LED lighting offers significant advantages for pulp and paper facilities, delivering improved performance and reliability with significantly lower total cost of ownership compared to conventional lighting. This paper will examine the many benefits of LED lighting including: the improved quality of light and color rendering, the reduction in UV emissions that eliminates product degradation and insect infestation, the dramatic reduction in maintenance demand and cost, as well as incentive programs that ensure rapid payback/return on investment, all while improving facility safety and enhancing sustainability.
Zusammenfassung: aus Schülerperspektive wird untersucht, wie sich personale bildungsprozesse in heterogenen Schulsettings entfalten. im Mittelpunkt stehen jeweils zwei Schülerin-nen und Schüler an 24 Schulversuchs-Standorten der "neuen Mittelschule" in den österreichi-schen bundesländern, deren bildungsverläufe über den Zeitraum eines Jahres verfolgt werden. ihre (lern-)erfahrungen sind Quelle und gegenstand eines phänomenologisch ausgerichteten Forschungsansatzes.Die Datenbasis bilden Vignetten in Form "dichter beschreibung" primärer erfahrungen im Feld, welche die Forscher/innen als narrativ verdichtete erfahrungsprotokolle verfassen. Diese werden mit den akteuren kommunikativ validiert und mit Daten aus weiteren methodischen Zugängen aus dem Schulalltag (Fotoevaluation, Dokumentenanalyse, Fokusgruppen, interviews) trianguliert.am beispiel einer Vignettenanalyse aus der unterrichtlichen erfahrung eines Mädchens mit Migrationshintergrund werden erste ergebnisse aus dem Forschungsprojekt präsentiert, die zeigen, dass personale bildungsprozesse in heterogenen gruppen "lernseits" von Unterricht ablaufen und über brüche zwischen Planbarem und Unplanbarem sowie intentionalem und Unintentionalem wirksam werden.
Schlüsselwörter: lernseits von Unterricht · Personale bildungsprozesse · gelebte lernerfahrung
Research into learning and development in diverse classroom communitiesAbstract: This article presents initial findings from a research project being conducted at 24 schools in the austrian "new Middle School" reform pilot. the project focuses on the unfolding of personal learning and development processes in diverse classroom settings from the perspective of two pupils from each location over the period of their first year. Their lived experiences at school are the source and focus of the phenomenology-based research design. the data comprise primary experiences captured in the field by researchers in narrative protocols of lived experience, which are then condensed into tight descriptions in the form of vignettes. the vignettes are Z f bildungsforsch (2011) 1:25-39
The future role of teachers in Europe will contribute to raising the awareness of a new expectation of what it means to be a “European Teacher”. If there is unity in diversity through national identities, the question remains: what makes a teacher “European”? Answering this unusual question, one encounters several aspects that have strong national traits ofwhat it means to teach in a particular country (e.g. political culture), which still does not enable teachers to easily move their employment from one country to another because of differences in career structure, teacher education, selection and recruitment, etc. However, there are many similarities in general teacher competences that are required throughout Europe and beyond. This paper looks at teacher professionalism from various perspectives, attempts to discern the “Europeanness” in teachers’ work and mobility as a goal, and highlights particular policy development areas necessary to stimulate further discussions. The depiction of a European Doctorate in Teacher Education concludes the paper.
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