Short food safety videos promote peer networking and behavior change

2015 ◽  
Vol 117 (1) ◽  
pp. 78-93 ◽  
Author(s):  
Virginia Quick ◽  
Kirsten W. Corda ◽  
Jennifer Martin-Biggers ◽  
Barbara Chamberlin ◽  
Donald W Schaffner ◽  
...  
Keyword(s):  
Middle School ◽  
Food Safety ◽  
Control Group ◽  
Safety Behaviors ◽  
Content Type ◽  
Safety Attitudes ◽  
Middle School Youth ◽  
Experimental Group ◽  
School Youth

Purpose – The purpose of this paper is to create a series of 30-60-second short videos to promote improved food safety behaviors of middle school youth, determine the feasibility of disseminating the videos through peer networks, and measure their effects on food safety attitudes, perceived social norms, and behaviors of youth. Design/methodology/approach – Food safety content specialists, learning experts, programmers, illustrators, project managers, instructional designers, scriptwriters, and stakeholders were involved in creation of the Don’t Be Gross short videos before evaluation by middle school youth (sixth to eighth grades). The experimental group (n=220) completed the following activities at about one-week intervals: pre-test, viewed videos, post-test, and follow-up test. The control group (n=112) completed the same activities at similar intervals but did not have access to the videos until after the follow-up test. Findings – Controlling for grade and gender, linear mixed-effects models revealed significant time by group effects for participants’ perceived susceptibility to foodborne illness; intentions to perform recommended food safety behaviors approached significance. Additionally, compared to the pre-test, the experimental group perceived their friends as being significantly more confident in performing food safety behaviors at post- and follow-up tests. Google Analytics data revealed that the bounce rate from the home page of the videos was low (38 percent) suggesting that the videos were engaging. Originality/value – The Don’t Be Gross videos were liked by youth and shared among their peers and may have the potential to promote positive food safety behaviors and intentions among youth.

Don't Be Gross! Development of Food Safety ‘Video Snacks’ Viral Marketing Campaign for Middle School Youth

2013 ◽  
Vol 113 (9) ◽  
pp. A56 ◽  
Author(s):  
V. Quick ◽  
R. Heller ◽  
K. Corda ◽  
J. Martin-Biggers ◽  
D. Schaffner ◽  
...  
Keyword(s):  
Middle School ◽  
Food Safety ◽  
Viral Marketing ◽  
Marketing Campaign ◽  
Middle School Youth ◽  
School Youth

“I’m trying to save some lives here!”

2016 ◽  
Vol 15 (3) ◽  
pp. 333-354 ◽  
Author(s):  
Patricia Enciso ◽  
Brian Edmiston ◽  
Allison Volz ◽  
Bridget Lee ◽  
Nithya Sivashankar
Keyword(s):  
Middle School ◽  
Social Change ◽  
Critical Literacy ◽  
Moral Philosophy ◽  
Content Type ◽  
The World ◽  
Middle School Youth ◽  
Dramatic Inquiry ◽  
School Youth ◽  
Transformative Activist Stance

Purpose The purpose of this paper is to illustrate the plans for and implementation of critical dramatic inquiry with middle school youth. The authors also provide a theoretical frame for understanding dramatic inquiry as an embodied, persuasive and reflexive practice that can inform and transform the ways youth and their teachers experience their own and others’ worlds. Throughout, the authors argue for the centrality of imagination in youth literacies and critical inquiry. Design/methodology/approach Working with Stetsenko’s (2008) concepts of contribution and agency, the authors considered the different ways youth “found [their] place among other people and ultimately, [found] a way to contribute to the continuous flow of sociocultural practices” (p. 17). Further, the authors considered Stetsenko’s (2012) reference to moral philosophy and the idea that “humans are understood as being connected with the world precisely through their own acts – through what has been termed “engaged agency” in moral philosophy (Taylor, 1995, p. 7)”. The authors read and annotated documents, noting key moments in the videos where youth collaborated in “finding a place among other people” and became “connected with the world […] through their own acts”. Findings The authors identified three ways dramatic inquiry orients youth in time-space, offering addresses and possibilities for answerability that direct their actions toward critical, ethical questions: creating a life through embodied positioning, reflecting on action through transformation of representations and establishing a direction for one’s own becoming through persuasion and answerability. These three modes of contributing to a dramatic inquiry extend current research and thought about drama by pointing to specific contributions to and purposes for action in drama experiences. Research limitations/implications This work represents a single two-session workshop of teacher research with middle school youth engaged in dramatic inquiry, and is, therefore, the beginning of a conceptual framework for understanding dramatic inquiry as critical sociocultural practice. As such, this work will need to be developed with the aim of extending the dramatic inquiry work across several days or weeks, to trace youth insights and subsequent actions. Practical implications Critical literacy educators who want to implement dramatic inquiry will find clear descriptions of practices and an analytic framework that supports planning for and reflection on social change arts-based experiences with youth. Social implications The authors argue that educators who aim to support youth actions, in relation to multiple viewpoints and possible futures, need to pose imagined and dramatized addresses to which youth can imagine and embody possibilities and express possible answers (Bakhtin). Based on Stetsenko’s transformative activist stance, the authors argue that drama-based experiences disrupt the everyday so youth may collectively explore and contribute to an emerging vision of equity and belonging. Originality/value Few studies have engaged Stetsenko’s transformative activist stance as a way to understand learning, social change and the role of imagination. This study describes and explores a unique instantiation of process drama informed by critical sociocultural theory.

