Ascent into darkness: German Himalaya expeditions and the National Socialist quest for high-altitude flight     

Harald Hoebusch 《国际体育史杂志》2013,30(4):520-540

This paper, via a detailed investigation of the lives and careers of scientists Dr Hans Hartmann, Dr Ulrich Cameron Luft, and Dr Bruno Balke, explores the relationship between high-altitude physiology research conducted on several 1930s German Himalaya expeditions and the efforts of the (National Socialist) German Luftwaffe at achieving high-altitude flight.  相似文献   

Anatomical Sciences Education vol.3, issue 1, 2010 cover image     

Anja Böckers  Lucia Jerg‐Bretzke  Christoph Lamp  Anke Brinkmann  Harald C. Traue  Tobias M. Böckers 《Anatomical sciences education》2010,3(1)

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“What is Less or More than a Touch?” Multimedia Classics and Hypermedia Hermeneutics     

Harald Kraemer 《Curator: The Museum Journal》2014,57(1):119-136

Hypermedia is so diverse that it is in need of documentation, analysis, and methodology. For more than 20 years, online and offline applications of hypermedia technology have combined text, image, video, animation, and sound into a total work of art (Gesamtkunstwerk). This essay provides an insight into my research project, Multimedia Classics and Hypermedia Hermeneutics, focusing on why it is so difficult to describe and analyze hypermedia applications on cultural topics. It suggests how the functions, contents, and forms of hypermedia could be analyzed; to do so, it looks at Notzimmer, an interactive website story about a knockdown furniture construction kit designed by Jewish refugee Mauritius Ehrlich during World War II.  相似文献   

The impact of context relevance during extinction learning     

Sara Lucke  Harald Lachnit  Maik C. Stüttgen  Metin Uengoer 《Learning & behavior》2014,42(3):256-269

In two predictive-learning experiments, we investigated the role of the informational value of contexts for the formation of context-specific extinction learning. The contexts were each composed of two elements from two dimensions, A and B. In Phase 1 of each experiment, participants received acquisition training with a target cue Z in context A1B1 (the numbers assign particular values on the context dimensions). In Phase 2, participants were trained with conditional discriminations between two other cues, X and Y, for which only one of the two context dimensions was relevant. In a third phase, participants received extinction trials with cue Z in context A2B2. During a final test phase, we observed that a partial change of the extinction context disrupted extinction performance when the extinction context was changed on the dimension that had been trained as being relevant for the conditional discrimination. However, when the extinction context was changed on the irrelevant context dimension, extinction performance was not affected. Our results are consistent with the idea that relevant contexts receive more attention than do irrelevant contexts, leading to stronger context-specific processing of information learned in the former than in the latter type of contexts.  相似文献   

The twin-cycle experiential learning model: reconceptualising Kolb's theory     

Harald Bergsteiner 《Studies in Continuing Education》2014,36(3):257-274

Experiential learning styles remain popular despite criticisms about their validity, usefulness, fragmentation and poor definitions and categorisation. After examining four prominent models and building on Bergsteiner, Avery, and Neumann's suggestion of a dual cycle, this paper proposes a twin-cycle experiential learning model to overcome identified problems and integrate the experiential learning field. In the model, an initial response to a learning stimulus or intent occurs at the intersection of a concrete/active/primary learning cycle and an abstract/passive/secondary cycle. The model accommodates four classes of variables that describe six broad learning activity types (engage in, write about, observe, hear/see, read, hear), the three senses these activities predominantly engage (kinaesthetic, visual, aural), six learning modes (concrete, active, primary, abstract, passive, secondary) and four learning stages. Importantly, instead of assigning learning modes to stages of learning as Kolb does, the model assigns them to the two cycles as a whole.  相似文献   

Computational approaches for mining user’s opinions on the Web 2.0     

Gerald Petz  Michał Karpowicz  Harald Fürschuß  Andreas Auinger  Václav Stříteský  Andreas Holzinger 《Information processing & management》2014

The emerging research area of opinion mining deals with computational methods in order to find, extract and systematically analyze people’s opinions, attitudes and emotions towards certain topics. While providing interesting market research information, the user generated content existing on the Web 2.0 presents numerous challenges regarding systematic analysis, the differences and unique characteristics of the various social media channels being one of them. This article reports on the determination of such particularities, and deduces their impact on text preprocessing and opinion mining algorithms. The effectiveness of different algorithms is evaluated in order to determine their applicability to the various social media channels. Our research shows that text preprocessing algorithms are mandatory for mining opinions on the Web 2.0 and that part of these algorithms are sensitive to errors and mistakes contained in the user generated content.  相似文献   

Content and Form in Kohlberg's Theory of Moral Development     

Harald Rorvik 《Scandinavian Journal of Educational Research》2013,57(3):106-120

Abstract: R?rvik, H. 1980. Content and Form in Kohlberg's Theory of Moral Development. Scandinavian Journal of Educational Research 24,105‐120. One of the fundamental premises in Kohlberg's theory of moral development is the possibility of discerning between form and content, and he maintains that his test measures aspects of form alone. The present article reports on an empirical investigation of that allegation. The results of this study indicate that this part of Kohlberg's theory lacks support in the data. Thus, when teachers study groups of pupils’ answers from the Kohlberg's test, they recognize norms that the school intentionally transmits to pupils. Grading of this norm content and of motivation for choice of norm in moral decisions shows clear relations to grading advocated in connection with Kohlberg's test on moral judgment.  相似文献   

Didactical Thinking and Research in Norway during the Four Last Decades     

Åsmund Lønning Strømnes  Harald Rørvik  Tor Vidar Eilertsen 《Scandinavian Journal of Educational Research》2013,57(3-4):237-258

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Phonological Awareness and Rapid Automatized Naming as Longitudinal Predictors of Reading in Five Alphabetic Orthographies with Varying Degrees of Consistency     

Karin Landerl  H. Harald Freudenthaler  Moritz Heene  Peter F. De Jong  Alain Desrochers  George Manolitsis 《Scientific Studies of Reading》2013,17(3):220-234

ABSTRACT

Although phonological awareness (PA) and rapid automatized naming (RAN) are confirmed as early predictors of reading in a large number of orthographies, it is as yet unclear whether the predictive patterns are universal or language specific. This was examined in a longitudinal study across Grades 1 and 2 with 1,120 children acquiring one of five alphabetic orthographies with different degrees of orthographic complexity (English, French, German, Dutch, and Greek). Path analyses revealed that a universal model could not be confirmed. When we specified the best-fitting model separately for each language, RAN was a consistent predictor of reading fluency in all orthographies, whereas the association between PA and reading was complex and mostly interactive. We conclude that RAN taps into a language-universal cognitive mechanism that is involved in reading alphabetic orthographies (independent of complexity), whereas the PA–reading relationship depends on many factors like task characteristics, developmental status, and orthographic complexity.  相似文献   

Therapie der Hepatitis C Virusinfektion     

Clarissa Freissmuth  Peter Ferenci  Harald Hofer 《Wiener klinische Wochenschrift Education》2015,10(3-4):61-72

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