Strategien zur webbasierten Multilingualen Fragebeantwortung     

Günter Neumann 《Informatik - Forschung und Entwicklung》2008,22(2):71-84

Zusammenfassung  Wir stellen eine Reihe von innovativen Methoden zur webbasierten multilingualen Fragebeantwortung in offenen Dom?nen vor. Insbesondere werden neuartige Strategien zur Bestimmung optimaler Antwortkontexte und zur Extraktion von exakten Antworten auf Basis von sprachunabh?ngigen, datengetriebenen maschinellen Lernverfahren beschrieben. Es werden zwei alternative Methoden für die crosslinguale Frageanalyse skizziert mit deren Hilfe für eine Anfrage in einer natürlichen Sprache Antworten in Dokumenten einer anderen natürlichen Sprache bestimmt werden k?nnen. Alle Methoden sind detailliert evaluiert und weisen eine vielversprechende Performanz auf. CR subject classification  I.2.6 ; I.2.7 ; J.1 ; K.3.2 ; D.3.3 ; D.2.2  相似文献   

Politico-economic interactions of German public performing arts institutions   总被引：2，自引：2，他引：0  

Susanne Krebs  Werner W. Pommerehne 《Journal of Cultural Economics》1995,19(1):17-32

Our paper analyzes the conduct of German public performing arts institutions in terms of non-market decision making or public choice. Apart from consumers of performing arts managers of performing arts institutions and public donors are main agents. A manager of a performing arts institution will not assume that the number of visitors is independent of his institution's programme or the ticket prices. By the same reasoning he will regard the amount of public subsidies not as exogenous, but dependent on his own policy. If future grants depend on present and past success (however defined), this will feed back into managerial decisions, along with expectations about demand. Data for the Federal Republic of Germany serve to empirically support the theoretical argument.  相似文献   

Modellierung und kartographische Visualisierung von Geodaten mit XML-basierten Sprachen     

Brigitte Mathiak  Andreas Kupfer und Karl Neumann 《Informatik - Forschung und Entwicklung》2005,20(1-2):24-32

Zusammenfassung Mit den XML-basierten Sprachen GML, XSLT und SVG lassen sich Geodaten nicht nur anwendungsorientiert modellieren, sondern auch karten?hnlich visualisieren. In dieser Fallstudie zeigen wir das, indem wir realistische Geodatenbest?nde der Landesvermessungs?mter zun?chst mit der Geography Markup Language (GML) nachmodellieren. So mit GML strukturierte Daten werden dann mit der Extensible Stylesheet Language for Transformation (XSLT) auf Elemente der Sprache Scalable Vector Graphics (SVG) abgebildet. Dabei wird der Prozess der kartografischen Visualisierung durch XSLT-Konstrukte modelliert und auch gleichzeitig implementiert. Als Ergebnis erhalten wir Grafiken, die den entsprechenden Karten der Landes?mter zumindest nicht un?hnlich sind.

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Using the XML-based languages GML, XSLT and SVG, we modeled German geo data and also visualized it in map-like graphics. This case study shows the feasibility of that approach, by modelling the data with the Geography Markup Language (GML). Then, the GML-structured data is mapped with the Extensible Stylesheet Language for Transformation (XSLT) to elements of the language Scalable Vector Graphics (SVG). The process of cartographical visualization is thus modelled through XSLT-constructs and at same time also implemented. The results are graphics, which share close ressemblance to the corresponding maps of the official offices.

CR Subject Classification I.3.3,I.3.5,I.6.5,I.7.2,J.2  相似文献   

The Motivations of Book Publishers in Germany and Australia: An Empirical Comparison     

Albert Martin  Susanne Bartscher-Finzer  Anne Richards 《Publishing Research Quarterly》2018,34(1):69-88

Our study compares the motivations of Australian and German book publishers. The results demonstrate remarkable similarities, but also a significant difference regarding the effects of the publishers’ self-concept. In the German case the publishers with a dominant economic orientation are more proactive than the publishers with a dominant cultural orientation. In the Australian case, this correlation does not exist. The same difference holds for the relationship between the economic orientation and extrinsic motivation. We discuss these results and examine empirical evidence and theoretical suggestions to explain the differing findings. The data stem from surveys conducted in the two countries with responses of 196 (Germany) and 54 publishers (Australia).  相似文献   

Media Education in Primary Schools in Austria: Teaching Materials     

Susanne Krucsay  Gabriele Zuna‐Kratky 《Educational Media International》2013,50(2):57-62

Abstract

This article describes the questionnaire by which the Austrian Ministry of Education investigated the state of media education in primary schools, and briefly summarizes the results. It then describes the teaching materials that have been and are being produced.  相似文献   

