success and social status factors in the minds of Russians." VESTNIK INSTITUTA SOTZIOLOGII 27, no. 4 (December 17, 2018): 11–43. http://dx.doi.org/10.19181/vis.2018.27.4.536.

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This article reveals that, during the last 15 years, drastic shifts have occurred in the subjective social structure of Russian society: the people for the most part no longer consider themselves to be “social outsiders”, while Russian society itself has become a society undoubtedly dominated by a subjective middle-class, albeit predominantly a lower middle-class. However, such a positive shift does not equal Russians being completely satisfied with the situation at hand when it comes to stratification, since their actual position in the status hierarchy is currently much lower not only than desired, but also lower than those status positions which they reckon they should be occupying in this hierarchy “in all fairness”. Russian people’s dissatisfaction is mostly a result of them considering opportunities for success and prosperity to be associated with the social, economic and cultural capital of one’s parents, as well as with various unlawful practices (such as corruption, bribery), not only with one’s hard work or quality education. These views seem to be stable over time, and to some extent they are similar to the views of German people. However, in the eyes of Russians various unlawful practices (primarily bribery) play a greater role when it comes to achieving success in life. In addition to that, one’s parents’ education, as well as one’s own education, hard work and ambition play a slightly less significant role (which is decreasing year after year) in Russia. This means that, as time passes, more Russian people are becoming convinced that a person’s personal efforts and goals are not a key factor in achieving life success and high status positions in Russian society. Statistical verification indicates that these views are objectively justified, since, according to the former, upper strata of Russian society are becoming increasingly more closed, with lower strata starting to close as well. High indexes of self-reproduction of opposing status groups within mass layers of the population, together with an increasing polarization of the population (primarily young people) – these are all dangerous tendencies in terms of their socio-political and economic consequences, which lead to authorities being delegitimized, as well as Russian people losing their motivation to achieve success in life through their own efforts.
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White, D. "Upper-Middle-Class Complicity in the National Socialist Phenomenon in Germany." German History 20, no. 2 (May 1, 2002): 229–30. http://dx.doi.org/10.1191/0266355402gh255xx.

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Weiss, Felix, and Steffen Schindler. "EMI in Germany." American Behavioral Scientist 61, no. 1 (January 2017): 74–93. http://dx.doi.org/10.1177/0002764216682811.

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This article discusses effectively maintained inequality considering two different examples from the Germany education system: secondary school attainment and enrolment in highly ranked universities among freshmen. In our analyses of secondary school attainment, we investigate whether considering differentiation in upper secondary education leads to other conclusions than restricting the analyses to the conventional distinction between the traditional degree levels. In our analyses of university choice, we investigate whether the introduction of university ranking lists has created a new qualitative dimension of inequality in the German higher education system.
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Knott, Stephen. "Working Class, Middle Class, Upper Class, Evening Class: Supplementary Education and Craft Instruction, 1889–1939." Journal of Modern Craft 7, no. 1 (March 2014): 7–32. http://dx.doi.org/10.2752/174967814x13932425309471.

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Dissertations / Theses on the topic "Upper class – Education – Germany"

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White, David Robert. "Upper-middle-class complicity in the National Socialist phenomenon in Germany." Thesis, University of Edinburgh, 2001. http://hdl.handle.net/1842/7528.

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The original research element of this thesis consists of the study of an emerging· professional association of senior managerial employees in business and industry in Weimar Germany. This association which went by the name of VELA, Vereinigung der leitenden Angestellten, or the Organisation of Leading Salaried Employees, was founded in December 1918, and continued in existence until December 1934. Utilising a complete collection of VELA's bi-monthly members' periodical, the development of a coherent ideology of elitism is traced from 1919 to 1933, with the emphasis upon the crystallisation of a world-view compatible and congruent with that of National Socialism by 1924/25. Political convergence with, and support for, the Nazi Party then followed some time after the onset of the Great Depression. A detailed study of the process of Gleichschaltung, or co-ordination, in the spring and summer of 1933 is used to illustrate how easily, readily and enthusiastically VELA embraced the coining of a New Order in the Third Reich.
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Fortner, Kitty M. "Social Class Influences| Student Engagement of Upper Middle Class African American Students." Thesis, University of Redlands, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3637581.

