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Digital Video and Audio Broadcasting Technology

A Practical Engineering Guide

This essential text for any technician in broadcasting deals with all the most important digital television, sound radio and multimedia standards. The book provides an in-depth look at these subjects in terms of practical experience. In addition it contains chapters on the basics of technologies such as analog television, digital modulation, COFDM or mathematical transformations between time and frequency domains. The attention in each respective field under discussion is focused on aspects of measuring techniques and of measuring practice, in each case consolidating the knowledge imparted with numerous practical examples. Since the entire field of electrical communications technology is traversed in a wide arc, those who are students in this field are not excluded either.

This essential text for any technician in broadcasting deals with all the most important digital television, sound radio and multimedia standards. The book provides an in-depth look at these subjects in terms of practical experience.

Mobile Multimedia Broadcasting Standards

Technology and Practice

Mobile multimedia broadcasting compasses a broad range of topics including radio propagation, modulation and demodulation, error control, signal compression and coding, transport and time slicing, system on chip real-time implementation in ha- ware, software and system levels. The major goal of this technology is to bring multimedia enriched contents to handheld devices such as mobile phones, portable digital assistants, and media players through radio transmission or internet pro- col (IP) based broadband networks. Research and development of mobile multi- dia broadcasting technologies are now explosively growing and regarded as new killer applications. A number of mobile multimedia broadcasting standards related to transmission, compression and multiplexing now coexist and are being ext- sively further developed. The development and implementation of mobile multi- dia broadcasting systems are very challenging tasks and require the huge efforts of the related industry, research and regulatory authorities so as to bring the success. From an implementation design and engineering practice point of view, this book aims to be the ?rst single volume to provide a comprehensive and highly coherent treatment for multiple standards of mobile multimedia broadcasting by covering basic principles, algorithms, design trade-off, and well-compared implementation system examples. This book is organized into 4 parts with 22 chapters.

This book is organized into 4 parts with 22 chapters. This volume provides a comprehensive and cohesive compilation of multi-standards and systems for mobile multimedia broadcasting.

Public Service Broadcasting and Post-Authoritarian Indonesia

This book investigates public service broadcasting (PSB) models in post-authoritarian regimes, and offers a critical inspection of the development of a Western European-originated PSB system in Asian transitional societies, in particular in Indonesia since the 1990's. Placing the case of Indonesia's PSB within the context of global media liberalization, this book traces the development of public service broadcasting in post-authoritarian societies, including the arrival of neoliberal policy and the growth of media oligarchs that favour free market media systems over public interest media systems. The book argues that Western European PSB models or 'BBC-like' models have travelled to new democracies, and that autocratic legacies embedded in former state-owned radio and television broadcasters have resisted pro-democratic media pressures. As such, similar to new PSBs in other post-colonial, transitional and global south regimes, such as in Arab states or Bangladesh, this book demonstrates that the adoption of PSB in Indonesia has not reflected the ideal PSB project initially envisaged by media advocates but was flawed in both media policy and governance. It explores the history of broadcast governance in authoritarian Indonesia, and considers how Western European PSB or 'British Broadcasting Corporation/BBC-like' models have travelled – somewhat uneasily – to new democracies, but also how autocratic legacies embedded in former state-owned radio and television channels have resisted external parties of pro-democratic media systems.

This book investigates public service broadcasting (PSB) models in post-authoritarian regimes, and offers a critical inspection of the development of a Western European-originated PSB system in Asian transitional societies, in particular in ...

British Broadcasting and the Public-Private Dichotomy

Neoliberalism, Citizenship and the Public Sphere

This text offers a theoretical engagement with the ways in which private and public interests - and how those interests have been understood - have framed the changing rationale for broadcasting regulation, using the first century of UK broadcasting as a starting point. Unlike most books on broadcasting, this text adopts an explicitly Foucauldian and genealogical perspective in its account of media history and power, and unpicks how the meanings of terms such as 'public service' and 'public interest', as well as 'competition' and 'choice', have evolved over time. In considering the appropriation by broadcasting scholars of concepts such as neoliberalism, citizenship and the public sphere to a critical account of broadcasting history, the book assesses their appropriateness and efficacy by engaging with interdisciplinary debates on each concept. This work will be of particular significance to academics and students with an interest in media theory, history, policy and regulation, as well as those disposed to understanding as well as critiquing the neoliberalization of public media.

This text offers a theoretical engagement with the ways in which private and public interests - and how those interests have been understood - have framed the changing rationale for broadcasting regulation, using the first century of UK ...

