Search

Classroom interaction affects the classroom atmosphere as well as students' behavior and participation, thus affecting the quality of classroom teaching. In traditional classrooms, inherent problems (e.g., inflexible tables and chairs, rigid multimedia consoles, and traditional software) have seriously restricted the overall quality of classroom interpersonal interaction. In recent years, the problem of enhancing classroom interaction has gradually attracted the attention of scholars. The application of project-based learning (PBL) in higher education is effective, but few studies have analyzed the differences in interaction between smart classrooms and traditional classrooms in PBL courses. In this study, through the proposed teacher–student classroom interaction behavior analysis framework, 20 sessions in smart classrooms and 20 sessions in traditional classrooms were encoded to illustrate the differences between interaction in these two types of classrooms. Furthermore, 765 student questionnaires on satisfaction with and participation in smart classrooms were collected to determine whether smart classrooms affect students' satisfaction and participation in PBL courses. The questionnaires were analyzed using SPSS 27.0. The results showed that there were significant differences in four dimensions of teachers' behavior, students' behavior, technology, and other interactions between the smart classroom and the traditional classroom. After taking PBL courses in a smart classroom, students were generally satisfied and thought that the smart learning environment could help them improve their thinking and learning. Suggestions on the further construction and application of smart classrooms are proposed. [ABSTRACT FROM AUTHOR]

Introduction: Increasing numbers of deployment projects of automated shuttles have been taking place worldwide. Safety is one of the main concerns for their successful implementation. Therefore, it is vital to gain the knowledge about interactions between these shuttles and other traffic participants. Method: Given the lack of behavioural observational studies under regular traffic conditions, the presented study applies external video recordings to explore encounters between the shuttles approaching a T-intersection and other traffic participants. The encounters of interest included a vulnerable road user in the bicycle lane, a pedestrian on the zebra crossing and a road user overtaking the shuttle. The shuttles were identified from the video by RUBA software. We analysed the encounters using T-Analyst software together with the manual observation of traffic participants' behaviour. Results: From 220 h of video, 318 unique manoeuvres of the shuttle were observed and 83 encounters with other traffic participants were identified and explored. Several types of risks and behavioural patterns were identified, such as road users misusing the defensive style of the shuttles or cyclists in the bicycle lane not being sure about the shuttle's intention. Frequent hard stops of the shuttles might be dangerous for the passengers inside and can increase the risk of rear end accidents. Conclusions: The findings provide a valuable insight into the interactions between automated shuttles and other traffic participants under regular traffic conditions on one location in Oslo, Norway. The study showed that introducing automated shuttles into regular traffic can lead to the emergence of new types of interactions between the shuttles and other traffic participants. [ABSTRACT FROM AUTHOR]

Feedback provided by mathematics teachers usually addresses procedural skills and, to a much lesser extent, other competencies such as conceptual understanding or engagement in mathematical practices. As most previous literature has studied feedback provided on homework or video prompts, how teachers provide such feedback in the classroom is poorly understood. Here, sixteen lessons taught by five teachers were purposefully sampled from a larger video study (172 lessons) as lessons with high-quality feedback according to a standardized observation instrument. The analysis focused on the instructional situations in which teachers provided feedback. When teachers provided procedural feedback, the situations were orderly and effective. Feedback on conceptual understanding and mathematical practices was provided in situations when students were especially challenged, and entailed a series of complex decisions, thereby placing demands on the teachers to manage both the students' understanding and behavior. We argue that researchers should focus on how teachers and students negotiate the instructional situation to allow for feedback on conceptual understanding or mathematical practices. [ABSTRACT FROM AUTHOR]

Bristle patches on the carapace behind the eyes were found for the first time in both males and females of the four species of mud crab Scylla spp. Electrocardiography revealed that the bristle patches of Scylla paramamosain were sensitive to touch (with a glass capillary) but not to chemical stimulation (with sugarcane juice). To elucidate the function of these touch signals, the courtship behaviour of S. paramamosain was video-recorded in a broodstock tank. A male approached a female, extended a walking leg over her carapace, touched her bristle patches with a dactyl, mounted her, and probed the bristle patches further with the third maxillipeds. Touch stimulus may be a signal for courtship in Scylla and one of the chain stimuli for the completion of mating behaviour. [ABSTRACT FROM AUTHOR]

