Videotape Recordings Research Articles

Developing learning environments which support early algebraic reasoning: a case from a New Zealand primary classroom

Current reforms in mathematics education advocate the development of mathematical learning communities in which students have opportunities to engage in mathematical discourse and classroom practices which underlie algebraic reasoning. This article specifically addresses the pedagogical actions teachers take which structure student engagement in dialogical discourse and activity which facilitates early algebraic reasoning. Using videotaped recordings of classroom observations, the teacher and researcher collaboratively examined the classroom practices and modified the participatory practices to develop a learning environment which supported early algebraic reasoning. Facilitating change in the classroom environment was a lengthy process which required consistent and ongoing attention initially to the social norms and then to the socio-mathematical norms. Specific pedagogical actions such as the use of specifically designed tasks, materials and representations and a constant press for justification and generalisation were required to support students to link their numerical understandings to algebraic reasoning.

Pre‐Service Foreign Language Teachers' Perspectives on Learning With Technology

AbstractThis study explores pre‐service foreign language teachers' (N = 25) beliefs about the value and usefulness of employing technology‐enhanced activities (discussion forums, blogs, wikis, e‐portfolios, videotape recordings) in a methods course, and their perceptions of how these activities supported their learning. Likert‐scale items from an anonymous questionnaire indicated that participants found those activities beneficial for bridging theory and practice, enhancing critical thinking, and promoting professional growth. A qualitative analysis of participants' reflections revealed that, despite technology‐related challenges and preferences for other coursework activities, participants believed that the technology‐based activities provided increased opportunities for varied and richer interactions, peer feedback, and reflection; helped develop their learner autonomy and sense of belonging to a community of learners; modeled effective technology uses; and fostered a deeper appreciation of technology‐enriched practices.

Increased Value of Video Assets: New Technologies for the Automatic Transfer and Digital Preservation of Analog Videocassettes

Millions of videocassettes are still stored on shelves, carrying valuable content waiting to be transferred into files before decomposing. Time is running short: not only does tape stock decay, but videotape recorder (VTR) availability becomes critical, and VTR service experts are becoming rare. As it is the final transfer, a technology for highly automated large-scale and lossless transfer that recovers and retains the original signal on tape is required. Direct tape transfer is a new technology that directly converts the off-tape signal from analog videotapes into digital files without passing through conventional playback circuits and its quality-degrading multiple analog-to-digital and digital-to-analog conversions of standard video playback equipment. By digitizing the radio frequency (RF) tape signal directly, all subsequent signal processes can be done by software with a much higher resolution than any that conventional VTR allows. Intelligent signal regeneration by smart dropout prevention and digital concealment algorithms allows signal recovery far beyond the possibilities of traditional dropout compensation circuitry. The paper explains the technical details of direct tape transfer technology, which was developed in a joint research project by the Fraunhofer Institute for Integrated Circuits IIS and Cube-Tec International GmbH.

Safe venepuncture techniques using a vacuum tube system

The purpose of this study was to determine safe techniques of performing blood collection using an evacuated tube system, particularly with regard to manipulation of the equipment and at the puncture site. Careful observation of the procedure was used to collect data for evaluating the various venepuncture techniques. Nurses were digitally videotaped performing simulated venepuncture. A self-administered questionnaire and unstructured observation of a videotaped recording were evaluated, and valid responses were analyzed from participants who performed venepuncture using various techniques. The participants who changed hands during the procedure were older than those who did not change hands. Needle movements during puncture and insertion, including rotation and insertion in a wave-like trajectory, were observed. Appropriate training, including recommendations for maintaining the stability of the needle tip, is important to ensure safety when performing venepuncture. Movement of the needle should not place too much pressure on the puncture site.

Pediatric Seizures

On the basis of strong evidence, treatment is highly dependent on the seizure semiology results, electroencephalography (EEG) findings, and origin. • On the basis of moderate evidence and consensus, vigorous use of video EEG recordings and home video cameras should be used to delineate the epileptic syndromes. • On the basis of strong evidence, pediatric epilepsy syndromes have common comorbidities. As a consensus, some pediatric epilepsy centers consider referral to a neuropsychologist to be first-line care in these patients. • On the basis of strong evidence and consensus, antiepileptic drug therapy has its own complications and should be discontinued after an appropriate treatment course. • On the basis of moderate evidence and consensus, uncontrolled seizures put patients at risk for significant morbidity and mortality.