International Handbook of Research in History, Philosophy and Science Teaching

This inaugural handbook documents the distinctive research field that utilizes history and philosophy in investigation of theoretical, curricular and pedagogical issues in the teaching of science and mathematics. It is contributed to by 130 researchers from 30 countries; it provides a logically structured, fully referenced guide to the ways in which science and mathematics education is, informed by the history and philosophy of these disciplines, as well as by the philosophy of education more generally. The first handbook to cover the field, it lays down a much-needed marker of progress to date and provides a platform for informed and coherent future analysis and research of the subject. The publication comes at a time of heightened worldwide concern over the standard of science and mathematics education, attended by fierce debate over how best to reform curricula and enliven student engagement in the subjects. There is a growing recognition among educators and policy makers that the learning of science must dovetail with learning about science; this handbook is uniquely positioned as a locus for the discussion. The handbook features sections on pedagogical, theoretical, national, and biographical research, setting the literature of each tradition in its historical context. It reminds readers at a crucial juncture that there has been a long and rich tradition of historical and philosophical engagements with science and mathematics teaching, and that lessons can be learnt from these engagements for the resolution of current theoretical, curricular and pedagogical questions that face teachers and administrators. Science educators will be grateful for this unique, encyclopaedic handbook, Gerald Holton, Physics Department, Harvard University This handbook gathers the fruits of over thirty years’ research by a growing international and cosmopolitan community Fabio Bevilacqua, Physics Department, University of Pavia

that have no scientific substance and distortions of science often copied from Christian anti-evolution literature, presented with a conservative Muslim emphasis. The range and production quality of this material, however, is impressive ...

History, Philosophy and Science Teaching: A Personal Story

This book is an historical narrative of academic appointments, significant personal and collaborative research endeavours, and important editorial and institutional engagements. For forty years Michael Matthews has been a prominent international researcher, author, editor and organiser in the field of 'History, Philosophy and Science Teaching'. He has systematically brought his own discipline training in science, psychology, philosophy of education, and the history and philosophy of science, to bear upon theoretical, curricular and pedagogical issues in science education. The book includes accounts of philosophers who greatly influenced his own thinking and who also were personal friends - Wallis Suchting, Abner Shimony, Robert Cohen, Marx Wartofsky, Israel Scheffler, Michael Martin and Mario Bunge. It advocates the importance of clear writing and avoidance of faddism in both philosophy and in education. It concludes with a proposal for informed and enlightened science teacher education. "Michael Matthews has probably done more for the history and philosophy of science education than anyone else. This book is a riveting read. There are fascinating accounts about the journal Science & Education, the debates over constructivism, and fundamental conceptual issues that lie at the heart of science and science education. This is an essential read for anyone interested in science education." -- Michael J. Reiss, Professor of Science Education, University College London "The work of Michael Matthews in emphasizing the role of history and philosophy of science in science education has been truly monumental. Even more monumental is this much anticipated intellectual biography in which he recalls his early influences and subsequent intellectual encounters within diverse areas, including Catholicism, constructivism, the life and work of Joseph Priestley and the physics of the pendulum." -- Eric Scerri, Chemistry Department, University of California Los Angeles "Matthews records his intellectual maturation and career in a rich personal narrative. It is a fascinating trajectory through the major science educational ideas, trends and upheavals of the last four decades. He remains a sombre voice of reason, of Enlightenment virtues, of liberal education and of sound teacher education and science teaching." -- Roland M. Schulz, Centre for Imagination in Research, Culture and Education, Simon Fraser University.

There is no entry for the topic in the multi-hundred entry Springer Encyclopedia of Science Education (Gunstone, 2014), ... want to reaffirm an enlightenment tradition in Islam as old and even older than that in the Christian tradition, ...

Philosophy, Science, Education and Culture

Currents such as epistemological and social constructivism, postmodernism, and certain forms of multiculturalism that had become fashionable within science education circles in the last decades lost sight of critical inquiry as the core aim of education. In this book we develop an account of education that places critical inquiry at the core of education in general and science education in particular. Since science constitutes the paradigm example of critical inquiry, we explain the nature of science, paying particular attention to scientific methodology and scientific modeling and at the same time showing their relevance in the science classroom. We defend a universalist, rationalist, and objectivist account of science against epistemological and social constructivist views, postmodernist approaches and epistemic multiculturalist accounts.

Hoodbhoy, P. (1991) Islam and Science: Religious Orthodoxy and the Battle for Rationality, London, Zed Books. Hospers, J. (1967) An Introduction to Philosophical Analysis, London, Routledge and Kegan Paul, second edition.

