Reduction of regional disparities: the rôle of educational planning : Gabriel Carron and Ta Ngoc Chaû: Paris, International Institute for Educational Planning, The Unesco Press, 1981, 126 pages.     

Jens Naumann 《International Journal of Educational Development》1982,2(3):302-303

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Taming a beast of burden – On some issues with the conceptualisation and operationalisation of cognitive load     

Jens F. Beckmann 《Learning and Instruction》2010,20(3):250-264

Research on cognitive load theory (CLT) has not yet provided facet-specific measures of cognitive load. The lack of valid methods to measure intrinsic, extraneous and germane cognitive load makes it difficult to empirically test theoretical explanations of effects caused by manipulations of instructional designs. This situation also imposes challenges to testing CLT as a theory. This paper critically reflects the conceptualisation of CLT's core concept and the implications for its operationalisation. In order to address some of the challenges we propose a complexity framework that allows the derivation of a priori estimates of mental load that go beyond CLT's notion of element interactivity. In a study we test hypotheses with regard to effects of the variation of sources for intrinsic cognitive load (increase of complexity within tasks) and the variation of sources for extraneous cognitive load (reduction of extraneous cognitive load between tasks) in three ability groups. Complexity-based estimates prove superior to element interactivity-based estimates of mental load in the prediction of performance outcomes. Results also indicate that individual differences in information-processing capacity determine to what extent complexity is reflected as cognitive load. In this respect the proposed framework extends the focus of CLT beyond the discussion of the role of prior knowledge and acquired levels of expertise.  相似文献   

Psychological Adjustment in Adolescents with Vision Impairment     

Martin Pinquart  Jens P. Pfeiffer 《International Journal of Disability, Development & Education》2012,59(2):145-155

The present study compared psychological adjustment of 158 adolescents with vision impairment and 158 sighted adolescents with a matched-pair design using the Strengths and Difficulties Questionnaire. Adolescent self-reports and teacher reports on emotional problems, peer problems, and total difficulties showed higher scores in students with vision impairment than in sighted students. However, the size of between-group differences was small, and adolescents who are blind and their peers with low vision showed similar levels of psychological adjustment. In addition, older students reported more emotional problems than younger students. Furthermore, differences between self-reported emotional problems of students with and without vision impairment were stronger in older participants. In both groups, girls showed more emotional problems and less conduct problems than boys. We conclude that most students with vision impairment are well adjusted but a minority may benefit from psychological interventions.  相似文献   

Globalization and strategic research investments   总被引：1，自引：0，他引：1  

Anna Bohnstedt Christian Schwarz  Jens Suedekum 《Research Policy》2012,41(1):13-23

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Paul Abraham: A Forgotten Scholar of the Prussian Academy of Sciences and Humanities     

Jens?ThielEmail author 《Minerva》2004,42(4):393-420

Paul Abraham, one of the Berlin Academys most experienced researchers, was deported to Auschwitz in 1943. The fate of this Jewish scholar reveals much about the inner life of the Academy, and its treatment of Jewish staff, during the World War II. This paper describes his life, against a backdrop of war, revolution, and dictatorship, and in the context of one of the Academys most prestigious projects.  相似文献   

Match performance of high-standard soccer players with special reference to development of fatigue   总被引：16，自引：2，他引：14  