Abstract: The problem of optimizing the disposition of a pair of video cameras to provide the maximum accuracy of the calculated radius and velocity vectors of natural and artificial objects in the atmosphere and near-earth space from double-station TV observations is considered. The effects of the video camera resolution and the accuracy of determining the positions of the observational sites on the accuracy of the calculated distance to the atmospheric object are investigated. A relation for calculating the relative determination error for the distance relative to the baseline is derived. Errors of components of the radius and velocity vectors are calculated using a Monte Carlo simulation of the direct problem. A 3D distribution is presented for the errors in calculating the coordinates of the object under observation. A demonstration is provided of the calculation accuracy for the absolute value of the body's velocity and the error distribution for the velocity-vector direction on a sphere. The demonstration uses the calculated results for atmospheric kinematic parameters of meteors. A brief discussion is given of the possible fields to apply the results obtained: astronomy, geophysics, atmosphere physics, geodesy, aviation, and computer vision systems. [ABSTRACT FROM AUTHOR]

Background: During the implementation of new interventions (i.e., surgical devices and technologies) in the operating room, surgical safety might be compromised. Current safety measures are insufficient in detecting safety hazards during this process. The aim of the study was to observe whether surgical teams are capable of measuring surgical safety, especially with regard to the introduction of new interventions.Methods: A Surgical Safety Questionnaire was developed that had to be filled out directly postoperative by three surgical team members. A potential safety concern was defined as at least one answer between (strongly) disagree and indifferent. The validity of the questionnaire was assessed by comparison with the results from video analysis. Two different observers annotated the presence and effect of surgical flow disturbances during 40 laparoscopic hysterectomies performed between November 2010 and April 2012.Results: The surgeon reported a potential safety concern in 16% (85/520 questions). With respect to the scrub nurse and anesthesiologist, this was both 9% (46/520). With respect to the preparation, functioning, and ease of use of the devices in 37.5-47.5% (15-19/40 procedures) a potential safety concern was reported by one or more team members. During procedures after which a potential safety concern was reported, surgical flow disturbances lasted a higher percentage of the procedure duration [9.3 ± 6.2 vs. 2.9 ± 3.7% (mean ± SD), p < .001]. After procedures during which a new instrument or device was used, more potential safety concerns were reported (51.2 vs. 23.1%, p < .001).Conclusions: Potential safety concerns were especially reported during procedures in which a relatively high percentage of the duration consisted of surgical flow disturbances and during procedures in which a new instrument or device was used. The Surgical Safety Questionnaire can act as a validated tool to evaluate and maintain surgical safety during minimally invasive procedures, especially during the introduction of a new intervention. [ABSTRACT FROM AUTHOR]

Introduction: Systematic reviews have shown that powered toothbrushes (PTs) are more effective than manual toothbrushes (MTs), but with only minor effect sizes. Whether PTs are used adequately, however, has not been investigated so far. The aim of the present study was therefore to analyse motion habits with PT in comparison to MT toothbrushes by video observation.Materials and methods: One hundred subjects were enrolled in this observational trial and brushed their teeth in randomised order with a MT and PT while being video-filmed, resulting in 95 analysable sets of recordings. Parameters of interest were brushing duration (s; median (min;max)), type of brushing strokes, area of brushing, changes between areas (n; median (min;max)) and brushing sequence.Results: Brushing duration was 145 s (60;354) and 135 s (48;271) for PT and MT, respectively (p ≤ 0.001). Subjects brushed vestibular surfaces completely, but reached oral surfaces to a much lesser extent, regardless of the toothbrush type. With both toothbrushes, subjects moved frequently between areas (MT 35 (14;79); PT 33 (14;85); n.s.) and brushed predominantly with circling and horizontal strokes; with the PT, 50.5% of the subjects spent only <10% of the brushing duration with passive brushing (positioning the brush head on the teeth with ≤2 movements/s).Conclusions: Intra-individual motion patterns were similar with both MT and PT, and most subjects persisted in their habitual motion patterns regardless of the toothbrush type.Clinical relevance: The use of PT and MT may need intensive training and supervision from oral hygiene educators in order to help subjects taking full advantage from these devices. [ABSTRACT FROM AUTHOR]

