Changing Minds or Changing Channels?: Partisan News in an Age of Choice Kevin Arceneaux and Martin Johnson. Chicago,IL: University of Chicago Press, 2013.          下载免费PDF全文

Hans C. Schmidt 《Journal of American culture (Malden, Mass. : 2003)》2015,38(3):282-283

  相似文献   

Implementing Student‐Centered Learning Practices in a Large Enrollment,Introductory Food Science and Human Nutrition Course     

Debra Korte  Nicholas Reitz  Shelly J. Schmidt 《Journal of Food Science Education》2016,15(1):23-33

Informed by the latest research on how people learn, effective teachers address both aspects of the teaching–learning equation—they engage students in the course material by implementing best teaching practices and they prepare students for learning by sharing best learning practices. The purpose of this study was to evaluate the impact of student‐centered learning practices on students’ perceptions of their ability to learn, specifically in a large enrollment, introductory food science and human nutrition course. Featured student‐centered learning practices included required assignments, optional study tools, and supplemental learning resources. A mixed method survey instrument with 5‐point Likert scales and qualitative, open‐ended questions was used to determine students’ (1) use of optional study tools and supplemental learning resources; (2) perceptions as to the quality and impact of required assignments, optional study tools, and supplemental learning resources to enhance their ability to learn; (3) perceptions as to the usefulness of required assignments, optional study tools, and supplemental learning resources to help them perform better in this course; and (4) overall satisfaction, as a learner, in this course. Overall, students identified study guides (developed using Bloom's taxonomy action verbs) (Mean = 4.34), microthemes (Mean = 4.27), and quizzes (Mean = 4.11) as the most beneficial resources to enhance their learning of the course material. Overall, 85% of students said they were extremely or very satisfied as learners in the course and nearly 75% of the students said the student‐centered learning practices should be offered to future FSHN 101 students.  相似文献   

Technical analysis of a Central Asian wall painting detached from a Buddhist cave temple on the northern Silk Road     

Birgit Angelika Schmidt  Martin Andreas Ziemann  Simone Pentzien  Toralf Gabsch  Werner Koch  Jörg Krüger 《文物保护研究》2016,61(2):113-122

A great number of Central Asian wall paintings, archeological materials, architectural fragments, and textiles, as well as painting fragments on silk and paper, make up the so called Turfan Collection at the Asian Art Museum in Berlin. The largest part of the collection comes from the Kucha region, a very important cultural center in the third to ninth centuries. Between 1902 and 1914, four German expeditions traveled along the northern Silk Road. During these expeditions, wall paintings were detached from their original settings in Buddhist cave complexes. This paper reports a technical study of a wall painting, existing in eight fragments, from the Buddhist cave no. 40 (Ritterhöhle). Its original painted surface is soot blackened and largely illegible. Grünwedel, leader of the first and third expeditions, described the almost complete destruction of the rediscovered temple complex and evidence of fire damage. The aim of this case study is to identify the materials used for the wall paintings. Furthermore, soot deposits as well as materials from conservation interventions were of interest. Non-invasive analyses were preferred but a limited number of samples were taken to provide more precise information on the painting technique. By employing optical and scanning electron microscopy, energy dispersive X-ray spectroscopy, micro X-ray fluorescence spectroscopy, X-ray diffraction analysis, and Raman spectroscopy, a layer sequence of earthen render, a ground layer made of gypsum, and a paint layer containing a variety of inorganic pigments were identified.  相似文献   

Introduction to Usus,a Community Website on Library Usage,and a Discussion about COUNTER 4     

Anne Osterman  Oliver Pesch  Kari Schmidt 《期刊图书馆员》2016,70(1-4):211-216

Established in 2014, Usus (Latin for usage), supported by Counting Online Usage of NeTworked Electronic Resources (COUNTER), but editorially independent, is a community-run website designed to provide a space for librarians, consortia, publishers, aggregators, repository managers, and scholars to discuss all aspects of usage, including particular ways that use is measured. In this session, Usus Supervisory Board members provided an introduction to Usus, outlined the purpose of the community-run site, and discussed how librarians may utilize the site to submit ongoing and complex usage issues. In addition, the presenters engaged attendees in discussing specific e-resource usage issues they have encountered as well as report changes and additions in the recently released COUNTER Code of Practice 4.  相似文献   

