Effiziente Vertr?glichkeitsprüfung und automatische Migration von Workflow-Instanzen bei der Evolution von Workflow-Schemata

Zusammenfassung.   Sollen Workflow-Management-Systeme (WfMS) in umfassender Weise für die rechnerbasierte Verwaltung und Steuerung von Gesch?ftsprozessen einsetzbar sein, müssen die von ihnen verwalteten Workflow-Schemata und -Instanzen bei Bedarf rasch anpassbar sein. Dabei müssen die auf Basis eines (alten) Workflow-Schemas erzeugten Instanzen auch nach dessen ?nderung ungest?rt weiterlaufen k?nnen, etwa durch Bereitstellung geeigneter Versionskonzepte. Sehr viel schwieriger wird es, wenn die angewandten Schema?nderungen – wo gewünscht und m?glich – auch auf die bereits (vielleicht in gro?er Zahl) laufenden Workflow-Instanzen übertragen werden sollen. Dies bei Bedarf zu k?nnen – und zwar ohne Inkonsistenzen oder Fehler zu verursachen – ist aber ungemein wichtig, wenn ein WfMS breit und flexibel einsetzbar sein soll. In diesem Beitrag wird ein Ansatz zur effizienten Prüfung der Vertr?glichkeit von Workflow-Instanzen mit einem ge?nderten Workflow-Schema vorgestellt. Durch Einbeziehung aller Beschreibungskonstrukte (z.B. auch Schleifen und Datenflüsse) und damit zusammenh?ngender Fragestellungen wird darüber hinaus zum ersten Mal die Grundlage für ein umfassendes ?nderungsmanagement geschaffen. Au?erdem wird aufgezeigt, wie der Benutzer bei der Migration vertr?glicher Instanzen auf das neue Schema konkret unterstützt werden kann. ID="*" Diese Arbeit wurde im Rahmen des Projekts „?nderungsmanagement in adaptiven Workflow-Management-Systemen” der Deutschen Forschungsgemeinschaft (DFG) erstellt.     

Empirische Bildungsforschung und evidenzbasierte Bildungspolitik

This paper discusses opportunities as well as constraints of evidence based policy and evidence based practice in education. Expectations held by different strands of the public (policy makers, teachers, parents) are discussed as constraint of the underlying educational research. Furthermore, such expectations constrain the communication between researchers and the public (a case of science communication). Communicating empirical evidence is a precondition for any evidence based policy in education.     

Self-esteem and satisfaction with life of deaf and hard-of-hearing people--a resource-oriented approach to identity work

In the context of the current identity discussions, the interrelations between acculturations, psychological resources, and self-esteem as well as the satisfaction with life of deaf and hard-of-hearing people (N = 629) were examined by means of a questionnaire-based survey. To check these interrelations, one-factor and two-factor analyses of variance were employed. The results show that bicultural, deaf, and hearing acculturation styles have the advantage over marginal acculturation, but the results for marginal acculturation need to be discussed in depth to ensure a comprehensive understanding of them. All in all, bicultural acculturation seems to be a secure option for psychosocial well-being. The availability of psychological resources (optimism, self-efficacy) seems to be of special importance for the quality of self-esteem and satisfaction with life. On the other hand, the power of these psychological resources is closely associated with good communicative conditions in the individual biographies of the participants in this study as well as with their education level. Going beyond a methodological discussion then, the mission for educators would seem to be one of making good communicative conditions available to each deaf or hard-of-hearing child and optimizing academic achievement so as to ensure a secure, comprehensive, and differentiated opening up of the world and psychological empowerment. In this way, a good foundation can be laid for developing quality of life.     

