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1.
佘东 《广东职业技术师范学院学报》2011,(12):32-33,40
地质矿山监控系统使用基于ARM微处理器S3C2440和Ubuntu嵌入式Linux操作系统．通过USB摄像头获得实时的视频,使用Linux系统的视频编程接口Vjde04LiFinux进行编程．该系统实现了对地质矿山开采和隧道施工的远程视频监控和实时传递视频,为安全生产、科学调度提供了直观、可靠的方法． 相似文献
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石丰恺 《南阳师范学院学报》2011,10(9):114-117
为降低构建计算机音乐教学系统的成本,提出了以开源操作系统Ubuntu和开源音乐软件为基础,来实现计算机音乐教学系统的方法,并对实现这一系统的原理和过程进行了阐述. 相似文献
3.
Oscar Mwaanga 《Sport, Education and Society》2016,21(4):588-604
Labelled as an alternative and more representative engine for development [Levermore, R. (2008). Sport: A new engine of development? Progress in Development Studies, 8(2), 183–190. doi: 10.1177/146499340700800204], the international sport development and peace (SDP) movement is under pressure to enhance its credibility and authenticity. The claims made are of SDP's capacity to deliver development to a world that feels let down by traditional development approaches, especially at the end of the Millennium Development Goals. However, for SDP to assume its true position of an authentic alternative, it needs to be wrestled from its neo colonialism and undemocratic tendencies that have privileged the Global Northern ways of being and knowing, invalidating and marginalising alternative ways of social betterment. In particular, the use of SDP to facilitate learning of social, health and economic skills has become popular [Spaaij, R., & Jeanes, R.(2013). Education for social change? A Freirean critique of sport for development and peace. Physical Education & Sport Pedagogy, 18(4), 442–457], yet, the dominant pedagogic approaches resemble what Paulo Freire has called ‘banking education’. This concept refers to ‘depositing’ information that learners passively receive, memorise and repeat, and is one such crucial segment that needs close examination in SDP. This article draws on Paulo Freire's critical consciousness as a theoretical framework to support analysis of empirical data that examines the negotiation of a liberative pedagogy within the Go Sisters programme. Using in-depth semi-structured interviews the retrospective views of six former Go Sisters programme participants were examined. Three broad themes, in line with a liberative pedagogy, emerged from the data: (i) critical dialogue (ii) family support and (iii) Ubuntu Sisterhood. The findings highlight how Go Sisters participants negotiated the development of critical consciousness to counter the dominant banking education paradigm in SDP. Over many years the Go Sisters developed capacity to embed collective critical dialogue in programme activities that were informed by both the EduSport Foundation's organisational philosophy of Ubuntu and Global Northern neo-liberal education focused on life skills. 相似文献
4.
The emphasis placed on the individualistic and universal nature of cognitive development in some cognitive development models has resulted in the neglect of the cultural context in the development of cognitive abilities. Consequences of this approach for cognitive development are the strong emphasis which is placed on age-dependent patterns of growth and uniformity. Furthermore, the occurrence of changes in the relationship between an individual and the surrounding environment as crucial for the development of cognitive abilities are neglected. In this paper, a cultural approach to the development of critical thinking abilities is proposed in contrast to the traditional, individualistic approach. 相似文献
5.
This paper discusses how Ubuntu as a philosophy and a methodology was used among Bantu in South Africa together with participative Western paradigms in evaluating an educational computer game. The paper argues that research among Bantu has to articulate research experiences within Ubuntu paradigms if valid outcomes are to be realised. 相似文献
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Olga Bialostocka 《Globalisation, Societies & Education》2017,15(2):271-281
The paper explores approaches to cultural diversity and its relation to the concept of social cohesion in the context of a multicultural school community. It uses insights from an empirical research on multicultural education conducted in Namibia as context for a discussion on tools in educational practice that would support diversity while working towards a greater integration of a pluralistic society. Looking into the African concept of Ubuntu and the corresponding teachings of the philosophers of dialogue, this theoretical paper suggests dialogic learning as an approach to multiculturalism that can enhance tolerance among peoples and produce a society united through understanding. 相似文献
8.
Sulochini Pather 《International Journal of Inclusive Education》2019,23(7-8):782-795
ABSTRACTThe move towards Inclusive Education in Africa since Salamanca (1994) has been slow, despite the reduction in enrolment gaps for vulnerable children due to universal primary education in many countries. This article centres on conceptions of Inclusive Education, which have rested primarily on increasing numbers of children with disabilities and special needs in mainstream schools. The article shares some of the key challenges across countries that have limited progress towards Inclusive Education and some achievements, including local thinking towards a broader view of inclusion within a social model and attention to barriers within contexts. It looks specifically at notions of ‘inclusion’ within the African context and the focus on access for the most marginalised which remain problematic in the face of struggling economies and variants of authoritarianism replacing colonial power. Ironically, links to colonial powers are maintained with a continued reliance on international aid and support to move policy agendas forward and to support local communities. The article looks at this tension in the development of policies and practices moving forward and the tension in relation to the African struggle for freedom and ‘ubuntu’, a shared collective humanness and social ethics against oppression to maintain group cohesion. 相似文献
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I report on benefits from 26 teacher-participant evaluators of a computer game designed to motivate learning and to ease conceptual
understanding of biology in South Africa. Using a developmental, social constructivist and interpretative model, the recommendation
is to include the value systems and needs of end-users (through social dialogue); curriculum issues (learning theories in
the ECP and those the education authorities recommend, as well as ECP-curriculum integration); the nature of the subject the
ECP presents (e.g., Nature of Science); and the compatibility of the ECP with school computers. 相似文献
10.
Jinting Wu David W. Robinson-Morris Maria F. G. Wallace Shaofei Han 《International journal of qualitative studies in education》2018,31(6):504-519
Recognizing cognitive imperialism in the emerging postqualitative regime, we propose a hesitation, a perturbation to think the other-than-ness of the west. Asserting the postqualitative regime as west reinforces hegemonic epistemological violence; we look to the East and Africa – progenitors of the west-termed postqualitative regime and seek to privilege the onto–epistemologies from which these concepts were culturally (mis)appropriated. More specifically, we explore the southern African philosophy of Ubuntu and Taoism from the East to transgress west. These oft-western denigrated indigenous philosophical concepts embody the postqualitative conceptual (mis)appropriations of entanglement, the inseparability of ontology and epistemology (onto–epistemology), and an ontological positionality of immanence – interpenetration – impermanence. Re-conceptualizing the postqualitative regime, we offer a turn to non-western indigenous ontologies illuminating African and Eastern philosophies pregnant with multiple possibilities for living–thinking–being ourselves, postqualitative research, and the world anew. 相似文献