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This study examined the social class of African American students in an upper middle class high school and their engagement in school influenced by a parent advisory group consisting of upper and middle class African American men. Student engagement has become a hot topic for school policy makers, administration, teachers, and parents at all educational levels. The question of how best to engage students for academic success is the priority. Although research suggests middle and upper class students do well in school as compared to lower class and working class students, the upper and middle class African American students in this particular school were failing until a group of parents intervened. The school experienced increased student engagement resulting in higher GPA, increased graduation rates, increased numbers of college enrollments and graduation rates, and a reduction in the achievement gap. Using the narrative inquiry method, a qualitative approach, the researcher listened to the participants' authentic voices and conveyed their story. Using a semi-structured conversational interview protocol, the participants shared their "lived" stories about the impact that a parent advisory group had on student engagement at the high school of interest. Findings suggest that when adults exhibit care, build meaningful relationships, and communicate that students are valued, student engagement increases and students are successful in school. The participants explained how the identity, behavior, and status of a group of parents gave options to a group of students in order to increase their academic success and hope for the future.

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Jacobi-Dittrich, Juliane. "The struggle for an identity : working-class autobigraphies by women in nineteenth-century germany." Universität Potsdam, 1986. http://opus.kobv.de/ubp/volltexte/2010/3236/.

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Hanson, Marcus John. "The Influence of Social Capital Through Social Relations| Student Engagement in a Middle Upper Class High School." Thesis, University of Redlands, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3637601.

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This dissertation examines the influence of social capital through social relations on student engagement. Specifically, it examines how the resources of social capital through the social relations developed with a group of high school students may have influenced their engagement in school. A narrative inquiry method was used to elicit the voices of students, teachers, administrators, community members, and parents belonging to an advisory group. Open interviews were conducted with participants so they could freely express their insights concerning the influence of social capital through social relations on student engagement. Data from the "authentic voices" of the participants were gathered and analyzed to discover commonality in the experiences and perceptions of the participants. Common themes were found concerning the influence of building positive social relations through social capital resources by looking at social interactions in group memberships, networks and social connections, and personal relationships. The investment of social capital resources through social relations reflected positive student engagement, according to responses of the participants interviewed. Bourdieu claimed, "The economic, social and symbolic 'profit' that follows from belonging to the associations establishes a concrete base for the growth of solidarity," according to Siisianen (2003, p. 294).

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Stuber, Jenny M. "Within the walls and among the students how white working- and upper-middle-class college students make sense of social class /." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3223041.

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Thesis (Ph.D.)--Indiana University, Dept. of Sociology, 2006.
"Title from dissertation home page (viewed June 26, 2007)." Source: Dissertation Abstracts International, Volume: 67-06, Section: A, page: 2345. Advisers: Pamela B. Walters; Donna Eder.
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Vongprateep, Kwanjai Pearl. "Parents' Social and Cultural Capital| One Parent Group's Influence on Student Engagement in an Upper Middle Class High School." Thesis, University of Redlands, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3637653.

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Parent involvement has been shown to have positive effects on student achievement and engagement, yet the lack of necessary social and/or cultural capital prevents some parents from being involved. Applying a conceptual framework based on Bourdieu's concepts of social and cultural capital, this study examines the social and cultural capital that one parent advisory group possessed and the influence their involvement had on student engagement at an upper middle class high school. This qualitative study used a semi-structured interview protocol and narrative inquiry approach. Using NVivo software, 15 participants' interviews were coded and analyzed for emergent themes in the areas of social and cultural capital. Twelve themes emerged. Social capital themes included: Group memberships that provided a sense of empowerment and responsibility, social networks that highlighted the importance of the community and knowing the right people, and relationships that were purposeful, caring, supportive, and trusting. Cultural capital themes included: having privileged status, knowing how the system works, setting priorities for action and change, and having high expectations and values. Despite the fact that these parents had an extensive network of social and cultural capital, the findings from this study suggests caring relationships that instill a value in education, and that high expectations might be the most important form of capital parents need to be effectively involved. Implications and recommendations for practice and future research are discussed.

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Tjaden, Jasper Dag [Verfasser], and Cornelia [Akademischer Betreuer] Kristen. "Migrants’ Educational Choices - Evidence from Upper Secondary Education in Germany and Switzerland / Jasper Dag Tjaden ; Betreuer: Cornelia Kristen." Bamberg : Otto-Friedrich-Universität Bamberg, 2017. http://nbn-resolving.de/urn:nbn:de:bvb:473-opus4-494496.

