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1.
Theo H?rder 《Informatik - Forschung und Entwicklung》2002,17(3):99-100
Ohne Zusammenfassung 相似文献
2.
A first introduction to archival science 总被引:1,自引:1,他引:0
Theo Thomassen 《Archival Science》2001,1(4):373-385
This first introduction, written for educational purposes, is meant to be a concise basic text in which the core concepts
of archival science are coherently defined and explained, in a non-polemical way and departing from a de-institutionalised
point of view. It is not intended to support or reject any single theory, but to provide an overview. It should be read as
a synthesis of a variety of shared ideas and views, not as a manifesto of a new approach to archival science. If there is
anything new to it, it might be located in the coherent and integrated presentation. In this primer of archival science annotation
has been avoided.
The first of several versions of this First Introduction was written in August 1995. It was meant to meet the need of the
Netherlands Archiefschool for a basic text on archival science which could support its different programs for archival education
and training. After ample discussion with the archival science teachers of the Archiefschool, it was introduced in the 1995/1996
courses. From then on, it has been used in almost all courses and classes on archival science on the undergraduate, graduate
and postgraduate levels and in several training and retraining programs of the Archiefschool. The design of the first version
has been maintained in all subsequent versions, including this last one. Still, the text has frequently been adapted as a
result of discussions with students and colleagues, in and outside the school. This first English version can almost be deemed
as a collective product. Of the numerous colleagues who were engaged in this discussion and contributed to the text, special
mention has to be made of Peter Horsman, Hans Scheurkogel, Hans Hofman, Eric Ketelaar, Herman Coppens and Kent Hayworth, who
commented the English version. For the final text and all imperfections that may still cling to it I am, of course, responsible.
An earlier version in Dutch has been published as: Theo thomassen, “Een korte introductie in de archivistiek”, in: P.J. Horsman,
F.C.J. Ketelaar en T.H.P.M. Thomassen (red.),Naar een nieuw paradigma in de archivistiek ('s-Gravenhage, 1999), pp. 11–20. 相似文献
3.
4.
James Powell Theo Wright Paul Newland Chris Creed Brian Logan 《British journal of educational technology : journal of the Council for Educational Technology》2008,39(2):369-389
Is it possible to educate a fire officer to deal intelligently with the command and control of a major fire event he will never have experienced? The authors of this paper believe there is, and present here just one solution to this training challenge. It involves the development of an intelligent simulation based upon computer managed interactive media. The expertise and content underpinning this educational development was provided by the West Midlands Fire Service. Their brief for this training programme was unambiguous and to the point:
- 1 Do not present the trainee with a model answer, because there are no generic fires. Each incident is novel, complex, and often ‘wicked’ in that it changes obstructively as it progresses. Thus firefighting demands that Commanders impose their individual intelligence on each problem to solve it.
- 2 A suitable Educational Simulator should stand alone; operate in real time; emulate as nearly as possible the ‘feel’ of the fireground; present realistic fire progress; incorporate the vast majority of those resources normally present at a real incident; bombard the trainee with information from those sources; provide as few system‐prompts as possible.
- 3 There should also be an interrogable visual debrief which can be used after the exercise to give the trainees a firm understanding of the effects of their actions. This allows them to draw their own conclusions of their command effectiveness. Additionally, such a record of command and control will be an ideal initiator of tutorial discussion.
- 4 The simulation should be realisable on a hardware/software platform of £10 000.
- 5 The overriding importance is that the simulation should ‘emulate as nearly as possible the feelings and stresses of the command role’.
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7.
Perry den Brok Mieke Brekelmans Theo Wubbels 《School Effectiveness & School Improvement》2013,24(3-4):407-442
In this study, the effectiveness of secondary education teachers' interpersonal behaviour is investigated by analysing data from 2 samples: a study on 45 Physics teachers and their 3rd-year classes and a study on 32 English as a Foreign Language (EFL) teachers and their 3rd-year classes. Teacher interpersonal behaviour was studied by means of students' perceptions of this behaviour, collected with the Questionnaire on Teacher Interaction (QTI). These perceptions include 2 important dimensions: Influence and Proximity. Results of multilevel analyses with various covariates indicated that Influence and Proximity were positively related to both cognitive and affective outcomes. Interpersonal behaviour explained up to more than half of the variance in student outcomes at the teacher-class level. The outcomes suggest that interpersonal behaviour as perceived by students may be an important variable for educational effectiveness researchers. 相似文献
8.
This longitudinal study was aimed at increasing our understanding of how teachers learn. It was conducted within a national innovation programme in secondary education. During one year 94 teachers reported six learning experiences using digital logs. The learning experiences were content-analysed in terms of learning activities and learning outcomes. The former comprised six main categories, namely experimenting, considering own practice, getting ideas from others, experiencing friction, struggling not to revert to old ways, and avoiding learning—the first two categories being reported most frequently. Reported learning outcomes referred to changes in knowledge and beliefs, emotions, practices, and intentions for practice, with changes in knowledge and beliefs being reported most frequently and changes in teaching practices being reported rarely. Learning activities were associated significantly with all measures of learning outcomes. Type of learning environment was significantly associated with learning activities and learning outcomes. Results are discussed with respect to ways of fostering teacher learning. 相似文献
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10.
Susanne Schulz Stefanie Nelemans Hana Hadiwijaya Theo Klimstra Elisabetta Crocetti Susan Branje Wim Meeus 《Child development》2023,94(1):7-27
Positive peer and romantic relationships are crucial for adolescents' positive adjustment and relationships with parents lay the foundation for these relationships. This longitudinal meta-analysis examined how parent–adolescent relationships continue into later peer and romantic relationships. Included longitudinal studies (k = 54 involving peer relationships, k = 38 involving romantic relationships) contained demographically diverse samples from predominantly Western cultural contexts. Multilevel meta-regressions indicated that supportive and negative parent–adolescent relationships were associated with supportive and negative future peer and romantic relationships. Meta-analytic structural equation modeling (k = 54) indicated that supportive parent–adolescent relationships unidirectionally predicted supportive and negative peer relationships, while negative parent–adolescent relationships were bidirectionally associated with supportive and negative peer relationships. Maintaining mutually supportive relationships with parents may help adolescents to develop positive social relationships. 相似文献