Societal and Organisational Factors of Stress on Students in School     

Klaus Hurrelmann 《欧洲师范教育杂志》1984,7(2):181-190

In this paper an attempt is made both to discuss factors of stress in 14‐ to 18‐year‐old teenage students in and out of school and at the same time to point out the adolescent's own subjective perception of some of those factors by means of an empirical investigation. Factors external and internal to school must be seen as standing in a close relation of interaction to each other. The kind and intensity of mental and social stress is explained by combining an ‘objective’ analysis with a ‘subjective’ one. School is looked at both as a system of social order, organisation and interaction, and as a realm of experience and a social environment for students. On the basis of these considerations, the conception of ‘stress’ is discussed in the context of a meta‐theoretical model of the subject who is productively managing his or her reality.  相似文献   

The Transition to Reaching: Mapping Intention and Intrinsic Dynamics   总被引：9，自引：0，他引：9  

Esther Thelen  Daniela Corbetta  Kathi Kamm  John P. Spencer  Klaus Schneider  Ronald F. Zernicke 《Child development》1993,64(4):1058-1098

The onset of directed reaching demarks the emergence of a qualitatively new skill. In this study we asked how intentional reaching arises from infants' ongoing, intrinsic movement dynamics, and how first reaches become successively adapted to the task. We observed 4 infants weekly in a standard reaching task and identified the week of first arm-extended reach, and the 2 weeks before and after onset. The infants first reached at ages ranging from 12 to 22 weeks, and they used different strategies to get the toy. 2 infants, whose spontaneous movements were large and vigorous, damped down their fast, forceful movements. The 2 quieter infants generated faster and more energetic movements to lift their arms. The infants modulated reaches in task-appropriate ways in the weeks following onset. Reaching emerges when infants can intentionally adjust the force and compliance of the arm, often using muscle coactivation. These results suggest that the infant central nervous system does not contain programs that detail hand trajectory, joint coordination, and muscle activation patterns. Rather, these patterns are the consequences of the natural dynamics of the system and the active exploration of the match between those dynamics and the task.  相似文献   

Graphonomics,automaticity and handwriting assessment     

Oliver Tucha  Lara Tucha  Klaus W. Lange 《Literacy》2008,42(3):145-155

A recent review of handwriting research in Literacy concluded that current curricula of handwriting education focus too much on writing style and neatness and neglect the aspect of handwriting automaticity. This conclusion is supported by evidence in the field of graphonomic research, where a range of experiments have been used to investigate this issue from a movement perspective. The present article offers a brief introduction to a graphonomic approach to handwriting analysis and the findings of graphonomic research about handwriting automaticity. These findings indicate that attentional control to any characteristic of the writing process (e.g. direction, lexical status, movement, style) results in an impairment of handwriting automaticity. These findings support and add a new dimension to previous conclusions.  相似文献   

The Independence of Research—A Review of Disciplinary Perspectives and Outline of Interdisciplinary Prospects     

Gläser  Jochen  Ash  Mitchell  Buenstorf  Guido  Hopf  David  Hubenschmid  Lara  Janßen  Melike  Laudel  Grit  Schimank  Uwe  Stoll  Marlene  Wilholt  Torsten  Zechlin  Lothar  Lieb  Klaus 《Minerva》2022,60(1):105-138

Minerva - The independence of research is a key strategic issue of modern societies. Dealing with it appropriately poses legal, economic, political, social and cultural problems for society, which...  相似文献   

Scaffold instruction at the workplace from a situated perspective     

Klaus Nielsen 《Studies in Continuing Education》2013,35(3):247-261

This article proposes the need to address scaffold instructions from a situated learning perspective. Based on an empirical study of how apprentice bakers learn their trade, it is claimed that studies of learning at the workplace yield important insights into our understanding of scaffold instructions. Seen from the perspective of the apprentices, scaffold instruction represents access to more responsibility in practice, it supports their identities as future bakers and they learn bodily know-how. When scaffold instruction failed, it was often in relation to situations where the apprentices were placed in marginal positions in the community of practice or in relation to a central workplace situation.  相似文献   

