Slide Projector Research Articles

Biology Instructional Resources Availability and Extent of their Utilization in Teaching Pre-Service Biology Teachers

Education of pre-service science teachers necessitates inquiry and resource-based instruction to ensure the production of both hands-on and mind-on skilled science teachers. This becomes possible when a variety of instructional resources regularly support the teaching process. This study aimed to identify the types of available biology instructional resources and their extent of use in teaching pre-service biology teachers. The study used a descriptive survey research design and was conducted in three private Universities selected from those offering education in Rwanda. Eighty-two pre-service biology teachers and five biology lecturers participated in the study. Observational checklist of biology instructional resources and questionnaires aided the collection of data analyzed by frequency counts and percentages. The findings revealed that biology instructional resources like classroom chairs, chalkboards, laboratories, microscopes, centrifuge, slide projectors, biology textbooks were available while resources like a class whiteboard, classroom overhead projectors, electrophoresis unit, recorders, Polymerase chain reaction machines, among others, were absent. The findings also revealed low-level use of available biology instructional resources in teaching pre-service biology teachers. The implication is the likelihood of producing less competent future biology teachers. The provision of adequate biology instructional resources, as well as the monitoring of their use in teaching biology, was recommended

Biology Instructional Resources Availability and Extent of their Utilization in Teaching Pre-Service Biology Teachers

Education of pre-service science teachers necessitates inquiry and resource-based instruction to ensure the production of both hands-on and mind-on skilled science teachers. This becomes possible when a variety of instructional resources regularly support the teaching process. This study aimed to identify the types of available biology instructional resources and their extent of use in teaching pre-service biology teachers. The study used a descriptive survey research design and was conducted in three private Universities selected from those offering education in Rwanda. Eighty-two pre-service biology teachers and five biology lecturers participated in the study. Observational checklist of biology instructional resources and questionnaires aided the collection of data analyzed by frequency counts and percentages. The findings revealed that biology instructional resources like classroom chairs, chalkboards, laboratories, microscopes, centrifuge, slide projectors, biology textbooks were available while resources like a class whiteboard, classroom overhead projectors, electrophoresis unit, recorders, Polymerase chain reaction machines, among others, were absent. The findings also revealed low-level use of available biology instructional resources in teaching pre-service biology teachers. The implication is the likelihood of producing less competent future biology teachers. The provision of adequate biology instructional resources, as well as the monitoring of their use in teaching biology, was recommended

Corona VI – virtual reality

Corona VI – virtual reality

Multi-modal Non-linear Continuous 3D Presentations

Computer presentations are an integral part of our lives, yet the contemporary presentation tools have not changed for about three decades, still emulating old overhead slide projectors. Combined with the rapid evolution of computer graphics technologies, this results in contemporary tools being ill-suited for many modern needs where linear sequences of fixed-sized 2D slides consisting of text and images is not nearly sufficient. In this work, we propose a presentation system aimed at overcoming the limitations of the contemporary presentation software. To achieve this goal, we abandon the usual concept of a presentation as a 2D slide sequence, and instead treat them as continuous automatically created 3D scenes of non-linear structure with multi-modal content, all without requiring any professional skills from the end user.

Perception of students about Team-based learning (TBL) Problem-based learning (PBL)

Abstract
 Background: Medical teaching has evolved over the past few years, from traditional teaching methods such as lectures and practical classes using blackboard, slide projector to more student-centered activities such as self-directed learning, problem based learning (PBL) and team-based learning (TBL) Problem based learning is an integral part of our MBBS curriculum. We introduced TBL to 2nd year MBBS students in Pharmacology department, who are also practicing PBL in 2nd year.
 Aim: The aim of the study was to know student’s perception about TBL and PBL.
 Methods: Students were asked to fill the questionnaire regarding each teaching strategy anonymously using both, open and closed ended questions. The data was analyzed by using SPSS version 21.
 Results: A total of 120 students filled the questionnaire regarding their perception about TBL, and 94 students filled the questionnaire regarding PBL. Students found the readiness assurance tests and immediate feedback effective for their learning in TBL. While for PBL, students found that different point of views were respected by group members and there is better integration among different disciplines in PBL.
 Conclusion: It is the need of the hour to include new strategies in our curriculum which promotes team work and effective communication skills. Both PBL and TBL have advantages of their own and can provide better student learning if incorporated in a medical curriculum, keeping in view the students responses in our study.

