Doping im Hochleistungssport: Anpassung durch Abweichung     

Karl-Heinrich Bette  Uwe Schimank  R. Stichweh 《Sportwissenschaft》1996,26(2):216-220

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Educational career and substance use in adolescence     

Uwe Engel  Elisabeth Nordlohne  Klaus Hurrelmann  Birgit Holler 《European Journal of Psychology of Education - EJPE》1987,2(4):365-374

In modern, competitive societies the social organisation of «youth» implies both the chance and risk of (intergenerational) vertical social mobility. It is suggested that it is precisely this basic feature that to a considerable extent gives rise to substance use. In particular the paper aims at analysing the impact of the risk of educational downward mobility as well as some related characteristics. Using LISREL VI, it is shown that this type of educational career pattern, actual or anticipated, substantially contributes to the consumption of legal drugs. Weight is given to an extended analysis of the mode of action involved in the relationship between substance use and the career pattern as well as associated characteristics, respectively. As far as home is concerned, social conflict and associated feelings on the side of the adolescents turn out to be a major ‘mechanism’ through which the observable impact of educational downward mobility can be traced back. Integration into both the cultural system of «legalized» drug use and subcultural contexts as provided by social cliques is a further condition that strongly influences substance use among adolescents.  相似文献   

Grundbildung,Allgemeinbildung und Fachunterricht     

Uwe?HericksEmail author 《Zeitschrift für Erziehungswissenschaft》2004,7(2):192-206

Zusammenfassung Der Beitrag thematisiert das nicht unproblematische Spannungsverh?ltnis von Grundbildung, Allgemeinbildung und Fachunterricht. Anspruchsvolle Fachinhalte, die über die in der internationalen PISA-Studie untersuchten Basiskompetenzen hinausgehen, lassen sich nicht mit einem normativen Verweis auf allgemeine Kompetenzen (wie Lernf?higkeit, Sozial-oder Probleml?sekompetenz) für alle Heranwachsenden rechtfertigen. Die Allgemeinheit der Bildung ist vielmehr im Faktum der Kontingenz und Differenz jeglicher Fachinhalte zu suchen. Bildung wird dabei als die F?higkeit zum Umgang mit Ungewissheit definiert. Anhand einer Fallstudie mit einer Hamburger Lehrerin wird gezeigt, dass diese Bestimmung für Lehrende pragmatisch auf die Realisation „guten“ Fachunterrichts hinauslaufen kann. Unter Bildungsaspekten zeigt sich das Handeln der Lehrerin dabei implizit an einer Als-ob-Didaktik orientiert, deren Grundzüge im Beitrag verallgemeinernd herausgearbeitet werden. Eine geeignete Rahmenkonzeption dafür steht mit der Bildungsgangdidaktik zur Verfügung, die die tats?chlichen Lern-und Bildungsprozesse der Schülerinnen und Schüler in das Zentrum ihrer Theoriebildung stellt.

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Summary Basic education, general education and subject-focused lessons This contribution focuses on the not unproblematic tensions between basic education, general education and subject-focused lessons. Demanding subject matter, which offers more than those basic competencies studied in the international PISA study, cannot be justified for all learners with a normative reference to the attainment of general competencies (i.e. learning, social and problem-solving skills). Generality is indeed to be found in the contingency and difference of subject matter. Bildung is defined as the ability to deal with uncertainty. On the basis of a case study of a teacher from Hamburg, it will be demonstrated that this concept can — in pragmatic terms — simply mean the realization of „good“ subject-focused teaching. According to the theory of Bildung, it can be shown that the teache’s work is implicitly based on a didactic with as-if-character, which will be further generalized in this paper. An appropriate framework for such concepts is offered by the Bildungsgangdidaktik, which places the realized learning and educational processes at the center of its theory.

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Developing and evaluating a strategy for learning from animations     

Uwe Kombartzky  Rolf Ploetzner  Sabine Schlag  Berthold Metz 《Learning and Instruction》2010,20(5):424-433

Based on current theories of multimedia learning, we propose a strategy for learning from animations. Two different experimental studies were conducted in order to evaluate the strategy. In the first study, 22 sixth graders learned from an animation without the strategy while 21 students were encouraged to make use of the proposed strategy during learning; use of the strategy was not monitored. The students who were encouraged to take advantage of the strategy learned significantly more than the students who were not asked to do so. In the second study, three groups of sixth graders were investigated. The first group consisted of 49 students who learned from an animation without the strategy. The second group consisted of 52 students who were encouraged to make use of the strategy during learning; but use of the strategy was not monitored. The third group consisted of 53 students who were also encouraged to make use of the strategy during learning and their use of the strategy was monitored. The results of the second study replicated the findings of the first study. Furthermore, learning was most successful when the students' use of the learning strategy was monitored.  相似文献   

The impacts of new governance on teaching at German universities. Findings from a national survey     

