共查询到20条相似文献，搜索用时 31 毫秒
1.
2.
To date, learning spaces in higher education have been designed with little engagement on the part of their most important users: students and teachers. In this paper, we present the results of research carried out in a UK university. The research aimed to understand how students and teachers conceptualise learning spaces when they are given the opportunity to do so in a workshop environment. Over a number of workshops, participants were encouraged to critique a space prototype and to re-design it according to their own views and vision of learning spaces to optimise pedagogical encounters. The findings suggest that the active involvement of students and teachers in space design endows participants with the power of reflection on the pedagogical process, which can be harnessed for the actual creation and innovation of learning spaces. 相似文献
3.
4.
乔宗敏 《重庆大学学报(英文版)》2005,4(2):121-124
1 Introduction 1 Let X as a compact metric space with the metric d and f :X → Xas a continuous map. For every nonnegative integer n , define f ninductively by f n = f ? f n?1, with f 0as the identity map on X . If there is a positive integer n such that f n( x )= x, the point x of X is called the periodic point of f and the least n is called the periodic point of x . A periodic point is called a fixed point. Denote the fixed points set and the periodic points set of f respectively by F ( f… 相似文献
5.
Clustering, as a powerful data mining technique for discovering interesting data distributions and patterns in the nderlying database, is used in many fields, such as statistical data analysis, pattern recognition, image processing, and other usiness applications. Density-based Spatial Clustering of Applications with Noise (DBSCAN) (Ester et al., 1996) is a good erformance clustering method for dealing with spatial data although it leaves many problems to be solved. For example, BSCA… 相似文献
6.
This paper explores how mathematicians build meaning through communicative activity involving talk, gesture and diagram. In
the course of describing mathematical concepts, mathematicians use these semiotic resources in ways that blur the distinction
between the mathematical and physical world. We shall argue that mathematical meaning of eigenvectors depends strongly on
both time and motion—hence, on physical interpretations of mathematical abstractions—which are dimensions of thinking that
are typically deliberately absent from formal, written definition of the concept. We shall also show how gesture and talk
contribute differently and uniquely to mathematical conceptualisation and further elaborate the claim that diagrams provide
an essential mediating role between the two. 相似文献
7.
LI Bo ZHAO Dong-feng SHI Bing-xin SHEN Bin 《重庆大学学报(英文版)》2005,4(3):164-169
Given a list of items and a sequence of variable-sized bins arriving one by one, it is NP-hard to pack the items into the bin list with a goal to minimize the total size of bins from the earliest one to the last used. In this paper a set of approximation algorithms is presented for cases in which the ability to preview at most k（〉=2） arriving bins is given. With the essential assumption that all bin sizes are not less than the largest item size, analytical results show the asymptotic worst case ratios of all k-bounded space and offiine algorithms are 2. Based on experiments by applying algorithms to instances in which item sizes and bin sizes are drawn independently from the continuous uniform distribution respectively in the interval [0,u] and [u,l ], averagecase experimental results show that, with fixed k, algorithms with the Best Fit packing（closing） rule are statistically better than those with the First Fit packing（closing） rule. 相似文献
8.
Two kinds of B-basis of the algebraic hyperbolic space 总被引：15，自引：2，他引：15
In this paper, two new kinds of B-basis functions called algebraic hyperbolic (AH) Bezier basis and AH B-Spline basis are presented in the space (?)k=span{1,t,...,tk-3,sinht,cosht}, in which K is an arbitrary integer larger than or equal to 3. They share most optimal properties as those of the Bezier basis and B-Spline basis respectively and can represent exactly some remarkable curves and surfaces such as the hyperbola, catenary, hyperbolic spiral and the hyperbolic paraboloid. The generation of tensor product surfaces of the AH B-Spline basis have two forms: AH B-Spline surface and AH T-Spline surface. 相似文献
9.
Amritanshu Prasad 《Resonance》2010,15(11):977-987
This is the first of a two-part series where we discuss the relation between the Gaussian binomial and multinomial coefficients
and ordinary binomial and multinomial coefficients from a combinatorial viewpoint, based on expositions by Knuth, Stanley
and Butler. 相似文献
10.
11.
This article in two parts presents a brief overview of the Sun’s mysteries revealed from space observations, using recent
solar spacecrafts: Yohkoh, SOHO, TRACE and RHESSI. 相似文献
12.
Amritanshu Prasad 《Resonance》2010,15(12):1074-1083
This is the second of a two-part article where we discuss the relation between the Gaussian binomial and multinomial coefficients
and ordinary binomial and multinomial coefficients from a combinatorial viewpoint, based on expositions by Knuth, Stanley
and Butler. 相似文献
13.
14.
