Development of a dialogue-based guidance system for narrow area navigation     

Yasuhiro Yoshida  Fumito Masui  Michal Ptaszynski 《Information processing & management》2021,58(4):102542

In this paper, we propose a dialogue-based navigation system for narrow areas (e.g., buildings, etc.). In particular, we develop Campus Navigation Partner System (CNPS), intended for the use by freshmen (first-year students) who are likely to get lost in the new environment on the university campus (with the campus of Kitami Institute of Technology set as the experimental environment). The CNPS operates on a smartphone and has the functions of facility navigation and indoor information presentation. Indoor environment navigation is typically a problematic task because GNSS (Global Navigation Satellite System) signals cannot be received with sufficient accuracy within concrete walls. Therefore, we utilized natural language dialogue as a navigation method that guides the users within the facility using navigation messages and images. To investigate the effectiveness of the constructed system, we conducted practical experiments with freshmen and senior students of the university and evaluated the performance of the navigation functionality. Moreover, we investigated the general impressions of the system which we evaluated separately with both freshmen and senior students to clarify the differences in evaluation viewpoints between freshmen and users experienced in the campus environment (graduate students, etc.).  相似文献   

Engaging in science practices in classrooms predicts increases in undergraduates' STEM motivation,identity, and achievement: A short-term longitudinal study     

Christine R. Starr  Lisa Hunter  Robin Dunkin  Susanna Honig  Rafael Palomino  Campbell Leaper 《科学教学研究杂志》2020,57(7):1093-1118

Our short-term longitudinal study explored undergraduate students' experiences with performing authentic science practices in the classroom in relation to their science achievement and course grades. In addition, classroom experiences (felt recognition as a scientist and perceived classroom climate) and changes over a 10-week academic term in STEM (science, technology, engineering, and mathematics) identity and motivation were tested as mediators. The sample comprised 1,079 undergraduate students from introductory biology classrooms (65.4% women, 37.6% Asian, 30.2% White, 25.1% Latinx). Using structural equation modeling (SEM), our hypothesized model was confirmed while controlling for class size and GPA. Performing science practices (e.g., hypothesizing or explaining results) positively predicted students' felt recognition as a scientist; and felt recognition positively predicted perceived classroom climate. In turn, felt recognition and classroom climate predicted increases over time in students' STEM motivation (expectancy-value beliefs), STEM identity, and STEM career aspirations. Finally, these factors predicted students' course grade. Both recognition as a scientist and positive classroom climate were more strongly related to outcomes among underrepresented minority (URM) students. Findings have implications for why large-format courses that emphasize opportunities for students to learn science practices are related to positive STEM outcomes, as well as why they may prove especially helpful for URM students. Practical implications include the importance of recognition as a scientist from professors, teaching assistants, and classmates in addition to curriculum that engages students in the authentic practices of science.  相似文献   

University faculty attitudes and knowledge about learning disabilities     

Orly Lipka  Marlyn Khouri  Michal Shecter-Lerner 《高等教育研究与发展》2020,39(5):982-996

ABSTRACT

Adults with learning disabilities (LD) constitute one of the fastest growing populations of students attending institutions of higher education. Faculty members play an important role in the adjustment and success of these students. The current study investigated the perceptions towards LD of faculty members at a public university in Israel. Specifically, the study examined the level of contact, attitudes, knowledge, and training of faculty members with respect to students with LD. The results demonstrated that faculty members overall had a significant amount of contact with and held positive attitudes towards students with LD. However, it appeared that faculty members would benefit from information regarding the current definition of LD, related legislation about LD and other disabilities, and training and support services for LD. Implications for practice and further research are discussed.  相似文献   

Pollution monitoring by dosimetry and passive diffusion sampling for evaluation of environmental conditions for paintings in microclimate frames     

Terje Grntoft  Marianne Odlyha  Peter Mottner  Elin Dahlin  Susana Lopez-Aparicio  Slawomir Jakiela  Mikkel Scharff  Guillermo Andrade  Michal Obarzanowski  Morten Ryhl-Svendsen  David Thickett  Stephen Hackney  Jrgen Wadum 《Journal of Cultural Heritage》2010,11(4):81-419