scholarly journals Effectiveness of an oral hygiene promoting program for elementary school students using a smartphone endomicroscope in Thailand

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Jintana Sarayuthpitak ◽  
Sarinya Rodpipat ◽  
Sanong Ekgasit ◽  
Dean M. Ravizza
Keyword(s):  
Oral Health ◽  
Health Behaviors ◽  
Oral Hygiene ◽  
Intervention Program ◽  
Control Group ◽  
Student Sample ◽  
Content Type ◽  
Oral Health Behaviors ◽  
Experimental Group

PurposeThe purpose of this paper is to examine the effectiveness of oral hygiene promoting program (OHPP) using a smartphone endomicroscope among students in elementary schools in Bangkok, Thailand, to enable their oral hygiene maintenance and to compare oral health outcomes in the intervention program between the experimental and control groups.Design/methodology/approachThis is a quasi-experimental research study consisting of two groups, a pretest, a posttest and a follow-up design. The student sample consisted of 59 fifth graders who matched the study criteria on medium and low levels of teeth brushing skills. There were 29 experimental group participants who completed the six-week OHPP using a smartphone endomicroscope. Another 30 participants formed the control group involved in the ordinary oral health education program. The comparison data for oral health behaviors (knowledge, attitude and practice (KAP)) and oral hygiene were statistically analyzed by using multivariate analysis of variance (MANOVA).FindingsResults indicated that the experimental group exhibited higher oral health behaviors regarding KAPs and oral hygiene related to teeth cleanliness and gum health than the control group in the postexperimental and follow-up phases. However, there were no statistically significant differences between the two groups with regard to tongue cleanliness.Originality/valueThe students maintain their own oral hygiene due to a provision of activities related to KAP concerns. The instrument helped the students to find tooth decay and dental plaque associated with teeth cleanliness after brushing their teeth.

The effectiveness of positive training on happiness, aggression and hope in adolescents with leukemia in Ahvaz

2018 ◽  
Vol 9 (01) ◽  
Author(s):  
Marzieh . Shamkhani ◽  
Ali . Khalafi
Keyword(s):  
Sampling Method ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Positive Attitudes ◽  
Measurement Tools ◽  
Post Test ◽  
Aggression Questionnaire ◽  
Experimental Group ◽  
Period Measurement

The purpose of this study was to determine the effectiveness of positive learning on happiness, Aggression and hope for adolescents with leukemia in Ahvaz. The sample consisted of 30 people who were selected by available sampling method. 15 subjects in the experimental group and 15 in the control group were randomly assigned. The experimental design was a pre-test-post-test type with control group and follow-up period. Measurement tools included Oxford Happiness Inventory (Argyle, 1989); Ahwaz's Aggression Questionnaire (Zahedifar, Najarian, and Shokrkon, 2000); Hope Scale (Schneider, 1991). To run, at first, the pre-test was taken from both groups. Then, the experimental group was trained in 14 sessions of 90 minutes, and after each group, they were subjected to post-test. And one month later, the follow-up process was completed. Data analysis was performed using multivariate covariance analysis (MANCOVA) and one-way analysis of covariance (ANCOVA). The results showed that positive attitudes toward happiness, aggressiveness and hopefulness of adolescents with leukemia in Ahvaz were effective.

