Trends and changes in the classification of children’s books in West Germany     

Werner Jahrmann 《International Information and Library Review》2013,45(3):339-342

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Household‐level demand for cable television: A probit analysis.     

Michael O. Wirth  Harry Bloch 《Journal of Media Economics》2013,26(2):21-34

The authors explore demand for cable services in individual households and find that the quality of over‐the‐air reception, interest in nonprogramming entertainment services, and service quality directly affect that demand. The study also explores demographic and behavioral differences in demand for basic and pay services and outlines their implications for cable systems operators.  相似文献   

Cable's economic impact on over‐the‐air broadcasting     

Michael O. Wirth 《Journal of Media Economics》2013,26(2):39-53

The author argues that cable industry is having increasingly negative impact on broadcast television as its power in both the programing and advertising markets increase. Cable system operaters are having increasing incentives to drop or refuse to add broadcast stations or to relocate them to less desirable channel locations as a means of improving their performance in the markets. The author warns that current trends could be harmful to many broadcast stations, but he is especially pessimistic about the future of independent UHF stations.  相似文献   

College Student Success: A Qualitative Modeling Approach     

Ralph Mario Wirth  Raymond V. Padilla 《Community College Journal of Research & Practice》2013,37(9):688-711

This qualitative study highlighted student perspectives on barriers to success at a community college located in a south Texas city. The study examined barriers to student success, the knowledge that successful students possess to overcome the barriers, and the actions that successful students undertake to overcome the barriers. Padilla's (2004 Padilla , R. V. ( 1999 ). College student retention: Focus on success . Journal of College Student Retention , 1 ( 2 ), 131 – 145 .[Crossref] , [Google Scholar]) theoretical framework and methods for modeling student success provided the conceptual framework for the study. The data analysis resulted in the development of a local student success model and an implementation model for student services at the subject campus.  相似文献   

Increase of Total Body Water With Decrease of Body Mass While Running 100 km Nonstop—Formation of Edema?     

Beat Knechtle  Andrea Wirth  Patrizia Knechtle  Thomas Rosemann 《Research quarterly for exercise and sport》2013,84(3):593-603

We investigated whether ultraendurance runners in a 100-km run suffer a decrease of body mass and whether this loss consists of fat mass, skeletal muscle mass, or total body water. Male ultrarunners were measured pre- and postrace to determine body mass, fat mass, and skeletal muscle mass by using the anthropometric method. In addition, bioelectrical impedance analysis was used to determine total body water, and urinary (urinary specific gravity) and hematological parameters (hematocrit and plasma sodium) were measured in order to determine hydration status. Body mass decreased by 1.6 kg (p < .01), fat mass by 0.4 kg (p < .01), and skeletal muscle mass by 0.7 kg (p < .01), whereas total body water increased by 0.8 L (p < .05). Hematocrit and plasma sodium decreased significantly (p < .01), whereas plasma urea and urinary specific gravity (USG) increased significantly (p < .01). The decrease of 2.2% body mass and a USG of 1.020 refer to a minimal dehydration. Our athletes seem to have been relatively overhydrated (increase in total body water and plasma sodium) and dehydrated (decrease in body mass and increase in USG) during the race, as evidenced by the increased total body water and the fact that plasma sodium and hematocrit were lower postrace than prerace. The change of body mass was associated with the change of total body water (p < .05), and we presume the development of  相似文献   

Relationships among field-test measures and physical match performance in elite-standard soccer referees     

Matthew Weston  Carlo Castagna  Werner Helsen  Franco Impellizzeri 《Journal of sports sciences》2013,31(11):1177-1184

