Hans Gruber – författare

Discover what it takes to survive the worst life has to offer. Hans Gruber''s life defines the term, "survival of the fittest". Strategically utilizing every ounce of his physical and mental capacity, Hans perseveres through: a chaotic, dysfunctional childhood; the horrors of war; seven years of abuse as a Russian POW; and the trials and tribulations of immigration. His stamina, courage, and ingenuity enable him to overcome the forces of evil confronting him in the form of Nazism, Communism, and the occult.

Hans'' journey spans eighty-nine years from 1924 to the present, and it represents a microcosm of the aftermath of WWI and WWII. The U.S.A. is a nation of immigrants, a melting pot of ethnicity, and a composition of its parts. Hans Gruber''s life is a small, unique component of that composition, but all Americans can enjoy my Odyssey thru Hell because it depicts one man''s triumphant quest against all odds to live the American Dream.

This book examines professional learning and relates it to the acquisition of expertise, and the influence of individuals. Professional learning, as discussed in the book, comprises all kinds of occupational domains because employment and paid work usually follow the achievement principle, i.e. workers are expected to perform efficiently. The book suggests that the perspective of expertise research is an appropriate lens to use for gaining insight in how individuals can be prepared and enabled to autonomously master the requirements of daily working life. Expertise is understood as the capacity to reliably perform on an extraordinary level, and the basic assumption is that experts are best prepared to successfully cope with future challenges at workplaces. The book comprehensively discusses issues of expertise research and explores the nature of a successful individual and an impeded individual. It proposes an integrated model of individual and social components of expertisedevelopment, the i-PPP model. The model provides insight in and an understanding of how individuals can be enabled to develop and maintain professional expertise in the context of daily work.

Across all paradigms, researchers, policy-makers, employers and trade unionists agree that working conditions undergo permanent change through economic, societal, and technological developments. Recently, the digitalisation of (working) life became a hot topic of scientific and societal discourses. Workplaces, thus, provide challenges for individuals who have to be able to cope with workplace changes. Accordingly, new challenges emerge for an adequate understanding of learning for work as well as learning during work.

Die Faszination des Königlichen Spiels hat von jeher die Künste und die Wissenschaft beschäftigt – Kompositionen, Bilder, Bühnenwerke. Zudem hat durch die brisante Entwicklung der Künstlichen Intelligenz (KI) das Schach eine neue Dimension und Bedeutung auch als Modellgeber für wissenschaftliche Theorien erlangt. Das Besondere an dem vorliegenden Band besteht ferner darin, dass hier erstmals der große Bereich der Schachkomposition mit in die Betrachtung von Rezeptionsformen des Schachs einbezogen wird.Mit Beiträgen vonReto Aschwanden, Thomas Brand, Joachim Brügge, Stefan Drees, Hans Gruber, Hildemar Holl, Michael Keller, Reinhard Klaushofer, Torsten Linss, Oswald Panagl, Sabine Pfeiffer und Matthias Weiß.

The International Handbook of Research in Professional and Practice-based Learning discusses what constitutes professionalism, examines the concepts and practices of professional and practice-based learning, including associated research traditions and educational provisions. It also explores professional learning in institutions of higher and vocational education as well the practice settings where professionals work and learn, focusing on both initial and ongoing development and how that learning is assessed.The Handbook features research from expert contributors in education, studies of the professions, and accounts of research methodologies from a range of informing disciplines. It is organized in two parts. The first part sets out conceptions of professionalism at work, how professions, work and learning can be understood, and examines the kinds of institutional practices organized for developing occupational capacities. The second part focuses on procedural issues associated with learning for and through professional practice, and how assessment of professional capacities might progress. The key premise of this Handbook is that during both initial and ongoing professional development, individual learning processes are influenced and shaped through their professional environment and practices. Moreover, in turn, the practice and processes of learning through practice are shaped by their development, all of which are required to be understood through a range of research orientations, methods and findings. This Handbook will appeal to academics working in fields of professional practice, including those who are concerned about developing these capacities in their students. In addition, students and research students will also find this Handbook a key reference resource to the field.