scholarly journals Effectiveness of Abdominal and Gluteus Medius Training in Lumbo-Pelvic Stability and Adductor Strength in Female Soccer Players. A Randomized Controlled Study

2021 ◽  
Vol 18 (4) ◽  
pp. 1528
Author(s):  
Héctor Guerrero-Tapia ◽  
Rodrigo Martín-Baeza ◽  
Rubén Cuesta-Barriuso
Keyword(s):  
Repeated Measures ◽  
Gluteus Medius ◽  
Soccer Players ◽  
Controlled Study ◽  
Control Group ◽  
Extrinsic Factors ◽  
Randomized Controlled ◽  
Limb Injuries ◽  
Experimental Group

Background. Abdominal and lumbo-pelvic stability alterations may be the origin of lower limb injuries, such as adductor pathology in soccer players. Imbalance can be caused by both intrinsic and extrinsic factors. Methods: In this randomized controlled trial over 8 weeks, 25 female footballers were randomly allocated to an experimental group (isometric abdominal training and gluteus medius-specific training) or a control group (isometric abdominal training). Evaluations were performed at baseline, at the end of the intervention and after a 4-week follow-up period. The exercise protocol in common for both groups included three exercises: Plank, Lateral plank and Bird dog. Specific exercises for the gluteus medius were: Pelvic drop and Stabilization of the gluteus medius in knee valgus. Outcome measures were lumbar-pelvic stability and adductor strength. Results: After the intervention, there was an increase in lumbo-pelvic stability in both groups, being greater in the control group than in the experimental group (mean differences [MD]: 4.84 vs. MD: 9.58; p < 0.01) with differences in the analysis of repeated measures (p < 0.001), but not in group interaction (p = 0.26). Changes were found in adductor strength in the experimental group (MD: −2.48; p < 0.001 in the left adductor; MD: −1.48; p < 0.01 in right adductor) and control group (MD: −1.68; p < 0.001 in the left adductor; MD: −2.05; p < 0.001 in the right adductor) after the intervention, with differences in the analysis of repeated measures in left (p < 0.001) and right (p < 0.001) adductor strength. Conclusions: An abdominal and gluteal training protocol shows no advantage over a protocol of abdominal training alone for lumbo-pelvic stability and adductor strength, while improvements in both variables are maintained at four weeks follow-up.

An alternative evaluation: online puzzle as a course-end activity

2015 ◽  
Vol 12 (3) ◽  
pp. 169-182 ◽  
Author(s):  
Zülfü Genç ◽  
Emrah Aydemir
Keyword(s):  
Student Achievement ◽  
Information Technologies ◽  
Traditional Instruction ◽  
Control Group ◽  
Content Type ◽  
Learning Retention ◽  
Alternative Evaluation ◽  
Usability Tests ◽  
Positive Attitudes ◽  
Experimental Group

