In the context of industry 4.0 and digital transformation Kutscha proposes that the relationship between the individual and society affords a new interpretation with regard to the primacy of functional efficiency vs. subject orientation; hence, normative ideas about vocational education (Bildung) must be adjusted. Apart from mastering present and emerging digital work technology relevant to adding economic value it seems important to be able to actively engage in upholding civil liberties. The article conceptualizes digital transformation as a process of organizational and societal change, comprised of every vocational area, and both disruptive and revolutionary in nature. It encompasses areas of labor rather spared by digital technology to date and intertwines previously separate vocational fields. On this background, the article intends to conceptualize material categories and relations of digital transformation, to lay the groundwork for the systematic explication of normative ideas about vocational education valid across vocational fields. This also contributes to systematically derive and establish formal educational goals in the context of digital transformation. Im Kontext von Industrie 4.0 und digitaler Transformation wird mit Kutscha das Verhältnis von Individuum und Gesellschaft zwischen einem Primat der Funktionstüchtigkeit und einem subjekttheoretischen Primat interpretationsbedürftig; normative Vorstellungen über berufliche Bildung bedürfen also der Neujustierung. Neben dem Beherrschen aktueller und aufkommender digitaler Arbeitstechnologie zur Abschöpfung von Wertschöpfungspotentialen scheint eine Befähigung zur handelnden Gestaltung im Hinblick auf die Wahrung von Freiheitsrechten geboten. Digitale Transformation wird hierbei als ein alle Berufsfelder betreffender organisationaler und gesellschaftlicher Veränderungsprozess mit umwälzendem Charakter verstanden. Sie betrifft umfassend auch bislang weniger durch digitale Technologie durchdrungene Bereiche beruflicher Arbeit und verweist vormals eher separate Berufsfelder verstärkt aufeinander. Vor diesem Hintergrund strebt der Beitrag als Basis für eine berufsfeldübergreifende Konkretisierung normativer Vorstellungen über berufliche Bildung zunächst eine materiale Konzeptualisierung über zentrale Kategorien und Zusammenhänge der digitalen Transformation an. Hierdurch wird auch ein Beitrag zur systematischen Herleitung und Begründung formaler Bildungsziele im Rahmen der digitalen Transformation geleistet.
Hand hygiene is a cornerstone of infection prevention. However, few data are available for school children on their knowledge of infectious diseases and their prevention. The aim of the study was to develop and apply a standardized questionnaire for children when visiting primary schools to survey their knowledge about infectious diseases, pathogen transmission and prevention measures. Enrolling thirteen German primary schools, 493 questionnaires for grade three primary school children were included for further analyses, comprising 257 (52.1%) girls and 236 (47.9%) boys with an age range of 8–11 years. Out of 489 children, 91.2% participants indicated that they knew about human-to-human transmissible diseases. Of these, 445 children responded in detail, most frequently mentioning respiratory and gastrointestinal diseases, followed by childhood diseases. Addressing putative hygiene awareness-influencing factors, it was worrisome that more than 40.0% of the children avoided visiting the sanitary facilities at school. Most of the children (82.9%) noted that they did not like to use the sanitary facilities at school because of their uncleanliness and the poor hygienic behavior of their classmates. In conclusion, basic infection awareness exists already in primary school age children. Ideas about the origin and prevention of infections are retrievable, however, this knowledge is not always accurate and adequately contextualized. Since the condition of sanitary facilities has a strong influence on usage behavior, the child’s perspective should be given more consideration in the design and maintenance of sanitary facilities.
Richtig vorbereitet ins Praxissemester starten! In immer mehr Bundesländern ist ein Praxissemester im Lehramtsstudium verpflichtend. Mit diesem Buch gibt es keinen Praxisschock. Es sorgt für die erfolgreiche Einbettung der Praxisphase ins Studium: von der Vorbereitung an Uni und Seminar über die ersten Unterrichtserfahrungen bis hin zu Auswertung und Begleitung. Ziel ist eine Grundhaltung des forschenden Lernens und Reflexivität zwischen wissenschaftlicher und schulischer Theorie und Praxis. So wird das Praxissemester garantiert zum Erfolg.
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