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Die ontwerp van 'n multimedialeerpakket in verpleegkundeBornman, Jacoba Elizabeth 27 March 2014 (has links)
M.Cur. / Please refer to full text to view abstract
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Collaboration in the management and preservation of audio-visual archives: a case study of the national archives of ZimbabweChigariro, Dickson January 2014 (has links)
Magister Bibliothecologiae - MBibl / The study investigated the significance of collaboration in the management and
preservation of audio-visual archives at the National Archives of Zimbabwe
(NAZ) in light of the challenges presented by this heritage resource. An
exploration of literature has revealed that managing audio-visuals is not an easy
part and most cultural heritage institutions in developing counties have been
struggling. The underlying premise is that collaboration ensures efficiency and
effectiveness in the management and preservation of audio-visual archives
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Media in die ontwikkeling van waarnemingsvaardighede by die junior sekondêre leerlingFerreira, Elizabeth 26 May 2014 (has links)
M.Ed. / Man lives in a specific reality which directs a distinctive appeal towards him so that reality becomes accessible to him. Perception enables the composition of total impressions to form meaningful detail. Man's consciousness to achieve cannot perform if there is no mention of perception. This finding contains special significance for education, since it now becomes the task of the educator to build specimen structures for perception so that the developing character of perception is reflected in it. To make effective use of media in a class situation, general perception principles must be reflected in it, namely, that perception is relative, selective and organised, and are influenced by expectations. In the past, human communication was performed mainly verbally and through the written word, however, with media, new variations of communication and learning have become possible. It is, nevertheless, important to remember that the use of specific media should always be a method to achieve a field goal. Symbols and symbol systems are the most important characteristic of media that can make a contribution to education and learning. On account of different symbol systems exploited by modern media, the preceptor is enabled to perceive the environment in different ways and other cognitive processes are then involved with perception.
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A study to identify the need for videotaped training material for civilian clubsClark, Terry 01 April 1983 (has links)
The purpose of this study is to determine if there is a need and a market for the production of video-taped employee training films specifically geared to subjects unique to club management. Data was collected by telephonic inquiries to the major commercial film houses affiliated with the production of hospitality training films, by inquiry with all nationally organized club management associations, and routine queries with professionals in the field on the subject matter. The hypothesis is upheld by the research and the study goes further to suggest an answer to this need by production of training films.
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Image and voice in adult literacySoleil, Naome January 2002 (has links)
This qualitative research study explores the use of television as text in
adult literacy as a means of bridging orality and literacy. The reason for selecting
television as an educational tool was to provide equal access to stories for both
non-readers and readers of print, and the 22 research participants were required
to complete a survey and participate in four 2-hour workshops, and a taped
interview. During the workshops, participants learned to actively engage with
the texts that were edited stories from the Canadian television series North of 60.
The researcher included reading strategies to encourage the participants'
interaction with the texts as active "readers" (see Fiske, 1987; Buckingham, 1993;
Bianculli, 1992) and brainstorming to increase their vocabulary prior to writing
reflective responses.
First, how television as text influences an adult literacy student's ability to
transfer information from oral texts into print texts is analyzed. The findings
indicate that television allows non-readers, reluctant readers, and delayed
readers of English to learn literary terms and conventions that apply to print
stories and practise four domains of language acquisition - listening, speaking,
reading, and writing. A selection of each participant's written responses to the
stories and interview fragments have been analyzed. Whenever possible, the
selection is based on a participant's favorite story or personal connection to a
character.
Second, the effect of brainstorming on written responses has been
examined. This technique is a pre-writing strategy the researcher used not only
to assist the participants in recording vocabulary relevant to the story, but also to
provide opportunities for sharing ideas in the construction of meaning. Based on
data collected during the interviews, individuals with short-term memory
problems indicate that repetition of vocabulary through brainstorming, note-taking,
and discussion reinforces memory retention, and second language
learners gain knowledge of pronunciation by hearing and rehearsing vocabulary
from the stories.
