Introduction to Education

Introduction to Education tài liệu, giáo án, bài giảng , luận văn, luận án, đồ án, bài tập lớn về tất cả các lĩnh vực ki...

CAMERAPhân tíchảnhNhận dạngThu nhận ảnhSố hoáHệ thốngThu nhận ảnhChương Một: NHẬP MÔN XỬ LÝ ẢNH NHẬP MÔN XỬ LÝ ẢNH INTRODUCTION TO DIGITAL IMAGE PROCESSING1.1 TỔNG QUAN VỀ MỘT HỆ THỐNG XỬ LÝ ẢNHXử lý ảnh là một khoa học còn tương đối mới mẻ so với nhiều ngành khoa học khác, nhất là trên qui mô công nghiệp, song trong xử lý ảnh đã bắt đầu xuất hiện những máy tính chuyên dụng. Để có thể hình dung cấu hình một hệ thống xử lý ảnh chuyên dụng hay một hệ thống xử lý ảnh dùng trong nghiên cứu, đào tạo, trước hết chúng ta sẽ xem xét các bước cần thiết trong xử lý ảnh.Trước hết là quá trình thu nhận ảnh. Ảnh có thể thu nhận qua camera. Thường ảnh thu nhận qua camera là tín hiệu tương tự (loại camera ống kiểu CCIR), nhưng cũng có thể là tín hiệu số hoá (loại CCD - Charge Coupled Device). Lưu trữ SENSOR Lưu trữ Hệ Q.Định Hình 1.1.a. Các giai đoạn chính trong xử lý ảnhẢnh cũng có thể thu nhận từ vệ tinh qua các bộ cảm ứng (sensor), hay ảnh, tranh được quét trên scanner. Chi tiết về quá trình thu nhận ảnh sẽ được mô tả trong chương 2. Tiếp theo là quá trình số hoá (Digitalizer) để biến đổi tín hiệu tương tự sang tín hiệu rời rạc (lấy mẫu) và số hoá bằng lượng hoá, trước khi chuyển sang giai đoạn xử lý, phân tích hay lưu trữ lại.Qúa trình phân tích ảnh thực chất bao gồm nhiều công đoạn nhỏ. Trước hết là công việc tăng cường ảnh để nâng cao chất lượng ảnh. Do những nguyên nhân khác nhau: có thể do chất lượng thiết bị thu nhận ảnh, do nguồn sáng hay do nhiễu, ảnh có thể bị suy biến. Do vậy cần phải tăng cường và khôi phục lại ảnh để làm nổi bật một số đặc tính chính của ảnh, hay làm cho ảnh gần giống nhất với trạng thái gốc- trạng thái trước khi ảnh bị biến dạng. Giai đoạn tiếp theo là phát hiện các đặc tính như biên, phân vùng ảnh, trích chọn các đặc tính, v.v .Nhập môn xử lý ảnh số - ĐHBK Hà nội 11 Chương Một: NHẬP MÔN XỬ LÝ ẢNH Cuối cùng, tuỳ theo mục đích của ứng dụng, sẽ là giai đoạn nhận dạng, phân lớp hay các quyết định khác. Các giai đoạn chính của quá trình xử lý ảnh có thể mô tả ở hình 1.1.a.Với các giai đoạn trên, một hệ thống xử lý ảnh (cấu trúc phần cứng theo chức năng) gồm các thành phần tối thiểu như hình 1.1.b. Đối với một hệ thống xử lý ảnh thu nhận qua camera-camera như là con mắt của hệ thống. Có 2 loại camera: camera ống loại CCIR và camera CCD. Loại camera ứng với chuẩn CCIR quét ảnh với tần số 1/25 và mỗi ảnh gồm 625 dòng. Loại CCD gồm các photo điốt và làm tương ứng một cường độ sáng tại một điểm ảnh ứng với một phần tử ảnh (pixel). Như vậy, ảnh là tập hợp các điểm ảnh. Số pixel tạo nên một ảnh gọi là độ phân giải (resolution). Bộ xử lý tương tự (analog processor). Bộ phận này thực hiện các chức năng sau:- Chọn camera thích hợp nếu hệ thống có nhiều camera.- Chọn màn hình hiển thị tín hiệu- Thu nhận tín hiệu video thu nhận bởi bộ số hoá(digitalizer). Thực hiện lấy mẫu và mã hoá.- Tiền xử lý Introduction to Education Introduction to Education Bởi: OpenStaxCollege Schools teach us far more than reading, writing, and arithmetic They also socialize us to cultural norms and expectations (Photo courtesy of Editor B/flickr) From the moment a child is born, his or her education begins At first, education is an informal process in which an infant watches others and imitates them As the infant grows into a young child, the process of education becomes more formal through play dates and preschool Once in grade school, academic lessons become the focus of education as a child moves through the school system But even then, education is about much more than the simple learning of facts Our education system also socializes us to our society We learn cultural expectations and norms, which are reinforced by our teachers, our textbooks, and our classmates (For students outside the dominant culture, this aspect of the education system can pose significant challenges.) You might remember learning your multiplication tables in second grade and also learning the social rules of taking turns on the swings at recess You might recall learning about the U.S Constitution in an American Government course as well as learning when and how to speak up in class Schools also can be agents of change, teaching individuals to think outside of the family norms into which they were born Educational environments can broaden horizons and even help to break cycles of poverty and racism 1/2 Introduction to Education Of course, America’s schools are often criticized—for not producing desired test results, or for letting certain kids slip through the cracks In all, sociologists understand education to be both a social problem and a social solution—and