USING TAPE‐CODE: PRODUCTION ASPECTS     

Carl Neads 《Learning, Media and Technology》1976,2(4):117-118

A system of tape‐code has been in operation for two years in the Television Unit of the University of Liverpool (Hyde, 1975). It has proved to be a useful production aid and can free the producer from standing over the shoulders of the videotape editor during the editing process. This paper describes a procedure for annotating the instructions to the editor clearly and unambiguously.  相似文献   

Teaching the design and interpretation of graphs through computer-aided graphical data analysis     

David F. Jackson  Billie Jean Edwards  Carl F. Berger 《科学教学研究杂志》1993,30(5):483-501

Graphs are one of the primary means of exploration and communication in the practice of science, but students in science laboratories are customarily taught only the low-level mechanics of constructing a single kind of graph when given a table of information. The use of a microcomputer can relieve the drudgery of plotting, allowing students to pursue higher-level issues in the design and interpretation of graphs through repeated “thought experiments.” We introduced computer-assisted graphical data analysis to inner-city high school students with weak math and science backgrounds, emphasizing the dynamic manipulation of various kinds of graphs to answer specific questions. Drawing on extensive recordings and classroom observations, we describe examples of the performance of these students on open-ended problem-solving tasks in which graphs can be used to arrive at meaningful answers to applied data analysis problems.  相似文献   

Foreword     

Carl J. Lange 《ASHE Higher Education Report》1974,3(4):i-i

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Evaluating a computer‐based reading programme with children with Intellectual Disabilities: feasibility and pilot research     

Emily J. Roberts-Tyler  John Carl Hughes  Richard P. Hastings 《Journal of Research in Special Educational Needs》2020,20(1):14-26

Increasing evidence indicates that individuals with Intellectual Disabilities (ID) might benefit from phonics‐based reading instruction. However, research and instruction in this field has predominantly focused on sight word reading. Models for complex interventions recommend that feasibility research be conducted prior to conducting randomised studies to assess efficacy of interventions (Thabane et al., 2010). The aim of the current paper is therefore to investigate feasibility questions relating to conducting a full‐scale randomised controlled trial (RCT) evaluation of an online, phonics‐based reading programme (Headsprout^? Early Reading; HER) with children with ID. Employing a randomised pre‐test post‐test group design, this study explores and trials important aspects of a RCT evaluation to inform a full‐scale RCT. We also found that HER had a significant effect on reading skills when compared with ‘education as usual’, with large effect sizes on the main outcome measure. This indicates that further, more robust evaluations using HER with children with ID are a worthwhile pursuit.  相似文献   

Bullying, violence, and risk behavior in South African school students     

Liang H  Flisher AJ  Lombard CJ 《Child abuse & neglect》2007,31(2):161-171

OBJECTIVES: To examine the prevalence of bullying behavior in adolescents from Cape Town and Durban, South Africa, and the association of these behaviors with levels of violence and risk behavior. METHOD: Five thousand and seventy-four adolescent schoolchildren in grade 8 (mean age 14.2 years) and grade 11 (mean age 17.4 years) at 72 Government schools in Cape Town and Durban, South Africa completed self-report questionnaires on participation in bullying, violent, anti-social and risk behaviors. RESULTS: Over a third (36.3%) of students were involved in bullying behavior, 8.2% as bullies, 19.3% as victims and 8.7% as bully-victims (those that are both bullied and bully others). Male students were most at risk of both perpetration and victimization, with younger boys more vulnerable to victimization. Violent and anti-social behaviors were increased in bullies, victims and bully-victims compared to controls not involved in any bullying behavior (p<.01 in all cases). Risk taking behavior was elevated for bullies and bully-victims, but for victims was largely comparable to controls. Victims were less likely to smoke than controls (odds ratio .83, p<.05). Bully-victims showed largely comparable violent, anti-social and risk taking behavior profiles to bullies. Bully-victims showed comparable suicidal ideation and smoking profiles to victims. CONCLUSIONS: Results were in keeping with Western findings. Involvement in bullying is a common problem for young South Africans. Bullying behavior can act as an indicator of violent, anti-social and risk-taking behaviors.  相似文献   

Both Wrong and Bad     

Carl Cohen 《Academic Questions》2013,26(1):78-89

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Foreword     

Carl J. Lange 《ASHE Higher Education Report》1972,1(9):v-v

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Effects of modified-implement training on fast bowling in cricket     

Petersen CJ  Wilson BD  Hopkins WG 《Journal of sports sciences》2004,22(11-12):1035-1039

The effects of training with overweight and underweight cricket balls on fast-bowling speed and accuracy were investigated in senior club cricket bowlers randomly assigned to either a traditional (n = 9) or modified-implement training (n = 7) group. Both groups performed bowling training three times a week for 10 weeks. The traditional training group bowled only regulation cricket balls (156 g), whereas the modified-implement training group bowled a combination of overweight (161-181 g), underweight (151-131 g) and regulation cricket balls. A radar gun measured the speed of 18 consecutive deliveries for each bowler before, during and after the training period. Video recordings of the deliveries were also analysed to determine bowling accuracy in terms of first-bounce distance from the stumps. Bowling speed, which was initially 108 +/- 5 km h(-1) (mean +/- standard deviation), increased in the modified-implement training group by 4.0 km x h(-1) and in the traditional training group by 1.3 km x h(-1) (difference, 2.7 km x h(-1); 90% confidence limits, 1.2 to 4.2 km x h(-1)). For a minimum worthwhile change of 5 km x h(-1), the chances that the true effect on bowling speed was practically beneficial/trivial/harmful were 1.0/99/< 0.1%. For bowling accuracy, the chances were 1/48/51%. This modified-implement training programme is not a useful training strategy for club cricketers.  相似文献   

Children's Literature,Past and Present: Is There a Future?     

Carol Lynch-Brown  Carl M. Tomlinson 《Peabody Journal of Education》2013,88(3-4):228-252

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Child Development and Personality (3d Ed.) by Paul Henry Mussen,John Janeway Conger,and Jerome Kagan. New York: Harper & Row, 1969. xiv + 795 pp     

Carl Bereiter 《The Educational forum》2013,77(3):434-435

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