Modellierung und kartographische Visualisierung von Geodaten mit XML-basierten Sprachen

Mit den XML-basierten Sprachen GML, XSLT und SVG lassen sich Geodaten nicht nur anwendungsorientiert modellieren, sondern auch karten?hnlich visualisieren. In dieser Fallstudie zeigen wir das, indem wir realistische Geodatenbest?nde der Landesvermessungs?mter zun?chst mit der Geography Markup Language (GML) nachmodellieren. So mit GML strukturierte Daten werden dann mit der Extensible Stylesheet Language for Transformation (XSLT) auf Elemente der Sprache Scalable Vector Graphics (SVG) abgebildet. Dabei wird der Prozess der kartografischen Visualisierung durch XSLT-Konstrukte modelliert und auch gleichzeitig implementiert. Als Ergebnis erhalten wir Grafiken, die den entsprechenden Karten der Landes?mter zumindest nicht un?hnlich sind.     

How to Support and to Bring About the Shift from Teaching to Learning through Academic Staff Development Programmes: Examples and Perspectives

This article opens with a survey of developments indicative of the shift from teaching to learning. It then surveys the situation in the 1990s and answers questions relevant to the encouragement of effective teaching. It continues by dealing with the question of how to encourage the shift from teaching to learning by means of staff development programmes for higher education teaching personnel. The author presents successful concepts that she developed in the context of a pilot study undertaken between 1975 and 1979. She applied them within workshops not only in her own university but in numerous eastern European and African universities and at the University of the Philippines in 1997 and 1998. A final section summarizes some perspectives for the UNESCO World Conference on Higher Education: Higher Education in the Twenty‐First Century‐‐"Vision and Action' that was held in Paris from 5 to 9 October 1998.     

Evaluation of a numeracy intervention program focusing on basic numerical knowledge and conceptual knowledge: a pilot study

The preliminary results of this study suggested that children with developmental dyscalculia benefit from a numeracy intervention program that focuses on basic numerical knowledge and conceptual knowledge. All children in the experimental group showed considerable and partly significant performance increases on all calculation components. Six children with developmental dyscalculia were trained individually and in small-group settings for a relatively short duration (one school semester). We argue that the positive intervention effects to a large extent are attributable to the explicit teaching of numerical domains that often have been found to be neglected in school mathematics.     

A conversation of teachers: In search of professional identity

The authors describe teacher professional identity as lived experience in the context of educational change. Adopting activity theory and its genesis in cultural historical theory (Stetsenko &; Arievitch, 2004) as a framework, the article discusses the way teachers see themselves as professionals and how they compose their identities in schools, the educational space, which is their workplace. Activity theory is utilised as the broad theoretical lens and the design type and methodology are discussed accordingly. The school and the classroom are activity systems (Engeström, 1991), and social and semiotic ecosystems (Lemke, 1995). It is therefore in the tensions within the activity system that we capture and represent a constructed teacher conversation, composed of the voices of three social actors on an imaginary social stage, which is the empirical text of the article. Main findings speak to multiple roles, struggling voice and forging professional identity in the changing educational landscape.     

University policies under varying market conditions: The training of electrical engineers

This paper analyzes the problem faced by a university in optimizing the quality and quantity of engineers in the face of fluctuating enrollment. This problem is embedded within an equilibrium model that considers the dynamic rational occupation choice of high school graduates and the effect of the students and the university decision on the current and future demand and supply of engineers. The explicit considerations lead to an estimable model that is capable of providing economic forecasts of the demand and supply of electrical engineers under various economic conditions. The model is estimated using aggregate data from Israel. The estimated parameters are consistent with the economic theory and fit the sample well. In particular, the model is capable of estimating the observed cyclical movements in the number of graduating electrical engineers in Israel. Finally, we provide several predictions on the equilibrium number of electrical engineers towards the end of the century.