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Unravelling the reproductive tactics of a tropical clupeid fish (Ethmalosa fimbriata, Bowdich 1825) against the backdrop of climate change
No full textMarine fishes employ specialized reproductive tactics in response to hydrographic fluctuations in their spawning habitats. Unprecedented environmental conditions induced by climate change will challenge these behavioral and physiological adaptations. Taking into account the key drivers of stock productivity, this work aimed at assessing the reproductive adaptations of a clupeid fish species, Ethmalosa fimbriata, towards hydrographic alterations in its spawning habitats: the upwelling area at the Senegalese South Coast and the inverse hypersaline Sine Saloum estuary. Obtained results show that E. fimbriata's is adapted towards increasing its reproductive investment at high water temperatures (26 - 30AdegreeC) and at salinities (42 - 51), which by far exceed marine conditions, in an effort to maximize recruitment success. Examination of oocyte fatty acid profiles revealed that oocytes spawned inside the estuary under these high temperature/high salinity conditions were likely to develop normally. Investigation of spawning energetics and otolith microchemistry evidenced distinct stock spawning components, which are characterized by delimited home ranges and specific productivity. Because of this complex stock structure and by employing auspicious reproductive tactics the species is so far likely to benefit from the severe impacts of climate change on its spawning habitat. The adaptations described herein potentially allow for outcompeting other pelagic fish species with lower adaptive potential. All in all, high plasticity in reproductive traits combined with high fecundity and small generation times in clupeid fishes such as E. fimbriata may lead to an enhanced fitness during rapid environmental changes
Religiöse Erfahrung als Antwort auf die Kriese des Historismus : Ernst Troeltsch und die Marburger Hermeneutik:Rudolf Otto, Rudolf Bultmann, Martin Heidegger und Hans Georg Gadamer
No full textWhat is religion? is one of the most fundamental questions that human beings have because religious phenomenon has always existed in human life and society, and people have been asking this question for a long time. However, we were not able to answer this question, nor could we know the origin of the word religion either. Ambiguity of the language, there are many theories about religion in history after human being, but none of the theories gives the clear answer on the question a What is religion?a . It means, religion remains the unknown area for us even human lives in the 21st century. If cannot give answer to 'what is religion', how do we understand and explain about religion? As stated earlier, religion and religious experience have always existed in human life and society so if want to know about religion, must change the question to a what is a religious experience?a and a who can going to have a religious experience?a . By the way, here is a dilemma because call it as religious experience is someone already has experienced. Religious experience only exist someone has made a religious experience in their life. In other words, it is a life event of someone. However, everyone cannot have religious experience during their life. Someone may have, but someone may not have religious experience. Of course, it makes different meaning of life between both and makes inevitable difference will cause disconnection of communication. Also, it breaks the possibility of understanding between both. In other words, it cannot easy to find the possibility of understanding between ontology of event and semantics of action. In this essay, made three subjects to find and explain the possibility of understanding about religious experiences and religious phenomena. 1.First of all, about the problems of historicism on objectification and valuation. Religious experience can only exist, if the object understands experience as a religious experience. In other words, religious phenomenon is a very personal and subjective experience and each person has different value for it. The problem of relativism was not only limitation to study of religion, but rather it was a great stream that influenced all sciences and human minds of the 19th century. If can overcome the problem of relativism in order to explain and understand the religious experience, the religious experience can be one of the answers to the crisis of historicism. First focus on Troeltsch 's Work a Der Historismus und seine Problemea , which deals with his definition of modern concepts and his reconstruction of theological and philosophical development in modern times. 