The goal of this research is to investigate the common properties of the transformation of the social studies area competence indicator into teaching objectives for elementary school. The competence indicators for the first, second, and third learning stage in the area of ¡§person-space¡¨ were considered in this research. The method of content analysis was used to compare the corresponding teaching objectives amongst a collection of textbook for these competence indicators. A number of surveys were conducted using a Delphi based questionnaire to gather the opinions of elementary school curriculum developers, textbook publishers and reviewers, and the field teachers on the transformation of the competence indicators for the first, second, and third learning stage in the area of ¡§person-space¡¨ into the corresponding teaching objectives contained in these textbook. The main findings of this research are following: 1.The transformation are usually made by first analyzing the level of competence and the core concept aspects of the competence indicator and then followed by the actual construction of the feasible teaching objectives derived based on the results of such analysis. 2.For the elementary school social studies area of ¡§person-space¡¨, the transformations of the competence indicator for the area subject axis made by the various editor groups of these textbook were different not only in the number but also in the feasibility and concept of the resulting teaching objectives. The different might be resulted from the various approaches took by the editor groups to analyze and interpret the indicators. 3. Three survey, each using a Delphi based questionnaire, were conducted to gather opinions on the transformations made for the social studies area of ¡§person-space¡¨ from the curriculum expert and scholars, textbook editors and publishers, textbook reviewers, and elementary school field teachers. The result indicated that the four groups gradually gained the consensus on the transformations made for a total of 20 competence indicators and the resulting teaching objectives. For the analysis of competence indicators, all four groups achieved the agreement in the aspect of competence; and in the aspect of core concept, all four groups achieve the mutual agreement in all but three core concepts. As for the analysis of teaching objectives, all four groups obtained the consensus in all but eight of the objectives. 4. Additional analyses using the ANOVA method were performed for those core concepts and teaching objectives that the agreement was not reached. The results of comparison indicated that the group of curriculum experts and scholars and the group of elementary school field teachers were significantly different in the approval degree aspect. The group of curriculum experts and scholars and the elementary school field teachers were significantly different in the teaching objectives aspect. Finally, based on the findings of this research, some suggestions on the transformation of the competence indicators for the first, second, and third learning stage in the elementary school social studies area of ¡§person-space¡¨ will be proposed and made available to the field teachers, curriculum developers, textbook publishers and the reviewers, and the later researchers for their reference.

This investigation has been carried out at the RoyalInstitute of Technology (KTH) in Stockholm. The main goal hasbeen to investigate the factors determining the production of asense of presence and reality in video mediated communication.Presenceis in these studies defines as the subjectiveexperience of being together in one place when one isphysically situated in another. Presence is an emergentproperty; it has no physicality, but arises as a mentalsensation. Special attention has been paid to spatial factors,embodiment issues, and narrative elements related to theproduction of presence. A context map has been used in order to model the semanticsof presence production and to visualize the relationshipsbetween the determining factors. The conclusions may besummarized as follows:     Knowledge about physical and extended spaces and bodiesand of the shifting of attention between these is importantin presence production.     Well planned design of physical and virtual spacesenhances the sense of presence.     Coherent design and production of mediated embodiment canenhance the sense of presence.     Conscious use of content characteristics, e.g., goodstorytelling, can enhance the sense of presence.     Different communication modes need the support ofdifferent combinations of presence production factors.     Even technically poorly mediated communication maysupport a sense of presence and reality if the storytellingis good.     The human sensory environment should be supported by asense of non-mediation, technological transparency, on theplane of discourse.     The results indicate that individual differencesinfluence the sense of presence and reality. The perception of video mediated communication evolves aspeople become daily users. People seem to intuitively begin tointerpret new types of mediated cues, adding what is missing incomparison to a real time physical communicationexperience. Keywords:Telepresence, presence, social presence,co-presence, concept modeling, virtual reality, person space,task space, narration, video mediated communication, videoconferencing.

<p>This investigation has been carried out at the RoyalInstitute of Technology (KTH) in Stockholm. The main goal hasbeen to investigate the factors determining the production of asense of presence and reality in video mediated communication.Presenceis in these studies defines as the subjectiveexperience of being together in one place when one isphysically situated in another. Presence is an emergentproperty; it has no physicality, but arises as a mentalsensation. Special attention has been paid to spatial factors,embodiment issues, and narrative elements related to theproduction of presence.</p><p>A context map has been used in order to model the semanticsof presence production and to visualize the relationshipsbetween the determining factors. The conclusions may besummarized as follows:</p><p>    Knowledge about physical and extended spaces and bodiesand of the shifting of attention between these is importantin presence production.</p><p>    Well planned design of physical and virtual spacesenhances the sense of presence.</p><p>    Coherent design and production of mediated embodiment canenhance the sense of presence.</p><p>    Conscious use of content characteristics, e.g., goodstorytelling, can enhance the sense of presence.</p><p>    Different communication modes need the support ofdifferent combinations of presence production factors.</p><p>    Even technically poorly mediated communication maysupport a sense of presence and reality if the storytellingis good.</p><p>    The human sensory environment should be supported by asense of non-mediation, technological transparency, on theplane of discourse.</p><p>    The results indicate that individual differencesinfluence the sense of presence and reality.</p><p>The perception of video mediated communication evolves aspeople become daily users. People seem to intuitively begin tointerpret new types of mediated cues, adding what is missing incomparison to a real time physical communicationexperience.</p><p><b>Keywords:</b>Telepresence, presence, social presence,co-presence, concept modeling, virtual reality, person space,task space, narration, video mediated communication, videoconferencing.</p>