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Project InSights is a community vision education and outreach program designed to utilize trained older adult volunteers to educate their peers about age-related vision loss and the benefits of vision rehabilitation for people who are visually impaired. Volunteers conduct programs that motivate attendees to maintain their vision health and provide information about available services and resources in the community. The overall goal is to prevent unnecessary functional disability among older adults with vision impairment. Peer education is based on the assumption that people are more likely to listen to their contemporaries, and Project InSights uses this approach. A nine-month evaluation of Project InSights was conducted to determine program effectiveness, volunteer and attendee satisfaction, and suggestions for program modification. Data were gathered from two perspectives--program attendees and volunteers--via telephone interviews and evaluation forms completed by program attendees. Program attendees (90 % ) stated that they learned something new that could help them or someone they know who has a vision problem. Volunteers (98 % ) would recommend others to become an InSights volunteer because they are providing an important service. Results indicate that Project InSights was viewed as a valuable community resource by all involved. 相似文献
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Gunvor Birkeland Wilhelmsen Monica L. Aanstad Eva Iren B. Leirvik 《Support for Learning》2015,30(2):134-149
This article presents experiences from vision research implemented in education and argues for the need for teachers with visual competence and insight into suitable methods for stimulation and learning. A new type of continuing professional development (CPD) focuses on the role of vision in children's learning and development, the consequences of frequently occurring vision disturbances and related new educational possibilities. Participating teachers undertake a period of practical teaching training in their home community. Two students' cases visualise the need to break out of the narrow definition of visual impairment and become capable of evaluating the visual challenges affecting many pupils and their learning. The two cases presented represent various issues of visual challenges; both reached a better functional level, including better reading, following improved vision after the educational interventions. These results illustrate that vision competence in schools is most useful and ought to be widely accessible. 相似文献
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Robyn M. Gillies Karen Knight A.J. Baglioni Jr. 《International Journal of Disability, Development & Education》1998,45(4):397-409
Unemployment and underemployment have, for many years, been a social and economic problem for people with disabilities. This study looks at consumers’ perceptions of access to employment for people who are blind or vision impaired as one target group within the disability field. Using the Employment Access Questionnaire (EAQ), the perceptions of people who are blind or vision impaired were compared with the perceptions of people who are not blind or vision impaired (nondisabled). Results of the study indicated that people who are blind or vision impaired and people who are nondisabled view work as equally important in their lives. However, people who are blind or vision impaired reported that they were significantly less satisfied with career development and services and training opportunities as compared with their peers who were nondisabled. A factor analysis of the data gathered from 85 blind or vision impaired and 84 nondisabled participants revealed a four factor structure for the EAQ. These results are discussed with reference to previous work in this area and suggestions for future research are proposed. 相似文献
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Greg Brooks 《European Journal of Education》2013,48(4):557-569
The report of the European Union High Level Group of Experts on Literacy presents a clear statement of their vision for the future of literacy in our continent. The first part of the statement is: ‘All citizens of Europe shall be literate, so as to achieve their aspirations as individuals, family members, workers and citizens.’ How is this vision to be achieved? This article analyses 16 preconditions necessary for achieving the vision, classifying them as physiological, social, linguistic, educational, governmental and motivational. In each category these prerequisites are related to the Group's findings and recommendations, especially where current policy and provision may be lacking. For example, for most people, normal or corrected-to-normal vision and hearing are essential for literacy development. Arguably, this implies mass screening of young children at the appropriate ages so that problems can be identified and treated — but this is not in fact routine everywhere. The article concludes by analysing the Council of Ministers' conclusions of November 2012 against the framework provided by the prerequisites, in order to judge the likelihood of ambitious targets for 2020 being achieved in this ‘age of austerity’. 相似文献