Abstract

The aim of this study was to assess the extent to which measures derived from the new FIFA referees’ fitness tests can be used to monitor a referee's match-related physical capacity. Match-analysis data were collected (Prozone®, Leeds, UK) from 17 soccer referees for 5.0 (s = 1.7) FA Premier League matches per referee during the first 4 months of the 2007–08 season. Physical match performance categories included total distance covered, high-intensity running distance (speed >5.5 m · s^?1), and sprinting distance (>7.0 m · s^?1). The two tests were a 6 × 40-m sprint test and a 150-m interval test. Heart rate demand was correlated with total match distance covered (r = ?0.70, P = 0.002) and high-intensity running (r = ?0.57, P = 0.018) in the interval test. The fastest 40-m sprint was related to total distance covered (r = ?0.69, P = 0.002), high-intensity running (r = ?0.76, P < 0.001), and sprinting distance (r = ?0.75, P = 0.001), while mean time for the 40-m sprints was related to total distance covered (r = ?0.70, P = 0.002), high-intensity running (r = ?0.77, P < 0.001), and sprinting distance (r = ?0.77, P < 0.001). The referees who recorded the best interval-test heart rate demand and fastest 40-m time produced the best physical match performances. However, only the sprint test and in particular the fastest 40-m time had appropriate construct validity for the physical assessment of soccer referees.  相似文献   

Teaching methods for modelling problems and students’ task-specific enjoyment, value, interest and self-efficacy expectations     

Stanislaw Schukajlow  Dominik Leiss  Reinhard Pekrun  Werner Blum  Marcel Müller  Rudolf Messner 《Educational Studies in Mathematics》2012,79(2):215-237

In this study which was part of the DISUM-project, 224 ninth graders from 14 German classes from middle track schools (Realschule) were asked about their enjoyment, interest, value and self-efficacy expectations concerning three types of mathematical problems: intra-mathematical problems, word problems and modelling problems. Enjoyment, interest, value and self-efficacy were assessed before and after a ten-lesson teaching unit promoting modelling competency related to the topics “Pythagoras’ theorem” and “linear functions”. The study aimed to answer the following research questions: (1) Do students’ enjoyment, value, interest and self-efficacy expectations differ depending on the type of task? (2) Does the treatment of modelling problems in classroom instruction influence these variables? (3) Are there any differential effects for different ways of teaching modelling problems, including a “directive”, teacher-centred instruction and an “operative-strategic”, more student-centred instruction emphasising group work and strategic scaffolding by the teacher? The findings show that there were no differences in students’ enjoyment, interest, value and self-efficacy between the three types of tasks. However, teaching oriented towards modelling problems had positive effects on some of the student variables, with the student-centred teaching method producing the most beneficial effects.  相似文献   

Student teachers’ pedagogical content knowledge for teaching systems thinking: effects of different interventions     

Frank Rosenkränzer  Christian Hörsch  Stephan Schuler  Werner Riess 《International Journal of Science Education》2013,35(14):1932-1951

ABSTRACT

Systems’ thinking has become increasingly relevant not only in education for sustainable development but also in everyday life. Even if teachers know the dynamics and complexity of living systems in biology and geography, they might not be able to effectively explain it to students. Teachers need an understanding of systems and their behaviour (content knowledge), and they also need to know how systems thinking can be fostered in students (pedagogical content knowledge (PCK)). But the effective development of teachers’ professional knowledge in teaching systems thinking is empirically uncertain. From a larger study (SysThema) that investigated teaching systems thinking, this article reports the effects of the three different interventions (technical course, didactic course and mixed course) in student teachers’ PCK for teaching systems thinking. The results show that student teachers’ PCK for teaching systems thinking can be promoted in teacher education. The conclusion to be drawn from our findings is that a technically orientated course without didactical aspects seems to be less effective in fostering student teachers’ PCK for teaching systems thinking. The results inform educators in enhancing curricula of future academic track and non-academic track teacher education.  相似文献   

Knowledge management supporting education and research at a university cleanroom     

Linda?NowackEmail author  Thomas?Maul  Werner?Kraus  Walter?Hansch 《知识管理研究与实践》2009,7(1):100-112

At the university, each institute or chair can be seen as a small independent enterprise in respect of education and research. For this reason, the efficiency of management as well as the improvement of education and research within this unit is more and more at a premium. The students need a good working environment and the opportunity to gain and share information in order to carry out successful research and course work. This paper shows how education at a university semiconductor laboratory can be improved by using a content management system to build a knowledge management system. The structuring and implementation will be shown as well as students’ rating of it. The results support the conclusion that the knowledge base is a great step forward for improving education and research in a complex environment.  相似文献   

On the constitution and configuration of higher-order compounds     

Alfred Werner  Marshall McLuhan 《Resonance》1999,4(9):90-94

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