Background: Minimally invasive surgery (MIS) is frequently compromised by surgical flow disturbances due to technology- and equipment-related failures. Compared with MIS in a conventional cart-based OR, performing MIS in a dedicated integrated operating room (OR) is supposed to be beneficial to patient safety. The aim of this study was to compare a conventional OR with an integrated OR with regard to the incidence and effect of equipment-related surgical flow disturbances during an advanced laparoscopic gynecological procedure [laparoscopic hysterectomy (LH)].Methods: Using video recording, 40 LHs performed between November 2010 and April 2012 (20 in a conventional cart-based OR and 20 in an integrated OR) were analyzed by two different observers. Outcome measures were the number, duration and effect (on a seven-point ordinal scale) of the surgical flow disturbances (e.g., malfunctioning, intraoperative repositioning, setup device).Results: A total of 103 h and 45 min was observed. The interobserver agreement was high (kappa .85, p < .001). Procedure time was not significantly different (NS) [conventional OR vs. integrated OR, minutes ± standard deviation (SD), mean 161 ± 27 vs. 150 ± 34]. A total of 1651 surgical flow disturbances were observed (mean ± SD per procedure 40.8 ± 19.4 vs. 41.8 ± 15.9, NS). The mean number of surgical flow disturbances per procedure with regard to equipment was 6.3 ± 3.7 versus 8.5 ± 4.0, NS. No clinically relevant differences in the mean effect of these disturbances on the surgical flow between the two OR setups were observed.Conclusions: Performing LH in an integrated OR did not reduce the number of surgical flow disturbances nor the effect of these disturbances. Furthermore, in the integrated OR, repositioning of the monitors was a frequent and time-consuming source of disturbance. In order to maintain the high standard of surgical safety, the entire surgical team has to be aware that by performing surgery in an integrated OR different potential source for disruption arise. [ABSTRACT FROM AUTHOR]

The idea of peer and group learning is not new in higher education. It has been applied and studied extensively in courses, programmes, and other formal classroom contexts. However, there is not, as yet, a correspondingly large body of research into peer learning in supervision contexts. In this article we address the challenges experienced by supervisors practising Collective Academic Supervision (CAS) as part of a Master Programme in Guidance and Counselling. The data stem from a research and development project and consist of video footage from three collegial development seminars in which five supervisors at master's level watched and discussed video footage of their own supervision of practices. The article, therefore, adds to existing literature on supervision in higher education by illuminating supervisors' perspective on collective supervision processes. Our analysis reveals three major challenges experienced by the supervisors: (1) facilitating equal participation within heterogeneous student groups, (2) balancing between providing answers and involving students, (3) identifying and developing the students' analytical skills. We discuss the practical implications of these challenges and conclude that metacommunication regarding individual expectations and group behaviour should be part of supervisors' repertoire of strategies when practicing CAS. However, more research is needed regarding supervisors' dilemmas, roles and responsibilities in collective supervision, as well as modes of interaction between supervisors and students in different study contexts. [ABSTRACT FROM AUTHOR]