鼻咽腔内視鏡ビデオ(NPF-Video)を用いた鼻咽腔運動分析に関して

鼻咽腔内視鏡ビデオ(NPF-Video)を用いた鼻咽腔運動分析に関して

SUPPORTING ENGLISH LANGUAGE LEARNERS IN THE SCIENCE CLASSROOM THROUGH CRITICAL PEDAGOGY

This article presents an exploratory case study of a teacher’s knowledge, understanding, and practice of critical pedagogy in a sheltered instruction high school biology classroom. This case study relied on the use of fieldnotes, videotape recordings, interviews, and transcripts to showcase the practices and activities taking place in the classroom. The evidence gathered throughout this case study demonstrates that Ms. Rodriguez has been able to establish a classroom environment and develop curricula that reflect the major critical pedagogy themes: (a) identity/personal growth, (b) academic/cognitive development, and (c) critical understanding of society, power, inequality, and students’ own personal power to change their statuses or roles. These themes were identified in different events during the teaching of her genetic unit, ethnobotany unit, and personal issues activity. As a science educator and SI teacher, Ms. Rodriguez has realized that for her students to be able to succeed academically and in life, she needs to center her instruction and curricula on her students’ personal lives, academic needs, and an awareness of their surrounding community.

Amicus Brief of Law Scholars in Fox v. Dish, No. 12-57048 (9th Cir)

The outcome of this case will affect the future of private non-commercial time-shifting of television programs – a fair use right expressly recognized by the Supreme Court almost three decades ago in Sony Corp. of America v. University City Studios, Inc., 464 U.S. 417 (1984). The advance of technology from the videotape recorder (“VTR”), to the videocassette recorder (“VCR”) considered in Sony, to today’s digital video recorder (“DVR”) has not – nor should it – affect that right.Under Sony, using the Hopper (Dish’s DVR) and PrimeTime Anytime (“PTAT”) is as much a fair use as the original Betamax technology. Both enable private non-commercial time-shifting of legally acquired television programs, and Fox’s attempt to overrule Sony by claiming it has licensed time-shifted programming to internet websites such as Hulu and iTunes should be to no avail, as fair use markets cannot be reclaimed from the public through subsequent licensing practices. To allow this would be to take settled fair uses and turn them into infringements over time at the copyrights holder’s discretion.Fox continues its attack on fair use by seeking to stop Dish’s creation of quality assurance (“QA”) copies of Fox’s programs, which Dish then uses to access unprotectable facts about the programs – the start and stop times of show segments – and to use those facts to ensure that AutoHop, its commercial skipping program, responds appropriately. Use of such intermediate copies in order to access non-protected information has long been held to be fair. Fox attempts to distinguish these precedents by arguing that such copying is somehow not “transformative” of a message or meaning within the television program itself; but such transformation is not required for the purposes of understanding works or extracting unprotectable facts.

Papers, documents, and the opening of an academic supervision encounter

AbstractDespite a growing interest in the interaction in academic pedagogical settings, the role of texts in the actual interaction has not been systematically addressed. This article examines the practices and orientations through which written documents have a significant role in the openings of supervision encounters. We use videotaped recordings of supervision encounters and adopt conversation-analytical methodology to analyze the data.The analysis consists of two main foci: (i) the initial moments of the encounter prior to the actual supervisory activity, and (ii) the launching of the supervisory activity and the negotiation of what that activity will entail. We analyze the orientations toward the document as the necessary object of the joint activity and the prominent bodily orientation toward the papers during the initial moments of the encounter. Furthermore, when the participants move from the initial moments of the encounter toward the main activity, the paper document plays a major role in that interaction.In our conclusions, we summarize our observations as shared, implicit orientations related to the role of the document. These assumptions constitute the “implicit pedagogy” of the supervisory encounter. We will discuss some of the consequences of this type of pedagogy.

