Constructivism reconstructed: A reply to suchting     

Ernst von Glasersfeld 《Science & Education》1992,1(4):379-384

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Forschungs- und Entwicklungsprojekte
Virtuelle Maschinen: zSeries- und S/390-Partitionierung     

Joachim von Buttlar  Wilhelm G. Spruth 《Informatik - Forschung und Entwicklung》2004,39(1):41-54

Der gleichzeitige Betrieb mehrerer Gast-Betriebssysteme auf einem einzigen physischen Rechner unter einem Host-Betriebssystem ist eine leistungsfähige moderne Entwicklung. Bekannte Beispiele sind VMware für die IA32-Architektur sowie das Betriebssystem z/VM und die PR/SM-LPAR Einrichtungen der zSeries-Architektur. Die Nutzung eines Betriebssystems als Gast bedingt einen Leistungsverlust. Die als Partitionierung bezeichnete Zuordnung von Systemressourcen zu den einzelnen Gast-Betriebssysteme ist schwierig, wenn eine dynamische Anpassung an sich ändernde Lastprofile erforderlich ist. Diese Probleme lassen sich mittels Erweiterungen der Hardwarearchitektur adressieren, sowie durch Softwarestrukturen, welche diese Erweiterungen nutzen. Die Erweiterungen der Hardwarearchitektur gehen über das hinaus, was auf heutigen Rechnerarchitekturen wie IA32 oder Mips verfügbar ist. Der vorliegende Beitrag erläutert den optimalen Betrieb von Gast-Betriebssystemen und die begleitenden Partitionierungsmöglichkeiten auf der zSeries-Plattform und beschreibt die zusätzlichen Hardware- und Software-Einrichtungen, welche dies ermöglichen.  相似文献   

The Effects of Darkness and Lightness Cues in the Visual Depiction of Political Actors Involved in Scandals: An Experimental Study     

Christian von Sikorski 《Communication Research Reports》2018,35(2):162-171

Reports about political scandals have increased lately. Yet the general impact of news visuals and the specific role of lightness and darkness cues in images of scandalized politicians remain unclear. With the help of an experiment, the present pilot study examined the influence of candidate images and the effects of particular image backgrounds (light versus dark). While the foreground of the image depicting a politician involved in a scandal remained unchanged, the background was systematically altered. The results revealed that a light background had a positive effect on recipients’ attitudes toward the politician. In contrast, participants exposed to a dark image background demanded a more severe punishment for the politician.  相似文献   

Acute protease supplementation effects on muscle damage and recovery across consecutive days of cycle racing     

Cecilia M. Shing  Suzzen Chong  Matthew W. Driller  James W. Fell 《European Journal of Sport Science》2016,16(2):206-212

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Effects of high-complexity and high-cognitive-level instructional tasks in biology lessons on students’ factual and conceptual knowledge     

Christian Förtsch  Sonja Werner  Lena von Kotzebue  Birgit J. Neuhaus 《Research in Science & Technological Education》2018,36(3):353-374

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Historical Evolution of the Field View and Textbook Accounts     

Pocovi  M. Cecilia  Finley  Fred N. 《Science & Education》2003,12(4):387-396

We analyzed how two basic electromagnetism textooks approach the concept of electric field. We limited our study to the reasons given in these textbooks for the introduction of the field representation and to how accurate, coherent, and complete these reasons are. Because many times historical reasons are intertwined with textbooks' explanations of physical phenomena, we used the historical evolution of the field representation to guide our analysis. The analysis shows that one textbook mixes up the historical and pedagogical reasons for the introduction of the concept of field. The other one presents a sketch that might lead students to understand the field and the action-at-a-distance views as supplementing each other.  相似文献   

Teacher self-efficacy moderates the relations between imposed pressure from imposed curriculum changes and teacher stress     

