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1.
The scalable extension of H.264/AVC, known as scalable video coding or SVC, is currently the main focus of the Joint Video Team‘s work. In its present working draft, the higher level syntax of SVC follows the design principles of H.264/AVC.Self-contained network abstraction layer units (NAL units) form natural entities for packetization. The SVC specification is by no means finalized yet, but nevertheless the work towards an optimized RTP payload format has already started. RFC 3984, the RTP payload specification for H.264/AVC has been taken as a starting point, but it became quickly clear that the scalable features of SVC require adaptation in at least the areas of capability/operation point signaling and documentation of the extended NAL unit header. This paper first gives an overview of the history of scalable video coding, and then reviews the video coding layer (VCL)and NAL of the latest SVC draft specification. Finally, it discusses different aspects of the draft SVC RTP payload format, including the design criteria, use cases, signaling and payload structure. 相似文献
2.
Eleni Moschovaki Sara Meadows Anthony D. Pellegrini 《European Journal of Psychology of Education - EJPE》2007,22(4):405-420
This study examines how teachers’ use of affective strategies (voice intonation, dramatization, personal involvement comments)
during the reading and discussion of books influence young children’s affective reactions (dramatization, personal engagement,
language play comments). Twenty kindergarten teachers read four books, two fiction and two information ones (narrative/expository
text).
We found significant differences in both teachers’ affective presentation and young children’s affective reactions between
fiction and information books, between the two fiction books but not between the narrative and expository text. A strong bi-directional
relationship was found between teachers’ affective presentation of stories and young children’s affective reactions. In particular,
teachers’ personal involvement comments prompted children’s personal engagement reactions, teachers’ reenactment was followed
by children’s imitations of such reenactments and teachers’ voice intonation elicited children’s personal engagement comments.
On the other hand, children’s use of paralinguistic cues and personal engagement comments reinforced teachers’ use of voice
intonation and personal involvement comments. Finally, text features, such as rhyming, were followed by children’s language
play. 相似文献
3.
Krishna M. Sadasivam 《TechTrends》2002,46(3):54-55
Conclusion Afew columns ago I likened many instructional technologists to marine biologists who were afraid of water and had never been to
the sea. I suppose this column claims that they really don’t practice their biology, either. It’s not that we don’t know instructional
technology; it’s not even that we don’t do instructional technology; it’s that many of us haven’t yet learned tobe instructional technologists. Let’s go there. Come on, it’ll be fun. 相似文献
4.
Li Yin 《Frontiers of Education in China》2006,1(2):286-299
It has been over ten years since the Teacher’s Law took effect on January 1, 1994, and its promulgation and implementation have somewhat helped in protecting teachers’ legal
rights and interests. Undeniably, however, the Teacher’s Law is defective in many aspects, such as the absence of teachers’ legal identity, its failure to safeguard a teacher’s essential
interests and rights, serious laggardness of the teacher’s appointment system and obstacles to dealing with teachers’ complaints
and litigations. All such defectiveness make the legislative purpose “to safeguard the teacher’s legal rights and interests”
in Article 1 of the Teacher’s Law less effective in practice. Therefore, in order to judicially assist teachers in safeguarding their own legal rights and
interests, it is necessary to modify the Teacher’s Law and especially give priorities to: (1) defining the identity of the state staff member for teachers; (2) treating teachers
owed to in arrears as peasant-workers, and paying and remunerating them punctually (3) formulating detailed measures on the
implementation of the teacher’s appointment system as soon as possible, solving problems of unemployment of teachers arising
from the inequality between the teacher’s rights, the school’s power and the absence of the teacher’s identity; (4) establishing
a lawsuit system connected with teachers’ complaints and personnel arbitration.
__________
Translated from Theory and Practice of Education, 2005:2 相似文献
5.
Vicki Mather 《Research in Science Education》1994,24(1):226-235
One of the requirements of the New Zealand Curriculum Framework (Ministry of Education, 1993a) is that all curricula developed
in New Zealand must be gender inclusive. Developers of the recently released science curriculum, and the draft technology
curriculum, have responded to this requirement in different ways. In this paper I discuss a theorisation of the term ‘gender
inclusive’ within national curriculum development generally, and explore and analyse these different responses within the
specific context of the science and technology curriculum developments. Particular emphasis is placed on the historical difference
between science education and technology education in New Zealand schools, and on the impact theoretical discourses have on
the way in which terms such as ‘gender inclusive curricula’ are conceptualised, and viewed as appropriate, or not, for specific
purposes.
