Pretest and posttest reactions to self-viewing one's teaching performance on video tape.

1970 ◽  
Vol 61 (4, Pt.1) ◽  
pp. 280-286 ◽  
Author(s):  
Gavriel Salomon ◽  
Frederick J. McDonald
Keyword(s):  
Video Tape ◽  
Teaching Performance

Dynamic Scanning Electron Microscopy of Small Particles

1975 ◽  
Vol 33 ◽  
pp. 280-281
Author(s):  
W. Krakow ◽  
W. C. Nixon
Keyword(s):  
Electron Microscopy ◽  
Low Noise ◽  
Time Sequence ◽  
Field Of View ◽  
Video Tape ◽  
Small Particles ◽  
Polystyrene Spheres ◽  
Field Distributions ◽  
Dynamic Scanning ◽  
Scanning Electron

The scanning electron microscope (SEM) can be run at television scanning rates and used with a video tape recorder to observe dynamic specimen changes. With a conventional tungsten source, a low noise TV image is obtained with a field of view sufficient to cover the area of the specimen to be recorded. Contrast and resolution considerations have been elucidated and many changing specimens have been studied at TV rates.To extend the work on measuring the magnitude of charge and field distributions of small particles in the SEM, we have investigated their motion and electrostatic interaction at TV rates. Fig. 1 shows a time sequence of polystyrene spheres on a conducting grating surface inclined to the microscope axis. In (la) there are four particles present in the field of view, while in (lb) a fifth particle has moved into view.

4-dimensional, high-resolution imaging of living cells

1992 ◽  
Vol 50 (1) ◽  
pp. 416-417
Author(s):  
Shinya Inoué
Keyword(s):  
Light Microscope ◽  
Living Cells ◽  
Live Cells ◽  
Video Tape ◽  
Active Living ◽  
High Resolution Imaging ◽  
3 Dimensional ◽  
Dynamic Architecture ◽  
Resolution Imaging ◽  
Disk Memory

This paper reports progress of our effort to rapidly capture, and display in time-lapsed mode, the 3-dimensional dynamic architecture of active living cells and developing embryos at the highest resolution of the light microscope. Our approach entails: (A) real-time video tape recording of through-focal, ultrathin optical sections of live cells at the highest resolution of the light microscope; (B) repeat of A at time-lapsed intervals; (C) once each time-lapsed interval, an image at home focus is recorded onto Optical Disk Memory Recorder (OMDR); (D) periods of interest are selected using the OMDR and video tape records; (E) selected stacks of optical sections are converted into plane projections representing different view angles (±4 degrees for stereo view, additional angles when revolving stereos are desired); (F) analysis using A - D.

Time-resolved high-resolution electron microscopy of structural stability in mgo clusters

1996 ◽  
Vol 54 ◽  
pp. 672-673
Author(s):  
T. Kizuka ◽  
N. Tanaka
Keyword(s):  
Electron Microscopy ◽  
High Resolution ◽  
Magnesium Oxide ◽  
Structural Stability ◽  
High Resolution Electron Microscopy ◽  
Video Tape ◽  
Solid State Physics ◽  
Time Resolved ◽  
Resolution Electron ◽  
Structural And Functional Properties

Structure and stability of atomic clusters have been studied by time-resolved high-resolution electron microscopy (TRHREM). Typical examples are observations of structural fluctuation in gold (Au) clusters supported on silicon oxide films, graphtized carbon films and magnesium oxide (MgO) films. All the observations have been performed on the clusters consisted of single metal element. Structural stability of ceramics clusters, such as metal-oxide, metal-nitride and metal-carbide clusters, has not been observed by TRHREM although the clusters show anomalous structural and functional properties concerning to solid state physics and materials science.In the present study, the behavior of ceramic, magnesium oxide (MgO) clusters is for the first time observed by TRHREM at 1/60 s time resolution and at atomic resolution down to 0.2 nm.MgO and gold were subsequently deposited on sodium chloride (001) substrates. The specimens, single crystalline MgO films on which Au particles were dispersed were separated in distilled water and observed by using a 200-kV high-resolution electron microscope (JEOL, JEM2010) equipped with a high sensitive TV camera and a video tape recorder system.

