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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.
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
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Silva KM Spinrad TL Eisenberg N Sulik MJ Valiente C Huerta S Edwards A Eggum ND Kupfer AS Lonigan CJ Phillips BM Wilson SB Clancy-Menchetti J Landry SH Swank PR Assel MA Taylor HB;School Readiness Consortium 《Early education and development》2011,22(3):434-460
RESEARCH FINDINGS: The purpose of this study was to examine the relations of children's effortful control and quality of relationships with teachers to school attitudes longitudinally in an ethnically diverse and economically disadvantaged sample. Data were collected as part of a larger intervention project during mid-fall, winter, and late spring (ns = 823, 722, and 758, respectively) for 2 cohorts of 3- to 5-year-olds (collected during 2 different school years). Children's effortful control was assessed in the fall with parents' and teachers' reports and 2 behavioral measures. Teacher-child relationship quality was assessed mid-year with teachers' reports of closeness and conflict. Attitudes toward school were assessed in late spring using teachers' and students' reports of school avoidance and liking. Effortful control, in general, was positively correlated with teacher-child closeness and school liking and negatively correlated with conflict and school avoidance. Using structural equation modeling and controlling for sex and ethnicity, we found that effortful control was positively related to teacher-child relationship quality, which in turn was positively related to school attitudes. Furthermore, the relation of effortful control to school attitudes was mediated by teacher-child relationship quality. PRACTICE OR POLICY: Results provide evidence for the importance of relational processes that take place within the classroom context and have implications for teachers and clinicians working to increase school success in ethnic minority and low-income children. 相似文献
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William V. Fabricius Christopher R. Gonzales Annelise Pesch Amy A. Weimer John Pugliese Kathleen Carroll Rebecca R. Bolnick Anne S. Kupfer Nancy Eisenberg Tracy L. Spinrad 《Monographs of the Society for Research in Child Development》2021,86(3):7-154
An important part of children's social and cognitive development is their understanding that people are psychological beings with internal, mental states including desire, intention, perception, and belief. A full understanding of people as psychological beings requires a representational theory of mind (ToM), which is an understanding that mental states can faithfully represent reality, or misrepresent reality. For the last 35 years, researchers have relied on false-belief tasks as the gold standard to test children's understanding that beliefs can misrepresent reality. In false-belief tasks, children are asked to reason about the behavior of agents who have false beliefs about situations. Although a large body of evidence indicates that most children pass false-belief tasks by the end of the preschool years, the evidence we present in this monograph suggests that most children do not understand false beliefs or, surprisingly, even true beliefs until middle childhood. We argue that young children pass false-belief tasks without understanding false beliefs by using perceptual access reasoning (PAR). With PAR, children understand that seeing leads to knowing in the moment, but not that knowing also arises from thinking or persists as memory and belief after the situation changes. By the same token, PAR leads children to fail true-belief tasks. PAR theory can account for performance on other traditional tests of representational ToM and related tasks, and can account for the factors that have been found to correlate with or affect both true- and false-belief performance. The theory provides a new laboratory measure which we label the belief understanding scale (BUS). This scale can distinguish between a child who is operating with PAR versus a child who is understanding beliefs. This scale provides a method needed to allow the study of the development of representational ToM. In this monograph, we report the outcome of the tests that we have conducted of predictions generated by PAR theory. The findings demonstrated signature PAR limitations in reasoning about the mind during the ages when children are hypothesized to be using PAR. In Chapter II, secondary analyses of the published true-belief literature revealed that children failed several types of true-belief tasks. Chapters III through IX describe new empirical data collected across multiple studies between 2003 and 2014 from 580 children aged 4–7 years, as well as from a small sample of 14 adults. Participants were recruited from the Phoenix, Arizona metropolitan area. All participants were native English-speakers. Children were recruited from university-sponsored and community preschools and daycare centers, and from hospital maternity wards. Adults were university students who participated to partially fulfill course requirements for research participation. Sociometric data were collected only in Chapter IX, and are fully reported there. In Chapter III, minor alterations in task procedures produced wide variations in children's