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Verbal participation in videotape feedback group therapy.Durfee, James Gilbert 01 January 1972 (has links) (PDF)
With the recent commercial availability of the television tape recorder has come a great increase in the use of audiovisual feedback in psychotherapy and counseling (Danet, 1968; Alger, I969) • The advantages of television tape over other means of feedback are readily apparent. Recording and playback can be done under normal unobtrusive lighting conditions, and playback can follow recording with a delay of only a few secondr ; with sound film f bright studio lighting for recording and a darkened rcom for playback are required, and a number of days must be allowed between recording and playback for developing the film* The added consideration of cost favors television recording once the original investment in basic equipment has been made, since television tape can be re-used indefinately if no permanent record is to be kept of recorded sessions, while film can only be used once and costs money to develop for viewing*
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The effectiveness of the use of videotaped interviews centered on superior/subordinate relationships in a management development program /McHugh, Donald Emmett January 1971 (has links)
No description available.
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The effectiveness of the use of videotaped interviews centered on superior/subordinate relationships in a management development program /McHugh, Donald Emmett January 1971 (has links)
No description available.
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Variations of videotape feedback as a mechanism of behavior change /Lambour, Gary P. January 1975 (has links)
No description available.
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The effect of two types of video tape instructions on the resequencing performance of female tennis players at different skill levels /Gendron, Stanley C. (Stanley Charles) January 1990 (has links)
No description available.
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Analysing guided and recorded self-generated visual and expressive personal constructs as adjuncts to the counselling processPienaar, Pieter Abraham. January 2004 (has links)
Thesis ( M Ed (Learning support, Guidance and Counselling))--University of Pretoria, 2004. / Includes bibliographical references.
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Kassifikasie en toelaatbaarheid van video- en oudiobande as getuienis / The classification and admissibility of video and audio tape recordingsVan Niekerk, J. P. 03 1900 (has links)
Getuienis voortgebring deur middel van 'n toestel of apparaat (soos byvoorbeeld 'n
foto) kan 6f as reele getuienis 6f as dokumentere getuienis, 6f as albei
aangebied word.
Die doel waarvoor dit aangebied word, bepaal die toelaatbaarheidsvereiste(s).
Oudio- en Videobande as getuienis word vir doeleindes van bespreking oor dieselfde kam
geskeer aangesien daar prinsipieel nie 'n onderskeid is nie.
'1 am unabk to see any difference, in principk, between the admissibility of
an audio tape recording and a video tape recording" rull Milne rp in S v
Ramgobin and Others 1986 (4) SA 117 (N) p 129 I.
Huidiglik is daar in die Suid-Afrikaanse reg nie eenstemmigheid ten opsigte van die
klassifikasie en/of toelaatbaarheidsvereistes van toestelle en apparate, soos
byvoorbeeld videos, nie.
In die bespreking wat volg sal gekyk word na die nodigheid van 'n klassifikasie en wat
die omvang van toelaatbaarheidsvoorskrifte behoort te wees, in 'n akkusatoriese
strafprosesstelsel soos die van Suid-Afrika en die Anglo-Amerikaanse regstelsels. / Criminal & Procedural Law / LLM
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A marketing research study for educational videotapes in Hong KongHui, Wing-wong, Jimmy., 許榮煌. January 1992 (has links)
published_or_final_version / Business Administration / Master / Master of Business Administration
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As contribuições do uso de infográficos, Storytelling e Mapas Mentais em vídeo na Educação a Distância : exemplo de aplicação na plataforma Já Entendi ENEM /Morais, Márcio Jesus de. January 2016 (has links)
Orientador: João Pedro Albino / Banca: Dariel de Carvalho / Banca: Vania C. Pires Nogueira Valente / Resumo: Onde quer que estejamos as tecnologias da informação e comunicação (TIC) nos acompanham, elas têm sido ferramentas que nos auxiliam a pensar, aprender, conhecer, representar e transmitir para todo um grupo de pessoas de todas as gerações toda forma de conhecimento. O computador e a internet estão sendo objetos de estudos na área de ensino e aprendizagem por sua capacidade de interatividade, e também pela familiaridade que os alunos têm demonstrado com esses recursos. Essa nova geração, chamada de homo zappiens ou nativos digitais, principalmente, tem um modo muito peculiar de aprender, acostumada a interagir com muita informação ao mesmo tempo, escutando