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Dogan, Oguzhan. "Upper Elementary Mathematics Curriculum In Turkey: A Critical Discourse Analysis." Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614470/index.pdf.

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The purpose of this study was to trace the reflections of critical issues, such as neo-liberalism, cultural differences based on social class, gender stereotyping, and nationalism in the elementary mathematics education in Turkey. Critical discourse analysis was conducted to examine these possible reflections. By researching mathematics education from a critical perspective, this study aimed to contribute constructing a starting point for socially responsible mathematics education. There were four main data sources in the study: elementary mathematics curriculum, 6th, 7th, and 8th grade elementary mathematics textbooks, workbooks and teacher&rsquo
s guide books, 7th grade mathematics classroom observations, and pre- and post-interviews with participant teacher. The discourse analysis of mathematics education contexts implied that elementary mathematics discourse: (i) oriented students to use their mathematical abilities and skills for the benefit of private corporations instead of public welfare
(ii) replaced the &lsquo
real life&rsquo
in mathematics problems with the life of middle and upper middle classes
(iii) included sexist expressions
and (iv) fostered nationalism via ignoring ethnic and non-Muslim groups living in Turkey. It appeared that teachers might not be aware of such discourse. Findings have addressed that policy makers and textbook writers should consider these critical issues in order to reach all students and teachers&rsquo
awareness should be increased. Future research should clarify these issues in a broad sense including pre-service teachers, teachers, students, and mathematics instruction in schools.
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Harrison, Jullian. "PUSHED WITHOUT DIRECTION: Privileged Problems and the Configuration of Class and Race. How Latent Class Differences, Supported Through Racial Inequities, Maintain the Achievement Gap for Upper Class Black Students." VCU Scholars Compass, 2016. http://scholarscompass.vcu.edu/etd/4301.

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Scholars for decades have studied the achievement gap and attempted to explain it in regards to race and class. Throughout the existing literature regarding the achievement gap between black and white students, however, there is a dearth of research exploring why the gap exists for upper-class black students; this population is largely ignored. This research seeks to explain why an achievement gap exists between white and black students who come from households of similar incomes. Ten students (five white and five black gradates) of a private, non-parochial school in Washington DC are interviewed about high school and post-high school experiences. Using cultural capital and labeling theory frameworks, this study follows the work of Billings (2011), Pattillo-McCoy (2000), Lacy (2007), and Khan (2011) in their focus on black students, cultural capital, and embodied privilege, and builds on that of Lensmire (2012), Dixon-Roman 2014, Orr (2003) Adams (2010) and Tyson et al. (2005). Results uncover the uniquely complex configuration of class and race. Latent issues as a result of race can arise, and the research illustrates how they affect the achievement ideology and attainment of both black and white students. This study’s findings suggest that two mechanisms shape the achievement gap: academic support and social interactions and interpretations, with the former rooted largely in class differences and the latter rooted in racial differences. This study aims to improve our understanding of the distinct role race and class play in influencing educational and professional outcomes from upper-class backgrounds.
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Kröger, Iina. "Practicing mathematical modeling in upper secondary school : An analysis of the opportunities offered by Swedish and German textbooks." Thesis, Karlstads universitet, Institutionen för matematik och datavetenskap (from 2013), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-73102.