Evaluation of teaching methods in anatomy : A study on first year medical students

Introduction: Anatomy is widely studied subject amongst the medical students. Anatomy has maximum hours in preclinical subjects to be studied by first year students of medical, dental and physiotherapy as well as occupational therapy. As anatomy is taught under many headings like gross anatomy, embryology, histology, osteology, radiology, living and surface anatomy, students spend maximum time in understanding anatomy. So considering these facts and time constraints teaching – learning methods needs to be updated and evaluated. So in the present article a study was conducted on I year MBBS students (n =250) and a questionnaire was given them to answer. In that they were asked to give their preferences to the method of teaching in every head in anatomy. Result: Almost 70.4 % students chosen cadaveric dissection as preferred method to study gross anatomy. Others suggested that it should be assisted by audiovisual aids. Most students preferred 3 D animations and models to study embryology. For studying histology 59.2 % students preferred slide projection or power point presentation as method of choice. Conclusion: Cadaveric dissection remains the choice through years to learn gross anatomy whereas other heads are to be taught by combination of traditional methods and newer instructional methods. This will result in medical graduates committed to continuous improvement in skill and knowledge.

A-15 Examining the Construct Validity of the Halstead Category Test - Computer Version: A Confirmatory Factor Analysis

Abstract Objective To examine evidence of construct validity for the Halstead Category Test – Computer Version (HCT-CV). Previous factor analyses on the HCT generally found the following structure: a Counting factor comprised of Subtests I and II; a Spatial Reasoning factor of Subtests III, IV, and VII; and a Proportional Reasoning factor of Subtests V and VI. Method Data were collected from a diagnostically heterogeneous sample of 105 adults (56 males, 49 females) referred for neuropsychological evaluation who completed the HCT-CV. The sample had an average educational attainment of 14.37 years (SD = 2.98 years) and an average age of 62.30 years (SD = 17.53). The total number of errors made on each of the seven HCT subtests were computed for each participant, and these data were used to complete a regularized confirmatory factor analysis based on the identified factor structure of the HCT. Results The confirmatory factor analysis converged normally. The model fitting the HCT factor structure demonstrated excellent overall fit to the HCT-CV data: χ2(11) = 12.20, p = .35; RMSEA = 0.03 (95% CI: 0.00 to 0.11); SRMR = 0.03; CFI = 1.00; TLI = 0.99. Analysis of the residuals and modification indexes further confirmed the excellent model fit. Conclusions The HCT-CV demonstrates what appears to be an unchanged factor structure to the HCT. This finding supports the computerized version construct validity as being seemingly unchanged from that of the slide projector version. This model fit may be viewed as promising for the comparability between the original version and the computerized version.

Opthalmic Exercises on Myopia

Ophthalmic exercise is massage method that aims at promoting students awareness of eye production, improving blood circulation and relaxing muscles in ocular region, reducing the eye strain of students with myopia. The aim of the study to identify the effect of ophthalmic exercise among students with myopia at selected college Coimbatore. Quasi experimental one group pretest and post test research design was adopted in this study. The samples were selected using Non probability purposive sampling technique. Among 35 samples, 23 samples were Iyear, four samples were IIyear and eight samples were III year. The level of knowledge among students with myopia was assessed using self structured questionnaire before and after ophthalmic exercise. Ophthalmic exercise were demonstrated by using flashcard and slide projector and students continued to practice the exercises for 15 minutes twice a day for one week. The duration of exercise was 20 minutes. The level of eye strain was assessed by using asthenopic symptoms scale before and after intervention. It was identified that the mean level of knowledge among students with myopia during pre test and post test was 13.6 and 16.08 respectively with the standard deviation of pre test and post test was 0.64 and 1.59 respectively. The calculated ‘t’ value 10.75 was greater than the table value 1.96 at 0.05 level of significance. It was identified that the mean level of eye strain among students during pretest and post test was 4.08 and 2 respectively with a standard deviation of pre test and post test was 2.01 and 1.19 respectively. The calculated ‘t’ value 5.94 was greater than the table value 1.96 at 0.001 Level of significance. Hence it was concluded that ophthalmic exercises is an effective intervention in reducing the level of eye strain among students with myopia.