History, Philosophy and Science Teaching

New Perspectives

This anthology opens new perspectives in the domain of history, philosophy, and science teaching research. Its four sections are: first, science, culture and education; second, the teaching and learning of science; third, curriculum development and justification; and fourth, indoctrination. The first group of essays deal with the neglected topic of science education and the Enlightenment tradition. These essays show that many core commitments of modern science education have their roots in this tradition, and consequently all can benefit from a more informed awareness of its strengths and weaknesses. Other essays address research on leaning and teaching from the perspectives of social epistemology and educational psychology. Included here is the first ever English translation of Ernst Mach’s most influential 1890 paper on ‘The Psychological and Logical Moment in Natural Science Teaching’. This paper launched the influential Machian tradition in education. Other essays address concrete cases of the utilisation of history and philosophy in the development and justification of school science curricula. These are instances of the supportive relation of HPS&ST research to curriculum theorising. Finally, two essays address the topic of Indoctrination in science education; a subject long-discussed in philosophy of education, but inadequately in science education. This book is a timely reminder of why history and philosophy of science are urgently needed to support understanding of science. From major traditions such as the Enlightenment to the tensions around cultural studies of science, the book provides a comprehensive context for the scientific endeavour, drawing on curriculum and instructional examples. Sibel Erduran, University of Oxford, UK The scholarship that each of the authors in this volume offers deepens our understanding of what we teach in science and why that understanding matters. This is an important book exploring a wide set of issues and should be read by anyone with an interest in science or science education. Jonathan Osborne, Stanford University, USA This volume presents new and updated perspectives in the field, such as the Enlightenment Tradition, Cultural Studies, Indoctrination in Science Education, and Nature of Science. Highly recommended. Mansoor Niaz, Universidad de Oriente, Venezuela This volume provides an extremely valuable set of insights into educational issues related to the history and philosophy of science. Michael J Reiss, University College London, UK

Although it may seem counter intuitive that a secular government would open imam schools, they did so to create a new clergy class who was well-educated and practiced a nonextremist form of Islam. In 1928, coeducational institutions ...

Handbook of Moral Motivation

Theories, Models, Applications

The Handbook of Moral Motivation offers a contemporary and comprehensive appraisal of the age-old question about motivation to do the good and to prevent the bad. From a research point of view, this question remains open even though we present here a rich collection of new ideas and data. Two sources helped the editors to frame the chapters: first they looked at an overwhelmingly fruitful research tradition on motivation in general (attribution theory, performance theory, self-determination theory, etc.) in relationship to morality. The second source refers to the tension between moral judgment (feelings, beliefs) and the real moral act in a twofold manner: (a) as a necessary duty, and, (b) as a social but not necessary bond. In addition, the handbook utilizes the latest research from a wide range of disciplinary perspectives, wishing to suggest by this that the answer to the posed question will likely not come from one discipline alone. Furthermore, our hope is that the implicit criticism that the narrowly constructed research approach of the recent past has contributed to closing off rather than opening up interdisciplinary lines of research becomes in this volume a strong counter discourse. The editors and authors of the handbook commend the research contained within in the hope that it will contribute to better understanding of humanity as an inherently moral species.

Aristotle was the major influence on the thought of Abu al-Ghazali, Muslim scholar and Sufi mystic of the eleventh century. Ghazali speaks much about knowing and the importance of acquiring knowledge yet the pointlessness of not then ...

Moral Education and the Ethics of Self-Cultivation

Chinese and Western Perspectives

Educational philosophies of self-cultivation as the cultural foundation and philosophical ethos for education have strong and historically effective traditions stretching back to antiquity in the classical ‘cradle’ civilizations of China and East Asia, India and Pakistan, Greece and Anatolia, focused on the cultural traditions in Confucianism, Taoism, and Buddhism in the East and Hellenistic philosophy in the West. This volume in East-West dialogues in philosophy of education examines both Confucian and Western classical traditions revealing that although each provides its own distinct figure of the virtuous person, they are remarkably similar in their conception and emphasis on moral self-cultivation as a practical answer to how humans become virtuous. The collection also examines self-cultivation in Japanese traditions and also the nature of Michel Foucault’s work in relation to ethical and aesthetic ideals of Hellenistic self-cultivation.

Islam, Sufism, Judaism and Japanese religions also have minor ascetic traditions. In this collection, really only part of a much larger study, we focus mainly Chinese and Western perspectives. Clearly, much remains to be done.