Effects of environmental intervention on sedentary time,musculoskeletal comfort and work ability in office workers     

Ying Gao  Nina Nevala  Neil J. Cronin  Taija Finni 《European Journal of Sport Science》2016,16(6):747-754

Sit–stand workstations offer a potential strategy to reduce prolonged occupational sitting. This controlled intervention study examined the effects of an environmental intervention on occupational sedentary time, musculoskeletal comfort and work ability, and the usability of sit–stand workstations in office work via a self-reported questionnaire. The intervention group (n?=?24) used sit–stand workstations during the 6-month intervention period, and the control group (n?=?21) used traditional sitting workstations. The results showed that working at sit–stand workstations can reduce sitting time significantly compared to control workstations (?6.7% vs. 5.0%, p?=?.019), which is reallocated mostly to standing (r?=??0.719, p?p?=?.028), as well as work ability (p?=?.022). The majority of intervention subjects rated sit–stand workstation adjustability as good (83.3%), and 75.0% were satisfied with the workstation. About 41.7% of the intervention participants, who were exclusively female, used the sit–stand function on a daily basis. While the environmental change alone was effective, it is likely that promoting the daily use of sit–stand workstations with counselling would lead to even more substantial positive effects.  相似文献   

PÄdagogische Zeitschriften Westdeutschlands     

Hermann Röhrs 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1955,1(4):507-510

Ohne Zusammenfassung  相似文献   

Mathematics and mathematics education: Content and people, relation and difference     

Willi Dörfler 《Educational Studies in Mathematics》2003,54(2-3):147-170

A broad view of mathematics education takes it as the study of how people learn and do mathematics. Starting with this view, the actual and potential relationships of mathematics education as are search discipline to mathematics as a field of knowledge and activity and to the mathematicians carrying out that activity are analyzed. This leads to the picture of a gulf between the two scientific communities which are based in different cultures of thinking and research. A (meta-)study of mathematics and all its facets termed here mathematicology is proposed. It could serve as common ground for cooperative studies by mathematicians and mathematics educators. Thereby the gulf will not necessarily become narrower but abridge over the differences and mutual misunderstandings could be built.  相似文献   

Equality and excellence. Hegemonic discourses of economisation within the German education system     

Tobias Peter  Ulrich Bröckling 《International Studies in Sociology of Education》2017,26(3):231-247

Looking to conflicting constitutions of education systems through the terms equality and excellence, this paper examines the discursive formation of two political rationalities in the contemporary German education system. While early childhood and primary education discourses are dominated by a terminology of equality, tertiary education institutions such as universities are described using a terminology of excellence that has become a reference point for political interventions and institutional reform processes. Drawing from hegemony theory, governmentality studies and systems theory, this paper analyses the rules of justification referred to by such hegemonic discourses. It presents a policy discourse analysis of strategic, conceptional and institutional texts produced between 2003 and 2010. Through this analysis, the paper suggests that ‘mobilising’ and ‘optimising’ represent the common principles of equality and excellence as economic rationalities.  相似文献   

The hyphen as a syllabification cue in reading bisyllabic and multisyllabic words among Finnish 1st and 2nd graders     

Tuomo Häikiö  Raymond Bertram  Jukka Hyönä 《Reading and writing》2016,29(1):159-182

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Effects of high-complexity and high-cognitive-level instructional tasks in biology lessons on students’ factual and conceptual knowledge     

Christian Förtsch  Sonja Werner  Lena von Kotzebue  Birgit J. Neuhaus 《Research in Science & Technological Education》2018,36(3):353-374

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Wandel in der Fremdsprachenpolitik der DDR     

Günter Böhme 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1991,37(1):168-172

Ohne Zusammenfassung  相似文献   

Between two Advisors: Interconnecting Academic and Workplace Settings in an Emerging Field     

Kaisa Hytönen  Tuire Palonen  Erno Lehtinen  Kai Hakkarainen 《Vocations and Learning》2016,9(3):333-359

This article examines a new training design for continuing professional development that aims to support the learning of the novel knowledge and skills needed in emerging professional fields by interconnecting academic and workplace settings. The training design is based on using two advisors, one from working life and the other from an academic context. The article examined whether participants’ personal orientation to adaptive expertise predicts the success of a guidance process. The interconnection of workplace and academic contexts was expected to occur through guidance practices. In addition, the features underlying the most successful guidance relationships were analysed. Data were collected by conducting repeated semi-structured interviews with 18 course participants, eight academic advisors and eight workplace advisors in the context of a 1-year energy efficiency training programme. The results indicated that a trainee’s personal orientation towards adaptive expertise is a significant component in successful guidance processes. An interconnection of workplace and academic knowledge and practices was hardly found in the guidance provided by each participant’s academic and workplace advisors. The feature underlying the most successful guidance relationships are related at the personal, dyad and context levels. An excellent match between the expert profiles of the learner and the advisor appears to be especially critical for successful guidance and powerful knowledge exchange in emerging fields. However, finding matching advisors is often challenging. Many problems are presumably solved if these ‘right persons’ can be found and if the trainees are themselves oriented to utilise the novel resources provided to them by the advisors.  相似文献   

ACHIEVEMENT MOTIVATION OF INTELLECTUALLY GIFTED STUDENTS WHEN CONFRONTED WITH CHALLENGING AND UNCHALLENGING TASKS     

Colleen Neitzke  Una M. Röhr‐Sendlmeier 《High Ability Studies》1992,3(2):197-205

Two groups of gifted adolescents solved two similar intelligence tests with differing levels of task difficulty in reverse order. Under both conditions the performance level on the less complex test was much lower, a result not observed in a control group of average intelligence. Behavioural observations revealed that the low performance of the gifted students was combined with lack of effort. This performance pattern is discussed with respect to recent postulates of achievement motivation theory, which empasize the impact not only of the achievement motive, but also of the informational value of a given task for evaluating own level of ability. It is argued that the perceived informational value of the easier test was not high enough to create an incentive for the gifted students to perform at the highest possible level  相似文献   

Collaborative research for sustainable learning: the case of developing innovation capabilities at Volvo Cars   总被引：1，自引：1，他引：0  

Sofia Börjesson 《Action Learning: Research and Practice》2011,8(3):187-209

This paper aims to make a contribution to the stream of literature on action research by describing a longitudinal collaborative research project which evolved out of a long-term, participation partnership with Volvo Cars. The collaboration was aimed at developing innovation capabilities in the company and accumulating knowledge on how capabilities are developed. The paper provides insights into the design of collaborative research projects to enable mutual, sustainable learning. It draws on key notions in the literature on collaborative management research and action learning, highlighting the research design of the project at Volvo Cars and its relations to action learning. The paper describes how the research design opened the way to establishing a learning system at Volvo Cars while simultaneously generating new scientific knowledge within the area of innovation capabilities. The paper provides rich and detailed data on a collaborative research setting and highlights key aspects related to organizing and undertaking collaborative research.  相似文献