Third, factors contributing to the participants' reflective oral and written
responses to the television stories have been analyzed. The main factors
contributing to reflective thinking and writing involve the research pedagogy
and the development of reflective skills through practice. The researcher's
reflective methodology combines phenomenology, critical ethnography, and
emancipatory practice from the diverse perspectives of van Manen (1990), Haig-
Brown and Archibald (1996), and Freire (1974,1994,1997,1998) who have
informed this study together with other researchers in the respective fields. This
method situates the research participants and the researcher in a partnership in
which everyone contributes through dialogue to the learning process. / Education, Faculty of / Language and Literacy Education (LLED), Department of / Graduate
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The effects of two methods of picture-oriented instruction on the comprehension and recall of grades 8 and 11 social studies textMacmillan, Bonnie Jean January 1991 (has links)
Two non-traditional picture related methods of instruction were developed for this study: a picture-oriented method and an altered-pictures method. They were designed to determine whether either method was more effective than traditional content area instruction in helping students to remember and understand social studies text. In addition to the immediate effects on text comprehension and recall, the delayed effects of these two pictorial methods were examined. Also investigated were the effects of individual imagery ability and gender on a student's potential to profit from such methods. The teachers giving conventional instruction focused students' attention on the text passages only, although pictures did accompany the text. In the picture-oriented method of instruction teachers directed attention to both pictures and text, developing picture/text integration. Finally, teachers using the altered-pictures method of instruction discussed the meaning of mnemonically recodable elements which had been added to the pictures. In both the grade 8 and 11 samples the two experimental groups outperformed the conventional groups on measures of immediate and delayed recall. For the grade 8 sample, it was found that the altered-pictures method of instruction resulted in superior recall compared not only to that level of recall produced by the conventional method but also to that produced by the other experimental method (picture-oriented). In addition, when considering immediate with delayed performance two weeks after instruction, the grade 11 students who received the altered-pictures instruction outperformed the conventional group. For both grade samples, an additional finding was that males outperformed females in their overall recall (both immediate and delayed measures) regardless of imagery ability or type of instruction received. At both grade levels, no particular type of instruction was of benefit to one gender more than to the other, and students of high or low imagery ability were able to profit similarly from all forms of instruction. / Education, Faculty of / Language and Literacy Education (LLED), Department of / Graduate
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Cognitive-behavioral therapy efficacy via videoconferencing for social (public speaking) anxiety disorder : a single case designPelletier, Marie-Helene 11 1900 (has links)
Social (public speaking) anxiety disorder is the most prevalent of all anxiety
disorders, and it often impairs social and occupational functioning. Intervention studies
indicate that cognitive-behavioral therapy (CBT) is an efficacious treatment for social
anxiety. However, access to therapists skilled in CBT for social anxiety is often difficult.
In order to respond to the problem of access, the use of videoconferencing for mental
health care has developed. No published study has investigated the efficacy of CBT for
social anxiety when provided via videoconferencing.
The purpose of this study, therefore, was to determine the efficacy of CBT for
social anxiety when provided via videoconferencing. A single-case replication design
was employed that included a baseline period of 3 weeks, followed by 12 weeks of .
treatment, 1-week post-intervention period, and 3-month follow-up. Five participants
completed treatment. It was hypothesized that participants would reduce their social
anxiety symptoms (i.e., decrease anxiety during speech task, increase duration of speech
task, and decrease public speaking anxiety) assessed on standardized measures of social
anxiety. Exploratory analyses of changes in self-monitored social anxiety, negative
cognitions (public self-consciousness, fear of negative evaluation, internal attributions),
working alliance, client satisfaction with treatment, and client comfort with
videoconferencing were also performed. Analyses included visual and statistical
significance, as well as clinical significance (i.e., endstate functioning, social phobia
diagnostic status).
The results indicated that two of three hypotheses were supported (i.e., anxiety
during speech task reduced and duration of speech task increased over time). At 3-month
follow-up, treatment gains were maintained or improved further; 3 participants no longer
met the DSM-IV-TR criteria for social anxiety disorder, and 4 participants met criteria
for moderate or high level of endstate functioning (i.e., clinical significance). Exploratory
analyses revealed that self-monitored social anxiety decreased for 3 of 5 participants, and
that a decrease in negative cognitions was associated with a decrease in social anxiety.
Working alliance ratings remained high throughout treatment. Satisfaction with
videoconferencing decreased over treatment for the participant who did not improve.
Generally, comfort with videoconferencing increased over time. The results offer
preliminary support for further research about the efficacy of the intervention. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate
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An Audio-Visual Presentation Designed for Motivation of Certain Elementary Art StudentsHarris, Jan 06 1900 (has links)
In order to create a motivational device to help students become more aware of their surroundings, an audio-visual project was chosen as the most effective means of reaching intermediate grade children in a low socio-ecomonic area. Developing an effective sett of motivational experiences for enriching learning through seeing in the art education program was the task undertaken in this study.
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The use of audio-visual aids in music education in CaliforniaPinkerton, Peter B. 01 January 1947 (has links)
During my brief career as an instructor in the Quartermaster School, Camp Lee, Va., in 1945-46, I became interested in the use of audio-visual aids by the Army in teaching soldiers various Army procedures. I was subjected to an Army course in the use of Audio-visual aids, and later I designed visual aids for use in the Quartermaster School. At that time I compared the use of these aids by the Army with the possible use of the aids in music education. When I returned to the College of the Pacific, I enrolled in a summer session course in audio-visual aids which was conducted by Thad Stevens of Oakland, California. This thesis is a result of my interest in this subject; an interest that I intend to retain in my work in music education.
Of specific interest in the presentation of this thesis is the following quotation from the California Administrative Code:
”Institution to be considered for approval to offer the training and to make the recommendation for the kindergarten-primary, general elementary, junior high school, general secondary and junior college credential must, effective July 1, 1947, maintain a course, or the equivalent, of at least two semester-units in value in audio-visual-radio education and require that such course be successfully completed by each applicant for one or another of the credentials listed above.”
As teacher training institutions present courses in the use of audio-visual aids, it is to be expected that the use of these aids will increase in California schools. Music teachers will now be informed in the values of audio-visual education, and many innovations in music education will undoubtedly be presented in the near future.
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The Effects of Viewing Loopfilm on Tennis Skill and FormCamp, Barbara A. 06 1900 (has links)
This study was an attempt to determine the effectiveness of loopfilms as a supplement to the demonstration-explanation method of teaching sports skills.
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