Video Aids Research Articles

Tail Flip and Escape Response of Tethysbaena Argentarii (Malacostraca: Thermosbaenacea)

Aspects of the tail flip, escape response of a thermosbaenacean, Tethysbaena argentarii, were examined with the aid of S-VHS video. The first part of the escape action involves a |$180^\circ$| shift in orientation, where head and tail change position within 2/50 to 4/50 sec. This shift is caused by two successive, tail flips: first a ventral movement, which brings the tail region close to the thorax; then a dorsal motion, which causes the thorax/head region to flip backwards because of greater water drag in the tail region (tail fan). The |$180^\circ$| change in orientation is sometimes followed by a number a forceful dorso-ventral tail flips that promote rapid swimming in the new direction. The type of escape reaction in Tethysbaena argentarii is different from the ‘jet’stream' type of escape reaction seen in various shrimp, euphausids, and mysids, but it bears some similarity to that seen in stomatopods and in various crayfish where a |$180^\circ$| shift in orientation is also seen.

Can an instruction video or palpation aid improve the effectiveness of breast self-examination in detecting tumors? An experimental study

Although large randomized trials have not shown benefits for breast self-examination (BSE), many organizations still endorse the practice. This study aimed to determine whether an instruction video or palpation aid improved the effectiveness of BSE. A total of 100 volunteers (50 men and 50 women) with no previous experience of BSE and/or clinical breast palpation were randomly assigned to the following intervention: instruction video seen versus not seen and use of palpation aids versus aids not used. Participants completed psychological trait and previous knowledge questionnaires before the intervention and/or breast examination. Examination was carried out on 24 different sized silicone breast forms, into 20 of which had been inserted tumor equivalents measuring 0.8-3.0 cm in diameter. The dependent variable was the rate of accurate tumor detection--the mean sum of correct positive hits (CPH)--defined as tumors detected within 20 s. Mean CPH values were then analyzed in relation to the interventions and other variables including gender and psychological measures (ANOVA and COVAR). Neither the instruction video nor interaction effects between gender and the instruction video influenced the mean CPH value. Furthermore, the palpation aid was strongly and significantly associated with a reduced detection (p=0.00003). Using an instruction video or palpation aid did not improve the effectiveness of breast examination in detecting tumors--a finding which supports results from large randomized studies. It is difficult to understand why BSE is still promoted by various groups.

La producción de conocimiento en la investigación acción pedagógica (IAPE): balance de una experimentación

Este artículo recoge las lecciones derivadas de una segunda experimentación con una metodología de trabajo co-operativo, diseñada para operacionalizar una modalidad de la investigación acción pedagógica (IAPE). El autor sostiene que el principio rector de cualquier modalidad de la IAPE es el principio de reflexividad, y que el horizonte de cualquiera de esas modalidades es el de generar condiciones de posibilidad para la reflexión. Destaca, en seguida, cuatro de esas condiciones: i) ejercicio intensivo en la objetivación del discurso por medio de prácticas escriturales, ii) ejercicio intensivo en objetivación de la práctica pedagógica por medio de prácticas de auto-observación, con la ayuda del audiovideo, iii) ejercicio intensivo del trabajo en equipo con responsabilidades individuales definidas, y iv) ejercicio intensivo de argumentación e interlocución crítica entre pares, siempre mediadas por textos escritos. La capacidad de esta herramienta para objetivar al sujeto de la práctica pedagógica, en un ámbito de interlocución crítica y responsabilidad compartida, crea las condiciones para que la subjetividad individual de los maestros se sienta incluída en una subjetividad colectiva que es, finalmente, la responsable de la construcción de sentido. Al pasar de una práctica pedagógica individual a una práctica pedagógica colectiva, y de un estilo individual de reflexión a un estilo colectivo de reflexión sobre la práctica, la determinación del sentido pasa a ser una responsabilidad del colectivo. Es decir: un asunto de interés público.

The Effects of Using Two Advance Organizers with Video Texts for the Teaching of Listening in English

Abstract: Research has confirmed that exposing students to authentic materials through video aids language learning, especially listening skills. This study investigates the effects of two advance organizers — question previewing and vocabulary preteaching — on Taiwanese college students' listening comprehension of English‐language videotapes. Approximately 188 college students, randomly assigned to one of four treatment groups, viewed two video episodes, each twice. The results suggest that the group exposed to a combined treatment of vocabulary preteaching and question previewing between two video viewings outperformed the groups who received either the vocabulary preteaching alone or no treatment on both multiple‐choice and open‐ended tests. However, the effects of question previewing are likely to be assessment task‐dependent. The implications of the findings for listening instruction employing video in the EFL classroom are discussed.

Prolonged recycling of internalized neurotrophins in the nerve terminal.

