Verteilte Metadatenverwaltung und Anfragebearbeitung für Internet-Datenquellen     

Markus Keidl  Alfons Kemper  Donald Kossmann  Alexander Kreutz 《Informatik - Forschung und Entwicklung》2002,10(1):123-134

Wir pr?sentieren in dieser Arbeit das ObjectGlobe-System, ein offenes und verteiltes Anfragebearbeitungssystem auf Internet-Datenquellen. ObjectGlobe erweitert die begrenzten F?higkeiten des Internets bezüglich Anfragebearbeitung, indem es einen offenen Marktplatz schafft, in dem eine Vielzahl von Anbietern Rechenzeit, Daten und Anfrageoperatoren bereitstellen. Den Schwerpunkt dieses Beitrags bildet die im Rahmen des ObjectGlobe-Projekts entwickelte Metadatenverwaltung MDV, ein verteiltes Metadaten-Management-System. Es besitzt eine 3-schichtige Architektur und unterstützt Caching und Replikation in der Mittelschicht, so dass Anfragen lokal ausgewertet werden k?nnen. Benutzer spezifizieren die Informationen, die sie ben?tigen und die repliziert werden, mit Hilfe einer besonderen Regelsprache. Um Replikate aktuell zu halten und die Replikation von neuen und relevanten Informationen anzusto?en, verwendet das MDV-System einen neuartigen Publish & Subscribe-Algorithmus. Wir beschreiben diesen Algorithmus im Detail und zeigen, wie er mit Hilfe eines normalen relationalen Datenbanksystems implementiert werden kann.  相似文献   

Turned on poetry: creating poetic mood with media     

R J Schmitt  E G Winters 《American annals of the deaf》1981,126(6):646-653

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Guidelines for the protection and treatment of the abused child     

Claudia A. Carroll  Barton D. Schmitt 《Child abuse & neglect》1978,2(2):109-116

The purpose of this paper is to review ten actions that can be taken by multi- disciplinary child protection teams or individuals in this field to assure that the interests of the abused child are consistently addressed.  相似文献   

VI. Aggression     

Daniel R. Anderson  Aletha C. Huston  Kelly L. Schmitt  Deborah L. Linebarger  & John C. Wright 《Monographs of the Society for Research in Child Development》2001,66(1):79-89

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X. Summary And Conclusions     

Daniel R. Anderson  Aletha C. Huston  Kelly L. Schmitt  Deborah L. Linebarger  & John C. Wright 《Monographs of the Society for Research in Child Development》2001,66(1):119-134

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ASSESSING STUDENTS’ EXPERIMENTATION PROCESSES IN <Emphasis Type="Italic">GUIDED INQUIRY</Emphasis>     

Markus Emden  Elke Sumfleth 《International Journal of Science and Mathematics Education》2016,14(1):29-54

In recent science education, experimentation features ever more strongly as a method of inquiry in science classes rather than as a means to illustrate phenomena. Ideas and materials to teach inquiry abound. Yet, tools for assessing students’ achievement in their processes of experimentation are lacking. The present study assumes a basal, non-exclusive process model of inquiry in experimentation that can be considered a consensus from multiple approaches: (1) finding an idea/hypothesis, (2) planning and conducting an experiment, and (3) drawing conclusions from evidence. The study confronted 339 secondary level students with three guided inquiry experimentation tasks on 3 days. Selected working groups were videotaped while experimenting. All the students reported their processes in a structured report form simultaneous to their progress. The generated videos and reports were analysed in a two-stepped way: (1) Experimentation was coded according to the process model into process plots; on basis of these, (2) process-focused performance scores were calculated considering logical coherence and immediacy of the inquiry processes. Correlative analyses show for two of the tasks that the report format yielded comparable performance scores to those generated from video data after students have had opportunity to learn the surveying formats (r _S?>?.80). A first suggestion of a process-oriented assessment tool for inquiry in experimentation can be drawn from this study. It might be used to inform and complement secondary science instruction.  相似文献   

THE EPISTEMIC VALUE OF CURIOSITY   总被引：1，自引：0，他引：1  

Frederick F. Schmitt  Reza Lahroodi 《Educational theory》2008,58(2):125-148

A bstract .  In this essay, Frederick Schmitt and Reza Lahroodi explore the value of curiosity for inquiry and knowledge. They defend an appetitive account of curiosity, viewing curiosity as a motivationally original desire to know that arises from having one's attention drawn to the object and that in turn sustains one's attention to it. Distinguishing curiosity from wonder, the authors explore several sources of the epistemic value of curiosity. First, curiosity is tenacious: curiosity whether a proposition is true leads to curiosity about related issues, thereby deepening our knowledge. Second, it is to some extent biased in favor of topics in which we already have a practical or epistemic interest. Third, and most important, curiosity is largely independent of our interests: it fixes our attention on objects in which we have no antecedent interest, thereby broadening our knowledge. Schmitt and Lahroodi elucidate the value of curiosity by outlining its role in levels of development — an approach indebted to John Dewey's explanation of the value of curiosity. Finally, they raise some questions about the implications of their account for educational practice.  相似文献   

Child care workers' knowledge about reporting suspected child sexual abuse.     

S K Wurtele  A Schmitt 《Child abuse & neglect》1992,16(3):385-390

As reports of the sexual abuse of preschool-aged children increase and the number of children in day care expands, it is important to recognize child care workers as potentially important resource persons for sexually abused preschoolers. Although they are potential resources for abused children, they may fail to report suspected abuse if they do not know their legal responsibilities and their rights and protections under the law. The purpose of this study was to determine child care workers' knowledge about their reporting rights and responsibilities. Relative to child sexual abuse experts, day care personnel knew significantly less about the procedures for reporting suspected abuse and their protection under the law. Suggestions for improving child care workers' knowledge about reporting suspected sexual abuse cases are provided.  相似文献   

The Standardization Approach to Assessing Comprehensive Differential Item Functioning   总被引：1，自引：0，他引：1  

Neil J. Dorans  Alicia P. Schmitt  Carole A. Bleistein 《Journal of Educational Measurement》1992,29(4):309-319

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State and trait goals of achievement and well-being: structure,validity, and stability     

Kathrin Bürger  Manfred Schmitt  Adam A. Augustine 《Zeitschrift für Erziehungswissenschaft》2016,19(1):121-155

Both school achievement goals (mastery, performance approach, performance avoidance goals) and well-being goals (work avoidance, affiliation goals) are important predictors of learning and achievement related outcomes. However, disagreement exists regarding the definition of goals as relatively stable traits versus situational states that react sensitive to contexts. This paper presents the development of an inventory for the assessment of students’ multiple state and trait goals. In Study 1, students (N?=?196) answered the trait items. The results of an exploratory factor analysis indicated the construct validity of the goals. In Study 2, students completed trait and state scales in different weeks (N?=?542) and repeatedly after 12 weeks each. Confirmatory factor analyses as well as correlations with state and trait reference constructs confirmed the convergent and differential validity of both the trait and the state goal factors. The instrument offers a brief, reliable, and valid measure of multiple state and trait goals. Latent state trait analyses revealed that some state goals are surprisingly robust against situational influences and equally stable across time as corresponding trait goals, whereas other goals are more dependent on the learning situation.  相似文献