Specializations: feminist theory, science education, technology education, technology curriculum development. 相似文献
6.
Solvejg Jobst 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2005,6(4):385-402
EUROPEAN CONSCIOUSNESS: TOWARDS DEFINING A COMPLEX CONCEPT AND ITS EDUCATIONAL SIGNIFICANCE – The present study aims at a
definition of ‘European consciousness’. In particular, it draws on Henri Tajfel’s theory of social identity as well as Roland
Wakenhut’s and Jutta Gallenmüller’s moral determination of national consciousness. European consciousness is then defined
as a sense of belonging which, depending on certain identification structures and social perspectives, can take such distinct
forms of moral consciousness as ‘Eurocentrism’, ‘European patriotism’, or ‘reflective European consciousness’. Making reference
to Wolfgang Klafki’s notion of general education, it is finally argued that the emancipatory contribution of schooling to
greater European integration consists in mediating precisely this last way of thinking. 相似文献
7.
Cristine A. Smith Rebecca Paulson Stone Sarah Kahando 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2012,25(2):533-555
Delaying girls’ early marriage is a critical public health and education goal in developing countries, in which their own or their mothers’ education may play an important role. This paper reviews the existing evidence of any relationship between girls’ schooling or women’s literacy education and delayed marriage for themselves or their daughters. The majority of research reports focus on the correlation between girls’ schooling and brides’ age at first marriage. But it is conceivable that adult women’s/mothers’ literacy education also has considerable influence on the age at which their daughters are married. Since this aspect has hitherto not been explicitly investigated, the authors propose a model – based on relevant research about the outcomes of girls’ schooling and women’s literacy education – of the mechanisms that mediate between women’s education and delayed marriage for their daughters. The authors argue for research that will inform policy makers interested in helping girls complete secondary schooling about the potential contributions of adult women’s literacy education to this goal. 相似文献
8.
This paper examines important factors in maximizing children’s experiential learning in the context of inquiry-based children’s
museums. Learning is understood as situated in physical, social, and interactive context that is best achieved when children
have opportunities to engage in play-based inquiry. Recommendations for maximizing children’s learning in museums, supporting
children’s interactions with peers and adults, and offering affordances for children’s play are discussed. 相似文献
9.
10.
Christina Solomonidou Dimitrios Kolokotronis 《Education and Information Technologies》2008,13(3):185-219
This paper mainly describes the role of the multimedia software package ‘Interactions between Objects’ on students’ learning
of mechanical interaction forces and Newton’s laws. We designed and developed this software within social constructivism on
the basis of 226 students’ initial conceptions (categorized in six categories), in order to help students construct appropriate
knowledge about the subject. Teaching with the software was conducted in 13 primary, lower secondary and upper secondary school
classes. In the software’s evaluation research 226 students (aged 11–16) and 13 teachers of the classes participated. Data
analysis showed students’ substantial learning gains with respect to their initial alternative conceptions of the six conceptual
categories. Particularly, the students’ incorrect answers to the post-test questionnaire have perceptibly decreased (a mean
of 65%). In contrast, their correct answers to the questions reached high percentages, from 60% to 90% depending on the question
and the students’ age. Also the teachers’ opinions and comments enhanced software’s evaluation. The contribution of the software’s
specific characteristics on students’ learning is discussed along with implications for designing constructivist science learning
tools. 相似文献
11.
Niina Junttila Marija Vauras Eero Laakkonen 《European Journal of Psychology of Education - EJPE》2007,22(1):41-61
A latent variable structural model was constructed to test the relations among mothers’ and fathers’ parenting self-efficacy
(PSE), their loneliness, and their child’s peer-evaluated social competence, self-evaluated loneliness, teacher-evaluated
motivational orientation, and academic skills. In order to do this, first the Self-Efficacy for Parenting Tasks Index (Coleman
& Karraker, 2000) was applied to a sample of mothers (n=876) and fathers (n=696) to test the relevance of these parenting
task categories to Finnish mothers and fathers. The results of the latent variable structural model indicated a strong relationship
between both mothers’ and fathers’ loneliness and their PSE, consisting of Nurturance, Discipline, Recreation, and Participation
factors. Moreover, there was a modest relationship between parents’ PSE and their child’s social competence and consequently
between social competence and child’s loneliness. The relationship between PSE and child’s academic achievement were mediated
via child’s social competence. 相似文献
12.
