Recognition Of Pupils Research Articles

An app as a tool for detecting migrant females of Anguilla anguilla to support the wild population

The eel (Anguilla anguilla) population in Europe has declined dramatically since the 1980s and shows no signs of recovery. There are several threats to this species: migratory barriers, loss of habitats, hydroelectric dams, overfishing, and illegal trade. As a result, the eel has become part of the ICUN endangered species and is protected by various institutions. Information data on the maturation stage is needed to monitor silver eel escapement and assess population trends. In the sampling activities spanning from 2012 to 2022 silver index was calculated on 1852 eels in the northern Adriatic Sea. With the help of machine learning technology, we trained an algorithm in pupil recognition and the calculation of horizontal eye diameter in eels. This study allowed us: a) to identify a single parameter to discriminate the sexual maturity of the eel and thus to know the female with a migratory instinct; b) to use this parameter as a proxy to develop an easy and user-friendly app for all management operators.

Development of Visual Function Training Technologies through a Learning Model System Based on Iris and Pupil Recognition

Development of Visual Function Training Technologies through a Learning Model System Based on Iris and Pupil Recognition

Stateful-Service-Based Pupil Recognition in Natural Light Environments.

Smartphones are currently extensively used worldwide, and advances in hardware quality have engendered improvements in smartphone image quality, which is occasionally comparable to the quality of medical imaging systems. This paper proposes two algorithms for pupil recognition: a stateful-service-based pupil recognition mechanism and color component low-pass filtering algorithm. The PRSSM algorithm can determine pupil diameters in images captured in indoor natural light environments, and the CCLPF algorithm can determine pupil diameters in those captured outdoors under sunlight. The PRSSM algorithm converts RGB colors into the hue saturation value color space and performs adaptive thresholding, morphological operations, and contour detection for effectively analyzing the diameter of the pupil. The CCLPF algorithm derives the average matrix for the red components of eye images captured in outdoor environments. It also performs low-pass filtering, morphological and contour detection operations, and rule-of-thumb correction. This algorithm can effectively analyze pupil diameter in outdoor natural light. Traditional ruler-based measurements of pupil diameter were used as the reference to verify the accuracy of the PRSSM and CCLPF algorithms and to compare their accuracy with that of the other algorithm. The errors in pupil diameter data were smaller for the PRSSM and CCLPF algorithms than for the other algorithm.

Managing of school: decision taking in administration of school and recognition of pupils’ life strategies

The goal of this paper is to investigate: whether polish school enhance tolerance and stimulate cultural openness; decision taking in administration of school; and – recognition of pupils’ life strategies. The basis of this investigation is: 1) the evaluation of programme of teaching; 2) the measurement of the level of cultural openness of teachers; 3) the measurement of the level of cultural openness of pupils. I have also tried to find interrelations between the cultural opennes of pupils and their intelligence, locus of control, their level of neurotism and stress, and, finely, their empathy and a type of intelectual activity.

Pupils’ voices in teachers’ collaborative professional learning in Lesson Study

The aim of this study is to contribute to efforts to reduce the gap between rhetoric and practice in the field of pupil voice by illustrating how teachers’ recognition of pupils’ responses can meet the needs for voice, space, audience, and influence. Through a close analysis of teacher conversations in the context of Lesson Study, the results provide different scenarios that represent how pupil voice is acknowledged. The scenarios also illustrate different dimensions of teachers’ collaborative learning. In conclusion, the arrangements for pupil voice at the classroom level have the potential to meet the needs for listening to and recognising students’ points of view as well as expanding the concept of teachers’ professional learning, which can be considered as a fortunate coincidence.