Neurons require contact with their target tissue in order to survive and make correct connections. The retrograde axonal transport of neurotrophins occurs after receptor-mediated endocytosis into vesicles at the nerve terminal. However, the mechanism by which the neurotrophin signal is propagated from axon terminal to cell body remains unclear. Retrograde axonal transport was examined using the transport of I(125)-labeled neurotrophins from the eye to sympathetic and sensory ganglia. The phenomena was further studied by adding rhodamine-labeled nerve growth factor (NGF) to cultures of dissociated sympathetic ganglia and the movement of organelles followed with the aid of video microscopy. I(125)-labeled neurotrophins were transported from the eye to the sympathetic and sensory ganglia. A 100-fold excess of unlabeled neurotrophin, administered up to 4 h after the labeled material, completely prevented accumulation of labeled neurotrophin in the ganglia. The effect was specific for the labeled neurotrophin as administration of a high concentration of a different neurotrophin failed to inhibit the transport. In dissociated cultures, we found rapid binding of label, to surface membrane receptors, followed by an accumulation of labeled vesicles in the growth cone. Incubation of these cultures with unlabeled NGF led to a rapid loss of label in the growth cones. These results suggest that there is a pool of internalized neurotrophin, in vesicles in the nerve terminal, which is in rapid equilibrium with the external environment. It is from this pool that a small fraction of the neurotrophin-containing vesicles is targeted for retrograde transport. Potential models for this system are presented.

Myocardial revascularization through a mini-thoracotomy with thoracoscopic assistance.

Left internal mammary artery harvesting through a mini-thoracotomy makes gaining the proximal portion of this vessel very difficult and exposes the patient to the risk of chest wall trauma due to excessive spreading of the ribs. The adoption of video thoracoscopic assistance can give several advantages to the procedure. With the patient in a 30 degrees left-side-up thoracotomy position, a 8-12 cm anterior thoracotomy is performed in the left fourth or fifth intercostal space. Two thoracoscopic ports are inserted in the third and fourth left intercostal spaces in the midaxillary line. Complete mobilization of the left internal mammary artery is performed with a mixed surgical and thoracoscopic technique. Since July 1996, 12 patients underwent myocardial revascularization with the left internal mammary artery through a mini-thoracotomy, with the aid of video assisted thoracoscopy. There were no deaths or perioperative infarctions. Mean hospital stay was 4 days (3-6). In nine patients a postoperative angiographic study was performed: in all cases the length of the mammary artery pedicle was adequate; one patient underwent a successful angioplasty on a narrowed anastomosis on the left anterior descending artery. In another patient the left internal mammary artery had been grafted to a diagonal branch. In all other cases angiography showed good results. Thoracoscopic assistance helps achieving complete mobilization of the left internal mammary artery, maximizing its useful length, without an extended thoracotomy.

Promoting Critical Consciousness in Young, African-American Men

SUMMARY In the U.S. as young African-American men in urban areas mature, they face oppressive social forces as well as the normative developmental challenges of adolescence. Nonetheless, much of psychology focuses on personal rather than sociopolitical development. As a basis for interventions aimed at sociopolitical awareness and action, this article presents a theory of oppression and sociopolitical development based on the work of Serrano Garcia, Freire and others. According to this theory, critical consciousness (i.e., critical awareness about one's political, social and cultural condition) is an essential skill for sociopolitical development. This article also describes the “Young Warriors” program for building critical consciousness in high school aged young men. The results of this action-research project suggest that critical consciousness can be enhanced through a brief, eight-session intervention with the aid of Rap video, film and other products of mass culture.

Video aids in domestic violence education

Video aids in domestic violence education

Analysis of Coulomb-crystal formation process for application to tailored particle synthesis in RF plasmas

Abstract

Tuberculosis health education. Needs in homeless shelters.

Tuberculosis has reemerged as an important public health concern, particularly with the rise in multi-drug-resistant strains. The homeless are at increased risk for infection, for active disease, and for incomplete treatment. Public health authorities have recommended that tuberculosis health education materials be developed specifically for residents and staff of homeless shelters. In this study, a diverse sample of 20 adult homeless-shelter residents responded to open-ended questions regarding 1) their knowledge of tuberculosis and tuberculosis screening and treatment, 2) their perceptions of access to health care services related to tuberculosis, and 3) their views of health education regarding tuberculosis. The majority of the subjects had limited knowledge of tuberculosis and of screening and treatment for the disease. Many had misconceptions about the disease, particularly regarding its transmission. An analysis of the subjects' responses within the framework of the Health Belief Model indicated that basic tuberculosis health education programs for residents of homeless shelters are needed. The study findings indicated that a small-group educational format utilizing written materials and video aids might be most effective.

An ethological approach to human language: Nô plays as an example

In the framework of our ethological studies on human language, we have made careful and repeated observations of many No performances at No theatres, with the aid of videos, in order to see what the relationship is between the language and movements of the actors in No plays. We have come to the conclusion that No plays are highly dependent on the language (Utai); in brief, we can scarcely understand the meanings of the movements without following the words of Utai. This finding also indicates the large dependence of human behaviour on language.