2.Second theme is what religious experiences and how can be explained. In daily life, people always experience something 'naturally' whether know or not. Religious experience is one of the categories of human experience. If the holy appears into people, can encounter a religious experience in anywhere like in the home and on the street. In other words, it means everything can be religious experience. Eliade describes it as a dialectic of the sacred and the profanea . Living experience and religious experience are experiences of human life. Last of all, explain the both experience through the religious conceptions of Rudolf Otto, Max Scheler, Van der Leeuw and Mircea Eliade, then try to find possibility of understanding about religious experience. To understanding religious experience, phenomenology of religion is inevitably consistent with hermeneutics. For that reason, this essay explains the 'ontological hermeneutics' of religious phenomenology to overcome the relativistic structure of religious experience. 3.Third theme explains ontological hermeneutics to understand human cognitive structures. Marburg's hermeneutics, especially Gadamer, explains how overcomes the crisis of historicism and historicity through ontological interpretation in his writes a The true and methoda . He defined the human world as a a linguistically constructed worlda based on the ontological idea of a In-der-Welt-Seina in Heidegger's theory. Humans using language and communication by language understanding. Language makes people difference from all other beings. Gadamer emphasizes pointed understand hermeneutical experiences through dialogue. So Gadamer thinks language as a carrier of understanding and he explains that language is the universal mediator of experience. It means, language is communication path between myself and the world, between myself and the religion. By language, people can understand and explain their living experience and religious experience, and then it makes my God to be everyonea s God
Book Review: Collective Skill Formation in Liberal Market Economies? The Politics of Training Reforms in Australia, Ireland and the United Kingdom
Get PDFThe book was published as the 16th volume of the series Studies in Vocational and Continuing Education. Series Editors-in-Chief are Philipp Gonon and Anja Heikkinen. Janis Vossiek is a post-doctoral researcher at the School of Educational and Cultural Studies of the University of Osnabrück, Germany
Geemu On! A Preliminary Study Of Indie And Doujin Game Development In Japan
Get PDFThis paper is a brief summary of a preliminary exploration of certain aspects of independent video game development in Japan. Initial interviews were conducted with researchers and indie game developers over a two-week period in Tokyo. Independent game developers from Kamakura were also interviewed as part of the research. Initial fieldwork was geared primarily toward doujin level game development and distribution. My key research question focused upon the religious and spiritual dimensions of doujin games. However, after conducting interviews it became clear that developers did not consider the Western frame or classification of religion and spirituality in their development but rather incorporated aspects of tradition, culture and values within their work
Death Narratives : A Typology of Narratological Embeddings of Player's Death in Digital Games
Get PDFLudologically, the death of the game s protagonist (also known as player s death of avatar death ) is one of the most prominent feedback systems of almost all digital games. It communicates to the player his or her (in)ability to achieve the positive goals that the game has set. While some games penalize failure by removing points, lowering character levels, and/or stripping gear away from the avatar, in-game death is usually no more than a temporal sign of failure, punished by a minor setback. Intrinsically, death seems to have little or no meaning. Some games, like Bioshock (2007), Prince of Persia (2008) Bioshock Infinite (2013) and The Talos Principle (2014), and game series like the Assassin s Creed (2007-2017) and Borderlands (2009-2014), try to provide a narratologically credible embedding for the death of the avatar within the logic of their fictional world and lore ( death narrative ), but the majority of games simply refrain from any such embedding. In this article, I will propose a typology of narratological embeddings of player s death in digital games. The first type takes the concept of in-game death seriously: the player s avatar dies, but the continuity of play is narratologically guaranteed by work-arounds like cloning or copying of the avatar, or otherwise finding a suitable stand-in for the original avatar. The second type, however, circumvents the actual death of the avatar/player by introducing other work-arounds like simulation or external help. The third type does not feature any explicit narratological embedding at all, independent of the player s progress being saved or not (permadeath). Nonetheless, the death of the avatar is not without implicit narratological meaning within the context of this type of game
Dying in the Game : A Perceptive of Life, Death and Rebirth Through World of Warcraft