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This study aims at investigating what opportunities mathematics textbooks used in Swedish and German upper secondary schools offer to practice modeling within the topic of mathematical analysis. The main interest of the study lies in how the textbook content relates to the national curriculum goals regarding modeling, but the Swedish and German textbooks are also compared to each other. In order to achieve this objective, two textbooks, one from each country, were analyzed with respect to the amount and to the quality of available modeling tasks. In the content analysis, theory on modeling competence and realistic tasks were used. The results indicate that the two analyzed textbooks contain modeling tasks to approximately same extent. Both textbooks support exclusively intra-mathematical aspects of modeling, which is in line with the findings of previous studies. While the scope of mathematical modeling in the textbooks does not correspond to the general curriculum goals of realistic modeling, it covers partly (Sweden) or completely (Germany) the curriculum requirements for at least the lowest proficiency level of the modeling competence.
Denna studie syftar till att undersöka vilka möjligheter matematikläroböcker som används i den svenska och den tyska gymnasieskolan erbjuder för att öva modellering inom matematisk analys. Studiens intresse ligger framför allt i hur läroböckernas innehåll relaterar till de nationella styrdokumentens lärandemål om modellering, men dessutom jämförs de svenska och tyska läroböckerna även med varandra. För att uppnå detta syfte analyserades två läroböcker, en från vardera land, med hänsyn till mängden och kvaliteten av befintliga modelleringsuppgifter. I innehållsanalysen användes teori om modelleringsförmåga och realistiska uppgifter. Resultaten indikerar att de två läroböcker som analyserats innehåller modelleringsuppgifter i ungefär samma utsträckning. Båda läroböckerna stödjer endast inommatematiska aspekter av modellering, vilket är i linje med tidigare forskningsrön. Även om omfattningen av matematisk modellering i läroböckerna inte överensstämmer med läroplansmål om realistisk modellering, motsvarar de befintliga modelleringsuppgifter delvis (Sverige) eller helt (Tyskland) åtminstone de lägsta kunskapskraven som styrdokumenten har angående modelleringsförmågan.
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Books on the topic "Upper class – Education – Germany"

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Dienen lernen, um zu herrschen: Höfische Erziehung im ausgehenden Mittelalter (1450-1550). Berlin: Akademie Verlag, 2012.

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Makin, Bathsua. An essay to revive the antient education of gentlewomen. New York: AMS Press, 1993.

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Motley, Mark Edward. Becoming a French aristocrat: The education of the court nobility, 1580-1715. Princeton, N.J: Princeton University Press, 1990.

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Becoming a French aristocrat: The education of the court nobility, 1580-1715. Princeton, N.J: Princeton University Press, 1990.

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More, Hannah. Strictures on female education. Oxford: Woodstock Books, 1995.

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Denis, Lawton, ed. Royal education: Past, present, and future. London: Frank Cass, 1999.

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Denis, Lawton, ed. Royal education: Past, present, and future. 2nd ed. London: F. Cass, 2003.

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Howard, Adam. Learning privilege: Lessons of power and identity in affluent schooling. New York: Routledge, 2008.

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Hodges, Persell Caroline, ed. Preparing for power: America's elite boarding schools. New York: Basic Books, 1985.

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Per non manchare in tuto del debito mio: L'educazione dei bambini Sforza nel Quattrocento. Milano: F. Angeli, 2000.

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Book chapters on the topic "Upper class – Education – Germany"

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Beach, Dennis. "Social Class Stereotypes in Upper-Secondary School." In Structural Injustices in Swedish Education, 133–62. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-95405-9_5.

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Börjesson, Mikael, and Pablo Lillo Cea. "World Class Universities, Rankings and the Global Space of International Students." In Evaluating Education: Normative Systems and Institutional Practices, 141–70. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7598-3_10.

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AbstractThe notion of World Class University suggests that this category of universities operates at a global and not national level. The rankings that have made this notion recognised are global in their scope, ranking universities on a worldwide scale and feed an audience from north to south, east to west. The very idea of ranking universities on such a scale, it is argued here, must be understood in relation to the increasing internationalisation and marketisation of higher education and the creation of a global market for higher education. More precisely, this contribution links the rankings of world class universities to the global space of international student flows. This space has three distinctive poles, a Pacific pole (with the US as the main country of destination and Asian countries as the most important suppliers of students), a Central European one (European countries of origin and destination) and a French/Iberian one (France and Spain as countries of destination with former colonies in Latin America and Africa as countries of origin). The three poles correspond to three different logics of recruitment: a market logic, a proximity logic and a colonial logic. It is argued that the Pacific/Market pole is the dominating pole in the space due to the high concentration of resources of different sorts, including economic, political, educational, scientific and not least, linguistic assets. This dominance is further enhanced by the international ranking. US universities dominate these to a degree that World Class Universities has become synonymous with the American research university. However, the competition has sharpened. And national actors such as China and India are investing heavily to challenge the American dominance. Also France and Germany, who are the dominant players at the dominated poles in the space, have launched initiative to ameliorate their position. In addition, we also witness a growing critique of the global rankings. One of the stakes is the value of national systems of higher education and the very definition of higher education.
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Brill-Carlat, Matthew, and Maria Höhn. "Rebuilding After War and Genocide: Learning with and from Refugees in the Transnational Digital Classroom." In Migration, Displacement, and Higher Education, 267–77. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-12350-4_22.