a rich area of study 2/2 LECTURE NOTES For Health Extension Trainees in Ethiopia Introduction to Health Education Meseret Yazachew Yihenew Alem Jimma University In collaboration with the Ethiopia Public Health Training Initiative, The Carter Center, the Ethiopia Ministry of Health, and the Ethiopia Ministry of Education November 2004 Funded under USAID Cooperative Agreement No. 663-A-00-00-0358-00. Produced in collaboration with the Ethiopia Public Health Training Initiative, The Carter Center, the Ethiopia Ministry of Health, and the Ethiopia Ministry of Education. Important Guidelines for Printing and Photocopying Limited permission is granted free of charge to print or photocopy all pages of this publication for educational, not-for-profit use by health care workers, students or faculty. All copies must retain all author credits and copyright notices included in the original document. Under no circumstances is it permissible to sell or distribute on a commercial basis, or to claim authorship of, copies of material reproduced from this publication. ©2004 by Meseret Yazachew Yihenew Alem All rights reserved. Except as expressly provided above, no part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without written permission of the author or authors. This material is intended for educational use only by practicing health care workers or students and faculty in a health care field. i Acknowledgment The development of this lecture note for training Health Extension workers is an arduous assignment for Dr. Meseret Yazachew and Dr. Yihenew Alem at Jimma University. Essentially, it required the consolidation and merging of existing in depth training materials, examination of Health Extension Package manuals and the Curriculum. Recognizing the importance of and the need for the preparation of the lecture note for the Training of Health Extension workers THE CARTER CENTER (TCC) ETHIOPIA PUBLIC HEALTH TRAINING INITIATIVE (EPHTI) facilitated the task for Jimma University to write the lecture note in consultation with the Health Extension Coordinating Office of the Federal Ministry of Health. Finally the Federal Ministry of Health would like to express special words of gratitude for those who contributed and endeavored to the development of this lecture note and to TCC/USAID for the technical and financial support. ii Table of Contents Content Acknowledgement i Table of content ii List of abbreviations vi List of tables vii List of figures vii Introduction ix UNIT ONE: Introduction To Health Education Objectives 1 Health Education 3 • Historical development 3 • Definitions 4 • Aims and Basic principles of Health Education 7 • Approaches to Health Education 10 • Targets for Health Education 10 • Health Education settings 11 • Who is responsible for Health Education? 11 • Role of Health Educator 12 Exercises 13 iii UNIT TWO: Health And Human Behavior Objectives 14 Introduction 14 Definition of behavior and other related terms 15 Factors affecting human behavior 17 The role of human behavior for prevention of disease 22 Exercise 25 UNIT THREE: Working With Communities Objectives 26 Introduction 26 Definition of community 27 Concept of community participation 27 Benefit of community participation 30 Helping people to organize: The role of Health Extension Workers 31 UNIT FOUR: Health critical discourse Critical analysis Discourse critiAnalysis discourse Education criticritical discourse analysis An Introduction to in Edited by Rebecca Rogers TLFeBOOK AN INTRODUCTION TO CRITICAL DISCOURSE ANALYSIS IN EDUCATION TLFeBOOK TLFeBOOK AN INTRODUCTION TO CRITICAL DISCOURSE ANALYSIS IN EDUCATION Edited by Rebecca Rogers Washington University in St Louis 2004 LAWRENCE ERLBAUM ASSOCIATES, PUBLISHERS Mahwah, New Jersey London TLFeBOOK Copyright Ó 2004 by Lawrence Erlbaum Associates, Inc All rights reserved No part of this book may be reproduced in any form, by photostat, microform, retrieval system, or any other means, without the prior written permission of the publisher Lawrence Erlbaum Associates, Inc., Publishers 10 Industrial Avenue Mahwah, New Jersey 07430 Cover design by Kathryn Houghtaling Lacey Library of Congress Cataloging-in-Publication Data An introduction to critical discourse analysis in education / edited by Rebecca Rogers p cm Includes bibliographical references and index ISBN 0-8058-4817-7 (cloth : alk paper) — ISBN 0-8058-4818-5 (pbk : alk paper) Interaction analysis in education Critical discourse analysis Learning I Rogers, Rebecca LB1034.I49 2003 371.102¢2—dc22 2003049327 CIP Books published by Lawrence Erlbaum Associates are printed on acid-free paper, and their bindings are chosen for strength and durability Printed in the United States of America 10 TLFeBOOK For our grandparents, especially Doris and Leonard Rogers and Edward Winne TLFeBOOK TLFeBOOK Contents Preface Foreword by James Collins About the Authors ix xxi xxvii An Introduction to Critical Discourse Analysis in Education Rebecca Rogers Discourse Analysis: What Makes It Critical? 