nets course 2002P-SOCIOLOGY 586
社会学的英语作文
Sociology,as a discipline,is the scientific study of society,patterns of social relationships,social interaction,and culture that surrounds everyday life.It seeks to understand how societies are structured,how they function,and how they change over time.Here are some key aspects that can be explored in an essay on sociology:1.Definition and Scope:Begin by defining sociology and its scope,explaining how it differs from other social sciences.Discuss the various subfields within sociology,such as urban sociology,family sociology,and industrial sociology.2.Historical Development:Trace the history of sociology from its early roots in the works of thinkers like Auguste Comte and Herbert Spencer to the establishment of sociology as a distinct academic discipline in the late19th and early20th centuries.3.Major Theoretical Perspectives:Explore the main theoretical frameworks in sociology, including functionalism,conflict theory,symbolic interactionism,and critical theory. Discuss how each perspective views society and social problems differently.4.Research Methods:Describe the various methods sociologists use to study society, such as surveys,experiments,participant observation,and content analysis.Discuss the strengths and limitations of each method.5.Sociological Concepts:Discuss important sociological concepts like socialization, social stratification,social mobility,and social institutions.Explain how these concepts help to understand the dynamics of society.6.Social Issues:Address current social issues that sociology can help to understand,such as poverty,crime,gender inequality,racial discrimination,and environmental concerns. Discuss how sociological theories and research can inform policy and social change.7.Sociology in Everyday Life:Illustrate how sociology is relevant to everyday life by providing examples of how sociological concepts can be applied to understand personal experiences and social interactions.8.The Role of Sociology in Society:Reflect on the role of sociology in society,including its contribution to public policy,education,and social reform.Discuss the importance of sociological knowledge in promoting social justice and understanding diversity.9.Ethical Considerations:Discuss the ethical considerations that sociologists must take into account when conducting research,such as informed consent,confidentiality,and the potential impact of their work on participants and society at large.10.Future Directions:Conclude by considering the future of sociology,including emerging areas of research and the challenges that sociologists may face in the coming years.Remember to support your essay with examples,case studies,and relevant sociological theories.Writing in clear,concise language and providing a wellstructured argument will help to make your essay engaging and informative.。
新视野大学英语视听说教程(第三版)第二册第一单元教案
授课题目：Unit 1 Life is a learning curve授课时间：第____周第____周授课类型：实训课授课时数：4教学目的及要求：By learning this unit, the student should1) be able to talk about learning experiences.2) listen for signal words for listing.3) give and respond to advice.4) talk about learning / teaching methods.教学重点及难点：1.Listening skill: listen for signal words for listing.2.Speaking skill: give and respond to advice.教学方法和手段：Task-based communicative, multi-modal teaching through:1.Recording listening;2.Video watching;3.PPT showing;4.Individual work, pair work & group work.教学内容和过程：Unit 2 A Break for FunStep One Opening upRead the following quotes about learning. Do you agree with them? Why or why not?We learn by doing.— Aristotle.I partly agree with the quote because it is not the only way of learning:We gain first-hand experience by interacting with the environment;We gain second-hand experience by reading books.A little knowledge is a dangerous thing.— Albert EinsteinYes. It is dangerous for a person who knows a little about something thinks he knows it all.The best way to learn is to teach.— AnonymousYes. Going through the process of trying to explain something to others will help you understand, absorb and consolidate what you have learned.Step Two Listening to the worldI.Sharing1.Watch a podcast for its general idea.2.Watch Part 1 and fill in the blanks.3.Watch Part 2 and check the true statements.4.Watch Part 3 and fill in the blanks.5.Work in pairs and discuss the question.II.Listening1.Introduce the listening Skill: Listening for signal words for listing2.Listen for the total number of items at the beginning3.Listen for words and expressions that signal the beginning, following and end ofthe listing4. e.g. the last, the final, lastly, and finally5.Listing items with equal value6. e.g. to begin with, to start with, furthermore, moreover, in addition, besides,what’s more, the last but not the least, lastly, finally7.Words and expressions indicating importance8.expressions: above all, the most important / obvious / noteworthy9.Adjectives: main, vital, significant, chief, central, principal, primary, major,distinctive, and the –est forms of adjectives Listen to Part 2 of the radio program.Then match the people to the film stars they like.10.Listen to a radio program and rearrange the following expressions.11.Listen to the radio program again and complete the table.12.Fill in the blanks.13.III.Viewing1.Read the program information below and check the true statements.2.Read the statements. Then watch the video clip and underline the correctalternative.3.4.Read the statements and the answer choices. Then watch the video clip again andchoose the best answers.Step Three Speaking for communication1.Read the statements. Then listen to a conversation and check the true statements.2.Read the table. Then listen to the conversation and write G for giving advice andR for responding to advice in the right column.3.Speaking Skill: Giving and responding to adviceGiving and responding to advice in an appropriate way are useful and important speaking skills.Expressions for giving adviceWhy don’t you…?My( main/personal) recommendation/suggestion/ is/would be…If that happened to me/ If I were in your place/ if I were you/ In that case, I’d recommend…Do you t hink it is a good idea…?The sooner you…the better.…might work/ would probably work/is worth a try.If you ask me/ The way I see it, it probably would have been better(not) to have…Expressions for responding to advice•Thank you, I’ll take that into c onsideration.• Thanks. That sounds good/interesting.I hadn’t thought of that before. Thank you so much for offering that advice.Thank you for the advice. I’ll try…Maybe you’re right.Thanks for saying that.4.Look at the pictures and read the conversations below. Then fill in the blanksusing the words in brackets.5.Role-play the situations.Step Four Further practice in listeningI.Short Conversations1 Q: What can we learn from the conversation?B The woman should seek help from the writing center.2 Q: Why does the woman choose to learn French?D She thinks speaking French is a must for cultured people.3 Q: What did the man do last night?D He attended a speech.4 Q: What made Melissa unhappy?C That she lost her chance to enter the contest.5 Q: What does the man think of the woman’s opinion?A It is one-sided.II. Long Conversation1 Q: How is the woman doing in the man’s class?C She often fails to turn in her homework on time.2 Q: What does the woman think of learning Spanish?D It presents difficulty for her.3 Q: What do we know from this conversation about the man?A He has a good personal relationship with the woman.4 Q: What is the woman most likely to do after talking with the man?C Work harder in her Spanish class.III. Passages1.Passage one1 Q: What do you know about the speaker’s Spanish learning experience in high school?D She showed dissatisfaction with the slow pace of her class.2 Q: What made the speaker feel more frustrated while learning Spanish in high school?A She had to learn the material that she already knew.3 Q: What did the speaker say about her study of Spanish literature in college?C It proved to be an unbalanced way to learn the language.4 Q: Which experience benefited the speaker most in terms of her use of Spanish?D She taught Spanish speakers how to speak English.2. Passage two1) alternative2) numerous3) traditional4) academic5) countryside6) athletes7) take advantage of8) Secondary9) in a collective effort10) serve as作业:Preview Section B参考文献：1.郑树棠. 新视野大学英语视听说教程（第三版）第二册[M]. 北京：外语教学与研究出版社，2015.2.郑树棠. 新视野大学英语视听说教程（第三版）第二册教师用书[M]. 北京：外语教学与研究出版社，2015.3.夏纪梅. 现代外语课堂设计理论与实践[M]. 上海：上海外语教育出版社，2003.4.秦秀白. 《新世纪大学英语系列教程》第二册[M]. 上海：上海外语教育出版社，2007（2009重印）.5.杨治中主编.《新起点大学基础英语教程系列》第二册[M]. 北京：外语教学与研究出版社，2004.6.翟象俊等主编. 《21世纪大学英语系列教程》第二版第二册[M]. 厦门：复旦大学出版社，2008.课后小结：。
英语语言学测试题及答案
英语语言学测试题及答案一、选择题（每题2分，共20分）1. The term "phoneme" refers to:A. A single soundB. A unit of soundC. A letter of the alphabetD. A combination of sounds答案：B2. The study of language change over time is known as:A. PhoneticsB. PhonologyC. Historical LinguisticsD. Syntax答案：C3. Which of the following is a branch of linguistics that deals with the meaning of words?A. SemanticsB. PragmaticsC. MorphologyD. Syntax答案：A4. The smallest unit of meaning in a language is called:A. A wordB. A morphemeC. A syllableD. A phoneme答案：B5. The process of forming words by combining smaller units is known as:A. SyntaxB. MorphologyC. SemanticsD. Phonology答案：B6. The study of the rules governing the structure of sentences is called:A. SyntaxB. SemanticsC. PragmaticsD. Morphology答案：A7. The branch of linguistics that deals with the social context in which language is used is:A. SociolinguisticsB. PsycholinguisticsC. NeurolinguisticsD. Computational Linguistics答案：A8. The study of how language is processed in the brain is known as:A. PsycholinguisticsB. NeurolinguisticsC. SociolinguisticsD. Computational Linguistics答案：B9. The process of acquiring a first language is called:A. Second language acquisitionB. Foreign language learningC. Language learningD. First language acquisition答案：D10. The concept that language is arbitrary means that:A. It is randomB. It is meaninglessC. There is no necessary connection between the form of a word and its meaningD. It is always logical答案：C二、填空题（每题2分，共20分）1. The study of speech sounds is called ____________.答案：Phonetics2. The branch of linguistics that examines how language is used in social contexts is ____________.答案：Sociolinguistics3. The smallest meaningful unit of language is known as the ____________.答案：Morpheme4. The process of combining morphemes to form words is known as ____________.答案：Morphology5. The study of the way language is structured and organized is called ____________.答案：Linguistics6. The branch of linguistics that deals with the rules governing the formation of words is ____________.答案：Morphology7. The study of the way meaning is conveyed in language is known as ____________.答案：Semantics8. The branch of linguistics that deals with the rules governing the formation of sentences is ____________.答案：Syntax9. The study of the way language is used in everyday life is called ____________.答案：Pragmatics10. The study of the way language is processed in the brain is known as ____________.答案：Neurolinguistics三、简答题（每题10分，共40分）1. Explain the difference between phonetics and phonology.答案：Phonetics is the study of speech sounds and theirproduction, while phonology is the study of the sound system of a language, including the rules governing the use of these sounds.2. What is the Sapir-Whorf hypothesis?答案：The Sapir-Whorf hypothesis suggests that the language a person speaks influences the way they perceive the world and think.3. Describe the role of sociolinguistics in understanding language.答案：Sociolinguistics helps us understand how language varies with different social contexts, such as class, gender, ethnicity, and age, and how these variations influence language use.4. How does first language acquisition differ from second language acquisition?答案：First language acquisition is the process of learning a native language during early childhood, while second language acquisition is the process of learning a new language after the age of language development. The process of second language acquisition is influenced by the learner's first language and cognitive abilities.。
广东高一英语开学考试卷
广东高一英语开学考试卷I. Listening Comprehension (20 points)Section A: Short ConversationsDirections: In this section, you will hear eight short conversations between two speakers. A question will be asked about each conversation, and you must choose the best answer from the four choices given.1. What is the man going to do?A) Go to the library.B) Go to the gym.C) Go to the cinema.D) Go to the bookstore.2. Why is the woman feeling upset?A) She lost her keys.B) She missed her bus.C) She failed the exam.D) She broke her phone.(Continue with six more questions based on the conversations provided.)Section B: Long ConversationsDirections: Listen to the conversations and answer the questions that follow.11. What does the woman suggest they do after school?A) Go to a party.B) Visit a museum.C) Play basketball.D) Study in the library.12. What is the man's opinion about the new math teacher?A) He is very strict.B) He is very helpful.C) He is very boring.D) He is very friendly.(Continue with additional questions based on the conversations provided.)II. Vocabulary and Grammar (30 points)Section A: VocabularyDirections: Choose the word or phrase that best completes the sentence.21. The _______ of the old building was magnificent, and it attracted many tourists.A) structureB) sceneryC) decorationD) architecture22. She was _______ by his sudden appearance at the door.A) astonishedB) annoyedC) delightedD) bored(Continue with additional questions based on vocabulary.)Section B: GrammarDirections: Fill in the blanks with the correct form of the word given in parentheses.31. The teacher asked the students to _______ their homework on time.(complete)32. The _______ of the ancient city is well preserved and attracts many visitors.(history)(Continue with additional grammar questions.)III. Reading Comprehension (30 points)Section A: Reading PassagesDirections: Read the following passages and answer the questions that follow.Passage 1: "The History of the Internet"41. What was the main purpose of ARPANET?A) To connect universities.B) To support military communication.C) To provide entertainment.D) To facilitate business transactions.42. When was the World Wide Web invented?A) 1969.B) 1989.C) 1991.D) 1993.(Continue with additional questions based on the passage.)Section B: Information MatchingDirections: Match the information in the question with the correct passage.51. The best place to learn about the history of computers.A) Passage 2B) Passage 3C) Passage 4D) Passage 552. The most popular social media platform in 2024.A) Passage 2B) Passage 3C) Passage 4D) Passage 5(Continue with additional matching questions.)IV. Writing (20 points)Section A: Summary WritingDirections: Read the passage below and write a summary in no more than 60 words.Passage: "The Impact of Technology on Education"(Provide a passage for summary writing.)Section B: Essay WritingDirections: Write an essay of 120-150 words on the following topic.Topic: "The Role of English in Today's Globalized World"(Provide a space for essay writing.)End of the TestPlease note that this is a sample test paper, and the actual content will vary depending on the specific requirements and standards set by the educational institution.。
社会学第三章 人的社会化
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4.大众传媒：19世纪初期开始，新闻报纸、期刊杂志 在西方博兴。20世纪印刷材料成为主流大众传媒。 之后，收音机、电视机录音机和录像机成为热门媒 体。美国80%电视剧包含暴力镜头，平均每小时出 现7.5个暴力镜头。儿童卡通片的暴力行为在所有节 目中出现频率最高（1979年）。儿童不是被动看电 视，而是有着自己的解读。网络媒体出现后，儿童 社会化空间进一步拓展了。
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二、儿童社会化发展理论
儿童与其他动物相比，最独特的性质之一就是人类的自觉 （self-aware）。 儿童在两岁后才开始使用“我”、“自己”和“你”的概 念。自我的形成是个富有争议的话题。儿童是如何思考自身 及其环境的。 1.米 德：符号互动论。婴幼儿首先通过模仿周围人的行动 发展为社会存在的。从玩耍（play）到四五岁时的游戏（ game），再到“客我”(agent)。个体通过以他人看待自己的 眼光来看待自己，发展起自我意识。到八九岁时开始理解社 会整体价值与道德。
信任与不信任婴儿时期01岁自主与羞怯怀疑幼儿时期23岁主动与内疚学前时期45岁勤奋与自卑感学龄时期611岁认同与角色混淆青少年时期亲密与孤独感青年或成年早期关注后代与关注自我中年或成年期完善与绝望成熟期或老年期第二节儿童社会性别的社会化成年人和父母对性别有不同的反应
S O C I O L O G Y
大连理工大学通识核心课程《社会学》电子教案
Copyright © 2013
精英在当代社会的转型和培育——《特权》中新精英再生产模式解读
湖北经济学院学报(人文社会科学版) Journal of Hubei University of Economics(Humanities and Social Sciences)
Jul.2021 Vol.18 No.7
精英在当代社会的转型和培育
——《特权》中新精英再生产模式解读
作者简介:程千（1984-），女，湖南长沙人，国家开放大学助理研究员，北京大学教育学院博士生,研究方向为教育政策、远 程教育、社会心理学；胡立峰（1972-），男，河北宁晋人，国家开放大学副教授，农学博士,研究方向为农村远程 教育和农业生态。
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优秀的强调只是为了给权力和特权的传播以合法地位的“再 制策略系统”冋。
这种全新传承方式带来了今天新精英身上发生的种种变 化，如果留意的话人们会惊异的发现,我们身边的精英已经与 几十年前的精英大相径庭:他们个人能力出众、拥有让人惊艳 的学术背景和经历;他们对一切抱有开放态度、兼容并包、能 上能下;他们理解这个世界、在不同文化中自如穿梭、恰如其 分的沟通”他们不再是仅仅凭借自己的家族与姓氏即可坐拥 一切的天之骄子”这就是“新精英”，一个完全不同的精英群 体,他们正在以全方位的优势毫无缝隙的碾压这个群体之外 的人们，一些变化正在他们身上悄无声息的发生”
这些问题在《特权:精英教育的秘密》（以下简称《特权》） 一书中可以找到答案”毫无疑问，世界的开放、流动和包容趋 势影响了社会的每一个角落，从平民到优势阶层，所有人都在 更平等的背景和呼唤下调整自身和世界相处的方式”然而， 处于社会最优势阶层的精英们对自身地位的维持和保护从未 松懈，他们找到了与之前全然不同的全新传承方式适应这个 时代，这种新方式不仅达到了加固和维持阶层的目的，更重要 的是实现了对新世界的文明而美好的承诺”
Contents COURSE STAFF......................................................................