David W. Putwain  Nathaniel P. von der Embse 《教育心理学》2019,39(1):51-64

Based on the Job Demands-resources (RD-R) model, the aim of the current study was to examine how pressure arising from imposed curriculum changes and teacher self-efficacy relate to perceived stress in teachers. Participants (839 teachers working in English schools) completed an online survey that contained questions about demographics, self-reported pressure from imposed curriculum changes, teacher self-efficacy, and perceived stress. Pressure from imposed curriculum changes was positively, and teacher self-efficacy negatively, related to perceived stress. Teacher-self efficacy moderated relations between pressure from imposed curriculum changes and perceived stress. High teacher self-efficacy was associated with lower perceived stress, relative to low teacher self-efficacy, when pressure from imposed curriculum changes was low. The differential advantage offered by high self-efficacy declined as pressure from imposed curriculum changes increased.  相似文献   

Explanations of attitudes to change: Colombian mathematics teachers’ conceptions of the crucial determinants of their teaching practices of beginning algebra   总被引：1，自引：0，他引：1  

Cecilia Agudelo-Valderrama  Barbara Clarke  Alan J. Bishop 《Journal of Mathematics Teacher Education》2007,10(2):69-93

This article arises from a study whose overall purpose was to investigate the relationship between Colombian mathematics teachers’ conceptions of beginning algebra and their conceptions of their own teaching practices. The teachers’ understandings of their teaching practices were explored with a view to unravelling their conceptions of change in their teaching. Focusing on the perspectives of teachers afforded opportunities that exposed the powerful role that the teachers’ conceptions of social/institutional factors of teaching played in their conceptions of their practices. The degree to which the teachers attributed these (external) factors as crucial reasons for what they do in their teaching was the basis of a categorisation of their conceptions of the crucial determinants of their teaching practices into three types. The findings are particularly relevant to our understanding of the stability of mathematics teaching approaches in the Colombian context but have likely implications for a range of international education contexts. Specific implications for the development of the research into teachers’ conceptions of mathematics and its teaching, and for teacher education programmes are presented.

Alan J. BishopEmail:

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Let's Talk About Maths: The Role of Observed “Maths‐Talk” and Maths Provisions in Preschoolers' Numeracy     

Megan von Spreckelsen  Emma Dove  Ilse Coolen  Annelot Mills  Ann Dowker  Kathy Sylva  Daniel Ansari  Rebecca Merkley  Victoria Murphy  Gaia Scerif 《Mind, Brain, and Education》2019,13(4):326-340

Developmental cognitive neuroscience highlights the importance of interactions between children and their environment. As young children spend increasing time in childcare, it is key to investigate the impact of “maths‐talk” and maths provisions in preschools. Qualitative insights from early educators indicate a greater bias toward counting activities than would be expected given the Early Years curriculum. In addition, we quantified the observed breadth of preschool practitioners' maths language (e.g., place‐value language), setting‐based maths provisions (e.g., quality of maths‐related activities), and their relation with children's early numeracy skills. In settings with greater practitioners' breadth of maths language, children display greater cardinality skills although our data call for the further investigation of parental socioeconomic status and education. We conclude with a discussion on the need to operationalize children's maths learning environments as diversely as possible. Enriching practitioners' skill sets may be an effective and needed way of improving early maths outcomes.  相似文献   

International football tournaments,emotional entrainment and the reproduction of symbolic boundaries. A case study in Germany     

Sven Ismer  Manuela Beyer  Carolina Solms-Baruth  Christian von Scheve 《Soccer & Society》2017,18(4):554-574

Understanding the social consequences of major soccer events is important for social science researchers and policy-makers alike. On the one hand, socially integrative effects are ascribed to these events. On the other hand, they are suspected of increasing the devaluation of minorities and disadvantaged groups. Sociological theories in a Durkheimian tradition suggest that the emotional entrainment that goes along with football-related rituals might play a role. We thus investigated the effects of the World Cup 2010 on the derogation of minorities and disadvantaged groups in Germany and hypothesized that the emotional entrainment is a predictor of changes in derogation. Results of our naturalistic study show significant increases in derogative attitudes after the World Cup. Contrary to our expectations, emotional entrainment is not associated with this increase. We discuss possible alternative explanations, in particular the influence of public discourse.  相似文献