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101.
Zusammenfassung. In der vorliegenden Arbeit wird ein mehrf?dig superskalarer Prozessor im Hinblick auf Multimediaverarbeitung entworfen und
mit einem Multimediaprogramm als Last getestet. Neu ist hierbei die Kombination von Multimediabefehlen mit der mehrf?digen
Prozessortechnik und deren Evaluierung mit einer realistischen Last aus dem Multimediabereich. Diese Last besteht aus einem
handoptimierten MPEG-2-Video-Decodierungsalgorithmus, der nicht nur intensiv Multimediabefehle, sondern durch kooperative
Mehrf?digkeit auch grobk?rnige Parallelit?t nutzt. Verschiedene Konfigurationen des vorgeschlagenen Prozessors werden untersucht,
um potentielle Flaschenh?lse zu identifizieren und soweit m?glich zu eliminieren. Es zeigt sich, dass ein mehrf?dig superskalarer
Prozessor mit Multimediaerweiterungen in der Lage ist, einen um einen Faktor drei h?heren IPC-Wert (Instructions per Cycle)
zu erreichen als ein gleichwertiger Superskalarprozessor, der nur einen Kontrollfaden gleichzeitig ausführt.
Eingegangen am 4. April 2000 / Angenommen am 26. Juli 2000 相似文献
102.
Frank Crasborn Paul Hennissen Niels Brouwer Fred Korthagen Theo Bergen 《Teaching and Teacher Education》2008
Mentor teachers need a versatile supervisory skills repertoire. Besides taking the prevalent role of daily advisor and instructor, mentor teachers should also be able to stimulate reflection in student teachers. Video recordings of 60 mentoring dialogues were analysed, both before and after a mentor teacher training aimed at developing the encourager role. Mentor teachers’ repertoires of supervisory skills were found to consist of an average of seven supervisory skills. After training, a shift was observed in the frequencies and duration with which supervisory skills were used. Although considerable inter-individual variability existed between mentor teachers, training positively affected the use of supervisory skills for stimulating reflection in student teachers. 相似文献
103.
Slot Esther Akkerman Sanne Wubbels Theo 《European Journal of Psychology of Education - EJPE》2019,34(1):25-43
This study examined daily experiences of interest in and across the social contexts of family and in- and out-of-school peers. Forty-two Dutch adolescents, aged 13–15 years, provided us with 2 weeks of experience sampling data on their engagement in interesting topics and activities throughout their daily lives. Findings show that adolescent daily life included a diverse range of parallel interests. School-related interests made up a substantial part of adolescents’ daily lives, challenging the idea of mere disengagement of secondary school students in academics. Findings also show that some interests are strongly bound to a specific context, while others appear across family and peer contexts. This indicates how multiple contexts can simultaneously feed interests, something that calls for further across-context research of interest development.
相似文献104.
Fabienne M. Van der Kleij Jorine A. Vermeulen Kim Schildkamp Theo J.H.M. Eggen 《Assessment in Education: Principles, Policy & Practice》2015,22(3):324-343
Recent research has highlighted the lack of a uniform definition of formative assessment, although its effectiveness is widely acknowledged. This paper addresses the theoretical differences and similarities amongst three approaches to formative assessment that are currently most frequently discussed in educational research literature: data-based decision making (DBDM), Assessment for Learning (AfL) and diagnostic testing (DT). Furthermore, the differences and similarities in the implementation of each approach were explored. This analysis shows that although differences exist amongst the theoretical underpinnings of DBDM, AfL and DT, the combination of these approaches can create more informed learning environments. The thoughtful integration of the three assessment approaches should lead to more valid formative decisions, if a range of evidence about student learning is used to continuously optimise student learning. 相似文献
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106.
The evaluation of developmental interventions has been hampered by a lack of practical, reliable, and objective developmental assessment systems. This article describes the construction of a domain-general computerized developmental assessment system for texts: the Lexical Abstraction Assessment System (LAAS). The LAAS provides assessments of the order of hierarchical complexity of oral and written texts, employing scoring rules developed with predictive discriminant analysis. The LAAS is made possible by a feature of conceptual structure we call hierarchical order of abstraction, which produces systematic quantifiable changes in lexical composition with development. The LAAS produces scores that agree with human ratings of hierarchical complexity more than 80% of the time within one-third of a complexity order across 6 complexity orders (18 levels), spanning the portion of the lifespan from about 4 years of age through adulthood. This corresponds to a Kendall's tau of .93. 相似文献
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