Research as an occasion for self-reflection: A response to heap and silvers     

Dieter Misgeld 《Interchange》1975,6(4):58-62

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Sportdidaktik und Unterrichtspraxis     

Dieter Brodtmann 《Sportwissenschaft》1974,4(3):314-321

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Bewegungstherapie bei frischem Myokardinfarkt     

Dieter Jeschke 《Sportwissenschaft》1973,3(4):361-373

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Characteristics of high-level youth soccer players: variation by playing position     

Dieter Deprez  Job Fransen  Jan Boone  Matthieu Lenoir  Renaat Philippaerts  Roel Vaeyens 《Journal of sports sciences》2015,33(3):243-254

The present study aimed to investigate positional differences in 744 high-level soccer players, aged 8 to 18 years. Players were assigned to six age groups (U9–U19) and divided into four playing positions (goalkeeper (GK), defender (DEF), midfielder (MF) and attacker (ATT)). MANOVA and effect sizes were used to examine anthropometrical and functional characteristics between all positions in all age groups. The main findings of the study were that GKs and DEFs were the tallest and heaviest compared with MFs and ATTs in all age groups. Further, between U9–U15, no significant differences in functional characteristics were found, except for dribbling skill, which MFs performed the best. In the U17–U19 age groups, ATTs seemed to be the most explosive (with GKs), the fastest and the more agile field players. These results suggest that inherent physical capacities (i.e., speed, power, agility) might select players in or reject players from an attacking position, which is still possible from U15–U17. Apparently, players with excellent dribbling skills at younger age are more likely to be selected to play as a MF, although, one might conclude that the typical physical characteristics for different positions at senior level are not yet fully developed among young soccer players between 8 and 14 years.  相似文献   

Körperkultur und Nationsbildung     

Michael Krüger  Dieter Langewiesche 《Sportwissenschaft》1997,27(2):198-200

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A Virtual Language Course Via the Internet: An Example of Good Practice     

Dieter Lohr 《Higher Education in Europe》2001,26(4):547-552

The instructor in a course in German writing offered electronically at the University of Konstanz in Germany to students at the Alexandru Ioan Cuza University of Ias¸i describes the course. He has used it to teach different styles of writing interactively and to initiate his students in the use of the computer and the Web for the undertaking of research in German literature. He has attempted to structure and to operate his course in such a way as to bring the special characteristics of on-line teaching and learning to the fore and not simply to replicate a traditional course on-line, a frequent situation with on-line teaching and learning.  相似文献   

Zur sportlichen Sozialisation von Schülern in der Familie     

Manfred Messing  Dieter Voigt 《Sportwissenschaft》1979,9(4):396-415

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Knowledge management and intellectual capital: an empirical examination of current practice in Australia     

Albert Z?ZhouEmail author  Dieter?Fink 《知识管理研究与实践》2003,1(2):86-94

This paper reports the findings from a survey conducted in Australia to explore current practices relating to knowledge management (KM) and intellectual capital (IC). A systematic approach in the form of the intellectual capital web guided the research. Findings revealed that KM was perceived to be more about developing knowledge culture than about managing organisational processes and structure. IC was perceived to be more about human capital than about customer capital and organisational capital. It can therefore be concluded that human capital holds the greatest importance for KM and IC. However, when facilitators for knowledge creation and knowledge sharing were rated, organisation structure was perceived to be more important than organisational culture and information technology. For KM practices, participants indicated that more attention was paid to training and developing employees and less to measurement and reward and incentive issues. The importance of aligning the management of IC and KM was perceived to be more important than the difficulty of doing so.  相似文献   

Functioning and participation problems of students with ADHD in higher education: which reasonable accommodations are effective?     

Dorien Jansen  Katja Petry  Eva Ceulemans  Saskia van der Oord  Ilse Noens  Dieter Baeyens 《欧洲特需教育杂志》2017,32(1):35-53

Abstract

Students with ADHD struggle in higher education as a result of various functioning and participation problems. However, there are remaining gaps in the literature. First, it remains unclear how often and during which teaching and evaluation methods problems arise. Second, we do not yet know which reasonable accommodations are most effective to deal with the functioning. And third, we do not know which accommodations are most effective to address participation problems of students with ADHD in higher education. This study addresses these three gaps in literature. In total, 86 students with ADHD, 42 student counsellors and 86 students without a disability participated in a survey-based study. The results show that students with ADHD most frequently experience problems with sustaining and focusing attention and it is demonstrated that most problems arise during classical teaching or evaluation methods. Finally, the perception of the effectiveness of reasonable accommodations is strongly dependent on which problems students experience in higher education. These findings suggest that it is important to consider both personal and environmental characteristics when selecting and implementing reasonable accommodations.  相似文献   

Preexposure to situational cues and shock intensity in two-way avoidance learning     

Stephen E. Dieter 《Learning & behavior》1977,5(4):403-406

Four groups of rats (n = 16) received 65 two-way avoidance learning trials. The groups differed with respect to the amount of exposure (0 or 4 h) to the situational cues of the apparatus prior to avoidance learning and the intensity of shock (.3 or 1.6 mA) during learning. Superior avoidance performance with weak as compared to strong shock was obtained in the nonpreexposed groups. This inverse relationship between avoidance performance and shock intensity, typical of two-way avoidance learning, was eliminated in the preexposed groups. Presumably, a latent inhibition effect occurred in the strong-shock group, which resulted in a retardation of the conditioning of fear to the situational cues and a consequent improvement in performance. The results are consistent with the effective reinforcement theory, which emphasizes in aversive learning the detrimental effect of large amounts of fear remaining following a response.  相似文献