Uwe Wilkesmann  Christian J. Schmid 《Higher Education》2012,63(1):33-52

In this article we will present findings from a national survey questioning the actual impact of the new governance structures at German universities on academic teaching. To begin with, we give a theoretical underpinning to the economization of higher education institutions (HEIs) according to Principal-Agent Theory. This allows for the development of hypotheses about the influence of new selective incentives (merit pay, performance-related budgeting, Management by Objectives, teaching awards) on the professors’ academic teaching behavior. Instructed by critical considerations on Principal-Agent Theory we extended the axiomatics of this economic theory by incorporating concepts like work task motivation and academic socialization for a supposedly more comprehensive explanation. Data from a nationwide German survey allows us then to test our theory-driven assumptions. Our target population was the entire collectivity of all professors at German universities from which we could draft a sample 8,000 individuals. An estimation of four different OLS-regression models shows that the hypotheses derived from Principal-Agent Theory must be rejected whereas the hypotheses based on motivational aspects and socialization processes can be confirmed. Based on our analysis we can conclude that for the status quo of implementation there are no direct influences of new selective incentives on the actual teaching performance whereas we have strong indications for altered mechanisms of enculturation in the field of universities. New Public Management (NPM) seems to produce a new breed of professors whose preferences and practice are conditioned by the imperatives evoked by this new managerialism.  相似文献   

Medien in pädagogischen Kontexten     

Friederike von Gross  Anna-Maria Kamin  Prof. Dr. Uwe Sander  Dr. Thomas Walden 《Zeitschrift für Erziehungswissenschaft》2013,16(4):777-782

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辅助变元之于命题与量化布尔公式的作用     

乌维·布贝克  汉斯·克莱那·布吕宁 《中山大学学报论丛》2010,3(3)

使用辅助变元来引入定义,在知识表达中是一个流行和有力的技巧,能够得到更短、更自然的编码而无需冗长的重复.这篇论文中,我们形式地定义了辅助变元的概念,检验了其表达力并讨论了有趣的相关应用.我们把以下两者联系起来:一是,反复使用中间结果而不通过定义重复;二是,布尔函数其他表达中的相似概念.特别的,我们表明带定义的命题逻辑与具有任意输出端的布尔线路以及约束变元满足Horn性质的存在量化布尔公式(记作(E)HORNb)具有相同的表达力.本文还考虑了定义结构的限制,以及命题定义的扩充.特别的,我们检验了正命题定义与带存在量化的正定义之间的关系(或等价地,检验了(E)HORNb公式和约束变元未被Horn限定的存在量化的CNF公式(记作(E)CNF*)之间的关系).对命题定义的进一步扩充,是允许在定义中使用任意的量词,或等价地,允许布尔公式的嵌入.我们还证明了,量化CNF公式中的约束变元的表达力,是由子句中被约束部分的极小不可满足子公式或极小假子公式的结构所决定的.  相似文献   

4. Finkbeiner, Claudia; Schnaitmann, Gerhard W.: Lehren und Lernen im Kontext empirischer Forschung und Fachdidaktik     

Uwe Hericks  Ingrid Kunze 《Zeitschrift für Erziehungswissenschaft》2001,4(3):478-480

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Ein Hoarding-Verfahren für ortsbezogene Informationen     

Uwe Kubach und Kurt Rothermel 《Informatik - Forschung und Entwicklung》2001,16(4):189-199

Zusammenfassung.   Mit der zunehmenden Verbreitung mobiler Endger?te w?chst auch der Bedarf in mobilen Umgebungen auf entfernt gespeicherte Informationen zuzugreifen. Da dieser Informationszugriff meist über drahtlose Netzwerke erfolgt, treten in mobilen Informationssystemen h?ufig Probleme wie geringe Bandbreite, gro?e Verz?gerungen oder Verbindungsausf?lle auf. Hoarding-Verfahren versuchen diese Probleme zu l?sen, indem sie Informationen, auf die der Benutzer voraussichtlich zugreifen wird, im voraus übertragen. Dazu müssen sie jedoch vorhersagen, welche Informationen der Benutzer ben?tigen wird. In diesem Beitrag stellen wir ein Hoarding-Verfahren vor, das für diese Vorhersage die Ortsabh?ngigkeit von Informationszugriffen ausnutzt. Wie wir durch Simulationen zeigen, wird der Speicherplatz auf dem Endger?t dadurch sehr effizient genutzt. (Die hier vorgestellte Arbeit ist mit Unterstützung der DFG im Rahmen der Forschergruppe Nexus sowie des Graduiertenkollegs Parallele und Verteilte Systeme entstanden. Eingegangen am 2. Februar 2001 / Angenommen am 1. Juni 2001  相似文献   

Using accelerometry to quantify deceleration during a high-intensity soccer turning manoeuvre     

Niels Jensby Nedergaard  Uwe Kersting 《Journal of sports sciences》2014,32(20):1897-1905

Abstract

The mechanics of cutting movements have been investigated extensively, but few studies have considered the rapid deceleration phase prior to turning which has been linked to muscle damage. This study used accelerometry to examine the influence of turning intensity on the last three steps of a severe turn.

Ten soccer players performed 135° “V” cuts at five different intensities. Resultant decelerations were recorded from a trunk-mounted tri-axial accelerometer. Lower limb kinematics and ground reaction forces (GRF) from the pivot foot-ground contact (FGC) were also monitored.

Average peak trunk decelerations were larger at the two preceding steps (4.37 ± 0.12 g and 4.58 ± 0.11 g) compared to the PIVOT step (4.10 ± 0.09 g). Larger peak joint flexion angular velocities were observed at PRE step (ankle: 367 ± 192 deg.s^?1; knee 493 ± 252 deg.s^?1) compared to PIVOT step (ankle 255 ± 183 deg.s^?1; knee 377 ± 229 deg.s^?1). Turn intensity did not influence peak GRF at PIVOT step.

This study highlights the importance of steps prior to turning and their high-frequency loading characteristics. It is suggested that investigations of lower limb loading during turning should include this deceleration phase and not focus solely on pivot FGC.  相似文献