Democratizing Decision-Making on Food Safety in the EU: Closing Gaps between Principles of Governance and Practice     

Ariane König 《Minerva》2007,45(3):275-294

Food safety is a preoccupation of the European Commission, but there are major shortcomings in its governance. Reviewing legislation and practice, this paper explores the background of EU food safety institutions, and develops recommendations to make the EU decision process more transparent, accountable, and democratic.  相似文献   

Fundamental research in a small country: Mathematics in Denmark 1928–1977     

Thomas SchØtt 《Minerva》1980,18(2):243-283

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Swedish University Policy: The 1955 Commission on the Swedish Universities     

L. Bodström 《Minerva》1964,3(1):83-90

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ORIENTING STUDENT INDEPENDENT SCIENTDFIC ACTIVITY WITH A HIGH DEGREE OF PERSONAL INITIATIVE     

Horst Möhle 《Higher Education in Europe》1985,10(1):58-63

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Zeitökonomische Aspekte der Nachfrage nach Vereinsleichtathletik im europäischen Vergleich     

Dr. phil. Jens Flatau  Werner Pitsch  Dirk Bogendörfer  Eike Emrich 《Sportwissenschaft》2009,39(2):110-119

In a joint project involving European association staff and sports scientists, basic structural data were collected on British, Swedish, Spanish and German athletics clubs to be used for analysis of hypotheses concerning conditions of participation in sports clubs, particularly by children and adolescents. The results showed clear differences in organizational level as well as membership and activity structures in comparisons between European countries and within Germany. The findings revealed the differential functions and significance of sports clubs in the context of the respective institutions and cultures.  相似文献   

Editorial     

W. Dörfler 《Educational Studies in Mathematics》1990,21(1):1-2

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Lactate and phosphagen levels in muscle immediately after a maximum 300 m run at sea level     

J Karvonen  E Peltola  H N?veri  M H?rk?nen 《Research quarterly for exercise and sport》1990,61(1):108-110

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Tracking of physical activity in pubertal boys with different BMI over two-year period     

Triin Rääsk  Kenn Konstabel  Jarek Mäestu  Evelin Lätt  Toivo Jürimäe  Jaak Jürimäe 《Journal of sports sciences》2015,33(16):1649-1657

We examined the tracking of physical activity (PA) measured by accelerometers and subjective self- and parental reports in normal weight and overweight and obese pubertal boys over two-year period. In total, 156 boys with mean (±SD) age of 11.53 ± 0.76 at baseline and with mean age of 13.94 ± 0.74 at 2 year follow-up were studied. At baseline and approximately two years later, the boys completed self-report questionnaire and wore an accelerometer for seven consecutive days. On the basis of first year assessment’s body mass index (BMI), the children were grouped as normal weight and overweight and obese groups according to BMI cut-offs. Tracking correlations of objectively measured PA and subjectively measured PA were fairly similar across the 12–14 year-old-boys weight groups over two year period. Tracking correlations of objectively measured PA and subjectively measured PA were not significantly different over two-year period between both BMI groups. The results of the study show that pubertal boys objectively measured PA decreased over two-year period and so the boys started to be less active in their pubertal period.  相似文献   

Body in Mind: How Gestures Empower Foreign Language Learning     

Manuela Macedonia  Thomas R. Knösche 《Mind, Brain, and Education》2011,5(4):196-211

It has previously been demonstrated that enactment (i.e., performing representative gestures during encoding) enhances memory for concrete words, in particular action words. Here, we investigate the impact of enactment on abstract word learning in a foreign language. We further ask if learning novel words with gestures facilitates sentence production. In a within‐subjects paradigm, participants first learned 32 abstract sentences from an artificial corpus conforming with Italian phonotactics. Sixteen sentences were encoded audiovisually. Another set of 16 sentences was also encoded audiovisually, but, in addition, each single word was accompanied by a symbolic gesture. Participants were trained for 6 days. Memory performance was assessed daily using different tests. The overall results support the prediction that learners have better memory for words encoded with gestures. In a transfer test, participants produced new sentences with the words they had acquired. Items encoded through gestures were used more frequently, demonstrating their enhanced accessibility in memory. The results are interpreted in terms of embodied cognition. Implications for teaching and learning are suggested.  相似文献   

Young Diplomats?? Socialization to the Networked Professional Cultures of Their Workplace Communities     

Kaisa Hyt?nen  Kai Hakkarainen  Tuire Palonen 《Vocations and Learning》2011,4(3):253-273

The purpose of the present investigation was to examine young diplomats’ socialization to the professional expert culture of the Ministry for Foreign Affairs of Finland over a six-month on-job training period, as part of their preparation for service in the diplomatic corps. Using social network analysis, we analyzed departments’ internal social structures, prevailing social relations, and the young diplomats’ role and position in the networks of knowledge acquisition, practical know-how, and professional collaboration. Data collected by contextual event sampling and theme interviews and analyzed by qualitative content analysis were used to characterize the young diplomats’ personal social support networks, resources obtained, as well as associated reflections regarding their functioning in and socialization to the departmental workplace community. The results indicated that across the six-month training period, the young diplomats became involved to the workplace communities’ networked expertise and were socialized to its expert culture, even if their achieved networking positions differed. The results revealed differences between levels of collective operational practices in the workplace communities as well as the nature of assignments in which the young diplomats participated and for which they were responsible. It was proposed that these differences mirrored distinction between expansive natures of young diplomats’ workplace communities as learning environments.  相似文献