Academic freedom at the University of Stockholm     

E. S.  Tidningarnas Telegrambyrå  Mats Knutson  Jacob Sundberg  Anki Gundhäll  Professor Lars Gustafsson  Alan Dershowitz  Svante Nycander  Bengt Johansson  Magnus Eriksson  Lotta Gustavson  Marianne Gunnarsson  Kristina Vallström  Monique Wadsted  Mary Ann Glendon  Professor Gerhard Radnitzky  Jescheck  Anders Victorin  Johan åsard  Lars Isaksson 《Minerva》1991,29(3):321-385

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Appendix     

Gerhard A. Gesell 《ASHE Higher Education Report》1977,6(9):54-59

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25 Years of Cooperation in Polymer Science:Looking Back and Forward     

Gerhard Wegner 《中国科学院院刊(英文版)》2004,18(2)

My feeling is that we are on a good road,which has its origin in the history of our interaction, and leads straight ahead, into a new quality of research culture, resting on a sound basis of mutual trust and friendship.  相似文献   

Ein Fremdenrecht für Wissenschaftler und Auslandsstudierende?     

Gerhard Muzak 《Zeitschrift für Hochschulrecht, Hochschulmanagement und Hochschulpolitik: zfhr》2007,6(3):67-73

Das Fremdenrechtspaket 2007 führte auch im Bereich des Aufenthalts von Studierenden und Wissenschaftlern zu einschneidenden ?nderungen. Von universit?rer Seite wird h?ufig kritisiert, die neuen – tendenziell restriktiveren – Regelungen beeintr?chtigen die Internationalit?t und Mobilit?t der ?sterreichischen Universit?ten. Der vorliegende Beitrag untersucht den Inhalt der einschl?gigen Regelungen, beleuchtet deren Auslegung durch die Praxis kritisch und zeigt auch aus rechtspolitischer Sicht m?gliche ?nderungsvorschl?ge auf.  相似文献   

Information-system structure by communication-technology concepts: A cybernetic model approach     

Gerhard H. R. Reisig 《Information processing & management》1978,14(6):405-417

Information-systems are classified into two types, termed “Evidence-of Existence” and “Presentation” of information. The objective of the evidence-type system lies in the domain of documentation and retrieval of information. The structure of this system-type is developed, with application of cybernetic concepts, as an isomorphic model in analogy to the system-structure of communication technology. The latter postulates three criteria of structuring: (1) Source-Channel-Sink, with input-output characteristics, (2) Filter-type communication-channel, (3) Reversable code. These criteria are applied to the structuring of information-systems of the evidence-of-existence type. For the purpose of two-way communication the information-systems have to be represented by closed-loop models. The selective-retrieval requirements necessitate the system-channel to be a filter of information. These information-filters are implemented by keyword-phrases, being identical with the codewords. They yield a uniquely decodable code which is totally reversible to adequately serve both the documentation and the retrieval of documents. It is proven that hierarchic information-systems, applying categorization or subject-heading objects of information, do not meet the mandatory code-requirements. The inherent coding-deficiencies of hierarchic systems generate intolerable retrieval ambiguities. The same critique applies to the thesaurus concept. The development of a novel species of thesaurus is suggested, realizing a kind of Linnéan encyclopedia of general human knowledge, presenting all relevant interrelations of objects of knowledge. Such thesaurus would provide the much needed support for formulating efficient search queries. Other relevant features of communication technology, like the information-potential, should be isomorphically transformed into information-system models.  相似文献   

CURIOSITY AND EXPLORATORY BEHAVIOUR IN ABILITY DEVELOPMENT     

Gerhard Lehwald 《High Ability Studies》1991,1(2):204-210

Effective diagnosis and appropriate fostering of giftedness require accurate knowledge of the nature and course of intellectual development. However, psychological theories developed until now have not paid sufficient attention to the influence of children on their own development. The study reported here shows that cognitively gifted children who display well developed exploratory behaviour interact with their environment in an active way. Confidence in exploring the environment, which children acquire as a result of favourable social processes, facilitates the emergence of problem solving behaviour. As a result, such children are able to expand their cognitive abilities independently on the basis of their own activity. The task for educators is to promote exploratory behaviour and systematically expand the child's repertoire of behaviours through the application of appropriate interaction strategies.  相似文献   

Innovative Work Behaviour in Vocational Colleges: Understanding How and Why Innovations Are Developed     