Faculty of EngineeringSchool of Computer Science and EngineeringCOMP4511User Interface Design andConstructionSession 1, 2008ContentsCOURSE STAFF (2)COURSE DETAILS (2)TIMES (2)COURSE AIMS (2)LEARNING OUTCOMES (4)RATIONALE (4)TEACHING STRATEGIES (4)ASSESSMENT (5)ACADEMIC HONESTY AND PLAGIARISM (6)COURSE SCHEDULE (7)RESOURCES FOR STUDENTS (7)COURSE EVALUATION AND DEVELOPMENT (8)OTHER MATTERS (8)Course staff•Daniel Woo, Lecturer in Chargeo Room 307-K17o9385 6495o danielw@.au•Outside of consultation times e-mail Daniel directly or locate on-line course content via .au/~cs4511Course details• 6 units of credit (UoC)•Pre- and co-requisiteso COMP3511/9511 Human Computer Interaction (User centred design) (pre-requisite)o COMP4001 Object-Oriented Software Development (C++, UML) (co-requisite)•The course is currently run as a 4th year elective.•Postgraduate students are permitted to undertake this course under the undergraduate course code. Postgraduate students are assigned an additional assignment exercise to write a technical paper on a topic relevant to user interface software developmentTimes•Lectures: Monday 11:00am-1:00pm, Wed 10:00-11:00am•Studio: Thursday 3:00-6:00pmCourse aims•Extend paper-based user-centred design techniques introduced in COMP3511/9511 and object-oriented design concepts introduced in COMP4001•Provide practical object-oriented software development skills specifically for graphical user interfaces•Understand the design and programming constraints user interfaces•Provide experience in usability testing of software applicationsLearning outcomes•Write applications in the Objective-C programming language•Design and implement graphical user interface (GUI) software•Write two user interface software applications as part of assignment work to first gain confidence in developing GUI applications and then to develop your skills with more complex behaviour •Understand the role design patterns in user interface software, notably the model view controller and state design patterns•Understand concepts such as event handling and views•Develop graphical user interface software with features that support copy, paste, undo, menus and responding to mouse and keyboard actions•Conduct peer usability evaluations of software developed in this course•Describe aspects of your software using object oriented techniques such as Unified Markup Language (UML)•Become competent with version control systems to maintain source code and other project related documents•Work collaboratively in a multidisciplinary environmentRationale•COMP4511 is a highly practical course that introduces you to the programming aspects of user interface software. We do not assume that you have developed such an application before but require that you feel competent in object-oriented principles and programming techniques •Usability evaluation is a key component in the software design lifecycle, so the designs that you develop in this course will be evaluated by your peers. This provides feedback to help improve your design and gives you further experience to evaluate software systems.•We build on the user centred design principles introduced in COMP3511 expecting that you will conduct user interviews to better understand requirements, develop paper or electronic prototypes of your design and conduct usability walkthroughs of your designs preferably before you write code (but we understand that this is possibly the first time that you have engaged in this process). •One of your assignment tasks will be to develop an interactive application in the domain that is of interest to you. We believe that by helping you create something that you are passionate about then your desire to excel and learn far outweighs completing a project for which you have no interest.•The lecture and studio are conducted in the CHI Lab (G11-K17) so that you have the tools and technologies immediately in front of you during class. This allows us experiment with the material whilst we are learning, addressing practical issues as they arise.•Video streaming content will be used to provide on-line course material. The Moodle class web site will host an on-line forum. We are very interested to better understand user/student needs for on-line course delivery•Based on the feedback we have had from both former students and some of their employers, the students who successfully completed this course have a balanced view of the software development process: they care about user needs, they can carry out the user centred design process, they understand the rigour and technical demands of software engineering, and they have applied knowledge in the area of usability evaluation•We train software aware students to be more than just programmersTeaching strategies•The CHI lab will be available for access to Mac based computers for self study programming exercises, conducting usability tests and hold team design meetings•Thursday 3-6pm is reserved for “studio” where we conduct workshop exercises that are focussed on usability, in-class design or coding exercises. Tutors and the lecturer will be available to discuss and review your progress•Thursday 3-4pm will be also be used for small group or individual consultation to review progress and assigned checkpoints•Additional lecture material will be provided on-line using streaming multimedia to cover design topics and more in-depth programming topics•The Moodle site will be used to conduct on-line discussion.•The overall format of the lectures and studios provide opportunity for feedback and discussionAssessmentThe exact assignment topics are still subject to change given that we are investigating collaboration with the school of industrial design and possibly working with a commercial organisation as a possible “client” that will help focus the work around a theme. Typically we would allow you to choose your own topic. This will be discussed in classes in Week 1.•Assignment 1: Introductory User Interface Involving Timeo Code Due Week 5, Fridayo15 %o Assessment will be based on Software Design, Code Implementation, User Interface Design, Version Control, Paper Prototyping, User Interviewso There will be other deliverables in studio to demonstrate progress•Assignment 2: Part 1 Design and Prototyping of an Interactive Applicationo Code Due Week 8, Thursday 2pmo15 %o Assessment will be based on Project Planning, User Centred Design, Paper Prototyping, Software Design, Code Prototyping, Version Control and UsabilityEvaluationso There will be other deliverables in studio to demonstrate progress•Assignment 2: Part 2 Implementation and Evaluation of an Interactive Applicationo Code Due Week 11, Thursday 2pmo25 %o Assessment will be based on Iterative Improvements, Additional Features, Code Implementations, Version Control, Usability Evaluations and Final Poster Presentation o There will be other deliverables in studio to demonstrate progress•Participation (Undergraduate)o5%o Studio Participationo Design Diary useo Reflection on Progress in Journal•Paper (Postgraduate)o5%o Research Paper on a topic related to interaction design and user centred designo Participation will be recorded•Final Examinationo40%o Written examination•Assignment 1 is an introductory assignment that allows you to learn about the Objective C language and develop a basic graphical user interface application that can respond to simple events generated by timers•Assignment 2 is in two parts and is designed to be your major project for the course. You may choose to develop an application that is interactive and supports the concept of direct manipulation. This will involve responding to mouse and keyboard events and drawing to the screen using the graphics functionality available in Cocoa. Examples could be a drawing application, a furniture layout application or a file system / Finder replacement.•Assignment source code is not explicitly submitted but will utilise the version control system (subversion) used in the course. On the due date, your assignment repository will be copied and the tagged branch will be copied and used as the assessable work. Written design reports should also be kept in the repository with any other non-electronic submissions handed in to class on the due date.•Assignment code will be kept in the repository trunk. Submissions will use a tagged branch.Documentation relating to the assignments will be kept in the repository and/or the on-line trac/wiki system (which is different from Moodle).•All electronic work submitted will be retained by the University of New South Wales and can be used for teaching, research and review purposes. We will acknowledge your contribution if you wish, or withhold your name should you choose to remain anonymous.•You also have the right to use your electronic submissions for your own personal use. You must retain any copyright notices contained in other code used in your submissions so the origin of the source is retained (eg. From class examples).•Any data provided as part of assignments (eg. Test data sets) may not be used for commercial purposes and must not be provided in any form to any other party.Academic honesty and plagiarismWhat is Plagiarism?Plagiarism is the presentation of the thoughts or work of another as one’s own.* Examples include:•direct duplication of the thoughts or work of another, including by copying material, ideas or concepts from a book, article, report or other written document (whether published orunpublished), composition, artwork, design, drawing, circuitry, computer program or software, web site, Internet, other electronic resource, or another person’s assignment without appropriateacknowledgement;•paraphrasing another person’s work with very minor changes keeping the meaning, form and/or progression of ideas of the original;•piecing together sections of the work of others into a new whole;•presenting an assessment item as independent work when it has been produced in whole or part in collusion with other people, for example, another student or a tutor; and•claiming credit for a proportion a work contributed to a group assessment item that is greater than that actually contributed.†For the purposes of this policy, submitting an assessment item that has already been submitted for academic credit elsewhere may be considered plagiarism.Knowingly permitting your work to be copied by another student may also be considered to be plagiarism.Note that an assessment item produced in oral, not written, form, or involving live presentation, may similarly contain plagiarised material.The inclusion of the thoughts or work of another with attribution appropriate to the academic discipline does not amount to plagiarism.The Learning Centre website is main repository for resources for staff and students on plagiarism and academic honesty. These resources can be located via:.au/plagiarismThe Learning Centre also provides substantial educational written materials, workshops, and tutorials to aid students, for example, in:•correct referencing practices;•paraphrasing, summarising, essay writing, and time management;•appropriate use of, and attribution for, a range of materials including text, images, formulae and concepts.Individual assistance is available on request from The Learning Centre.Students are also reminded that careful time management is an important part of study and one of the identified causes of plagiarism is poor time management. Students should allow sufficient time for research, drafting, and the proper referencing of sources in preparing all assessment items.* Based on that proposed to the University of Newcastle by the St James Ethics Centre. Used with kind permission from the University of Newcastle† Adapted with kind permission from the University of Melbourne.Course scheduleSubject to changesLectures Studio Assignment Deliverables Week 0Week 1 Course IntroductionGoal Directed DesignIntroduction Obj-CMemoryFoundation Classes Object Oriented Design Interface Builder Actions and Outlets Assignment 1 DesignWeek 2 Contacts ExampleModel View ControllerTablesTimers Coding StyleDebuggingVersion ControlAssignment 1 DesignA1 Concept DocumentMid Semester BreakWeek 3 ControlsArchivingMenusToolbarsDialogs Unit Testing Usability TestingWeek 4 User Centred DesignProcess Assignment 1Usability EvaluationA1 OO Design BriefWeek 5 ViewsDrawingEventsA1 Presentation A1 Code DueWeek 6 Graphics ApplicationBehaviour and Form A1 ReviewA2 ConceptsA2 Project PlanWeek 7 Graphics ApplicationState Design PatternA2 Walkthroughs A2 Concept DocumentWeek 8 Graphics ApplicationCopy / Paste / UndoNIB and Window ControllersA2 Usability Evaluations A2 Code Part 1 DueWeek 9 Interaction Details A2 Usability EvaluationsWeek 10 Document ArchitectureUser PreferencesA2 Usability Evaluations A2 Usability ReportWeek 11 Interaction Design Topics A2 Usability Evaluations A2 Code Part 2 Due Week 12 Project/UCD Reflection A2 Presentations A2 Final ReportResources for studentsRequired Text Books•Cooper, Reimann and Cronin (2007), About Face 3: The Essentials of Interaction Design, John Wiley•Hillegrass (2004), Cocoa Programming for Mac OS X (2nd Ed), Addison WesleyReferences from COMP3511/9511 or COMP4001•Preece, Rogers, Sharp (2007), Interaction Design Beyond Human Computer Interaction, John Wiley & Sons Inc.