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Arye Perlberg 《Higher Education》1983,12(6):633-663
The use of video self-confrontation (VSC) Throughout the paper, the abbreviation VSC will be used for video self-confrontation. as a method to reinforce desired behaviors or induce changes in human behavior, has been increasing in recent years. The major reviewers of the literature on VSC in the last three decades point out that there is relatively little qualitative and quantitative research which explores the underlying processes of VSC and its theoretical conceptualization. Moreover, there is still a need to prove many of the claims advanced by practitioners about the effectiveness of VSC. This article reviews two of the theoretical conceptualizations and tentative explanations of the VSC process. The first is based on affect, such as self-confrontation, dissonance, anxiety, stress, distress and eustress. The second explanation is based on a cognitive and information-processing approach and includes: feedback, self-concept, self-efficacy and attribution theories. The article describes an emerging integrated conceptualization which may provide better insight into the process which should be the focus of further studies. The main purpose of VSC in higher education is to improve teaching-learning processes. Faculty's commitment to this purpose is determined by many factors, such as: their perception and attitudes towards the research/teaching dichotomy and the university's reward system; their motivation and concepts of self-efficacy and self-fulfillment; and their attribution mechanisms of success or failure in teaching. All these factors greatly influence their readiness to be motivated in VSC processes and the effectiveness of their VSC uses. VSC is a powerful technique which has a great potential in facilitating behavioral changes. It can cause harm or be wasted if not used properly. Suggestions for optimal uses are presented. 相似文献
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Arye Perlberg 《Higher Education》1976,5(2):135-151
The problem of improving university teaching is reviewed and is seen as part of the process of re-education and change analysed by Lewin (1948) and others. A teaching laboratory is proposed including provision for feedback mechanism, self-confrontation processes, simulation and micro-teaching. Case studies of the use of micro-teaching and video recording are reported. 相似文献
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Microarray devices are powerful for detecting and analyzing biological targets. However, the potential of these devices may not be fully realized due to the lack of optimization of their design and implementation. In this work, we consider a microsphere-trap array device by employing microfluidic techniques and a hydrodynamic trapping mechanism. We design a novel geometric structure of the trap array in the device, and develop a comprehensive and robust framework to optimize the values of the geometric parameters to maximize the microsphere arrays'' packing density. We also simultaneously optimize multiple criteria, such as efficiently immobilizing a single microsphere in each trap, effectively eliminating fluidic errors such as channel clogging and multiple microspheres in a single trap, minimizing errors in subsequent imaging experiments, and easily recovering targets. We use finite element simulations to validate the trapping mechanism of the device, and to study the effects of the optimization geometric parameters. We further perform microsphere-trapping experiments using the optimized device and a device with randomly selected geometric parameters, which we denote as the un-optimized device. These experiments demonstrate easy control of the transportation and manipulation of the microspheres in the optimized device. They also show that the optimized device greatly outperforms the un-optimized device by increasing the packing density by a factor of two, improving the microsphere trapping efficiency from 58% to 99%, and reducing fluidic errors from 48% to a negligible level (less than 1%). The optimization framework lays the foundation for the future goal of developing a modular, reliable, efficient, and inexpensive lab-on-a-chip system. 相似文献
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Modification of teaching behavior through the combined use of microteaching techniques with the technion diagnostic system TDS 总被引：1，自引：0，他引：1
One of the most important components of the basic microteaching model in teacher education is the feedback obtained from supervisors, learners, peers and from technical aids such as audio and video recordings (Allen and Ryan, 1969). The feedback serves a dual purpose: first it provides the trainee with information regarding his behavior enabling him to design behavioral changes; and secondly, it facilitates the process of self-confrontation by triggering a cognitive dissonance which stimulates the psychological climate conductive to change (Festinger, 1957; Nielsen, 1962; Kagan et al., 1967; Geerstma and Mackie, 1969 and Onder, 1970).The use of video recordings in microteaching training provides instant and accurate feedback of verbal and non-verbal classroom interaction. However, an intuitive subjective analysis of the video recording performed by a supervisor, peer or the student-teacher himself, faces the danger of being diffused and distorted by individual biases.The combined use of microteaching with systematic observation instruments for analyzing classroom interaction has been recommended by researchers and practitioners alike (Amidon and Rosenshine, 1968 and Minnis, 1968). Both Allen, who played a major role in the development of microteaching (Allen and Ryan, 1969), and Flanders, who developed one of the most common interaction analysis systems (Flanders, 1970), recommend the combination of their systems as an effective procedure in teacher education. The researcher and practitioner in this area are faced with the question of either using one of the existing instruments or constructing a new one.The research was carried out at the Laboratory for Research and Development for Teaching and Learning of the Teacher Training Department of the Technion, Israel Institute of Technology, Haifa, Israel.Prof. A. Perlberg is Head of the Teacher Training Department and Director of the Laboratory; Dr. M. Bar-Yam is Senior Lecturer in Psychology at the same Department and at present at Boston University; Dr. A. Lewy is Senior Lecturer at the Department of Educational Sciences of Tel-Aviv University and Chief Research Consultant to the Ministry of Education and Culture; E. Bar-On, R. Levin and A. Etrog are Research Associates at the Teacher Training Department of the Technion. 相似文献
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This study, the third in a series centred on engineering and science students in Israel, deals with applicants to the Technion engineering school. In an attempt to discover the differences between those admitted and rejected, the matriculation and entrance examination grades of over 3,500 students were analysed together with biographical and socio-economic data collected by means of questionnaires and verified by chi-square analysis. Selected results are presented and discussed in terms of overall differences, subject differences and academic variables (place of birth, ethnic profile, socio-economic profile, educational background and the time when the decision to study at the Technion was first made). Three tables are given. 相似文献
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THE MARGINS OF JUSTICE ATTITUDES TOWARDS THE LAW AND THE LEGAL SYSTEM AMONG JEWS AND ARABS IN ISRAEL
Based on a national survey, attitudes towards the law and thelegal system of both Jews and Arabs in Israel were measured.Findings support the notion that Arabs as members of a minoritygroup express a higher degree of disobedience and express ahigher sense of injustice compared to the Jewish subjects. Findingstend to point to growing disobedience in the Israeli society,indicated by 22 percent of the Jewish subjects and 53 percentof the Arabs who express their readiness to take the law intotheir hands. 相似文献