Der Agon im Mythos     

Ingomar Weiler  Eberhard Mähl  D. Kurz 《Sportwissenschaft》1975,5(1):81-85

  相似文献   

Evaluating the effectiveness of relevance feedback based on a user simulation model: effects of a user scenario on cumulated gain value     

Heikki Keskustalo  Kalervo Järvelin  Ari Pirkola 《Information Retrieval》2008,11(3):209-228

We propose a method for performing evaluation of relevance feedback based on simulating real users. The user simulation applies a model defining the user’s relevance threshold to accept individual documents as feedback in a graded relevance environment; user’s patience to browse the initial list of retrieved documents; and his/her effort in providing the feedback. We evaluate the result by using cumulated gain-based evaluation together with freezing all documents seen by the user in order to simulate the point of view of a user who is browsing the documents during the retrieval process. We demonstrate the method by performing a simulation in the laboratory setting and present the “branching” curve sets characteristic for the presented evaluation method. Both the average and topic-by-topic results indicate that if the freezing approach is adopted, giving feedback of mixed quality makes sense for various usage scenarios even though the modeled users prefer finding especially the most relevant documents.  相似文献   

Constraints and Challenges on Learning and Construction of Identities at Work   总被引：1，自引：0，他引：1  

Kaija Collin  Susanna Paloniemi  Anne Virtanen  Anneli Eteläpelto 《Vocations and Learning》2008,1(3):191-210

This paper analyses and discusses different constraints on workplace learning, vocational development and formation of identity. We ask how the learning and development of vocational identities are related to the various learning constraints and restrictions present in the socio-cultural contexts of the workplace. The study utilizes 20 interviews of industrial designers and nursing staff in Finland. The data on the vocational students was collected with Internet questionnaires (N?=?1125) from these two fields; technology and transport, and social services and health care. The results indicated that constraints on learning and professional/vocational identity development at work were mainly social in nature among employees as well as students. Therefore, we suggest that the most necessary conditions for workers’ and students’ learning are related to the feeling of “weness” that arises from individuals’ active participation in the social community.  相似文献   

From apprentice to colleague: The metamorphosis of Early Career Researchers   总被引：2，自引：0，他引：2  

Grit Laudel  Jochen Gläser 《Higher Education》2008,55(3):387-406

While the studies of Early Career Researchers (ECRs) have contributed politically important insights into factors hindering ECRs, they have not yet achieved a theoretical understanding of the causal mechanisms that are at work in the transition from dependent to independent research. This paper positions the early career phase in a theoretical framework that combines approaches from the sociology of science and organisational sociology and emphasises the transitional process. In this framework, the early career phase is considered as containing a status passage from the apprentice to the colleague state of their career in their scientific communities. In order to capture the mechanisms underlying this transition, it is important to analyse the interactions of these careers as they unfold over time. The usefulness of this approach is demonstrated with a pilot study of Australian ECRs. We show (a) that misalignments of the three careers stretch the transition phase; (b) that the two major factors affecting the transition are a successful PhD and a research-intensive phase prior to normal academic employment; and (c) that the most important condition hindering the transition is the lack of time for research. It can be concluded that as a result of a ‘market failure’ of the university system, the transition from dependent to independent research is currently being relocated to a phase between the PhD and the first academic position.  相似文献   

Analysing Finnish steering system from the perspective of social space: the case of the “Campus University”     

Leena Treuthardt  Jussi Välimaa 《Higher Education》2008,55(5):607-622

The present study analyses Finnish higher education steering system, management by results, from the perspective of higher education institutions. We ask what happens inside a higher education institution, called here the “Campus University”, during the actual negotiations related to the national steering system. We analyse not only the management by results as a steering system but pay close attention to the social space created by this managerial fad. The social space of the negotiations is constructed by different kinds of unofficial elements of social interaction; the physical space, the expected behaviour of the negotiators, the seating arrangements, the coffee servings, and the “small talk”. These elements of interaction are part of the polity of the negotiations and they are controlled by the chairperson of the negotiations. They form the modes of the social space of these negotiations. Therefore, the social space of the negotiations not only supports the hierarchical character of the ritual, but also makes it natural for the Rector to use power to allocate resources because s/he represents the institution. The analysis is based on qualitative and ethnographic methods of research.  相似文献   

