Modellierung sprachlicher Anforderungen in Testaufgaben verschiedener Unterrichtsfächer: Theoretische und empirische Grundlagen

2018 ◽  
Vol 2018 (69) ◽  
pp. 69-96 ◽  
Author(s):  
Lena Heine ◽  
Madeleine Domenech ◽  
Lisa Otto ◽  
Astrid Neumann ◽  
Michael Krelle ◽  
...  
Keyword(s):  
Empirical Study ◽  
Education System ◽  
Task Difficulty ◽  
School Success ◽  
Academic Language ◽  
Linguistic Features ◽  
Subject Specific ◽  
German Speaking ◽  
The Subject ◽  
The Relationship

AbstractRecent years have witnessed a growing interest in the relationship between academic language registers and school success in the German-speaking education system. However, we still know very little about the actual effects that academic language has on the academic performance of students, for instance, in how far the extent to which academic language is used in subject tasks actually makes these tasks more difficult. It is therefore highly vital that any operationalization of difficulty-inducing linguistic features of tasks is made on solid theoretical and empirical grounds. The purpose of this article is thus to present the linguistic foundation used in an interdisciplinary empirical study in which 1.346 7th and 8th graders solved a set of subject-oriented tasks from Maths, Physics, German, PE and Music, while the degree of linguistic demands in the tasks was systematically varied. First, the theoretical and empirical research on linguistic difficulty from a range of research discourses is discussed. The findings are merged into a model of linguistic demands. Its operationalization is then illustrated in three linguistically varied versions of the subject-specific tasks. Finally, an outlook on preliminary results of the empirical study is given, which indicate that the categories used in the model actually do produce differences in subject-task difficulty, even though there are a number of effects that need further investigation.

scholarly journals Pension expenditure analysis: Empirical study of a Serbian local self-government

2021 ◽  
Vol 5 (1) ◽  
pp. 1-12
Author(s):  
Jadranka Đurović-Todorović ◽  
Marina Đorđević ◽  
Milica Ristić-Cakić
Keyword(s):  
Empirical Study ◽  
Economic Crisis ◽  
Disability Insurance ◽  
Pension Insurance ◽  
The Subject ◽  
The Republic ◽  
State Pension ◽  
The Relationship

The problem of pension financing in the system of mandatory pension insurance in the Republic of Serbia became actual after the great economic crisis of the 1990s, although this problem had been present before. Accordingly, considerable attention has been paid to the analysis of determinants of pension expenditures. Considering the fact that in the Republic of Serbia the possibilities for reducing expenditures in the system of mandatory state pension and disability insurance have already been exhausted by reforms so far, it is necessary to consider other measures and possibilities for changing the design of the pension disability system. Therefore, the subject of this paper is the analysis of the relationship between pension beneficiaries, the type and amount of pensions. The aim of the paper is to analyze the influence of the pension beneficiary and the type of pension on the amount of the pension, based on the analysis of the collected data.

Der Zusammenhang zwischen dem Leistungsgeschehen im ambulanten und stationären Sektor des deutschen Gesundheitswesens / The Relationship Between Service Events in the Ambulatory and Hospital Sectors of the German Health System

2007 ◽  
Vol 227 (1) ◽  
Author(s):  
Thomas Kopetsch
Keyword(s):  
Empirical Study ◽  
Health System ◽  
German Health ◽  
Fundamental Relationship ◽  
The Subject ◽  
Medical Specialities ◽  
The Relationship ◽  
Two Sectors ◽  
Empirical Analyses

SummaryThe strict separation between the ambulatory and hospital sectors of the German health system has been the subject of massive criticism on the grounds that it is (one of the factors) responsible for inefficiencies. This article describes an empirical study of the relationship between service events in the ambulatory and hospital sectors of the German health system. The aim of the study is to facilitate an assessment of the consequences of abolishing Germany’s almost unique dual specialist structure, a move widely considered politically desirable.The results of the empirical analyses of the relationship between the service events in the two sectors are ambiguous. When the analysis is based on the density of office-based doctors, services in some medical specialities can be interpreted as complementing each other. When the number of cases per office-based doctor is taken as the basis, however, the relationship can be seen as substitutive, since the more patients a doctor treats, the fewer the number of hospital cases recorded in the region. Finally, when the ambulatory cases are considered as a whole, the relationship between the sectors is again seen to be complementary.It is impossible to determine unambiguously whether the fundamental relationship between the sectors is predominantly complementary or substitutive. There is thus a need for further research.