•Nielsen (1993), Usability Engineering, Morgan Kaufmann.•Gamma, Helm, Johnson and Vlissides (1995), Design Patterns: Elements of Reusable Object-Oriented Software, Addison-Wesley.Other References•Apple Computer Inc. (2001), Learning Cocoa, O’Reilly and Associates Inc.•Garfunkel and Mahoney (2002), Building Cocoa Applications, O’Reilly and Associates Inc. •Kochran, SG (2004), Programming in Objective-C, Sams Publishing•Students seeking resources can also obtain assistance from the UNSW Library. One starting point for assistance is:.au/web/services/services.htmlOther Materials•Design Diary A4 or A3 bound sketchpad for design work. This will be assessed during Studio consultation.•Post-it Notes™, coloured pens and pencils will be used as part of the design work. Please use only Blu-Tack™ for placing posters on walls. Do not use sticky or masking tape.Course evaluation and development•We will use both paper-based and electronic survey tools throughout the session to gather feedback about the course. This is used to assess the quality of the course in order to make on going improvements. We do take this feedback seriously and approach the design of this course using the user centred design philosophies.Other matters•Students are expected to attend all classes•Please review the official school policies available at .au/~studentoffice/policies/yellowform.html. It contains important information regarding use of laboratories, originality of assignment submissions and special consideration. Note that in order to receive a CSE login account you must have agreed to the conditions stated in that document.•The Yellow Form also states the supplementary assessment policy and outlines what to do in case illness or misadventure that affects your assessment, and supplementary examinations procedures within the School of Computer Science and Engineering•Please read and understand the School Policy in relation to laboratory conduct.•Note that no food or drink is permitted in the laboratory. CSE fines will apply.•The laboratory is to be secured at all times. No equipment or furniture can be removed from the laboratory.•You are not permitted to provide unauthorised access to this laboratory.•UNSW Occupational Health and Safety policies and expectations.au/ohs/ohs.shtml•Computer Ergonomics for Students.au/ergonomics/ergoadjust.html•OHS Responsibility and Accountability for Students.au/ergonomics/ohs.html•Students who have a disability are encouraged to discuss their study needs with the course convener prior to, or at the commencement of the course, or with the Equity Officer (Disability) in the Equity and Diversity Unit (9385 4734). Information for students with disabilities is available at: .au/disabil.htmlIssues to be discussed may include access to materials, signers or note-takers, the provision of services and additional examination and assessment arrangements. Early notification is essential to enable any necessary adjustments to be made. Information on designing courses and course outlines that take into account the needs of students with disabilities can be found at:.au/acboardcom/minutes/coe/disabilityguidelines.pdf。
复旦大学英语专业教学培养方案
英语专业教学培养方案
一 培养目标及培养要求：
本专业培养具有扎实的英语语言基础和比较广泛的科学文化知识，能在外事、经贸、文化、新闻、出版、教育、科研、旅游等部门从事翻译、研究、教学工作的英语高级专门人才。
要求学生掌握语言、文学及相关人文和科技方面的基础知识；具有较强的跨文化交际能力；具有扎实的英语语言基础和较熟练的听、说、读、写、译能力；了解我国国情和英语国家的社会和文化；具有第二外国语的一定的实际应用能力；具有较好的汉语表达能力和基本调研能力；具有较强的逻辑思维能力、创新能力及独立工作能力。
二 学位及学分要求：
本专业学生在学期间必须修满教学计划规定的150学分方能毕业。
其中通识教育课程35学分，文理基础课程28学分，专业教育课程87学分(含社会实践2学分、毕业论文4学分)。
达到学位要求者授予文学学士学位。
三 课程设置：(150学分)
(一) 通识教育课程(35学分)
修读要求：I类核心课程，修满24学分；II类专项教育课程，修满10学分（大学英语课程除外）；III类通识教育选修课程，修满1学分。
(二) 文理基础课程(28学分)
学生应在文理基础课程中的人文类基础课程I组中修满10学分(其中必须选修“语言学导论”课程)，在II组中修满10学分(其中必须选修“世界文学导读”、“英美报刊”)，并在法政类基础课程和经管类基础课程III组中共选修8学分。
(三) 专业教育课程(87学分)。
苏格拉底英文介绍
Socrates maintained that true reality is knowledge, and that the only way to achieve true happiness and fulfillment is through the cultivation of Wisdom and the avoidance of ignorance
to its well being and specificity
02
The role of the philosopher
Socrates envisioned a role for philosophers in the polis, arguing
that they should participate in public affairs and seek to shape
The impact on modern logic and science
Socrates' teaching on reason and logical thinking has been highly influential in the development of modern logic and science
Introduction to Socrates in English
目录
• The Life of Socrates • Socrates' Philosophical Thought • The influence of Socrates • Socrates' Controversy and Criticism • Socrates' Legacy
谁动了我的奶酪英文版课件
05
Language features
A vid and vid depiction
01
Vivid images
The courseware uses a variety of Vivid images and graphics to
illustrate the story and make it more engaging for learners
02 03
Vivid language
The English version of the courseware employees live and colorful language to bring the story to life and make it more engaging for learners
Humorous and witty language
Humorous anecdotes
The courseware includes humorous anecdotes that add a lighthearted touch to the story, making it more enjoyable for learners
In contrast, Mouse Sniff takes a more measured approach and calls explore the size, eventually finding
his way back to the cheese
03
Theme analysis
Change and Adaptation
Adaptation
Adaptation is a key theme in the story, as the characters must adjust their expectations and plans to
Netttles
Why is the story entitled “Nettles”?
Poetic: giving a sense of beauty Arose readers’ interest, space to think, imagine, guess
One clue; The author’s understanding of love changes with her understanding to nettles
Language: spare, lucid, and command of details
Nettle: a plant with stinging hairs that make the leaves rough V. be nettled: be annoyed or irritated by someone’s behavior. Grasp the nettle: dealing with an unpleasant situation firmly and without delay.
Love vs. marriage
Love ;it is not easy to make out whether it really exists or not, because you can not see it, hear it, smell it, can not grasp it in your hands, maybe you can feel it sometimes, but do you always believe your feelings?
Much of Munro's work exemplifies the literary genre known as Southern Ontario Gothic. Many of Munro's stories are set in Huron County, Ontario. Many compare Munro's small-town settings to writers of the U.S. rural South. Another feature is that the omniscient narrator who serves to make sense of the world. Theme：In her earlier stories, she focuses on the dilemmas of a girl coming of age and coming to terms with her family and the small town she grew up in. In her later works, she has shifted her focus to the travails of middle age, of women alone and of the elderly.
山东省临沂市英语小学四年级上学期试题与参考答案(2024-2025学年)
2024-2025学年山东省临沂市英语小学四年级上学期复习试题与参考答案一、听力部分（本大题有12小题，每小题2分，共24分）1、What does the girl say about her favorite animal?A. It is a cat.B. It is a dog.C. It is a fish.Answer: BExplanation: The girl mentions that her favorite animal is a dog, so the correct answer is B.2、How old is the boy’s brother?A. He is 10 years old.B. He is 12 years old.C. He is 14 years old.Answer: BExplanation: The boy states that his brother is twelve years old, making B the correct answer.3、Question: What is the name of the boy who likes to play soccer?A. TomC. MikeAnswer: AExplanation: In the listening passage, the speaker mentioned that Tom is the boy who loves playing soccer.4、Question: What are the animals doing in the park according to the conversation?A. They are eating grass.B. They are swimming in the lake.C. They are flying in the sky.Answer: CExplanation: The conversation described the birds flying around in the park, so the correct answer is option C.5、Listen to the dialogue between two friends and choose the correct answer to complete the sentence.A: Hey, do you know what we are doing for our science project this semester? B: Yeah, we are going to plant some seeds and observe how they grow.Question: What are they going to do for their science project?A) They are going to watch a movie.B) They are going to plant seeds and observe their growth.C) They are going to read a book.D) They are going to draw pictures.Explanation: The dialogue clearly mentions that they are going to plant some seeds and observe their growth, which matches option B.6、Listen to the following conversation and answer the question.Teacher: Alright, class, I want you to tell me what the weather is like today.Student 1: It’s sunny.Student 2: But it’s also windy.Question: What is the weather like today?A) It’s sunny and windy.B) It’s rainy.C) It’s snowy.D) It’s foggy.Answer: AExplanation: The conversation includes information about the weather being sunny and windy, which matches option A.7.Listen to the conversation and answer the question.W: Hi, John. How was your science project?M: It was great, but I had to work really hard on it.W: Did you enjoy learning about the solar system?M: Yeah, it was fascinating. I learned so much about the planets and their moons.Question: What topic did John’s science project focus on?A) The solar systemB) Animal biologyC) Weather patternsD) EarthquakesAnswer: A) The solar systemExplanation: The question asks about the focus of John’s science project. The conversation clearly states that John enjoyed learning about the solar system, which is the topic of his project.8.Listen to the dialogue and complete the sentence.M: Excuse me, Miss Green. Can you help me find the math section?W: Sure, it’s over there, next to the science books.M: Oh, thanks! By the way, how many math books are there in total?W: There are 32 books in that section, but some of them are for middle school students.Question: How many math books are there for elementary school students in that section?A) 32B) 20C) 12D) Not enough informationAnswer: D) Not enough informationExplanation: The question asks for the number of math books for elementaryschool students. While the total number of math books in the section is given as 32, the conversation does not specify how many of those books are for elementary school students, so the answer is not enough information.9.Listen to the conversation and choose the correct answer.A. The boy wants to borrow a book.B. The girl needs help with her homework.C. The teacher is asking about the weekend.Answer: BExplanation: In the conversation, the girl is asking for help with her math homework, indicating that option B is the correct answer. The other options do not align with the content of the conversation.10.Listen to the dialogue and fill in the blanks with the correct words.A. What time is it?B. I think it’s time toC. We shouldDialogue: A: (Looking at his watch) __________?B:__________the movie starts in 15 minutes.Answer: A, B, CExplanation: The dialogue suggests that the first speaker is checking the time (What time is it?), the second speaker is acknowledging the time and suggesting what should be done (I think it’s time to), and the third speaker is reinforcing the action that needs to be taken (We should).11.You hear a conversation between a teacher and a student.Teacher: How was your weekend, Tom?Student: It was quite good, thanks. I went to the park with my family.What did Tom do on his weekend?A)He went to school.B)He visited his grandparents.C)He went to the park with his family.Answer: CExplanation: The student explicitly mentions that he went to the park with his family, so the correct answer is C.12.You hear a short dialogue between two students discussing their favorite subject.Student A: I really enjoy science class. It’s so interesting.Student B: Me too! I love learning about animals and the natural world.What is the favorite subject of both students?A)MathB)ScienceC)LiteratureAnswer: BExplanation: Both students express their enjoyment of science, making it their common favorite subject. Therefore, the correct answer is B.