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The challenges of social inclusion and access to the curriculum facing students with visual impairment in schools are well documented. The refreshed UK Vision Strategy (2013) seeks to improve education for students with vision impairment. In order to do this, it is important to understand how students with visual impairment experience education. This study used interpretative phenomenological analysis to examine and understand the way in which two vision-impaired students with albinism experienced inclusion and support in high school. The students, aged 16 and 15, had approximately 10% functional vision, stable from birth and had a record of additional support needs at their respective schools. They were interviewed using a simple schedule of open questions to explore their perceptions of inclusion and of using low-vision aids in school. The two main themes that emerged from the interviews were experiencing low vision in school and experiencing additional support in school. A negative cycle of inclusion was identified based on the students’ internalised feelings of difference. Discrepancy was identified between the low-vision aid priorities identified by experts and those identified by students. Recommendations are made to address these issues. 相似文献
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Kathy Jordan 《The Australian Educational Researcher》2011,38(4):417-431
It is well over 20 years since information and communication technologies (ICT) was first included as part of a future vision
for Australia’s schools. Since this time numerous national policies have been developed, which collectively articulate an
official discourse in support of a vision for ICT to be embedded in our schools, and routinely used by ‘digital’ learners
and ‘competent’ teachers alike. The purpose of this paper is to critique how ICT, teachers and learners are positioned in
this vision by an analysis of national school-education ICT policies from 1989 to the present day, including the National
Goals of Schooling policies, the Learning in an Online World suite of policies, several Ministerial Statements relating to
ICT and the recent A Digital Education Revolution policy. This paper suggests that determinist views of technology and a utopian
vision underpin these representations, which creates a flawed, future vision for ICT in school education and its use by teachers
and learners. 相似文献
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著名当代美国黑人女作家艾丽斯·沃克的长篇书信体小说<紫颜色>已成为当代西方女性主义文学经典.从黑人女性主义的立场出发探讨沃克在<紫颜色>中的黑人女性主义生存观,即黑人妇女以追求女性自我身份为精神内核,以写信,缝纫,唱布鲁斯民歌等创造力活动及黑人妇女内部的姐妹情谊为物质保障实现性别压迫和种族压迫下的自我解放和生存,并最终促使黑人男性改善自我,迈向自然,健康的人格. 相似文献
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YVES PUNIE 《European Journal of Education》2007,42(2):185-199
This article presents elements of a future vision of learning in the knowledge-based society which is enabled by ICT. It is not only based on extrapolations from trends and drivers that are shaping learning in Europe but also consists of a holistic attempt to envisage and anticipate future learning needs and requirements in the KBS. The 'learning spaces' vision puts learners at the centre of learning, but, at the same time, conceives learning as a social process. The potential of ICT-enabled learning spaces can only be realised, however, if it is embedded in a social and institutional context that is open to innovation and supported by a favourable policy environment. 相似文献
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在交通标志实时识别时,由于参考图像与实测图像非同时获取,摄像机与被摄交通标志之间的位置难以保证完全相同,致使所获取的交通标志参考图像与实测图像之间可能产生几何失真。几何失真对交通标志图像的识别结果有较大影响,因此寻找一种具有旋转和比例不变性的图像识别方法势在必行。基于不变矩的交通标志识别算法,首先对交通标志图像进行归一化处理,然后求其Hu矩,最后利用相关性测度算法进行比较。结果表明,算法针对旋转或缩放后的交通标志图像具有100%的识别率。 相似文献
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视觉设计是具有视觉传达功能的设计,是工业设计中的一项主要课程训练。本文所述为视觉设计训练的主要内容,以便于了解不同的视觉效果和特点。 相似文献
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科学的教育政策:教育践行科学发展观的支柱 总被引：2，自引：0，他引：2