scholarly journals Catechesis and education as a function of building the Church according to Fr. Franciszek Blachnicki (On the centenary of the birth of the great educator)

2022 ◽  
Vol 11 (2) ◽  
pp. 335-347
Author(s):  
Kazimierz Misiaszek
Keyword(s):  
Second Vatican Council ◽  
Christian Initiation ◽  
Community Of Faith ◽  
Vatican Council ◽  
God's People ◽  
Close Relationship ◽  
German Speaking ◽  
The Subject ◽  
The Relationship ◽  
The Church

For Fr. Franciszek Blachnicki, the catechesis was in close relationship with the Church. The most appropriate place for the catechesis as the fundamental formation of Christians (adults, youth and children) is in the Church which is both the subject, goal and object of catechesis. Fr. Franciszek Blachnicki drew the concepts of the Church from studies by German-speaking authors, and above all from documents of the Second Vatican Council. For him, the Church was an intermediary of salvation, a universal sacrament of salvation, a mother, a temple of God, and most of all, a union of God's people, a community in Christ, a community of faith, hope and love. The task of catechesis is, in the first place, the introduction and experience of the Church. The nature of catechesis stems from the concept of the Church. Therefore, if the Church is a community, the aim of catechesis is to introduce it to the faithful so that they may not only participate in it, but above all create it. It is also important that catechesis  serves the process of Christian initiation, discovering the Church as a place of fulfilling the mystery of life, salvation and healing. Therefore, Fr. Blachnicki put a strong emphasis on the relationship between the liturgy and catechesis, because the most complete process of initiation takes place in the liturgy. Another task of catechesis is its function of awakening and developing faith. For faith is the foundation for the Church and the primary goal for catechesis. It is to be both personalistic and social in nature. Father Blachnicki claimed that cathechesis educated faith was not an individual faith but the faith of the Church. Many Christians, even including those most zealous, live their Christian lives alongside the life of the Church, but not in the Church. In the meantime, every Christian is the Church, because the Church is the whole Christ, the head and members, and we are its members. For that reason, the life of the Church grows in so far as the life of faith of each member grows.

scholarly journals Subject-Object of the Educational Process in the Realities of Contemporaneity, or IP Aliases → ∞

2018 ◽  
pp. 7-30 ◽  
Author(s):  
Tigran Marinosyan
Keyword(s):  
Education System ◽  
Teaching Methods ◽  
Ad Hoc ◽  
Educational Process ◽  
Traditional Teaching ◽  
Scientific Instruments ◽  
Traditional Teaching Methods ◽  
New Type ◽  
The Subject ◽  
The Relationship

The educational doctrine of The Great Didactic as one of the “grand narratives” (J.-F. Lyotard) suffered its complete setback as a result of events that took place in Paris in 1968. Students stopped believing in the correctness of the entrenched education system with its goals and ideals, and from the inside they “blew up” the “walls” of universities, which continued to follow the traditional teaching methods and content of the learning process. According to the author of this study, the ideological explosion inside the society in the form of a revolutionary riot of students of the Parisian universities in May 1968, who protested against the existing education system as a whole and against the current structure of the relationship between the actors of the educational process, served as a symbolic and actual end of the didactic era of John Amos Comenius and as a beginning of a new poststructuralist didactics. It is important to note that the destruction of the boundaries of the traditional educational space, which led to the emergence of a new type of university, was precisely due to the forces within the classroom curriculum. Today pedagogy is unable autonomously, through its own theories and scientific instruments to determine whom to teach because the student from the subject turns into a subject+, virtually migrating in the cyber-educational space through all sorts of gadgets, which form the prosthetic skeleton of the modern learners - schoolchildren, students. The trajectory of child’s education should not be rigidly determined by curricula and programmes. Teaching in the school should be organized by a teacher on the principle of “ad hoc.”

