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題 名 | 多媒體資訊偽裝/偽裝偵測技術之研析 |
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作 者 | 郭志嘉; 呂俊賢; | 書刊名 | 資訊安全通訊 |
卷 期 | 10:1 2004.01[民93.01] |
頁 次 | 頁123-142 |
分類號 | 312.76 |
關鍵詞 | 資訊偽裝; 資訊安全; 資料隱藏; 浮水印; Data hiding; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究旨在分析國民中小學學生的WISC-III及基本學業測驗表現。研究對象為通過高雄市九十一學年度教育局「鑑輔會」鑑定之閱讀障礙學生。主要研究結果如下: 1.就全體閱讀障礙學生而言,各項WISC-III智商之平均數為:全量表智商82.06,語文量表智商80.21,作業量表智商88.59,語文理解因素智商81.11,知覺組織因素智商90.82,專心注意因素智商80.57,處理速度因智商87.86。 2.在各項智商與分測驗中,專心注意因素智商、算術分測驗、記憶廣度分測驗,國小二三年級一年段學生明顯優於國小四五六年級及國中一二年級等二個不同年段的學生。圖畫補充測驗則國中一二年級學生明顯優於國小二三年級與四五六年級等二個年段的學生。 3.就認字與閱讀理解測驗之原始分數而言,呢隨年級升高而增加,但就T分數而言,卻隨年級增加而降低。 4.就全體閱讀障礙學生或各不同年段生而言,多數WISC-III之智商與分測驗,皆與學生之認字與閱讀理解表現缺乏明顯之相互關係。 5.多元迴歸分析顯示,「專心注意」因素智商是預測學生認字與閱讀理解較有效之變項。 6.多數學生之各項分測驗表並未符合WISC-III之ACID、SCAD及其他組型。 7.閱讀障礙學生語文相關的五個分測驗,各年段皆為同一因素,但非語文之各分測驗的因素結構則隨年段不同而略異,不過,算術與記憶廣度分測驗,各年段皆不屬於同一因素。 用者瞭解受試者在團體中所佔的相對位置,以甄別高危險群組,並針對需要注意的向度中作進一步輔導的參考及策略的擬定。 (三)由本研究可以推估出目前青少年高危險行為的流行率大約為2.9%。若從各項危險因子來看,一般青少年學生在各項危險因子中,人數比例較高者包括父母不共同居住佔14.4%,作弊12.1%以及打架11.3%;而高危險群青少年人數比較高的幾項則依序為抽煙佔52.1%,父母不共同居住50.4%以及學業成績丁等40.2%。 最後,本研究依據研究結果,針對高危險群青少年的輔導模式以及未來研究的方向分別提出具體的建議,提供相關領域工作者在從事高危險群青少年輔導工作或進行相關研究之參考。 |
英文摘要 | The main purpose of this study was to analyze the WISC-III scores of the 2-8 grade students with reading disabilities in Kaushiung City. the major results were concluded as follows: 1.The average WISC-III IQs for all subjects were: FIQ-82.06, VIQ-80.21, PIQ-88.59, VCI-81.11, POI-90.82, FDI-80.57, PSI-87.86. 2.The scores of FDI, Arithmetic and Digit Span subtests of 2-3 grade students were significantly higher than the 4-8 grade students. The 7-8 grade students' scores of the subtest of Picture Completion performance was significantly higher than the 2-6 grade students. 3.Although the 7-8 grade students' average raw score of word recognition and reading comprehension tests was significantly higher than 2-3 or 4-6 grade students, the average T score of these tests of 2-3 grade students were significantly higher than the 7-8 grade students. 4.Most of the WISC-III IQs and subtest scores were not significant correlated with the scores of both of the word recognition scale and reading comprehension test in students with reading disabilities. 5.The regression analysis indicated that the FDI and Arithmetic subtest were more effective variables for predicting reading disabled students' word recognition and reading comprehension. 6.Most subjects scores were not matched with the WISC-III profiles of ACID and SCAD. 7.The factor patterns of students with reading disabilities were different form the normative sample of WISC-III. revisions. Dimensions of the instrument include background factors (gender, birth order, parents' marital status, person(s) they reside with), experiences with risk behaviors (past risk behaviors, having family or friends with risk behaviors, absenteeism, run-away form home), and cognitive distortion. A check-list based on these dimensions will be provided for the teachers and counselors to help identify the participants for the pilot testing of the instrument and the study. Reliability, validity, and norms will be established for the instrument. The rate of at-risk Taiwanese adolescents in Urban Areas is about 2.9%. In conclusion, knowledge of risk factors contributing to stipulate youth's risk behaviors is crucial to the early assessment and intervention-counseling adolescents. Results of the study also led to development of a practical instrument by which strategies of early assessment and interventions then can be shared with professionals or paraprofessionals to better their practice working with at-risk adolescents. |
本系統中英文摘要資訊取自各篇刊載內容。