Objectives: Video observation studies of habitual oral hygiene from the 1970s revealed a striking neglect of brushing oral surfaces and unsystematic brushing patterns with frequent movements between areas. These findings were not systematically followed up; furthermore, nothing is known about whether subjects are able to floss sufficiently. Therefore, the aim of this video study was to analyse the performance of habitual toothbrushing and flossing. Methods: A random sample of 101 18-year-olds was included. Toothbrush and floss were provided; habitual brushing/flossing was videotaped in a standardised setting and analysed with the video coding software INTERACT. Parameters of interest were toothbrushing duration, type of brushing strokes, brushing patterns, flossed interproximal spaces and flossing technique. Results: The mean brushing duration was 156.0 ± 71.1 s; duration differed only slightly between the upper and lower jaw as well as between the right, left and anterior areas. However, oral surfaces were brushed distinctly shorter than vestibular surfaces (27.1 ± 27.8 s versus 72.1 ± 31.8 s; p ≤ 0.001). Participants brushed different areas of the mouth with different types of strokes, predominantly with horizontal and circular strokes. Brushing movements frequently alternated between areas (45.1 ± 22.4) not randomly but accumulated within a jaw with a tendency to move from the right to the left. Half of the participants flossed, but only one performed sufficiently. Conclusions: There was a significant neglect of brushing oral surfaces and insufficient use of floss. Brushing patterns were similar to those observed in the 1970s. Clinical relevance: Understanding habitual oral hygiene behaviour is essential for improving oral hygiene instruction strategies. [ABSTRACT FROM AUTHOR]

Insect natural enemies use several environmental cues for host/prey finding, and adjust their foraging behavior according to these signals. In insects, such cues are mainly chemical, derived from the host plant or the prey itself. The aphid alarm pheromone, ( E)-β-farnesene (EBF), is believed to be such a cue, because several aphid enemies are able to perceive EBF and show attractant behavior. These studies are, however, based mainly on electroantennogram or olfactometer assays, and often use unnaturally high pheromone concentrations. It is, therefore, unclear if EBF is used to locate prey in the field when only naturally released amounts are present. We monitored the frequencies and durations of plant visits by aphid natural enemies in the field using long-duration camera observations. By placing pheromone releasers emitting no, natural or exaggerated amounts of EBF next to small colonies of pea aphids ( Acyrthosiphon pisum), we analyzed if EBF presence altered long-range foraging behavior of natural enemies. Thirteen potential groups of aphid natural enemies were observed in 720 hr of analyzed video data. There was no effect of EBF on the number of predator visits to an aphid colony, or on predator patch residence times. The number of plant visits increased at exaggerated EBF amounts but not at natural EBF levels. We conclude that while there may be potential for use of high EBF concentrations for agricultural pest management strategies, an ecological role of EBF as a kairomone in a natural context is doubtful. [ABSTRACT FROM AUTHOR]

Surgery differs from other medical specialties in its execution. It is often complex and includes considerable individual variations. Observing problems in operating theatres (OT) allows for the identification of system failures, which should be defined for learning purposes to increase patient safety and enhance general safety culture within hospital organizations. This study evaluates a common video-assisted surgical procedure, laparoscopic cholecystectomy (LC) through failure analysis. The profile of the LC procedure and failure sources is presented. Data consisted of video observations and interviews concerning twelve LC operations performed at a day surgery unit. All operations were teaching sessions. Qualitative analysis was undertaken. Through task analysis, specialist interviews and failure identification, a failure profile of LC was produced. Twenty failure types were identified, and failures were, for example, remote attention towards ergonomics, novice's skill failures, inadequate supervision and unnecessary risk-taking caused by tight operating schedules. The results showed that the importance of working principles should be emphasized. The failure profile of LC revealed three phases featuring multiple failures: dissecting the peritoneal covering; identifying, sealing and cutting the cystic duct and cystic artery; and detaching the gallbladder from the hepatic bed and inspecting the hepatic bed. This study offers information for hospital organizations about the current state of surgical work and surgical skills learning. This information could be exploited in the development of system defences: error prevention mechanisms through investing in the redesign of work tasks and working methods; as well as reinforcing education and training for enhancing patient safety in OT. [ABSTRACT FROM AUTHOR]

