浅析流式媒体技术的应用

现代教育技术中,网络多媒体教学以及远程多媒体教学正在发挥着越来越大的作用,但是由于网络带宽的限制,如想迅速推广这些教育技术必须要有大量的资金进行网络基础设施的建设,流式媒体技术的出现恰恰解决了这一矛盾。流式媒体使得音、视频的传输更为流畅,并且节省了网络带宽,此项技术被广泛应用于远程教育、网络电台、视频点播、收费播放等系统中。     

Error resilient concurrent video streaming over wireless mesh networks

INTRODUCTION Wireless mesh networks (WMNs) are ad-hoc networks with full or partial mesh topologies, where nodes can automatically establish and maintain mesh connectivity among themselves. Such a mesh topol- ogy provides each node multiple communication paths to reach its peers. In the presence of link failures caused by, for example, node failures or interference, information can be rerouted through alternative paths to the destination. WMNs have no fixed infrastructure and are easily…     

广东工业实训中心的移动监控系统研究浅谈

本来详细介绍了在应用在广东工业实训中心的移动视频监控系统。在这个系统里面,移动视频是通过EDGE网络传输。在系统里,视频信号先被压缩和编码,然后传输到远方的流媒体服务器。通过智能手机,可以实现的随时随地的高质量视频监控。     

数字版权管理系统中安全模型的研究与设计

数字版权管理已成为网络环境下保护数据内容的合法交易、传播和使用的一种重要技术手段.针对目前数字版权管理系统的安全需求,采用密码学相关技术分析并设计了一套安全保证机制,给出了该机制的总体实现方案,并设计了加密打包子系统和认证服务子系统.该机制在保护数字媒体机密性的同时还实现了有效的认证机制,从而为数字版权管理系统提供了安全保证.     

流媒体代理缓存中RTSP协议的应用研究

流媒体代理缓存是为克服现有网络不适应流媒体传输的缺陷而提出的网络缓存技术。本文在介绍流媒体代理缓存技术的基础上,讨论作为流媒体技术关键协议的RTSP协议在流媒体代理缓存技术中的应用,并针对代理缓存内容一致性等问题提出了基于RTSP协议的解决方案。     

流媒体技术及其远程教育应用探索

流媒体技术的最大特点是边下载边播放，利用流媒体技术可以实现在Intemet网上有效传输视音频信号。Windows Media，RealSystem，QuickTime这3大主流流媒体技术各有其特点。流媒体技术可广泛用于远程教育，功能灵活，形式多样。流媒体技术的发展趋势是形成统一标准。     

网格环境下的流媒体信息服务

在网格环境下，流媒体将成为网络应用的主流。本文从信息服务中流媒体的应用出发，阐述了流媒体技术体系和以服务为目标的网格应用，并探讨了在网格中流媒体信息服务的有关机制。     

高等教育分流的微观指导论略

大众化时代的高等教育,承受着愈来愈重的教育分流压力,呼唤着有效的分流指导。只有迅速解决目前存在着的理论研究滞后、分流目标不清、标准僵化、时机不当、手段落后、机构缺位等问题,才能促进高等教育的健康发展。     

实现基于WWW的多媒体远程教育系统

介绍了一种通过视频点播来实现多媒体的远程教学的方法,包括有视频点播的结构、组成,以及多媒体播放的技术。     

The misallocation of students to academic sets in maths: A study of secondary schools in England

Drawing upon data gathered from 9301 Year 7 students (12–13 years old) from 46 secondary schools in England, this study represents the first larger-scale attempt to compare their actual set allocations in maths with the counterfactual position where their allocation to sets is based solely on their prior attainment at the end of primary school [using their Key Stage 2 (KS2) fine-grained scores in maths]. Through such an analysis, the study found that nearly a third of students (31.2%) had been misallocated to lower or higher sets than their KS2 results would have warranted. Beyond this, school setting practices were found to exacerbate differences in set allocation in relation to gender and ethnicity, but not socioeconomic background. The odds of girls being misallocated to lower sets in maths than their prior attainment would warrant was found to be 1.5 times higher than that for boys. Similarly, the odds of Black students being misallocated to lower sets was 2.4 times higher than for White students, whilst the odds of Asian students being misallocated to lower maths sets was 1.7 times higher than for White students. The article concludes by reflecting on the significant role that setting by attainment in secondary school can play in exacerbating already established patterns of educational inequalities in gender and ethnicity.