Secret sharing and digital signature is an important research area in information security and has wide applications in such fields as safeguarding and legal use of confidential information, secure multiparty computation and electronic commerce. But up to now, study of signature based on general vector space secret sharing is very weak. Aiming at this drawback, the authors did some research on vector space secret sharing against cheaters, and proposed an efficient but secure vector space se… 相似文献
15.
16.
Shirley Pendlebury 《Cambridge Journal of Education》1998,28(3):333-349
South Africa's most urgent and difficult project is to reconstruct all spheres of public life so as to establish enabling conditions for a flourishing and peaceful democracy. A viable education system with committed, competent and confident teachers is a primary condition for accomplishing these ends. This article offers a critical account of current attempts to transform teacher education and development. Against a sketch of inherited ways of using time and space in teacher education in South Africa, the article assesses change in three ‘spaces‘‐‐public space, evaluative space and pedagogical space‐‐and related changes in time. A fourth space of change‐‐institutional space‐‐is mentioned in so far as it affects the other three. I argue that the main direction of change is from insulated space and interrupted time to porous space and continuous time. While this direction has promising possibilities, it is not without pitfalls. 相似文献
17.
Philippa Sheail 《Learning, Media and Technology》2018,43(1):56-69
This paper explores the concept of translocality, of being ‘simultaneously situated’ in more than one place, in the context of ‘distance’ education in the digital university. The author works with the concept of critical time to propose an additional term, transtemporality, to also recognise the multiple times and temporalities engaged and interwoven in digitally connected spaces of work and study. The paper draws on interview material from an institutional case study of expansion in digital education, paying particular attention to student locations in time and space, arguing that recognising the shifting time–space of the campus is essential to supporting and teaching growing numbers of distance and part-time students. The author proposes that, rather than digital connections being viewed as a form of ‘reaching out’ from the university campus to the wider world, the digital university might be considered, in its translocal and transtemporal form, as an opening up of the idea of the university; embodied and imagined through strong connections across multiple locations, times and temporalities. 相似文献
18.
Mayke W.C. Vereijken Roeland M. van der Rijst Jan H. van Driel Friedo W. Dekker 《Teaching in Higher Education》2018,23(4):522-542
Growing interest in student research projects in higher education has led to an emphasis on research supervision. We focus in this study on novice supervisors’ approaches to research supervision as they explore their practices and experience difficulties supervising medicalstudents. Teacher noticing was used as a sensitising concept and relations with teacher dilemmas were explored in the research supervision context. To provide in-depth insights into supervisors’ practices and pedagogical choices, twelve stimulated recall interviews with supervisors were analysed. The supervisors were involved in individual undergraduate or master degree student research projects at a research-intensive university. Analysis revealed four kinds of dilemmas which may influence research supervision practices, namely questions regarding regulation, student needs, the student-supervisor relationship and supervisors’ professional identity. We explain the relationship between novice supervisors’ practices and dilemmas in detail. Implications are given to enhance initiatives for professional development of supervisors. 相似文献
19.
《Ethnography and Education》2013,8(3):265-280
This interpretive study explores the relationship between spatial qualities and school-parent engagement in three primary schools which serve low income periurban Indigenous families in north Australia. Drawing from interviews with educators and parents, school-based observations and community fieldwork conducted over the course of two years in two different towns, we found that educators are very concerned that schools, as western institutions, present cultural and physical barriers to effective engagement; but that this view is not shared by Indigenous parents. Rather than seeing this as a simple issue of cultural difference, our analysis seeks to unravel the curious way in which the otherness of school space is acknowledged in educator discourse. Only some place features of school are suggested as a barrier by educators while other aspects – such as the clear identification of insiders and outsiders through school routines and locales – remain unremarked. We conclude by suggesting that schools are inherently exclusionary, a foundational fact which both parents and educators accept and respond to, in ways which both explain the push for engagement within education policy and its irrelevance as a concern for parents. 相似文献
20.
Chad William Timm 《International journal of qualitative studies in education》2013,26(3):308-329
Even before withstanding one of the most devastating economic crises in American history, families living in poverty have battled a dominant discourse that labels them as lacking personal responsibility, initiative, and the ability to make “good” choices. This discourse is reflected in the parent-involvement mandates of the No Child Left Behind Act, where parents living in poverty are expected to sign contracts promising to take a more active role in the education of their children. This study describes what it looked like when a grassroots, Community Based Organization (CBO) dedicated to speaking back to this dominant discourse partnered with an urban public school system to simultaneously help families leave poverty and improve the academic success of their children. This paper illustrates what it looks like when families living in poverty speak back to the dominant discourse, seek validation for their non-dominant discourses, and enter a potentially liberating Third Space between. 相似文献