Statistics regarding music education in Poland in the interwar period

Statistical issues regarding music education in the 2nd Republic of Poland have not been discussed thoroughly so far. This article attempts to do so. The source material comprises statistical data from the Ministry of Art and Culture, the Ministry of Religious Affairs and Public Education, as well as articles published in music literature of the interwar period. Presented statistics cover music schools, solo singing schools, schools for organists, schools of eurhythmics and art dance, as well as drama schools. Music was taught in all the aforementioned institutions, therefore reports treated all these schools en bloc. Existing sources enumerate schools, their managerial staff and the establishments’ addresses. Preserved statistical data also enabled a more detailed analysis, such as, for instance, recognition of pupils’ preferences as regards their choice of instruments, as well as music education accessibility in various parts of the country. The preserved statistical source material is probably incomplete, does not show a full picture of the then music education. It presents, however, with great accuracy, the figures regarding this type of education. Statistical information was collected truly meticulously by the Ministry of Religious Affairs and Public Education, particularly in the late 1920s and in the 1930s. Along with primary and secondary education, music education became an important element of the overall education system in the interwar period.

Concept of chemical reaction in chemistry textbooks

Abstract For more than 20 years the science teachers, the researchers in science education, the educationists and the other pedagogues have been acquainted with the model of educational reconstruction. In this model there are integrated three areas of this scientific interest: the recognition of pupils’ conceptions, the investigation of scientific conceptions with didactics branch approach and the creation of an educational content (Duit, R., Gropengießer, H., & Kattmann, U. (2005). Towards science education research that is relevant for improving practice: The model of educational reconstruction. In H. E. Fischer, (Ed.), The Developing standards in research on science education (pp. 1–9). London: Taylor & Francis; Duit, R., Gropengießer, H., Kattmann, U., Komorek, M., & Parchmann, I. (2012). The model of educational reconstruction – a framework for improving teaching and learning science. In D. Jorde & J. Dillon (Eds.), Science education research and practice in Europe. Cultural perpectives in science education, 5 (pp. 13–37). Rotterdam: Sense Publishers; Kattmann, U., Duit, R., Gropengießer, H., & Komorek, M. (1997). Das Modell der Didaktischen Rekonstruktion – Ein Rahmen für naturwissenschaftsdidaktische Forschung und Entwicklung.Zeitschrift für Didaktik der Naturwissenschaften, 3(3), 3–18). There is required to reconstruct the educational content for learning and teaching purposes. It leads to the educational structuring and to the clarification in scientific field. Therefore, in this contribution there is analysed a formation of the concept chemical reaction from the perspectives of the chemistry textbooks used in the 19th, the 20th and the 21st centuries in Slovakia. These findings could be useful in the process of comparison between scientific and pedagogical knowledge in this branch not only in neighbouring countries, even in the broaden European or worldwide content.

Tro, musikalske røtter og anerkjennelse i en krysskulturell kontekst

Artikkelen dreier seg om betydningen av å anerkjenne egne og andres musikalske røtter. Utgangspunkt for tematikken er hvordan opplevelser av ubehag kan oppstå i situasjoner der religiøst musikalsk innhold er brakt spontant inn i undervisningen av musikklærerstudenter. Artikkelen bygger på erfaringer fra egen lærerutdanningspraksis og kvalitative data samlet inn i forbindelse med mitt doktorgradsprosjekt (Strøm, 2016). Intervjuer med ungdommer som vokser opp i en krysskulturell kontekst danner artikkelens kjerne. Disse dataene brukes for å belyse forholdet mellom religiøs tro og musikalsk identitet samt ressurser og utfordringer som noen av disse ungdommene kan kjenne på i utøvingen av sine musikalske aktørskap. Artikkelen anvender Stones’ (2005) strukturasjonsteori, kalt «strong structuration», som utgangspunkt for å si noe om forholdet mellom aktør og struktur. Jeg ønsker med denne artikkelen å argumentere for krysskulturbegrepets relevans i en musikkundervisningssammenheng samt bidra til økt forståelse for og anerkjennelse av elevers religiøse musikalske røtter og identitet i musikkfaget i grunnskolen.

