Betriebliche Mitarbeitervorsorge/Abfertigung für UniversitätsmitarbeiterInnen (Teil 1)     

Günther Löschnigg  Katharina Urleb 《Zeitschrift für Hochschulrecht, Hochschulmanagement und Hochschulpolitik: zfhr》2010,9(1):20-25

Im Universitätspersonalrecht findet sich eine Reihe von zeitlichen und systemischen Schnittstellen hinsichtlich des Anspruchs auf Abfertigung. Als mögliche Rechtsgrundlagen für die Abfertigung kommen das AngG, das BMSVG, das VBG, das BDG, das UniAbgG und der Universitäten-Kollektivvertrag in Frage. Diese Anspruchsgrundlagen wechseln nicht nur entsprechend der Art des Arbeitsverhältnisses, sondern stehen auch in Relation zum In-Kraft-Treten des UG und des Universitäten-KV. In Summe ergibt dies eine Fülle von Problemlagen, die der Gesetzgeber keiner eindeutigen Lösung zugeführt hat.  相似文献   

Dissection—A balance between caring for the body and yet,not getting too close     

Anja Böckers 《Anatomical sciences education》2010,3(4):217-217

  相似文献   

Reading, arithmetic, and task orientation—How are they related?     

Lundberg I  Sterner G 《Annals of dyslexia》2006,56(2):361-377

A sample of 60 children in Grade 3 was followed over one year. In the first year, an extensive battery of assessments was used including aspects of reading, arithmetic, and working memory. Teachers rated the children on 7-point scales on various motivational dimensions summarized to a total score tentatively called task orientation. In the follow-up assessment one year later, the testing and teacher ratings were repeated. The cross-sectional correlations between reading, arithmetic, and task orientation were all high (about +.70). The high correlation between reading and arithmetic decreased significantly when task orientation was partialed out, and it was further reduced when working memory as assessed by backward digit span was added to the controlling factors. Also, teacher ratings of cognitive ability and language development accounted for some of the common variance between reading and arithmetic. The correlation between task orientation and school achievement cannot be causally interpreted in cross-sectional designs. Some support for a “causal” hypothesis, however, was obtained in crosslagged correlation analyses indicating that task orientation in Grade 3 may have a causal impact on the level of performance in reading, and in arithmetic in Grade 4. Most likely, however, there is also a reciprocal relationship.  相似文献   

Evaluating the effectiveness of content-oriented XML retrieval methods   总被引：1，自引：0，他引：1  

Norbert Gövert  Norbert Fuhr  Mounia Lalmas  Gabriella Kazai 《Information Retrieval》2006,9(6):699-722

Content-oriented XML retrieval approaches aim at a more focused retrieval strategy: Instead of retrieving whole documents, document components that are exhaustive to the information need while at the same time being as specific as possible should be retrieved. In this article, we show that the evaluation methods developed for standard retrieval must be modified in order to deal with the structure of XML documents. More precisely, the size and overlap of document components must be taken into account. For this purpose, we propose a new effectiveness metric based on the definition of a concept space defined upon the notions of exhaustiveness and specificity of a search result. We compare the results of this new metric by the results obtained with the official metric used in INEX, the evaluation initiative for content-oriented XML retrieval.

Gabriella KazaiEmail:

  相似文献   

Ausbildungs- und Berufserfolg im Lehramtsstudium im Vergleich zum Diplom-Studium – Zur prognostischen Validität kognitiver und psycho-motivationaler Auswahlkriterien     

Univ.-Prof. Dr. Sigrid Blömeke 《Zeitschrift für Erziehungswissenschaft》2009,12(1):82-110

The basis of this study is a prognostic model derived from the theory of work and organizational psychology, from research about the selection of college students and from teaching and learning research. The model includes cognitive and psycho-motivational criteria for selecting students as well as objective and subjective indicators for study and job success. In a four-year longitudinal study with three measuring points, the prognostic validity of the selection criteria is tested (n?=?760). The basic hypotheses are that differences in the prognostic validity of the model for teacher training and subject-specific diploma students (both in the area of mathematics) exist, and that it is easier to predict study success than job success. Secondary school exit exam, classes in advanced mathematics, interest in mathematics, subject-specific study motivation and self-efficacy are the predictive indicators taken into account. Evaluative indicators for study success are study duration, intentions of dropping out, stress experiences, the results of university exit exam and students’ second state exam. Evaluative indicators for occupational success are the job status five years after graduation, job satisfaction and stress experiences. Bivariate correlations and regression analyses support the leading hypotheses.  相似文献   

First year expectations and experiences: student and teacher perspectives   总被引：2，自引：0，他引：2  

Russell Brinkworth  Ben McCann  Carol Matthews  Karin Nordström 《Higher Education》2009,58(2):157-173