19 James Paul Gee A Critical Discourse Analysis of Literate Identities Across Contexts: Alignment and Conflict Rebecca Rogers 51 Discourse in Activity and Activity as Discourse 79 Shawn Rowe Reframing for Decisions: Transforming Talk About Literacy Assessment Among Teachers and Researchers Loukia K Sarroub 97 vii TLFeBOOK viii CONTENTS Learning as Social Interaction: Interdiscursivity in a Teacher and Researcher Study Group Cynthia Lewis and Jean Ketter 117 Cultural Models and Discourses of Masculinity: Being a Boy in a Literacy Classroom Josephine Peyton Young 147 Language, Power, and Participation: Using Critical Discourse Analysis to Make Sense of Public Policy Haley Woodside-Jiron Locating the Role of the Critical Discourse Analyst 173 207 Lisa Patel Stevens 10 Semiotic Aspects of Social Transformation and Learning Norman Fairclough 225 11 Setting an Agenda for Critical Discourse Analysis in Education Rebecca Rogers 237 Author Index 255 Subject Index 261 TLFeBOOK Preface OVERVIEW The focus of this book is on the relationship between processes of learning in communicative interactions and Critical Discourse Analysis (CDA) Theoretically, the book seeks to conceptualize the relationship between language form and function in educational settings and merge CDA with theories of learning Methodologically, the book demonstrates the ways in which CDA is put to work in critical ethnographic and interpretive research in education The chapters draw on the contributors’ empirical research in a variety of educational contexts, including teacher-research groups, an adolescent boy in an English classroom, a science museum, educational policy documents, adult literacy education, and a science teacher’s talk about instructional practices This is a timely book because there are few books that introduce and explore the myriad of concepts associated with CDA, especially in relation to educational research BACKGROUND OF THIS BOOK This book represents a new synthesis of theoretical and empirical work in CDA in education We bring together the work of new literacy studies (Barton, Hamilton, & Ivani…, 2000; Cope & Kalantzis, 2000; Gee, 2000), situated literacies (Barton & Hamilton, 1998; Cole, 1996; Lave & Wenger, 1991), and critical discourse theory and analysis (Chouliaraki & USING SCRATCH TO DEVELOP NUMERACY (PDST/LERO) Contents Course Introduction Module Introduction to Scratch Scratch 2.0 Offline Editor Getting Started with Scratch Discussion Time Module 16 Exploring numeracy in Scratch 17 Communicating in Scratch 17 Gaming in Scratch 17 Drawing with Scratch 17 Discussion Time 17 Module 32 Exploring numeracy in Scratch 33 Problem Solving 33 Images and Video 33 Discussion Time 33 Module 44 Internet Safety and Cyberbullying 45 Scoilnet, Scoilnet Maps and Encyclopaedia Britannica 45 Quizzes in Scratch 45 Discussion Time 45 Module 54 Create a Scratch Project 55 Support for Teaching Scratch 55 Other ICT Resources from PDST Technology in Education 55 e-Learning Action Plan 55 ©Lero, PDST Technology in Education 2014 Page Course Introduction Scratch is a free application, developed by the MIT Media Lab, which allows users to create and share their own interactive stories, animations and games It is easier to use than traditional programming languages as it consists of graphical blocks which snap together This course enables teachers to learn how to use Scratch and introduce it to their pupils to help them explore aspects of the curriculum in an exciting and engaging manner The course focuses on using Scratch to create projects which support the concepts, content and skills of the mathematics curriculum Participants completing this course will be enabled to:  Use Scratch programming to support teaching and learning in the primary curriculum  Develop projects using Scratch  Plan effective lesson strategies for using Scratch in the classroom  Develop an e-Learning action plan to outline how it will be used in your classroom ©Lero, PDST Technology in Education 2014 Page Module ©Lero, PDST Technology in Education 2014 Page Module Suggested Duration of Module Hours Objectives Content of Day/Module 1: Introduction to Scratch Introduction to Scratch Scratch 2.0 Offline Editor Getting Started with Scratch Discussion Time ©Lero, PDST Technology in Education 2014 Page Introduction to Scratch There are two versions of Scratch, Scratch 1.4 and Scratch 2.0 Scratch 2.0 offline editor will be used for this course But first let’s