música e fazendo a tarefa, e assistindo televisão, dessa forma a neurolinguística torna-se um recurso muito importante na concepção do conteúdo. Utilizando esse recurso, a plataforma de inteligência educacional Já Entendi, elabora vídeo aulas com base em uma didática inspirada no cotidiano das pessoas. Cada aula é produzida com uma estética exclusiva utilizando mapas mentais, infográficos, desenhos, ilustrações que são usados para facilitar a mentalização, fazendo uso de imagens como ferramenta didática buscando assim valorizar a capacidade de interpretação e ressignificação dos alunos, ensinando o conteúdo através de uma narrativa, ou storytelling. Os recursos multimídia e a sua capacidade de integrar texto escrito, som e imagens fixas e em movimento no mesmo espaço simbólico, são essencialmente um dos ingredientes fundament... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Wherever we are the information and communication technologies (ICT) will be with us, they have been tools that help us to think, learn, understand, represent and transmit to a whole group of people of all generations all forms of knowledge. The computer and Internet are objects of study in teaching and learning for its interactive capability, and the familiarity that students have demonstrated with these features too. This new generation, called homo zappiens or digital natives, especially, has a very peculiar way of learning, used to interact with a lot of information while listening to music and doing the task, and watching television, thus the neurolinguistic becomes a very important feature in the design of the content. Using this feature, the educational intelligence platform Já Entendi, prepares video lessons based on a teaching inspired in people's daily lives. Each lesson are produced with a unique aesthetic using mind maps, graphics, drawings, illustrations that are used to facilitate mentoring, using images as a teaching tool thus seeking to enhance the ability of interpretation and reinterpretation of the students, teaching content through a narrative, or storytelling. Multimedia resources and their ability to integrate written text, sound and still images and moving in the same symbolic space, are essentially one of the key ingredients of learning by digital means. The research method used was the bibliographical study and an application use of infographics video... (Complete abstract click electronic access below) / Mestre
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An examination of the validity of the telecourse self-assessment prediction instrument : "Are telecourses for me?"Wetle, Victoria L. 18 November 1996 (has links)
There is a need for a simple tool to assess the learner's match to
distance delivery methods such as telecourse and modem classes. The
concept of a prediction instrument is a practical approach to identifying
the at-risk student in the distance delivery environment.
The purpose of this study was to determine if the Telecourse Self-Assessment Predictor Inventory (TSAPI), entitled "Are Telecourses for
Me?" predicted the likelihood of student success in a telecourse. The
utility of this instrument was analyzed using descriptive statistical
procedures to describe the relationship between the total TSAPI scores,
the scores on each instrument item, and the two student success
categories of completers and noncompleters.
The study compared academic achievement with scores on the
TSAPI of 133 students enrolled in Medical Terminology I MED051,
Medical Terminology II MED052, Personal Health HE205, and Aging and
Society HS220 telecourses at Chemeketa Community College from 1994
to 1995.
The TSAPI did not predict student telecourse success in this study.
Completion rates differed by gender, grade point average (GPA), and total
credit hours but did not differ by instrument total scores or distribution
of scores. Several individual instrument questions had some predictive
value and needs assessment utility for both students and instructors.
Only three of the instrument's 10 questions confirmed a positive
relationship between the questions and prediction of student success.
The categories explored by these questions were (1) independence in
receiving directions from instructors, (2) expected time spent on
telecourse compared to a traditional face-to-face class, and (3) student
self-assessment of reading ability.
Questions not found to predict success elicited responses
concerning motivation for taking the class, the need for interactivity,
technology anxiety, ability to come to campus, and organization of
required course work. The key recommendation of the study was to
develop an instrument that has greater utility in predicting student
success.
The results of the study support the premise that a short, easy-to-administer
score prediction instrument would be valuable in assessing
student needs and identifying the at-risk population in the distance
learning environment. / Graduation date: 1997
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