Interactive Learning Method Based on Information and Communication Technology

There are many models of lecturing method in higher education level. Telkom University as a university that based on Information and Communication Technology (ICT) applies its teaching and learning method through the use of internet facility. Based on research, we found that the interactive learning method based on ICT was applied well. The numbers of classes that had been involved were three classes, the classes observed in applying the interactive learning method based on ICT (high-speed wifi, digital slide projector, audio video interactive facility using YouTube and Blogspot). This interactive learning method based on ICT collaborate the lecturer-student proximity at class. The research used a descriptive case study to elaborate the classes for the whole semester. The result found that this method proved successful in sharpening student’s critical thinking. The student’s perspective to analyze social phenomenon in the society have broadened fast. It helped the student to build courage in delivering critical argument orally and written.

Water-Filtered Infrared Radiation Decreases the Generation of Photodermatoses Dependent on Ultraviolet and Visible Radiation.

The potential role of infrared radiation in photodermatoses has received very little attention, even though the main sources of radiation used for photobiological studies (UVA, UVB and visible light) include infrared radiation. The objective of the work was to assess whether infrared radiation is involved in the development of skin lesions in patients with different types of photodermatoses. Twenty patients with different photodermatoses were exposed to UVA, UVB and visible radiation using a high-pressure mercury UVA lamp, a fluorescent broadband UVB lamp, a tungsten bulb and a slide projector for visible radiation. Part of the radiation emitted by these lamps was water-filtered to block infrared radiation above 1300 nm. All 20 patients developed lesions when exposed to different light sources used for phototest. When exposed to same sources without infrared radiation, 17 patients (85%) did not develop any lesions and the other three (15%) developed less severe lesions than in the area exposed to unfiltered light. Our results show that infrared radiation was necessary for the development of skin lesions in 85% of the patients with photodermatoses in our study. We believe that infrared radiation studies should be included in standard photobiology protocols.

The early slide projector and slide shows in China from the late seventeenth to the early twentieth century

ABSTRACTIn the mid-seventeenth century, Europeans invented the early slide projector, which was later introduced to China both by Jesuit missionaries and through foreign trade. By the nineteenth century, this “Western instrument” had become an important aid in Protestant missionaries’ “scientific preaching,” and its use had spread throughout China; slides and the slide show became a major medium for disseminating modern knowledge. Against the background of the global circulation of knowledge in the period from the seventeenth century to the nineteenth century, complex interactions occurred between local resources in China and this medium in terms of denotation, production, use, and diffusion. Modern educational technologies and patterns involving the projector and slides became popular at church speeches, at public lectures in treaty ports, and in modern school education in China. Changes also occurred in how Chinese intellectuals gathered and in the role they played: they shifted from forming their own associations to holding open slide presentations. This had a profound influence on their transition from literati to intellectuals.

The clinical application of nursing informationization management and digital multimedia shift in pain department

Objective To explore the application value of nursing informationization management and digital multimedia shift in pain department, and to provide a basis for medical staff to improve working mode and improve the level of office digitalization. Methods The multimedia slide projector was applied to morning shift of pain department.According to Hospital Nursing Management Standard and Quality Assessment Standard, shift satisfaction questionnaire was designed, and the satisfaction of medical workers from pain department with digital multimedia shift was investigated by issuing satisfaction questionnaire form. Results By popularizing the information management and applying the multimedia slide to the early shift, it can be known that the satisfaction of medical staff to the digital multimedia shift was higher than the traditional shift.And the difference in satisfaction scores was statistically significant(P<0.05). Conclusions The application of digital multimedia shift in the nursing work of pain department is conducive to standardized treatment, collection, processing and feedback of nursing information, and improving the quality of shift. Key words: Nursing information management; Department of pain; Shift satisfaction questionnaire

