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提出了一种以 FA RIMA( p,d,q)模型为基础 ,对 MPEG VBR业务在综合业务网络传输的带宽进行动态分配的新方法 .FARIMA( p,d,q)模型既可描述业务的长相关特性 ,又可描述业务的短相关特性 ,以其为基础的业务预测较准确 .文中对建模和预报方法进行了简化 ,并通过仿真进行了验证 .结果表明本方法可减少对缓冲区的需求 ,并减少了丢包率 相似文献
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R. A. C. OLIVER 《Higher Education Quarterly》1960,14(2):185-186
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ISABELLE D. CHERNEY LISA KELLY-VANCE KATRINA GILL GLOVER AMY RUANE BRIGETTE OLIVER RYALLS 《教育心理学》2003,23(1):95-106
The goals of the present study were to identify the impact particular stereotyped toys have on young children's complexity of play; to identify how these behaviours may influence children's cognitive development using play assessment; and to ascertain the toys that would be most appropriate for use in play assessment sessions. A total of 30 children who ranged in age from 18-47 months were observed playing for 30 minutes in a playroom. Analyses revealed that higher levels of play complexity were only manifested when children played with female stereotyped toys. The implications for practitioners of this and other findings are discussed. 相似文献
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This study analyses and describes the links between the curriculum policies of one urban school district in the US and an intervention by the economics firm Standard &; Poor’s (S&;P). It characterizes the languages and values introduced to the district leadership by S&;P as ideologically neoliberal. This school‐level case study that makes clear the connections between the introduction of neoliberal languages and values, local‐level curriculum policies, and the resulting experiences of teachers and children in the US. In the end, it offers a case study of the ways corporate forces, such as S&;P, are extending their reaches beyond national and state‐level policy bodies to local communities to further legitimize the neoliberal project and to ‘reform’ schools in ways that grow their own profitability. 相似文献
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This research project focuses on teacher education in a field-based methods course. We were interested in understanding what could be when we worked with pre-service teachers in a high school physical education class to assist them in the process of learning to listen and respond to their students in ways that might better facilitate young people’s interest, motivation and learning. To develop a theoretical understanding of what happened in this field-based methods course designed to promote listening and responding to students as a way to guide curriculum, we utilised grounded theory. In this paper, we describe a model, student-centred inquiry as curriculum, which includes a cyclical process of building the foundation, planning, responding to students, listening to respond and analysing the responses. Student centred-inquiry as curriculum is a blending of action in the historical, localised and particular lived realities of students and teachers illuminated through inquiry with the simultaneous engagement of autobiographies, the negotiation of student voice and the social construction of content. We discuss this model as a possibility for transforming the status quo of teacher education and K-12 schools. 相似文献
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Professional burnout and factors related to the burnout phenomenon are issues that frequently appear in the current literature. Empirical studies to establish the relationships between perceived burnout and pertinent personal or organizational characteristics are difficult to find, however. This exploratory study sought to investigate relationships between counselors' felt degree of burnout and their perceptions of school leadership style, themselves, their job, and their clients. It was found that leadership style in the school was related to counselor's perceptions of themselves and their jobs, but not to their views of their clients or their own potency. Further, it was found that self-reported burnout was strongly related to counselors' perceptions and that self, job, and clients were all perceived more negatively as burnout increased. 相似文献