Event-Konzepte

In view of processes of individualization and pluralization, the requirements for living in modern societies result in significantly increased complexity of social constructions of reality. Especially for individualized juvenile people new forms of communities are a constitutive feature of social lifestyle progression and rearrangement. Within events a specific type of these juvenile communalities emerges. Based on two different cases, a music festival and an improvisational theater performance, this paper emphasizes a crucial similarity of events: the use of (physical) staging as a social mechanism for integration and distinction. The process of ‘eventization’ (i.e., spectacularization) provides a framework for action, in which emotional as well as mental affiliations constitute.     

From Van Gogh's museum to the temple at bassae: heidegger's truth of art and schapiro's art history

This essay revisits Meyer Schapiro's critique of Heidegger's interpretation of Van Gogh's painting of a pair of shoes in order to raise the question of the dispute between art history and philosophy as a contest increasingly ceded to the claim of the expert and the hegemony of the museum as culture and as cult or coded signifier. Following a discussion of museum culture, I offer a hermeneutic and phenomenological reading of Heidegger's ‘Origin of the Work of Art’ and conclude by taking Heidegger's discussion of the strife between earth and world to the site of the ancient temple of Apollo Epicurius at Bassae as an example of the insistent foreclosure of the ancient work of art and the conflicts of the pervasive efforts of modern conservation.     

Stackable credentials and career/college pathways in culinary arts at Kingsborough Community College,CUNY

Discussions of workforce development emphasize stackable training, and assume linear advancement and alignment, through college and career paths. Stackable credentials have become a best practice for community colleges across the United States as they struggle to advance the college completion agenda and ensure that students graduate with the skills needed to find gainful employment. This study examined the concept of stackability in culinary arts at Kingsborough Community College in Brooklyn, New York. It compared employment and education opportunities for students enrolled in short-term training to those of students enrolled in an associate degree program. Its goal was to explore gaps between employer demand for trained workers and long-term investments in education. The study also aimed to suggest ways in which we can meaningfully support students in their pursuit of degrees, even as they seek employment in a high-growth sector for which education, experience, and job titles are often an imprecise match.     

Measurement of cognitive load in multimedia learning: a comparison of different objective measures

Different indicators are interesting for analyzing human learning processes. Recent studies analyze learning performance in combination with cognitive load, as an indicator for learners’ invested mental effort. In order to compare different measures of cognitive load research, the present study uses three different objective methods and one subjective method, reviewing the seductive details effect in a computer-based multimedia learning instruction. An experimental two-group design (N = 50) was used, with exposure to seductive details during learning as the between group factor. Eye movements were analyzed concerning the indicated cognitive activity and cognitive load was measured by the rhythm method (Park 2010; Park and Brünken 2015), the index of cognitive activity (ICA) (Marshall 2007), as well as by subjective ratings of mental effort and task difficulty (Paas 1992). Results confirm the seductive details effect for learning success with a decrease in retention and comprehension performance, an increase in total cognitive activity indicated by eye movements and significant higher cognitive load, indicated by rhythm method. The ICA values and the subjective ratings on mental effort and task difficulty show no difference in cognitive load between the groups. The results provide evidence of the suitability of different objective measures for a direct and continuous cognitive load assessment in multimedia learning. Further, the results show the benefit of combining different methods to gain detailed insight into information processing while learning with multimedia as well as a differentiated access to the single cognitive load factors.     

EXPLORING TEACHERS’ KNOWLEDGE AND PERCEPTIONS ACROSS MATHEMATICS AND SCIENCE THROUGH CONTENT-RICH LEARNING EXPERIENCES IN A PROFESSIONAL DEVELOPMENT SETTING

This paper examines upper elementary and middle school teachers’ learning of mathematics and science content, how their perceptions of their disciplines and learning of that discipline developed through content-rich learning experiences, and the differences and commonalities of the teachers’ learning experiences relative to content domain. This work was situated within a larger professional development (PD) program that had multiple, long-term components. Participants’ growth occurred in 4 primary areas: knowledge of content, perceptions of the discipline, perceptions about the learning of the discipline, and perceptions regarding how students learn content. Findings suggest that when embedded within an effective professional development context, content can be a critical vehicle through which change can be made in teachers’ understandings and perceptions of mathematics and science. When participants in our study were able to move beyond their internal conflicts and misunderstandings, they could expand their knowledge and perceptions of content and finally bridge to re-conceptualize how to teach that content. These findings further indicate that although teachers involved in both mathematics and science can benefit from similar overall PD structures, there are some unique challenges that need to be addressed for each particular discipline group. This study contributes to what we understand about teacher learning and change, as well as commonalities and differences between teachers’ learning of mathematics and science.     

