Democracy in the Digital Age: Challenges to Political Life in Cyberspace     

Reviewed By William Wresch 《The Information Society》2001,17(2):145-146

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Re: Shaken baby syndrome and hypothermia.     

D Allasio  H Fischer 《Child abuse & neglect》2001,25(11):1413-1414

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Annual Arts Gala Highlights Asian Arts     

By Wen Weiya 《中外文化交流(英文版)》2006,(2):7-9

The magnificent closing evening show entitled ＂Blessing for Asia＂, held in Thousand Lantern Lake Park in November 17, 2005, brought a successful conclusion to the seventh Asia Arts Festival and the inaugural Asia Cultural Ministers＇ Forum [ACMF] which took place in Foshan, Guangdong Province, China.  相似文献   

Perceptual-cognitive expertise of handball coaches in their young and middle adult years     

Lennart Fischer  Joseph Baker  Rebecca Rienhoff  Bernd Strauß  Judith Tirp  Dirk Büsch 《Journal of sports sciences》2016,34(17):1637-1642

There is little research investigating the maintenance of perceptual-cognitive expertise in general and even less comparing coaches of different ages. The aim of this study was to test for perceptual-cognitive differences between age groups, licence levels, and their interaction. This study investigated differences in skilled performance between young and middle-aged coaches of three different skill levels. Participants performed an accuracy-oriented pattern recall (mean distance in pixel) and a time-oriented flicker test (mean detection time in ms). There were some significant differences between age groups and between skill groups for both tests, but no interactions. For the pattern recall test, the effect sizes were larger for skill level differences, while for the flicker test effects were larger for ageing. These results suggest coaches are able to maintain accuracy skills better than reaction timed tasks. This is in line with findings on speeded performance in general populations, which show declines with age. Moreover, results also support findings on perceptual expertise in skills where accuracy was important.  相似文献   

Knowledge acquisition by computerized audiovisual feedback     

Fischer  Peter Michael  Mandl  Heinz 《European Journal of Psychology of Education - EJPE》1988,3(2):217-233

The present article gives an outline of the state of art in computer assisted intervention by learning-concomitant differential feedback. Based on the spectrum of possible meanings and interpretations given to the concepts ‘interaction’ and ‘interactive’ this concept is elaborated and illustrated by prototypical theoretical approaches. Based on our own empirical findings arguments are given showing that sophisticated audiovisual interactive new technologies can properly be used even on the small machines available in schools if the content materials and the flow of control given to the learner are carefully designed and based on principles of cognitive science.

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Assessing sex and career biases in screening candidates for a deanship: An experimental study     

David R. Johnson  Max D. Larsen  Joan K. Wadlow 《Research in higher education》1982,17(4):363-374

To test how sex biases operate in the screening of candidates for administrative positions, an experimental study was conducted to evaluate the contribution of gender and career pattern effects on candidates' ratings. Faculty from seven universities were asked in a task that was judged to be realistic to evaluate vitae of six candidates for a deanship of a college of arts and sciences. Experimental design permitted alteration of the vitae to change gender and career patterns. No significant difference was found in the ratings assigned to male and female candidates. Career break did have a significant effect; candidates with career breaks received higher ratings on the average than those without career breaks. There was no significant interaction of gender and career break. Three different ratings systems were used, but none interacted with either gender or career break. However, closer examination of screeners' ratings did suggest that career experience was evaluated in different ways for male and female candidates.  相似文献   

Future learning spaces for learning communities: Perspectives from the learning sciences     

Julia Eberle  Yotam Hod  Frank Fischer 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(5):2071-2074

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The impact of linguistic similarity on cross-cultural comparability of students’ perceptions of teaching quality     

Fischer  Jessica  Praetorius  Anna-Katharina  Klieme  Eckhard 《Educational Assessment, Evaluation and Accountability》2019,31(2):201-220

Educational Assessment, Evaluation and Accountability - Valid cross-country comparisons of student learning and pivotal factors contributing to it, such as teaching quality, offer the possibility...  相似文献   

Challenges and opportunities facing game theory and control: an interview with Tamer Başar     

By Ji-Feng Zhang 《国家科学评论(英文版)》2020,7(7):1142

The Control community has recently witnessed an almost exponentially growing interest in the application of game-theoretic concepts and tools in research on control, multi-agent systems, and networks. In an interview with NSR, Professor Tamer Başar, a member of the US National Academy of Engineering, Swanlund Endowed Chair and CAS Professor of Electrical and Computer Engineering, and Director of the Center for Advanced Study at the University of Illinois at Urbana-Champaign in the USA, former president of both the IEEE Control Systems Society and the American Automatic Control Council, and the founding president of the International Society of Dynamic Games, talked about the recently emerging role of game theory in control and networking research, how it broadens the territorial boundaries of control into disciplines outside engineering, and opportunities and challenges that lie ahead.  相似文献   

Concurrent and predictive validity of the WISC-R,McCarthy Scales,Woodcock-Johnson,and academic achievement     

Thomas P. Reilly  Owen W. Drudge  James C. Rosen  Dorene E. Loew  Mariellen Fischer 《Psychology in the schools》1985,22(4):380-382

Twenty-six normal first-grade children (M = 7.0 years) were administered the WISC-R, the McCarthy Scales, and the Woodcock-Johnson Scales of Cognitive Ability. Two years later, their levels of academic achievement were determined by way of the WRAT and global teacher ratings of classroom performance. Pearson intercorrelations among the summary indices of the three intellectual measures were significant and uniformly high (rang. 77-.95). Correlations between first-grade ability scores and third-grade achievement measures also were significant (range .64-.90), suggesting strong predictive validity for each of the cognitive instruments. Though not significantly so, the correlations between the Woodcock-Johnson and achievement tended to be the highest. The results indicate that all three intellectual measures are appropriate for predicting later academic achievement in young school-aged children.  相似文献