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1.
Ansgar Molzberger 《国际体育史杂志》2014,31(12):1478-1488
The German re-entry into the Olympic Movement after the Second World War took place at the 1952 Olympic Winter Games in Oslo – the capital of a country which had been occupied by Nazi Germany from 1940 to 1945. The wounds of war had by no means healed in Norway at the time of the Oslo event; thus, the 1952 Olympic Games became once more a political issue. In fact, prior to the event, the question of German participation had given rise to numerous discussions between Norway, the Federal Republic of Germany and the IOC. Therefore, the West German ‘Return to Olympia’ was a process which took two years and required patience and diplomatic tact. The objective of this article is to trace this process both from the Norwegian and German perspectives since the research results on the subject available to date emphasised either a Norwegian or a German perspective. This approach also seems interesting against the historical background of the onset of the Cold War. 相似文献
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Felicitas Thiel 《Zeitschrift für Erziehungswissenschaft》2007,10(2):153-169
Ohne Zusammenfassung
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Sigrid Blömeke Oliver Thiel Lars Jenßen 《Scandinavian Journal of Educational Research》2019,63(4):506-519
This article examines the stability of Norwegian prospective preschool teachers’ enjoyment of mathematics and their mathematics-related self-efficacy before, during, and after a teacher-education examination. In addition, the stability of the two constructs across countries was examined through a comparison with Germany. The data revealed partial stability (technically speaking, metric invariance) of enjoyment but not of self-efficacy. Self-efficacy increased significantly before and after the examination without decreasing enjoyment, which may be a result of increased learning time. Prior mathematical knowledge predicted the level and development of enjoyment and self-efficacy in both countries. Many Norwegian students reported low mathematics-related enjoyment and self-efficacy, including negative developments. It may be important to provide positive experiences of mathematical activities during preschool teacher education. 相似文献
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Jaye Johnson Thiel 《Gender and education》2016,28(5):662-673
In the Burton, T., dir. [2010. Alice in Wonderland (Film). Burbank: Walt Disney Pictures] cinematographic reimagining of Alice in Wonderland, there is a moment when the Mad Hatter looks sincerely at Alice and tells her that inside her, something is missing – that she used to be much more muchier – that she has somehow lost her muchness. Seeing middle-class upward mobility within academia as a precarious space in which I must negotiate my own muchness, I explore and theorise the phenomenon of muchness through an autoethnographic lens that focuses on events in my and my mother's lives and analyse these events through theories of new materialism. 相似文献
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Wolfgang Seiberl Elisabeth Jensen Josephine Merker Marco Leitel Ansgar Schwirtz 《European Journal of Sport Science》2018,18(8):1100-1109
Force plates represent the “gold standard” in measuring running kinetics to predict performance or to identify the sources of running-related injuries. As these measurements are generally limited to laboratory analyses, wireless high-quality sensors for measuring in the field are needed. This work analysed the accuracy and precision of a new wireless insole forcesensor for quantifying running-related kinetic parameters. Vertical ground reaction force (GRF) was simultaneously measured with pit-mounted force plates (1?kHz) and loadsol® sensors (100?Hz) under unshod forefoot and rearfoot running-step conditions. GRF data collections were repeated four times, each separated by 30 min treadmill running, to test influence of extended use. A repeated-measures ANOVA was used to identify differences between measurement devices. Additionally, mean bias and Bland–Altman limits of agreement (LoA) were calculated. We found a significant difference (p?® devices for these parameters. For these same parameters, the LoA analysis showed that 95% of all measurement differences between insole and force plate measurements were less than 12%, demonstrating high precision of the sensors. However, highly dynamic behaviour of GRF, such as force rate, is not yet sufficiently resolved by the insole devices, which is likely explained by the low sampling rate. 相似文献
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Velocity profiling using inertial sensors for freestyle swimming 总被引：1，自引：1，他引：0
The ability to unobtrusively measure velocity in the aquatic environment is a fundamental challenge for engineers and sports scientists and important in assessing the skill level. The aim of this research was to develop a method for velocity profiling in freestyle swimming utilising a purpose-built inertial sensor. Seventeen swimmers with different experience levels participated in this study performing a total of 159 laps in the velocity range from 0.79 to 2.04 m s?1. Data were collected using a triaxial accelerometer and a tethered velocity meter. The collected acceleration data were filtered using a 0.5 Hz Hamming-windowed FIR filter to remove the gravitational acceleration before the lap velocity profiles were calculated. These calculated lap velocity profiles were then compared with the velocity profiles measured by the velocity meter using Bland–Altman analysis. The scattering follows a normal distribution with a mean skewness of 0.96 ± 0.47 and kurtosis of 2.93 ± 1.12. The results show that an inertial sensor alone can be used to determine a lap velocity profile from single point acceleration records. 相似文献
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Ansgar Allen 《British Journal of Sociology of Education》2012,33(5):641-659
This paper argues that, despite the obvious and important differences between high-stakes and low-stakes assessment, there remain important points in common. These manifest themselves at a sociological level, where each tradition of assessment shares a similar disposition towards power. It is argued that both high-stakes and low-stakes assessment, as they are practised in England today, act together in support of a wider regime of power. This regime relies upon the construction of specialised subjectivities, defined by a myopic and self-perpetuating concern with individual progression. 相似文献
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Education systems increasingly emphasize the importance of scientific reasoning skills such as generating hypotheses and evaluating evidence. Despite this importance, we do not know which tests of scientific reasoning exist, which skills they emphasize, how they conceptualize scientific reasoning, and how well they are evaluated. Therefore, this article reviews 38 scientific reasoning tests. They used to primarily consist of multiple-choice questions, but since then have become more diverse, even including tests that automatically analyse virtual experiments. Furthermore, this review revealed that the tests focus on the skills of generating hypotheses, generating evidence, evaluating evidence, and drawing conclusions. Additionally, conceptualizations of scientific reasoning have moved towards a domain-specific set of different but coordinated skills over the years. Finally, concluding from gaps in test evaluation, a future focus should be on testing theoretical assumptions, comparing different scientific reasoning tests, and how relevant test results are in predicting criterion variables like academic performance. 相似文献
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Mark D. Vagle Rachel Monette Jaye Johnson Thiel Katie Wester-Neal 《Pedagogies: An International Journal》2017,12(3):295-312
The purpose of this article is to re-conceptualize Schön’s call for a phenomenology of practice – moving away from reflection and towards post-reflexion – by explicitly drawing on philosophical and methodological tenets of phenomenology, specifically some of Vagle’s theorizing of a post-intentional phenomenology. Finally, we use this conception of post-reflexion to articulate a set of three concrete post-reflexive pedagogies of teacher education – An Affective Pedagogy; A Post-Reflexive Entangled Pedagogy; and An Interrogated “Assumptions of Normality” Pedagogy. 相似文献