No full textWhat does it feel like to die in a video game? Not just the feeling of seeing your avatar die and resurrect in front of you on the screen, but how does it feel to deal with death in a game when you are facing a life threating disease in the real world? How can one experience the various aspects of life, with a focus on death, rebirth or resurrection, through a game and the player s avatar? These are several of the questions which will be explored in this essay based on the author s own personal experience. Through her diagnosis and subsequent treatments for cancer, the author played the MMORPG World of Warcraft. Originally played for fun, after her diagnosis, the game took on a new role. Along with Tahara, her shaman troll, the author experienced the game as a reflection of life, death, and rebirth. The game became less a distraction and more of a way to learn how to deal with her illness and her ultimate fear of death. Through this connection between herself and her avatar she gained a better understanding of not only dealing with death, but life
Introduction to a Special Issue on Video Gaming and Death
Get PDFA critical abstract of the special issue of Gamevironments focused on religion, video-gaming, and deat
Junge Erwachsene an der Volkshochschule : Entwicklung innovativer Konzepte am Beispiel des Standortes Bremen
Get PDFDie Volkshochschulen sind einer der größten Anbieter im Bereich der Weiterbildung. Sie verzeichnen insgesamt eine wachsende Teilnahme, doch junge Erwachsene nehmen immer weniger das Weiterbildungsangebot wahr. Bei der vorliegenden Arbeit werden für die Bremer Volkshochschule Weiterbildungskonzepte und Tendenzen von und für junge Erwachsene aufgezeigt, um die Zielgruppe einzubinden und zu aktivieren. Durch einschlägige Literaturanalyse und Durchführung einer Gruppendiskussion wird die Weiterbildungslandschaft hinsichtlich Themen, Kurs- und Zeitformen untersucht, um die Interessen und Intentionen der jungen Erwachsenen zu erfassen und Hindernisse abzubauen. Ein verändertes Zeitbewusstsein, digitale Entwicklungen und informelles Lernen nehmen Einfluss auf die Gestaltung von innovativen Weiterbildungskonzepten
Synthesis and characterization of new sodalites, cancrinites and their intermediate phase
No full textThe thermal behavior and occuring phase transitions of three sodalites, a permanganate-, a perrhenate and a mixed permanganate/perrhenate-sodalite are investigated. Below 300 K a loss of dynamic motion of the templating anions could be observed, causing a phase transition of perrhenate-sodalite. At elevated temperatures all sodalites show a phase transition to the fully expanded structure (P-43n to Pm-3n). At 900 K the permangante-sodalite shows a second phase transition to P23.Further a comprehensive study on cancrinites containing different divalent tetrahedral coordinated anions (XO4 2-; X = Mn, Cr, Se, Mo, W) and their effect on the thermal behavior is performed. Thirdly, a structural investigation of the one-dimensional disordered Intermediate phase is carried out. By correlating the lattice parameter c with the existing zeolite-cages and the chemical composition of the sample the structure of the intermediate phase could be modeled
Promoting and Assessing Students' Intercultural Competence Development : the Role of Self-Reflection, Peer-Learning, and Multi-Method Assessment
Get PDFThis doctoral dissertation describes a mixed methods, longitudinal research project seeking to add to our understanding of how higher education institutions can foster students' intercultural competence development more systematically. The focus of this project was on promoting intercultural competence as part of the formal curriculum for all students (i.e. domestic and international) using an evidence-based approach to course design. Evidence-based design is responsive to the target group and learning objectives, selects content and activities within the framework of relevant theories, and includes an evaluation stage (Stephan & Stephan, 2013). The evidence-based course design did not only draw upon existing theory and research, but also upon empirical data gathered from the target group in two studies (i.e. a mixed methods survey study, including a qualitative content analysis of studentsa subjective understanding of intercultural competence, and a focus group study). The resulting course design complemented faculty-led instruction with peer-led experiential workshops and reflective assignments which serve as both, a learning and an assessment tool. The course has been pilot-tested with a group of n=34 students at Jacobs University Bremen in spring 2016. The evaluation stage consisted of a formative evaluation, exploring benefits and challenges of the course design, as well as a summative evaluation, assessing students' intercultural competence development and to which extent the learning objectives of the course have been met. The formative evaluation has offered insights into the benefits and challenges of combining faculty- and peer-led instruction and the use of reflective papers as a learning and assessment tool. The summative evaluation has added to this and contributed to our understanding of how to assess intercultural competence as a learning outcome using a mixed methods approach that integrates direct and indirect evidence of students' intercultural learning