Some characteristic aspects of science policy in the federal republic of Germany     

Hermann Lübbe 《Research Policy》1974,3(2):172-180

In the Federal Republic of Germany, as in nearly all countries, science policy is increasingly oriented along the planning of science and research, including the systematic establishment of research priorities, and enquiry into the theoretical and methodological foundations of research planning.The most distinguishing characteristic of science policy in the Federal Republic of Germany, however, is the fact that the influence exerted by industry and the state on the planning of research is conspicuously weak compared to other countries. After a brief characterisation of research policy in Germany the author comes to the conclusion that it is not government R & D expenditure which is strikingly small, but the extent to which the government assumes direct political responsibility for research, and demands the coordination of the fragmented responsibilities in research policy and research planning in the Federal Republic.The steps taken so far in this direction will, however, have far-reaching consequences, in particular, a differentation between research and teaching. Furthermore, the author is doubtful whether the political power of government and parliament in the Federal Republic of Germany will suffice to take full advantage of enlarged competences in research policy.  相似文献   

Sport als Therapie     

Hermann Rieder  R. Lempp 《Sportwissenschaft》1972,2(1):104-104

  相似文献   

Education for Peace in Primary Schools: experiments in Heidelberg     

Hermann Röhrs 《Compare》1980,10(1):85-91

  相似文献   

The Bologna Process: perspectives and implications for the Russian university     

Galina Telegina  Hermann Schwengel 《European Journal of Education》2012,47(1):37-49

This article draws on the discourses of educational policy in Europe to focus on the implications of the Bologna Process for higher education in Russia. The Bologna Process, as a multi-dimensional discourse involving a variety of social actors, reflects some of the complexities and contradictions of globalisation, in many local cases evoking responses and leading to outcomes which were neither planned nor predicted by the official educational policy planners. The role of international organisations in the reform of Russian higher education is considered and the barriers, limitations and possible consequences of Bologna for the Russian situation are explored.  相似文献   

Regulation During Cooperative and Collaborative Learning: A Theory-Based Review of Terms and Concepts     

Cornelia Schoor  Susanne Narciss  Hermann Körndle 《教育心理学家》2013,48(2):97-119

This article reviews the terms and concepts that have been used for describing regulation of learning during cooperative and collaborative learning and suggests differentiating them on the basis of which parts of a regulatory feedback loop model are being shared. During cooperative and collaborative learning, not only self-regulation but also the regulation of the group process is important. This regulation might occur on both an individual level and a social level. Several modes of regulation have been identified, but the terms used for them vary tremendously—including social regulation, socially shared regulation, coregulation, and other-regulation. This article seeks to clarify the diverse terminology. To this end, we use a theoretical framework based on Winne and Hadwin's (1998) model of self-regulated learning to analyze how the different terms are used in the literature. We make and exemplify suggestions for a consistent usage of terms.  相似文献   

Comparisons of the ski turn techniques of experienced and intermediate skiers     

Erich Muller  Roger Bartlett  Christian Raschner  Hermann Schwameder  Ulrike Benko-Bernwick  Stefan Lindinger 《Journal of sports sciences》2013,31(6):545-559

We compared selected kinematic variables for four different ski turn techniques performed by five experienced and five intermediate male skiers. The four ski turn techniques were the upstem turn, the downstem turn, the parallel turn and the parallel step turn. Each turn was divided into the initiation phase and the first and second steering phases. Most of the statistically significant differences (P < 0.05) between the two groups were found for the initiation phases of the four turns. Both the hip axis-hand axis angle and the edging angle of the uphill ski were significantly different between the two groups for the upstem turn at the beginning of the initiation phase. For the downstem turn, significant differences between the groups were found at the start of the initiation phase for the hip axis-hand axis angle, the shoulder axis-fall line angle, and the edging angle of the uphill ski. The standard deviation of the distance between the tips of the two skis over the second steering phase also differed significantly between the two groups. For the parallel step turn, significant differences were found at the start of the initiation phase for the edging angle of the downhill ski and the downhill ski to movement direction angle. Significant differences were also found for the edging angle of the downhill ski in the middle of the second steering phase and the shoulder axis to movement direction angle at the end of this phase. For the initiation phase of the parallel turn, significant differences were found for the timing of setting the ski pole, the uphill knee angle at the start of this phase and the range of the knee angle of the uphill leg from the start to the end of this phase. For this turn, significant differences between the two groups were also found for the edging angle of the downhill ski in the middle of the second steering phase and the shoulder axis to movement direction angle at the end of this phase. One of the reasons it was possible to identify a few significant differences only for the turns analysed, was the variability within the intermediate group: for most of the variables analysed, the standard deviation was much higher for the intermediate than for the experienced group.  相似文献   

Biomechanics research in ski jumping, 1991–2006     

Hermann Schwameder 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(1):114-136

  相似文献   

Maria Montessori     

Hermann Röhrs 《Prospects》1994,24(1-2):169-183

  相似文献   

PISA: Und was nun?     

Hermann Lange 《Zeitschrift für Erziehungswissenschaft》2002,5(3):455-471

Die Ergebnisse des internationalen Vergleichs von Schülerleistungen im Rahmen des OECD-Projekts PISA haben für Deutschland dringende p?dagogische und bildungspolitische Handlungsnotwendigkeiten aufgezeigt. Die Leistungen deutscher Schülerinnen und Schüler in den Bereichen Lesen, mathematische Grundbildung und naturwissenschaftliche Grundbildung liegen unterhalb des Durchschnitts der OECD-L?nder. Dabei ist die Leistungsstreuung in Deutschland besonders gro?, es gibt eine gro?e Risikogruppe (Schülerinnen und Schüler, deren Leistungen das Niveau der Kompetenzstufe I nicht überschreiten und zum Teil sogar deutlich darunter liegen), der Zusammenhang zwischen sozialer Herkunft und Leistung ist stark ausgepr?gt und das Leistungsniveau bestimmter Schülergruppen aus zugewanderten Familien ist unbefriedigend. Er?rtert werden die Felder bildungspolitischen Handelns im Anschluss an PISA und die Schwierigkeiten, den notwendigen Ver?nderungsprozess im Rahmen des f?derativen Systems der Bundesrepublik Deutschland zu organisieren.  相似文献   

Obituary for an educational humanist: Bogdan Suchodolski, 1903–1992     

Hermann Röhrs 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1993,39(4):333-336

  相似文献