Dopingberichterstattung in den Medien     

Johanna Schirm  Henk Erik Meier 《Sportwissenschaft》2016,46(3):143-161

This contribution reviews existing research on media coverage of doping in Germany. Based on a keyword search, 22 works were identified. The review aims to provide a survey of the state of the art in terms of questions addressed, methods and results as well as blind spots and methodological deficits. Moreover, directions for future research are outlined. Although research is characterized by substantial methodological heterogeneity, central results can be presented following the influential approach of Bette and Schimank. In accordance with their ideas media coverage of doping is characterized by scandalization, personalization and moralization. However, shortfalls of theoretical perspective and methodological shortcomings are noted. These deficits serve as an inspiration for future research.  相似文献   

Motorische Leistungsfähigkeit von Kindern und Jugendlichen in Deutschland     

C. Albrecht  A. Hanssen-Doose  K. Bös  L. Schlenker  S. Schmidt  M. Wagner  N. Will  A. Worth 《Sportwissenschaft》2016,46(4):294-304

Motor performance is an important health resource. Review articles revealed a decline of motor performance of approximately 10?% between 1975 and 2006. In the past most of the data available for such comparisons came from ad hoc studies with non-standardized methods. Within the framework of the ”Motorik-Modul“ (MoMo) study as part of the German Health Interview and Examination Survey for Children and Adolescents (KiGGS), it is possible for the first time to directly compare two cohorts in the ages of 4–17 years in a nationally representative database for Germany. The aim of this article is to report changes in motor performance of children and adolescents in the time period 2003–2006 (cohort baseline n = 4528) compared to 2009–2012 (cohort wave 1, n = 2820). Overall, it is clearly shown that the motor performance of children and adolescents in Germany did not decrease within the observational period of 6 years. The comparison of mean values of the baseline cohort compared to those of wave 1 showed that 28 out of 52 mean values of the two cohorts with a high probability did not differ based on 95?% confidence intervals (CI). In 24 out of the 52 mean values positive changes could be noted based on the individual 95?% CI values. There were more positive changes in primary school aged children than in other age groups. Within these positive changes, most effect sizes were small to medium. The results indicate that recent activities aiming at elevating motor performance levels may have started to make an impact and should be expanded, also in secondary schools. The comparative cohort study presented in this article is currently being checked by the ongoing MoMo wave 2 survey of 2014–2017.  相似文献   

Decision Making in an Integrated Business Process Context: Learning Using an ERP Simulation Game     

Timothy Paul Cronan  David E. Douglas  Omar Alnuaimi  Pamela J. Schmidt 《Decision Sciences Journal of Innovative Education》2011,9(2):227-234

  相似文献   

Employment and Achievement in a Problem‐Based Curriculum     

Marianne M. M. van den Hurk  Henk J. M. van Berkel 《Higher Education in Europe》2005,30(2):229-236

The purpose of this study is twofold: first, to examine to what extent the time students work on paid jobs is related to study‐time (class attendance and time devoted to self‐study) and second, to what extent the time students work on paid jobs is related to achievement. A number of 120 students from the problem‐based Faculty of Health Sciences in the Netherlands kept a time‐diary. Academic achievement was measured by using scores on the block‐test. The results showed that working about four to eight hours per week on paid jobs (as opposed to working less than four hours per week or to working intensively, more than 8 hours per week) actually is positively related to study‐time. Test‐scores are not significantly different among students who are not working on jobs, work some hours, or work a lot.  相似文献   

Facilitating small-group learning: A comparison of student and staff tutors' behavior     

Jos H. C. Moust  Henk G. Schmidt 《Instructional Science》1994,22(4):287-301

This study focused on students' observations of student and staff tutors' behavior during two academic courses, using a thirtynine-item rating scale. The study took place within an integrated problem-based law curriculum. Six major factors in tutors' behavior were identified. Differences between student and staff tutors' performance were investigated. The results showed that student tutors were better at understanding the nature of the problems students face in attempting to master the subject-matter. Student tutors were also more interested in students' daily lives, study experiences and personalities. In addition, student tutors referred to end-of-course examinations more frequently than staff tutors to direct student learning. Alternatively, staff tutors used their subject-matter expertise more often and displayed more authoritarian behavior than student tutors. No differences were found with respect to tutors' focus on cooperation among group members. The results are interpreted in terms of the nature of the knowledge and experiences of students and staff with regard to problem-based learning and its requirements.  相似文献   

Taking Notes: There's a Lot More to It than Meets the Eye     

Shelly J. Schmidt 《Journal of Food Science Education》2019,18(3):54-58

  相似文献