Specification and English tenses

1966 ◽  
Vol 2 (1) ◽  
pp. 1-34 ◽  
Author(s):  
David Crystal
Keyword(s):  
Empirical Study ◽  
Full Range ◽  
Verbal Description ◽  
Semantic Classes ◽  
Detailed Treatment ◽  
Verb Forms ◽  
Partial Picture ◽  
The Subject ◽  
The Relationship

The adverbials, as far as I am aware, have never been systematically considered in relation to English verbal description and definition, most traditional text-books resolving the relationship in terms of a vaguely-defined notional ‘modification’. Scholars have of course noted the existence of regular formal co-occurrences between temporal adverbials and tense-forms, but this has been only for the most obvious cases, and there has been no general, empirical study of all the mutual restrictions and formally definable correlations in English. For example, Jespersen (1933) introduces adverbials into some sections of his description of English tenses (e.g. 23.43) but omits them from others (e.g. 23.41 or 23.54) where one could suggest a comparable relevance, and in many sections (e.g. 23.63–23.67) gives only a partial picture of the total number of possible relationships. Again, Ward (1954:44) notes the frequency of adverbials with ‘past ordinary’ tenses, but gives only a few examples, and then lists ‘exceptions’ with no apparent order. Adverbials with other tense-forms are given little mention, and are in any case given a different orientation, which makes it difficult to compare the sets of information. This approach seems typical of that found in most teaching handbooks on the subject: one could instance Zandvoort (1957: 58–63), who gives adverbials only incidental mention in his description of present, past and perfect tenses, despite the fact that the majority of his examples involve their obligatory use. However, Ota (1963) has studied in more detail correlations between verb forms and certain adverbs of particular semantic classes in English; and Osman (1964: 28–106) has recently given adverb-tense relationship a great deal of prominence in his exposition of English tenses; but the scope of his handbook does not allow a sufficiently detailed treatment to show the full range and complexity of the situation. (Cf. also Hornby, 1954: Part 2.)

scholarly journals Subsidiary and analogous application of Law in general administrative procedure

2021 ◽  
Vol 60 (91) ◽  
pp. 97-116
Author(s):  
Miloš Prica
Keyword(s):  
Legal Regulation ◽  
Legal Order ◽  
Legal Norms ◽  
Application Of Law ◽  
Administrative Procedure ◽  
General Law ◽  
Subject Specific ◽  
The Subject ◽  
The Republic ◽  
The Relationship

Considering that the expansion of legal regulation and multiplication of legal norms in the legal order of the Republic of Serbia have engendered over two hundred (substantive and procedural) legislative acts referring to the application of the General Administrative Procedure Act (GAPA), there is no general law in the Serbian legal order that could be compared to the GAPA in terms of correlation with other laws. Yet, in our judicature and legal science, there are no clear criteria for regulating the relationship between the GAPA and other (subject-specific) legislative acts referring to the application of the GAPA provisions. The relationship between the GAPA and subject-specific legislative acts may be based on the regime of legal subordination and the regime of legal referral. It further leads to the distinction between subsidiary and analoguous application of the general law, which is the author's original standpoint. Analogous application entails the application of the general law in accordance with the nature of the relationship between the legal procedure rules and the subject matter of legal regulation, whereas subsidiary application entails the application of the general law as a whole in all matters which are not regulated by a subject-specific law. In view of the obligation to harmonize subject-specific legislative acts with the GAPA, the author is of the opinion that such harmonization cannot be put into effect without amending the GAPA. Therefore, the GAPA provisions shall: (1) embody the distinction between subsidiary and analogous application of the GAPA, and (2) strengthen the direct application of the GAPA in administrative matters.