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AbstractThe Covid-19 emergency spurred a flurry of teaching innovations as higher education institutions turned to online or blended learning models, and as international collaborations have moved nearly entirely online. These circumstances inspired us to revisit the digital transatlantic seminar, “Germany 1945: History and Memory in Germany after WWII,” taught by Höhn in Spring 2018 to a group of seven Vassar students (Brill-Carlat among them) and six advanced high-school students—between the ages of 17 and 22—who had come to Berlin as asylum seekers from Syria, Iraq, and Afghanistan. The course dealt with history and memory of World War II and the Holocaust in Germany. As such, it reflected a core commitment of the Consortium on Forced Migration, Displacement, and Education (CFMDE), founded by Höhn at Vassar and partners (Bard, Bennington, Sarah Lawrence, the New School, and the Council for European Studies): the importance of providing opportunities for our undergraduate students to learn with and from refugees and displaced individuals if they are to understand and tackle the global, multidimensional challenges of forced migration. As institutional resistance to digital teaching necessarily vanished with the Covid-19 pandemic in Spring 2020 and the direction of future online-learning policies is up for debate, we revisit the 2018 class to examine lessons learned and how this project points the way to another digital venture: digitally “hosting” displaced scholars at liberal arts campuses.
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Brooks, Rachel, Jessie Abrahams, Predrag Lažetić, Achala Gupta, and Sazana Jayadeva. "Access to and Experiences of Higher Education Across Europe: The Impact of Social Characteristics." In European Higher Education Area: Challenges for a New Decade, 197–209. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56316-5_14.

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Abstract Policymakers across Europe have increasingly emphasised the importance of paying close attention to the social dimension of higher education and taking further steps to ensure that the composition of Europe’s universities more adequately reflects the diversity of the wider population. While there have been a number of studies that have explored this through analyses of European- and national-level policy and others that have assessed a range of quantitative indicators related to student diversity, this chapter assumes, in contrast, an interpretivist stance; it is interested in the perspectives of those studying and working ‘on the ground’ within the European Higher Education Area. Specifically, we seek to answer this research question: To what extent do students and staff, across Europe, believe that higher education access and experiences are differentiated by social characteristics (such as class/family background, race/ethnicity/migration background, gender and age)? In doing so, we draw on data from a large European Research Council-funded project, including 54 focus groups with undergraduate students (a total of 295 individuals) and 72 in-depth individual interviews with members of higher education staff (both academic and non-academic). Fieldwork was conducted in three higher education institutions in each of the following countries: Denmark, UK-England, Germany, Ireland, Poland and Spain—nations chosen to provide diversity with respect to welfare regime, relationship to the European Union and mechanisms for funding higher education. We explore commonalities and differences between staff and students and between different countries, before identifying some implications for policymakers keen to promote further social inclusion within Europe’s higher education institutions (HEIs).
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Molinatti, Florencia. "Socio-Economic Residential Segregation in Greater Buenos Aires: Evidence of Persistent Territorial Fragmentation Processes." In The Urban Book Series, 451–69. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64569-4_23.

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AbstractSocio-economic residential segregation is a common feature of almost all Argentinean cities, neatly divided into poor, middle-class, and affluent neighborhoods. At the end of the 1980s, and especially over the 1990s, the process of suburbanization for affluent and upper middle-class groups was consolidated as a generalized model. This study concentrates on the trends and the patterns of socio-economic segregation in Buenos Aires and focuses on two major dimensions of segregation: the spatial concentration patterns of a given social group in specific areas and the degree of social homogeneity within such areas. Socio-economic segregation is described using the highest level of education that a householder has completed as a proxy for socio-economic status. The indices of segregation and dissimilarity are used as the main measure to compare the level and changes of residential segregation but other metrics—such as location quotient index—are also used to estimate the degree of homogeneity or heterogeneity in neighboring areas. This study uses population and household census data from 1991, 2001, and 2010 provided by the National Institute of Statistics and Censuses (INDEC), and the data are presented at the spatial disaggregation level of block groups called ‘radios censales’.
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Méndez Andrade, Agustín, and Mario Sánchez Aguilar. "4. Bringing the Debate over Marijuana Legalisation into the Mathematics Classroom." In Landscapes of Investigation, 57–68. Cambridge, UK: Open Book Publishers, 2022. http://dx.doi.org/10.11647/obp.0316.04.

