„Spitzensport — Chancen und Probleme“     

Thomas Alkemeyer  Steffen Bahlke 《Sportwissenschaft》2001,31(1):110-114

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Should Regularization Replace Simple Structure Rotation in Exploratory Factor Analysis?     

Florian Scharf  Steffen Nestler 《Structural equation modeling》2019,26(4):576-590

Exploratory factor analysis (EFA) is an important tool when the measurement structure of psychological constructs is uncertain. Typically, factor rotation is applied to obtain interpretable results resembling a simple structure. However, an overwhelming multitude of rotation techniques is available of which none is unequivocally superior. Recently, regularization has been suggested as an alternative to factor rotation. In two simulation studies, we addressed the question if regularized EFA is a suitable alternative for rotated EFA. We compared their performance in recovering predefined factor loading patterns with varying amounts of cross-loadings. Elastic net regularized EFA yielded estimates comparable to rotated EFA. For complex loading patterns, both rotated and regularized EFA tended to underestimate cross-loadings and inflate factor correlations, but regularized EFA was able to recover loading patterns as long as a subset of items followed a simple structure. We conclude that regularization is a suitable alternative to factor rotation for psychometric applications.  相似文献   

Non-computing applications of quantum information in NMR     

Steffen J. Glaser  Thomas Schulte-Herbrüggen  Navin Khaneja 《Informatik - Forschung und Entwicklung》2006,35(4):65-71

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Sammelrezension: Unsicherheit — Chancen und Risiken der Generalisierung     

Steffen Hillmert 《Zeitschrift für Erziehungswissenschaft》2005,8(2):321-325

Ohne Zusammenfassung  相似文献   

Vereinssport-Sozialisation im Zeichen des Nationalsozialismus     

Steffen Bahlke  Klaus Cachay 《Sportwissenschaft》2002,32(2):170-190

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Change in the body temperature of healthy term infant over the first 72 hours of life     

李萌霞  孙革  NEUBAUER Henning 《浙江大学学报(A卷英文版)》2004,5(4):486-493

Objective: To determine the range of body temperature in a group of healthy Chinese term neonates over the first 72 hours of life and to assess the influence of body weight, gestational age and route of delivery. Method: All 200 consecutive cases of neonates delivered at our hospital from March to August 2001 were included in this retrospective study. Temperatures were measured immediately after delivery, after 30 minutes, 1 hour, 2 hours, 8 hours and 15 hours and on the 2nd and 3rd day. Axillary temperatures ranging from 36.5 oC to 37 oC were regarded as normal. No cases of maternal fever or systemic infection of the newborns were discovered. All infants were discharged in good general condition. Results: The mean rectal temperature at birth was 37.19 ℃. The lowest average temperature was reached at 1 hour after delivery (36.54 ℃) with a significant difference between natural delivery (36.48 ℃) and section (36.59 ℃) (P<0.05). Temperature subsequently rose to 36.70 ℃ at 8 hours and 36.78 ℃ at 15 hours (P<0.05). Hypothermia was seen in 51.8% and hypothermia in 42.5% of the patients. On the 3rd day after delivery, 96% of all temperatures were in the normal range. A significant relation was found between hypothermia and both low birth weight (P<0.001) and low gestational age (P<0.05). Conclusion: The reference range presently used did not include all physiological temperatures in the first 72 hours of life. Considering other factors, such as birth weight, route of delivery, gestational age and body temperature on the 2nd and 3rd day of life, may help to correctly assess the significance of temperatures beyond the reference range.  相似文献   

Fachdidaktisches Wissen von Lehrkräften und multiple Ziele im naturwissenschaftlichen Sachunterricht     

Dr. Kim Lange  Dr. Thilo Kleickmann  Dipl. Psych. Steffen Tröbst  Prof. Dr. Kornelia Möller 《Zeitschrift für Erziehungswissenschaft》2012,15(1):55-75

Recent investigations in the field of mathematics have demonstrated that teachers’ pedagogical content knowledge, as a central component of teachers’ professional knowledge, plays a significant role in high-quality instruction and students’ learning gains. The study presented here explores the significance of teachers’ pedagogical content knowledge for gains in pupils’ understanding of scientific concepts and for motivational and self-related outcome criteria in primary science education in Germany. It reports on findings from a study with a pre-post-design comprising 60 primary school teachers and their 1326 pupils. Teachers’ pedagogical content knowledge and pupils’ learning gains as well as motivational and self-related outcome criteria were directly assessed with paper-and-pencil tests. Two-step models controlling for several relevant variables at the individual and the class level were specified. Results revealed a substantial positive effect of the measured pedagogical content knowledge on pupils’ achievement gains as well as on pupils’ situational interest and perceived competence.  相似文献   

Bildungsentscheidungen und Unsicherheit     

Dr. Steffen Hillmert 《Zeitschrift für Erziehungswissenschaft》2005,8(2):173-186

Zusammenfassung In gesellschaftlichen wie sozialwissenschaftlichen Diskussionen rücken Ph?nomene der Unsicherheit zunehmend ins Blickfeld, auch in Bezug auf das Bildungsverhalten. Allerdings ist das Themenfeld Unsicherheit sehr heterogen. Der vorliegende Beitrag liefert einen überblick über ausgew?hlte soziologische Zusammenh?nge mit Unsicherheiten im Rahmen von Bildungsprozessen und -entscheidungen. Hierfür wird zun?chst auf Grundelemente theoretischer Modelle der Bildungsentscheidung zurückgegriffen, die zur schematischen Erkl?rung sozialer Unterschiede im Bildungsverhalten verwendet worden sind. Daran anknüpfend werden Erweiterungen diskutiert, mit deren Hilfe die Bedeutung gesellschaftlicher Unsicherheiten für Bildungsverl?ufe besser erfasst werden kann. Diese Erweiterungen betreffen insbesondere die Rolle von Institutionen, die dynamische Erfassung von Lebensverl?ufen und Entscheidungsprozessen und die empirische Analyse des konkreten Entscheidungsverhaltens in sozialen Kontexten.   相似文献   

Beyond Discourse to Emancipatory Action: Lessons From an Undergraduate     

Penny A. Pasque  Hailey Neubauer 《About Campus》2013,18(2):10-19

One undergraduate's transformational story of self‐discovery and personal development frames this discussion of the importance of undergraduate involvement in social justice research.  相似文献   

Joint kinetic determinants of starting block performance in athletic sprinting     

Adam Brazil  Timothy Exell  Cassie Wilson  Steffen Willwacher  Ian N. Bezodis  Gareth Irwin 《Journal of sports sciences》2018,36(14):1656-1662

The aim of this study was to explore the relationships between lower limb joint kinetics, external force production and starting block performance (normalised average horizontal power, NAHP). Seventeen male sprinters (100 m PB, 10.67 ± 0.32 s) performed maximal block starts from instrumented starting blocks (1000 Hz) whilst 3D kinematics (250 Hz) were also recorded during the block phase. Ankle, knee and hip resultant joint moment and power were calculated at the rear and front leg using inverse dynamics. Average horizontal force applied to the front (r = 0.46) and rear (r = 0.44) block explained 86% of the variance in NAHP. At the joint level, many “very likely” to “almost certain” relationships (r = 0.57 to 0.83) were found between joint kinetic data and the magnitude of horizontal force applied to each block although stepwise multiple regression revealed that 55% of the variance in NAHP was accounted for by rear ankle moment, front hip moment and front knee power. The current study provides novel insight into starting block performance and the relationships between lower limb joint kinetic and external kinetic data that can help inform physical and technical training practices for this skill.  相似文献