Gibt es Erkenntnisfortschritte in der Allgemeinen Didaktik? Ein empirischer Beitrag zur disziplinären Entwicklung der Schulpädagogik

This article deals with the disciplinary development of school pedagogy using the example of the development of general didactics theories. Addressing the question of progress in scientific knowledge of general didactics, we examine whether school pedagogy has established typical forms of disciplinary communication. In order to answer this question, we present the findings from a research project on the representations of the concept of didactics in pedagogical reference books. New knowledge from didactical research is rarely reported and the predominance of a few approaches cannot be explained by the availability of more or substantial knowledge. The findings confirm recent research which demonstrates that school pedagogy exhibits structural characteristics of a scientific discipline but makes only limited use of those to maintain typical forms of disciplinary communication.     

New guiding principles in educational policy: the case of Germany

Pluralism, decentralization, deregulation, school autonomy, greater diversity and parent empowerment in education are among the new guiding principles in educational policy in numerous industrial countries. Whereas this paradigm shift reflects the advance of the market ideology into the education sector in other (particularly English‐speaking) countries, the driving force behind this movement in Germany is rather the political system's loss of legitimation and the conflict‐ridden state of educational policy. The first part of the article takes a retrospective view which links up to the analyses of Weiler. It shows that the former strategies for securing legitimation and regulating conflicts ‐ involving science in the educational reform process, legalization and judicialization ‐ have only been effective temporarily. Using the new Education Act of Hesse as example, the hypothesis is developed that the strategy of increasing parent empowerment and partially transferring regulatory powers and decision‐making competence to individual schools will also not bring about the expected effects since this will not solve the structural problems of the German school system. In the second part of the article this thesis is elaborated within the framework of a differentiated analysis of the consequences of the structural problems as manifested in individual school types on local educational markets.     

Integrated science teaching as a challenge for teachers to develop new conceptual structures

Integrated science teaching is a task which requires that teachers develop new conceptual structures for the science topics they teach. It is often assumed that changes in teaching can be facilitated through reflective practices such as teacher self-assessment. Does self-assessment in fact help teachers develop new conceptual structures in the context of integrated science? We examine this assumption in the research reported in this paper. In the German PING project—an integrated science project for middle schools—teacher in-service education was based on collaborative workshops in which a group of 22 teachers from different types of schools used teaching materials for eight integrated topics for their lesson planning and conducting units over a period of 30 months. During this time concept maps, interviews and questionnaires were used as means to promote teacher self-assessment. We find that this kind of self-assessment in a collaborative framework was a useful basis for helping science teachers develop integrated conceptual structures and we suggest that in-service courses might use self-assessment for reflection on conceptual content knowledge as a basis for supporting integrated science teaching.     

Running intensity as determined by heart rate is the same in fast and slow runners in both the 10‐ and 21‐km races

The aims of this study were to determine (1) whether running speed is directly proportional to heart rate (HR) during field testing and during 10‐ and 21‐km races, and (2) whether running intensity, as estimated from HR measurements, differs in 10‐ and 21‐km races and between slow and fast runners at those running distances. Male runners were divided into a fast (65–80 min for 21 km; n = 8) or slow (85–110 min for 21 km; n = 8) group. They then competed in 10‐ and 21‐km races while wearing HR monitors. All subjects also ran in a field test in which HR was measured while they ran at predetermined speeds. The 10‐km time was significantly less in the fast compared with the slow group (33:15 ± 1:42 vs 40:07 ± 3:01 min:s; x ± s.d.), as was 21‐km time (74:19 ± 4:30 vs 94:13 ± 9:54 min:s) (P < 0.01). Despite the differences in running speed, the average running intensity (%HR_max) for the fast and slow groups in the 10‐km race was 90 ± 1 vs 89 ± 3% and in the 21‐km race 91 ± 1 vs 89 ± 2%, respectively. In addition, %HR_max was consistently lower in the field test at the comparative average running speeds sustained in the 10‐km (P < 0.01) and 21‐km (P < 0.001) races. Hence, factors in addition to work rate or running speed influence the HR response during competitive racing. This finding must be considered when running intensity for competitive events is prescribed on the basis of field testing performed under non‐competitive conditions in fast and slow runners.