ACADEMIC COUNSELLING IN THE FEDERAL REPUBLIC OF GERMANY: 10 PILOT SCHEMES EVALUATED     

Klaus‐Dieter Grunwald 《Higher Education in Europe》1982,7(2):68-72

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The Development of Study Techniques by Integrated Master Programmes     

Klaus Weltner 《British journal of educational technology : journal of the Council for Educational Technology》1977,8(1):34-44

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Linking mathematics with engineering applications at an early stage – implementation,experimental set-up and evaluation of a pilot project     

Aeneas Rooch  Philipp Junker  Jörg Härterich  Klaus Hackl 《European Journal of Engineering Education》2016,41(2):172-191

Too difficult, too abstract, too theoretical – many first-year engineering students complain about their mathematics courses. The project MathePraxis aims to resolve this disaffection. It links mathematical methods as they are taught in the first semesters with practical problems from engineering applications – and thereby shall give first-year engineering students a vivid and convincing impression of where they will need mathematics in their later working life. But since real applications usually require more than basic mathematics and first-year engineering students typically are not experienced with construction, mensuration and the use of engineering software, such an approach is hard to realise. In this article, we show that it is possible. We report on the implementation of MathePraxis at Ruhr-Universität Bochum. We describe the set-up and the implementation of a course on designing a mass damper which combines basic mathematical techniques with an impressive experiment. In an accompanying evaluation, we have examined the students' motivation relating to mathematics. This opens up new perspectives how to address the need for a more practically oriented mathematical education in engineering sciences.  相似文献   

Leukopenie     

Thamer Sliwa und Klaus Geissler 《Wiener klinische Wochenschrift Education》2008,3(3):161-178

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Rheumatoide Arthritis     

Georg Stummvoll  Iris-Melanie N?bauer-Huhmann  Klaus Machold und Marcus K?ller 《Wiener klinische Wochenschrift Education》2008,3(3):135-147

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A cybernetic approach to programmed language instruction     

Klaus Bung 《Educational Media International》2013,50(4):24-31

Introductory remarks

In the following discussion, the term language instruction is used in the sense of teaching the manipulation of language mechanics. This enables the student to produce grammatically correct sentences and strings of sentences in response to any given sentence meaning or string of sentence meanings and to understand the cognitive meaning of any given sentence formulations. The skills he practises during foreign language instruction thus correspond to the content of those rules in a transformational grammar which are not contained in the base (Chomsky 1984) and to their inverse.  相似文献   

The Kinship of The Rope and The Loving Struggle: A Philosophic Analysis of Communication in Mountain Climbing     

Klaus V. Meier 《体育哲学杂志》2013,40(1):52-64

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Amateurism and the Nature of Sport     

Klaus V. Meier 《Quest (Human Kinetics)》2013,65(4):494-509

The question of the relationship between amateurism and the essential nature of sport has long been the focus of significant debate within the sports studies literature. This commentary paper reflects critically upon the contributions to be found within four scholarly studies concerned with this issue—one historical, one largely journalistic, and two philosophical. Particular attention is paid to differentiations between those who participate in sports activities largely for the love of the game or other internal reasons and those who engage predominantly for external rewards. Following an extended analysis of points of both agreement and discord among the various authors, an exposition is presented of some important questions remaining to be addressed before the issue can be said to be resolved.  相似文献   

Zirkulation oder Fortschritt?     

Klaus Willimczik 《Sportwissenschaft》2008,38(3):251-271

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Value differentiation in adolescence: the role of age and cultural complexity   总被引：1，自引：0，他引：1  

Daniel E  Schiefer D  Möllering A  Benish-Weisman M  Boehnke K  Knafo A 《Child development》2012,83(1):322-336

Living in complex social worlds, individuals encounter discordant values across life contexts, potentially resulting in different importance of values across contexts. Value differentiation is defined here as the degree to which values receive different importance depending on the context in which they are considered. Early and mid-adolescents (N = 3,497; M = 11.45 years, SD = 0.87 and M = 16.10 years, SD = 0.84, respectively) from 4 cultural groups (majority and former Soviet Union immigrants in Israel and Germany) rated their values in 3 contexts (family, school, and country). Value differentiation varied across individuals. Early adolescents showed lower value differentiation than mid-adolescents. Immigrant (especially first generation) adolescents, showed higher value differentiation than majority adolescents, reflecting the complex social reality they face while negotiating cultures.  相似文献