| 1 | "Ravioli code is a type of program structure, characterized by a number of small and (ideally) loosely-coupled software components. The term is in comparison with spaghetti code, comparing program structure to pasta; with ravioli (small pasta pouches containing cheese, meat, or vegetables) being analogous to objects (which ideally are encapsulated modules consisting of both code and data). Some consider ravioli code to be a good design methodology, especially when the components used are modular, highly interchangeable, well-encapsulated, and providing well-defined interfaces and behavior. Others consider ravioli code to be an anti-pattern. In poorly-designed object-oriented systems, with deep inheritance hierarchies and multiple layers of virtual functions overriding each other, it can become very difficult to discern (without use of a debugger) exactly what the behavior of the program is, as it is often unclear how virtual function calls are resolved.” http://encyclopedia.thefreedictionary.com/Ravioli+code |
| † | “modularisation” is a concept for which no European reference documents exist (for example, standard forms, “key features”, users’ guides). Therefore a huge variety of interpretations of the concept can be found, ranging from defining each single unit (lecture, seminar, etc.) as a module to full-fledged and very elaborate modular systems with interdisciplinary elements. |
| 2 | "Here Humboldt states that ‘the ultimate task of our existence is to give the fullest possible content to the concept of humanity in our own person [...] through the impact of actions in our own lives’. This task ‘can only be implemented through the links established between ourselves as individuals and the world around us’(GS, I, p. 283). Humboldt’s concept of education does not lend itself solely to individualistic interpretation. It is true that he always recognized the importance of the organization of individual lifeand the ‘development of a wealth of individual forms’ (GS, III, p. 358), but he stressed the fact that‘self-education can only be continued [...] in the wider context of development of the world’ (GS, VII,p. 33). In other words, the individual is not only entitled, but also obliged, to play his part in shaping the world around him.Humboldt’s educational ideal was entirely coloured by social considerations. He never believed that the ‘human race could culminate in the attainment of a general perfection conceived in abstract terms’. In 1789, he wrote in his diary that ‘the education of the individual requires his incorporation into society and involves his links with society at large’ (GS, XIV, p. 155)." http://en.wikipedia.org/wiki/Wilhelm_von_Humboldt#Minister_of_Education |
| 3 | Promoting mobility within Europe This should provide a further boost to student mobility. The mutual recognition of coursework in particular will make it easier to study abroad or transfer schools. The following measures are intended to achieve this: Program modularization: A module refers to a group of lectures, lab classes, practical work or seminars of relatedcontent. The contents of each module are stipulated by its module description. In this way, requirements for coursework become more transparent, enabling students to plan classes more effectively. In addition, this makes it easier for coursework to be recognized when studying abroad or transferring schools. Accompanying exams: At the end of each module comes an accompanying module completion exam. This avoids examination blocks at the end of studies, thereby spreading the workload more evenly across the whole period. This also offers you as a student a way to monitor your progress each semester. Introduction of a credit system: Points in accordance with the European Credit Transfer System (ECTS) are awarded for each module passed. ECTS points describe the workload required for each module. A bachelor's degree requires a total of 180 ECTS points, which breaks down to a share of 30 ECTS points per semester. http://www.en.physik.lmu.de/programs/ba_ma/bologna/index.html |
| 4 | "Not all cultures take the same view of plagiarism. The Western notion that "ideas" can be the property of individuals may actually seem absurd to those with different views on what constitutes shared information or public discourse.” http://www.plagiarism.org/learning_center/educational_tips.html#unintent |
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