今天和爱人聊天，突然想起去北京大学忘记去一座大名鼎鼎的雕塑去瞻仰一番，真是失之交臂，扼腕叹息亚。这所雕塑可真是声名赫赫，多少次在人们口口相传的段子中出现，就是这所：民主和科学！

说明：

28号宿舍楼后面、29号楼前面的雕塑是北大精神的象征——德先生和赛先生。 字母D和S，意为德赛两先生，S上顶个地球，意为：科学还顶个球，民主连个球都不顶。 查一下地图，和电教楼只有几步之遥。遗憾啊。。。。。。 地图：http://maps.google.co.jp/maps?hl=ja&rlz=1T4TSHJ_jaJP295JP296&lr=&um=1&ie=UTF-8&q=%E5%8C%97%E4%BA%AC%E5%A4%A7%E5%AD%A6&fb=1&gl=jp&hq=%E5%8C%97%E4%BA%AC%E5%A4%A7%E5%AD%A6&hnear=%E5%8C%97%E4%BA%AC%E5%A4%A7%E5%AD%A6&ei=s5_2SsmgMMW9kAWA5bG1Aw&sa=X&oi=local_group&ct=image&resnum=1&ved=0CCMQtgMwAA

在线观看：http://video.google.com/videoplay?docid=4939078184096254535

剧情简介 · · · · · ·

http://www.sesame-street.jp

http://www.sesamestreet.org/home

Sesame Street is an American educational children's television series and a pioneer of the contemporary educational television standard, combining both education and entertainment. Sesame Street is well known for its Muppets characters created by Jim Henson. It premiered on November 10, 1969, and is the longest running children's program on US television.^[1] The show is produced in the United States by the non-profit organization Sesame Workshop, formerly known as the Children's Television Workshop (CTW), founded by Joan Ganz Cooney and Ralph Rogers.

Educational goals

As author Malcolm Gladwell has stated, "Sesame Street was built around a single, breakthrough insight: that if you can hold the attention of children, you can educate them".^[15] Sesame Street was the first children's show that structured each episode and made "small but critical adjustments" to each segment to capture children's attention long enough to teach them something.^[16]

Research in production

^{As Cooney has stated, "Without research, there would be no Sesame Street".[38] In 1967, when Cooney and her team began to plan the show's development, combining research with television production was "positively heretical".[38] Sesame Street was the first children's television program that included a curriculum "detailed or stated in terms of measurable outcomes".[39] There was little precedent for incorporating research into television production.[40] There was some concern that this goal would limit creativity, but Stone understood that there were an infinite number of ways to express the curriculum on screen. The Muppet characters were created to fill specific curriculum needs. For example, Oscar the Grouch was designed to teach children about their positive and negative emotions.[41] It was decided from the beginning to have a research presence while the series was being filmed in the studio.[42] As Cooney stated, "From the beginning, we—the planners of the project—designed the show as an experimental research project with educational advisers, researchers, and television producers collaborating as equal partners".[2]}

^{Sesame Street came along and rewrote the book. Never before had anyone assembled an A-list of advisors to develop a series with stated educational norms and objectives. Never before had anyone viewed a children's show as a living laboratory, where results would be vigorously and continually tested. Never before in television had anyone thought to commingle writers and social scientists, a forced marriage that, with surprising ease and good humor, endured and thrived".}

^{—Michael Davis, Street Gang[43]}

^{The producers of Sesame Street used laboratory-oriented research to test if what they were producing held children's attention. The researchers involved with the show found that preschoolers are more sophisticated television viewers than originally thought.[44] Edward Palmer, Sesame Street's original researcher and the man Cooney called "a founder of CTW and founder of its research function",[45] was recruited by the CTW to test if the curriculum developed in the Boston seminars were reaching their audience.[46] Palmer's research was so crucial to Sesame Street that Gladwell asserted, "...Without Ed Palmer, the show would have never lasted through the first season".[46] Palmer was of the few academicians in the late 1960s who was doing research on children's television.[46]}

^{Palmer and his research team utilized the concepts in the field of formative research, or "research conducted to inform the process of production".[31] They were strongly influenced by behaviorism, which was a prominent movement in psychology in the late 1960s, so many of the methods and tools used were primarily behavioral.[47] For example, Palmer developed "the distractor method",[46][48] which he used to test if the material shown on Sesame Street captured young viewers' attention. Two children at a time were brought into the laboratory; they were shown an episode on a television monitor and a slide show next to it. The slides would change every seven seconds, and researchers recorded when the children's attention was diverted away from the episode.[40][49] They were able to record almost every second of Sesame Street this way; if the episode captured the children's interest 80-90% of the time, the producers would air it, but if it only tested 50%, they would "go back to the drawing board".[50] Palmer reported that by the fourth season of the show, the episodes rarely tested below 85%.[50]}