二、选择题（本大题有12小题，每小题2分，共24分）1、What is the correct plural form of the word “child”?A. childsB. childrenC. childesD. childenAnswer: B. childrenExplanation: The plural form of “child” is “children,” which is a regular plural noun ending in -en.2、Which word means “to give a gift”?A. takeB. offerC. receiveD. demandAnswer: B. offerExplanation: The word “offer” means to give something as a gift, especially something that is offered to someone with the hope that they will accept it.3.Which of the following sentences is a correct question?A. I like apples.B. What color is your cat?C. She is a teacher.D. They are eating ice cream.Answer: BExplanation: The correct question is B because it is phrased as a question, asking for information about the color of the cat. The other sentences are statements, not questions.4.Choose the word that best completes the sentence.The children are playing____________in the park.A. joyfullyB. carefullyC. heavilyD. loudlyAnswer: AExplanation: The correct word to complete the sentence is “joyfully” because it describes the manner in which the children are playing, suggesting they are doing so with happiness or pleasure. The other options do not fit the context as well.5.What is the plural form of the word “child”?A. childrenB. childersC. childsD. childesAnswer: A. childrenExplanation: The plural form of “child” is “children,” which is used for more than one child.6.Which sentence is correct?A. She has three cats and two dogs.B. She has three cats, and two dogs.C. She has three cats; two dogs.D. She has three cats: two dogs.Answer: B. She has three cats, and two dogs.Explanation: In English, when listing items in a sentence, a comma is used before the conjunction “and” to separate the items. The correct usage is “three cats, and two dogs.”7.What is the capital city of France?A. LondonB. ParisC. BerlinD. RomeAnswer: BExplanation: Paris is the capital city of France. London is the capital of the United Kingdom, Berlin is the capital of Germany, and Rome is the capital of Italy.8.Which of the following animals is known for its ability to fly?A. ElephantB. BatC. KangarooD. GiraffeAnswer: BExplanation: Bats are known for their ability to fly. Elephants are large land mammals and cannot fly. Kangaroos are known for their hopping ability on land, and giraffes are the tallest mammals but do not have the ability to fly.9、Which of the following words belongs to the category of “common nouns”?A. appleB. theC. haveD. deliciousAnswer: AExplanation: “Apple” is a common noun beca use it refers to a type of fruit and can be used in the plural form (apples). The other options are either articles(B. the) or a verb (C. have) and an adjective (D. delicious).10、Choose the correct past tense form of the verb “do” for the sentence “I_______my homework yesterday.”A. doB. didC. doesD. am doingAnswer: BExplanation: The correct past tense form of the verb “do” is “did.” Therefore, the sentence should be “I did my homework yesterday.” The other options are present tense forms (A. do and C. does) or present continuous tense(D. am doing), which are not suitable for the past context of the sentence.11.What is the capital city of France?A)LondonB)ParisC)RomeD)MadridAnswer: B) ParisExplanation: Paris is the capital city of France. London is the capital of the United Kingdom, Rome is the capital of Italy, and Madrid is the capital of Spain.12.Which of the following is a type of bird?A)FishB)TreeC)PenguinD)MushroomAnswer: C) PenguinExplanation: A penguin is a type of bird, specifically a flightless aquatic bird that lives in the Southern Hemisphere. Fish are aquatic animals, trees are plants, and mushrooms are fungi.三、完型填空（10分）Three, Cloze TestRead the following passage and choose the best word for each blank from the options given.The sun was setting over the horizon, casting a golden glow over the peaceful village. The children of (1)___________Village were enjoying a(2)___________evening with their (3) ___________.1.A. Little B. Large C. Busy D. Beautiful2.A. boring B. exciting C. quiet D. sunny3.A. parents B. friends C. animals D. teachers4.The children were (4)___________a game of tag in the (5)___________field.4.A. playing B. watching C. learning D. practicing5.A. old B. empty C. grassy D. noisyAnswers:1.A2.C3.B4.A5.C四、阅读理解（26分）Reading ComprehensionPassage:The school library was a magical place for young Tom. Every afternoon, after school, he would rush to the library to explore the many shelves filled with books. Tom loved reading about adventures and learning new things. One day, he came across a book about the Amazon Rainforest, which sparked his curiosity. He read about the diverse plants, animals, and the importance of preserving this ecosystem.The book described how the rainforest was home to thousands of species, many of which were not found anywhere else in the world. It also mentioned the challenges faced by the rainforest, such as deforestation and climate change. Tom was deeply concerned about the future of the Amazon and decided to do something to help.The next day, he gathered his friends and discussed their ideas. They decided to create a school project aimed at raising awareness about the Amazon Rainforest. They made posters, wrote essays, and even organized a small fundraising event. The school community was touched by their efforts, and many students began to understand the importance of conservation.Questions:1.Why did Tom love going to the school library?A. He enjoyed playing games there.B. He loved reading books about adventures and learning.C. He wanted to meet new friends there.D. He found it too noisy and preferred to study alone.2.What was Tom’s main concern after reading the book about the Amazon Rainforest?A. He wanted to visit the rainforest himself.B. He was fascinated by the animals he read about.C. He was worried about the future of the Amazon.D. He wanted to become a scientist studying rainforests.3.What did Tom and his friends do to raise awareness about the Amazon Rainforest?A. They started a protest outside the school.B. They organized a charity run to raise money.C. They planted trees around the school campus.D. They created posters and essays and held a fundraising event.Answers:1.B. He loved reading books about adventures and learning.2.C. He was worried about the future of the Amazon.3.D. They created posters and essays and held a fundraising event.五、写作题（16分）Writing Task:Imagine you are the principal of a new elementary school in your town. You have noticed that many students are not getting enough exercise during theirschool day. Write a letter to the parents of the students, addressing the importance of physical activity for children and suggesting a few ways the school can help promote more active lifestyles. Include the following points in your letter:1.The benefits of regular physical activity for children.2.Specific activities that can be offered at school.3.Suggestions for parents to encourage exercise at home.Sample Writing:Dear Parents,I hope this letter finds you well. I am writing to you as the principal of [School Name], a new and vibrant elementary school in our community. One of the aspects I am particularly passionate about is ensuring that all our students have a well-rounded education, which includes not only academic excellence but also physical health.It has come to my attention that many of our students are not engaging in enough physical activity during the school day. Regular physical activity is crucial for children’s development, both physically and mentally. Here are some of the benefits:1.Physical Health: Exercise helps in maintaining a healthy weight, strengthens bones and muscles, and improves cardiovascular health.2.Mental Health: Physical activity can reduce stress, anxiety, and depression, and it also enhances cognitive function and concentration.3.Social Skills: Engaging in group activities can improve teamwork,communication, and social interaction skills.To address this concern, I would like to propose the following initiatives:1.Incorporate Physical Activity into the Curriculum: We can include short physical activity breaks during lessons to help students stay alert and focused.2.Offer After-School Sports Clubs: We can organize sports clubs such as soccer, basketball, or yoga to provide opportunities for students to engage in physical activities with their peers.3.Create a Safe Playground: We are planning to invest in a new playground that will encourage children to play outside during their recess and lunch breaks.I kindly ask for your support in promoting a more active lifestyle for our children. Here are a few suggestions you can implement at home:1.Encourage Daily Exercise: Set aside time each day for your child to participate in physical activities they enjoy.2.Limit Screen Time: Reduce the amount of time your child spends in front of screens to free up time for physical activity.3.Be a Role Model: Children often mim ic their parents’ behavior, so let’s lead by example and be active together.Together, we can ensure that our students lead healthy, active lives. If you have any ideas or concerns, please do not hesitate to contact me.Thank you for your attention and cooperation.Warm regards,[Your Name]Principal[School Name]Writing Analysis:The sample letter effectively addresses the importance of physical activity for children, offering clear and practical suggestions for both the school and the parents. It includes a personal touch by addressing the issue from the principal’s perspective, which can help build trust and rapport with the parents. The letter is well-structured, with a clear introduction, body, and conclusion, and it successfully incorporates all the required points.。
学术英语(人文社科类)Unit-4
Unit 4
The Study of Society and People
Text A
Suggested answers
Critical reading and thinking
Task 2 Answer the following questions.
5 Where did romantic love make its first appearance? Its first appearance made in courtly circles.
Text A
Unit 4
Suggested answers
The Study of Society and
Critical reading and thinking
People
Task 1 The tree diagram below shows how the authors
develop the text about the study of sociology. Fill in the
Unit 4
The Study of
Text A
Suggested answers
Society and People
Critical reading and thinking
Task 2 Answer the following questions.
1 How does the author describe the world we live in today? The author describes that the world we live in today is intensely worrying, yet full of the most extraordinary promise for the future.
新世纪大学英语(第二版)综合课程2unit1课文翻译和课后标准答案
陌生人的善意迈克·麦金太尔一年夏天，我从家乡加利福尼亚州的塔霍城开车前往新奥尔良。
在沙漠深处，我碰到一个年轻人站在路旁。
他一只手打出拇指向外的手势，另一只手里拿着一个汽油罐。
我直接从他身边开过去了。
别人会停下来的，我想。
再说，那汽油罐只是个让车停下、好抢劫司机的幌子而已。
在这个国家，曾有那么一段时间，你要是对需要帮助的人置之不理，大家会认为你是混蛋，而如今你要是帮了你就是笨蛋。
到处潜伏着犯罪团伙、吸毒上瘾者、杀人犯、强奸犯、盗窃犯还有劫车犯，为什么要冒险呢？“我不想卷进去”已经成为全国性的信条。
2 开过了几个州以后，我还在想着那个想搭便车的人。
把他一个人留在沙漠中倒并没有让我有多么不安。
让我不安的是，我多么轻易地就做出了这个决定。
我甚至根本没把脚从油门上抬起来。
我很想知道，现在还有人会停车吗？3 我想到我此行的目的地——新奥尔良。
那里是田纳西·威廉姆斯的剧作《欲望号街车》的背景地。
我回想起布兰奇·杜波依斯的名句：“我总是依赖陌生人的善意。
”4 陌生人的善意。
听起来好怪。
如今这年头还有谁能指望陌生人的善意吗？5 要验证这一点，一个办法是一个人从东海岸旅行到西海岸，不带一分钱，完全依靠美国同胞的善意。
他会发现一个什么样的美国？谁会给他饭吃、让他歇脚、捎他一程呢？6 这个念头激起了我的好奇心。
但谁会这么不切实际、愿意去尝试这样一次旅行呢？好吧，我想，那不如我来试试？7 满37岁那个星期，我意识到我这辈子还从没冒过什么险呢。
所以我决定来个观念的跨越，美洲大陆那么宽——从太平洋去大西洋，不带一分钱。
要是有人给我钱，我会拒绝。
我只接受搭顺风车、提供食物和让我歇脚的帮助。
这将是穿越这片金钱至上的土地上一次无钱的旅行。
我的最终目的地是北卡罗来纳州的“恐惧角”（即开普菲尔），它象征着我沿途必须克服的所有恐惧。
8 1994年9月6日，我早早起床，背起一个50磅重的包，朝金门桥走去。
我从背包里拿出一个牌子，向过路的车辆展示我的目的地：“美利坚”。
Instructional_design
Instructional designFrom Wikipedia, the free encyclopediaInstructional Design(also called Instructional Systems Design (ISD)) is the practice of maximizing the effectiveness, efficiency and appeal of instruction and other learning experiences. The process consists broadly of determining the current state and needs of the learner, defining the end goal of instruction, and creating some "intervention" to assist in the transition. Ideally the process is informed by pedagogically(process of teaching) and andragogically(adult learning) tested theories of learning and may take place in student-only, teacher-led or community-based settings. The outcome of this instruction may be directly observable and scientifically measured or completely hidden and assumed. There are many instructional design models but many are based on the ADDIE model with the five phases: 1) analysis, 2) design, 3) development, 4) implementation, and 5) evaluation. As a field, instructional design is historically and traditionally rooted in cognitive and behavioral psychology.HistoryMuch of the foundations of the field of instructional design was laid in World War II, when the U.S. military faced the need to rapidly train large numbers of people to perform complex technical tasks, fromfield-stripping a carbine to navigating across the ocean to building a bomber—see "Training Within Industry(TWI)". Drawing on the research and theories of B.F. Skinner on operant conditioning, training programs focused on observable behaviors. Tasks were broken down into subtasks, and each subtask treated as a separate learning goal. Training was designed to reward correct performance and remediate incorrect performance. Mastery was assumed to be possible for every learner, given enough repetition and feedback. After the war, the success of the wartime training model was replicated in business and industrial training, and to a lesser extent in the primary and secondary classroom. The approach is still common in the U.S. military.