Theatricality of Marionettes in Robert Lepage’s performance mise en scene

Lepage’s theatricality functions within the combination of live andrecorded imagery, it is a communication between performers and all thetechnology invited into the space, where in Johannes Barringer’s terms, ‘spatial perceptions are made through what is physically introduced into space.’ Technology is also, as Alison Oddey observes, contributing to the process of creation in devised theatre and influencing the development of the performance in its evolution. Lepage likes to relate to technology at the same level as to the written text (when there is one), and performers’ creativity. This collage of live and recorded could be referred to as techno-en-scene, or technology that is in symbiosis with performer’s action in space. Indeed, Lepage’s techno –en-scene is hybrid theatricality that combines live performance with cinematic imagery, video and slide projections, and collaborations with digital technologies and artists from various disciplines.

Calibration method for spinning fringe projection: proof-of-concept

A structured light system with spinning fringe projection has been an excitement for three-dimensional (3-D) shape measurement since high-speed phase-shifting fringe patterns can be produced by mechanical spinning slide projectors. However, two cameras are typically required for 3-D reconstruction since the calibration method of spinning fringe projection is not well documented yet. This article introduces a computational framework for the calibration of spinning fringe projection profilometry using polar coordinate representation. In this preliminary study, we emulated the ideal spinning fringe projection with a video projector that can precisely control phase shifts with minimized harmonic errors. Results show that under the ideal scenario, our calibration method can reach an accuracy of 0.10 mm with a standard deviation of 0.73 mm by measuring a spherical object with 150 mm diameter.

A MASSIVE OPEN ONLINE COURSE (MOOC) FOR THE MULTIDISCIPLINARY DESIGN OF BRIDGES

In last years, the traditional blackboard teaching has been incrementally supplemented by visual aids like slide projectors and videos. The phenomenal growth of the Internet has brought in new teaching media, such as Massive Online Open Courses (MOOCs) that open the educational experience up to a broader and more distant set of students. This easy access to education can increase motivation and it is a useful commercial tool for universities. Unlike other disciplines (such as economics or psychology), the MOOCs are rarely used to spread Civil Engineering courses. To fill this gap, and to encourage the use of MOOCs among Civil Engineering Schools, this paper presents the experience of the MOOC for the multidisciplinary design of bridges created by the University of Castilla-La Mancha. This MOOC is based on the experiences learned from the contest on bridge construction with knex for undergraduate students organized by this university in 2015, 2016 and 2017.

基于关键帧和指示符运动模型的教学视频压缩算法

The invention discloses a teaching video compression algorithm based on a key frame and an indicator motion model. The algorithm comprises the following steps: regarding a slide projection region in amultimedia teaching scene as an effective region of a teaching video, and taking motions of a mouse cursor and a laser pen projection point as classical teaching direction process to perform modelingby sufficiently utilizing a feature that the inter-frame change in the effective region is slow in speed; dividing video frames into the key frame, an effective frame and a redundancy frame by usingthe change detection, and realizing the teaching video compression by using region segmentation, change detection, indicator detection and modeling and like technologies. Compared with the existing universal method, the code rate can be averagely reduced by about 80% under the same PSNR value by using the compression algorithm disclosed by the invention, and the encoding/decoding process satisfiesthe real-time requirement, the additional artificial editing is unnecessary, the manufacturing and transmission efficiency of the online teaching video can be greatly improved; and a special teachingvideo recording function can be provided for a digital camera, thereby greatly reducing the occupancy on the memory space by the recording of the teaching video.