Developmental consequences of early parenting experiences: self-recognition and self-regulation in three cultural communities     

Keller H  Yovsi R  Borke J  Kärtner J  Jensen H  Papaligoura Z 《Child development》2004,75(6):1745-1760

This study relates parenting of 3-month-old children to children's self-recognition and self-regulation at 18 to 20 months. As hypothesized, observational data revealed differences in the sociocultural orientations of the 3 cultural samples' parenting styles and in toddlers' development of self-recognition and self-regulation. Children of Cameroonian Nso farmers who experience a proximal parenting style develop self-regulation earlier, children of Greek urban middle-class families who experience a distal parenting style develop self-recognition earlier, and children of Costa Rican middle-class families who experience aspects of both distal and proximal parenting styles fall between the other 2 groups on both self-regulation and self-recognition. Results are discussed with respect to their implications for culturally informed developmental pathways.  相似文献   

Some Thoughts About Togetherness: An introduction Re´flexions sur e Togetherness f Algunos Pensamientos Sobre el "Sentimiento de Unio´n"     

Bert Van Oers  Maritta Hännikäinen 《International Journal of Early Years Education》2001,9(2):101-108

  相似文献   

The Elusive Slope     

Thomas Lingefjärd  Djamshid Farahani 《International Journal of Science and Mathematics Education》2018,16(6):1187-1206

In understanding upper secondary school students’ interpretations of information in graphical representations of a distance–time graph and an ECG graph, little attention has been paid to the analysis of the condition of the conceptual development related to their utterances. Understanding this better can help improve the teaching of interpretations of information in graphical representations of different situations. This paper integrates results from 2 studies and 3 theoretical perspectives: Tall and Vinner’s theoretical perspectives on learning, Chi’s ontological perspectives on conceptual development and Friel’s theoretical perspectives on interpretation of graphical information. The findings provide evidence to support the conjecture that iconic interpretations could be stimulated and generated as a result of student categorisation of a distance–time graph as an event, when in fact the graph is being used to describe and communicate a process. The outcome further indicates that students found a resemblance between the ECG diagram and the periodic function of f(x) = sin(x).  相似文献   

Leading the teacher team — balancing between formal and informal power in program leadership     

Högfeldt  Anna-Karin  Malmi  Lauri  Kinnunen  Päivi  Jerbrant  Anna  Strömberg  Emma  Berglund  Anders  Villadsen  Jørgen 《Tertiary Education and Management》2018,24(1):49-65

This continuous research within Nordic engineering institutions targets the contexts and possibilities for leadership among engineering education program directors. The IFP-model, developed based on analysis of interviews with program leaders in these institutions, visualizes the program director’s informal and formal power. The model is presented as a tool for starting a shared discussion on the complexities of the leadership of engineering program development. The authors liken program development to hunting in teams. Each individual expert in the program is needed, and all experts will need to work and collaborate for the same target. This calls for strategic and long-term thinking of engineering education development. Institutions should support the development of both formal structures as well as informal leadership skills among their program directors, but never fall for the temptation to see the program director as the only actor on the stage.  相似文献   

Hochschule und Arbeitsmarkt im Bologna-Prozess     

Dr. Hilde Schaeper  Univ.-Prof. Dr. Andrä Wolter 《Zeitschrift für Erziehungswissenschaft》2008,11(4):607-625

In the Bologna process, “employability” has become an important objective of higher education, shaping the current discussion on the relationship between higher education and the labor market. The popularity of the term “employability”, however, seems to be negatively correlated with its precision. Therefore, the article first discusses the meaning of this concept and its usefulness for higher education. We come to the conclusion that employability is not an appropriate guiding principle for higher education reform. Key competencies are central to the concept of employability. However, the significance of key competencies is independent of the role they play in the concept of employability; they are also central to the necessarily flexible relationship between higher education and work. Therefore, this paper also addresses the question of whether the restructuring of the German higher education system was accompanied by curricular and didactic reforms, which facilitate the acquisition of key competencies. According to the results of the German Higher Education Information System HIS graduate survey 2005, the answer to this question is a cautious “yes”. In view of the limited empirical basis and the early date of the survey, however, we advise against premature generalizations.  相似文献