[1]In 1956, a committee led by Benjamin Bloom published an influential taxonomy of what he termed the three domains of learning: Cognitive(what one knows or thinks), Psychomotor (what one does, physically) and Affective (what one feels, or what attitudes one has). These taxonomies still influence the design of instruction.[2]During the latter half of the 20th century, learning theories began to be influenced by the growth of digital computers.In the 1970s, many instructional design theorists began to adopt an information-processing-based approach to the design of instruction. David Merrill for instance developed Component Display Theory (CDT), which concentrates on the means of presenting instructional materials (presentation techniques).[3]Later in the 1980s and throughout the 1990s cognitive load theory began to find empirical support for a variety of presentation techniques.[4]Cognitive load theory and the design of instructionCognitive load theory developed out of several empirical studies of learners, as they interacted with instructional materials.[5]Sweller and his associates began to measure the effects of working memory load, and found that the format of instructional materials has a direct effect on the performance of the learners using those materials.[6][7][8]While the media debates of the 1990s focused on the influences of media on learning, cognitive load effects were being documented in several journals. Rather than attempting to substantiate the use of media, these cognitive load learning effects provided an empirical basis for the use of instructional strategies. Mayer asked the instructional design community to reassess the media debate, to refocus their attention on what was most important: learning.[9]By the mid- to late-1990s, Sweller and his associates had discovered several learning effects related to cognitive load and the design of instruction (e.g. the split attention effect, redundancy effect, and the worked-example effect). Later, other researchers like Richard Mayer began to attribute learning effects to cognitive load.[9] Mayer and his associates soon developed a Cognitive Theory of MultimediaLearning.[10][11][12]In the past decade, cognitive load theory has begun to be internationally accepted[13]and begun to revolutionize how practitioners of instructional design view instruction. Recently, human performance experts have even taken notice of cognitive load theory, and have begun to promote this theory base as the science of instruction, with instructional designers as the practitioners of this field.[14]Finally Clark, Nguyen and Sweller[15]published a textbook describing how Instructional Designers can promote efficient learning using evidence-based guidelines of cognitive load theory.Instructional Designers use various instructional strategies to reduce cognitive load. For example, they think that the onscreen text should not be more than 150 words or the text should be presented in small meaningful chunks.[citation needed] The designers also use auditory and visual methods to communicate information to the learner.Learning designThe concept of learning design arrived in the literature of technology for education in the late nineties and early 2000s [16] with the idea that "designers and instructors need to choose for themselves the best mixture of behaviourist and constructivist learning experiences for their online courses" [17]. But the concept of learning design is probably as old as the concept of teaching. Learning design might be defined as "the description of the teaching-learning process that takes place in a unit of learning (eg, a course, a lesson or any other designed learning event)" [18].As summarized by Britain[19], learning design may be associated with:∙The concept of learning design∙The implementation of the concept made by learning design specifications like PALO, IMS Learning Design[20], LDL, SLD 2.0, etc... ∙The technical realisations around the implementation of the concept like TELOS, RELOAD LD-Author, etc...Instructional design modelsADDIE processPerhaps the most common model used for creating instructional materials is the ADDIE Process. This acronym stands for the 5 phases contained in the model:∙Analyze– analyze learner characteristics, task to be learned, etc.Identify Instructional Goals, Conduct Instructional Analysis, Analyze Learners and Contexts∙Design– develop learning objectives, choose an instructional approachWrite Performance Objectives, Develop Assessment Instruments, Develop Instructional Strategy∙Develop– create instructional or training materialsDesign and selection of materials appropriate for learning activity, Design and Conduct Formative Evaluation∙Implement– deliver or distribute the instructional materials ∙Evaluate– make sure the materials achieved the desired goals Design and Conduct Summative EvaluationMost of the current instructional design models are variations of the ADDIE process.[21] Dick,W.O,.Carey, L.,&Carey, J.O.(2004)Systematic Design of Instruction. Boston,MA:Allyn&Bacon.Rapid prototypingA sometimes utilized adaptation to the ADDIE model is in a practice known as rapid prototyping.Proponents suggest that through an iterative process the verification of the design documents saves time and money by catching problems while they are still easy to fix. This approach is not novel to the design of instruction, but appears in many design-related domains including software design, architecture, transportation planning, product development, message design, user experience design, etc.[21][22][23]In fact, some proponents of design prototyping assert that a sophisticated understanding of a problem is incomplete without creating and evaluating some type of prototype, regardless of the analysis rigor that may have been applied up front.[24] In other words, up-front analysis is rarely sufficient to allow one to confidently select an instructional model. For this reason many traditional methods of instructional design are beginning to be seen as incomplete, naive, and even counter-productive.[25]However, some consider rapid prototyping to be a somewhat simplistic type of model. As this argument goes, at the heart of Instructional Design is the analysis phase. After you thoroughly conduct the analysis—you can then choose a model based on your findings. That is the area where mostpeople get snagged—they simply do not do a thorough-enough analysis. (Part of Article By Chris Bressi on LinkedIn)Dick and CareyAnother well-known instructional design model is The Dick and Carey Systems Approach Model.[26] The model was originally published in 1978 by Walter Dick and Lou Carey in their book entitled The Systematic Design of Instruction.Dick and Carey made a significant contribution to the instructional design field by championing a systems view of instruction as opposed to viewing instruction as a sum of isolated parts. The model addresses instruction as an entire system, focusing on the interrelationship between context, content, learning and instruction. According to Dick and Carey, "Components such as the instructor, learners, materials, instructional activities, delivery system, and learning and performance environments interact with each other and work together to bring about the desired student learning outcomes".[26] The components of the Systems Approach Model, also known as the Dick and Carey Model, are as follows:∙Identify Instructional Goal(s): goal statement describes a skill, knowledge or attitude(SKA) that a learner will be expected to acquire ∙Conduct Instructional Analysis: Identify what a learner must recall and identify what learner must be able to do to perform particular task ∙Analyze Learners and Contexts: General characteristic of the target audience, Characteristic directly related to the skill to be taught, Analysis of Performance Setting, Analysis of Learning Setting∙Write Performance Objectives: Objectives consists of a description of the behavior, the condition and criteria. The component of anobjective that describes the criteria that will be used to judge the learner's performance.∙Develop Assessment Instruments: Purpose of entry behavior testing, purpose of pretesting, purpose of posttesting, purpose of practive items/practive problems∙Develop Instructional Strategy: Pre-instructional activities, content presentation, Learner participation, assessment∙Develop and Select Instructional Materials∙Design and Conduct Formative Evaluation of Instruction: Designer try to identify areas of the instructional materials that are in need to improvement.∙Revise Instruction: To identify poor test items and to identify poor instruction∙Design and Conduct Summative EvaluationWith this model, components are executed iteratively and in parallel rather than linearly.[26]/akteacher/dick-cary-instructional-design-mo delInstructional Development Learning System (IDLS)Another instructional design model is the Instructional Development Learning System (IDLS).[27] The model was originally published in 1970 by Peter J. Esseff, PhD and Mary Sullivan Esseff, PhD in their book entitled IDLS—Pro Trainer 1: How to Design, Develop, and Validate Instructional Materials.[28]Peter (1968) & Mary (1972) Esseff both received their doctorates in Educational Technology from the Catholic University of America under the mentorship of Dr. Gabriel Ofiesh, a Founding Father of the Military Model mentioned above. Esseff and Esseff contributed synthesized existing theories to develop their approach to systematic design, "Instructional Development Learning System" (IDLS).The components of the IDLS Model are:∙Design a Task Analysis∙Develop Criterion Tests and Performance Measures∙Develop Interactive Instructional Materials∙Validate the Interactive Instructional MaterialsOther modelsSome other useful models of instructional design include: the Smith/Ragan Model, the Morrison/Ross/Kemp Model and the OAR model , as well as, Wiggins theory of backward design .Learning theories also play an important role in the design ofinstructional materials. Theories such as behaviorism , constructivism , social learning and cognitivism help shape and define the outcome of instructional materials.Influential researchers and theoristsThe lists in this article may contain items that are not notable , not encyclopedic , or not helpful . Please help out by removing such elements and incorporating appropriate items into the main body of the article. (December 2010)Alphabetic by last name∙ Bloom, Benjamin – Taxonomies of the cognitive, affective, and psychomotor domains – 1955 ∙Bonk, Curtis – Blended learning – 2000s ∙ Bransford, John D. – How People Learn: Bridging Research and Practice – 1999 ∙ Bruner, Jerome – Constructivism ∙Carr-Chellman, Alison – Instructional Design for Teachers ID4T -2010 ∙Carey, L. – "The Systematic Design of Instruction" ∙Clark, Richard – Clark-Kosma "Media vs Methods debate", "Guidance" debate . ∙Clark, Ruth – Efficiency in Learning: Evidence-Based Guidelines to Manage Cognitive Load / Guided Instruction / Cognitive Load Theory ∙Dick, W. – "The Systematic Design of Instruction" ∙ Gagné, Robert M. – Nine Events of Instruction (Gagné and Merrill Video Seminar) ∙Heinich, Robert – Instructional Media and the new technologies of instruction 3rd ed. – Educational Technology – 1989 ∙Jonassen, David – problem-solving strategies – 1990s ∙Langdon, Danny G - The Instructional Designs Library: 40 Instructional Designs, Educational Tech. Publications ∙Mager, Robert F. – ABCD model for instructional objectives – 1962 ∙Merrill, M. David - Component Display Theory / Knowledge Objects ∙ Papert, Seymour – Constructionism, LOGO – 1970s ∙ Piaget, Jean – Cognitive development – 1960s∙Piskurich, George – Rapid Instructional Design – 2006∙Simonson, Michael –Instructional Systems and Design via Distance Education – 1980s∙Schank, Roger– Constructivist simulations – 1990s∙Sweller, John - Cognitive load, Worked-example effect, Split-attention effect∙Roberts, Clifton Lee - From Analysis to Design, Practical Applications of ADDIE within the Enterprise - 2011∙Reigeluth, Charles –Elaboration Theory, "Green Books" I, II, and III - 1999-2010∙Skinner, B.F.– Radical Behaviorism, Programed Instruction∙Vygotsky, Lev– Learning as a social activity – 1930s∙Wiley, David– Learning Objects, Open Learning – 2000sSee alsoSince instructional design deals with creating useful instruction and instructional materials, there are many other areas that are related to the field of instructional design.∙educational assessment∙confidence-based learning∙educational animation∙educational psychology∙educational technology∙e-learning∙electronic portfolio∙evaluation∙human–computer interaction∙instructional design context∙instructional technology∙instructional theory∙interaction design∙learning object∙learning science∙m-learning∙multimedia learning∙online education∙instructional design coordinator∙storyboarding∙training∙interdisciplinary teaching∙rapid prototyping∙lesson study∙Understanding by DesignReferences1.