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Trapped between in and out : the post-institutional liminality of ex-prisoners in East Berlin
(2011)
Multiple Imputation hat sich in den letzten Jahren als adäquate Methode zum Umgang mit fehlenden Werten erwiesen und etabliert. Das gilt zumindest für die Theorie, denn im Angesicht mangelnder anwendungsbezogener Erläuterungen und Einführungen verzichten in der Praxis viele Sozialwissenschaftler auf diese notwendige Datenaufbereitung. Trotz (oder vielleicht auch wegen) der stetig fortschreitenden Weiterentwicklung der Programme und Optionen zur Umsetzung Multipler Imputationen, sieht sich der Anwender mit zahlreichen Herausforderungen konfrontiert, für die er mitunter nur schwer Lösungsansätze findet. Die Schwierigkeiten reichen von der Analyse und Aufbereitung der Zielvariablen, über die Software-Entscheidung, die Auswahl der Prädiktoren bis hin zur Modell-Formulierung und Ergebnis-Evaluation. In diesem Beitrag wird die Funktionsweise und Anwendbarkeit Multipler Imputationen skizziert und es wird eine Herangehensweise entwickelt, die sich in der schrittweisen Umsetzung dieser Methode als nützlich erwiesen hat – auch für Einsteiger. Es werden konkrete potenzielle Schwierigkeiten angesprochen und mögliche Problemlösungen diskutiert; vor allem die jeweilige Beschaffenheit der fehlenden Werte steht hierbei im Vordergrund. Der Imputations-Prozess und alle mit ihm verbundenen Arbeitsschritte werden anhand eines Anwendungsbeispiels – der Multiplen Imputation des Gesamtvermögens reicher Haushalte – exemplarisch illustriert.
Arbeitslehre noch zeitgemäß?
(1994)
Recent discussions about violence against women have shifted their attention to specific forms of violence in relation to migration and Islam. In this article, I consider different modes of representing women's experiences in French immigrant communities. These representations relate to the French feminist movement Ni Putes Ni Soumises (neither whore nor submissive), a movement that in the early 2000s deplored both the sustained degradation of certain banlieue neighborhoods and also the charges and restrictions that this entails, particularly for young women. Drawing on different narratives and images of women's painful experience, I consider, in a first step, how the question of representing violence against (post) migrant women is framed in terms of the tension between universality and particularity within French republicanism. In the next part of my argument, I bring into focus the question of how to access women's suffering. For a perspective on pain not as an interiorized, private experience but as an accessible complex of practices, articulations, memories, visions and social reconfigurations, I consider Smain Laacher's sociological study (2008) about written testimonies of violent experience that had been addressed by (post) migrant women to French women organizations such as Ni Putes Ni Soumises. I finally suggest reading women's accounts on violence not in relation to a universal discourse of rights, but as a political contestation of the naturalized order of representing violence, suffering and agency inside French banlieue communities. Drawing on Jacques Ranciere's notion of dissensus, such a contestation can be staged through words by those who have no visibility in the representational order, words not to criticize the unaccomplished ideals of universal equality, but to create a universal community and a common language of experience in the mode of 'as-if'.
Intelligence, as well as working memory and attention, affect the acquisition of mathematical competencies. This paper aimed to examine the influence of working memory and attention when taking different mathematical skills into account as a function of children’s intellectual ability. Overall, intelligence, working memory, attention and numerical skills were assessed twice in 1868 German pre-school children (t1, t2) and again at 2nd grade (t3). We defined three intellectual ability groups based on the results of intellectual assessment at t1 and t2. Group comparisons revealed significant differences between the three intellectual ability groups. Over time, children with low intellectual ability showed the lowest achievement in domain-general and numerical and mathematical skills compared to children of average intellectual ability. The highest achievement on the aforementioned variables was found for children of high intellectual ability. Additionally, path modelling revealed that, depending on the intellectual ability, different models of varying complexity could be generated. These models differed with regard to the relevance of the predictors (t2) and the future mathematical skills (t3). Causes and conclusions of these findings are discussed.
Intelligence, as well as working memory and attention, affect the acquisition of mathematical competencies. This paper aimed to examine the influence of working memory and attention when taking different mathematical skills into account as a function of children’s intellectual ability. Overall, intelligence, working memory, attention and numerical skills were assessed twice in 1868 German pre-school children (t1, t2) and again at 2nd grade (t3). We defined three intellectual ability groups based on the results of intellectual assessment at t1 and t2. Group comparisons revealed significant differences between the three intellectual ability groups. Over time, children with low intellectual ability showed the lowest achievement in domain-general and numerical and mathematical skills compared to children of average intellectual ability. The highest achievement on the aforementioned variables was found for children of high intellectual ability. Additionally, path modelling revealed that, depending on the intellectual ability, different models of varying complexity could be generated. These models differed with regard to the relevance of the predictors (t2) and the future mathematical skills (t3). Causes and conclusions of these findings are discussed.