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21.
Beate Krais 《Higher Education Quarterly》2002,56(4):407-418
The careers of women in German higher education are really careers which lead out of academe: women disappear on the route to the top. In order to track processes and structures which lead to this 'academic mortality of females', this article views higher education as a social field with its own dynamic of development, differentiated according to subject cultures. At the centre of the exploration lie organisational structures, hierarchies, time allocation, customs, traditions, everyday practices and interaction in the scientific community. In order to gain insight into these, detailed interviews were carried out with aspiring academics, institute directors and professors, both at universities and at research institutes outside the orbit of universities; the use of time was studied, and ethnographic material was assembled, together with statistical data. This contribution focuses on the structural conditions of the academic career, on symbolic violence in direct interaction, on patterns of competitive behaviour in the scientific community and on the role of mentors. 相似文献
22.
Motivations for choosing teaching as a career: An international comparison using the FIT-Choice scale 总被引:3,自引:0,他引:3
Helen M.G. Watt Paul W. Richardson Uta Klusmann Mareike Kunter Beate Beyer Ulrich Trautwein Jürgen Baumert 《Teaching and Teacher Education》2012
Motivations for preservice teachers' choice of teaching as a career were investigated using the Factors Influencing Teaching Choice scale (FIT-Choice scale; Watt & Richardson, 2007). This scale was initially developed and validated in the Australian context; our study applied it across international samples from Australia, the United States, Germany, and Norway. Support for strong factorial invariance implied the scale functioned similarly, and could fruitfully be employed in different contexts. Sample comparisons revealed that motivations for teaching were more similar than they were different across these samples; whereas, perceptions about the teaching profession tended to reflect country differences. 相似文献
23.
The increasing use of competence models for modelling domain specific knowledge in school raises the question to what extent such models can represent cognitive processes. The article analyses the recent development of models for competence scales, competence stages, competence structures and so-called cognitive diagnostic models and taxes their value in the context of subject specific educational sciences and developmental psychology. 相似文献
24.
Beate Villmann 《文物保护研究》2018,63(2):104-112
Historical objects in exhibitions can be subject to light induced damages resulting in a shift of color and brightness. Besides certain ambient influences the main factor governing these effects is the spectral irradiance applied to the surface. As the photochemical efficiency of electromagnetic radiation depends on its wavelength it is desirable to know the effect of individual spectral components in order to estimate the damage potential of a certain light source. In this work the modifications of the reflectance spectra of 40 dyes and pigments relevant in historical book illumination resulting from irradiation by eight narrow band LED light sources are presented. The LED wavelengths cover the visible part of the electromagnetic spectrum. Based on the measured reflectance spectra, color values are calculated and their evolution is studied as a function of the amount of radiation applied. 相似文献
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Conrad Lacom Alexander Tolios Markus W. Lffler Beate Eichelberger Peter Quehenberger Eva Schaden Marion Wiegele 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2022,32(2)
IntroductionPoint-of-care (POC) platelet function tests are faster and easier to perform than in-depth assessment by flow cytometry. At low platelet counts, however, POC tests are prone to assess platelet function incorrectly. Lower limits of platelet count required to obtain valid test results were defined and a testing method to facilitate comparability between different tests was established.Materials and methodsWe assessed platelet function in whole blood samples of healthy volunteers at decreasing platelet counts (> 100, 80-100, 50-80, 30-50 and < 30 x109/L) using two POC tests: impedance aggregometry and in-vitro bleeding time. Flow cytometry served as the gold standard. The number of platelets needed to reach 50% of the maximum function (ED50) and the lower reference limit (EDref) were calculated to define limits of test validity.ResultsThe minimal platelet count required for reliable test results was 100 x109/L for impedance aggregometry and in-vitro bleeding time but only 30 x109/L for flow cytometry. Comparison of ED50 and EDref showed significantly lower values for flow cytometry than either POC test (P value < 0.05) but no difference between POC tests nor between the used platelet agonists within a test method.ConclusionCalculating the ED50 and EDref provides an effective way to compare values from different platelet function assays. Flow cytometry enables correct platelet function testing as long as platelet count is > 30 x109/L whereas impedance aggregometry and in-vitro bleeding time are inconsistent unless platelet count is > 100 x109/L. 相似文献
27.
