167 research outputs found
Gerhard Tulodziecki / Bardo Herzig / Silke Grafe: Medienbildung in Schule und Unterricht. Grundlagen und Beispiele. 2. vollständig überarbeitete und aktualisierte Auflage. Bad Heilbrunn / Stuttgart: Julius Klinkhardt / UTB 2019 (399 S.) [Rezension]
Get PDFRezension von: Gerhard Tulodziecki / Bardo Herzig / Silke Grafe: Medienbildung in Schule und Unterricht. Grundlagen und Beispiele. 2. vollständig überarbeitete und aktualisierte Auflage. Bad Heilbrunn / Stuttgart: Julius Klinkhardt / UTB 2019 (399 S.; ISBN 978-3-8252-5029-4; 23,99 EUR)
Corethrella (Corethrella) bipigmenta Borkent & Grafe, new species
No full text<i>Corethrella</i> (<i>Corethrella</i>) <i>bipigmenta</i> Borkent & Grafe, new species <p>(Figs. 2 C, 4D, 6D, 8D, 9D, 12D, 13D, 15B)</p> <p> DIAGNOSIS: <i>Male adult.</i> Unknown. <i>Female adult.</i> Only extant species of <i>Corethrella</i> in the Palaearctic, Oriental, Oceanian and northern Australasian Regions with the combination of no pigmentation distal to the single distinct midlength wing band (no subapical band) (Fig. 12D), flagellomeres 1–4 elongate, each similar in length to flagellomere 5 (Fig. 8 D), with non-discrete darker pigmentation on the basal 0.5 of the midfemur and basal 0.3–0.4 of the hind femur, uniformly yellow or light brown hind tibia (Fig. 9D), and abdominal tergites each with anterolateral darker pigmentation (Fig. 13D). Only extant species in Borneo with the combination of flagellomeres 1–4 elongate, each similar in length to flagellomere 5 (Fig. 8 D) and palpal segments 1 and 2 dark brown and contrasting with pale segments 3 and 4 (5 grading from pale to medium brown) (Fig. 6 D).</p> <p> DESCRIPTION: <i>Male adult</i>. Unknown. <i>Female adult.</i> Descriptive statistics: See Tables 1 –5. <b>Head</b>: Outline in anterior view somewhat circular (Fig. 6 D). Coronal suture elongate, extending ventrally past ommatidia. Two large setae on frons between ventromedial area of ommatidia (as in Fig. 16B). Antenna uniformly medium brown; pedicel with distinctive elongate, stout setae. Antennal flagellomeres as in Fig. 8 D; sensilla coeloconica on flagellomeres 1–2, 9–13, only flagellomere 1 with more than one; flagellomere 13 with well-developed apical bifurcation. Clypeus somewhat square. Mandible with moderately small, pointed teeth. Palpus (Fig. 6 D) with segments 1–2 dark brown, segments 3–5 light brown, segment 5 darker apically; segment 3 swollen apically. <b>Thorax</b> (Fig. 9D): Scutum, scutellum mostly light to medium brown, contrasting with darker brown pleura; pale sclerites around base of wing. Posterior portion of dorsocentral row with 2 elongate setae situated somewhat lateral to one another. Prescutal suture elongate, thick, uninterrupted, extending to near dorsocentral row of setae.</p> <p> Anterior anepisternum divided diagonally by sinuous suture, dorsal portion about equal to ventral portion. Ventral portion of posterior anepisternum triangular, uniformly brown, with anterodorsal margin not thick. <b>Wing</b> (Fig. 12D): Apex of R2 slightly distal to apex of M1. Anterior margin with differently, discretely pigmented scales (indicating anterior margin of midlength band), with midlength band, with darker more basal scales restricted to vein C, Sc, slightly in more posterior veins, with basal scales on posterior margin of wing dark; veins (other than costa and wing margin) with well-developed scales. Halter medium brown, equal to or slightly lighter than scutellum. <b>Legs</b> (Fig. 9D): Light brown, with about basal 0.5 of forefemur slightly darker, about basal 0.5 of midfemur darker, about basal 0.3–0.4 of hind femur darker; with darker pigmentation not discrete. With only slender setae, lacking scales. Midleg with thick, subapical setae on each of at least tarsomeres 1–3. Claws of each leg equal to those of others; equal on each leg, simple (without inner teeth). Empodia thick. <b>Abdomen</b> (Fig. 13D): Tergites 2–7 pale or light brown with anterolateral corners more darkly pigmented, tergite 8 pale or light brown, sternites light brown with sternites 2–6 with anterior portions medium brown, posterior margins pale, sternites 7–8 medium brown. Cercus medium light brown.