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151.
Stefan Samuelsson Richard Olson Sally Wadsworth Robin Corley John C. DeFries Erik Willcutt Jacqueline Hulslander Brian Byrne 《Reading and writing》2007,20(1-2):51-75
Genetic and environmental influences on prereading skills in preschool and on early reading and spelling development at the
end of kindergarten were compared among samples of identical and fraternal twins from the U.S. (Colorado), Australia, and
Scandinavia. Mean comparisons revealed significantly lower preschool print knowledge in Scandinavia, consistent with the relatively
lower amount of shared book reading and letter-based activities with parents, and lack of emphasis on print knowledge in Scandinavian
preschools. The patterns of correlations between all preschool environment measures and prereading skills within the samples
were remarkably similar, as were the patterns of genetic, shared environment, and non-shared environment estimates: in all
samples, genetic influence was substantial and shared environment influence was relatively weak for phonological awareness,
rapid naming, and verbal memory; genetic influence was weak, and shared environment influence was relatively strong for vocabulary
and print knowledge. In contrast, for reading and spelling assessed at the end of kindergarten in the Australian and U.S.
samples, there was some preliminary evidence for country differences in the magnitude of genetic and environmental influences.
We argue that the apparently higher genetic and lower shared environment influence in the Australian sample was related to
a greater emphasis on formal reading instruction, resulting in more advanced reading and spelling skills at the end of kindergarten,
and thus there was greater opportunity to observe genetic influences on response to systematic reading instruction among the
Australian twins. 相似文献
152.
Stefan Fries Sebastian Schmid Franziska Dietz Manfred Hofer 《European Journal of Psychology of Education - EJPE》2005,20(3):259-273
Based on Inglehart’s (1997) idea that the importance of modern values is challenged by a growing importance of postmodern values in postindustrialised sociaties, we analyse the consequences of students’ attempts to integrate (modern) achievement values and (postmodern) well-being values. Since opportunities for value integration are limited, students should frequently experience conflicts, whether to work for school or to engage in free time activities. In a questionnaire study, students (n=184) showed mostly high scores in both, achievement and well-being values. Value conflict — measured by a specific conflict formula — was related to the frequency of action conflicts as well as to the reported difficulty to decide which action to pursue. Values predicted the students’ school-related decisions. Furthermore, students with high achievement values reported better performance in school-related tasks than students with high well-being values. Finally, values were systematically related to time investment and grades. 相似文献
153.
Stefan Huber 《Zeitschrift für Hochschulrecht, Hochschulmanagement und Hochschulpolitik: zfhr》2007,6(4):110-119
Der VfGH hat eine Bestimmung des HSG über die Wahlgemeinschaft für die Hochschülerinnen- und Hochschülerschaftswahlen als
zu unbestimmt aufgehoben. Weitere angefochtene Bestimmungen hat er in Fortführung seiner bisherigen Rspr zu Wahlen zu Organen
von Selbstverwaltungsk?rperschaften best?tigt. Insbesondere betont er, dass ein direktes Wahlrecht nicht geboten ist. Auch
der unterschiedliche Erfolgswert einzelner Stimmen für die Zusammensetzung der Bundesvertretung ist nicht unsachlich. Das
Erk des VfGH ist konsequent im Lichte seiner früheren Jud. Die verfassungsrechtlichen Grenzen für die Einrichtung von Selbstverwaltungsk?rperschaften
bleiben auch nach diesem Urteil unscharf, wobei mit dem VfGH unterstrichen werden kann, dass der Spielraum des Gesetzgebers
sehr weit ist. 相似文献
154.
Optimizing quality of dental carving by preclinical dental students through anatomy theory reinforcement
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Renato A. de Azevedo Marcos B. Correa Marcos A. Torriani Rafael G. Lund 《Anatomical sciences education》2018,11(4):377-384
Knowledge of dental anatomy is of great importance in the practice of dentistry, especially in oral rehabilitation, because without this knowledge, professional practice is not possible. Dental carving plays a major role in training dental students as it develops their manual dexterity. This randomized controlled trial aimed to evaluate the influence of didactic‐theoretical reinforcement on the theoretical and practical knowledge of dental anatomy of preclinical students by examining the quality of the anatomical restorations performed by these students before and after a didactic‐theoretical reinforcement. For the evaluation of theoretical knowledge, a questionnaire with closed questions about dental anatomy was used. To evaluate the effect of didactic reinforcement on dental carvings, two groups of 15 preclinical students were assessed. Experimental group (G1) received a three‐hour theoretical tutoring on dental anatomy, while the control group (G2) did not. The dental carving scores obtained by the two different groups were compared using Student's t‐test. Cohen's d was used to estimate the effect sizes between groups. The frequency of correct answers given for each theoretical knowledge question was compared in each group using Fisher's exact test. T‐test was also used to compare the means of the two groups' final scores of theoretical evaluations. To compare these final scores obtained in both carving and theoretical tests, a principal component analysis was performed with different items assessed in each test to obtain factor loading scores and a final weighted score, where factor loadings were considered for each item. Weighted scores were compared using t‐test. Also, scores obtained during the head and neck course were assessed and compared using t‐test. Spearman's correlation test was used to assess the correlation between scores obtained prior to the anatomy course and scores obtained in the dental carving exercise. The theoretical evaluation revealed no significant difference between the grades (mean ± SD) of G1 (85.1 ± 6.6%) and G2 (86.2 ± 9.1%) with the grades of a baseline test that was previously obtained when students submitted to the study (P = 0.725). Regarding the tooth carving assessment, the dental carving quality by students of G1 has significantly improved, except for tooth #23 (P = 0.096). Theoretical reinforcement of dental anatomy seems to improve the students' carving performance but does not enhance their knowledge about dental anatomy. Anat Sci Educ 11: 377–384. © 2017 American Association of Anatomists. 相似文献
155.
