Multimedia information technology and the annotation of video

The state of the art in multimedia information technology has not progressed to the point where a single solution is available to meet all reasonable needs of documentalists and users of video archives. In general, we do not have an optimistic view of the usability of new technology in this domain, but digitization and digital power can be expected to cause a small revolution in the area of video archiving. The volume of data leads to two views of the future: on the pessimistic side, overload of data will cause lack of annotation capacity, and on the optimistic side, there will be enough data from which to learn selected concepts that can be deployed to support automatic annotation. At the threshold of this interesting era, we make an attempt to describe the state of the art in technology. We sample the progress in text, sound, and image processing, as well as in machine learning

Movement Efficiency Through Autonomy Support

Supporting performer autonomy has been consistently been shown to enhance motor learning (for reviews, see Sanli, Patterson, Bray, & Lee, 2013; Wulf, 2007; Wulf & Lewthwaite, 2016). Autonomy-supportive situations are those in which learners are given control over aspects of the practice conditions or are provided with other choices, including small and incidental choices that are not necessarily related to the task at hand. Providing autonomy support also benefits immediate motor performance, as demonstrated by enhanced punching velocity and impact forces in a study involving skilled kick boxers (Halperin, Chapman, Martin, Lewthwaite, & Wulf, 2016). Autonomy support is a key factor in the OPTIMAL theory of motor learning. Having a sense of autonomy is assumed to contribute to enhanced expectancies as a precondition for goal-action coupling (Wulf & Lewthwaite, 2016). The successful coupling of movement goals and necessary action is predicted to result in effective and efficient movement production. However, experimental evidence demonstrating effects of autonomy support on motor performance or movement efficiency is still lacking. The purpose of this dissertation was to examine effects of autonomy support on motor performance, in particular movement efficiency. Three experiments were conducted to address this issue. Experiment 1 attempted to replicate the findings of Halperin et al. (2016) and examine their generalizability to non-athletes. Experiment 2 examined whether autonomy support would increase movement efficiency by including direct measures of movement efficiency (i.e., oxygen consumption, heart rate) during a submaximal run. Experiment 3 examined whether autonomy support would increase movement efficiency as measured by the use of surface electromyography (sEMG) while performing force production tasks at 3 different intensities. The purpose of Experiment 1 was first study to determine whether providing autonomy support would enhance performers’ ability to maintain maximum force levels. Participants were asked to repeatedly produce maximum forces using a hand dynamometer under either choice or control conditions. After 2 initial trials with the dominant and non-dominant hand, choice group participants were able to choose the order of hands (dominant, non-dominant) for the remaining trials (3 per hand). For control group participants, hand order was determined by their yoked choice-group counterparts. The choice group was able to maintain the maximum forces produced on the first trial, while control group participants significantly showed a continuous decrease in force levels across trials. We interpret this finding as evidence that performers produced forces more efficiency under autonomy-supportive conditions. A more direct measure of movement efficiency was used in the second study. Participants were asked to run at a submaximal intensity (65% of VO2 max) for 20 minutes. In the choice group, they were able to choose 5 of 10 photos (5 city, 5 nature motifs) as well as the order in which they were shown on a computer screen during the run. Participants in a control group were shown the same photos, in the same order, chosen by their counterparts in the choice group. Throughout the run, oxygen consumption and heart rate were significantly lower in the choice group than in the control group, indicating an increase in running efficiency. Thus, providing autonomy support may result in enhanced movement efficiency. The third study examined muscle activity as a function of autonomy support by using sEMG. Participants were asked to perform a plantar flexion task at each of the 3 target torques, 80%, 50%, and 20% of maximum voluntary contractions (MVC). In the choice condition, participants were able to choose the order of 3 target torques. In the choice condition, participants were informed about order of torques (which was determined by the order chosen by　another participant). EMG activity of gastrocnemius muscle was significantly lower in the choice condition relative to the control condition, while the similar torques were produced under both conditions. Thus, the choice condition allowed participants to perform at the same target force with less neuromuscular activity, indicating an increase in movement efficiency. Overall, the dissertation findings add to increasing evidence that providing performers choices as a form of autonomy support has an immediate impact on motor performance. Experiment 2 and 3, in particular, provide direct evidence of enhanced movement efficiency (reduced oxygen consumption, heart rate, EMG activity) resulting from autonomy support. Overall, the current findings are in line with notion that autonomy support facilitates the coupling of movement goals and actions (Wulf & Lewthwaite, 2016). Practitioners can take advantage of these effects to not only to facilitate motor learning, but also to enhance motor performance or movement efficiency

Regent College: report from the Inspectorate (FEFC inspection report; 03/96)