How Student Teachers Use Proportional Number Line to Teach Multiplication and Division of Fraction: Professional Learning in Context of Lesson Study and Open Approach

The objective of this study is to examine how student teachers use proportional number line in teaching multiplication and division of fractions in context of lesson study and open approach. Teaching experiment was employed to conduct this case study qualitative research with two mathematics student teachers who participated in the study as case studies. This research was carried out in two sixth grade mathematics classrooms from two schools project innovated by lesson study and open approach in the second semester of 2012 academic year. Research data included lesson plans on multiplication and division of fractions, classroom observation with video tape recordings, students’ written works and interviewing with the student teachers. The results showed that the student teachers use proportional number line in three ways. Firstly, they use it for asking students to interpret the problems using proportional table aiming at writing equation of the problem correctly in the step of posing open-ended problem situation. Secondly, they use it as a tool for giving student think about how to calculate the answer by themselves. Thirdly, they use it for connecting and checking the various way of thinking about calculation of fractions. The student teachers conceived that learning to teach calculation of fraction with proportional number line is beneficial to their own professional learning in teaching through open approach and student learning and thinking proportionally thought to be the most complex of the elementary mathematics curriculum.

Key Universal Activities of Mathematical Learning in Problem Solving Mathematics Classroom

To enhance students’ problem solving potential, an important skill for 21st century, teachers should concern what kinds of authentic-mathematics experiences that students can get through problem solving (Cai, Mamona-Downs, & Weber, 2005). In addition, mathematics classroom approach has changed radically from a drill-and-practice approach to more insight-based problem oriented approach (Van Oers, 2002). According to a problem solving mathematics classroom, in which an open approach is used as a teaching approach, students are required to adapt what they have learned to solve problem situations (Inprasitha, 2010). These problem situations are designed based on students’ experiences. Regarding these points, a purpose of this study was to investigate key universal activities, which are based on Bishop (1988) who presented the key universal activities as foundations for students’ mathematical learning. Case study was employed in this study. Video and audio tape recording, and field note taking were used as methods for collecting data of a targeted group including six of grade 1 students in 2010 academic year of a school participating the Project for Professional Development of Mathematics Teachers through Lesson Study and Open Approach. Data were analyzed by using descriptive statistic and analytic description. The results showed that there were various key universal activities in each problem situation occurring in problem solving mathematics classroom. These key universal activities have been enhancing the students to solve the problems efficiently.

Language management in intercultural business networks

This paper deals with language management within a transnational business network, with a specific focus on the process of noting. In an analysis of one business encounter involving one Japanese and one Australian business representative, language management is found to occur at the grammatical, (non-grammatical) communicative and also sociocultural/socioeconomic levels. Furthermore, the language management involves not just individual acts but also occurs at the level of the speech event, as seen through an analysis of how the participants perceive the function of the encounter and their respective roles vis-à-vis their own institutional networks. The data consists of a video-tape recording in conjunction with follow-up (stimulated recall) interviews with the two participants.

Training health-care practitioners in screening, brief intervention, and referral to treatment using standardized approaches and expert coaching

Skill acquisition and maintaining fidelity to a practice requires ongoing monitoring and performance feedback in addition to initial training. This paper describes an evaluation of a training and coaching model employed for the Texas and Georgia screening, brief intervention, and referral to treatment (SBIRT) programs, funded by the US Substance Abuse and Mental Health Services Administration. Both programs were both implemented in large community medical settings that included hospital emergency departments, trauma and inpatient services, and primary care. We describe the specialist training processes with an emphasis on our web- and phone-based expert coaching model and standardized training programs. Specialists who received the multifaceted training package demonstrated significant improvements in SBIRT skills during a half-day standardized patient activity and over 12 months of coaching as measured by the Motivational Interviewing Treatment Integrity (MITI) coding system and coaching evaluations. Videotaped recordings of four standardized patient training sessions for 20 randomly selected trainees were coded by an expert external coder using the MITI-3 coding system. Trainees made significant improvements in evocation (p = 0.004), collaboration (p = 0.003), direction (p = 0.030), empathy (p = 0.029), spirit (p = 0.008), and in percentage of MI-adherent speech (p = 0.035). Further, 148 quarterly reports were examined for those trainees who received at least 12 months of coaching. Thirty-seven trainees (17 from Texas and 20 from Georgia) were included in these analyses. Trainee global ratings on spirit (Texas, p = 0.026; Georgia, p = 0.002) and empathy (Texas, p = 0.012; Georgia, p = 0.001) improved during the four quarters. In addition, MI-behavior ratings for both sites showed improvement at some point over the four quarters analyzed (p < 0.05). This study adds evidence to previous findings indicating that progressive feedback and coaching enhance SBIRT skill development.