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We describe a teaching experience that is based on the ongoing discussion about the legalisation of marijuana, which continues to be a hot topic in Mexico and Latin America. The teaching experience took place in a private teaching institution attended by upper-middle-class students, mainly from families with a conservative political inclination. The analysis of the teaching experience focusses on the types of reflections that were triggered among the students during its implementation, and the role of mathematics in such reflections. The results of the analysis show that some of the discussions that were triggered by this activity went beyond the walls of the classroom, involving students from other school grades or even their families. We think that this contribution may be of interest to mathematics teachers interested in practical activities inspired by the critical mathematics education perspective―particularly those that have been tried out in actual mathematics classrooms.
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Sharma-Brymer, Vinathe. "Understanding the intersectionality of urban Indian women's leisure experience." In Women, leisure and tourism: self-actualization and empowerment through the production and consumption of experience, 168–79. Wallingford: CABI, 2021. http://dx.doi.org/10.1079/9781789247985.0015.

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Abstract This chapter explores the conflictual location of leisure in Indian women's lives that religion, caste, class, formal education, and financial independence affect deeply. Autoethnography is applied as a methodology to analyse research data gathered from five college-educated, urban, upper-caste Indian women including the author herself. Autoethnography allows for the interrogation of broader processes of inequalities that shape lived experiences, particularly the interpretation of sociocultural contexts of life. The participants perceived leisure time embedded in socializing, religious and cultural gatherings, and family and community events. These collectively form the place, space, and events of women's leisure. Without assigning leisure a defined personal time, their leisure experiences carried layered meanings. It was a location of conformity, resistance, negotiations, desire, conflict, and transformation. Outside the realm of traditional sociocultural experiences, the women were becoming conscious of choice and decision-making capacity in their personal leisure. Their narratives provide insights into the experience of leisure with the nuances of strategies and agency.
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Darmstaedter, F. "The will to Education and the Class Struggle (1800–1918)." In Germany and Europe, 113–28. Routledge, 2019. http://dx.doi.org/10.4324/9780429278150-10.

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Farnum, Richard. "5. The American Upper Class and Higher Education, 1880-1970." In Social Class and Democratic Leadership, edited by Harold J. Bershady. Philadelphia: University of Pennsylvania Press, 1989. http://dx.doi.org/10.9783/9781512800609-006.

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Gjerdingen, Robert O. "Social Class." In Child Composers in the Old Conservatories, 73–80. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190653590.003.0006.

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Distinctions of social class were very strong in the Europe of earlier centuries. Musicians were considered to be in the lower classes of people who worked with their hands (or voices). People in these lower classes were not welcome in the new type of universities pioneered in nineteenth-century Germany. So musicians went to conservatories and the youth of the upper classes went to universities or received private academic instruction. The decline of conservatories in the United States has led to aspiring musicians attending universities instead of conservatories. In the process they receive an amateur curriculum developed originally for European dilettantes.
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Conference papers on the topic "Upper class – Education – Germany"

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Kaur, Gaganpreet, and Gurmeet Singh. "Upper bound of fourth Hankel determinant for a class of analytic function." In DIDACTIC TRANSFER OF PHYSICS KNOWLEDGE THROUGH DISTANCE EDUCATION: DIDFYZ 2021. AIP Publishing, 2022. http://dx.doi.org/10.1063/5.0080919.

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Luo, Meijin, and Xi Li. "Upper Bound of Primitive Exponents of a Class of Two-colored Digraph with n Vertices." In 7th International Conference on Education, Management, Information and Mechanical Engineering (EMIM 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/emim-17.2017.218.

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Bailey, Reid. "Chaos and Control: How First-Year and Upper-Level Students Experienced Design Differently in a Project-Based Class." In 2020 IEEE Frontiers in Education Conference (FIE). IEEE, 2020. http://dx.doi.org/10.1109/fie44824.2020.9274118.

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Hardika, Nevi, Moch Asmawi, and James Tangkudung. "Analysis of Basic Motion Skill Learning Model of Upper-Class Elementary School Students Based on Games." In 4th International Conference on Sport Science, Health, and Physical Education (ICSSHPE 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/ahsr.k.200214.099.