Poèmes et aphorismes (1989–2015) by Giovanna, and: Ecouter, écrire, signifier, sur l'art verbal de la créatrice surréaliste Giovanna by Laura Santone

Reviewed by: Poèmes et aphorismes (1989–2015) by Giovanna, and: Ecouter, écrire, signifier, sur l'art verbal de la créatrice surréaliste Giovanna by Laura Santone Katharine Conley Giovanna. Poèmes et aphorismes (1989–2015). Oxford : Peter Lang, 2017. 317 pp. Santone, Laura. Ecouter, écrire, signifier, sur l'art verbal de la créatrice surréaliste Giovanna. Rome : Artémide, 2018. Born Anna Voggi in Northern Italy and raised in France, Giovanna was invited into the surrealist movement in 1965 by its founder, André Breton, shortly before the last surrealist exhibition organized personally by him in Paris at the Galerie de l'OEil, "L'Ecart absolu." Giovanna met her husband, Jean-Michel Goutier, while studying acting in Paris in 1960. Together they created poetic performance pieces for local theaters until their live performance [End Page 517] of a series of surrealist texts in the context of the "Mardis de la poésie," organized by André Almuro, attracted Breton's attention, partly because Goutier included some parts of his "Discours aux étudiants fran-çais de l'université de Yale" in his "montage" Lignes deforce surréalistes. As a result, Breton sent them an enthusiastic letter of invitation to participate in the upcoming exhibition. In response, Giovanna and Goutier created a memorable if ephemeral performance in the apartment of Radovan and Marianne Ivsic of a version of the androgyne myth "La Carte absolue," in anagrammatic homage to the impending exhibition's title. The event involved Goutier, dressed as a large playing card of the sort inaugurated as a surrealist form during World War Two, bearing Giovanna, nude, on his shoulders representing a pale, embodied phallus-figure. From live performance, Giovanna migrated to automatic drawing, inspired by the formal mechanical possibilities of the typewriter and published in the magazine Pilote, where she also worked. She moved to illustration rooted in the formal possibilities of the crossword puzzle for her contributions to the deluxe "livre-objet" version of her husband's French edition of Carlos Castaneda's The Teaching of Don Juan (1968) and L'Herbe du diable & la petite fumée (1972), translated by Marcel Khan, with the surrealist press Soleil Noir. Her images, subsequently transformed into a color slide projection show accompanied by music, were shown as a performance piece in the Galerie Delpire in 1974. It is no wonder that the poems that Giovanna came to write over the following decade are rooted in formal experiment, in wordplay linked to sound. Whereas the first surrealist automatic poems to be spoken and published out of the burgeoning movement by Robert Desnos in 1923 were built on visual as well as sonorous similarities, Giovanna's automatic poems are motivated primarily by sound. Desnos' "Rrose Sélavy" one-line poem "Les lois de nos désirs sont des dés sans loisir," for example, tricks the eye as well as the ear through visual as well as aural resemblances between the syllables mixed together on either side of the verb "to be" in the poem-equation, with the inherent sense behind the apparent nonsense only becoming evident on second thought. For Giovanna, the sounds dominate and generate the poem's words, as she signals with her foreword, "Avant-propos: Onomatopées onomatomatiques." Her neologism "onomatomatiques," blending onomatopeia with automatism, thus intentionally links her poems to the first mode of writing privileged by the surrealists in the movement's early days. The poems are studded with literary and artistic references that stream out in phrases and stanzas bubbling with productive energy, from La [End Page 518] Rochefoucauld to Proust, Leonardo Da Vinci to Marcel Duchamp, William Blake to Frida Kahlo, Mozart to Lautréamont, Herman Melville to Bataille, Deleuze, and Guy Debord. As Jacqueline Chénieux-Gendron explains in her preface to the volume, "Giovanna, elle, manipule les syllabes et les laisse essaimer." The collection's first poem, "Voir Naples…," for example, plays with the clichéd advice "See Naples and die" by building simultaneously on the resemblance between the sound of the city's name and the name of France's emperor Napoleon, famous for his Italian conquests, and the Freudian link between death and eroticism: "—Voir Naples en pantalon et mourir...

スライドプロジェクターと OHP を利用して演示実験を拡大して見せる(周期率)

スライドプロジェクターと OHP を利用して演示実験を拡大して見せる(周期率)

BRDF-dependent accuracy of array-projection-based 3D sensors.

