Objektorientierter Entwurf eines flexiblen Workflow-Management-Systems

Zusammenfassung.   Dieser Beitrag enth?lt die wesentlichen konzeptionellen überlegungen zur Entwicklung eines flexiblen Workflow-Management-Systems. Ausgehend von einer Diskussion m?glicher Modellierungsalternativen wird unter Verwendung objektorientierter Modellierungstechniken ein Workflow-Meta-Schema entwickelt, das die relevanten Entit?ten klassifiziert und ihre Beziehungen abbildet. Anhand eines Beispiels werden die getroffenen Entwurfentscheidungen ausführlich begründet. Schlie?lich werden Zust?nde und Zustandsüberg?nge von Workflow-Instanzen beschrieben, und es wird diskutiert, wie dynamische Ver?nderungen von Workflows zur Laufzeit durchgeführt werden k?nnen, um laufende Workflows dynamisch an ver?nderte Umweltbedingungen anzupassen. Eingegangen am 20. Dezember 1997 / Angenommen am 24. Juli 1998     

Individual Differences in Fifth Graders’ Literacy and Academic Language Predict Comprehension Monitoring Development: An Eye-Movement Study

In this study, we investigated fifth graders’ (n = 52) fall literacy, academic language, and motivation and how these skills predicted fall and spring comprehension monitoring on an eye movement task. Comprehension monitoring was defined as the identification and repair of misunderstandings when reading text. In the eye movement task, children read two sentences; the second included either a plausible or implausible word in the context of the first sentence. Stronger readers had shorter reading times overall suggesting faster processing of text. Generally fifth graders reacted to the implausible word (i.e., longer gaze duration on the implausible vs. the plausible word, which reflects lexical access). Students with stronger academic language, compared to those with weaker academic language, generally spent more time rereading the implausible target compared to the plausible target. This difference increased from fall to spring. Results support the centrality of academic language for meaning integration, setting standards of coherence, and utilizing comprehension repair strategies.     

Correction to: Mapping the field of research on African higher education: a review of 6483 publications from 1980 to 2019

Higher Education - A Correction to this paper has been published: https://doi.org/10.1007/s10734-021-00691-x     

Encouraging intelligent failure in an MBA class

Failure has an important role to play in learning how to navigate highly uncertain organizational environments. But “failing fast” just for its own sake may in fact undermine learning if not set up or handled correctly. Using failure-based pedagogy, including generative failure, whole-person learning, and entrepreneurial thinking, an MBA course was designed and experienced by 48 students in three instances. Structured around a novel guiding framework of “brains, bravery, and belief,” the course has resulted in highly impactful learning for students. Student experiments are typically based around either exploring an entrepreneurial idea, developing or enhancing a particular skill, or applying skills and knowledge to help improve a societal problem. In each case, students are supported but also challenged to go beyond their comfort zones and encounter some intelligent failure in the journey. Regular reflection on their experiences, both from a cognitive and an affective perspective, is an essential element built into the course experience. The course, which itself was an experiment and not without its own instructive failures, is now an essential part of the MBA experience.     

Entwicklungsförderung im außerschulischen Kinder- und Jugendsport

The concept “Psychosocial Resources in Sport” (Sygusch, Ein sportartenorientiertes Förderkonzept für Schule und Verein. Schorndorf: Hofmann, 2007) substantiates methodical measures to systematically promote resources such as self-concept, self-efficacy, group cohesion, and social competence. In the PRimus-study this concept was implemented in handball and apparatus gymnastics over 7 months in 29 training groups (age: 12–16 years). The aim, amongst others, was to evaluate whether the concept is effective in child and youth sport. For this purpose a mixed-method design was chosen. The development of resources were measured through qualitative trainer interviews (n?=?39) as well as quantitative surveys of athletes (IG: n?=?374; KG: n?=?270) over three measurement times. The trainer statements show that the intervention initiated resource strengthening processes which indicate a promotion of resources. The quantitative measurements, however, do not reveal substantial changes throughout the intervention period. The change in behavior of coaches and athletes – regardless of the intervention measures – influences the development of resources. Overall, it must be noted that broad-based intervention concepts, which are also feasible, had difficulty proving the effects and the effectiveness.