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Oshah, Anessa, and Maslina Darus. "Upper bound of second Hankel determinant for a class of analytic functions associated with generalised derivative operator." In 2015 International Conference on Research and Education in Mathematics (ICREM7). IEEE, 2015. http://dx.doi.org/10.1109/icrem.2015.7357022.

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Strenger, Natascha, Dominik May, Tobias Ortelt, Daniel Kruse, Sulamith Frerich, and A. Erman Tekkaya. "Internationalization and Digitalization in Engineering Education." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5289.

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Digital, virtual and E-learning elements have increasingly become a part in higher education and, most recently, the high potential of digitalization for processes of strategic internationalization of higher education institutions is coming into focus. The collaborative project of three German universities, XYZ, is working on strategies for the internationalization and virtualization of engineering education. While these topics used to be different key areas of the project, a combination of both distinguished itself as a potential new working field. This paper introduces two pilot concepts that were implemented and evaluated at the universities Y and Z which both aim at the complementation of incoming students’ experiences in Germany by digital means. At Y, a transnational online class explores means of preparing degree-mobile engineering students from all over the world for their master’s studies in Germany. At Z, an online course was designed to accompany a summer school research exchange for US-American engineering students in order to prolong their short-term mobility by digital elements. These pilot projects were well-accepted by students and faculty at both universities and their evaluations between 2014 and 2017 have revealed valuable results for further optimization. This paper presents the results and discusses future potential.
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Engels, Jennifer, Barbara Bruno, Noelle Dasalla, and Daniela Böttjer-Wilson. "Class observations from the University of Hawai‘i at Mānoa highlight the need for active learning strategies to support diverse students in large classes." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9547.

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Compelling evidence indicates that “active learning” (learning by doing) is an effective pedagogy regardless of discipline or class size, and can be particularly effective with diverse students. This study investigated active learning practices in 64 classes at the University of Hawai‘i at Mānoa, a US university with a highly diverse student body, using a “Passivity Indicator” (PI: ratio of class time spent in passive activities to total class time). For all classes, the mean PI was 43%. Statistical analysis reveals no significant differences in the PI of classes taught in STEM vs. non-STEM disciplines, or between upper vs. lower division courses. However, the PI in larger classes was found to be significantly greater than in small classes (64% vs. 39%, respectively; p=0.02). Moreover, classroom activities aligned with an active learning standard in Language and Literacy Development (e.g., students answering questions) occurred twice as often in small (24%) vs. large classes (12%, with p=0.02). Altogether, these findings indicate an opportunity for more active learning in large classes. We present a range of research-based pedagogical strategies that can be readily implemented in large classrooms, and encourage instructors to use their implementation as research opportunities to gather data on student success.
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Atiqullah, Mir M. "Machine Design Project and Mechanics Education." In ASME 2009 International Mechanical Engineering Congress and Exposition. ASMEDC, 2009. http://dx.doi.org/10.1115/imece2009-12952.

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Traditional machine design is essentially applied mechanics and builds upon engineering mechanics topics: strength of materials, statics and dynamics. The current Mechanical Engineering Technology program includes a sequence of mechanics courses leading to the upper level course of Machine Design. Our program emphasizes strong background in computer aided modeling and drafting as well as manufacturing, a combination much appreciated by the employers in the region. Thus our senior class is well prepared for the capstone machine design course which requires not only an electronic design solution but also a prototype. A design group was assigned the design of a beam testing device which would load an instrumented beam in various ways and the results will be measured in terms of stress and deflection. Moreover the group was charged with the task of visualizing this device being used in the junior level strength of materials laboratory class. It would require the student team to conceive, design, model using CAD, analyze, prototype, test and finally develop a set of laboratory experiments. The project will not only train the design team with the design process and modern analysis and simulation tools, but also the mechanics education behind beam loading and resulting stress will be reinforced. Developing the Instructor’s User Manual was also an exercise in thoughtful insight into the mechanics of beams. The completed rig is being used in our Strength of Materials laboratory class which virtually eliminated the 15 feet beam that was used earlier. The test rig made it possible to simulate multiple loading conditions and tested within one lab session which was impossible using the large beams. The design team took special interest and pride in completing this ‘practical’ project. This paper describes the design course, the prerequisite structure, the design project format and expectations, the design and engineering specifications and summary features of the test rig. Limited usability survey data demonstrates the ease and versatility of the new rig compared to the large beam testing setup.
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Stiehm, Sebastian, Larissa Köttgen, Sebastian Thelen, Mario Weisskopf, Florian Welter, Anja Richert, Ingrid Isenhardt, and Sabina Jeschke. "Blended Learning Through Integrating Lego Mindstorms NXT Robots in Engineering Education." In ASME 2015 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/imece2015-51641.

