OPINION FORMATION IN MEDIATED CONFLICTS AND CRISES: A THEORY OF COGNITIVE-AFFECTIVE MEDIA EFFECTS   总被引：1，自引：0，他引：1  

Kepplinger  Hans Mathias; Brosius  Hans-Bernd; Staab  Joachim Friedrich 《Int. Journal of Public Opinion Research》1991,3(2):132-156

This paper analyzes opinion formation in the cases of threemediated conflicts using a complex model that evaluates therespondents' value systems, the coverage of the mass media used,the recipients' familiarity with specific events occurring inthe conflicts, and their positions on the issues. The modelpredicts that the recipients' long-term value systems influencetheir positions on the issue in two ways. Firstly, value systemshave a direct impact on the short-term positions on an issue.Secondly, value systems have an indirect impact on the positionsof issues by influencing the recipients' selection of news mediaand thus the type and amount of news information they are exposedto. The type and amount of news influences how knowledgeablethey are of the events related to the conflicts. The familiaritywith these events influences their positions on the issues.Value systems, media usage, familiarity and positions on theissues were measured in a survey. A parallel content analysisexamined the coverage of the conflicts in the German mass media(press, radio, television) during the six-month time frame priorto the survey. Both data sets were merged in order to give anestimate of the information each recipient was exposed to. Theresults of multiple regression analyses support the theoreticalmodel. Furthermore, this paper discusses the relevance of themodel for the analysis of opinion formation as well as the limitationsof the model.  相似文献   

Pigeons’ serial ordering of numerosity with visual arrays     

Jacky Emmerton  Annette Lohmann  Joachim Niemann 《Learning & behavior》1997,25(2):234-244

Pigeons were trained in a conditional discrimination paradigm to differentiate successively presented visual arrays according to the relative number of their elements. Transfer tests with novel stimuli demonstrated that they discriminated the categories of “many” (6 or 7) from “few” (1 or 2) items. In further tests, other new stimuli were introduced that consisted not only of these training numerosities, but also of the intervening ones (3, 4, and 5). Variations in the birds’ discrimination performance corresponded to the order of stimuli on a numerosity dimension. This serial ordering was maintained when other factors such as brightness, size, shape, area, and contour of the elements were systematically controlled across tests. Smaller numerosities were somewhat better discriminated than those at the higher end of this test range.  相似文献   

A Changed School and Educational Culture: job orientation and teacher satisfaction at Gesamtschulen in the state of Hessen,West Germany—some international comparisons     

Hans‐Joachim Lissmann  Ralf Gigerich 《比较教育学》1990,26(2-3):277-281

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Facebook group dynamics: an ethnographic study of the teaching and learning potential for secondary school teachers     

Jaël Muls  Karen Triquet  Joachim Vlieghe  Free De Backer  Chang Zhu  Koen Lombaerts 《Learning, Media and Technology》2019,44(2):162-179

ABSTRACT

This study examines the role of social networking sites on the learning processes, teaching practices and professional development of secondary school teachers. By conducting observations and in-depth interviews with active participants, we present an ethnographic study of the Facebook group Teaching ideas secondary education [author’s translation], which is hosted and primarily employed by Flemish teachers. By drawing parallels between the study findings and the theory of affinity spaces we aim to gain greater insight into emerging group dynamics and social informal learning processes. According to respondents, the Facebook group has the potential to address teachers’ needs with respect to the exchange of teaching ideas, experiences and materials. The findings point to a number of emerging developments in the educational landscape, highlighting that social media environments present a new source of inspiration, and combined with a collaborative atmosphere are able to stimulate cross-fertilization, social informal learning processes and self-management and -reflection. We hold these findings up to the light of current education discourses.  相似文献   

EURELIOS,the world's first thermomechanical helioelectric power plant     

Joachim Gretz 《Endeavour》1982,6(1):34-39

Because of the sheer magnitude—ten thousand times greater than the world's present power requirements—solar energy has long seemed an attractive alternative to conventional sources of power. As this appraisal—based on the world's first helioelectric power plant, in Italy—makes clear, however, there are major problems in the generation of solar energy in Europe, especially in northern parts. A more feasible alternative may be for installations to be established in Third World countries—with abundant space and intense sunshine—and the energy exported in the form of an energy-rich fuel such as hydrogen.  相似文献   

Teachers' Gender Stereotypes as Determinants of Teacher Perceptions in Elementary School Mathematics   总被引：1，自引：0，他引：1  

Joachim Tiedemann 《Educational Studies in Mathematics》2002,50(1):49-62

This study analyzes the hypothesized biasing effect of teachers' gender stereotypes on their impressions of their students' competence and effort in mathematics. 48 teachers participated in the study and responded to the questionnaires concerning perceptions of about 300 of their third and fourth grade students. In general, teacher perceptions were consistent with stereotypes of gender differences: Boys have more developmental resources in mathematics. Furthermore, this bias in teacher perceptions of their students' resources in math is linked to the teacher's own category — based, gender role stereotypic beliefs regarding the general distribution of math talent between boys and girls. The finding is moderated by the student's performance level: It only holds for average and low achieving but not for high achieving boys and girls. In this way, students' performance level is an essential mediator-variable in the transmission of teachers' gender stereotypes.This revised version was published online in October 2005 with corrections to the Cover Date.  相似文献   