</p> <p> <i>Immature stages</i>. Unknown.</p> <p> DISTRIBUTION AND BIONOMICS: <i>Corethrella bipigmenta</i> is known only from steep terrain in the mature mixed dipterocarp forest (Figs. 1 E, F) of Ulu Temburong National Park, Brunei, at elevations of 50–120 meters (Fig. 15B). Three females in the type series were collected on 22-VII-2006 from a calling male <i>Megophrys nasuta</i> (Schlegel) at 8:30 PM (Fig. 2 C). A photograph by the second author (Fig. 2 C) shows numerous identical looking female <i>Corethrella</i> on and surrounding the frog: seven were on the legs, two were on the back, and at least 10 were on nearby substrate. Further specimens were collected from other <i>M. nasuta</i> and one other frog species (Table 7). This species has not yet been collected with a frog-call trap.</p> <p> TAXONOMIC DISCUSSION: The three type specimens of <i>C. bipigmenta</i> were noted by Borkent (2008) in the taxonomic discussion of <i>C. nippon</i> (but mistakenly stated as coming from Sungai Belalong). This species is very similar to <i>C. nanoantennalis</i> but differs in the relative lengths of flagellomeres 1–4.</p> <p> <i>Corethrella bipigmenta</i> is placed in the <i>drakensbergensis</i> species group for the same reason that <i>C. nanoantennalis</i> was placed there, along with the same caveats (Fig. 19). However, it appears that this species has synapomorphy 40 (pedicel with strong setae), which would place it elsewhere in the phylogeny of the Corethrellidae. We are inclined however, to question the validity of this synapomorphy – it is often difficult to interpret consistently in specimens and its distribution may have been misrepresented by Borkent (2008).</p> <p> TYPES: Holotype, female adult on microscope slide, labeled " HOLOTYPE <i>Corethrella bipigmenta</i> Borkent and Grafe ", "Tributary of Sungai Temburong in Temburong district of Brunei Darussalam, 115° 09'E, 4° 33'N, 22-VIII-2006, U. Grafe, CD2069" (CNCI). Paratypes on microscope slides: 2 Ƥ, labeled as for holotype (1, CNCI; 1 UBD). Paratypes on pins: 2 Ƥ, from Kuala Belalong, Ulu Temburong NP, Brunei, 50 m, 23-VII-2007 (CNCI); 4 Ƥ, from Sungai Esu, Ulu Temburong NP, Brunei, 60 m, 11-VII-2008 (CNCI); 2 Ƥ, from Sungai Baki, Ulu Temburong NP, Brunei, 120 m, 18-VII-2008 (1 CNCI; 1 UBD); 1 Ƥ, Sungai Mata Ikan, Ulu Temburong NP, Brunei, 110 m, 10-VII-2008, (UBD).</p> <p> DERIVATION OF SPECIFIC EPITHET: The name <i>bipigmenta</i> (two, pigment) refers to differently pigmented palpal segments 1–2 (dark) and segments 3–5 (lightly pigmented) of females of this species.</p>Published as part of <i>Borkent, Art & Grafe, Ulmar, 2012, The Frog-Biting Midges of Borneo — From Two to Eleven Species (Corethrellidae: Diptera), pp. 1-45 in Zootaxa 3279</i> on pages 10-11, DOI: <a href="http://zenodo.org/record/210864">10.5281/zenodo.210864</a>
Ideabuilding, Occupation and construction: Christoph Grafe in a conversation with Stephen Bates and Jonathan Sergison / Ideebouwen, bewoning en constructie: Christoph Grafe in gesprek met Stephen Bates en Jonathan Sergison
No full textArchitectureArchitectur
Acht jaar na Nine+One: Een gesprek tussen Mark Linnemann, Matthijs Bouw, Mechtild Stuhlmacher, en Christoph Grafe / Eight years after Nine+One: a conversation between Mark Linnemann, Matthijs Bouw, Mechtild Stuhlmacher and Christoph Grafe
No full textIn 1997 lanceerde Kristin Feireiss, de toenmalige directrice van het Nederlands Architectuurinstituut (NAi) een tentoonstellingenreeks over toen jonge architectenbureaus onder de titel 'Nine+One'. In haar voorwoord voor de catalogus zette Feireiss haar redenen uiteen voor dit initiatief waarmee ze de aandacht wilde opeisen voor een nieuwe generatie architecten in Nederland. Hoe wel de architecten grofweg een generatie vertegenwoordigden en vrijwel allemaal in de jaren tachtig aan de Technische Universiteit Delft waren opgeleid, was er volgens Feireiss niet sprake van een nieuwe beweging of school, maar van een reeks individuele zoektochten, gevoed door een 'sceptische houding ten opzichte van allesomvattende theorieen' voorbij het 'Modernisme zonder dogma' van een generatie eerder. Ondanks deze nadruk op de verscheidenheid van de agenda's van de afzonderlijke bureaus werd de tentoonstelling (die na de presentaties in het NAi op een reis over de we reid werd gestuurd) vooral gezien als een teken van een tendens en als een presentatie van een nieuwe, frisse, onbevangen en lichtvoetige Nederlandse architectuur, en als zodanig markeerde het publiciteitsinitiatief van de NAi-directrice mogelijk het hoogtepunt van de party van de Nederlandse architectuur van de jaren negentig. Acht jaar later vormt de veranderde situatie van de architectuur en de samenleving in Nederland de achtergrond van een gesprek aan een Amsterdamse eettafel. Zijn de thematieken waarmee jonge Nederlandse architecten zich in de jaren negentig profileerden nog relevant in de context van de gepolariseerde samenleving van na 2001 en 2002? En welke perspectieven openen zich, nu de dynamiek van de hoogconjunctuur verdwenen is?ArchitectureArchitectur
Lernen mit neuen Medien aus theoretischer Perspektive
No full textKaiser S, Sander U. Lernen mit neuen Medien aus theoretischer Perspektive. In: Karpa D, Eickelmann B, Grafe S, eds. Digitale Medien und Schule. Zur Rolle digitaler Medien in Schule und Lehrerbildung. Theorie und Praxis der Schulpädagogik. Vol 19. Immenhausen bei Kassel: Prolog; 2013: 36-48
«media literacy» und «media (literacy) education» in den USA – ein Brückenschlag über den Atlantik
No full textTrotz einzelner Bemühungen verlaufen die pädagogischen Diskussionen um «media literacy» und «media (literacy) education» sowie um Medienkompetenz und Medienbildung im deutschen Sprachraum und in den USA weitgehend unabhängig voneinander. Vor diesem Hintergrund wird im Beitrag zunächst beschrieben, welche methodischen Herausforderungen eine international vergleichende Betrachtung beinhaltet. Anschliessend werden zentrale Begriffe im Kontext der pädagogischen Diskussion des Lernens mit und über Medien in den USA identifiziert und fünf Bereiche innerhalb der Debatte unterschieden. Der Beitrag schliesst mit einer vergleichenden Betrachtung von Gebieten bzw. Teilgebieten und Konzeptionen des Lernens mit und über Medien im deutschen Sprachraum und in den USA sowie der Begriffe Medienkompetenz und «media literacy»
Boa Nova Teahouse and Restaurant Leça da Palmeira, Matosinhos, Portugal 1958–1963: Architect: Alvaro Siza
No full textIn the nineteenth century, the small fisherman’s village of Leça da Palmeira was one of the favourite seaside resorts of the English colony in Porto (Oporto in English). While certain distinguished members of Porto’s high society, otherwise known as the ‘Port-wine aristocracy’, rented houses for the holiday season, others decided to move to Leça permanently. Many wished to escape the overcrowding and pollution associated with Porto’s relatively late industrial boom. Situated at the mouth of the River Leça, the British enjoyed Leça da Palmeira because it was remote but, at the same time, only a short distance from the city centre (which enabled businessmen to commute).Green Open Access added to TU Delft Institutional Repository 'You share, we take care!' - Taverne project https://www.openaccess.nl/en/you-share-we-take-care Otherwise as indicated in the copyright section: the publisher is the copyright holder of this work and the author uses the Dutch legislation to make this work public.Space & Typ
Die Bildung und die Games
No full textGames werden in der Diskussion einerseits als «verrohendend», andererseits als «Kunst» wahrgenommen. Der Artikel behandelt den moglichen Bildungswert von Computerspielen, und pladiert fur die Kultivierung der aktiven Rezeption und Öffnung von Games im Kontext von Familie und Schule, auch und gerade bei scheinbar «padagogisch wertlosen» Games
Medienbildung in international vergleichender Perspektive
Get PDFZiel des Beitrags ist es, Handlungsmöglichkeiten für die Durchführung international vergleichender Forschungsvorhaben zur Medienbildung aufzuzeigen und auf damit zusammenhängende Chancen und mögliche Herausforderungen aufmerksam zu machen. Auf dieser Basis werden Schlussfolgerungen gezogen, die Anregungen für eine international vergleichende Medienpädagogik als Basis für einen internationalen Dialog zwischen Medienpädagog:innen in Wissenschaft und Praxis geben sollen. (DIPF/Orig.
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