IPv4／IPv6的共存与过渡   总被引：1，自引：0，他引：1  

Fred Baker 《中国教育网络》2009,(5):28-29

因特网正面临从传统1Pv4到IPv6的转变以及一段时期的共存。本文是一个技术人员结合IETF的工作对IP和IP网络的发展道路的看法。  相似文献   

Velocity and acceleration before contact in the tackle during rugby union matches     

Sharief Hendricks  David Karpul  Fred Nicolls  Michael Lambert 《Journal of sports sciences》2013,31(12):1215-1224

Abstract

The velocity and acceleration at which the ball-carrier or tackler enters the tackle may contribute to winning the contest and prevailing injury free. Velocity and acceleration have been quantified in controlled settings, whereas in match-play it has been subjectively described. The purpose of this study was to determine the velocity and acceleration of the ball-carrier and tackler before contact during match-play in three competitions (Super 14, Varsity Cup, and Under-19 Currie Cup). Using a two-dimensional scaled version of the field, the velocity and acceleration of the ball-carrier and tackler were measured at every 0.1 s to contact for 0.5 s. For front-on tackles, a significant difference (P < 0.05) between the ball-carrier (4.6 ± 1 m · s^–1) and tackler (7.1 ± 3.5 m · s^–1) was found at the 0.5 s time to contact interval in the Varsity Cup. For side-on tackles, differences between the two opposing players were found at 0.5 s (ball-carrier: 4.6 ± 1.7 m · s^–1; tackler: 3.1 ± 1.2 m · s^–1) and 0.4 s (ball-carrier: 6.3 ± 2.3 m · s^–1; tackler: 3.7 ± 1.6 m · s^–1) at Under-19 level. After 0.4 s, no significant differences (P > 0.05) were evident. Also, the ball-carrier's velocity over the 0.5 s was relatively stable compared with that of the tackler. Results suggest that tacklers adjust their velocity to reach a suitable relative velocity before making contact with the ball-carrier.  相似文献   

Needs of Pupils in Relation to Athletic Competition at the Junior High School Level     

Carlton R. Meyers  Fred W. Ohnmacht 《Research quarterly for exercise and sport》2013,84(4):521-524

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Facilitating teachers' professional growth through their involvement in creating context-based materials in science     

June M. George  Fred Lubben   《International Journal of Educational Development》2002,22(6):419

This paper traces the professional growth of science teachers in Trinidad and Tobago through their involvement in the production of context-based resource materials relevant to the lives of their students during workshop sessions. Grounded theory methods were used to analyse pre- and post-workshop questionnaire responses, tape-recorded group discussions and several draft lesson outlines. The findings show that professional growth is indicated by changes in the nature of the contexts chosen as lesson foci, the role of these contexts in the overall lesson design, and teachers' perceptions of contextualised teaching. Conflicts between students' cultural and scientific understandings were not addressed by these teachers.  相似文献   

Investigating learning in science at the primary school level     

Fred Biddulph  Roger Osborne  Peter Freyberg 《Research in Science Education》1983,13(1):223-232

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“I find it odd that people have to highlight other people’s differences – even when there are none”: Experiential learning and interculturality in teacher education     

Fred Dervin 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2017,63(1):87-102

This article examines the role of experiential learning in developing intercultural competences in the context of teacher education in Finland. Local and foreign students studying to become teachers were asked to write five short narratives each about meaningful intercultural encounters they experienced prior to enrolling in an intercultural course. Based on these narratives, the author analyses the potential overlap between the way the students reflect on and interpret these encounters and an understanding of interculturality which concentrates on the construction of self–other and social justice. The discourse analysis of the students’ narratives shows that in most cases, important intercultural learning seems to have already taken place before these students embarked on the course. The article ends with a discussion of the importance of starting from this observation in teacher education and of providing the student teachers with theoretical tools and methods which can support them in expanding their understanding of interculturality in their job as teachers.  相似文献   

Effects of key state policies on private colleges and universities: sustaining private-sector capacity in the face of the higher education access challenge     

Fred Thompson  William Zumeta   《Economics of Education Review》2001,20(6):303

The relationship between key state policy variables — (1) relative (private–public) tuition prices, (2) state student-aid funding, and (3) public institution density — and the competitive position of private colleges and universities is examined. Elite private schools are found to be nearly impervious to state policy. Large and moderately selective private institutions are adversely affected by public institution density and low public prices. Such prices divert students who would otherwise prefer these private institutions to similar public schools. State student aid funding most affects the enrollment market shares of the small, low-selectivity private colleges enrolling the greatest proportions of minority and modest-income students. The findings suggest state policies in this era of strong demand for higher education and constrained public sector capacity should use price signals (student aid and public institution pricing) to encourage students to consider seriously whether private higher education might serve their needs as well as or better than public institutions.  相似文献   

Becoming a Supervisor: Doctoral Student Perceptions of the Training Experience     

Kaye W. Nelson  Marvarene Oliver  Fred Capps 《Counselor Education & Supervision》2006,46(1):17-31

Thirteen doctoral students, 7 Caucasians and 6 Hispanics, participated over 3 semesters of practicum/internship in a qualitative research project exploring the experience of becoming supervisors. A follow‐up study with 5 different doctoral students confirmed and refined findings 1½ years later. The research team of 2 female faculty members and 1 male research assistant (the authors) identified 6 themes emerging from individual and group interviews with supervisors‐in‐training regarding the process of becoming a supervisor: (a) learning, (b) supervisee growth, (c) individual uniqueness, (d) reflection, (e) connections, and (f) putting it all together.  相似文献   

The Concept of Cycles for Environmental Education     

Rob Boschhuizen  Fred G. Brinkman 《Environmental Education Research》1995,1(2):147-158

The concept of ‘cycles’ could be an integrative one for learning about environmental issues within several school subject areas. This concept is the subject of this study with the following question: what are the ideas secondary school students associate with the word ‘cycles’ before instruction? Students formulate their associations on the stimulus word ‘cycles’ in terms of the school subject areas ‘biology’ and ‘environment’ more than in terms of the subject areas geography or other sciences. In their formulations a restricted number of cycle ideas, relevant for the use of cycles as an integrative concept in environmental education, occurs. Possibilities for making use of the concept of cycles in lower and higher secondary environmental education are discussed.  相似文献   

Types and frequencies of feedback interventions in classroom interaction in secondary education     

Lia Voerman  Paulien C. Meijer  Fred A.J. Korthagen  Robert Jan Simons 《Teaching and Teacher Education》2012

Contributing to the growing amount of literature on learning–enhancing feedback, this article attempts to distinguish between progress feedback and discrepancy feedback. Building on relevant literature drawn from psychology, we propose the use of a ratio of 3:1, positive:negative feedback. We analyzed contiguous 10 min blocks of classroom interactions from 78 teachers. Findings indicate that teachers seldom provide the types of feedback interventions identified as effective in enhancing learning in the course of typical classroom interactions. We examine potential explanations for this, discuss the consequences of this finding on teacher education and professional development, and offer several opportunities for future research.  相似文献