Play Among Books

How does coding change the way we think about architecture? Miro Roman and his AI Alice_ch3n81 develop a playful scenario in which they propose coding as the new literacy of information. They convey knowledge in the form of a project model that links the fields of architecture and information through two interwoven narrative strands in an “infinite flow” of real books

Race, gender and nation : the cultural construction of identity within 1990s German cinema

This study offers a cultural studies reading of race, gender and nation as represented in three thematic sub-genres of contemporary German film production. The aim of this study is to demonstrate that each of these thematic sub-genres offers a unique insight into the cultural construction of a distinct, yet problematic and porous umbrella identity enjoying a particular cultural currency in post-Wall Germany. It should be noted that, in this respect, this study represents a move away from these traditional diachronic analyses of German film, which attempt a snapshot of an entire history filmic production, towards a more clearly delineated, synchronic analysis of a single contemporary moment – namely, the 1990s. The first of these thematic sub-genres concerns the ambiguous romantic narratives of the sexually autonomous yet avowedly post-feminist New German Comedy women. As a significant sub-genre of the popular New German Comedy film of the early 1990s, these films embody a clear structural reliance on the narrative norms of a classic, mainstream cinema. In contrast, the cinematic representations East(ern) Germany, past and present, incorporate a myriad of generic forms and registers in their explorations of the meaning of reunification for eastern German populations, from up-beat comic road movies to psycho-allegorical tales of internal disquiet. The third area of this study concerns itself with the representation of Turkish-German populations in 1990s German cinema. As eclectic as the cinematic representations of the East, the work of these Turkish-German filmmakers appears to offer a troubling cinematic trajectory from abused and exploited first generation Gastarbeiter to self-assured and recalcitrant street-tough Kanaksta

Kenyon College Catalog 2013-2014

https://digital.kenyon.edu/coursecatalogs/1204/thumbnail.jp

Kenyon College Catalog 2012-2013

https://digital.kenyon.edu/coursecatalogs/1203/thumbnail.jp

History without Chronology

Although numerous disciplines recognize multiple ways of conceptualizing time, Stefan Tanaka argues that scholars still overwhelmingly operate on chronological and linear Newtonian or classical time that emerged during the Enlightenment. This short, approachable book implores the humanities and humanistic social sciences to actively embrace the richness of different times that are evident in non-modern societies and have become common in several scientific fields throughout the twentieth century. Tanaka first offers a history of chronology by showing how the social structures built on clocks and calendars gained material expression. Tanaka then proposes that we can move away from this chronology by considering how contemporary scientific understandings of time might be adapted to reconceive the present and pasts. This opens up a conversation that allows for the possibility of other ways to know about and re-present pasts. A multiplicity of times will help us broaden the historical horizon by embracing the heterogeneity of our lives and world via rethinking the complex interaction between stability, repetition, and change. This history without chronology also allows for incorporating the affordances of digital media

Kenyon College Catalog 2011-2012

https://digital.kenyon.edu/coursecatalogs/1202/thumbnail.jp

Unmet goals of tracking: within-track heterogeneity of students' expectations for

Educational systems are often characterized by some form(s) of ability grouping, like tracking. Although substantial variation in the implementation of these practices exists, it is always the aim to improve teaching efficiency by creating homogeneous groups of students in terms of capabilities and performances as well as expected pathways. If students’ expected pathways (university, graduate school, or working) are in line with the goals of tracking, one might presume that these expectations are rather homogeneous within tracks and heterogeneous between tracks. In Flanders (the northern region of Belgium), the educational system consists of four tracks. Many students start out in the most prestigious, academic track. If they fail to gain the necessary credentials, they move to the less esteemed technical and vocational tracks. Therefore, the educational system has been called a 'cascade system'. We presume that this cascade system creates homogeneous expectations in the academic track, though heterogeneous expectations in the technical and vocational tracks. We use data from the International Study of City Youth (ISCY), gathered during the 2013-2014 school year from 2354 pupils of the tenth grade across 30 secondary schools in the city of Ghent, Flanders. Preliminary results suggest that the technical and vocational tracks show more heterogeneity in student’s expectations than the academic track. If tracking does not fulfill the desired goals in some tracks, tracking practices should be questioned as tracking occurs along social and ethnic lines, causing social inequality