check out Scratch 2.0 online We would recommend working with FireFox or Chrome when working with Scratch online Internet Explorer can be problematic during Sign In Navigate to Scratch 2.0 at scratch.mit.edu.Play the Introduction to Scratch 2.0 video linked to from the Scratch home page (or at http://vimeo.com/65583694) The Scratch community put a strong emphasis on collaboration and sharing work The scratch.mit.edu website contains millions of projects created by users around the world You can join this community by creating a Scratch account Some teachers ask children to create individual accounts However, others create a single class account Click on “Join Scratch” to sign up for a Instructor’s Resource Manual and Test Bank for Exceptional Children An Introduction to Special Education Tenth Edition William L.Heward The Ohio State University Prepared by Blanche Jackson Glimps Tennessee University Karen Coughenour Francis Marion University Boston Columbus Indianapolis New York San Francisco Upper Saddle River Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto Delhi Mexico City Sao Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo i Copyright © 2013, 2009, 2006, 2003, 2000 by Pearson Education, Inc All rights reserved Manufactured in the United States of America This publication is protected by Copyright, and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise To obtain permission(s) to use material from this work, please submit a written request to Pearson Education, Inc., Permissions Department, One Lake Street, Upper Saddle River, New Jersey 07458, or you may fax your request to 201-236-3290 Instructors of classes using Heward’s Exceptional Children: An Introduction to Special Education, 10e, may reproduce material from the resource manual and test bank for classroom use 10 ISBN-10: 0-13-278247-2 ISBN-13: 978-0-13-278247-0 www.pearsonhighered.com i TABLE OF CONTENTS Message to Instructors iv Suggested Speakers, Field Experiences, Student Presentations, and Projects iv Alternative Assessments vi CHAPTER GUIDES Chapter 1: The Purpose and Promise of Special Education Chapter 2: Planning and Providing Special Education Services Chapter 3: Collaborating with Parents and Families in a Culturally and Linguistically Diverse Society 12 Chapter 4: Intellectual Disabilities 18 Chapter 5: Learning Disabilities 24 Chapter 6: Emotional or Behavioral Disorders 29 Chapter 7: Autism Spectrum Disorders 34 Chapter 8: Communication Disorders 39 Chapter 9: Deafness and Hearing Loss 43 Chapter 10: Blindness and Low Vision 48 Chapter 11: Physical Disabilities, Health Impairments, and ADHD 52 Chapter 12: Low-Incidence Disabilities: Severe/Multiple Disabilities, Deaf-Blindness, and Traumatic Brain Injury 57 Chapter 13: Gifted and Talented 61 Chapter 14: Early Childhood Special Education 67 Chapter 15: Transitioning to Adulthood 71 ii TEST BANK Chapter 1: The Purpose and Promise of Special Education 75 Chapter 2: Planning and Providing Special Education Services 83 Chapter 3: Collaborating with Parents and Families in a Culturally and Linguistically Diverse Society 91 Chapter 4: Intellectual Disabilities 99 Chapter 5: Learning Disabilities 102 Chapter 6: Emotional or Behavioral Disorders 114 Chapter 7: Autism Spectrum Disorders 122 Chapter 8: Communication Disorders 130 Chapter 9: Deafness and Hearing Loss 138 Chapter 10: Blindness and Low Vision 146 Chapter 11: Physical Disabilities, Health Impairments, and ADHD 153 Chapter 12: Low-Incidence Disabilities: Severe/Multiple Disabilities, Deaf-Blindness, and Traumatic Brain Injury 161 Chapter 13: Gifted and Talented 169 Chapter 14: Early Childhood Special Education 177 Chapter 15: Transitioning to Adulthood 185 ANSWER KEY 193 iii MESSAGE TO INSTRUCTORS Dear Instructor, Welcome to the instructor’s manual for the 10th edition of the textbook Exceptional Children: An Introduction to Special Education, written by William Heward I have the special and exciting privilege of updating this resource I have used the textbook for many years and continue to be impressed about the quality of the content Although this book is tagged as an “intro” book, it makes for an excellent reference book for any course in special education You will find an impressive amount of supplemental resources and information that can further enhance the course that you are teaching Heward’s book, and this instructor’s manual, will make your students’ learning an enjoyable and .. .Introduction to Education Of course, America’s schools are often criticized—for not producing desired test... results, or for letting certain kids slip through the cracks In all, sociologists understand education to be both a social problem and a social solution—and a rich area of study 2/2