The effect of recovery duration on running speed and stroke quality during intermittent training drills in elite tennis players

The aim of this study was to assess the effect of the recovery duration in intermittent training drills on metabolism and coordination in sport games. Ten nationally ranked male tennis players (age 25.3±3.7 years, height 1.83±0.8 m, body mass 77.8±7.7 kg; mean ±s _x ) participated in a passing-shot drill (baseline sprint with subsequent passing shot) that aimed to improve both starting speed and stroke quality (speed and precision). Time pressure for stroke preparation was individually adjusted by a ball-machine and corresponded to 80% of maximum running speed. In two trials (T₁₀, T₁₅) separated by 2 weeks, the players completed 30 strokes and sprints subdivided into 6 2 5 repetitions with a 1 min rest between series. The rest between each stroke-and-sprint lasted either 10 s (T₁₀) or 15 s (T₁₅). The sequence of both conditions was randomized between participants. Post-exercise blood lactate concentration was significantly elevated in T₁₀ (9.04±3.06 vs 5.01±1.35 mmol·l^-1, P ? 0.01). Running time for stroke preparation (1.405±0.044 vs 1.376±0.045 s, P ? 0.05) and stroke speed (106±12 vs 114±8 km·h^-1, P ? 0.05) were significantly decreased in T₁₀, while stroke precision - that is, more target hits ( P ? 0.1) and fewer errors (P ? 0.05) - tended to be higher. We conclude that running speed and stroke quality during intermittent tennis drills are highly dependent on the duration of recovery time. Optimization of training efficacy in sport games (e.g. combined improvement of conditional and technical skills) requires skilful fine-tuning of monitoring guidelines.     

Noncredit Program Data Collection at Community Colleges: A Scoping Review

ABSTRACT

Noncredit enrollment at community colleges has grown significantly over the past two decades. However, unlike credit bearing programs, noncredit programs are seldomly empirically examined and evaluated, particularly those that are not grant funded. The lack of data results in a gap in knowledge about program effectiveness, as well as the students who participate in noncredit programs, it is difficult to objectively discuss the effectiveness of programs and develop valid policies to support them. This paper specifically aims to: (a) map the relevant literature regarding noncredit program data collection; (b) summarize existing knowledge about data collection processes; and (c) identify existing knowledge gaps in what is known about noncredit data collection. An established five stage process for conducting a scoping review guided the process: (a) identifying the research question; (b) identifying the related body of literature; (c) study selection; (d) presenting of data; and lastly, (e) collating, summarizing, and reporting results. The majority of data collected were head counts, types of courses offered and minimal demographic information. The results also show that, despite higher enrollments and the popularity of programs, there is a lack of comprehensive information on student needs. Thus, it is crucial to develop a standardized data collection system for all noncredit programs; collect data at a student level; and provide more detailed information regarding enrollment, completion, and outcomes such as employment and wage gains, as well as qualitative factors such as student satisfaction.     

Differentiating Different Types of Cognitive Load: a Comparison of Different Measures

Recent studies about learning and instruction use cognitive load measurement to pay attention to the human cognitive resources and to the consumption of these resources during the learning process. In order to validate different measures of cognitive load for different cognitive load factors, the present study compares three different methods of objective cognitive load measurement and one subjective method. An experimental three-group design (N = 78) was used, with exposure to seductive details (extraneous cognitive load factor), mental animation tasks (germane cognitive load factor), or the basic learning instruction (control group). Cognitive load was measured by the rhythm method (Park and Brünken 2015), the index of cognitive activity (ICA) (Marshall 2007), and the subjective ratings of mental effort and task difficulty (Paas 1992). Eye-tracking data were used to analyze the attention allocation and as an indicator for cognitive activity. The results show a significantly higher cognitive load for the mental animation group in contrast to the control and the seductive detail group, indicated by rhythm method and subjective ratings, as well as a higher cognitive activity, indicated by eye tracking. Furthermore, the mental animation group shows significantly higher comprehension performance in contrast to the seductive detail group and significantly higher transfer performance in contrast to the control group. The ICA values showed no significant differences in cognitive load. The results provide evidence for the benefits of combining eye-tracking analysis and the results of cognitive load ratings or secondary task performance for a direct and continuous cognitive load assessment and for a differentiating access to the single cognitive load factors.