performance in 3-option false-belief tasks. In Chapter IV, we report findings which show that the developmental lag between children's understanding ignorance and understanding false belief is longer than the lag reported in previous studies. In Chapter V, children did not distinguish between agents who have false beliefs versus agents who have no beliefs. In Chapter VI, findings showed that children found it no easier to reason about true beliefs than to reason about false beliefs. In Chapter VII, when children were asked to justify their correct answers in false-belief tasks, they did not reference agents’ false beliefs. Similarly, in Chapter VIII, when children were asked to explain agents’ actions in false-belief tasks, they did not reference agents’ false beliefs. In Chapter IX, children who were identified as using PAR differed from children who understood beliefs along three dimensions—in levels of social development, inhibitory control, and kindergarten adjustment. Although the findings need replication and additional studies of alternative interpretations, the collection of results reported in this monograph challenges the prevailing view that representational ToM is in place by the end of the preschool years. Furthermore, the pattern of findings is consistent with the proposal that PAR is the developmental precursor of representational ToM. The current findings also raise questions about claims that infants and toddlers demonstrate ToM-related abilities, and that representational ToM is innate. 相似文献
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Antonia Kupfer 《International Studies in Sociology of Education》2014,24(1):113-125
This paper analyses the interrelation of twenty-first-century education and work from a gender perspective. The analysis is carried out theoretically by asking whether human capital theory and Bourdieu’s reproduction theory are adequate instruments for such an endeavour. It is argued that the explanatory power of the human capital concept of the interrelation between education and work is extremely weak, because the human capital concept conceals costs necessary to create human capital. In contrast, reproduction theory comprehends investments in education through reproductive work. But, reproduction theory fails short to explain ongoing gender hierarchies within employment. Therefore, analysis of social and societal structure needs to go beyond the focus on education and work to explain the maintenance of gender hierarchies. 相似文献
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This study assessed children's (N = 236) ability to introspect the mental states of seeing and knowing relative to their ability to attribute each state to others. Children could introspect seeing 10 months before they could introspect knowing. Two‐ and 3‐year‐olds correctly reported their own seeing states, whereas 3‐ and 4‐year‐olds correctly reported their own knowing states. For each mental state, there was a 7‐month difference before children could correctly attribute that state to another. These findings indicate that knowing is more difficult to introspect than seeing and that the ability to introspect each mental state emerges prior to the ability to correctly attribute them to others. Theoretical implications for self–other differences in theory‐of‐mind development are considered. 相似文献
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ABSTRACT: The increasing research on international organisations' education policy lacks analyses of the relation between international organisations and nation states. This paper aims to analyse the power of nation states in international education policy. Focusing on the new degree system in higher education in Europe, partly from Foucault's governmentality perspective, the paper suggests that nation states retain power while operating in international settings. The study's conclusions argue that the nation states' power might be a chance for further participation of affected people. 相似文献
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During the early 1990s, Baltimore had a problem: replacing its professional football team, which moved to Indiana in 1984. Fans, politicians, and entrepreneurs plotted, begged, and spent millions trying to gain a replacement. But the National Football League was diffident. With scads of ardent civic suitors, the NFL played hard-to-get. By 1994, Baltimore remained on the outside, feeling desperate. At the same time, North America's “other” professional football operation, the Canadian Football League, faced troubles, too. Older than the more high-profile NFL, the CFL lagged behind its media-savvy American counterpart. Across Canada, the CFL discerned disturbing signs of ennui in its fan base. The solution came suddenly: expand the CFL into the United States, injecting elements of nationalistic competition into the staid league, and granting pigskin-hungry American cities teams to call their own. What followed was a brief, bizarre, and culturally significant episode pin North American sport history. The CFL added five American franchises, while fretting that its distinctively Canadian identity might dilute or evaporate. Most American franchises met scant fan approval. Only in Baltimore did the experiment succeed, because there singular conditions brewed a blend of civic parochialism matching Canadian nationalism. 相似文献