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Sonstige beteiligte Institutionen
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Einführung
(2021)
Der vorliegende Band zeichnet sich durch zwei thematische Säulen aus. Im ersten Teil versammelt er Beiträge zu allgemeinen Fragen des kolumbianischen Verwaltungsund Staatshaftungsrechts, wobei auch die rechtsvergleichende Perspektive mit der deutschen Rechtsordnung eingenommen wird. Der zweite Teil widmet sich sodann unterschiedlichen Facetten der Nachhaltigkeitsdebatte und ihres normativen Rahmens im Recht Kolumbiens und Ecuadors.
Introducción
(2021)
El presente volumen se caracteriza por dos pilares temáticos. En la primera parte, reúne contribuciones sobre cuestiones generales del derecho colombiano administrativo y de responsabilidad del Estado, en lo cual también se adopta una perspectiva de derecho comparado con el ordenamiento jurídico alemán. La segunda parte está dedicada a las diferentes facetas del debate sobre la sostenibilidad y su marco normativo en la legislación colombiana y ecuatoriana
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Christian Flemmer
(2022)
Die Indogermanen sind schuld
(2022)
No abstract available.
V.2 Literarische Rezeption
(2022)
No abstract available.
To reopen educational institutions and return to the classroom, we all need to modify how we act to successfully face the challenges of the new normal resulting from the COVID-19 pandemic and entailing our insights into and the after-effects of the pandemic. More specifically, the new normal might encompass online education we are getting used to during the pandemic and the age-old onsite education as well. Thoughtfully integrated, online and onsite learning combine to create blended learning. However, the pertinent literature reveals that English as a foreign language (EFL) students and teachers differently perceive and react to blended learning in diverse contexts. This study was designed to explore student and teacher perceptions of and reactions to blended learning in the Department of English, Jahangirnagar University in the new normal. Fifty undergraduates of EFL and eight teachers of the department participated in the study. To collect data from them, the Student Questionnaire and the Teacher Questionnaire were used. And the data were processed by applying the SPSS programme module. The findings revealed that the majority of the students and the teachers had mostly positive perceptions of blended learning, although the former did not have sufficient exposure to online learning and the latter lacked adequate insights into online teaching. Further, both the students and the teachers expressed mostly positive reactions to blended learning in the new normal, though the former deemed online examinations inadequately smooth and reliable, and the latter had insufficient experience of online instruction and assessment. The study categorically recommends reforming the curriculum, adopting relevant instructional strategies, developing suitable materials, customizing the assessment, integrating and installing technology, training the teachers, upskilling the students for blended learning, improving the infrastructure, and adjusting the management.
The article deals with the notion of internet aggression (cyber aggression). It considers the mentioned term from both psychological and communicative approaches. The paper also provides detailed analyses of the cyber aggression in political discourse. The provided ex-amples are taken from the speeches of politicians during the time of Covid pandemic. The author also identifies several types of cyber aggression.