scholarly journals RESEARCH OF FRUSTRATION EXPERIENCES OF FUTURE PSYCHOLOGISTS

2020 ◽  
Vol 2 (40) ◽  
Author(s):  
А. Stetsenko ◽  
H. Khomych
Keyword(s):  
Theoretical Model ◽  
Empirical Study ◽  
Emotional State ◽  
Behavioral Reaction ◽  
Negative State ◽  
Negative Emotional State ◽  
The Subject ◽  
The Relationship ◽  
Behavioral Phenomenon ◽  
Main Material

The article presents the results of an empirical study of the experience of frustration in students - future psychologists based on previously developed theoretical model of this emotional-behavioral phenomenon. On the basis of valid psychodiagnostic techniques, an empirical study of the emotional and behavioral components of frustration among students of the first and fourth educational courses was conducted, and the assumption was made that the main criteria for the manifestation of frustration in future psychologists are the orientation and fixing a behavioral reaction in response to a negative emotional state that arises from unmet need.A qualitative analysis of the empirical data traces the relationship between the components of frustration as a deterministic influence of the frustration state on frustration behavior. At the same time, mutual determination emerges as the need for the subject to overcome the negative state through the exercise of frustration more than to satisfy the need.The article consists of introduction, statement of the purpose and tasks of the article, presentation of the main material and conclusions.

The relationship of the scleractinian corals to the rugose corals

Paleobiology ◽  
1980 ◽  
Vol 6 (02) ◽  
pp. 146-160 ◽  
Author(s):  
William A. Oliver
Keyword(s):  
Critical Points ◽  
Scleractinian Corals ◽  
Convincing Evidence ◽  
Early Triassic ◽  
Rugose Corals ◽  
History Of ◽  
The Subject ◽  
Relationship Of ◽  
The Relationship ◽  
Biologic Factors

The Mesozoic-Cenozoic coral Order Scleractinia has been suggested to have originated or evolved (1) by direct descent from the Paleozoic Order Rugosa or (2) by the development of a skeleton in members of one of the anemone groups that probably have existed throughout Phanerozoic time. In spite of much work on the subject, advocates of the direct descent hypothesis have failed to find convincing evidence of this relationship. Critical points are:(1) Rugosan septal insertion is serial; Scleractinian insertion is cyclic; no intermediate stages have been demonstrated. Apparent intermediates are Scleractinia having bilateral cyclic insertion or teratological Rugosa.(2) There is convincing evidence that the skeletons of many Rugosa were calcitic and none are known to be or to have been aragonitic. In contrast, the skeletons of all living Scleractinia are aragonitic and there is evidence that fossil Scleractinia were aragonitic also. The mineralogic difference is almost certainly due to intrinsic biologic factors.(3) No early Triassic corals of either group are known. This fact is not compelling (by itself) but is important in connection with points 1 and 2, because, given direct descent, both changes took place during this only stage in the history of the two groups in which there are no known corals.

Emotional Experiences of Students in the Classroom

2010 ◽  
Vol 15 (2) ◽  
pp. 142-151 ◽  
Author(s):  
Wondimu Ahmed ◽  
Greetje van der Werf ◽  
Alexander Minnaert
Keyword(s):  
Heart Rate ◽  
Emotional Response ◽  
Task Difficulty ◽  
Physiological Reactivity ◽  
Emotional Experiences ◽  
Heart Rate Monitoring ◽  
Coding Scheme ◽  
Stimulated Recall ◽  
Response Systems ◽  
The Relationship

In this article, we report on a multimethod qualitative study designed to explore the emotional experiences of students in the classroom setting. The purpose of the study was threefold: (1) to explore the correspondence among nonverbal expressions, subjective feelings, and physiological reactivity (heart rate changes) of students’ emotions in the classroom; (2) to examine the relationship between students’ emotions and their competence and value appraisals; and (3) to determine whether task difficulty matters in emotional experiences. We used multiple methods (nonverbal coding scheme, video stimulated recall interview, and heart rate monitoring) to acquire data on emotional experiences of six grade 7 students. Concurrent correspondence analyses of the emotional indices revealed that coherence between emotional response systems, although apparent, is not conclusive. The relationship between appraisals and emotions was evident, but the effect of task difficulty appears to be minimal.

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