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The current program for Mechanical Engineering at the RWTH Aachen University in Germany has more than 1500 students enrolled. Lego Mindstorms’ NXT Robots are fully integrated in the current Engineering Education stream to help students practically apply theoretical concepts. The courses Communication and Organizational Development (KOE) and Computer Science in Mechanical Engineering 1 (INFO1), provided by the interdisciplinary institute cluster IMA/ZLW, follow a newly-designed “blended learning” approach. This institute cluster is composed of the Institute of Information Management in Mechanical Engineering (IMA) and the Center for Learning and Knowledge Management (ZLW). These institutes are currently within the Faculty of Mechanical Engineering at RWTH Aachen University. Two years ago, the course KOE was redesigned and redirected towards a “Flipped Classroom” concept by initiating online lectures and a discussion class. Thus, the tutorial class ROBOFLEX as part of the KOE curriculum is introduced. ROBOFLEX is a two-stage business simulation that enables students to experience realistic virtual communication within computer science and engineering disciplines. Students are divided into groups of about thirty people, and become entrepreneurs and founders of start-ups that specialize in the production of innovative robots for the automotive industry. They create these robots using Lego Mindstorms’ NXT. Since its conception, the course INFO1 has been accompanied by a lab component, where students apply the concepts taught in class in a team-focused software design project. In 2011, the lab concept was changed into a two-stage robotics programming project based on Lego Mindstorms’ NXT Robots and the Java programming language. In the first stage, students practice the fundamental programming concepts that are presented in the lecture by completing a series of exercises in a self-paced manner. The second stage focuses on applied problem-solving. In this stage, pairs of students apply the previously-learned programming concepts to program a “pick-and-place” robot that is equipped with various sensors. The integration of Lego Mindstorms’ NXT Robots into these courses also join the concepts of the two described courses. While KOE delivers organizational and communicational skills, INFO1 provides technical and domain-specific skills. Here, the robots represent the connecting element. The problem-based second stage of INFO1 benefits from the skills that are taught in KOE. Because INFO1 is scheduled in the term following the KOE, it offers a direct opportunity for students to transfer the KOE skill set from the lecture where it was taught into a new context that is primarily concerned with a different subject. Both classes have been evaluated and developed independently in the past. Since last year’s introduction of ROBOFLEX in KOE, synergies between both lectures are becoming a main component of their further developments. In this paper the recent developments in both courses will be compared and discussed. Specific measurable effects concerning learning capability, motivation and learning endurance are being portrayed by using blended learning approaches.
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Apkin, Renat N. "Cartographic Analysis of the Radon Situation in the Environment." In World Lumen Congress 2021, May 26-30, 2021, Iasi, Romania. LUMEN Publishing House, 2022. http://dx.doi.org/10.18662/wlc2021/03.

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According to UNSCEAR (United Nations Scientific Committee on the Effects of Atomic Radiations), no less than 10% of lung cancer diseases registered annually are caused by radon radiation. Born in the belly of the earth, the same gas, a class I cancirogen, increases the risk of non-cancerous diseases of the upper respiratory tract and cardiovascular diseases. The radon problem occupies an important place in the radioecological programs of the USA, Japan, Western Europe and Russia. However, the natural radiation varies in the background from location to location. In many countries, survey work is being carried out, including an assessment of the intensity of the radon hazards of sites allocated for construction. In Russia, the Radiation Safety Standards are stipulating that the concentration of radon in the air of residential premises should not exceed 200 Bq/m3; in Sweden, the maximum radon concentration is taken as 100 Bq/m3, in Finland and Canada - 400 Bq/m3, and in Germany and Great Britain - 200 Bq/m3. It is necessary to carefully choose the constructive site, with the minimum concentration of radon in the soil. Our purpose is to carry out a cartographic analysis of radon intake from soil in the territory of Kazan. An important component is the creation of unique maps based on the measurement of radon escalation. The practical significance of the work lies in the application of the results for making management decisions, in engineering and environmental surveys, for conducting hygienic assessments, or simply being used by citizens for informational purposes.
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