In order to perform high-speed three-dimensional (3D) shape measurements with structured light systems, high-speed projectors are required. One possibility is an array projector, which allows pattern projection at several tens of kilohertz by switching on and off the LEDs of various slide projectors. The different projection centers require a separate analysis, as the intensity received by the cameras depends on the projection direction and the object's bidirectional reflectance distribution function (BRDF). In this contribution, we investigate the BRDF-dependent errors of array-projection-based 3D sensors and propose an error compensation process.

I Finally Saw the Greek Theatres: Impressions on Teaching Undergraduate Theatre History

I Finally Saw the Greek Theatres: Impressions on Teaching Undergraduate Theatre History Ed Menta (bio) For thirty years, first on clunky, overheated metal slide projectors and then on unimaginatively designed PowerPoints on interminably slow laptops, I have been showing pictures of the theatres of Dionysus and Epidaurus in my unit on the Greeks in my undergraduate theatre history course. But I had never personally visited these landmarks. Even though I repeated anecdotes that I had only heard secondhand about the perfect acoustics and the tour guides dropping pennies, I had never actually been there myself and actually heard those tour guides and pennies. If only I could walk through these ancient orchestras and theatrons, wouldn’t the first theatre history course in our sequence (variously titled over the years Theatre History I, Theatre of Communion, and First Theatres) benefit from my firsthand experience? During the summer of 2014, thanks to the research funding generously provided by the James A. B. Stone College Professor Endowed Chair at Kalamazoo College, I finally got the chance to see six ancient Greek theatres: Dionysus, Delphi, Thorikos, Thera, Corinth, and Epidaurus. Although the research funds did not cover the expenses of my wife, Tina, thankfully she accompanied me anyway. Since I am the world’s worst photographer, Tina snapped all of the photos and did a tremendous job. (It was also wonderful having her as a companion on this endeavor—it was a delightful way to celebrate our thirty-fifth anniversary!) After being situated in our hotel in Athens and meeting with our guide, a thirty-year dream finally became a reality: I saw the theatre of Dionysus! It seemed much smaller than the impressions I had stored up all these years of looking at the slides. Walking all around the theatre and sitting in several different places in the theatron, I eventually settled in the very top row—about eighty meters away from the stage—and tried to imagine the very first performance of Sophocles’ Oedipus Rex in around 430 bce with presumably an Athenian citizen sitting in this very spot (or something like this same spot; the theatre, of course, has been completely reconstructed a number of times since the fifth century bce, first by the Greeks and then the Romans). Despite my initial impression of intimacy, looking down, the stage seemed tiny, and the angle of the seats very steep. I tried to imagine actors in the orchestra in front of the skene: they would have been about an inch high in my perspective (fig. 1). Raised stage or not, there would have been no issues in viewing both the chorus and actors. Clearly, all performers would be visible from this height and distance. It was also an exceedingly hot day and all seemed dry and dusty, perhaps not unlike the conditions at the City Dionysia. Could the sounds and movement from the location down below on such a hot day, in a crowded theatre with 17,000 other Greek citizens, have really made such an impression that everyone knew immediately that they were watching an instant classic and destined to be the first Greek play collected in every anthology afterwards? Or did it not matter what happened on that “opening night” almost 2,500 years ago? Do we really have Aristotle’s Poetics to thank for Oedipus Rex’s staying power? I thought the same thing a few days later when we headed to Delphi through the mountains of Parnassus and passed the legendary spot where “three roads meet,” supposedly where Oedipus killed Laius (fig. 2). Again, I had the sensation of long-awaited completion, of finally seeing the actual [End Page E-11] Click for larger view View full resolution Fig. 1. The theatre of Dionysus, viewed from near the top of the theatron. The scaffolding at the upper left of the photo is presumably for lighting for construction or a recent event. (Photo: Tina Menta.) Click for larger view View full resolution Fig. 2. “Where three roads meet,” the legendary location where Oedipus killed Laius, in the mountains of Parnassos. (Photo: Tina Menta.) [End Page E-12] Click for larger view View full resolution Fig. 3. At the “center...