Prolonged effects of the insecticide dimethoate on locomotor behaviour in the woodlouse, Porcellio scaber Latr. (isopoda)

: Beneficial invertebrates living in hedgerows and woodland adjacent to arable land, are almost inevitably exposed to small doses of pesticides. This can present a threat to these invertebrates even at sublethal levels. Locomotor behaviour is intrinsic to many more complex behavioural responses such as predator avoidance, migration, mate seeking, etc., but is also closely related to the physiological status of the animal. Further, locomotor activity is quantifiable with the aid of modern video and computer technology. In the present study, the effect of a 48 h exposure of the woodlouse Porcellio scaber to soil contaminated with one-tenth of the LD20 (96 h) dimethoate dose was quantified using computer-automated video tracking. Dimethoate-exposed woodlice were recorded for one night prior to dimethoate exposure and for two nights on contaminated soil. After a recovery period of 21 days, the woodlice were recorded for a further night. Control animals were recorded in parallel on soil treated with water. Over the 48 h of exposure, dimethoate induced a gradually increasing hyperactivity in terms of time spent in activity, mean velocity and path length and a suppression of turning rate when compared with controls. No recovery was seen after the 21 days on uncontaminated soil. These effects were statistically significant only in male woodlice.

Helping Student Teachers Attend to Student Cues

With the aid of video, 5 student teachers (grades 1-4 and 6) were given practice identifying and interpreting the verbal and nonverbal behaviors of their pupils, as the pupils listened to and participated in the student teachers' lessons. With continuous prompting the novices were able to relate student cues to class management and sometimes to instruction. However, instead of using student cues to evaluate their lessons from a student perspective, the student teachers continued to measure the success of their lessons in terms of their own affective states while teaching. Although they were often aware of negative student cues while teaching, each of the novices aborted impromptu changes in instruction for fear of losing class control. As a last resort during the final week of the study, we had each student teacher view and interpret one of the videos made in another novice's class. After completing this task, each student teacher then viewed again and reinterpreted one of her own videos. The results were successful with 4 of the 5 student teachers, who were finally able to disengage themselves from an egocentric focus and to critique their own lessons in terms of their pupils' responses. In sum, this study suggests that it would be useful to give student teachers access to one another's classroom performances, perhaps having them critique one another's lessons in pairs or in groups.

Landmarks in the Judicial Interpretation of Civil Rights in America

Approximately 65 applicants opted for acceptance in this seminar, from whom twenty were ultimately selected. All accepted. They came from seven colleges and thirteen universities, located in ten states; ranked from instructor through professor; ranged in age from 29 to 61; and included seventeen men and three women.Wisely, the objectives of the four seminars conducted under the program constituted both substantive inquiry and teaching methodology. Consequently, my approach to the examination of “landmarks in the judicial interpretation of civil rights in America” was designed to stress the communicative responsibilities of teaching as well as content matter. All too frequently, the latter suffers because of insufficient attention to the former. I did not utilize video aids in the seminar, but I provided sundry types of exhibits that have proved helpful in my now more than four decades of teaching at the university level.Although the thrust of the seminar's aims and context was self-evident, it seemed to me that to address the subject matter without an analysis of seminal components of the nature of the judicial process, in general, and the parameters of judicial power, in particular, would be both short-sighted and dysfunctional. Looking back to the seminar now, I am more persuaded than ever that that resolve was appropriate—for, perhaps quite naturally and understandably in view of the deeply felt components of the subject matter, pre-conceived personal, as well as professional commitments, were indubitably in evidence at the threshold. Consequently, the entire first day's attention to an examination of the lines and limits of the judicial role and the postures of individual jurists would serve as seminal background material for the gravamen of the seminar's remaining days.

Video aids in fight against cancer

Video aids in fight against cancer

Video aid to rehabilitation of standing balance.

A system is described which utilises video games to encourage rehabilitation of standing balance following traumatic disruption of this ability. By transference of body weight both between the feet and in the fore-and-aft direction, a patient can correspondingly move a cross on a video screen. Specific targets for the cross can be selected by a physiotherapist, these chosen to exercise facets of balance. The video games thus generated provide biofeedback information and raise the motivational level for the patient, enable very specific training objectives to be defined, and provide a monitor of progress for the therapist.

Video aid for training

Video aid for training

The Effect of Selected Media Feedback upon the Interactive Behavior of Student Teachers

The problem involved in this study was to ascertain whether student teachers receiving supervisory feedback with the aid of video and/or audio tape replay demonstrate a greater change in their classroom verbal interactive behavior than student teachers who receive supervisory feedback with no video or audio feedback. Evidence indicates that those receiving video feedback utilize less “direct teaching influence” and more “indirect teaching influence” as categorized by Flanders’ Verbal Interaction Analysis System, Within the audio group, the magnitude of change in the student teachers’ instructional behavior was not statistically significant. The magnitude of the directional change was greater for those students receiving video or audio recorded feedback than the magnitude of change in the control group.