A perspective on Gaussian processes for Earth observation     

Gustau Camps-Valls  Dino Sejdinovic  Jakob Runge  Markus Reichstein 《国家科学评论(英文版)》2019,6(4):616

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Unfreezing higher education institutions? Understanding the introduction of quality management in teaching and learning in Germany     

Markus Seyfried  Moritz Ansmann 《Higher Education》2018,75(6):1061-1076

Quality management (QM) in teaching and learning has strongly “infected” the higher education sector and spread around the world. It has almost everywhere become an integral part of higher education reforms. While existing research on QM mainly focuses on the national level from a macro-perspective, its introduction at the institutional level is only rarely analyzed. The present article addresses this research gap. Coming from the perspective of organization studies, it examines the factors that were crucial for the introduction of QM at higher education institutions in Germany. As the introduction of QM can be considered to be a process of organizational change, the article refers to Kurt Lewin’s seminal concept of “unfreezing” organizations as a theoretical starting point. Methodologically, a mixed methods approach is applied by combining qualitative data derived from interviews with institutional quality managers and quantitative data gathered from a nationwide survey. The results show that the introduction of QM is initiated by either internal or external processes. Furthermore, some institutions follow a rather voluntary approach of unfreezing, while others show modes of forced unfreezing. Consequently, the way how QM was introduced has important implications for its implementation.  相似文献   

Sport and exercise psychology in 2050     

Markus Raab 《Sportwissenschaft》2017,47(1):62-71

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The Cost of Critique: In(ter)vention and Ethical Violence in Kristeva and Benjamin     

Markus Weidler  Mariko Izumi 《Culture, Theory & Critique》2017,58(1):17-32

In this essay we argue that there is an important but frequently overlooked link between Walter Benjamin’s and Julia Kristeva’s attempts to explore new modes of critical practice. What connects Benjamin and Kristeva, in our account, is a vital concern with the cost of critique, that is, with the question whether critical agency in its most productive modes is inherently related to certain forms of ethical violence. We aim to show that, once we read them together, these authors’ pivotal contribution consists of offering an alternative model of critique animated by an ethos of in(ter)-vention, which is keyed to techniques of criticism that are both disruptive and innovative. Ethical violence here refers to a strategic displacement of moral self-perception, which undercuts people’s aspirations toward maintaining a morally robust character in the face of political adversity and social injustice. To illustrate the stakes of such displacement, we turn to the figure of the ‘anti-journalist’ Karl Kraus whose in(ter)ventions display integrity in action rather than integrity of character. Specifically, under the rubric of ethical violence, we propose a dynamic interpretation of Kraus’ performance in terms of polemical witnessing, which combines the corrosive aspects of Benjamin’s ‘destructive character’ with the constructive aspects contained in Kristeva’s notions of ‘sharing singularity’ and ‘intimate revolt’.  相似文献   

Review of Causal Inference in Statistics: A Primer,by Judea Pearl,Madelyn Glymour,and Nicholas P. Jewell     

Keith A. Markus 《Structural equation modeling》2017,24(4):636-642

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Correlates of metacognitive control in 10-year old children and adults     

Nike Tsalas  Beate Sodian  Markus Paulus 《Metacognition and Learning》2017,12(3):297-314

Metacognitive control is an important factor for successful learning and has been shown to increase across childhood and adolescence. Only few studies have attempted to investigate the cognitive processes and psychological mechanisms that subserve metacognitively-based control and the development thereof. Accordingly, the aim of the current study was to gain an insight into the cognitive and psychological correlates that relate to metacognitively-based control processes. Specifically, we were interested in two measures of metacognitive control: learners’ ability to self-regulate their study time in a study time allocation paradigm, as well as the efficiency with which they allocated their study time. It was of particular interest to explore the relation between declarative metamemory and procedural metacognitive skills. In addition, we assessed learners’ general cognitive and executive abilities. We tested a group of 10-year olds and a group of adults. Surprisingly, and in contrast to previous studies, the current study does not support a relation between declarative metamemory and procedural skills, or executive functions and intelligence and procedural skills. We interpret our results in line with a dual systems view of metacognitive abilities and further speculate whether procedural skills might become increasingly independent and automated with age.  相似文献   