^{In research done in later seasons of Sesame Street, verbal measures began to be introduced, which strengthened their results and would "yield a richer picture of children's knowledge, reactions, and responses" than behavioral measures alone.[47] The distractor method was modified, under CTW researcher Valeria Lovelace, into an "eyes-on-screen" method that collected data from larger groups of children simultaneously. Lovelace's method also tested for more "natural" distractions, or the distractions that other children provide in group viewing situations. More recent measures included a "engagement measure", which recorded children's more active responses to an episode, like laughing and dancing to the music.[51] Throughout the history of Sesame Street, its research staff and producers held regularly scheduled curriculum seminars, as well as "its own robust internal review and critique",[52] to ensure that their curriculum goals are being met and to inform future production. Curriculum seminars prior to Sesame Street's 33rd season in 2002 resulted in changes to the show's structure and format.[37]}

Sesame Street uses a combination of animation, puppets, and live actors to stimulate young children's minds, improve their letter and word recognition, basic arithmetic, geometric forms, classification, simple problem solving, and socialization by showing children or people in their everyday lives. Since the show's inception, other instructional goals have been basic life skills, such as how to cross the street safely, proper hygiene, healthy eating habits, and social skills; in addition, real-world situations are taught, such as death, divorce, pregnancy and birth, adoption, and even all of the human emotions such as happiness, love, anger, and hatred. Also, recently, the Sesame Street Muppets discussed the late-2000s recession with their most recent prime-time special Families Stand Together: Feeling Secure in Tough Times.

NHKの映像・音声素材を活用しよう「NHKクリエイティブ・ライブラリー」

NHKは、NHKアーカイブスの番組や番組素材から切り出した映像や音声をダウンロードできるサービス「NHKクリエイティブ・ライブラリー」を公開した。NHKクリエイティブ・ライブラリーは、表現や創作活動に利用するための「素材」が提供されるサービスで、非営利目的での使用、また著作者名表示などをすれば、無料で使用することができる。2009年度中に、約3,000本の素材が提供される予定。 本サービスのねらいは、受信料をもとに作られたコンテンツを視聴者に還元するもので、10代の子どもたちの「創造性」「映像リテラシー」「著作権意識」の向上を目指すものとしている。
⇒ NHKクリエイティブ・ライブラリー

1日动身，2-3日去首师大；4日去北大；5日返程。

在和自然科学关联的重要领域，如地震、医护等，都设有完备的信息测量-搜集-处理-报警系统，在社会科学，这类系统恕笔者孤陋寡闻，尚未多见。比如教育领域，多数是放任自流。未有出现学习情况报警系统、心理健康报警系统、身体健康报警系统等。这些对人们状态的物理上的统计-分析-利用是西方科学发达国家的常态。也是对过去经验进行总结、对未来进行预测，不限于常规的个人经验，而通过客观数学模型进行事务处理的国家级别思考模型。

打开邮箱，广告部分是最新的地震信息，这是地震多发国家J的常规做法，及时发布地震信息，在互联网、电视、广播和手机等媒体，都有联动消息发布体制。

日本では、1996年度に旧科学技術庁(現文部科学省)が、全国を約25km間隔に1000カ所の強震計による観測網(K-NET)を構築し、独立行政法人防災科学技術研究所が運用している。2004年度より進められていた機器の更新が2006年度までに完了し、現在は、従来のK-NET95型強震計による観測システムから新型のK-NET02型強震計による観測システムへと完全に移行している。 また、2000年度より地震調査研究推進本部による基盤的調査観測の一環として、独立行政法人防災科学技術研究所が全国約700カ所の強震計からなるKiK-netを整備、運用している。 気象庁は全国約600カ所に気象庁95型震度計を設置し、震度を観測している。 旧自治省(現総務省)消防庁は自治体震度情報ネットワークとして、気象庁の計測震度計が設置されていない市町村に震度計を設置し、震度データを気象庁に転送して、きめ細かい震度情報が発表されるようにしている。 国土交通省も所管の河川、ダム、道路などの公共土木施設に強震計を設置している。 横浜市は独自に横浜市内150カ所に強震計を設置している。 このほか、独立行政法人、国立大学法人、高速道路会社、鉄道事業者、NTT、ガス会社、電力会社、建設会社なども独自に地震観測している。 現在、これら各機関の強震計の設置台数を総合すると全国で10000台を超えるといわれている。

気象庁では各地に設置された地震計の情報を集積し、発震時刻と震源地を決定し、マグニチュードを算出する。これに合わせて、津波の発生の予測を行う。 また、震度計の情報もリアルタイムで収集し震度情報として発表する。

