排序方式： 共有46条查询结果，搜索用时 15 毫秒
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Bominik Pilo 《中国科技信息》2006,(19):333-334,336
自从第一次成功地实现移动电话呼叫以来,世界已经发生了翻天覆地的变化。随着越来越依赖移动电话，我们也成为了需求越来越旺盛的用户。通话功能不足以满足人们的需求。语音质量必须与有线电话媲美。用户需要100％的覆盖率和各种业务（如实时消息、定位、视频播放、互联网浏览等）。最后，人们希望回到家或在办公室的每一个角落，甚至是全世界的任何地方都能享受同样的服务。让人人都有手机，并通过一个无处不在的，能够负担得起的、具有足够带宽的网络，接入各种各样的业务，是移动通信的神圣使命。超3G（B3G）移动电话正在努力解决用户体验质量（QoE）。承诺用户得到理想的服务。[编者按] 相似文献
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Dennis Raphael Ivan Brown Rebecca Renwick 《International Journal of Disability, Development & Education》1999,46(2):157-168
Results that bear upon the psychometric properties of the Quality of Life Instrument Package are presented. The reliability and validity of quality of life data from a probability sample of 500 persons with developmental disabilities in Ontario were assessed. The data indicate that most of the instruments found in the package met acceptable psychometric standards. In some cases, specific domain scores need to be interpreted with caution. The Full Version of the instrument seems appropriate for ongoing practical program planning with clients. The Short Version seems especially appropriate for evaluation and monitoring purposes. 相似文献
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Raphael Jacqueline Tobias Sheila Greenberg Richard 《Journal of Science Teacher Education》1999,10(2):147-158
Journal of Science Teacher Education - 相似文献
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An in-depth case study of teachers' use of image processing (a state-of-the-art computer technology used by research scientists) in biology, earth science, and physics classes within one high school science department explored issues surrounding technology implementation. The study, conducted within a districtwide, schoolwide, and classroom context, explored four areas related to the teacher's adoption of image processing: (a) teachers' background with computers outside of instructional use, (b) teachers' attitudes toward educational technology and insights gained from their experience using computers within the science curriculum, (c) training and perceived influence of district and school administrators, and (d) teachers' classroom and computer lab practices. The following factors were deemed critical in teachers' decision to use or not use image processing with their students: (a) time to thoroughly explore and master the technology so they could use it with students to explore science concepts; (b) classroom management skills specific to technology use; (c) perception of the teaching value of the technology; (d) perception of the reasonableness of administrators' expectations for technology use; and (e) understanding of how to implement inquiry-based science teaching, independent of technology issues. These factors have implications for how to help teachers use computer technology to teach high school science. © 1998 John Wiley & Sons, Inc. J Res Sci Teach 35: 297–327, 1998. 相似文献
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Susan Murphy Dativa Shilla Consolata Chua Christina Raphael Niamh O'Rourke Molly Middlehurst-Schwartz 《比较教育学》2019,55(2):264-280
ABSTRACTGender norms and learned practices of student teachers can influence their performance in practice, either fixing or challenging, gendered social norms and expectations. This paper shares the findings of a multi-year mixed-methods research project that explored the understandings of gender norms and experiences of students and staff within a large teacher-training college in Tanzania. Data was collected to inform a wider gender mainstreaming initiative across the institution. Using a blend of quantitative and qualitative methods, the findings identified a strict and rigid gender binary which seemed to inform attitudes and practices of teaching and learning. Furthermore, it uncovered heterogeneous forms of gendered domination that were experienced by staff and pupils within the institution. The findings suggest that stand-alone ‘female only’ gender mainstreaming strategies may not be sufficient to achieve a gender equitable environment within the institution. Rather, it suggests that a whole-of-community approach is necessary to unravel deep-rooted biases and to tackle diverse forms of domination that affect different members of the college community in different ways. Such findings are particularly important in light of the epistemic power that is conferred on teacher-graduates and that is transferred through teaching practices to communities across Tanzania. 相似文献
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Raphael Falk 《Science & Education》2014,23(2):273-284
