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In November 2005, UNESCO‐CEPES organized a conference on Private Higher Education in Europe and Quality Assurance and Accreditation from the Perspective of the Bologna Process Objectives. Thirteen country reports and a comparative analysis study were commissioned for this specific initiative. The countries included in the project were: Albania, Austria, Bulgaria, Estonia, Germany, Italy, Poland, Portugal, Romania, Russia, Spain, Turkey and the Ukraine. This article provides a brief summary of several main points of the comparative analysis study. The data referred to in this summary is taken solely from the sources cited in the full text study.  相似文献   
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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   
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Group membership is a strong driver of everyday life in humans, influencing similarity judgments, trust choices, and learning processes. However, its ontogenetic development remains to be understood. This study investigated how group membership, age, sex, and identification with a team influenced 39- to 60-month-old children (N = 94) in a series of similarity, trust, and learning tasks. Group membership had the most influence on similarity and trust tasks, strongly biasing choices toward in-groups. In contrast, prior experience and identification with the team were the most important factors in the learning tasks. Finally, overimitation occurred most when the children's team, but not the opposite, displayed meaningless actions. Future work must investigate how these cognitive abilities combine during development to facilitate cultural processes.  相似文献   
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Zusammenfassung. In diesem Beitrag wird eine Methode zur Konstruktion robuster Klassenhierarchien vorgestellt. Hierzu wird aus den überlegungen bezüglich der polymorphen Verwendung von Klassen [2] eine Vorgehensweise zur Konstruktion von Klassenhierarchien abgeleitet. Die Begriffe Konformit?t und Spezialisierung werden verfeinert, indem nicht mehr s?mtliche Methoden einer Klasse, sondern Teilmengen davon betrachtet werden. Dies führt zum Begriff der partiellen Konformit?t. In Erweiterung von [2] sind partiell konforme Klassen dann polymorph verwendbar, wenn der Anwendungskontext, der sich aus der Benutzung der Klasse ergibt, sich ausschlie?lich auf konforme Methoden erstreckt. Diese Eigenschaft ist statisch zur übersetzungszeit überprüfbar. Damit k?nnen Fehlbenutzungen bereits zur übersetzungszeit ausgeschlossen werden. Eingegangen am 24. Dezember 1996 / Angenommen am 15. Oktober 1997  相似文献   
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In soccer, home teams win about 67% of decided games. The causes for this home advantage are still unresolved. There is a shortage of research on the psychological states of actors involved. In this study, we examined soccer coaches’ expectations, goal setting and tactical decisions in relation to game location. Soccer coaches (N = 297) with different expertise levels participated in an experimental, online management game and were randomly assigned to one of two groups, “home game (HG)” or “away game.” Participants received information on the game for which they were asked to make decisions in multiple points. The only differing information between groups was game location. Regardless of expertise, HG coaches had higher expectations to win, set more challenging goals and decided for more offensive and courageous playing tactics. Possible consequences of these findings concerning home advantage in soccer are discussed.  相似文献   
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