Guiseppina Rullo Tullia Musatti 《European Journal of Psychology of Education - EJPE》2005,20(2):107-119
This study focuses on mothers’ and young children’s everyday social experience by analyzing their social relationships, social
support in child care, mother-child interaction, and mothers’ evaluations of all these aspects. Three hundred and eighty-four
mothers with a child aged between I and 3 years, living in a city in Central Italy, were interviewed. A Principal Components
Analysis was performed on items concerning mothers’ and children’s social experience and mothers’ evaluations. Four PCA generated
factors were regressed on the mother’s and Four PCA generated factors were regressed on the mother’s and child’s characteristics.
Results show that, even in a context characterized by social conditions supportive to mothering, there is a comparatively
widespread desire for social interaction with other mothers and children. A stress related to intensive mothering was found
in a minority of the mothers and was predicted by the mothers’ continuous commitment in child care during the whole day. Results
are discussed in relation to the hypothesis that social contacts with other mothers may have a mitigating effect on mothers’
stress. One implication is that early educational services that provide the opportunity for social intercourse among parents
can be an important resource for them. 相似文献
13.
Evangelia P. Galanaki Helen D. Vassilopoulou 《European Journal of Psychology of Education - EJPE》2007,22(4):455-475
The present study is a critical review of the research literature concerning the links between the teacher and children’s
loneliness. More specifically, the issue of children’s loneliness in the school is summarized. Research data documenting that
loneliness is a risk factor in children’s development are briefly reviewed. Next, hypotheses and research data are reviewed
on the following aspects: (I) the association between children’s loneliness and the quality of the teacher-child relationship
from the viewpoint of attachment theory; (II) the teacher’s attitude toward children’s loneliness and his or her perceptions
of his or her effectiveness in dealing with it; (III) the teacher’s ability to identify lonely children; and (IV) the children’s
perceptions of the role of the teacher in the emergence and alleviation of their loneliness. Finally, on the basis of the
existing data, critical questions are formulated, suggestions for future research are made, and educational implications for
teacher training and school-based interventions are discussed. 相似文献
14.
Since the 1920’s many researchers have conducted studies exploring the qualities of good teachers. However, a limited number
of empirical studies have been conducted in the People’s Republic of China (hereafter called China). The current study has
two objectives. The first one aims to compare a good teacher’s characteristics in China and the USA. To achieve this, qualitative
data of a good teacher’s characteristics were collected in China. The results obtained from China were then compared to those
reported in the USA. The second objective was to test whether or not there are differences among teachers’, students’ and
parents’ perceptions of a good teacher’s characteristics in China. To achieve this, questionnaires were administered, and
then statistical analyses were conducted. The qualitative data analyses have revealed four themes about the characteristics
of good Chinese teachers: Teacher ethics, professional skills, professional development, and students’ test scores. The ANOVAs
have found no differences among teachers’, students’ and parents’ perceptions of the qualities of good teachers in China on
most of the items. This study helps readers better understand good teachers in a Chinese context and provides a framework
for future comparative study between China and the USA regarding the qualities of good teachers. 相似文献
15.
Four year old children’s acquisition of print knowledge during electronic storybook reading 总被引:1,自引:0,他引:1
The experiment reported here explored the importance of engaging 4-year-old children’s interest in the print itself during
storybook reading. We explored the effect of computer animation of the print in order to draw the child’s attention to each
word as it was read. We also investigated the influence of illustrating that not all visual displays are readable print on
the child’s print knowledge. The measures of interest were print concept knowledge and early reading skill. Results indicated
that simply drawing children’s attention to the print during shared reading was insufficient to facilitate children’s learning
of print conventions, but this attention to print while hearing stories read did improve children’s letter reading. The child’s
active engagement with the print during shared story reading led to further improvements in written language skills, as illustrated
by gains in knowledge about print concepts. 相似文献
16.
Erin E. Turner Corey Drake Amy Roth McDuffie Julia Aguirre Tonya Gau Bartell Mary Q. Foote 《Journal of Mathematics Teacher Education》2012,15(1):67-82
Research repeatedly documents that teachers are underprepared to teach mathematics effectively in diverse classrooms. A critical
aspect of learning to be an effective mathematics teacher for diverse learners is developing knowledge, dispositions, and
practices that support building on children’s mathematical thinking, as well as their cultural, linguistic, and community-based
knowledge. This article presents a conjectured learning trajectory for prospective teachers’ (PSTs’) development related to
integrating children’s multiple mathematical knowledge bases (i.e., the understandings and experiences that have the potential to shape and support children’s mathematics learning—including
children’s mathematical thinking, and children’s cultural, home, and community-based knowledge), in mathematics instruction.