Effect of Video Self-Observations vs. Observations of Others on Insight in Psychotic Disorders

Improving insight in patients with schizophrenia and related disorders is a worthwhile goal. Previous work has suggested that patients' insight may improve if they see videos of themselves taken when ill. Our aim was to test the hypothesis that schizophrenia patients improve their insight after viewing videos of themselves when unwell more so than after viewing an actor. Forty patients admitted with an acute psychotic disorder underwent a videotaped recording of a clinical interview. The patients were then randomized to viewing this or a "control" video of a same-sex actor displaying psychotic symptoms approximately 3 weeks later. Insight, psychopathology, and mood were assessed before and 24 to 48 hours after viewing the videos. All participants showed general improvement across all measures. There was a trend for scores on the Schedule for the Assessment of Insight to improve more in those who viewed themselves when ill, but there were no clear statistically significant differences between the "self" and "other" video groups. In conclusion, video self-confrontation seems to be a safe and potentially effective means of enhancing insight, but evidence for a specific effect is lacking.

Participating in science at home: Recognition work and learning in biology

AbstractThis article presents an analysis of the longitudinal consequences of out‐of‐school science learning with a conceptual framework that connects the intentions of youth to their participation in science. The focus is on one girl's science activities in her home and hobby pursuits from fourth to seventh grade to create an empirical account of how youth gain access to scientific knowledge and science practices in informal learning environments. The analysis uses fieldnotes, videotape recordings, and transcripts centered on the epistemic, social, and material resources related to learning in biology. The focal participant of the study, Penelope, engaged with animal activities in her home and hobby pursuits in ways that overlapped scientific practice. She (1) engaged in observational inquiry, (2) used media to understand animal behavior, (3) tinkered with feeding to keep her animals healthy, and (4) manipulated her animals and animal‐related artifacts to create routines and safe indoor habitats. Penelope used these four competencies to gain access to new science learning situations in school and afterschool settings. Yet, as she participated in science practices around animals, she sought to be recognized as uninterested in science. Instead, she used her talk and activities to be recognized in animal caretaking roles in the settings that mattered to her. Penelope's behavior of distancing herself from science while still seeking out experiences to learn about animal biology shows that recognition work is a complex negotiation between aspects of one's self and of science. Implications to theories are drawn related to science education and recognition work. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 597–630, 2012

Car talk: Integrating texts, bodies, and changing landscapes

Making use of videotaped recordings of interaction in cars filmed as middle class families pursue their daily activities, we examine some of the ways in which talk while driving includes as parts of its intrinsic organization ongoing attention to phenomena beyond the stream of speech. Important consideration is given to issues posed by the task of driving while talking about a seeable field in either the unfolding landscape or a textual artifact within the car itself. Of particular interest to our analysis is how such phenomena are attended to, collaboratively recognized, and incorporated into the ongoing organization of talk. This process involves making use of a range of resources including deictics, perceptual directives, address terms, pointings (C. Goodwin 2003), etc., to locate for others these phenomena, as well as forms of stance display that inform how the speaker aligns towards the event. Through their gaze direction, questions, and displays of understandings recipients can display their response to a noticing or reporting.

Reliability of the Perceive, Recall, Plan, and Perform (PRPP) assessment in community-dwelling dementia patients: test consistency and inter-rater agreement

The aim of this study is to evaluate aspects of inter-rater reliability of the Perceive, Recall, Plan, and Perform (PRPP) system of task analysis for assessing daily functioning of home-dwelling dementia patients. Videotaped recordings of 30 German patients with dementia performing a relevant daily task in their own homes were scored independently by ten Dutch PRPP trained occupational therapists, randomly selected from a pool of 25. Intra-class correlations (ICC) (one-way single measure) were calculated for PRPP Stage One independence score, and PRPP Stage Two information processing scale, quadrant scales, and subquadrant scales from a total of 300 PRPP scores. ICCs for Stage One PRPP independence score were good to excellent (0.63; 0.94) for both individual rater and test reliability. The Stage Two PRPP total score showed moderate correlations (0.46) for the single rater absolute agreement and excellent agreement (0.90) for test reliability. The four quadrant scale scores of the PRPP showed limited single rater absolute agreement (0.37-0.39) but excellent average test agreement (0.85-0.87). All subquadrants of information processing showed limited single rater absolute agreement (0.26-0.38) and good to excellent average test agreement (0.78-0.86). This suggests that the PRPP total is reliable in assessing information processing during activity performance in dementia patients. The PRPP is a reliable measure to evaluate individual performances of routines and tasks in community-living dementia patients by multiple raters. Future research should address reliability and validity features of the PRPP for dementia patients with incorporation of criterion-referenced test characteristics.