ZHOU Yi-lin ZENG Ning XU Liang-jun JORGENS Stefan 《浙江大学学报(A卷英文版)》2007,8(3):384-392
A kind of low power connector used e.g. in household appliances was partly burned in routine experiment. The heat sources were four paralleled contacts constructed by springs (Sn/CuSn-alloy) in socket and a plug sheet (Ni/Steel) while mating. The contact interfaces were detected by scanning electronic microscope (SEM) and X-ray energy dispersive spectros- copy (XEDS), obvious wear tracks and various contaminants, including element Si, Al, Na, K, S, Cl, O, etc., were found. The contamination degrees on the four paralleled contacts were different, so that the ratio of average contact resistance on the four contacts was about 5:8:3:1. The maximum contact resistance on contacts of the plug sheet reached 28 ?. The main failure rea- sons were fretting and contamination between the contact interfaces. Fretting simulation showed that connection resistance of connectors was raised up, even to ohms level. When the current increased to 5 A, the socket housing was heated and decom- posed. By the thermal analysis, it was estimated that the connector would be burned under the lower current if the current was not evenly distributed on the four paralleled contacts caused by uneven contamination. Improvement methods for connector failure are also discussed. 相似文献
156.
Using action research to enhance learning on end-use energy demand: lessons from reflective practice
Saska Petrova Miguel Torres Garcia Stefan Bouzarovski 《Environmental Education Research》2017,23(6):812-831
This paper responds to the need for a greater integration of energy and environment themes in the higher education curriculum. We explore the practical implications of empowering students towards the implementation of individual action research projects focused on investigating and addressing insufficient or wasteful energy consumption among households and businesses. The paper scrutinizes a series of teaching and assessment activities within this domain, undertaken during 6 consecutive academic years – between 2008 and 2013 – within a third-level undergraduate course unit at the University of Birmingham in the United Kingdom. Using questionnaire surveys, assessed projects and interviews with the students, we have found evidence to suggest that the action research projects contributed to the emergence of constructive alignment in the entire teaching process, while opening the space for informal action learning ‘sets’ leading to the generation of new problem-solving skills useful in the job market. 相似文献
157.
Elmar Dammann Stefan Behrendt Florina Ştefănică Reinhold Nickolaus 《Zeitschrift für Erziehungswissenschaft》2016,19(2):351-374
This paper examines subject-specific structures and the levels achieved by students of Mechanical and Construction Engineering in the subject of Engineering Mechanics (EM). EM presents a major obstacle for students in the two courses of study mentioned. Until now, researchers have not examined which characteristics of the requirements in EM cause this obstacle. Initial efforts to address this research gap were made in the research project KoM@ING. Competence structure modelling confirms three dimensions of EM: statics, elastostatics and dynamics. This paper presents results on proficiency scaling for statics and dynamics. We found that the subject-specific mathematical requirements primarily explain the item difficulties. Moreover, the following features are relevant for item difficulty: the number of solution steps (for statics), the number of EM-specific terms and the content-specific features of complexity (for dynamics). The mathematical requirements and the content-specific features of complexity are revealed as important didactic elements in this higher education context. 相似文献
158.
The central premise in the holding of the Symposium was that there is a long tradition of co-operation among the countries of the sub-regions concerned in the domains of education, science, culture, and communication. Given the perspective of accession of most of these countries to EU membership, this co-operation will develop and expand. As such, it is worth studying so as to better understand and promote it. Thus, the Symposium examined the following topics: (i) Looking Ahead: Links and Co-operation in the Central and South Eastern Europe; (ii) Science and the Application of Science for Technology Development: Towards Enhancement of Endogenous Capacities; (iii) Co-operation through Culture Interactions: Lessons from the Past and Agenda for the Future; (iv) Enhancing the Quality of Communication for and through Better Co-operation. The conclusion is that co-operation of all sorts among the countries of the sub-regions is stronger than co-operation between them but that they should pursue their EU accession efforts, enhancing them through sub-regional co-operation in all domains. 相似文献
159.
Stefan Stern 《现代企业教育》2006,(15):3
你可能不会对这样的事情很吃惊:一位猎头与他人合著了一本书,详细探讨了企业应该着手创造COO(首席运营官)这一新角色的方法和原因.你也许会说,别管组织结构,先算算这么做的成本吧.…… 相似文献
160.
Factor structure of the WISC‐V in four standardization age groups: Exploratory and hierarchical factor analyses with the 16 primary and secondary subtests
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Gary L. Canivez Stefan C. Dombrowski Marley W. Watkins 《Psychology in the schools》2018,55(7):741-769
This study examined the factor structure of the Wechsler Intelligence Scale for Children‐Fifth Edition (WISC‐V) with four standardization sample age groups (6–8, 9–11, 12–14, 15–16 years) using exploratory factor analysis (EFA), multiple factor extraction criteria, and hierarchical EFA not included in the WISC‐V Technical and Interpretation Manual. Factor extraction criteria suggested that one to four factors might be sufficient despite the publisher‐promoted, five‐factor solution. Forced extraction of five factors resulted in only one WISC‐V subtest obtaining a salient pattern coefficient on the fifth factor in all four groups, rendering it inadequate. Evidence did not support the publisher's desire to split Perceptual Reasoning into separate Visual Spatial and Fluid Reasoning dimensions. Results indicated that most WISC‐V subtests were properly associated with the four theoretically oriented first‐order factors resembling the WISC‐IV, the g factor accounted for large portions of total and common variance, and the four first‐order group factors accounted for small portions of total and common variance. Results were consistent with EFA of the WISC‐V total standardization sample. 相似文献