Interview with Daniel G. Aldrich

Founding Chancellor, 1962-1984. Interviews dated 1989-04-24 and 1989-05-01Digitized 2012 by Avant Productions, Inc

Hermann Czech: Interventionen 1962 - 1984

ABBILDUNGEN: nur in PRINTAUSGABE! -- Die Arbeit beschäftigt sich mit einer Auswahl aus dem Werk von Hermann Czech. Czech verfasste schon in frühen Jahren Essays und Kritiken zu Architektur. Die Eigenheiten seiner Architekturauffassung werden anhand seiner frühen Lokale herausgearbeitet. Dies sind: Restaurant Ballhaus, Kleines Café, Wunder-Bar, Lokal Salzamt und das Souterrain des Palais Schwarzenberg. Der Schwerpunkt der Arbeit liegt bei Czechs früher Arbeit als Architekt und Theoretiker. Gleichzeitig zu den internationalen Anfängen von postmoderner Architektur beginnt Czech in Wien Architektursymbole mit historischer Ironie zu zitieren. Bezüge zu Adolf Loos und Josef Frank sind bei seinen Arbeiten immer wieder zu entdecken. Ebenfalls ist die Nähe zu Christopher Alexanders Architekturauffassung zu erkennen. Czechs Architektur grenzt sich jedoch von dessen Wunsch nach Harmonie ab. Seine Architektur schließt das Unerwartete, das Absurde mit ein. Czechs Vorgehen im Entwurfsprozess, geprägt von Konrad Wachsmann, ist eine persönlich Auseinandersetzung mit der vorgegebenen Architektur und deren Geschichte. Czechs manieristische Haltung bleibt vorerst im Hintergrund und wird zehn Jahre später zu unübersehbaren Spielformen gesteigert. Im Anhang befindet sich eine Bildbeilage

Simulations of stagewise development with a symbolic architecture

Abstract This chapter compares Piaget's theory of development with Simon's (1962, 1984) EPAM theory. An attempt is made to map the concepts of assimilation and accommodation in Piaget's theory onto the concepts of familiarisation and accommodation in EPAM. An EPAMlike model of the balance scale task is then presented, with a discussion of preliminary results showing how it accounts for children's discontinuous, stage-like development. The analysis focuses on the transition between rules, using catastrophe flag

VAIKO IR VAIKYSTĖS SAMPRATOS IR JŲ KŪRIMAS VIEŠAJAME VĖLYVOJO SOVIETMEČIO LIETUVOS PEDAGOGINIAME DISKURSE (1962–1984)

This article analyzes what perceptions of children and childhood were offered in the public pedagogical discourse of the late Soviet period in Lithuania (1962–1984), whether these perceptions are created only in the pedagogical idea of Soviet Lithuania or are they receptive to the changes of Soviet pedagogy and educational psychology in all of the former Soviet Union. The research shows that children, in the pedagogical discourse of the late Soviet period in Lithuania, were perceived as psychologically complex, consciously involved in the educational process and requiring a personalized approach to their upbringing. All these perceptions were common to the late Soviet pedagogical theory in Soviet Russia. The popularization of the concept of vocational education in Soviet pedagogy in the sixties also had influence on hyperbolizing childhood as a place and time of preparation for adult life. Finally, the article aims to reveal how pedagogy reconceptualizes the perception of normally/abnormally behaved children and whether this approach offers the image of a totally integrated or rehabilitated child that has either psychological or social problems. The last chapter of the article also tries to prove that the late Soviet pedagogical discourse steps back from the “happy Soviet childhood” and shows a more complex and layered image of Soviet childhood.  Straipsnyje analizuojamos vėlyvojo sovietmečio (1962–1984 m.) Lietuvos pedagoginiame diskurse siūlomos vaiko sampratos, jų slinktys, siekiama atskleisti tokių sampratų kūrimo (perėmimo) procesą ir specifinius jų bruožus, kurie iš dalies perteikia ir pačios vaikystės vaizdinio ypatumus vėlyvo­jo sovietmečio laikotarpiu. Straipsnyje aptariama, kaip Lietuvos vėlyvojo sovietmečio pedagoginiame diskurse išryškėja ypatingas dėmesys vaiko pasaulio pažinimui ir kaip atsiranda psichologizuoto vaiko vaizdinys. Analizuojama, kokią reikšmę vaiko ir vaikystės vaizdinių kūrimui turėjo pedagoginės psicho­logijos teorijoje šešto dešimtmečio pabaigoje suintensyvėjęs profesinio orientavimo reiškinys, kaip peda­goginė psichologija žiūrėjo į sovietinio vaiko idealo neatitinkančius marginalizuotus vaikus ir kokią įtaką tai darė vėlyvojo sovietmečio vaiko ir vaikystės sampratos pokyčiams.