Regent College (previously Wyggeston Collegiate Sixth Form College) was established in 1976 as an open access sixth form college on the site of a former girls’ grammar school. The college is situated one mile from the centre of Leicester. The Further Education Funding Council has a legal duty to make sure further education in England is properly assessed. The FEFC’s inspectorate inspects and reports on each college of further education according to a four-year cycle. This record comprises the reports for periods 1994-95 and 1998-99

Examining the assessment and development of a fundamental motor skill and the efficacy of peer teaching instructional approaches

The overall purpose of this dissertation was to examine the process of assessing and developing the Fundamental Motor Skills (FMS) of overarm throwing. This dissertation involved two foci: qualitative assessment of FMS and the efficacy of peer teaching approaches. The first focus was to contribute to qualitative assessment of FMS research by examining an assessment system commonly used to assess overarm throwing development. The second focus was to examine the efficacy of peer teaching instructional approaches on improving overarm throwing performance of pre-service physical education (PE) teachers to determine whether these approaches could facilitate pre-service PE teachers to efficiently develop FMS proficiency. PE teachers who can proficiently perform FMS are better equipped to teach these skills; their demonstrations provide the learners a “blueprint” of the skill they are trying to acquire. The research includes four separate studies. The first two studies examined Roberton’s levels (Roberton & Halverson, 1984), a qualitative assessment system used extensively for over four decades to research overarm throwing development, primarily examining the technique of children and older throwers. Study 1 attempted to validate one of the backswing sequences (Haywood et al., 1991) to authenticate it for assessing the backswing component of university-aged throwers. The findings provided preliminary support that the Haywood et al. backswing sequence, previously only validated for assessing the backswing technique of older throwers, was suitable for assessing the backswing of the university-aged throwers. Study 2 examined the impact of the follow-through on throwing velocity. Findings showed the follow-through had the second largest impact on throwing velocity of all the six components, providing preliminary support for the inclusion of the follow-through component to the existing five components of Roberton’s (Roberton & Halverson, 1984) levels, making this system more accurate and comprehensive. Study 3 and 4 both utilised a quasi-experimenal between-subjects pre-test, intervention, post-test, and retention test designs. The participants were allocated to one of three experimental groups: a Video Analysis Group (VAG), a Verbal Group (VG), and a Control Group (CG). During the interventions the VAG and VG worked in pairs in a Reciprocal style of peer teaching (Mosston & Ashworth, 2002). The VAG and VG interventions were identical except the VAG had access to video analysis technology and the CG completed unrelated course work. Study 3, a single session intervention, and Study 4, a three-session intervention, attempted to ascertain whether video analysis affects throwing technique of participants working in reciprocal peer teaching settings. The findings indicated the impact of video analysis may be dependent on the number of intervention sessions. In Study 3, video analysis in a single session intervention appeared to accelerate the participants throwing improvement. Study 4 revealed video analysis was not vital over the course of the three sessions. The VAG and VG achieved similar throwing improvements that were superior to the CG who did not experience the peer teaching intervention. The findings from this dissertation have identified scope for the Roberton’s levels (Roberton & Halverson, 1984) to be refined and the two peer teaching instructional approaches examined have been shown to be effective when trying to develop overarm throwing. Furthermore, these findings can inform Physical Education Teacher Education Programs, potentially preparing graduate PE teachers more effectively to develop their students’ FMS, which may increase the involvement of children and adolescents in sport and physical activity because they will have the necessary skills to successfully engage in these activities.Doctor of Philosoph

Teacher agency in synchronous one-to-one Chinese online language teaching : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Applied Linguistics at Massey University, Manawatū, New Zealand

This study explores the teacher agency of four Chinese language teachers who teach in one-to-one videoconferencing settings. Since these teachers only had limited teaching experience in such a context, four preparatory workshops were designed for the teacher participants before they began teaching. The study seeks to answer three questions: 1) What kinds of competencies did teachers identify as required in their teaching via one-to-one videoconferencing? 2) What kinds of affordances and constraints did teachers perceive in teaching, and how was their agency influenced by these factors? 3) What was the main value of the preparatory workshops from the teachers’ perspective? The study is informed by ecological perspectives and employs a qualitative longitudinal case study approach. The data collected through teaching recordings, stimulated recall interviews, semi-structured interviews and group discussions formed the main data set. The data collected through a teacher questionnaire, written reflection sheets, opinion frames, and text chat on a social media platform formed the supporting data set. The main part of the study, spanning about eight months, comprised three stages. At the first stage, there were four teacher preparatory workshops, each including a lecture and a group discussion. At the second stage, each teacher conducted a series of Chinese learning sessions with a single learner, which were recorded and analysed. At the third stage, semi-structured interviews with individual teachers were conducted. The findings suggest that the teachers identified four important competencies required for online teaching: pedagogical competency, multimedia competency, social-affective competency and the competency of being reflective and reflexive. Different beliefs about teacher roles, perceived social hierarchy, and their relationships with peer teachers and the learners were the factors that enabled or constrained teachers’ actions. The perceived value of the teacher preparatory workshops was in providing opportunities for the teachers to bridge the gap between theories and teaching practice and to explore the pedagogical possibilities. They collectively formed an idealised notion of online teaching as a result of their discussions and this notion influenced their identity and teaching practice. The study concludes with implications for research methodology and a theoretical frame, shedding light on how the factors from the outer world, and teachers’ experience and aspirations could impact the enactment of agency. It is hoped that this study will be valuable for future online language teacher training and research