Barrera Andrea Eugenia Schuster Beate 《European Journal of Psychology of Education - EJPE》2018,33(2):319-336
European Journal of Psychology of Education - In this research, we examined cross-domain effects of achievement goals. In two experimental studies, we manipulated achievement goals and assessed... 相似文献
28.
Beate Staudt 《High Ability Studies》2006,17(1):3-16
In this study the neural efficiency phenomenon (more efficient brain function in brighter as compared to less intelligent individuals) was investigated regarding differences in intelligence (average vs. above‐average intelligence) and scholastic achievement (achievers vs. underachievers). The cortical activation (assessed by event‐related desynchronisation in the EEG) of 31 male adolescents was measured while performing a verbal and figural version of Posner's letter matching task and two creativity tasks. During the figural Posner task, average intelligent underachievers showed higher frontal activation than similarly intelligent achievers and brighter underachievers, whereas average intelligent achievers showed higher posterior activation. During one creativity task underachievers were frontally less activated than achievers. The results provide first evidence that different achievement levels are also reflected in different levels of cortical activation. 相似文献
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Heinz-Hermann Krüger Cathleen Grunert Parviz Rostampour Claudia Seeling Thomas Rauschenbach Andreas Huber Ivo Züchner Beate Kleifgen Kirsten Fuchs Andreas Lembert 《Zeitschrift für Erziehungswissenschaft》2002,5(3):436-453
Zusammenfassung Dieser Artikel besch?ftigt sich mit einem Themengebiet, das in der erziehungswissenschaftlichen Wissenschafts-, Hochschul-und
Berufsforschung bislang kaum analysiert worden ist. Unter Bezug auf die Ergebnisse einer schriftlichen Befragung von rund
3.800 Absolventen erziehungswissenschaftlicher Hauptfachstudieng?nge (Diplom, Magister) in ganz Deutschland wird die Frage
untersucht, wie gro? die Gruppe der Studierenden aus diesen Studieng?ngen ist, die sich einige Jahre nach dem Studienabschluss
im Arbeitsfeld Hochschule und Forschung beruflich platzieren kann bzw. promoviert, durch welche Merkmale diese Gruppe gekennzeichnet
ist und welche Bedingungsfaktoren den Weg in die Wissenschaft beeinflussen. Nach einem überblick über den bisherigen Stand
der Forschung und der Darstellung zentraler Resultate des Diplom-und Magister-Surveys zum Weg in die Wissenschaft werden abschlie?end
einige Konsequenzen diskutiert, die sich aus den Befunden für eine Reform der bisherigen Hauptfachstudieng?nge bzw. für die
zukünftige Gestaltung neuer Studieng?nge mit Blick auf eine Verbesserung der Nachwuchsf?rderung für das Fach Erziehungswissenschaft
ergeben.
Summary Paths into Science: The Results of a National Survey of Graduates from Diplom and Magister Programs in Educational Science This article examines a topic which has hardly been dealt with in the field of Educational Science. A survey of around 3,800 graduates of Educational Science in both Diplom and Magister programs in Germany asked what proportion of graduates went on to work or commence a Ph.D. in higher education. It also investigated the characteristics of such graduates and the conditions which determined their path into science. Following an overview of preceding research in this area and a presentation of the central results of the survey, the consequences of the findings for a reform of courses and an improvement in the training of academics in the field of Educational Science will be discussed.相似文献
30.
The ability to understand false beliefs is critical to a concept of mind. Chandler, Fritz, and Hala challenge recent claims that this ability emerges only at around 4 years of age. They report that 2- and 3-year-olds remove true trails and lay false ones to mislead someone about the location of a hidden object. Experiment 1 confirmed that 2- and 3-year-olds produce apparently deceptive ploys, but they produce them less often than 4-year-olds, require prompting, and rarely anticipate their impact on the victim's beliefs or search. In addition, Experiment 2 showed that 3-year-olds produce deceptive and informative ploys indiscriminately, whether asked to mislead a competitor or inform a collaborator. By contrast, 4-year-olds act selectively. The results support earlier claims that an understanding of false beliefs and deceptive ploys emerges at around 4 years of age. 2- and 3-year-olds can be led to produce such ploys but show no clear understanding of their effect. 相似文献