Modell, Architektur und Plattform für Informationssysteme mit Kontextbezug     

Albrecht Schmidt und Hans-Werner Gellersen 《Informatik - Forschung und Entwicklung》2001,16(4):213-224

Zusammenfassung. In mobilen Systemen findet Kontext zunehmend Berücksichtigung, um Komponenten mit Informationen zur umgebenden Situation auszustatten. Dieser Beitrag führt ein neues semantisches Modell und eine Architektur für die Nutzung von Kontext in verteilten Systemen ein. Ausgangspunkt ist die Analyse grundlegender Eigenschaften von Kontext, zu denen vor allem orts- und zeitbezogene Relevanz z?hlt. Kontext wird entsprechend als allgemeine Datenstruktur modelliert, in der beliebige Kontextinformation mit Ursprungsort und –zeit sowie r?umlich-zeitlicher Ausbreitungscharakteristik beschrieben wird. Zur Modellierung der Ausbreitung und Verteilung von Kontext im Zeit-Raum-Kontinuum wird das Prinzip der unscharfen Mengen (Fuzzy Logic) herangezogen. Darauf aufbauend wird ein FuzzySpace als Kommunikationsplattform eingeführt, der auf einem Tupelraum aufbaut, für Elemente aber zus?tzlich eine r?umlich-zeitlich definierte Relevanz einführt. über diese Plattform k?nnen Kontextlieferanten, -konsumenten undabstraktoren Kontextinformationen austauschen. Die Verteilung von Kontext im FuzzySpace bleibt für diese Komponenten transparent, was zur Vereinfachung der Anwendungsentwicklung beitr?gt. Eingegangen am 14. Februar 2001 / Angenommen am 22. August 2001  相似文献   

Past perfect, future tense: A survey of issues in collection development     

Karen Schmidt 《Library Collections, Acquisitions, and Technical Services》2005,28(4):360-372

Libraries have always been valued for and measured by their collections. The process of collection development has undergone many changes in the past few decades. This article examines those changes while concluding that the core values remain the same.  相似文献   

Faculty Perceptions of Clergy in Counselor Education Programs     

G. Daniel Schmidt  Lutheran Pastor  Robert W. Shotola  Don Waterstreet 《Counselor Education & Supervision》1974,13(4):294-298

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Sozialisation im Sport     

Klaus Cachay  Horst-Werner Ehni  Dietrich Kurz  Jürgen Lange  Günther Schmidt  Jochen Sprenger  Norbert Wolf 《Sportwissenschaft》1973,3(4):387-413

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The behavioral arousal threshold in infant sleep as a function of time and sleep state     

K Schmidt  B Birns 《Child development》1971,42(1):269-277

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Effects of staff and student tutors on student achievement     

Jos C. Moust  Henk G. Schmidt 《Higher Education》1994,28(4):471-482

In the problem-based curriculum of the faculty of Law, students of the first year are guided by staff tutors or undergraduate student tutors in small tutorial groups. In this study, academic achievement of staff tutor-guided groups are compared with student tutor-guided groups. After an eight-week course students' level of academic achievement was tested by essay questions. Two methods of assessing students' performance are used: expert judgements and propositional analysis. Results of both methods used indicate that no differences in academic achievement occur. Students guided by student tutors perform as well as students guided by staff tutors. Several explanations are proposed to account for these results.  相似文献   

The use of source-related strategies in evaluating multiple psychology texts: a student–scientist comparison     

Sarah von der Mühlen  Tobias Richter  Sebastian Schmid  Elisabeth Marie Schmidt  Kirsten Berthold 《Reading and writing》2016,29(8):1677-1698

Multiple text comprehension can greatly benefit from paying attention to sources and from using this information for evaluating text information. Previous research based on texts from the domain of history suggests that source-related strategies are acquired as part of the discipline expertise as opposed to the spontaneous use of these strategies by students just entering a field. In the present study, we compared the performance of students and scientists in the domain of psychology with regard to (a) their knowledge of publication types, (b) relevant source characteristics, (c) their use of sources for evaluating the credibility of multiple texts, and (d) their ability to judge the plausibility of argumentative statements in psychological texts. Participants worked on a battery of newly developed computerised tests with a think-aloud instruction to uncover strategies that scientists and students used when reading a text. Results showed that scientists scored higher in all of the assessed abilities and that these abilities were positively correlated with each other. Importantly, the superior performance of scientists in evaluating the credibility of multiple texts was mediated by their use of source information. Implications are discussed in terms of discipline expertise.  相似文献   

Self‐Compassion,Affect, and Body Image in College Women     

Christa K. Schmidt  Trisha L. Raque‐Bogdan  Emily A. Hollern 《Journal of College Counseling》2019,22(2):152-163

The aim of this study was to understand the relationships between self‐compassion, positive affect, negative affect, and variables representative of positive body image for college women. Regression analyses indicated that self‐compassion and affect accounted for 39% and 30% of the variance, respectively, in body appreciation and body image quality of life. Mediational analyses demonstrated that positive affect mediated the relationships between self‐compassion and both indicators of body image. Implications for college counseling are discussed.  相似文献   

Dyscalculia ≠ maths difficulties. An analysis of conflicting positions at a time that calls for inclusive practices     

Maria Christina Secher Schmidt 《欧洲特需教育杂志》2016,31(3):407-421

Using Bourdieu’s notion of field, the Scandinavian field of maths pedagogy occurs at a time characterised by increasing inclusion efforts in primary school. Various stakeholders in maths pedagogy are arguing about what should be done about pupils who perform poorly in mathematics and what causes their difficulties. Four analytical positions are presented here: the diagnostic, the structural, the interventionist and the complementary. The literature examined includes academic articles on math pedagogy and scholarly journals for maths teachers from the period 1995–2014. A total of 103 articles were analysed. The results show that a context-oriented rationale dominates, but that a less prevalent, competing rationale emphasising individual causal explanations, is also present. I argue that the structure of the field is changing because of external influences that may affect the organisation of support for poorly performing pupils.  相似文献   

Transforming a Traditional Inquiry-Based Science Unit into a STEM Unit for Elementary Pre-service Teachers: A View from the Trenches     

Matthew Schmidt  Lori Fulton 《Journal of Science Education and Technology》2016,25(2):302-315

The need to prepare students with twenty-first-century skills through STEM-related teaching is strong, especially at the elementary level. However, most teacher education preparation programs do not focus on STEM education. In an attempt to provide an exemplary model of a STEM unit, we used a rapid prototyping approach to transform an inquiry-based unit on moon phases into one that integrated technology in a meaningful manner to develop technological literacy and scientific concepts for pre-service teachers (PSTs). Using qualitative case study methodology, we describe lessons learned related to the development and implementation of a STEM unit in an undergraduate elementary methods course, focusing on the impact the inquiry model had on PSTs’ perceptions of inquiry-based science instruction and how the integration of technology impacted their learning experience. Using field notes and survey data, we uncovered three overarching themes. First, we found that PSTs held absolutist beliefs and had a need for instruction on inquiry-based learning and teaching. Second, we determined that explicit examples of effective and ineffective technology use are needed to help PSTs develop an understanding of meaningful technology integration. Finally, the rapid prototyping approach resulted in a successful modification of the unit, but caused the usability of our digital instructional materials to suffer. Our findings suggest that while inquiry-based STEM units can be implemented in existing programs, creating and testing these prototypes requires significant effort to meet PSTs’ learning needs, and that iterating designs is essential to successful implementation.  相似文献