^MIL-HDBK-29612/2A Instructional Systems Development/SystemsApproach to Training and Education2.^Bloom's Taxonomy3.^TIP: Theories4.^Lawrence Erlbaum Associates, Inc. - Educational Psychologist -38(1):1 - Citation5.^ Sweller, J. (1988). "Cognitive load during problem solving:Effects on learning". Cognitive Science12 (1): 257–285.doi:10.1016/0364-0213(88)90023-7.6.^ Chandler, P. & Sweller, J. (1991). "Cognitive Load Theory andthe Format of Instruction". Cognition and Instruction8 (4): 293–332.doi:10.1207/s1532690xci0804_2.7.^ Sweller, J., & Cooper, G.A. (1985). "The use of worked examplesas a substitute for problem solving in learning algebra". Cognition and Instruction2 (1): 59–89. doi:10.1207/s1532690xci0201_3.8.^Cooper, G., & Sweller, J. (1987). "Effects of schema acquisitionand rule automation on mathematical problem-solving transfer". Journal of Educational Psychology79 (4): 347–362.doi:10.1037/0022-0663.79.4.347.9.^ a b Mayer, R.E. (1997). "Multimedia Learning: Are We Asking theRight Questions?". Educational Psychologist32 (41): 1–19.doi:10.1207/s1*******ep3201_1.10.^ Mayer, R.E. (2001). Multimedia Learning. Cambridge: CambridgeUniversity Press. ISBN0-521-78239-2.11.^Mayer, R.E., Bove, W. Bryman, A. Mars, R. & Tapangco, L. (1996)."When Less Is More: Meaningful Learning From Visual and Verbal Summaries of Science Textbook Lessons". Journal of Educational Psychology88 (1): 64–73. doi:10.1037/0022-0663.88.1.64.12.^ Mayer, R.E., Steinhoff, K., Bower, G. and Mars, R. (1995). "Agenerative theory of textbook design: Using annotated illustrations to foster meaningful learning of science text". Educational TechnologyResearch and Development43 (1): 31–41. doi:10.1007/BF02300480.13.^Paas, F., Renkl, A. & Sweller, J. (2004). "Cognitive Load Theory:Instructional Implications of the Interaction between InformationStructures and Cognitive Architecture". Instructional Science32: 1–8.doi:10.1023/B:TRUC.0000021806.17516.d0.14.^ Clark, R.C., Mayer, R.E. (2002). e-Learning and the Science ofInstruction: Proven Guidelines for Consumers and Designers of Multimedia Learning. San Francisco: Pfeiffer. ISBN0-7879-6051-9.15.^ Clark, R.C., Nguyen, F., and Sweller, J. (2006). Efficiency inLearning: Evidence-Based Guidelines to Manage Cognitive Load. SanFrancisco: Pfeiffer. ISBN0-7879-7728-4.16.^Conole G., and Fill K., “A learning design toolkit to createpedagogically effective learning activities”. Journal of Interactive Media in Education, 2005 (08).17.^Carr-Chellman A. and Duchastel P., “The ideal online course,”British Journal of Educational Technology, 31(3), 229-241, July 2000.18.^Koper R., “Current Research in Learning Design,” EducationalTechnology & Society, 9 (1), 13-22, 2006.19.^Britain S., “A Review of Learning Design: Concept,Specifications and Tools” A report for the JISC E-learning Pedagogy Programme, May 2004.20.^IMS Learning Design webpage21.^ a b Piskurich, G.M. (2006). Rapid Instructional Design: LearningID fast and right.22.^ Saettler, P. (1990). The evolution of American educationaltechnology.23.^ Stolovitch, H.D., & Keeps, E. (1999). Handbook of humanperformance technology.24.^ Kelley, T., & Littman, J. (2005). The ten faces of innovation:IDEO's strategies for beating the devil's advocate & driving creativity throughout your organization. New York: Doubleday.25.^ Hokanson, B., & Miller, C. (2009). Role-based design: Acontemporary framework for innovation and creativity in instructional design. Educational Technology, 49(2), 21–28.26.^ a b c Dick, Walter, Lou Carey, and James O. Carey (2005) [1978].The Systematic Design of Instruction(6th ed.). Allyn & Bacon. pp. 1–12.ISBN020*******./?id=sYQCAAAACAAJ&dq=the+systematic+design+of+instruction.27.^ Esseff, Peter J. and Esseff, Mary Sullivan (1998) [1970].Instructional Development Learning System (IDLS) (8th ed.). ESF Press.pp. 1–12. ISBN1582830371. /Materials.html.28.^/Materials.htmlExternal links∙Instructional Design - An overview of Instructional Design∙ISD Handbook∙Edutech wiki: Instructional design model [1]∙Debby Kalk, Real World Instructional Design InterviewRetrieved from "/wiki/Instructional_design" Categories: Educational technology | Educational psychology | Learning | Pedagogy | Communication design | Curricula。
Efektivnost zpracování vyukovych videomateriál u
Efektivnost zpracovánívýukových videomateriál˚uPavelŠiler,Petr Sojka,David KovalskýMasarykova univerzita v Brnˇe,Fakulta informatikysiler@fi.muni.cz,sojka@fi.muni.cz,david@kovalsky.cz Abstrakt V pˇríspˇe vku jsou shrnuty dlouholetézkušenosti z projektu zpracová-vánía vystavovánívideozáznam˚u pˇr ednášek a dalších výukových aktivit na Fa-kultˇe informatiky Masarykovy univerzity v Brnˇe.Jsou podány statistiky využitíarchívu http://www.video.muni.cz a popsán zp˚u sob zpracovánívideomate-riál˚u.Závˇe rem jsou formulovány hlavnípˇrínosy a doporuˇc eníz realizace pro-jektu.1Problematika videozáznam˚u výukových pˇr ednášek na FI MU Rozvoj sít’ových technologiídnes umožˇn uje stále se rozšiˇr ujícímu spektru zájemc˚uˇc a-sovˇe posunutésledovánípˇr ednášek s využitím cenovˇe dostupnétechniky.Na Fakultˇe informatiky MU se s videozáznamy pˇr ednášek zaˇc alo pˇr ed více nežˇc tyˇr mi lety.Jižv roce2002zaˇc aly jako studentskáaktivita prvnívideozáznamy pˇr ednášek[1].Od tédoby se z p˚u vodníchšesti natáˇc ených hodin týdnˇe[2]projekt rozrostl ažna souˇc asných nˇe kolik desítek hodin videomateriál˚u zpracovávaných a vystavovaných na videoserveru http://www.video.muni.cz týdnˇe,zejména na základˇe poptávky student˚u.Zájem o tuto formu e-learningu postupnˇe rostl,dnes dosahuje objem zpracovaných a vystave-ných pˇr ednášek desítek hodin týdnˇe.V tomtoˇc lánku shrnujeme dosavadnízkušenosti s r˚u znými formami záznam˚u.Jedním z motiv˚u studentského tlaku na záznamy pˇr edná-šek je i názor,že nahrávanépˇr ednášky jsou lépe pˇr ipraveny a podány.Technika dostupnána FI MU Každáze tˇríhlavních uˇc eben je vybavena dvˇe ma videokamerami Sony EVI D100,z nichžjedna je nasmˇe rována na tabuli a druhádo uˇc ebny.Posluchárna D3je navíc vybavena kamerou CANON XM2,umístˇe nou na dálkovˇe ovládaném polohovacím zaˇrízeníPosiTrack.V D3je pro automatickýzáznam použita právˇe tato kamera,v D1a D2pak kamery Sony,míˇrícína plátno.Signál každékamery ve formátu S-video je veden do analogovˇe digitálního pˇr evodníku CANOPUS ADVC100,z nˇe j pak jiždigitálnˇe do poˇcítaˇc e Dell Precision360MT.Odtud jsou záznamy odesílány do distribuovaných datových sklad˚u.Je logické,žeˇr etˇe zec A/D pˇr evodník→poˇcítaˇc musíme mít zvlášt’pro každou uˇc ebnu.Na vstup tohotoˇr etˇe zce lze pˇr ipojit v režijnímístnosti kteroukoliv kameru nebo obecnˇe jakékoliv audiovizuálnízaˇrízení.Kromˇe této techniky je pˇríležitostnˇe využíván audiomix Mackie CFX12, k nasazeníchystáme videomix Numark A VM01.Pro záznam audia jsou v katedrách vyuˇc ujících zabudovány dvojice mikroport˚u Sennheiser EW100,jejichžakumulátory se po použitídobíjejíve stojánku v katedˇr e. Petr Sojka,JiˇríNˇe mec(editoˇr i):SCO2006,sborník3.roˇc níku konference o elektronicképodpoˇr e výuky,s.53–58.c Masarykova univerzita v Brnˇe,2006ISBN80-210-3923-X54PavelŠiler,Petr Sojka,David KovalskýZabezpeˇc eníchodu systému O rutinníprovoz systému záznamu pˇr ednášek se staráLaboratoˇr sít’ových technologiíMU Sitola s obˇc asnou pomocístudent˚u rekrutujících se z projekt˚u Laboratoˇr e LEMMA.Pˇr i poˇr izovánímultimediálních záznam˚u z pˇr ednášek m˚užeme postupovat nˇe kolika možnými zp˚u soby.Vše závisínaúˇc elu,pro kterýje záznam poˇr izován.Zp˚u sob záznamu taképˇrímo ovlivˇn uje množstvípráce vloženédo pˇrípravy a realizace celého projektu.Dalo by seˇríct,že kvalita výsledného díla je pˇrímo úmˇe rnávloženéenergii–od plnˇe automatizovaného záznamu pˇr es ruˇc níkombinovanýažpo plnˇe režírovanýzáznam.To platíi v pˇrípadˇe plnˇe automatizovaných záznam˚u,jen rovina pˇrípravy a realizace je oddˇe lená.2Plnˇe automatizovanýzáznamV našem pˇrípadˇe je videozáznam poˇr izován pevnˇe vestavˇe nými kamerami,audio snímáno pˇrímo z mikrofon˚u a záznam zpracováván dalšími jednoúˇc elovými prostˇr edky. Celýdramaturgickýplán je tedy postaven na tom,aby poˇr izovánízáznamu pokud možno neomezovalo pˇr ednášejícího.Tak se takédˇe je,jedinýpožadavek je použitímikrofonu.Vzhledem k velikosti uˇc eben je mikrofon vˇe tšinou použit automaticky, takže omezeníje opravdu minimální.D˚u ležitéje podtrhnoutúˇc el,za kterým je záznam poˇr izován.Jde o zpˇrístupnˇe nípˇr ednášky tˇe m,kteˇríse jínemohli zúˇc astnit,nebo tˇe m,kteˇrísi ji chtˇe jízopakovat. Nejednáse tedy–a pˇr edpokládám,že v dohlednédobˇe ani nebude–o snahu cokoliv nahradit.Nosným prvkem je zásadnˇeživývýkon pˇr ednášejícího.Pr˚u vodním jevem takto zvoleného schématu je urˇc itástrnulost.Zábˇe r kamery je statický,jediným dramaturgickým prvkem je snaha zabírat kromˇe pláten takéuˇc itele.M˚užeme si snadno ovˇeˇr it,že zábˇe r pouze na plátno s doprovodným komentáˇr em je sice kvalitnˇe jšía jeho vypovídacíhodnota je naprosto stejná,p˚u sobívšak dalekoúnavnˇe ji nežtentýžzábˇe r doplnˇe nýo vyuˇc ujícího.Pokud je projev dynamiˇc tˇe jší,dostáváse pedagogˇc asto mimo zábˇe r kamery.Toto lzeˇr ešit doplnˇe ním sledovacího zaˇrízenído ovládáníkamery,podmínkou je však,že vyuˇc ujícímusíbýt opatˇr en jeho vysílaˇc em.V pˇrípadˇe infraˇc erveného systému dokonce viditelnˇe.To však je v rozporu s požadavkem na co nejmenšíomezenípˇr ednášejícího.Dalším omezujícím momentem je skuteˇc nost,že systém používápevnénaprogra-movánízaˇcátk˚u a konc˚u pˇr ednášek.Pokud pˇr ednáška probíhápodle pˇr edpoklad˚u,je vše v poˇrádku.Všechny jinévarianty vˇc etnˇe pˇr estávky uprostˇr ed p˚u sobírušivˇe.Opˇe t by byloˇr ešením ovládánízapnutía vypnutípˇr ednášejícím,je to však v rozporu s poža-davkem bezobslužnosti.Síla tohoto systému se projevíažpo vyhodnocenícelkovépracnosti.V tomto semestru natoˇcíme a zpracujeme pr˚u mˇe rnˇe10pˇr ednášek dennˇe,cožpˇr i naprogramovánísystému na2hod.na pˇr ednášku pˇr edstavuje20hodin záznamu.Navíc se snímásouˇc asnˇe ažve tˇr ech uˇc ebnách,takže by bylo tˇr eba práce ažtˇríkameraman˚u.Pokud by se nahrávalo na kazetu,dalších20hodin by trvalo pˇr evedenízáznamu do poˇcítaˇc e.Poˇrízenívstupních dat by tedy zabralo asi40hodinˇc asu a práci ažtˇrílidí. Naproti tomu v automatickém režimu je tˇr eba vˇe novat poˇrízenízáznamu asi10min pˇr i zahájenísemestru(nepoˇcítaje samozˇr ejmˇe pˇrípadnýservis,ten m˚uže být nutnýi u ostat-ního zaˇrízení.).Jinézásahy systém pˇr i standardním provozu nevyžaduje.Nároˇc nost naEfektivnost zpracovánívýukových videomateriál˚u55 kapacituúložišt’je proti ruˇc nímu zp˚u sobu stejná,rovnˇežzp˚u sob následného zpracováním˚uže být totožný.Využíváme distribuovaných datových sklad˚u[3]a distribuovanévý-poˇc etnísíly.Finálnízpracovánízáznamu do dvou formát˚u(.avi,.rm)lze dokonˇc it do 24hod.po ukonˇc enípˇr ednášek vˇc etnˇe vystavenína webu.Z toho je nutnéasi2,5hod. pˇrímélidsképráce.Zadávánípˇríkaz˚u k transkódování,kopírovánímeziúložišti a odstˇrí-háváníhluchých zaˇcátk˚u,konc˚u a pˇrípadných pˇr estávek se dˇe je ruˇc nˇe.Celkovˇe tedy pˇr i poˇr izovánízáznamu automatem potˇr ebujeme24hod.