Entwurf und Implementierung eines SQL-normkonformen Datenbankkatalogs für ein relationales Datenbankmanagementsystem     

Steffen Skatulla  Ralf Schaarschmidt  Peter Pistor  Klaus Küspert 《Informatik - Forschung und Entwicklung》2000,22(2):161-170

Bei relationalen Datenbanksystemen haben sich de-jure-Normen für SQL stetig weiterentwickelt; mit diesen Normen wird es einfacher, portable Datenbankanwendungen zu entwickeln. Die SQL-Norm ruht auf zwei S?ulen, zum einen auf der Datenbanksprache SQL, zum anderen auf einer Vorgabe eines Datenbankkatalogs, welcher die gespeicherten Daten beschreiben soll. Im vorliegenden Beitrag wird derjenige Teilbereich des Datenbankkatalogs der aktuellen SQL99-Norm dargestellt, der bereits in der SQL92-Norm (ISO/IEC 9075:1992 bzw. DIN 66315) definiert ist und die klassischen (nicht objektrelationalen) Elemente einer relationalen Datenbank beschreibt. In dieser Darstellung nimmt der zweischichtige Spezifikationsansatz (Informationsschema, Definitionsschema) einigen Raum ein; mit seiner Hilfe weist SQL einen eleganten Weg, auf dem existierende Datenbanksysteme normkonforme Datenbankkataloge bereitstellen k?nnen. Anhand des Datenbankmanagementsystems DB2 wird anschlie?end untersucht, wie ein normkonformer Datenbankkatalog (das sogenannte Informationsschema) „oberhalb” des verfügbaren DB2-Katalogs realisiert werden kann, d. h. wie die vom Informationsschema geforderten Sichten auf DB2-Katalogtabellen abgebildet werden k?nnen. Auf generelle Schwierigkeiten und M?glichkeiten einer solchen Abbildung (ein- oder zweistufig) wird ebenso eingegangen wie auf Probleme, die sich speziell bei DB2 ergeben. In einer prototypischen Realisierung konnte das Informationsschema bis auf wenige Einschr?nkungen komplett umgesetzt werden. Damit wurde die Machbarkeit normkonformer Kataloge nachgewiesen. In heute verfügbaren DBMS-Produkten sind Datenbankkataloge in dieser konsequent normkonformen Gestalt leider immer noch nicht anzutreffen.  相似文献   

REGINA, die Informatik-Kooperation der Region Aachen     

Klaus Pasedach und Andrea Reichel 《Informatik - Forschung und Entwicklung》1999,14(4):227-229

Ohne Zusammenfassung

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REGINA, die Informatik-Kooperation der Region Aachen

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Workshop Sportinformatik     

Jürgen Krug  Klaus Wagner 《Sportwissenschaft》1999,29(3):372-374

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„Die Krise des Ehrenamts“ — kritische Auseinandersetzung mit einem Phantom.     

Klaus Heinemann  Manfred Schubert 《Sportwissenschaft》1999,29(1):92-97

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Environmental Education in Teacher Training: a case study of seven German Colleges and universities and its outcomes     

Klaus‐E. Jaritz 《Environmental Education Research》1996,2(1):51-62

This paper consists of two parts, the first one sets out the place of the case studies in the context of environmental education in German colleges and universities [1]. The case studies reported here should initiate inter‐university discussions on the objectives of, and the ways to incorporate, environmental education into the training for the pedagogical professions at German academic institutions. The second part tries to deduce generalisable aspects from the studies carried out in order to make some provisional conclusions about environmental education in pre‐service teacher education and the necessary research work in this field. Here use is made of the EEITE characteristics which Country Project Representatives agreed during their Summer Conference in 1993 as criteria to analyse the outcomes of the case studies [2].  相似文献