A computer-control program for TEM in situ fatigue experiments

1989 ◽  
Vol 47 ◽  
pp. 620-621
Author(s):  
Kenneth S. Vecchio ◽  
John A. Hunt
Keyword(s):  
Slow Crack Growth ◽  
Computer Control ◽  
Control Program ◽  
Video Tape ◽  
Computer Control System ◽  
Transmission Electron ◽  
In Situ Experiments ◽  
Tremendous Amount ◽  
And Control

In-situ experiments conducted within a transmission electron microscope provide the operator a unique opportunity to directly observe microstructural phenomena, such as phase transformations and dislocation-precipitate interactions, “as they happen”. However, in-situ experiments usually require a tremendous amount of experimental preparation beforehand, as well as, during the actual experiment. In most cases the researcher must operate and control several pieces of equipment simultaneously. For example, in in-situ deformation experiments, the researcher may have to not only operate the TEM, but also control the straining holder and possibly some recording system such as a video tape machine. When it comes to in-situ fatigue deformation, the experiments became even more complicated with having to control numerous loading cycles while following the slow crack growth. In this paper we will describe a new method for conducting in-situ fatigue experiments using a camputer-controlled tensile straining holder.The tensile straining holder used with computer-control system was manufactured by Philips for the Philips 300 series microscopes. It was necessary to modify the specimen stage area of this holder to work in the Philips 400 series microscopes because the distance between the optic axis and holder airlock is different than in the Philips 300 series microscopes. However, the program and interfacing can easily be modified to work with any goniometer type straining holder which uses a penrmanent magnet motor.

Video-tape role playing in the job interview.

1968 ◽  
Vol 15 (5, Pt.1) ◽  
pp. 436-438 ◽  
Author(s):  
P. E. Logue ◽  
M. Zenner ◽  
G. Gohman
Keyword(s):  
Role Playing ◽  
Video Tape ◽  
Job Interview

Evaluación del desempeño docente en la Preparatoria 1 de la UAGro / Evaluation of teaching performance in UAGro High School 1

2017 ◽  
Vol 8 (15) ◽  
pp. 636-660
Author(s):  
Delia Faustina Albarrán Millán ◽  
Lucía Esmeralda Alarcón Albarrán
Keyword(s):  
High School ◽  
Teaching Performance ◽  
Evaluation Of Teaching

La investigación muestra los resultados de la evaluación del desempeño docente desde el enfoque por competencia, partiendo del análisis de los diferentes referentes teóricos acerca de las competencias que debe tener el profesor. El propósito de nuestro estudio fue profundizar en la identificación de aquellas competencias relacionadas con el desempeño docente. Para ello se realizó un estudio  descriptivo transversal con un enfoque cuantitativo en una muestra de 176 alumnos. La metodología de investigación fue de tipo cuantitativa, fundamentalmente descriptiva. En su mayoría, los profesores evaluados por los estudiantes  no fueron aprobados en su desempeño.

Classroom Discourse Structure in MTs Negeri Rantauprapat

2016 ◽  
Vol 13 (1) ◽  
Author(s):  
Jupriaman Jupriaman ◽  
Sri Minda Murni
Keyword(s):  
Classroom Discourse ◽  
Tape Recorder ◽  
The Other ◽  
Discourse Structure ◽  
Video Tape ◽  
English Teacher ◽  
Video Tape Recorder ◽  
Field Note

The objectives of this study were to describe the classroom discourse structure, to describe how the classroom discourse is realized by teacher and students and the reasons for the realizations of the ways they are. The source of the data was English teacher and the students while the data are verbal and non verbal utterances of students and teachers. The instruments for collecting data were video tape recorder and researcher’s field note. The data were collected by observing and recording the utterances uttered by the teacher and students. The findings showed that the classroom discourse structures were dominantly realized by Initiation and Response (IR) structure. It was reflected in teacher direct, elicit and information exchanges was found that the classroom discourse structures. The other exchanges occur are boundary (framing and focusing move), directive, informing, check, accept, react, reply, nomination, marker, bid and conclusion acts. The reasons why the realization as the ways they are (1) teacher as a centre of interaction, (2) teacher gives some questions without any caring to the evaluation, appreciation and feedback without any feedback to make dialogue, (3) students have been disciplined not to speak in classes without a teacher’s direction, and most of them are unwilling to speak English.   Keywords: Classroom Discourse Structures, Initiation and Response, Sinclair and Coulthard Theory

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