基于Hough变换的瞳孔识别方法研究与实现

基于Hough变换的瞳孔识别方法研究与实现

ANALYSIS OF IRIS AND PUPIL PARAMETERS FOR STRESS RECOGNITION

The aim of this study was to automatically identify the iris and pupil of the eye in the video stream and to parameterize the identified structures in order to make assumptions if the subjected is stressed or not. During tests subjects were given a number of issues which they had to respond by selecting only one correct answer. Visual material was gathered using a helmet-fitted stationary near-infrared camera that recorded iris and pupil of the eye reactions to stimuli. Subsequently it was made an automatic iris and pupil recognition and approximation by curves in the gathered sequence of images. Each change in the pupil size is described by different time series length. Thus, it is impossible to compare the obtained data using the Euclidean distance measures. For this reason, the metrics based on periodograms was used to compare the data series. The differences calculated between the eye pupil reaction to stimuli and question show-up time was introduced in multidimensional scaling algorithms for dimension reduction. It was noticed that the stimulus to the false answers tend to cluster. DOI: http://dx.doi.org/10.5755/j01.itc.41.1.1206

How (not) to Discourage Youngsters from Playing the Piano. On Bad and Good Piano Teaching

Analysis of pedagogical and psychological literature has provided some data about modern form of teaching connected with the recognition of pupils’ subjectivity, with the support of their cognitive self-reliance by teachers, and with attention to develop of pupils’ motivation. Many years ago the outstanding musicians: master-teachers (Varro, Neuhaus, Flesch) called for applying those principles in the professional music education. Building on the observation of 35 piano lessons, each conducted by one of 15 piano teachers from primary professional music schools, the study aims to investigate whether and how the piano teachers apply these rules currently.

Supporting special needs in the mainstream classroom: children's perceptions of the adult role

Inclusion of children with significant special educational needs within the ordinary classroom frequently involves additional human resources. In the UK, specialist teachers and classroom assistants (teachers' aides) are now a regular feature of many classrooms. Their purpose is to provide advice and support to the teacher and/or specifically to assist the child with special educational needs in accessing the mainstream curriculum. There has been little research into the impact of these additional adults on children not designated as having special educational needs, although their attitudes and responses are likely to prove critical to the success of any policy of inclusive education. This study examines the responses of 713 children (ages 7-14+) attending 27 schools in London to questions relating to the role of adults supporting special educational needs (SEN) children in their classrooms and to the social desirability of being singled out for support. The findings suggest that the majority of those responding saw the support being directed towards the teacher's needs. The recognition of pupils' needs was less frequently expressed. The desirability of support became challenged by some children in the upper age range of the sample. Reasons for this and the implications for inclusive education are considered.

A Classroom Test of the Span of Recognition

Recent scientific investigations in the field of reading have shown that pupils vary in their span of recognition when reading printed material. Some recognize only a small part of a single word at one fixation, while others recognize three or four words at a given fixation. Such variations in the span of recognition affect vitally the speed at which pupils read. Some pupils read very slowly, while others read more rapidly, reading two or three times as much in the same length of time. It has been shown that pupils in the elementary school profit by training exercises designed to increase the span of recognition. Most investigations of the span of recognition have been made with elaborate apparatus which is too expensive for practical use in classrooms. In order to overcome this difficulty a test and a simple and comparatively inexpensive apparatus have been prepared. These can be secured from the C. H. Stoelting Co., 3047 Carroll Avenue, Chicago. The apparatus is an easily operated form of the shutter tachistoscope. It was designed to provide teachers with a simple device for measuring the span of recognition of pupils in the elementary school. The educational values of the test are: (i) it will enable a teacher to ascertain in a few minutes whether or not a pupil who is having trouble in reading has a narrow span of recognition; (2) it will aid in discovering pupils who need special training to increase their span of recognition; (3) it will measure the effect of systematic training which is provided to increase the span of recognition; (4) it will facilitate comparisons of the span of recognition (a) of individual pupils and (b) of groups of pupils. The test consists of a series of words and phrases of increasing length and difficulty which are exposed, one at a time, for the