Transitioning from high-school to university can be difficult, and many university teachers feel students are often ill-prepared for the change. To investigate this 233 Humanities and Science students at the University of Adelaide were surveyed 6 months into their first year regarding experiences of teaching and learning at university. 189 students were also surveyed 18 months after commencement, to gain retrospective views of their transition year, as were lecturers and tutors of both groups. Results were compared to similar Orientation Week questionnaires that focused on expectations. Questions included reasons for selecting degrees, quality of teacher feedback and perceived impact of outside commitments. Even though student expectations, student experience, and teacher views differed, remarkable similarities emerged across the two degree programs (Science and Humanities). Our findings thus highlight a call for non-specialised transition programs to meet the needs of first year students and facilitate the transition from secondary to tertiary education. All authors contributed equally to this work.  相似文献   

The courage to be: the impact of Lebensphilosophie on Danish RE     

Pia Rose Böwadt 《British Journal of Religious Education》2009,31(1):29-39

The article deals with the impact of Lebensphilosophie on Danish RE in the elementary and lower secondary school – an impact which is subjected to a critical analysis with special attention given to anti‐intellectualism, criticism of reason and criticism of modernity as well as the romantic view of the child. The thesis of this article is that there is reason to be critical of the use of Lebensphilosophie in RE. The Danish Lebensphilosophie is primarily based on the thinking of K.E. L?gstrup – a thinking where the concept of creation is central. This means that there will often be connotations of the theology of creation in Danish RE, which is problematic given that the subject, since 1975, must be non‐preaching. In order to shed light on Danish Lebensphilosophie, I will start with the pioneer of Danish Lebensphilosophie, the theologian N.F.S. Grundtvig, who influenced L?gstrup. The article introduces some of the central themes of L?gstrup’s thinking. Following this is an exploration of his educational thinking and its influence on RE. The last part of the article deals with the recontextualisation of Lebensphilosophie within RE.  相似文献   

Multidimensional IRT models for the assessment of competencies     

Johannes Hartig  Jana Höhler 《Studies in Educational Evaluation》2009,35(2-3):57-63

Multidimensional item response theory (MIRT) provides an ideal foundation for modeling performance in complex domains, taking into account multiple basic abilities simultaneously, and representing different mixtures of the abilities required for different test items. This article provides a brief overview of different MIRT models, and the substantive implications of their differences for educational assessment. To illustrate the flexibility and benefits of MIRT, three application scenarios are described: to account for unintended multidimensionality when measuring a unidimensional construct, to model latent covariance structures between ability dimensions, and to model interactions of multiple abilities required for solving specific test items. All of these scenarios are illustrated by empirical examples. Finally, the implications of using MIRT models on educational processes are discussed.  相似文献   

Validity issues in standard-setting studies     

Hans A. Pant  André A. Rupp  Simon P. Tiffin-Richards  Olaf Köller 《Studies in Educational Evaluation》2009,35(2-3):95-101

Standard-setting procedures are a key component within many large-scale educational assessment systems. They are consensual approaches in which committees of experts set cut-scores on continuous proficiency scales, which facilitate communication of proficiency distributions of students to a wide variety of stakeholders. This communicative function makes standard-setting studies a key gateway for validity concerns at the intersection of evidentiary and consequential aspects of score interpretations. This short review paper describes the conceptual and empirical basis of validity arguments for standard-setting procedures in light of recent research on validity theory. It specifically demonstrates how procedural and internal evidence for the validity of standard-setting procedures can be collected to form part of the consequential basis of validity evidence for test use.  相似文献   

Classifying Amharic webnews   总被引：1，自引：1，他引：0  

Lars Asker  Atelach Alemu Argaw  Björn Gambäck  Samuel Eyassu Asfeha  Lemma Nigussie Habte 《Information Retrieval》2009,12(3):416-435

We present work aimed at compiling an Amharic corpus from the Web and automatically categorizing the texts. Amharic is the second most spoken Semitic language in the World (after Arabic) and used for countrywide communication in Ethiopia. It is highly inflectional and quite dialectally diversified. We discuss the issues of compiling and annotating a corpus of Amharic news articles from the Web. This corpus was then used in three sets of text classification experiments. Working with a less-researched language highlights a number of practical issues that might otherwise receive less attention or go unnoticed. The purpose of the experiments has not primarily been to develop a cutting-edge text classification system for Amharic, but rather to put the spotlight on some of these issues. The first two sets of experiments investigated the use of Self-Organizing Maps (SOMs) for document classification. Testing on small datasets, we first looked at classifying unseen data into 10 predefined categories of news items, and then at clustering it around query content, when taking 16 queries as class labels. The second set of experiments investigated the effect of operations such as stemming and part-of-speech tagging on text classification performance. We compared three representations while constructing classification models based on bagging of decision trees for the 10 predefined news categories. The best accuracy was achieved using the full text as representation. A representation using only the nouns performed almost equally well, confirming the assumption that most of the information required for distinguishing between various categories actually is contained in the nouns, while stemming did not have much effect on the performance of the classifier.

Lemma Nigussie HabteEmail:

  相似文献