ˇc asu,z toho2,5hod.ruˇc nípráce. Podílíse na nízˇc istˇe organizaˇc ních d˚u vod˚u dva lidé.M˚uže to být i jedenˇc lovˇe k.Pˇr i poˇr izovánístejných záznam˚u ruˇc nˇe je tˇr eba pˇr ipoˇcíst20hod.na pˇr evod do poˇcítaˇc e a zhruba0,5hod.ruˇc nípráce.Koneˇc nýzáznam tedy pˇr i zpracovánístejným zp˚u sobem dostaneme ažpo44hod.a potˇr ebujeme3hod.ruˇc nípráce.K tomu je tˇr eba pˇr ipoˇcíst ještˇe20hod.práce ažtˇríkameraman˚u,takže celkovˇe m˚užeme záznam vystavit po44hod.od ukonˇc enípˇr ednášek a potˇr ebujeme23hod.práce minimálnˇe tˇrílidí.Tito lidéby navíc museliˇcásteˇc nˇe pracovat v noci.Je tedy jasnˇe zˇr ejmé,že provádˇe t rutinnízáznam pˇr ednášek jinak nežautomaticky nelze.Bylo by však chybou považovat tento zp˚u sob za levnýaˇc asovˇe nenároˇc ný. Investice do prostˇr edk˚u a lidsképráce se ale zásadnˇe pˇr esune do obdobínávrhu a realizace systému.Navíc se musízcela jasnˇe stanovitúˇc el,pro kterýje záznam poˇr izován.V našem pˇrípadˇe je to hlavnˇe pˇr ednášky zadokumentovat a zaarchívovat. Výše uvedenédramaturgickénedostatky jsou z tohoto pohledu nepodstatné.3Ruˇc nízáznam a kombinovanýzáznamV tomto pˇrípadˇe se dostáváme k prostˇr edk˚u m,kteréumožˇn ujídramaturgii výsledného díla.Kromˇe prostého záznamu m˚užeme vytváˇr et i pˇrímávýukovádíla.Záznam dokáže kopírovat zvyklosti vyuˇc ujícího,hlavnˇe pˇr i používánítabule a projekce,anižby jej nˇe co omezovalo.Znovu pˇr ipomínám,že do velkémíry lze takto postupovat i pˇr i záznamu automatickém.Limitujícím faktorem je zásada neomezit nebo co nejménˇe omezit pˇr ednášejícího.Provedenívýsledného díla závisísamozˇr ejmˇe na kameramanovi,jeho zkušenostech a takéna jeho znalosti zp˚u sobu výuky pˇr ednášejícího.Velmi dobˇr e lze zachytit psanína tabuli,promítáníslid˚u apod.Horšíje,pokud mápˇr ednášejícíponˇe kud dynamiˇc tˇe jšíprojev.Sledováníjeho pohybu je potom velmi nároˇc néa m˚uže vést i k narušenícelkového významu díla.V pr˚u bˇe hu týdne natáˇcíme tímto zp˚u sobem dvˇe pˇr ednášky a nejvíce se nám osvˇe dˇc ilo jasnéstanovenípriorit pˇr edem.Pokud se tedy domluvíme,že zásadním významovým prvkem je tabule, celkovˇe se zamˇeˇr ujeme na záznam písma na tabuli.Pˇr ednášejícího sledujeme pouze tehdy,kdyžstojíu tabule,nebo kdyžpohyb kamery nenarušílogiku pˇr ednášky.Tento zp˚u sob nenísice zrovnafilmaˇr skyˇc istý,ale zcela naplˇn uje požadavky na zd˚u raznˇe nívýznamu pˇr ednášky.Navíc tento záznam bude použit jako pˇrímývýukovýprostˇr edek (zcela zˇr etelnˇe tedy odlišnˇe proti požadavk˚u m na automatickýzáznam),takže jeho vypovídacíschopnost musíbýt zd˚u raznˇe na.Výhodou takto zvolenérežie je,že vyuˇc ujícínecítípotˇr ebu nˇe co upravovatˇc i hrát a jeho projev je bud’okamžitˇe,nebo po krátkém pˇr ekonáníjakéhosi ostychu pˇr ed kamerou zcela pˇr irozený.Bylo by možno se pˇr edem domluvit na nˇe jakých pravidlech,ohraniˇc it56PavelŠiler,Petr Sojka,David Kovalskýsi prostor pohybu a podobnˇe.Prakticky se však ukazuje,že v tomto pˇrípadˇe je prvníˇcást pˇr ednášky nepˇr irozená,protože se pˇr ednášejícísoustˇr edína sv˚u j vnˇe jšíprojev a jeho omezení.V druhéˇcásti jižje projev pˇr irozený,leˇc p˚u vodnˇe domluvenápravidla z˚u stávajínedodržena.Pokud budeme souhlasit,že vyuˇc ujícímápˇr ednášku odpˇr ednášet a ne odehrát,je lepšízachovat jeho pˇr irozenýprojev i za cenu drobnýchfilmaˇr ských chyb.Dalšímožnosti se otvírajípoužitím soubˇežného automatického záznamu a kombi-nováním zábˇe ru nebo náhradou audia pˇr i zpracováníve stˇr ižnˇe.Zvláštní,zcela svébytnou kapitolou je použitívideomixážního zaˇrízenív reálném ˇc ase.Funkce jako obraz v obraze(PIP)umožní,aby se centrum pozornosti soustˇr e-dilo na použitývýukovýmateriál,ale aby zároveˇn v menším obraze z˚u stal pˇr ednášející. Tímto zaˇrízením lze obraz,kterýmánosnou informaˇc níhodnotu,umístit pˇr es celou ob-razovku a obraz s informaˇc níhodnotou doplˇn kovou nebo upˇr esˇn ujícídomixovávat do menšího okna a umístit tak,aby nebyla zásadnˇe narušena informaˇc níhodnota okna zá-kladního.Doplˇn kovéokno(okna)dokonce nemusíbýt v základním obraze nepˇr etržitˇe. Režim obraz v obraze lze samozˇr ejmˇe použít postprodukˇc nˇe ve stˇr ižnˇe,ale je to proces, kterývýraznˇe zvyšuje celkovou pracnost zpracování.Pro rutinnízpracovánívelkého poˇc tu záznam˚u je tedy nevhodný.Použitívideomixážního zaˇrízenívšak celou situaci znaˇc nˇe ulehˇcí.Je tˇr eba citlivˇe stanovit režii obrazu a rozmístˇe nízábˇe r˚u tak,aby nedo-cházelo k vzájemnému narušováníinformaˇc níhodnoty jednotlivých oken.Typickáje si-tuace,kdy jako základníje použito zobrazenípr˚u svitek a do tohoto obrazu je doplˇn ován zábˇe r na vyuˇc ujícího a tabuli.Pokud nedojde k zakrytínˇe jakévýznamovˇe d˚u ležitéˇcásti prezentace,je takovéˇr ešenídaleko kvalitnˇe jšínežzobrazenístejnéscény jedním zábˇe-rem.Pˇr i vhodnˇe zvoleném kompromisu lze celkovou režii obrazu nastavit pouze jednu, tato metoda je tedy s výhodou použitelnái u rutinních automatizovaných záznam˚u. Na druhéstranˇe stojízp˚u sob ruˇc ního ovládáníbˇe hem záznamu.Sice nastane nutnost rozšíˇr itštáb o jednohoˇc lovˇe ka,pˇr ibude však možnost nastavit zábˇe r dynamicky podle konkrétnísituace.Snímáníscény musíbýt samozˇr ejmˇe zásadnˇe vícekamerové.Tento zp˚u sob snímánípˇr inášívelmi dobrévýsledky.Náklady na vybaveníjsou však vyššía je tˇr eba posoudit ekonomickou stránku vˇe ci.Navíc se zde zásadnˇe projevízkušenost osoby,kterámixážprovádí,hlavnˇe pokud se tak dˇe je dynamicky bˇe hem záznamu.Zde m˚uže dojít jak k zásadnímu zkvalitnˇe ní,tak k celkovédegradaci výsledku.Pˇr i dostatku zkušenostía vkusu však lze tuto metodu oznaˇc it za zcela zásadnípro zkvalitnˇe nía urychlenípráce na záznamu,a to i pˇr i velmi složitécelkovérežii.Takto lze tvoˇr it i pomˇe rnˇe rozsáhlá,dobˇr e vypadajícívýukovádíla za použitírelativnˇe jednoduchých prostˇr edk˚u a v ještˇe sch˚u dnémˇc asovém horizontu.Nelze však postupovat automatizovanˇe,je tˇr eba spolupráce s pˇr ednášejícím.Výsledek celého díla závisína zkušenostech a dovednosti lidí,kteˇrízáznam provádˇe jía zpracovávají. Na jejich bedrech takéležíceláˇc asovánároˇc nost poˇrízenía zpracovánízáznamu. Pˇr ednášejícího ovlivnícelýproces jen nepatrnˇe.4Ruˇc nírežírovanýzáznamZde se postupuje standardnímifilmaˇr skými metodami.Je dán scénáˇr,technickýscénáˇr a vše ostatní.Lze tak vytvoˇr it velmi cílenédílo,urˇc enék dokonaléprezentaci.Pomˇe rEfektivnost zpracovánívýukových videomateriál˚u57 práce se však rovnomˇe rnˇe rozdˇe límezi pˇr ednášejícího a technickýštáb.Navíc je pro zachovánívýznamu nutné,aby pˇr ednášejícíhrál v celémštábu vedoucínebo alespoˇn jednu z klíˇc ových rolí.Z toho tedy jasnˇe plyne,že jeho zatíženíi následnéomezenív projevu je nejvˇe tšímožné.Takto m˚uže vzniknout opravdu významnédílo, avšak z d˚u vodu nároˇc nosti celého procesu jen ojedinˇe le.Navíc je nutnési pˇr edem uvˇe domit,že pˇr ednášejícíje pˇr edevším pedagog,a nikoliv herec.ˇCím dokonalejšíbudeme používat prostˇr edky,tím více budeme po pˇr ednášejícím chtít,aby pˇr ednášku odehrál,a celkovýdojem m˚uže být znaˇc nˇe rozpaˇc itý.K tomu ještˇe pˇr icházípožadavek dokonaléhoˇr eˇc ového projevu.Na prvnípohled se tedy zdá,že tento zp˚u sob nenív našich podmínkách realizova-telný.Opak je však pravdou.Podstatnéje uvˇe domit si,že technickáaˇc asovánároˇc nost vˇe tšinou zásadnˇe pˇr ekroˇcínaše pˇr edstavy.Pokud však vˇe nujeme dílu dostatekˇc asu a trpˇe livosti,neníd˚u vod se do takového projektu nepustit.Zbývátedy otázka,kterýz popsaných zp˚u sob˚u je správný.Odpovˇe d’je velmi snadná. Všechny.Je však nutnésprávnˇe vytknout cíl,pro kterýje záznam poˇr izován,a k tomu správnˇe vybrat prostˇr edky,jimižse tak bude dít.V našich podmínkách se automati-zovanýzp˚u sob záznamu velmi osvˇe dˇc il a statistika návštˇe v webu s pˇr ednáškami jasnˇe mluvío velkém zájmu student˚u.Ani ruˇc nˇe provádˇe néa následnˇe vystavenézáznamy nez˚u stávajíbez povšimnutí,takže vše naznaˇc uje,že nastoupenácesta je správná.Samozˇr ejmˇe nelze pˇr ešlapovat na místˇe,proto neustále pracujeme na zlepšovánítechniky i zp˚u sobu záznamu.Dobréje,že byl jižpˇr ekonán jakýsi poˇcáteˇc níostych pˇr ednášejících pˇr ed zveˇr ej-nˇe ním jejich pˇr ednášek a poˇc et souhlas˚u s natáˇc ením se neustále zvyšuje.Musíme si uvˇe domit,že i pro nás znamenápoˇr izovánízáznam˚u z pˇr ednášek a výukových dˇe l neu-stálýproces,kde se sami uˇcíme jak na to.Je tedy potˇr ebné,aby každénásledujícídílo bylo lepšínežto pˇr edešlé,ale pˇr i zodpovˇe dném pˇrístupu nem˚uže vzniknout dílo princi-pielnˇešpatnénebo dokonce znevažující.Proto nenítˇr eba seˇc ehokoliv bát.Dílo,kterése nám nebude líbit,lze prostˇe vytvoˇr it znovu.Technickéi lidskézdroje na to máme a daleko vˇe tšíškoda by byla nechat je zahálet.5Statistiky a rozsah zpracováníBˇe hem podzimního semestru2005zaznamenáváme…automatickým“záznamem 45pˇr ednášek týdnˇe.Pˇr ipoˇc teme-li k tomu ruˇc nízáznam r˚u zných semináˇr˚u,konferencía dalších projekt˚u e-learningu,dostáváme se skoro ke stu hodinám záznamu týdnˇe.Z globálních statistik zpracovávaných programem webalizer vidíme jasnýtrend nár˚u stu stahovánípˇr ednášek–pozvolnýstart ze zaˇcátku semestru,vysokýnár˚u st zhruba v polovinˇe semestru a nakonec mírnýpokles následovanýextrémním nár˚u stem ve zkouškovém období(oˇc ekáváme podle zkušenostíz minulých semestr˚u).Statistiky nejstahovanˇe jších soubor˚u jako obvykle vedou pˇr edmˇe ty pro studenty 1.roˇc níku.Je to dáno politikou MU,kdy FI MU pˇr ijme do1.semestru velkémnožstvístudent˚u,kterépak protˇrídí.Bˇe hem mˇe síceˇríjna odteklo ze serveru www.video.muni.cz6.3TB dat.Nejˇc astˇe ji stahovanézáznamy jsouÚvod do funk-cionálního programování,kde se11.11.2005konala vnitrosemestrálnízkouška.Poˇc et staženína jednu pˇr ednášku se pohyboval kolem tˇríset.Za listopad byl odchozíprovoz58PavelŠiler,Petr Sojka,David Kovalský9.4TB,vedly opˇe t pˇr ednáškyÚvodu do funkcionálního programování.Tentokrát užse poˇc et staženípohyboval kolem1000.Rekordy pˇr ekonalÚvod do Informatiky,kdy poˇc et staženípˇr ednášky z21.9.2005byl bezmála2000.Zájem byl takéo pˇr edmˇe ty matematického základu.Pˇr i absenci záznam˚u z tohoto semestru(vyuˇc ujícínedal souhlas)sahajístudenti do starších semestr˚u.I proto se jako prvníco do poˇc tu pˇr enesených dat držípˇr ednáška z minulého semestru.Globálnístatistiky odhalujídalšízajímavéjevy.Dle poˇc tu pˇr enesených dat bˇe hem semestru a ve zkouškovém obdobím˚užeme i soudit,že studenti nevyužívajízáznam pˇr ednášek jako náhradu zaživýpˇr ednes,nýbržjako studijnímateriál k pˇrípravˇe na zkoušázalo se,že pokud studenti chtˇe jíživépˇr ednášky navštˇe vovat a je-li to možné,dˇe lajítak bˇe hem celého semestru.Obavy,že by záznam zp˚u sobil odliv student˚u, jsou tedy zbyteˇc né.6ShrnutíPopsali jsme zp˚u sob a zkušenosti s videozáznamem pˇr ednášek na FI MU,cestu k tomu, co lze vidˇe t na http://www.video.muni.cz.Doufáme,že to m˚uže posloužit nejen k inspiraci,ale i k vylouˇc eníslepých uliˇc ek,kterými jsme prošli.Dalším z cíl˚u je realizace indexovánívidea pro lepšíprohledáváníobrovského archivu,širšívyužitívideomixu a dalšízvýšenírobustnosti a automatizace zpracování.Hlavním pˇrínosem je dostupnost obrovského,dˇríve nemyslitelného množství(témˇeˇr terabyte dat)výukového videomateriálu student˚u m,kteˇríse k nˇe mu mohou vracet kdykoliv a odkudkoliv.Pˇr itom popsanézp˚u soby zpracováníkladou na vyuˇc ujícínároky jen v míˇr e nezbytnˇe nutnéa zpracováníje maximálnˇe automatizované.Podˇe kováníPrezentace výsledk˚u je možnádíky podpoˇr e projektu1ET208050401 Akademie vˇe dˇCR a rozvojovému projektu MŠMTˇCR.Reference1.Liška,M.:Zpracovánízvuku,obrazu a statickéobrazovéinformace pro záznam pˇr ednášek.Master’s thesis,Masarykova univerzita v Brnˇe,Fakulta informatiky(2003)2.Hladká,E.,Liška,M.:Pˇr ednášky ze záznamu na FI MU.ZpravodajÚstavu výpoˇc etnítechnikyMasarykovy univerzity v Brnˇe XIII(2003)6–83.Hejtmánek,L.,Holub,P.:IBP Deployment Tests and Integration with DiDaS Project.Technical Report20/2003,CESNET z.s.p.o.(2003)Annotation:The paper summarizes experience from many years of handling lecture movies at the Faculty of Informatics,Masaryk University in Brno.We describe the pos-sible ways lectures are being taped,digitized and put into digital videoarchive http://www.video.muni.cz.Finally,we formulate biggest impacts and suggestions we gained over the years,and give statistics of usage of our services.。
1982年初中英语课程
1982年初中英语课程In 1982, English classes in junior high school were a significant part of our curriculum. They opened a window to the world, a world beyond our textbooks and classrooms.The lessons were a blend of grammar, vocabulary, and simple conversational phrases. We would often practice by role-playing scenarios, which made learning interactive and fun.Our textbooks were treasure troves of cultural insights. They introduced us to the customs and traditions of English-speaking countries, broadening our horizons and sparking our curiosity.The English teachers of 1982 were not just educators; they were our guides to a new language. Their passion for teaching was contagious, and they instilled in us a love for the language and its literature.Homework often involved listening to English songs or watching films, which were not only a break from our regular studies but also a way to immerse ourselves in the language.Exams were challenging but fair, testing our understanding of the language and our ability to use it in various contexts. They were a true measure of our progress and a stepping stone to mastering English.Despite the limited resources available at the time, the English courses in junior high school in 1982 were foundational. They laid the groundwork for a lifetime of learning and appreciation for the English language.。
英语人教PEP版八年级(上册)Unit+5+Section+B+1a-1d++
他说的话似乎毫无意义。
【自主归纳】 由“名词meaning+后缀-less”构成的形容词。
形容词后缀-less ：无……的
【归纳拓展】
care+-less=careless 粗心的
hope+-less=hopeless 没有希望的; 绝望的
use+-less=useless
无用的
home+-less=homeless 无家可归的
用所给单词的适当形式填空。
1. —Why don't you like soap operas?
—Because they are _m__e_a_n_i_n_g__le_s_s__ (meaning)．
2. I think the game show is very __r_e_la__x_in__g__(relax)．
— ____A___________. I eat anything.
由“我什么都吃。”可知不介意在哪吃饭。
A. I don't mind 我不介意
B. My Pleasure
我的荣幸； 不用谢。
C. Good idea 好主意 D. Certainly not 当然不
➢ Make a survey
4. 你介意把这件事告诉他吗？
Would you__m__i_n_d__ _t_e_ll_i_n_g__him about this?
5. --你认为这条裙怎么样? --我无法忍受它的颜色。
— What do you think of this skirt? — I can’t stand its color.