For sale: the state of Alabama (A commentary on litigation and the institutionalized retarded)     

Burton TA  Burton SF  Hirshoren A 《The Journal of special education》1977,11(1):59-64

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Travelling academics: the lived experience of academics moving across countries     

Liisa Uusimaki  Susanne Garvis 《高等教育研究与发展》2017,36(1):187-200

The article reports on a study that explored the personal narratives of two female travelling academics at a Swedish University who had moved from Australia. To complement previous accounts of difficult migration and enculturation within the research literature, this article focuses mainly on the successful experiences of the academics and how their own sense of agency allowed them to navigate the new educational context. The article identifies key factors that have enacted these achievements and contributes to the understanding of travelling academics and their needs as they move to new higher education contexts. In particular, the article contributes to the long-term migration to a non-English-speaking country (Sweden) by two academics who had previously studied and worked within an English-speaking university system (Australia). In conclusion, the article suggests ways pedagogy and policy can respond to support other international academics who choose to travel and work in another country, enhancing and ‘living’ internationalization within the global world.  相似文献   

FACULTY ATTITUDES TOWARD INSTITUTIONAL COMPETITIVE STRATEGIES IN U.S. RESEARCH UNIVERSITIES     

Yoram Neumann  Edith Finaly‐Neumann 《Assessment & Evaluation in Higher Education》1990,15(1):60-73

The present study aims at assessing faculty attitudes toward institutional competitive strategies in U.S. research universities and at exploring some of the correlates of these attitudes.

A stratified random sample of 40 U.S. research university departments, 10 each in physics, sociology, electrical engineering, and education was surveyed by means of a questionnaire.

The major findings of this study suggest that faculty members at research universities express non‐receptive attitudes toward university generic strategies, although, more productive,more satisfied and more committed faculty members are relatively more receptive toward university strategies than less productive, less satisfied and less committed faculty members.

The meaning and the implications of these findings are discussed.  相似文献   

Working and Playing Together: Prediction of Preschool Social-Emotional Competence from Mother-Child Interaction   总被引：2，自引：0，他引：2  

Susanne A. Denham  Susan M. Renwick  Robert W. Holt 《Child development》1991,62(2):242-249

The impact of mother-child interaction on preschoolers' social-emotional competence was evaluated. Twenty-five girls and 23 boys (mean age = 44 mos) and their mothers were videotaped performing four play/teaching tasks. Preschool teachers completed the Baumrind Preschool Behavior Q-Sort and the Behar Problem Behavior Questionnaire. Mother-child interaction aggregates represented task orientation, positive emotion, and allowance of autonomy/reliance on mother. Results indicated that specific maternal interaction aggregates coherently predicted the children's Positive Social Behavior, Assertiveness, and Sadness in the preschool setting. Child aggregates were less effective predictors of teachers' ratings. Several gender differences in the prediction of social-emotional competence were found (e.g., maternal allowance of autonomy predicted girls' sadness, but boys' sadness was predicted by their own negative emotion). These findings' contributions to the parent-child literature are discussed.  相似文献   

Investigating the relationship between pre-service physics teachers' professional knowledge,self-concept,and interest     

Stefan Sorge  Melanie M. Keller  Knut Neumann  Jens Möller 《科学教学研究杂志》2019,56(7):937-955

This study investigates the relationships between professional knowledge, self-concept, and interest of pre-service physics teachers. In order to support student learning and interest development alike, teachers need a profound professional knowledge and respective motivational orientations. Developing both professional knowledge and motivational orientations in teachers is therefore a key challenge of teacher education. Prior research has focused on the development of content knowledge (CK) and pedagogical content knowledge (PCK) within teacher education, but the role of motivational orientations such as self-concept and interest have mostly been neglected areas of study. As individuals develop domain-specific motivational orientations, they compare their achievement in an external frame to the achievement of their peers, and they compare their achievements in an internal frame across domains. The effects of these psychological processes on domain-specific motivational orientations are described by the generalized internal/external frame of reference model (GI/E model). We assessed the professional knowledge (CK and PCK) and motivational orientations (self-concept and interest) of N = 200 pre-service physics teachers from 12 teacher education institutes in Germany. To investigate the predictions of the GI/E model, we utilized structural equation modeling. In line with the GI/E model, the analysis revealed that pre-service teachers use social comparisons. Pre-service teachers with a higher CK/PCK also showed a higher CK/PCK self-concept. We also identified instances of internal comparisons as we found that a high level of CK corresponds with a lower PCK self-concept. While we could not identify the same effects from professional knowledge on interest, self-concept mediated the effects from professional knowledge on interest. The results suggest that interdependencies between professional knowledge and motivational orientation should be given more consideration in teacher education research and should also be addressed more explicitly in teacher education.  相似文献