This book demonstrates the importance of understanding how political rhetoric, financial reporting and media coverage of austerity in transnational contexts is significant to the communicative, social and economic environments in which we live. It considers how aspects of moral storytelling, language, representation and ideology operate through societies in financial crisis and through governments that impose austerity programmes on public spending. Whilst many of the debates covered here are concerned with UK economic policy and British social contexts, the contributions also consider examples from other countries that reflect similar concerns on the ideological operations of austerity and financial discourse. The multiple discursive contexts of austerity demonstrate the breadth of social concerns and conflicts that have developed in societies and institutions following the global economic crisis of 2008. Through its interdisciplinary focus on this topic, this book provides an important contribution across multiple subject areas, with shared interests in critical and analytical approaches to discourse, power and language in social contexts reflecting the healthy collaborative scope of critical discourse studies as a field of research. This book was originally published as a special issue of Critical Discourse Studies.

This book demonstrates the importance of understanding how political rhetoric, financial reporting and media coverage of austerity in transnational contexts is significant to the communicative, social and economic environments in which we live. It considers how aspects of moral storytelling, language, representation and ideology operate through societies in financial crisis and through governments that impose austerity programmes on public spending. Whilst many of the debates covered here are concerned with UK economic policy and British social contexts, the contributions also consider examples from other countries that reflect similar concerns on the ideological operations of austerity and financial discourse. The multiple discursive contexts of austerity demonstrate the breadth of social concerns and conflicts that have developed in societies and institutions following the global economic crisis of 2008. Through its interdisciplinary focus on this topic, this book provides an important contribution across multiple subject areas, with shared interests in critical and analytical approaches to discourse, power and language in social contexts reflecting the healthy collaborative scope of critical discourse studies as a field of research. This book was originally published as a special issue of Critical Discourse Studies.

This book constitutes the refereed proceedings of the 6th International Workshop on High-Level Parallel Programming Models and Supportive Environments, HIPS 2001, held in San Francisco, CA, USA in April 2001.The 10 revised full papers presented were carefully reviewed and selected out of 20 submissions. The focus of the book is on high-level programming of networks of workstations, computing clusters, and massively parallel machines. Among the issues addressed are language design, compilers, system architectures, programming tools, and advanced applications.

This book constitutes the strictly refereed post-workshop proceedings of the ACM SIGPLAN Workshop on Languages, Compilers, and Tools for Embedded Systems, LCTES '98, held in Montreal, Canada, in June 1998.
The 19 revised papers presented were carefully reviewed and selected from a total of 54 submissions for inclusion in the book; also included are one full paper and an abstract of an invited contribution. The papers address all current aspects of research and development in the rapidly growing area of embedded systems and real-time computing.

This book constitutes the thoroughly refereed post-conference proceedings of the 28th International Workshop on Languages and Compilers for Parallel Computing, LCPC 2015, held in Raleigh, NC, USA, in September 2015. The 19 revised full papers were carefully reviewed and selected from 44 submissions. The papers are organized in topical sections on programming models, optimizing framework, parallelizing compiler, communication and locality, parallel applications and data structures, and correctness and reliability.

How our myths may be used to subjugate and subvert our populations. What we can do about it and how we can protect ourselves. This is a book that seeks collective knowledge and shared wisdom.

Diplomarbeit aus dem Jahr 2007 im Fachbereich Padagogik - Berufserziehung, Berufsbildung, Weiterbildung, Note: 2,0, Universitat Hohenheim (Berufs- und Wirtschaftspadagogik ), 73 Quellen im Literaturverzeichnis, Sprache: Deutsch, Abstract: Sie wissen wie es geht, konnen es aber nicht" (DORNER 1989, S. 304). Dieses Zitat ist gefallen in der neueren wirtschaftsdidaktischen Diskussion um das so genannte "trage Wissen." Scheinbar vorhandenes Wissen wird bei anstehenden Problemen oftmals nicht eingesetzt. Jugendlichen fallt es ungemein schwer, das im Unterricht erarbeitete Wissen auf Lebens- und Berufssituationen zu ubertragen. In der Literatur wird die Meinung vertreten, die Ursache liege in einer Wissensvermittlung, die sich auf eine didaktische Reduktion von bezugswissenschaftlichen Inhalten konzentriert. Methodisch werden diese Inhalte vor allem durch fragend-entwickelnde Lehrverfahren erarbeitet, deren Aufgabenstellungen sich nicht an aktuellen Problemen aus dem Berufsalltag orientieren (vgl. REETZ 1984a, S. 192). Diese "wenig anwendungsbezogene, abstrakte und kunstlich systematisierte Wissensvermittlung" (DEISSIN-GER/RUF 2006, S. 39) fuhrt nach Erkenntnissen der modernen Lernpsychologie zu "tragem Wissen." Die kognitive Lernpsychologie hingegen verweist darauf, dass zwischen Denken und Tun eine Wechselwirkung besteht, die im Prozess des Lernens berucksichtigt werden muss. Als Ursache wird angegeben, dass die Anhaufung rein deklarativer Wissensbestande, ohne Bezug zum "Tun" in der Arbeitswelt von heute nicht ausreiche, um Jugendlichen den Erwerb beruflicher Handlungskompetenz zu ermoglichen. Lernende finden sich heute in einer Berufswelt wieder, die gepragt ist durch prozessorientierte Handlungsvollzuge. Daraus zieht die handlungsorientierte Position die Konsequenz, dass Jugendliche ein handlungsorientiertes Wissen zu erarbeiten haben, das sich an fachlichen, sozialen und personalen Kriterien orientiert. In einer solchen Lernkultur ruckt der Lernende in den Mittelpu