教育事业的发展需要教育政策的支持,树立科学的教育发展观,首要任务是制定科学的教育政策,这是由教育政策的基本属性决定的:一方面,科学的教育政策以科学发展观为价值取向,受教育发展规律的指导,具有教育理论的特征;另一方面,科学的教育政策作为教育践行科学发展观的支柱,促进教育事业的全面、协调和可持续发展,又具有教育实践的特征。科学的教育政策是将教育理论通过复杂、合理的构建,并系统地作用于教育实践的桥梁。教育理论与教育实践发生作用的过程也是科学的教育政策系统运行的过程、完善的过程、发展的过程。 相似文献
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吴艺 《河北广播电视大学学报》2013,(1):93-96
加强大学与中小学合作（U-S合作）已经成为教师教育改革的发展趋势,我国U-S合作虽然较为普遍与多样,但是只有为数甚少的合作达到了一定深度,尚存在诸多问题。建立共同愿景、加强文化融合、健全运行机制、践行驻校教师模式对有效推进大学与中小学合作培养教师具有一定的意义。 相似文献
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Raymond M. Klein 《Reading and writing》2002,15(1-2):207-231
The definitions of developmental dyslexia andtemporal processing are discussed and severalconstruals of what a temporal processingdeficit might entail are illustrated. Then,using a framework developed by Farmer & Klein(1995), the proposal that a temporal processingdeficit (in vision, audition, or both) might bethe root cause of some proportion of cases ofdevelopmental dyslexia is introduced andvarious research strategies for testing thisproposal are identified. The symposium paperswhich address this general question using arange of these strategies are then criticallyreviewed. It is noted that whereas reading isa recent artifact not yet subject to any directselection pressure, its normal performancerequires the use of, and connections between,the highly evolved modules for visual patternrecognition and language. Within vision andlanguage redundant coding, which permitsperformance in the face of injuries anddegraded input, also makes it difficult todetect subtle deficits (whether temporal, ornot) unless precise tests are used. Yet suchdeficits may degrade performance on tasks (suchas reading) which require the non-copiousconnections between vision and language. Theefficacy of this pathway, I suggest, ismeasured by performance on the rapidautomatized naming (RAN) test. 相似文献
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双目定位跟踪系统涉及到的关键技术有摄像机标定、立体匹配和三维重建等.在三维重建阶段,利用匹配的结果采用最小二乘法计算定位标靶上标记的三维坐标.实验结果表明,在现有条件下,双目定位跟踪系统的定位精度比较高,相对误差在1%以内;基于此定位跟踪系统,能够初步准确完成对经络的三维定位和实时显示,为临床诊断治疗和基础教学提供直观的分析依据. 相似文献
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Jon A. Levisohn 《Journal of Jewish Education》2013,79(3):319-323
This articles extends the conversation begun by Levisohn in volume 71:1 of this journal, and continued by a number of respondents in volume 71:2. These articles identify two notable themes among the responses: The first is the issue of pluralism, and the tension between vision and exclusion. Despite the best of intentions, it seems unavoidable that vision-driven institutions must necessarily exclude certain ideas, certain practices, and most painfully, certain people; standing for something must always mean not standing for everything. Second, several respondents are concerned in one way or another with the very nature of an educational vision. Particularly, the question arises whether the construction of a vision around the key question, “What is an educated Jew?”, is limiting, either intellectually or practically. Beyond discussing these two themes, the article extends the conversation about vision in Jewish education by raising a concern, which the author attributes to Franz Rosenzweig, about the way in which a commitment to organizing institutions according to vision may obscure the fundamental need for openness and spontaneity in educational arrangements. 相似文献
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The term professional vision points to the many nuanced ways professionals see. This paper traces the development of a professional vision of a researcher and a teacher looking at classroom practices. The researcher’s interest was to capture and study notable aspects of the teacher’s practice. Through a coding scheme, disparate classroom events were organized and analyzed to yield a researcher’s professional vision of the teacher’s practices. For the teacher, through reviewing the video records of his own classroom practices, his professional vision provided a basis for him to reflect and develop professionally. Leveraging on the work of the researcher, he initiated and transformed his own practices. Their collaboration yielded a mutually informed development of professional vision of classroom practices. In juxtaposing the two developments, the researcher and the teacher’s views can be contrasted, their distinctive interests highlighted and common grounds explored. Some implications for developing professional vision are drawn, and it is in the common grounds of the teacher’s professional development and seeing with a goal of enhancing of student learning that hold some promise of a mutual interest in developing a professional vision of classroom practices. 相似文献