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71.
A. Katrin Arens Alexander Seeshing Yeung Benjamin Nagengast Marcus Hasselhorn 《教育心理学》2013,33(4):443-464
72.
Stained glass windows belong to the most precious pieces of art in many European countries. Examples of heavily endangered paint on glass are reported in the literature and mainly related to condensation effects and air pollution, as stained glass windows preferably remain in their original architectural surrounding. Several surface coatings and paint treatments have been proposed to consolidate and protect degraded paint. Very often, the selection of the materials is based more on practical aspects than on scientific research. This study concerns the comparison of some traditional, modern and newly developed consolidants for the preservation of historic glass paintings. Experiments have been carried out with model painted glass samples simulating weathering phenomena of originals. Traditional materials like Paraloid B72, modern ones like SZA (proposed by the Fraunhofer-Institut für Silicatforschung, ISC), and three new consolidants prepared by the sol–gel method and based on different hybrid organic–inorganic alkyl-alkoxysilane systems have been considered. The adhesion, penetration, stability, hydrophobicity, mechanical and chemical resistance are properties and requirements tested to prove their effectiveness and range of use. The three new materials developed in this study for the consolidation of paint on glass have the potential to offer alternatives to existing materials. Nevertheless, further research is necessary before their application in restoration workshops can be recommended. A strategic approach is requested to avoid risks for these valuable historical originals and to contribute to the long-term preservation of the paint on stained glass windows in their original sites. 相似文献
73.
Isabelle Hugener Christine Pauli Kurt Reusser Frank Lipowsky Katrin Rakoczy Eckhard Klieme 《Learning and Instruction》2009,19(1):66-78
Based on a coding of 39 videotaped three-lesson units on the introduction to the Pythagorean Theorem, three teaching patterns were identified: lecturing, developing based on a problem, and discovery based on a problem. The analysis showed no effect of the teaching patterns on student achievement, whereas effects were discovered on students' perceived learning quality. The discovery teaching pattern had negative effects on the emotional quality of learning. However, this pattern exhibited high degree of externally rated cognitive activation. The lecturing approach to the introduction to the Pythagorean Theorem supported students' self-perceived understanding. 相似文献
74.
Social media open up multiple options to add a new dimension to learning and knowledge processes. Particularly, social networking sites allow students to connect formal and informal learning settings. Students can find like-minded people and organize informal knowledge exchange for educational purposes. However, little is known about in which way students use social networking sites for informal learning and about characteristics of these students. In this paper, three studies examined the study-related knowledge exchange via StudiVZ, the German equivalent of Facebook. Results indicated that about one fifth of participants exchange study-related knowledge through StudiVZ and that these students are especially freshers seeking contact with other students and orientation. Consistent with previous research, it is shown that students use social networking sites mainly for social interaction and integration. However, results also imply that communication about social issues on social networking sites goes hand in hand with study-related knowledge exchange. 相似文献
75.
In the context of learning implementation of new ideas e.g. knowledge management in organizations often is neglected. Concerning
knowledge management measures we demonstrate its implementation in organizations. A theoretical framework was developed showing
the necessary basic conditions for implementing knowledge management. Subsequently we integrate the framework into a process
model illustrated by a case study. 相似文献
76.
A multiple case study is reported aiming at comparing the degree of taking part and being engaged in classroom activities for children with and without reading and writing difficulties. Observations are made of 23 pupils with reading and writing difficulties (seven with a diagnosis of dyslexia), and 23 pupils in a control group; the observations concern accessibility to, taking part in, engagement and received help in classroom activities. The result is discussed in relation to the two goals in Swedish schools: ‘goals to attain’ and ‘goals to aim for’. A conclusion is that the two goals for the instruction in Swedish language involve a dilemma for teachers, since all children are expected to reach the ‘goals to attain’, while instruction is expected to be directed towards ‘goals to aim for’. 相似文献
77.
Katrin Schleife 《Research Policy》2010,39(1):173-1521
This paper analyses the regional dimension of the German digital divide. It studies the determinants of home Internet use in Germany on the level of counties as well as on the level of individuals. Based on two large data sets, the analyses show that population density itself cannot explain regional differences in Internet use rates. The results rather indicate that it is the different composition of individual characteristics between rural and urban populations that accounts for the regional digital divide. At individual level, the findings underline the importance of network effects. 相似文献
78.
Katrin Muehlfeld Padma Rao Sahib Arjen van Witteloostuijn 《Journal of Media Economics》2013,26(2):107-137
Regulatory and technological changes have resulted in a surge in merger and acquisition (M&A) activity in the newspaper industry since the 1980s. This study investigates the “success” of these activities focusing on a particular facet of acquisition performance. We study the completion likelihood of an announced transaction, using a sample of M&A announcements from the newspaper industry (1981–2000). Results show that although firm-level characteristics are relevant, transaction-specific and regulatory factors are even more important. Not surprisingly, the attitude of the transaction—whether hostile or friendly—is a key factor, as are the method of payment and the percentage of control sought by the acquirer. The latter in particular reaffirms the prevailing view on the importance of regulatory influences on media M&As. 相似文献
79.
Using a picture pointing task, this study examines toddlers’ processing of phonological alternations that trigger sound changes in connected speech. Three experiments investigate whether 2;5‐ to 3‐year‐old children take into account assimilations—processes by which phonological features of one sound spread to adjacent sounds—for the purpose of word recognition (e.g., in English, ten pounds can be produced as te[mp]ounds). English toddlers (n = 18) show sensitivity to native place assimilations during lexical access in Experiment 1. Likewise, French toddlers (n = 27) compensate for French voicing assimilations in Experiment 2. However, French toddlers (n = 27) do not take into account a hypothetical non‐native place assimilation rule in Experiment 3, suggesting that compensation for assimilation is already language specific. 相似文献
80.
The impact of two types of written feedback (process-oriented, grade-oriented) on changes in mathematics achievement, interest and self-evaluation was compared – with a particular focus on the mediating role of feedback’s perceived usefulness. Participants, 146 ninth graders (aged 14 to 17?years), were assigned to either a process-oriented or a grade-oriented experimental feedback condition. They worked on mathematics tests, received feedback on their test results and completed surveys measuring feedback’s perceived usefulness, interest and self-evaluation. Results of path analysis showed that process-oriented feedback was perceived as more useful than grade-oriented feedback and that feedback’s perceived usefulness had a positive effect on changes in achievement and interest. Consistent with this, process-oriented feedback had a greater positive indirect effect than grade-oriented feedback on changes in mathematics achievement and interest via its perceived usefulness. There were no such effects on changes in self-evaluation. Potential explanations for these findings, educational implications and possible directions for future research are discussed. 相似文献