课程库中英文对照
B0504040 B1002690 B1002810 C0504010 R0504010 C050401e C050401C F0502010 R0205420 C1201200 C1209580 B0306180 A0305440 R0305440 C1209250 C120925e C1501270 A1204010 C0405220 S1204510 B0402030 B1501500 A1501400 A1501430 B1501540 C1501190 A1501370 A1501410 C1501600 A1501380 C1501250 B1501490 C0101760 R0101010 R0101760 C1501300 B1501520 B0307080 C0307080 A1501420 C1501570 B1501470 C0208010 R0208010 B0207010 B0201210 B0208020
DSP芯片原理与应用 DSP原理与应用 DSP在运动控制中的应用 EC课程设计 EC课程设计 EDA技术 EDA技术 EDA技术 EDA技术 EDA技术与VHDL语言 EDA技术与VHDL语言 EDA技术与VHDL语言 EDA技术与VHDL语言 EDA技术与VHDL语言 EMC理论与实践 EMC理论与实践 EMC理论与实践 ERP/Web应用开发实践 ERP实践 ERP实践 ERP实践 ERP实施课程设计 ERP实施课程设计 ERP实施课程设计 ERP系统原理与技术 ERP系统原理与应用 ERP系统原理与应用 ERP系统原理与应用 ERP系统原理与应用 ERP系统原理与应用 ERP原理 ERP原理 ERP原理 ESP ESP Fortran程序设计 Fortran程序设计 IBM大机与Cobol语言入门 Internet 程序设计 Internet/Intranet技术与应用 Internet/Intranet技术与应用 Internet/Intranet技术与应用 Internet程序设计 Internet程序设计 Internet功能及应用 Internet技术与应用 Internet技术与应用
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S OCIOLOGY 586Networks and Social Structure Professor Katherine Stovel Autumn 2002 206R Savery Hall Thursdays 3:30-5:20 /Savery 209 stovel@This seminar is intended as a theoretical and Array methodological introduction to structural networkanalysis. Though network analysis is aninterdisciplinary endeavor, its roots can be found inclassical anthropology and sociology. Essentially,network analysis focuses on patterns of relationsbetween actors. Both relations and actors can bedefined in many ways, depending on thesubstantive area of inquiry. For example, networkanalysis has been used to study the structure ofaffective links between persons, flows of commodities between organizations, shared members between social movement organizations, and shared needles between drug users. What is central is an emphasis on the structure of relationality, which serves to link micro- and macro-level processes.We will spend the early part of the quarter becoming familiar with the theoretical foundations of structural network analysis, including principles of balance and transitivity, the implications of connectivity and density, the relationship between categories and networks, the nature of exchange structures, and power and centrality. The final few weeks of the quarter will be devoted to specific substantive applications of the network approach. Though the focus of the course is on theory, it is impossible to make progress without paying attention to some of the technical innovations in network analysis. Thus we will also address methodological issues along the way. If you are interested, I will schedule several “methods labs” during the course of the quarter to help you learn how to analyze network data.R EQUIREMENTSThe basic requirement of this course is to write a seminar paper (15-20 pages) which explores some aspect of network theory. Ideally this paper will serve as thebackground for empirical study of some phenomena you are interested in. Inaddition, each student is responsible for writing at least three brief memos (2-3 pages) responding to the assigned readings. Memos are due in class the day the readings are to be discussed, and should develop an idea, concept, or substantive application from the reading. If there is interest, I will develop methods exercises for you to do in conjunction with the methods lab, though these will be ungraded. Of course, active participation in the seminar is expected.R EADINGS AND S OFTWAREThe basic reference for this class is Wasserman and Faust’s book, Social Network Analysis (1994, Cambridge University Press). It is readily available at trade bookstores and through on-line booksellers including Barnes and Noble () and Amazon (). I have also orderd copies through the University Bookstore. I strongly encourage you to buy it; it is a good book to have on your shelf. Other readings can be found in book chapters or journal articles. For many of these you will be able to download the text from JSTOR(), ProQuest, or another electronic full-text service. Photocopies of other assigned readings will be made available. I have put a great deal of reading on the syllabus, in part to introduce you to the traditions and diversity of structural analysis. However, we will identify the key readings for each week in advance.I also recommend that you buy a copy of UCINET V, the software for network analysis that we will use in the methods labs. Student copies are available for $40.00 from Analytic Technologies (). In addition to Wasserman and Faust, you might want to pick up a copy of John Scott’s book, Social Network Analysis: A Handbook (1991, Sage Press) which is a very readable introduction to networks and a useful guide. I can also recommend other good reference books that will help you become familiar with social network analysis.C OURSE O UTLINEN.B. I consider this outline a work-in-progress. I will revisit it regularly and modify as necessary to take into consideration the substantive interests of members of the seminar. Oct. 3 Networks and Social Structure: Overview and Concepts Wasserman and Faust. 1994. “Social Network Analysis in the Social and Behavioral Sciences” and “Social Network Data” Chapters 1 and 2 inWasserman and Faust, Social Network Analysis. Cambridge UniversityPress.Oct. 10 Networks and Social Structure: OriginsSimmel, Georg. 1955. “The Web of Group-Affiliations.” Pp. 125-195 in Conflict and The Web of Group-Affiliations. New York, the Free Press.Bott, Elizabeth. 1957. “Urban Families: Conjugal roles and social networks.”Human Relations 8: 345-83.Granovetter, Mark S. 1985. "Economic Action and Social Structure: The Problem of Embeddedness." AJS 91:481-510.Oct. 17 Balance and Transitivity (from dyads to triads and beyond) Chase, Ivan. 1980. “Social Process and hierarchy formation in small groups:A comparative perspective.” American Sociological Review. 45:905-924.Davis, James. 1963. “Structural balance, mechanical solidarity, andinterpersonal relations.” AJS. 68:444-462.Simmel, Georg. 1950. “The Triad.” Pp. 118-169 in the Sociology of Georg Simmel. New York: Free Press.Wasserman and Faust. 1994. “Structural Balance and transitivity.” Chapter6 in Wasserman and Faust, Social Network Analysis. CambridgeUniversity Press.Louch, Hugh. 2000. “Personal Network Integration: Transitivity and Homophily in Strong-Tie Relations.” Social Networks. 22: 45-64.supplemental:Chase, Ivan. 1982. “Dynamics of hierarchy formation: The sequential development of dominance relationships.” Behaviour. 80:218-40.Oct. 24 Connectivity and Its Implications (density, centrality, power) We will need to reschedule this meeting, as I will be at a conference Granovetter, Mark. 1973. “The Strength of Weak Ties.” AJS.Watts, Duncan. 1999. Networks, Dynamics, and the Small WorldPhenomenon. AJS 105: 493-527Travers, Jeffrey and Stanley Milgram. 1969. “An Experimental Study of the Small World Problem.” Sociometry. 32:425-443.Silver, Alan. 1990. “Friendship in commercial society: eighteenth-century social theory and modern sociology.” AJS.Bonacich, Philip. 1987. “Power and centrality: A family of measures.” AJS.92:1170-1182.Wasserman and Faust. 1994. “Centrality and Prestige.” Chapter 5 in Wasserman and Faust, Social Network Analysis. Cambridge UniversityPress.Laumann, Edward O et. al. 1993. “Monitoring AIDS and Other Rare Population Events: A Network Approach.” Journal of Health and SocialBehavior. 34:7-22supplemental:de Sola Pool, Ithiel and Manfred Kochen. 1978. “Contacts and Influence.”Social Networks. 1: 5-49.Rapoport, A. and W. J. Horvath. 1961. “A study of a large sociogram.”Behavioral Science. 6:279-291.Killworth, Peter and H.R. Bernard. 1978. “The reverse small world problem.”Social Networks. 1: 159-92.Freeman, Linton. 1979. “Centrality in Social networks: conceptualclarification.” Social Networks. 1:215-240.Irwin, Michael D and Holly Hughes. 1992. “Centrality and the structure of urban interaction: Measures, concepts and applications.” Social Forces. 71:17-51.Oct. 31Categories and Positions (duality, structural equivalence) White, Harrison, Scott Boorman, and Ron Breiger. 1976. “Social Structure from multiple networks. I. Blockmodels of roles and positions.” AJS.81:730-779.Wasserman and Faust. 1994. “Structural Equivalence,” “Blockmodels,” and “Network Positions and Roles.” Chapters 9, 10, and 11 in Wasserman andFaust, Social Network Analysis. Cambridge University Press.Gerlach, Michael. 1992. The Japanese Corporate Network: A Blockmodel Analysis. Administrative Science Quarterly 105-.McPherson, Miller. 1993. “Dancing in Blau Space.” Social Forces.Padgett, John and Chris Ansell. 1993. “Robust Action and the rise of the Medici, 1400-1434.” AJS. 98:1259-1319Baker, Wayne and Robert Faulkner. 1991. “Role as Resource in the Hollywood Film Industry.” AJS. 97:279-309.supplemental:Breiger, Ron. 1974. “The duality of persons and groups.” Social Forces.53:181-190.Nadel, S.F. 1957. “The Coherence of Role Systems” and “Degrees of Abstraction.” Chapters IV and V in The Theory of Social Structure.London: Cohen and West.Rytina, Steve and David Morgan. 1982. “The arithmetic of social relations: The interplay of category and network.” AJS 88:88-113.Nov. 7 Discussion and Exchange NetworksLaumann, Edward O., Peter Marsden, and Joseph Galaskiewicz. 1977.“Community-Elite Influence Structures: Extension of a NetworkApproach.” AJS 83: 594-631.Marsden, Peter. 1987. “Core Discussion Networks of Americans.” ASR 52:122-131.Bearman, Peter. 1997. “Generalized Exchange.” AJS. 102:1383-1415.Cook, Karen et. al. 1983. “The distribution of power in exchange networks: theory and experimental results.” AJS. 89:275-305.Kollock, Peter. 1994. “The Emergence of Exchange Structures: An experimental study of uncertainty, commitment, and trust.” AJS 100:313-345.Markovsky, Barry. 1987. “Toward Multilevel Sociological Theories: Simulation of Actor and Network Effects.” Sociological Theory. 5: 101-117.Nov. 14 Networks and OrganizationsWhite, Harrison. 1970. “The Logic of Opportunity.” Chapter 1 in Chains of Opportunity. Harvard University Press.Zuckerman, Ezra. 1999. “The Categorical Imperative: Securities Analysts and the Illegitimacy Discount. AJS. 104:1398-1438.Ron Burt. 1992. “The Social Structure of Competition.” Chapter 1 in Structural Holes. Cambridge: Harvard University Press.Podolny, Joel. 1993. “A Status-Based Model of Market Competition.” AJS.98:829-872.Powell, Walter, Kenneth Koput, and Laurel Smith-Doer. 1996.“Interorganizational Collaboration and the Locus of Innovation: Networksof Learning in Biotechnology.” Administrative Science Quarterly; 1996,41:116-145.Fernandez, Roberto, Emilio Castilla, and Paul Moore. 2000. “Social Capital at Work: Networks and Employment at a Phone Center.” AJS 105: 1288-1356.supplemental:Baker, Wayne. 1984. “The Social Structure of a National Securities Market.”AJS. 89:775-811.Podolny, Joel M., Toby E. Stuart, and Michael T. Hannan. 1996. "Networks, Knowledge and Niches: Competition in the Worldwide SemiconductorIndustry, 1984-1991." AJS 102:659-89.White, Harrison. 1981. “Where do markets come from?” AJS. 87: 517-47.Podolny, Joel, and Karen L. Page. 1998. “Network Forms of Organization.”Annual Review of Sociology. 1998, 24, 57-76.Podolny, Joel and James Baron. 1997. “Resources and Relationships: Social Networks and Mobility in the Workplace.” American Sociological Review.62:673-693.Nov. 21 Collective Action and mobilizationKim, Hyojoung, and Peter Bearman. 1997. “The Structure and Dynamics of Movement Participation.” American Sociological Review. 62:70-93.McAdam, Doug and Ronnelle Paulsen. 1993. “Specifying the Relationship Between Social Ties and Activism.” AJS 99:640-667.Pfaff, Steve. 1996. “Collective identity and informal groups in revolutionary mobilization: East Germany in 1989.” Social Forces. 75:91-118.Gould, Roger. 1993. “Trade Cohesion, Class Unity, and urban Insurrection: Artisinal activism in the Paris Commune.” AJS. 98:735-Gould, Roger. 1996. “Patron-Client Ties, State Centralization, and The Whiskey Rebellion.”AJS. 102:400-429.supplemental:McAdam, Doug. 1986. “Recruitment to High-risk activism.” AJS. 1986, 92: 64-90.Gould, Roger. 1993. “Collective Action and Network Structure.” ASR.58:182-96.Dec. 7 Diffusion Processes (innovation and disease)Coleman, James, Katz, E., and Menzel, H. 1957. The Diffusion of an innovation among physicians. Sociometry 20: 253-70. Morris, Martina.1997. Sexual Networks and HIV. AIDS. 11:S209-S216.Morris, Martina and Maria Kretzschmar. 1997. “Concurrent partnerships and the spread of HIV. AIDS. 11:651-648.Klovdahl, Alden. 1985. “Social networks and the spread of infectious disease: the AIDS example.” Social Science Medicine. 21:1203-16.supplemental:Rogers, Everett. 1983. “Diffusion Networks” Pp. 281-334 in Diffusion of Innovations. New York: The Free Press.Morris, Martina. 1993. “Epidemiology and social networks: modeling structured diffusion.” Sociological Methods and Research. 22:99-126.Klovdahl, A. S., J. J. Potterat et al. 1994. Social networks and infectious disease: the Colorado Springs Study. Social Science & Medicine 38: 79-88.Rothenberg, Richarrd. et. al., 1998. “Social network dynamics and HIV transmission.” AIDS. 12:1529-1536.Anderson, R.M., Gupta, S., and Ng., W. 1990. “The significance of sexual partner contact networks for the transmission dynamics of HIV.” J. ofAcquired Immune Deficiency Syndrome. 3:417-429.Ghani, Azra, Jonathan Swinton, and Geoff Garnett. 1997. “The role of sexual partnership networks in the epidemiology of gonorrhea.” SexuallyTransmitted Diseases. 24:45-56.Ghani, Azra and Geoff Garnett. 1998. “Measuring sexual partner networks for transmission of sexually transmitted diseases.” Journal of the RoyalStatistical Society. 161:W EB SITES THAT MIGHT PROVE USEFUL FOR THIS COURSEUCINET V/Pajekhttp://vlado.fmf.uni-lj.si/pub/networks/pajek/list of other display programs for large networks/~lin/notes.htmlInternational Network for Social Network Analysis/project/INSNA/P* models/pstar/index.htmlUC Irvine’s Program in Social Network Analysis/socnet/socnet.htmlSocial Networks (journal)/~socnets/snjhome.htmlConnections (journal)/connections/Commonly used network datasets/project/INSNA/data_inf.htmlThe Add Health Project/addhealth/The Kevin Bacon Game/~oracleA easily accessible electronic introduction to Social Network Analysis/~rhannema/SOC157/SOFTWARE/NETTEXT.PDF A network-based role-playing game on the web…/games/index.htmlO THER R ESOURCES• UCINET Manual• Network handouts from Steve Borgatti (available from Analytic technologies website)• xeroxed index to volumes 1-20 of Social NetworksA F EW OF THE MANY ONLINE BOOKSELLERS (one of the really great bookstores in the Pacific NW) (Seattle’s own...) (much better than amazon for out-of print titles)。