Social acceptance of students with Down syndrome and students without disability     

Susanne Schwab  Christian Huber  Markus Gebhardt 《教育心理学》2016,36(8):1501-1515

We investigated the influence of teacher feedback on the social acceptance of peers with intellectual disabilities and peers without disabilities. A computer task was administered to 601 students in grades 3 and 4. Twenty-six per cent of the students attend an inclusive school; the others are in regular schools without students with special educational needs. Participants are introduced to ‘new’ virtual classmates, one student with Down syndrome (DS), and one control student with no obvious disability. Additionally, teacher feedback and feedback about fun playing with the new classmates is given. Social acceptance is evaluated by asking if one would like to sit next to him/her. Both feedbacks showed a strong effect. The child with DS was less socially accepted than the child without disability. No difference regarding the social acceptance of the students with DS was found between students from inclusive and regular classes. Students from regular classes rate the social acceptance of the student without disabilities significantly higher than students from inclusive classrooms.  相似文献   

Testing agile requirements models     

BOTASCHANJAN Jewgenij  PISTER Markus  RUMPE Bernhard 《Journal of Zhejiang University. Science. B》2004,(5)

INTRODUCTION One main purpose of requirements is to de-scribe the functionality of software. Thus re-quirements often serve as a basis for contracts aswell as for communication between customers anddevelopers. However, they are usually captured innatural language accompanied by a few top-levelinformal drawings like use cases or activity dia-grams that denote the structure of the functional-ities in an abstract way. One disadvantage of naturallanguage is that the developer has to cope with…  相似文献   

‘Better policies for better lives’?: constructive critique of the OECD’s (mis)measure of student well-being     

Jeremy Rappleye  Hikaru Komatsu  Yukiko Uchida  Kuba Krys  Hazel Markus 《教育政策杂志》2020,35(2):258-282

ABSTRACT

Facing increasing critique that PISA focuses too narrowly on cognitive achievement and human/knowledge capital, the OECD has recently shifted some of its focus to student happiness. The 2017 Students’ Well-Being report distinguishes between ‘happy schools’ and ‘unhappy schools’, showing that among students who combined high performance and life satisfaction, northern European countries topped the charts. Meanwhile, students in East Asian countries including Japan, China, Taiwan, Hong Kong, and Korea registered the lowest ‘life satisfaction’ scores among all participating countries. This piece points out some of the problems inherent in the OECD’s recent turn to happiness, problematizing the OECD yardstick of life satisfaction. Attempting to keep the critique constructive, we suggest that the OECD may want to consider using alternative metrics, then briefly highlight one developed in East Asia from different first assumptions: the Interdependent Happiness Scale. In conclusion we flag, but cannot answer, some related educational questions concerning policy, pedagogy, and priorities for the future.  相似文献   

Happy To Be “Me?” Authenticity,Psychological Need Satisfaction,and Subjective Well‐Being in Adolescence          下载免费PDF全文

Sander Thomaes  Constantine Sedikides  Nellie van den Bos  Roos Hutteman  Albert Reijntjes 《Child development》2017,88(4):1045-1056

Adolescents have a strong desire to “be themselves.” How does experiencing authenticity—the sense of being one's true self—influence subjective well‐being? What allows adolescents to experience authenticity? This research tests a working model of how authenticity is implicated in adolescents’ well‐being. Using survey, diary, and experimental methodologies, four studies (total N = 759, age range = 12–17) supported the main tenets of the model. Authenticity (a) enhances well‐being, (b) covaries with satisfaction of psychological needs for relatedness and competence; is caused by satisfaction of the need for autonomy; and (c) mediates the link between need satisfaction and well‐being. Authenticity is more than a powerful motive: It has robust, replicable effects on well‐being and may thus be a pervasive force in positive youth development.  相似文献