Pollutants and their potential degradation of paintings have been measured for the first time in microclimate frames (mc-frames), which are used to protect paintings. The pollutants that were measured include both inorganic pollutants, which originate mainly from external sources, and organic pollutants from mainly internal sources. Those originating from the outdoors enter rooms and subsequently mc-frames at a rate depending on the ventilation rates (air exchange rates) of the mc-frames. The concentration of gaseous pollutants emitted within the mc-frames will depend on net emission rates of the materials used to make the mc-frames, their design, and their ventilation rates. In the EU PROPAINT project measurements of gaseous air pollutants and climatic conditions were performed at various locations both inside and outside different state-of-the-art mc-frames. Diffusive passive pollution gas samplers were used together with different types of dosimeters. Results show that the dosimeters respond to either the photo-oxidizing conditions or the level of volatile organic acids in the environments both in the museums and within the mc-frames. Two dosimeters, the Early Warning Organic (EWO) made from a synthetic polymer and the Resin Mastic coated Piezo electric Quartz Crystals (RM-PQC) respond to photo-oxidation and showed higher values outside than inside the mc-frames. Two other dosimeters, the Glass Slide Dosimeter (GSD) and the Lead coated Piezo electric Quartz Crystals (L-PQC) respond to volatile organic acids and yielded higher values inside than outside the mc-frames. This study emphasizes the need for further work to determine environmental damage functions for paintings, in particular for the effects of organic acids. Such information is essential for the evaluation of the protective effects of mc-frames for paintings. The use of mc-frames is increasing and it is very important to know that this protective measure does not introduce new risks.  相似文献   

The role of RAN and reading rate in predicting reading self-concept     

Ronen Kasperski  Michal Shany  Tami Katzir 《Reading and writing》2016,29(1):117-136

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Perceptions of School Administration Team Members concerning inclusion in Israel: are they in congruence with the ecological sustainable perspective?          下载免费PDF全文

Michal Shani  Drorit Ram 《British Journal of Special Education》2015,42(3):301-318

Based on an ecological perspective, inclusive education should involve two essential components: a shared ideology of providing a culturally responsive educational system where the needs of every child are met and a school policy geared towards the implementation of inclusion practices, with collaborations among staff members who create sustainable relationships. The study's aim was to gain a better understanding of School Administration Team Members' (SATMs') perceptions of inclusive education in general elementary schools. It was found that although SATMs expressed pro‐inclusion ideological statements, they have not yet manifested an ecological view of inclusion de facto that is holistic in nature. By and large, respondents expressed reactive rather than proactive perceptions. It appears that collaborations have not yet been initiated where inclusion is discussed, and a shared ideology is constructed. The research suggests that the perceptions of SATMs reflect perspectives of problem solving, survival, and partial collaborative networks that do not fully embrace ecological sustainable perspectives.  相似文献   

Telling It Like It is—And Like It is Not: Fiction in the Service of Science in Jay Hosler’s The Sandwalk Adventures     

Michal Porat 《Children‘s Literature in Education》2015,46(1):1-21

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Teachers’ performances during a practical dynamic open inquiry process     

Michal Zion  Ilana Schanin  Ester Rimerman Shmueli 《Teachers and Teaching》2013,19(6):695-716

The research goal of this study was to determine whether teachers who participated in an inquiry-based course were able to internalize a dynamic open inquiry process. This study focused on 25 science teachers who participated in an annual inquiry-based academic course. Several teaching tools helped teachers employ an open inquiry process. We concluded that the teaching tools applied by teachers in documenting their inquiry processes enabled them to express dynamic inquiry characteristics. The results indicate consistency between the criteria most frequent in teachers’ inquiries and the criteria running through their reflections. In addition, teachers implemented the dynamic inquiry criteria in their classroom teaching.  相似文献   

Priming,enabling and assessment of curiosity     

Sher  Keren Ben-Tov  Levi-Keren  Michal  Gordon  Goren 《Educational technology research and development : ETR & D》2019,67(4):931-952

Educational technology research and development - In the information age, where all answers are just a click away, curiosity, the intrinsic drive to learn, becomes of paramount importance. How easy...  相似文献   

Music teaches children about themselves and others     

Betsy L. Nichols  Alice S. Honig 《Early Childhood Education Journal》1997,24(4):213-216

Young children can learn about their own feelings and moods through listening to music, by singing songs, and by expressively moving to music. Music and song provide an enjoyable way to introduce young children to the songs and tales of other cultures as well as familiarizing children with words in other languages. A listing of folk songs suitable for early childhood classrooms is provided to support teachers' use of music with children's singing and moving.  相似文献