Gerhard Messmann  Regina H. Mulder 《Vocations and Learning》2011,4(1):63-84

In workplaces, innovative products and processes are required to address emerging problems and challenges. Therefore, understanding of employees’ innovative work behaviour, including the generation, promotion, and realisation of ideas as components of this behaviour is important. In particular, what fosters innovation development and what triggers these activities is important for its promotion and adoption in contemporary workplaces. To investigate how and why innovations at work are developed and enacted, an explorative study comprising structured interviews with vocational teachers in the German vocational system was conducted. The teachers reported on activities they undertook during the development of a specific innovation. Furthermore, they provided information on factors that made this innovation necessary and that they were activated by. The study indicates that even when opportunities for innovation development existed in a workplace, the needs and goals of teachers were pivotal for these opportunities to be recognised and teachers’ innovative work behaviour to be triggered. By analysing vocational teachers’ work activities, we found that the development of innovations was a complex, iterative and primarily social process. By encouraging teachers to act on opportunities for change and by establishing a collaborative structure at schools, innovation development can be facilitated. We also found that throughout the development of an innovation, reflection played an important role. If the importance of reflective activities is acknowledged by workplaces such as these participants’ vocational schools, this not only fosters innovations but also the teachers’ professional development.  相似文献   

Beyond hype and underestimation: identifying research challenges for the future of MOOCs     

Gerhard Fischer 《Distance Education》2014,35(2):149-158

Massive open online courses (MOOCs) have generated enthusiasm, excitement, and hype worldwide and recently increasing skepticism. They are being broadly discussed in the major news media (and to a smaller extent in academic circles). Rapidly increasing numbers of MOOC providers, MOOC courses and articles, discussion groups, and blogs discussing MOOCs are indicators of the involvement of many stakeholders. Most of these analyses and developments are based on economic perspectives (such as scalability, productivity, and being free) and technology perspectives (including platforms supporting large number of students in online environments, enrichment components such as forums, peer-to-peer learning support, and automatic grading). Few contributions analyze MOOCs from a learning science perspective and put them into a larger context with other approaches to learning and education. This commentary explores challenges derived from the perspective to conceptualize MOOCs as being one component in a rich landscape of learning.  相似文献   

Fostering self-monitoring of university students by means of a standardized learning journal—a longitudinal study with process analyses     

Sabine Fabriz  Charlotte Dignath-van Ewijk  Gregory Poarch  Gerhard Büttner 《European Journal of Psychology of Education - EJPE》2014,29(2):239-255

The self-regulation of learning behavior is an important key competence for university students. In this presented study, we aimed at fostering students’ self-regulation of learning by means of a standardized learning journal. In two of four courses that were included in the study, students had to keep a structured learning diary and/or received further intervention on self-regulated learning through a weekly course. Students who received these interventions were compared to students who received no treatment whatsoever in their self-regulation and learning achievement. The study reports pre–post measures as well as process analyses. Results revealed that keeping a structured learning diary without any further intervention did not improve students’ self-regulation. Those students who only kept learning diaries even showed a decrease in their motivation. Students who kept the learning diary and at the same time received further information on self-regulation showed increases in their strategy use and their self-efficacy. However, no improvements were found for students’ academic performance. It can be concluded that in order for students to profit in keeping a structured learning diary, they should be informed on the benefits of self-monitoring to increase their motivation.  相似文献   

Effective Engagement Strategies for Non-Tenure-Track Faculty in Precollege Mathematics Reform in Community Colleges     

Gabrielle Gerhard 《Community College Journal of Research & Practice》2014,38(2-3):208-217

The success of efforts to improve student outcomes in precollege mathematics at community colleges hinges on engaging and supporting non-tenure-track faculty [NTTF], who comprise a significant proportion of precollege instructional staff. Although research suggests weak departmental support and barriers and constraints to NTTF engagement, no studies have focused specifically on NTTF in the context of precollege mathematics reform in community colleges. This qualitative case study fills a gap in our understanding through interviews with seven tenure-track faculty [TTF] and 11 NTTF from three departments participating in the Washington State Rethinking Pre-College Mathematics grant. The case study examines the nature and effectiveness of strategies and incentives developed by TTF to engage their NTTF peers in department-led reform of precollege mathematics. Each department was successful in securing NTTF engagement across a broad spectrum, using strategies that included offering perquisites, professional development, and targeted instructional support. The NTTF detailed some changes in their practice, such as diversifying classroom instruction and approaches to assessment. Strategies that successfully initiated engagement (e.g., compensation) differed from those that sustained engagement, with the latter leveraging NTTF interest in growing professionally in order to improve student outcomes and build professional relationships with peers. Findings inform the delivery of NTTF professional development by suggesting that education and training expand beyond the delivery of new content to include relationship building with other faculty. The study's findings also consider NTTF professional development to be a shared responsibility among departments, colleges, systems, and NTTF.  相似文献