Life sciences became Biology, a formal scientific discipline, at the turn of the nineteenth century, when it adopted the methods of reductive physics and chemistry. Mendel’s hypothesis of inheritance of discrete factors further introduced a quantitative reductionist dimension into biology. In 1910 Johannsen differentiated between the phenotype, which defines traits, and their genotype, the hereditary essence of such traits and their entities—the genes. The efforts to characterize these entities culminated in 1953, in Watson–Crick’s physico-chemical double helix model of DNA, the hereditary matter. However, the more molecular biology advanced the less real were its entities: Genes became generic units of heredity. The increasing role of science in society, and the mutual interdependence of the two on each other augmented the urge of the public at large to find in science icons of authority; the generic nature of the gene concept allowed scientists to offer it as the bait, even though advances in research made it clear that a distinction must be maintained between advances in reductive methodologies and the progress of systems’ conceptions. Genes out of context are meaningless. There are no “genes for” a trait: even if a specific change in a site on the DNA sequence may end in a conspicuous change in a trait, it must be realized that many sites in the DNA, in the cell, and in the organism as a complex integrated system in its environment, determine or rather, condition traits. The role of science is asking questions by putting up hypotheses and suggesting methods of testing them rather than in providing definite answers. 相似文献
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João Pedro Araújo Naves Ana Cristina Silva Rebelo Lucas Raphael Bento E Silva Maria Sebastiana Silva Rodrigo Ramirez-Campillo Robinson Ramírez-Vélez 《European Journal of Sport Science》2019,19(5):653-660
High Intensity Interval Training (HIIT) can be performed with different effort to rest time-configurations, and this can largely influence training responses. The purpose of the study was to compare the acute physiological responses of two HIIT and one moderate intensity continuous training (MICT) protocol in young men. A randomised cross-over study with 10 men [age, 28.3?±?5.5years; weight, 77.3?±?9.3?kg; height, 1.8?±?0.1?m; peak oxygen consumption (VO2peak), 44?±?11?mL.kg?1.min?1]. Participants performed a cardiorespiratory test on a treadmill to assess VO2peak, velocity associated with VO2peak (vVO2peak), peak heart rate (HRpeak) and perceived exertion (RPE). Then participants performed three protocols equated by distance: Short HIIT (29 bouts of 30s at vVO2peak, interspersed by 30s of passive recovery, 29?min in total), Long HIIT (3 bouts of 4?min at 90% of vVO2peak, interspersed by 3?min of recovery at 60% of vVO2peak, 21?min in total) and MICT (21?min at 70% of vVO2peak). The protocols were performed in a randomised order with ≥48 h between them. VO2, HRpeak and RPE were compared. VO2peak in Long HIIT was significantly higher than Short HIIT and MICT (43?±?11 vs 32?±?8 and 37?±?8?mL.kg?1.min?1, respectively, P?P?P?2, HR and RPE than Short HIIT and MICT, suggesting a higher demand on the cardiorespiratory system. Short HIIT and MICT presented similar physiologic and perceptual responses, despite Short HIIT being performed at higher velocities. 相似文献
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Raphael Snir 《Journal of Further & Higher Education》2017,41(5):581-596
Relocation of an academic unit affects not only the staff, but also the students. A pre- and post-move study examined the responses of undergraduate students to the relocation to a new and spacious campus carried out during the break between two semesters. The distance between the old and the new site did not require home relocation. However, it required change and adaptation to issues of commuting duration and transportation. 314 students participated in a pre-move survey. Second-year students were less satisfied about the move than were first- and third-year students. The significant predictors of pre-move satisfaction with the impending relocation were the estimated change in commuting duration, estimated advantages and disadvantages of the relocation, extent of thinking about the move, and a feeling of uncertainty. 203 students participated in the post-move survey. The significant predictors of post-move satisfaction with the relocation were perceived changes resulting from the relocation, a feeling of uncertainty, and a belief that relocation is a common organisational change. Among the 126 students who participated in both surveys, there was a significant increase of positive feelings associated with the relocation, relocation satisfaction, and its justification, and a significant decrease of negative feelings and feeling of uncertainty. 相似文献
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