首先J国全国设置了超过1万台地震仪，形成了地震监测网K-NET。地震仪主要采用物理原理制造。这些信息即时被收集到处理中心，处理使用的数学模型是地震学学者经过实测计算出的对数理论。一旦确认发生地震则将地震的基本信息（时间、地点、震度等）通过各种媒体网络进行发送。

互联网发布在常用网站和服务的广告栏、电视发布在屏幕下方、手机是紧急短信和新闻提示、广播是中断即时紧急广播、车内媒体和广告牌媒体和电视相同是下方滚动播出，各自采用自己的媒体网络通道和方式。

评论：通常在人们心目中，游戏是和运动、健康背道而驰的，游戏沉迷者经常被认为四体不勤，但传统印象在电子设备日益侵入人们日常生活的过程在渐渐发生变化。ICT有可能建立一种新的形象吗？ 健康是人们幸福生活的基础，表面上人们不运动的最大障碍是没时间和没钱，实际上坚持运动也需要强烈的动机和意志，使用ICT手法支持人们的健康管理，不仅仅使得在家运动成为可能，此外也提供了人们坚持运动的虚拟同伴，解决了人的心理问题。 http://news.bbc.co.uk/2/hi/health/8326152.stm Page last updated at 12:49 GMT, Monday, 26 October 2009 E-mail this to a friend Printable version

Computer fitness gets approval

Active video games that make players move and jump about may help combat obesity The Nintendo Wii Fit Plus is the first computer game to win approval from the Department of Health. It will now carry logos from the Change4Life campaign, which aims to get people interested in exercise and healthy eating. A health department spokesman said active video games were a 'great way' to get kids moving. The video game industry has frequently been attacked by the government for encouraging a sedentary lifestyle. Wii Fit Plus is an updated version of the Wii Fit game. It includes the traditional activities like yoga, aerobic exercises and hula-hooping, but adds the ability to target specific areas of the body. 'Active games' The Change4Life brand will be used by Nintendo online, in TV advertising and in stores. A Department of Health spokeswoman said: "Active video games, where kids need to jump up and down or dance about as part of the game, are a great way to get kids moving more. The biggest barriers to increased activity are lack of time, cost, and embarrassment so being able to exercise at home can, for some people, help them overcome this Dr Ian Campbell, Weight Concern "Little bits of activity like this throughout the day can easily add up to the 60 active minutes kids need." Nintendo is not the first company that the Department of Health has agreed links with. Both Cadbury and Pepsi committed funds to promote the Change4Life campaign. It was in March that the gaming industry trade magazine complained to the Advertising Standards Authority about a government advert suggesting that children who play computer games may die early. The advert from the Change4Life campaign showed a boy playing a game, with the slogan 'Risk an early death, just do nothing'. Dr Ian Campbell, of the charity Weight Concern, said: "We have to be realistic, people will continue to use games consoles but by teaming up the Wii with Change4Life the message is clear, that a healthy lifestyle involves increased activity as well as dietary control. "We know that games consoles which encourage activity can help children, and adults, to be more active. "The biggest barriers to increased activity are lack of time, cost, and embarrassment so being able to exercise at home can, for some people, help them overcome this. "At long last we're getting smart in the ways we deal with the obesity epidemic."

相关链接：

1，http://www.nhs.uk/change4life/Pages/WhyWhat.aspx

2，http://www.nintendo.co.jp/wii/rfpj/index.html

无论在传播之前教师需要做的功夫上，还是传播本身的设计上，以至在传播之后辅助学习者的工具提供上，一个需要考虑的关键因素是知识本身的特质。

大致上知识主要可分三类：本体论知识（概念定义类），认识论知识（过程方法类）和现象学知识（隐含经验类）。次第适合背诵传授、动手操作和实地考察。

不同类型的知识采用不适合的方法传授，就将取得不合适的效果，其拓扑如下图所示。

事实上任何一种知识都是多重结构的，即同时由本体论知识（概念定义类），认识论知识（过程方法类）和现象学知识（隐含经验类）组成。在各层面上获得越多的信息，对知识本身理解就越深入。

互联网信息包不仅包括传递内容，还包括大量背景信息。

在学校内有所侧重的是本体论知识，但从素质教育和创新教育的意义上看，其他种类的知识也必须得到强调。认识论和现象学的知识越多，对知识本身的理解就越深刻，就越能够对知识进行处理和变换，产生新知识。