A description of a mother's play guidance for her child with autism in the process of playing by the rules

The purpose of this study is to describe the strategies used by a mother with a child with autism during games activities with peers to provide the child with social skills.The research method of this study is ‘a qualitative single‐subject case study’. The participants in this research are a mother and her 9‐year‐old child with autism, one brother and three typically developing peers. The research data were collected through field notes, interviews, audio and videotape recordings during natural interactions between the mother and her child.The strategies the mother used were analysed using video records during games activities in a natural park. The interactions of the mother with her child were examined in the context of a hide‐and‐seek game. Micro‐ethnographic‐analysis techniques were used in the analysis of the video records. According to the research data, it was found that the mother with a child with autism made extensive use of 13 different verbal strategies and seven different non‐verbal strategies. It was observed that the mother guided her child and the group during the hide‐and‐seek game, arranged the environment of the games, carried out routine activities both at the beginning and at the end of the games and arranged the games in accordance with the abilities and preferences of the child. These applications bear a resemblance to the model of integrated game groups.As a result, the data from the present research reveal that a mother having a child with autism acts as a guide during the games and uses verbal and non‐verbal interaction strategies in this guidance process and by doing so contributes to the process of participation in the games by the child with autism and in the child's social interaction with his peers.

Repeated cocaine treatments induce distinct locomotor effects in Crayfish

A repeated injection of cocaine regime is known to induce complex locomotion alterations in both vertebrate and invertebrate models of drug addiction. However, the specific effect of cocaine on behaviorally distinct locomotion and non locomotion parameters is not well known. The present experiments determined whether cocaine has distinct effect on multifarious locomotor activity of crayfish (Orconectes rusticus). Following repeated injections of 2.5 μg/g or 10.0 μg/g dose of cocaine for three days, videotaped recordings of locomotion were analyzed to determine whether repeated injections of cocaine produced distinct effect on multifarious locomotor activity of crayfish. Cocaine decreased immobility in day 1 when compared with saline. Thereafter, cocaine increased immobility in days 2 and 3. Repeated injections of cocaine increased distance traveled, average speed, mobility and decreased lingering episodes. These findings indicate that cocaine has distinct action on movement and non-movement behavioral activities, suggesting that locomotion as a unitary phenomenon comprised of assemblage of multifarious components, which can be manipulated and separated by cocaine in crayfish.

PS2-21: Explanation to Understanding: Practices of the Highest Performing Physicians by Patient Survey

Abstract Background The MD-Patient Communication Study aims were the best practice communication behaviors of physicians during outpatient clinic visits; and to collect physician perspectives of communication behaviors. Researchers have consistently found the top predictors of overall patient satisfaction are quality of the physician-patient relationship and contributing communications. There is limited understanding however, of the range of specific behaviors in the interaction associated with positive and negative patient perceptions and reactions. Methods In phase 1, we conducted a naturalistic, observational study of fifty-five, Permanente Primary Care physician-patient visits using videotape recordings, and incorporating patient and physician reactions to the tape. The physicians, who practiced in Los Angeles and Honolulu, spanned the three strata of high, medium, and low historical patient satisfaction scores. In phase 2, a standardized six-question set was posed, in semi-structured, 60-minute interviews, to 77 of the highest-performing physicians on this patient survey, including: 20 of the highest performers (top 5%) from the LA and Honolulu groups; and 42 and 15, respectively, of the highest performing physicians in Portland and Oakland. These interviews were audio taped with permission, transcribed and coded for patterns. Results Explanation to achieve understanding was the most commonly cited activity in answer to a ‘physicians’ role in their patients’ healing,’ and in what constitutes a “therapeutic moment in the visit.’ Pattern dimensions include: context – trust, relationship; communication – connection, dialogue; content – visual explanation; role – patient ownership; and support – reassurance, encouragement. Representative verbatims: “It’s how the information is interpreted and packaged, and what’s emphasized, and how it’s customized to the individual;” “I spend a fair amount of time explaining physiology in their terms so they understand why we’re doing what we’re doing, or what’s happening and what to expect;” “If you don’t have a relationship with your patient, then you don’t have a really effective treatment protocol.” Conclusions With national health care reform’s new Prevention Codes calling for “Discussion,” and patients’ dependence on explanation to understand and follow through with treatment recommendations, describing how high performing physicians create high patient satisfaction, is of great importance.