Mohr M  Krustrup P  Bangsbo J 《Journal of sports sciences》2003,21(7):519-528

The aim of this study was to assess physical fitness, match performance and development of fatigue during competitive matches at two high standards of professional soccer. Computerized time-motion analyses were performed 2-7 times during the competitive season on 18 top-class and 24 moderate professional soccer players. In addition, the players performed the Yo-Yo intermittent recovery test. The top-class players performed 28 and 58% more (P < 0.05) high-intensity running and sprinting, respectively, than the moderate players (2.43 +/- 0.14 vs 1.90 +/- 0.12 km and 0.65 +/- 0.06 vs 0.41 +/- 0.03 km, respectively). The top-class players were better (11%; P < 0.05) on the Yo-Yo intermittent recovery test than the moderate players (2.26 +/- 0.08 vs 2.04 +/- 0.06 km, respectively). The amount of high-intensity running, independent of competitive standard and playing position, was lower (35-45%; P < 0.05) in the last than in the first 15 min of the game. After the 5-min period during which the amount of high-intensity running peaked, performance was reduced (P < 0.05) by 12% in the following 5 min compared with the game average. Substitute players (n = 13) covered 25% more (P < 0.05) ground during the final 15 min of high-intensity running than the other players. The coefficient of variation in high-intensity running was 9.2% between successive matches, whereas it was 24.8% between different stages of the season. Total distance covered and the distance covered in high-intensity running were higher (P < 0.05) for midfield players, full-backs and attackers than for defenders. Attackers and full-backs covered a greater (P < 0.05) distance in sprinting than midfield players and defenders. The midfield players and full-backs covered a greater (P < 0.05) distance than attackers and defenders in the Yo-Yo intermittent recovery test (2.23 +/- 0.10 and 2.21 +/- 0.04 vs 1.99 +/- 0.11 and 1.91 +/- 0.12 km, respectively). The results show that: (1) top-class soccer players performed more high-intensity running during a game and were better at the Yo-Yo test than moderate professional players; (2) fatigue occurred towards the end of matches as well as temporarily during the game, independently of competitive standard and of team position; (3) defenders covered a shorter distance in high-intensity running than players in other playing positions; (4) defenders and attackers had a poorer Yo-Yo intermittent recovery test performance than midfielders and full-backs; and (5) large seasonal changes were observed in physical performance during matches.  相似文献   

Provincial Reflections on the Danish Educational System∗     

Jens Bjerg 《Compare》1991,21(2):165-178

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The making of Mark Rothko's Harvard Murals     

Jens Stenger  Narayan Khandekar  Annie Wilker  Katya Kallsen  Daniel P. Kirby  Katherine Eremin 《文物保护研究》2016,61(6):331-347

Mark Rothko's Harvard Murals are a series of paintings on canvas commissioned by Harvard University and created in the early 1960s. The present study investigates Rothko's creative process, materials, and technique with ultraviolet and infrared imaging, analytical chemistry, cross-sectional analysis, and comparisons with the literature. Infrared and Raman spectroscopy imaging of cross sections help with the chemical mapping of the paint stratifications. A comparison of paper studies, studies on canvas, and the final five works installed give a detailed insight into Rothko's editing process. The intimate relationship between works on paper and canvas is traced by uncovering a back and forth between the two media, and the mixing of dry pigment with binder is a common theme for works on both supports. Motif developments, changes, and distinct painting campaigns become apparent with ultraviolet induced visible fluorescence imaging and infrared reflected infrared digital photography. Color measurements and microfading experiments give insight into the stability and light sensitivity of the materials used by Rothko in the Harvard Murals.  相似文献   

Conservation of a room: A treatment proposal for Mark Rothko's Harvard Murals     

Jens Stenger  Narayan Khandekar  Ramesh Raskar  Santiago Cuellar  Ankit Mohan  Rudolf Gschwind 《文物保护研究》2016,61(6):348-361

A treatment with projected light for Mark Rothko's Harvard Murals (1962) is proposed. The group of five paintings on canvas has changed color due to the presence of a fugitive red pigment and excessive exposure to natural light in a room with large windows. For the conservation of Rothko's Harvard room, it is brought into context within his other commissions and environments. The original color of the works is determined by the digital restoration of contemporary photographs. With a camera projector system a compensation image is calculated that is projected onto the original canvas resulting in a restored color appearance. This approach of inpainting with light is compared with considerations of cleaning and inpainting in conventional conservation treatments. Overall lighting and architecture including the unusual wall color carefully chosen by Rothko play a key role in the treatment of the Mural cycle as an environment.  相似文献   

Studies on educational reconstruction of chaos theory     

Dr. Reinders Duit  Michael Komorek  Jens Wilbers 《Research in Science Education》1997,27(3):339-357

The studies presented here comprise a project on the educational significance of chaos theory. Or to put it in a nutshell, we attempt to analyse critically whether the core ideas of chaos theory (as, for instance, limited predictability of chaotic systems despite deterministic laws governing them) are worth teaching and learning and furthermore we follow up the question of accessibility of these ideas for students. Subject matter structure clarification (i.e., construction of the mentioned key ideas) analyses of educational significance on the basis of widely accepted aims of teaching science, empirical studies on students' learning processes, and finally, development and evaluation of pilot instructional modules are closely interrelated. To put it into our terminology, the studies are embedded in a Model of Educational Reconstruction which may be seen as an approach to curriculum development that, on the one hand, takes into account the major insights provided by the constructivist view of the past two decades resting, on the other hand, on the tradition of German pedagogical theories on framing educational issues.  相似文献