对教师进行培训，对教学过程进行设计，对学生自学进行支持的时候，应注意考虑知识的特性和希望达到的目标，提供不同的媒体和媒体组合，才能收到较好的效果。

学习可以从各种角度进行划分，如自学和向他人学、正式学习和非正式学习、多重智能等等，但终究以上分类可以通过知识分类进行划分。

使用知识种类进行划分，理论上的可分析性和可处理性大为提高，实践和开发上也更为方便。知识管理学者对这个领域做了很多探索，也开发了大量工具，可供参考。

低级知识的学习可以通过反复操练的背诵和记忆完成。而任何高级知识的学习都是通过社会化完成的，社会化的唯一手段是交流。因此，对人的学习全过程的考察可以以交流这个瓶颈过程作为分界线，分为两段考察。

有效交流的实现的关键之一是共享的意义，如果缺乏共享的意义，则双方的交流将陷入失败。举例而言，在鸡尾酒会现象中，吵嚷的场所中，别人即使在很远的地方说起自己的名字，也容易被听到。因为这属于共享的意义。同样的，一方如果对另一方说另外的语言或者术语，如果双方不具有共享的意义，就会使得交流失败。

在课堂上，教师检测学生对前一课掌握情况，就是对共享的意义的确认。

如果双方缺乏共享意义怎么办？缺乏经验的一方有必要重复拥有经验一方的经验，以完成情境共享。这表现为：

1，在实践共同体中存在的法定周边参与行为，是对共同体参与规则的经验重复；

2，导师指示学生做工作，是对研究行为的经验重复。

随着社会的分工化，知识也变得分类化，不同类型的知识需要不同的经验来支持。这导致了学习活动的分类化，也导致了学习工具的分类化。

这一经验重复行为需要缺乏经验一方具有动机才能完成。动机支持着完成的意志。动机的形成，主要依赖于对拥有经验一方的信任度，其强度也依赖于信任度的高低。

信任度主要基于人脑统计性的计量行为形成，如：

1，口碑行为，如同学的评价，社会新闻；

2，重复的广告效应；

3，基于长期合作的信赖关系，如父母和朋友。

因此，我们也可以认为，学生评价比较高的老师，其学习效果相对要好，因为信任产生动机，支持学习的完成。

有效交流的实现的关键之二是注意。动机也支持着人的注意。人的注意不是轻易就能实现的，很容易受外界干扰。比如同座的私语，面前的计算机，手中的手机，都可能因为心理距离更接近，而取代远处教师的授课。

因此，教师有效地教学的关键之一就是共同注意的促成。黑板是有效地共同注意支援工具的一种，此外教室授课模式的各种规则，如桌椅的摆放、教师授课中禁止私语；以及教授授课的策略，如教学模式、教学节奏、重点强调、激发兴趣、多媒体展示等，都是促进共同注意的有效工具。

有效交流之前重要的是教师发展，之后重要的是学习者学习能力的提高。

交流成功后，信息存储在学习者的工作记忆内，经过整理进入长期记忆。

在长期记忆中，知识大约是通过语义网络的形式存储在大脑中，脑科学的进步目前还无法建立精确的人脑中高级知识存储和提取模型。

Proxemics (Edward T. Hall, 1966) distinguished between Intimate distance, Personal distance, Social distance and Public distance. In animals, German zoologist Heini Hediger had distinguished between flight distance, critical distance, personal distance, and social distance. What Lave and Wenger found is that when newcomers join an established group or community, they spend some time initially observing and perhaps performing simple tasks in basic roles as they learn how the group works and how they can participate. Lave and Wenger described this socialisation process as Legitimate peripheral participation. In the field of distance education, transactional distance is the cognitive space between learning peers, teachers and content in a distance education setting. Distance decreases with dialog and increases with structure so that a classroom with high interaction and less rigid format will be more engaging to learners. The concept of distance is originlly from visual system of being. Nearer object provide more visual information to subject. Therefore we use this concept to definite relationship between two or among more objects, usually use mathematics methods. Also we use this concept as a metaphor to describe feelings, meanly our psychological activities. On visualization, in near future, we maybe could develop a meter to measure learning and development of learners.

2, Longitudinal studies

Mandarin Eclipses Cantonese, Changing the Sound of Chinatown. www.nytimes.com/2009/10/22/nyregion/22chinese.html

We have to continously focus on process other than only be delighted to find difference before and after one event in a short time. In other word, we need more longitudinal studies in the field of pedagogy and other social sciences. To study a ecosystem, the research method is very important. I have two experince about this. One is observation on frequency of birds fly from river. It tell me the relationship among birds, fish and flow speed of Kyoto Duck River. The other observation is on roar of seals in the Zoo of Osaka. It tell me the relationship among seals, feeding and wild birds.

http://www.microsoft.com/Security_Essentials/

360杀毒

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