Stichwort: Globalisierung und Erziehungswissenschaft

Ohne Zusammenfassung     

Non-linear resistance training reduces inflammatory biomarkers in persons living with HIV: A randomized controlled trial

The purpose of this study is to analyse the effect of 12 weeks of non-linear resistance training (NLRT) on anthropometry, muscle strength and inflammatory biomarkers in persons infected with human immunodeficiency virus (PIHIV). Thirty previously sedentary PIHIVs were randomized into the NLRT (n?=?15) and control (CON, n?=?15) groups. NLRT group were submitted to 12 weeks of training, whereas the CON group maintained their daily habits. At baseline and after 12 weeks, both groups underwent anthropometric evaluations and blood sampling for the analysis of inflammatory biomarkers. Analysis of covariance using preintervention values as covariate was performed to determine the effects of exercise on anthropometry, muscle strength, cytokines levels and T cells. Significance was set at p?p?p p?=?.009), blood levels of interleukin (IL)-1β (p?=?.029), IL-6 (p?=?.005), IL-8 (p?=?.010), and tumour necrosis factor (TNF)-α (p?=?.001) and an increase in muscle strength (p?p?=?.030) and CD4⁺ (p?=?.004) and CD8⁺ (p?相似文献   

The development of a system for supporting the lifelong learner

Given the rapidly changing skills needs of ‘post‐industrial economies’, lifelong learning forms an integral part of government policy within the UK and abroad. However, like the UK, most economies are faced with the problem of how to reach those sections of the community that have traditionally not embraced learning and educational opportunities. In this paper, the development and evaluation of a system designed to address this problem is described. The Lifelong Learning in London for All (L4All) project has investigated the concept of ‘trails’ as a way of organising lifelong learning opportunities. The L4All pilot system combines a set of web services to provide the functionality needed to support this central idea. The development process was outlined, and the findings of an empirical study were used to confirm proof of concept.     

The status games they play: unpacking the dynamics of organisational status competition in higher education

The article uses the concept of organisational status to explore how universities respond to intensifying competition. Although status is not a novel phenomenon in higher education, recent insights show that the concerns with vertical positioning, both nationally and internationally, are gaining prominence with a growing number of universities worldwide. As global competition becomes as fierce as ever, universities’ efforts to maintain or advance their position vis-à-vis each other are becoming more salient. The paper draws from extant literature to identify three mechanisms of organisational status construction—categories, intermediaries and affiliations—and offers a set of propositions as to how universities of different status rank are expected to act when seeking to maintain or advance their status. Such activities, it is argued, shape status hierarchies, which, in turn, affect the scope of organisational action. The article contributes to the discussions on competition in higher-education literature and, more broadly, to the theory of organisational action in the tradition of sociological institutionalism.     

Individual and collective reflection: how to meet the needs of development in teaching

The following five core ideas explain how learning organizations function as wholes. The core ideas are central when school is examined as a learning organization. Personal mastery, mental models, team learning, shared visions and system thinking offer different angles to examine the organization. (1) Personal mastery. Without personal commitment, development is impossible. A community and an individual cannot be directed from outside. Growing means ultimately the ability to let other people grow. (2) Various deeply rooted mental models, ways of thinking and seeing things direct our daily behaviour. When evaluating teaching, the most essential thing is not to value the product only, but to value the mental processes. Individual and group reflection skills are needed there. (3) Shared vision. Appreciating views other than one's own is the most important key success factor of a team. All team members should commit themselves to sharing the vision. This presupposes plenty of discourse in the organization, because commitment cannot be imposed. (4) Team learning. The ability to genuinely learn and work together is a challenge. Collective reflection and regarding other people as esteemed colleagues fosters a good atmosphere, gives time and space to other people and will lead to a deeper understanding than one person alone can attain. (5) In systemic thinking the background is formed by system and theories. We are directed logically to only a minor extent. System thinking binds the other core factors together. This research has focused on personal mastery and mental models. The phenomena of individual and collective reflection and their prerequisites were investigated. The target group was a sample of teacher trainees in vocational teacher education. Familiarization with systematic reflection and adopting the usage of it led to a conscious professional approach, empowerment and aptness for life‐long learning.

Die folgenden fünf Kern‐Vorstellungen erklären, wie Lernorganisationen als Ganze funktionieren. Diese Kern‐Vorstellungen sind von zentraler Bedeutung, wenn Schule selbst als eine lernende Organisation beurteilt wird. Persönliche Erkenntnis, Denk‐Modelle, soziales Lernen, gemeinsame Vision und System‐Denken bieten verschiedene Sichtweisen, diese Lernorganisationen zu prüfen. (1) Persönliche Erkenntnis. Ohne persönliches Engagement ist Entwicklung unmöglich. Eine Gemeinschaft und ein Individuum können nicht von außen gesteuert werden. Heranwachsen bedeutet schließlich die Fähigkeit, andere Leute an sich selbst wachsen zu lassen. (2) Verschieden tief verwurzelte Denk‐Modelle, Denkweisen und Ansichten bestimmen unser tägliches Verhalten. Bei Bewerten des Unterrichtens, gilt es nicht allein das Endprodukt zu bewerten, sondern auch die Denk‐Prozesse für die Lösungswege. Es werden Fertigkeiten der individuellen Umsetzung und kollektiver Reflexion nötig sein. (3) Gemeinsame Vision. Der wichtigste Schlüssel zum Erfolg für Lernen im Team ist die Akzeptanz unterschiedlicher Ansichten als die eigenen. Alle Mitglieder der Gruppe sollten zu den unterschiedlichen Ansichten Stellung beziehen. Dies setzt eine Fülle von Sachgesprächen in der Lernorganisation voraus, sonst ist kein Engagement zu erwarten. (4) Lernen im Team. Die Fähigkeit, mit einander zu lernen und zu arbeiten, ist eine echte Herausforderung. Kollektive Reflexion, gute Zusammenarbeit unter Kollegen, Wert legen auf gute Atmosphäre, gibt Zeit und Raum zu anderen Menschen, und wird zu einem tieferen Verständnis führen, als je ein Einzelner es erlangen kann. (5) Das systemische Denken beruft sich auf System‐ und Chaos‐Theorie. Wir sind nur zu einem geringen Teil durch Logik gesteuert. Das Systemdenken verbindet die. Hauptfaktoren unseres Denkens. Diese Forschung konzentrierte sich auf persönlicher Erkenntnis und Denkmodellen. Die Phänomene individueller und kollektiver Reflexion und deren Anfangsbedingungen wurden untersucht. Die Zielgruppe waren Lehramtskandidaten in der Berufsschullehrer‐Ausbildung. Die Gewöhnung an systematische Reflexion und deren Aneignung führte zu berufsbezogener Methode, Befähigung, Bevollmächtigung und Tauglichkeit zu lebenslangem Lernen.     

Pressures and prospects facing the academic profession in the Netherlands

The nature of the academic profession has changed considerably, due to a shift toward a private sector model and changes in the management of teaching and research. Increasingly, universities are able to employ and manage their own staff. Methods are explored that allow for flexibility in appointments and for individual, subject, or market differences.