Immigration to Germany in the seventies and eighties: the role of family reunification

Family reunification was virtually the only way for non-EC-foreigners to immigrate to Germany after the recruitment stop --in 1973. However, empirical knowledge on the relative size, the reasons and the accompanying circumstances of family reunification is limited. In the paper, the reunification of foreign families whose head lives in Germany is considered using data from the German Socio-Economic Panel 1984-1989. Family reunification is identified in two different ways. Whereas the retrospective approach looks backward from 1985 using information about the year of migration, the year of marriage, and the position in the household, the approach on a year-to-year base uses the panel design of the SOEP identifying family reunification by the reason of movement into the household and out of the household, respectively. The relative size of family reunification in proportion to total immigration as well as the linkage to the business cycle fluctuations is determined. Family reunification is analyzed within the framework of a discrete hazard rate model. The relative importance of several factors reflecting the economic and social situation of the family's head on the decision to have spouse and children come to Germany is examined. It turns out that besides nation-specific differences, years since migration, years since marriage, the degree of social integration in Germany, income and unemployment status by the individual and in the economy, as well as the family background are important determinants for the decision to reunite the family.

The Middle Way: East Asian masters students’ perceptions of critical argumentation in U.K. universities.

The paper explores the learning experiences of East Asian masters students in dealing with Western academic norms of critical thinking in classroom debate and assignment writing. The research takes a cultural approach, and employs grounded theory and case study methodology, the aims being for students to explain their perceptions of their personal learning journeys. The data suggest that the majority of students interviewed rejected full academic acculturation into Western norms of argumentation. They instead opted for a ‘Middle Way’ that synergizes the traditional cultural academic values held by many East Asian students with those elements of Western academic norms that are perceived to be aligned with these. This is a relatively new area of research which represents a challenge for British lecturers and students

The best memories: Identity, narrative, and objects

Memory is everywhere in Blade Runner 2049. From the dead tree that serves as a memorial and a site of remembrance (“Who keeps a dead tree?”), to the ‘flashbulb’ memories individuals hold about the moment of the ‘blackout’, when all the electronic stores of data were irretrievably erased (“everyone remembers where they were at the blackout”). Indeed, the data wiped out in the blackout itself involves a loss of memory (“all our memory bearings from the time, they were all damaged in the blackout”). Memory, and lack of it, permeates place, where from the post-blackout Las Vegas Deckard remembers it as somewhere you could “forget your troubles.” Memory is a commodity, called upon and consumed by the Wallace Corporation, purchased from the memory-maker, Dr Ana Stelline, who constructs and implants “the best memories” in replicants so as to instil in them real human responses. Memory is ubiquitous in Blade Runner 2049, involving humans, replicants, objects, and machines. Even “God,” we are told, “remembered Rachael.” Nowhere, though, is the depiction of memory more important than in the attempt to solve a question of identity. Officer K has a memory of his past. Even though he knows it is an implant, it is a memory he is emotionally attached to, frequently narrating it to Joi, his digital girlfriend. But it is a memory that starts to puzzle and trouble him. When K discovers the remains of a dead replicant, a female NEXUS-7, he uncovers a secret—this replicant was pregnant and died during childbirth, a discovery that could “break the world.” K is charged with hunting down the child and making the problem disappear. Yet as K starts seeking answers to the question of the child’s identity he gets inextricably caught up in the mystery. Is he merely Officer K, or is he Joe, the miracle child of Rachael and Deckard? The answer to this question hinges on K’s memory. But is the memory genuine? Is the memory his? Blade Runner 2049 encourages us to think deeply about the nature of memory, identity, and the relation between them. Indeed, the film does not just serve as a starting point for thinking about philosophical issues related to memory and identity. Rather, as we show in this chapter, the film seems to offer a view on these philosophical issues. Blade Runner 2049 offers us a view of memory as spread out over people, objects, and the environment, and it shows us that memory’s role in questions of identity goes beyond merely accurately recalling one’s past. Identity depends not on memory per se, but partly on what we use memory for