Spartan Daily, April 24, 1978

Volume 70, Issue 51https://scholarworks.sjsu.edu/spartandaily/6343/thumbnail.jp

Prospectus, November 7, 2012

FORMER PROFESSOR ENJOYS TABLE TENNIS SUCCESS, Photography a Good Option for Creative Students, Speech Lab Helps Students With Public Speaking Skills, Student Groups Compete in Pumpkin Carving Contest, Election Day 2012, How States Have Voted Since 1988, From ZZZ\u27s to A\u27s: How Sleep Affects Learning, Parkland Advising Issues: Are Students or Advisers to Blame?, Parkland Basketball Teams Begin New Season, Cobra Volleyball Team Head to Nationals, Review of Assassins Creed 3, Console Video Games Face New Competitionhttps://spark.parkland.edu/prospectus_2012/1026/thumbnail.jp

Learning Opportunities 2011/2012

The graduation requirements of the Illinois Mathematics and Science Academy are in concert with those maintained by the State of Illinois with additional requirements as established by the IMSA Board of Trustees. Each semester students must take a minimum of 5 academic courses (2.5 credits) for a grade (not Pass/Fail). Fine Arts, Wellness, and Independent Study courses, or any course taken on a Pass/Fail basis do not count towards the 5 course (2.5 credits) minimum. Most students will take between 5 (2.5 credits) and 7 (3.5 credits) academic courses per semester. Only courses taken for a letter grade will count towards graduation credit. Students who take more than 5 courses may choose to take all courses for a grade. It is recommended that students who are approved to take 7 academic courses declare one elective Pass/Fail

A Biomechanically Based Observational Tennis Serve Analysis Method Can be Used to Assess Serve Mechanics

Traditional sports science motion analysis techniques using three-dimensional (3D) kinematics have demonstrated that proper mechanics enhance serve performance and improper mechanics overload tissues resulting in injury. However 3D analysis is costly, time-consuming, and requires extensive knowledge of biomechanical properties and data analysis. Currently there are no simple, reliable, and valid observational methods for health care providers (HCP) and tennis professionals to evaluate tennis serve mechanics. Researchers investigating observational analyses have determined that superior reliability may be a result of specific operational definitions and the incorporation of educational training sessions on how to perform the analysis. The first purpose of this dissertation was to investigate the reliability of an observational tennis serve analysis (OTSA) tool between two HCPs that helped create the analysis method. The OTSA assesses nine key body positions/motions during the service motion. These specific body positions have been called “nodes.” The second purpose was to determine the OTSA reliability in a group of novice users unfamiliar with the analysis method undergoing two different forms of instructional training. The third purpose was to determine the discriminant and convergent validity of the OTSA in grading tennis serve mechanics among tennis players using the national tennis ranking program commonly used in the United States to evaluate level of tennis play. The first study demonstrated that reliability of the OTSA ranged from 0.36-1.0 across the nodes, with five out of the nine nodes displaying substantial reliability (\u3e0.61). In the second study results demonstrated there were no statistical differences in the intra-observer reliability values between the two instructional training groups. Additionally, the majority of the inter-observer kappa values were not statistically different between the two instructional training groups. In the third study, six of the nine nodes were able to discriminate between high and low ranked tennis players. Additionally, there was a strong correlation between the OTSA and ranking level, indicating that there is convergent validity and supports the construct of the OTSA as deficits in the service motion are associated with lower ranked tennis players. These results suggest that nearly all of the nodes associated with the OTSA are reliable and valid and can be used to assess tennis serve mechanics

Spartan Daily, April 24, 1978

Volume 70, Issue 51https://scholarworks.sjsu.edu/spartandaily/6343/thumbnail.jp