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731.
Young‐Hoo Kwon Jeffrey B. Casebolt 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(2):315-340
One of the most serious obstacles to accurate quantification of the underwater motion of a swimmer's body is image deformation caused by refraction. Refraction occurs at the water‐air interface plane (glass) owing to the density difference. Camera calibration‐reconstruction algorithms commonly used in aquatic research do not have the capability to correct this refraction‐induced nonlinear image deformation and produce large reconstruction errors. The aim of this paper is to provide a thorough review of: the nature of the refraction‐induced image deformation and its behaviour in underwater object‐space plane reconstruction; the intrinsic shortcomings of the Direct Linear Transformation (DLT) method in underwater motion analysis; experimental conditions that interact with refraction; and alternative algorithms and strategies that can be used to improve the calibration‐reconstruction accuracy. Although it is impossible to remove the refraction error completely in conventional camera calibration‐reconstruction methods, it is possible to improve the accuracy to some extent by manipulating experimental conditions or calibration frame characteristics. Alternative algorithms, such as the localized DLT and the double‐plane method are also available for error reduction. The ultimate solution for the refraction problem is to develop underwater camera calibration and reconstruction algorithms that have the capability to correct refraction. 相似文献
732.
Leslie Gunter Paul Caldarella Byran B. Korth K. Richard Young 《Early Childhood Education Journal》2012,40(3):151-159
The inclusion of social and emotional learning (SEL) curricula in preschools may help prevent emotional and behavioral problems.
This study evaluated the effects of a SEL curriculum, Strong Start Pre-K, on the social and emotional competence of 52 preschool students using a quasi-experimental, non-equivalent control group
design. Teachers rated students’ emotional regulation, internalizing behaviors, and the quality of the student–teacher relationship.
Results indicated a significant decrease of internalizing behaviors and more improvement in the student–teacher relationship
in the treatment conditions. Results also supported the use of the optional booster lessons contained in the curriculum. Treatment
integrity and social validity ratings of Strong Start Pre-K were high. Limitations and implications of this study are addressed. 相似文献
733.
Young Imm Kang Song 《Environmental Education Research》2012,18(6):797-813
This paper explores how environmental education through ecological art can help students develop creativity, critical thinking, and an arts-informed notion of being a citizen of the world. In illustrating the importance of uncovering the relationship between environmental education and ecological art, the paper examines how this may be used to promote intellectual development, inspiration, and a greater consciousness about social and environmental issues. Through a discussion of examples of classroom projects and processes that integrate art into the curriculum, the paper examines how teachers can use the work of ecological artists to help students learn to ask questions and examine contextual information about ecological art, which are argued to be essential for engagement and motivation. The paper also discusses how infusing ecological art into environmental education can help individuals develop a greater sense of connection with nature both within and beyond the classroom setting. 相似文献
734.
Mijung Kim Heesook Yoon Young Rae Ji Jinwoong Song 《International Journal of Science and Mathematics Education》2012,10(1):71-97
With recognition of the importance of scientific literacy for the nation and yet the increasing students’ disinterest in science
through school science curriculum, the Korea Science Foundation launched an innovative program called ‘Everyday Science Class
(ESC)’ in partnership with universities and local government offices in 2003. In this work, we introduce the structure and
dynamics of the ESC program in K-district through examining (1) how everyday contexts helped learners’ perceptions and attitudes
toward science and (2) how the dynamics of learning environments effected learners’ learning process. We employed interviews
and video recording of classes for data collection. To analyze the data, we used the process of thematic coding to understand
the outcomes and effects of ESC program. The research findings showed that everyday context and a unique environment of learning
with parents in the ESC program could bring forth learners’ understandings on the connection between science and their everyday
lives and positive attitudes toward science learning. We also found that there were certain issues to be taken into account
in terms of children’s cognitive development for further development. 相似文献
735.
Young Man Ko Wonsik Shim Soon-Hee Pyo Ji Sang Chang Hye Kyung Chung 《Library & information science research》2012
The economic value of public libraries for local residents in Korea was measured. An economic-value measurement model that enables the estimation of diverse types of public library services was designed, using a conditional-value measurement method. Benefits were taken as the value of the main services provided by public libraries, such as accessibility to informational materials, facilities, and programs. Costs included the total amount of expenses at libraries such as personnel expenses, materials purchasing expenses, and other operational costs. Data were collected from 1220 users from 22 public libraries in the province of Seoul/Gyeonggi-do and the other seven Korean provinces. The return on investment (ROI) was calculated to be 3.66. 相似文献
736.
This research investigates how people’s perceptions of information retrieval (IR) systems, their perceptions of search tasks, and their perceptions of self-efficacy influence the amount of invested mental effort (AIME) they put into using two different IR systems: a Web search engine and a library system. It also explores the impact of mental effort on an end user’s search experience. To assess AIME in online searching, two experiments were conducted using these methods: Experiment 1 relied on self-reports and Experiment 2 employed the dual-task technique. In both experiments, data were collected through search transaction logs, a pre-search background questionnaire, a post-search questionnaire and an interview. Important findings are these: (1) subjects invested greater mental effort searching a library system than searching the Web; (2) subjects put little effort into Web searching because of their high sense of self-efficacy in their searching ability and their perception of the easiness of the Web; (3) subjects did not recognize that putting mental effort into searching was something needed to improve the search results; and (4) data collected from multiple sources proved to be effective for assessing mental effort in online searching. 相似文献
737.
738.
739.
Sheena Young 《Learning, Media and Technology》1982,8(3):181-185
The school television series, providing a valuable resource for teachers, depends on reaction from those teachers. Their opinions will decide whether series should be scrapped, continued or remade. The teacher's method of use will also influence production technique but there is little evidence to indicate that the ability to record has changed the style of viewing sessions. 相似文献
740.
The authors work in a city local education authority Special Educational Needs Support Service with an Anti-Bullying Project that continues to develop effective approaches to dealing with bullying in schools. This paper describes the project's use of Solution Focused Brief Therapy (SFBT) and reports on the outcomes of a large number of interventions, particularly with pupils of secondary school age. The support group approach, developed within this project and published in Educational Psychology in Practice, is referred to in the government's anti-bullying pack as a key strategy. The authors show that SFBT provides another effective strategy to support pupils vulnerable to bullying in both primary and secondary schools. 相似文献