Data were collected from 200 PSTs enrolled in mathematics methods courses at six United States universities. Data sources
included beginning and end-of-semester surveys, interviews, and PSTs’ written work. Our conjectured learning trajectory can
serve as a tool for mathematics teacher educators and researchers as they focus on PSTs’ development of equitable mathematics
instruction. 相似文献
17.
教育期望中的社会阶层差:父母的社会地位和子女教育期望的关系 总被引:1,自引:0,他引:1
Chunhua Yang 《Frontiers of Education in China》2007,2(4):568-578
To achieve the overall goals and purposes of education is closely related to the living environments of students. Different
family backgrounds will put children into a situation where they face unfair competition. According to a survey conducted
in China’s Urumqi and Changchun about parents’ awareness of educating their children, this paper will suggest that families
with different backgrounds have different expectations for their children’s education. Moreover, it suggests that parents’
social status is related to their children’s education expectations. Therefore, we can find that parents’ social status influences
their children’s education, and their positions in social class are related to education.
__________
Translated from Qinghua Daxue Jiaoyu Yanjiu 清华大学教育研究 (Tsinghua Journal of Education), 2006, (4): 71–76 相似文献
18.
Patricia M. Cooper 《Early Childhood Education Journal》2007,34(5):315-322
Today’s emphasis on using children’s literature as a tool to teach reading and writing sub-skills distracts teachers’ attention
from looking to children’s books for their historical role in helping children navigate the intellectual, social, and emotional
terrains of childhood. This article argues, first, that early childhood educators must remain fluent in the use of literature
that supports young children’s psychosocial development. Second, teachers must establish criteria for choice. By way of example,
it examines two popular books for young children, Sendak’s (1963) Where the Wild Things Are [New York: HarperCollins Publishers] and Shannon’s (1998) No, David! [New York: Blue Sky Press] Three theoretical perspectives guide the analysis. The first combines Dewey’s (1938/97) [Experience and education. New York:Touchstone] impetus for learning and Vygotsky’s (1978) [Mind in society. Cambridge: Harvard University Press] theory that learning precedes development through scaffolded social
interaction. The second is Erikson’s (1950, 1985) [Childhood and society. New York: W. W. Norton & Company, Inc.] theory of psychosocial development in light of the
4–6-year-old’s drive towards self-regulation, control, and independence. The third is Rosenblatt’s (1978) [The reader, the text, the poem. Urbana, IL: National Council of Teachers of English] transactional nature of reading. 相似文献
19.
Roger H. Stuewer 《Science & Education》2006,15(5):521-530
The capsule histories of physics that students learn in their physics courses stem basically, I believe, from a linear view
of history – that physicists in making fundamental discoveries follow a Royal Road to them, as Hermann von Helmholtz put it
in 1892. The actual routes they follow, however, are generally nonlinear, and when historians display these routes to students,
they express surprise. Such historical surprises could constitute one or more units of instruction in physics-education or
other courses. As illustrations, I discuss historical surprises that I have uncovered in my own researches on Isaac Newton’s
work on diffraction, Robert A. Millikan’s photoelectric-effect experiments, Arthur H. Compton’s X-ray scattering experiments,
James Chadwick’s discovery of the neutron, George Gamow’s creation of the liquid-drop model of the nucleus, and Lise Meitner’s
and Otto Robert Frisch’s interpretation of nuclear fission. Teachers and students can discover many more historical surprises
as provocative as these by exploring the historical literature. 相似文献
20.
Sarah K. Cantrell 《Children‘s Literature in Education》2010,41(4):302-322
This article examines the multiple worlds in Philip Pullman’s His Dark Materials trilogy in light Pierre Bourdieu’s “space of possibles” and the combination of chance and choice that impact Lyra and Will’s
decisions. Rather than viewing chance or destiny as disempowering, this article considers how the protagonists’ choices also
encourage readers to confront their own notions of space in the world outside the narrative. As Lyra and Will work to escape
and restore the dystopic multiverses through which they travel, Pullman’s text challenges readers to recognize and repair
the dystopias in their own worlds and to accept the Keatsian “negative capabilities” of ambiguity and mystery in place of
facile escape. Given this pedagogical imperative, Pullman’s enclosure of Lyra and Will in their separate worlds lies at the
heart of his resistance to escapist tendencies of fairy-tale endings. Fantasy must be grounded in reality because Pullman’s
readers must also continue the struggle for wisdom in their own worlds no less than Lyra and Will. 相似文献