During the 2011 outburst of the Draconid meteor shower, members of the Video Meteor Network of the International Meteor Organization provided, for the first time, fully automated flux density measurements in the optical domain. The data set revealed a primary maximum at 20:09 UT ± 5 min on 8 October 2011 (195.036° solar longitude) with an equivalent meteoroid flux density of (118 ± 10) × 10/km/h at a meteor limiting magnitude of +6.5, which is thought to be caused by the 1900 dust trail. We also find that the outburst had a full width at half maximum of 80 min, a mean radiant position of α = 262.2°, δ = +56.2° (±1.3°) and geocentric velocity of v = 17.4 km/s (±0.5 km/s). Finally, our data set appears to be consistent with a small sub-maximum at 19:34 UT ±7 min (195.036° solar longitude) which has earlier been reported by radio observations and may be attributed to the 1907 dust trail. We plan to implement automated real-time flux density measurements for all known meteor showers on a regular basis soon. [ABSTRACT FROM AUTHOR]

Copyright of Gruppendynamik und Organisationsberatung is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Computer-based surgical training simulators are instrumental in skill-based training and performance measurement. However, to date, the educational employment of these tools lacks empirically founded insights and effective practical guidelines. This study examined surgical residents during computer-based simulator training of basic laparoscopic surgical skills. The quantitative analysis of residents' performance averages from training onset to completion produced mixed results, revealing skill improvements as well as decreases, depending on the parameter. The results obtained from the simulator parameters and questionnaires showed that residents with either prior laparoscopic experience or gaming experience significantly outperformed their colleagues. Based on feedback and video-recorded performance analysis, the study concluded that autonomous training with the simulator is not sufficient for developing a minimum standard of performance. Residents need an adequate level of content-based feedback and supervisor support during training. We advise a more detailed and pedagogically informative measurement and feedback system, including specialist-instructor guidance, be developed. [ABSTRACT FROM AUTHOR]

We propose a method for simultaneous video observation of incandescent objects and processing equipment in metallurgical production using illumination by high-pressure mercury lamps and selection of one of the short-wavelength spectral components of the mercury emission with the aid of a narrow-band light filter mounted in the optical system of the video camera. [ABSTRACT FROM AUTHOR]

An implication of the current research on self-regulation is to implement the promotion of self-regulated learning in schools. Teachers can promote self-regulated learning either directly by teaching learning strategies or indirectly by arranging a learning environment that enables students to practise self-regulation. This study investigates teachers’ direct and indirect promotion of self-regulated learning and its relation to the development of students’ performance. Twenty German mathematics teachers with their overall 538 students (grade 9) were videotaped for a three-lesson unit on the Pythagorean Theorem. Students’ mathematics performance was tested several times before and after the observed lessons. A low-inferent coding system was applied to assess the teachers’ implicit or explicit instruction of cognitive strategies (e.g., organisation), metacognitive strategies (e.g., planning), and motivational strategies (e.g., resource management). High-inferent ratings were used to assess features of the learning environment that foster self-regulation. Results reveal that a great amount of strategy teaching takes place in an implicit way, whereas explicit strategy teaching and supportive learning environment are rare. The instruction of organisation strategies and some features of the learning environment (constructivism, transfer) relate positively to students’ performance development. In contrast to implicit strategy instruction, explicit strategy instruction was associated with a gain in performance. These results reveal a discrepancy between the usefulness of explicit strategy instruction and its rare occurrence in classrooms. [ABSTRACT FROM AUTHOR]

This article deals with the microworld of the classroom, i.e., the imbedded, largely unconscious, close to invisible, and to an extent suppressed social processes in teaching. It includes some afterthoughts about a research project with the aim of understanding how the teacher–pupil relation is constructed in classroom interaction. Thomas Scheff’s social psychological framework constituted the theoretical basis for the project. The main data were collected by means of video documentation and consist of a number of closely analysed episodes. The result indicates that nonverbal behaviour in classrooms, to a great extent, is constituted by an informal system of rules in which emotions play a crucial part. But it also reveals the existence of two dimensions in classroom interaction – one surface dimension and one micro dimension – that in significant measure stand in opposition to each other. [ABSTRACT FROM AUTHOR]