Purpose – The purpose of this study is to determine whether the use of online puzzles in the instructional process has an effect on student achievement and learning retention. This study examined students ' perception and experiences on use of puzzle as an alternative evaluation tool. To achieve this aim, the following hypotheses were tested: using puzzle activities in lessons increases student achievement, using puzzle activities in lessons increases retention of information learned by the students and students have positive attitudes toward using puzzle activities in lessons. This study uses an online puzzle system (OPS) by which instructors can prepare puzzle activities for students to solve online. The technical and functional properties of the OPS developed and used are beyond the scope of this study. Design/methodology/approach – A pre- and post-test with control group experimental research design was implemented. Study participants were tenth-grade students in the Information Technologies Department of Gazi Anatolia Technical and Industrial Vocational School in Elazig during the 2011-2012 year. Thirty students each were chosen for the experimental and control groups, totaling 60 students. During the study, a traditional instruction method was used for the control group, while the experimental group received both traditional instruction and performed activities using the OPS. The subject Fundamentals of Networking was chosen, and the implementation period lasted six weeks. Four weeks after completion of the study, the achievement level of students was calculated again to test learning retention. Findings – The first hypothesis of the study is, “Using puzzle activities in the lessons increases the achievement of the students”. In the teaching of the Networking Fundamentals Module of Information Technologies Course for tenth graders, a significant difference in favor of the experimental group was seen, where online puzzle activities were used in terms of student achievement. The second hypothesis of the study is, “Using puzzle activities in the lessons increase the retention of the information learned by the students”. Four weeks after completion of the study, the achievement levels of the students were calculated again to test learning retention. The learning retention of the students in the experimental group is higher than that of the students in the control group. In addition, students in the experimental group had positive attitudes toward online puzzle activities. Doing online puzzle activities accelerates learning for students and helps them learn networking terms by creating an enjoyable environment. Research limitations/implications – The current study was limited to six weeks of implementation during the 2011-2012 school year at Gazi Anatolia Technical and Industrial Vocational High School in Elazig. Similar studies could be conducted in other schools for longer periods and at different levels, so the findings can be compared with those of the current study. This study is further limited to an Information Technologies Course. Studies can be conducted with various courses using appropriate online puzzle activities. Puzzle types other than the crossword used in the OPS of the current study should be developed and added. The system should also be developed by visual multimedia objects, allowing it to be more interactive. Moreover, in the development process of such an OPS, educators, software designers, psychologists and scholars from other fields should work together. Usability tests should be conducted to improve user-friendliness of the system by adding various features related to functionality and visuality. Practical implications – From the findings of the study, it can be concluded that online puzzle activities help students understand subjects better and aid in exam preparation. Moreover, these activities are effective for students in terms of increasing understanding and retention of learned terms in and outside class, forming valuable learning experiences. Doing online puzzle activities in class as a course-end activity can be said to be more effective in students’ learning than doing them outside of class. Crossword puzzles offer opportunities for students to accelerate learning by quickly mastering new words and phrases and by directing students to more actively interact with computer-related vocabulary and terminology as compared with the rote learning method. Originality/value – Paper-based puzzles are frequently used, and there are few Web-based puzzles. Despite their frequent use, preparing and evaluating paper-based puzzles can require a significant time investment; another disadvantage is the lack of immediate feedback. Based on the literature review, there is no dynamic OPS used for educational purposes. This study uses an OPS by which instructors can prepare puzzle activities for students to solve online. The originality of this study is OPS features and puzzle generation mechanism. The system presents a user-friendly interface with Turkish character (or any language) support and number-writing properties.

Risk of late stroke and survival following carotid endarterectomy procedures for symptomatic patients

1990 ◽  
Vol 73 (2) ◽  
pp. 193-200 ◽  
Author(s):  
Dennis A. Turner ◽  
Jay Tracy ◽  
Stephen J. Haines
Keyword(s):  
Carotid Endarterectomy ◽  
Life Table ◽  
Stroke Risk ◽  
Neurological Symptoms ◽  
Treatment Modalities ◽  
Control Group ◽  
Content Type ◽  
Postoperative Stroke ◽  
Fine Print

✓ The long-term outcome following carotid endarterectomy for neurological symptoms was analyzed using a retrospective life-table approach in 212 patients who had undergone 243 endarterectomy procedures. The postoperative follow-up period averaged 38.9 ± 2.1 months (mean ± standard error of the mean). The endpoints of stroke and death were evaluated in these patients. Patient groups with the preoperative symptoms of amaurosis fugax, transient ischemic attack, and prior recovered stroke were similar in terms of life-table outcome over the follow-up period. Sixty-two percent of symptomatic patients were alive and free of stroke at 5 years. The late risk of stroke (after 30 days postoperatively) averaged 1.7% per year based on a linear approximation to the hazard at each life-table interval (1.3% per year for ipsilateral stroke). The trend of late stroke risk was clearly downward, however, and could be fitted more accurately by an exponential decay function with a half-life of 33 months. Thus, the risk of stroke following carotid endarterectomy for neurological symptoms was highest in the perioperative period, slowly declined with time, and occurred predominantly ipsilateral to the procedure. The definition of a prospective medical control group remains crucial for a critical analysis of treatment modalities following the onset of premonitory neurological symptoms. In the absence of an adequate control group for this series, the calculated perioperative and postoperative stroke risk from this study was compared to data obtained from the literature on stroke risk in medically treated symptomatic patients. This uncontrolled comparison of treatment modalities suggests the combined perioperative and postoperative stroke risk associated with carotid endarterectomy to be modestly improved over medical treatment alone.

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