The quotidianisation of the war in everyday life at German schools during the First World War     

Joachim Scholz  Kathrin Berdelmann 《Paedagogica Historica: International Journal of the History of Education》2016,52(1-2):92-103

Abstract

The outbreak of the First World War had a powerful impact on German schools. Undoubtedly, schools were institutions of socialisation that did offer support to the war. Indeed, research has shown that a specific “war pedagogy” made an aggressive propaganda possible in the classroom. This research usually emphasises the enthusiasm for war that swept up teachers and students in schools, as in the rest of the population, in the first few months of the war. However, this emphasis on the war frenzy obscures the fact that schools were not easily transformed into war institutions. Even if schools made a great effort to align themselves with the war effort, they remained independent associations, and soon after 1914, a quotidianisation (akin to routinisation) arose within the schools. To date, source materials that show this lack of influence of wartime propaganda on schools have only been analysed in terms of what they reveal about the deprivations and hardships of schools during the war. However, records from the schools also shed light on the everyday routines that continued during the war, and such evidence calls on scholars to reconsider the conditions in schools in the First World War. This article analyses selected records including school chronicles and exam protocols from the war years and shows that school life was often distinct from war enthusiasm. A more complex view is therefore advocated of the relationship between the First World War and the German school.  相似文献   

Wie lässt sich die Experimentierstrategie-Nutzung fördern?     

Dr. Jessica Marschner  Dr. Hubertina Thillmann  Prof. Dr. Joachim Wirth  Prof. Dr. Detlev Leutner 《Zeitschrift für Erziehungswissenschaft》2012,15(1):77-93

Pupils display a production deficiency within self-regulated learning arrangements using experimentation. Available strategy-knowledge does not result in an effective strategy use. This may be due to a lack of metacognitive capabilities and motivation. These aspects should be supported, then, in order to foster strategy use. Providing prompts is a promising method. The question is how to design them to optimal effect. Two characteristics were investigated in an experimental study, namely the adaptability of prompts and their combination with strategy-related feedback. 93 pupils in year 9 experienced self-regulated learning in a computer-based experiment setting. There was a control group and three experimental groups with non-adaptive prompts, adaptive prompts or a combination of feedback and adaptive prompts, respectively. The dependent variables were the extent of using a strategy for experimentation and pupils’ motivation. Benefits for use of strategy were only observed for the group with a combination of feedback and adaptive prompts. The learners in this group remained also more strongly motivated than in the other groups.  相似文献   

Dynamische Probleml?sekompetenz     

Dipl.-Gwl. Stephan Abele  Dr. Samuel Greiff  Tobias Gschwendtner  Sascha Wüstenberg  Reinhold Nickolaus  Alexander Nitzschke  Joachim Funke 《Zeitschrift für Erziehungswissenschaft》2012,15(2):363-391

This article is about the importance and validity of dynamic problem solving (DPS) in predicting technical problem solving performances. In addition to DPS, fluid intelligence and technical knowledge were included in the study. Assessing DPS and fluid intelligence simultaneously also allowed for testing the empirical distinction between both constructs. Results are based on data of a sample of car mechatronics (n?=?129) and electronics technicians (n?=?88) and showed that DPS and fluid intelligence were empirically separable. In the first sample (electronics technicians) DPS explained technical problem solving performance best, although fluid intelligence showed incremental validity too. In the second sample (car mechatronics) fluid intelligence was weakly related to the criterion whereas DPS was not at all. When technical knowledge was added to the prediction, both DPS and fluid intelligence did not predict technical problem solving performance. However, in the sample of the electronics technicians fluid intelligence indirectly affected the criterion through technical knowledge. A discussion of the somewhat contradictory results, the different results patterns in the two samples and a theoretical explanation of the results are provided.  相似文献   

“You can't make this a science!” — Analyzing decision support systems in political contexts     

Annika Andersson  Åke Grönlund  Joachim Åström 《Government Information Quarterly》2012

This paper reports on problems and conflicts encountered when using decision support systems (DSS) in political contexts. Based on a literature study and two case studies we describe problems encountered in relation not only to the DSS itself, but also to the political decision process. The case studies have been carried out in two cities in Sweden that at different times but in similar situations have used DSS in order to reach a decision in complicated and contested matters. In both cases we have previously found that the method and IT tool used for decision analysis were appreciated by most participants, but the inherent rationality of the DSS was in conflict with how participants usually make decisions as well as with the political process. The assumption was that a strict and open method would make grounds for clear decisions, but the results of the decision process were none of the cases implemented. In one case the result of the decision analysis was that no clear decision was made. In the other case the lowest ranked alternative was implemented. Furthermore, in neither city the method was ever used again. We therefore ask: What are the challenges and limitations to using DSS in political contexts? Our study shows that challenges relate to selecting and using criteria; eliciting weights for criteria (high level of subjectivity); understanding all the amount of facts available in the system; time constraints; and lack of impact on the final decision. This study contributes to both research and practice by increasing the understanding of what challenges are experienced in DSS use, since the findings can be used as a framework of challenges that should be addressed, in design of systems as well as method for use. The study also contributes to understanding the role of politicians in decision-making and the consequences for the use of DSS. Further, the literature study showed that there are overall very few studies on the actual use of DSS in a political context, and we therefore conclude by encouraging more studies reporting actual use.  相似文献