scholarly journals A randomized ‘just-in-time’ prompt to interrupt prolonged sitting at two international conferences held in two countries

2017 ◽  
Vol 6 (2) ◽  
Author(s):  
Michael Chia ◽  
Ahmad Munir Che Muhamed ◽  
LOW Li Choo Pamela Suraddah ◽  
Nur Adilah Masismadi
Keyword(s):  
Insulin Sensitivity ◽  
Visual Cues ◽  
Detrimental Effect ◽  
The Other ◽  
Just In Time ◽  
Control Group ◽  
Prolonged Sitting ◽  
Metabolic Conditions ◽  
Oral Presentations ◽  
Experimental Group

Prolonged sitting has a detrimental effect on lipid metabolism and insulin sensitivity leading to increased risks of metabolic conditions. Attendees at conferences typically sit for long periods during oral presentations. The use of visual cues or ‘just-in-time’ prompts during oral presentations can inform audiences about the deleterious effects of prolonged sitting and encourage them to avoid sitting for long periods. It remains largely unclear whether these ‘just-prompts used in a conference setting are effective in reducing prolonged sitting. The ‘just-in-time’ prompts were used in two separate conference audiences- one focused on health and the other on language. Ten sessions were randomly assigned to the experimental group (EXPT, with the JIT prompt) and ten sessions to the control group (CON, without the JIT prompt). In both conferences, the proportion of the attendees who chose not to sit during the oral presentations in the EXPT conditions was less than 10%. The main finding was that the use of the JIT prompt to discourage sitting at the health conference where attendees were likely to be knowledgeable about the dangers of prolonged sitting was ineffective (EXPT vs CON conditions, p>0.05; ES=0.69) compared to conference attendees at a language conference (EXPT vs CON conditions, p<0.05, ES=1.14).

EEG and Behavioral Changes following Neurofeedback Treatment in Learning Disabled Children

2003 ◽  
Vol 34 (3) ◽  
pp. 145-152 ◽  
Author(s):  
T. Fernández ◽  
W. Herrera ◽  
T. Harmony ◽  
L Díaz-Comas ◽  
E. Santiago ◽  
...  
Keyword(s):  
Threshold Value ◽  
Learning Disabled ◽  
The Other ◽  
Control Group ◽  
Relative Power ◽  
Normal Children ◽  
Absolute Power ◽  
And Gender ◽  
Socioeconomical Status ◽  
Experimental Group

Neurofeedback (NFB) is an operant conditioning procedure, by which the subject learns to control his/her EEG activity. On one hand, Learning Disabled (LD) children have higher values of theta EEG absolute and relative power than normal children, and on the other hand, it has been shown that minimum alpha absolute power is necessary for adequate performance. Ten LD children were selected with higher than normal ratios of theta to alpha absolute power (theta/alpha). The Test Of Variables of Attention (TOVA) was applied. Children were divided into two groups in order to maintain similar IQ values, TOVA values, socioeconomical status, and gender for each group. In the experimental group, NFB was applied in the region with highest ratio, triggering a sound each time the ratio fell below a threshold value. Noncontingent reinforcement was given to the other group. Twenty half-hour sessions were applied, at a rate of 2 per week. At the end of the 20 sessions, TOVA, WISC and EEG were obtained. There was significant improvement in WISC performance in the experimental group that was not observed in the control group. EEG absolute power decreased in delta, theta, alpha and beta bands in the experimental group. Control children only showed a decrease in relative power in the delta band. All changes observed in the experimental group and not observed in the control group indicate better cognitive performance and the presence of greater EEG maturation in the experimental group, which suggests that changes were due not only to development but also to NFB treatment.

Effect of Dramatization on Speaking Skills ond Academic Achievement In English Among Primary Students

2021 ◽  
pp. 163-182
Author(s):  
Amit Kauts ◽  
Monika
Keyword(s):  
Academic Achievement ◽  
Analysis Of Variance ◽  
Traditional Method ◽  
The Other ◽  
Primary Students ◽  
Control Group ◽  
Gain Scores ◽  
Achievement Gain ◽  
Experimental Group ◽  
Speaking Skills

The present study intends to examine the effect of dramatization on speaking skills and academic achievement in English among primary students. The sample consisted of 240 fifth class students from four co-educational private schools of district Fazilka. The sample was divided into two groups randomly. One of the two groups was designated as Experimental Group and the other as Control Group. Experimental group was taught through Dramatization and the control group was taught through traditional method. The obtained data was analysed using two way Analysis of Variance. The results revealed that (i) Teaching through dramatization was found effective than traditional method with respect to achievement of students in English and gain scores in speaking skills (ii) Boys outperformed girls in case of achievement gain scores (iii) Girls outperformed boys in case of gain scores of speaking skills.

scholarly journals The Effect of the round house strategy on the achievement of physical concepts at the ninth grade in Jordan: فاعلية استراتيجية البيت الدائري في إكساب المفاهيم الفيزيائية لطالبات الصف التاسع في الأردن

2020 ◽  
Vol 4 (1) ◽  
Author(s):  
Rida Ali Alsous
Keyword(s):  
Secondary School ◽  
Ninth Grade ◽  
The Other ◽  
Control Group ◽  
Average Performance ◽  
Significant Difference ◽  
Post Test ◽  
Experimental Group

The aim of the study was to clear-out the effect of the round house strategy on the achievement of physical concepts at the ninth grade. The study consisted of (48) students at the Jufa Secondary School for girls for the second semester 2018/2019, distributed randomly to two divisions in the same school, one of which was experimental and the other experimental. This study found that there was a statistically significant difference in the post-test in the students' acquisition of physical concepts at (α = 0.05) between the average performance of the experimental group studied using the circular house strategy and obtained an average of (19.70), and the control group studied in the usual way and obtained Average (14.63), in favor of the experimental group. In light of these results, the researcher recommended using the circular house strategy because of its importance in gaining physical concepts among students. In light of these results, the researcher recommended using the round house strategy and its role in acquiring physical concepts in demand

scholarly journals Effect of Educational Games on Self-concept Levels of Inclusive Students Studying in Secondary Schools

2018 ◽  
Vol 6 (10) ◽  
pp. 183
Author(s):  
Serhat Üstündağ ◽  
Gülsen Özcan
Keyword(s):  
Secondary Schools ◽  
Peer Relationships ◽  
Repeated Measures ◽  
Educational Games ◽  
The Other ◽  
Self Concept ◽  
Control Group ◽  
Spring Semester ◽  
Significant Difference ◽  
Experimental Group

This research examines the effect of educational games on self-concept levels of inclusive students enrolled in secondary schools. The research was conducted in two secondary schools in Golbasi district of Ankara, the capital of Turkey, in the spring semester of 2015 - 2016 academic year. The research employed semi-experimental design with pretest and posttest control group. Of a total of 24 students, 12 (4 girls, 8 boys) were included in the experimental group and the other 12 (6 girls, 6 boys) were included in the control group. Educational games program, an independent variable of the research, was applied for 11 weeks, 2 lessons per week. The program that did not include educational games was applied to the control group. Self-concept Scale (SCS) was used to collect data in the research. Independent group t test was used for data analysis, and for single-factor repeated measures, two-factor ANOVA test was used. The significance level was determined to be 0.05. At the end of this research, a significant difference was found in favor of the students in the experimental group in terms of physical competence, physical appearance, peer relationships and general self-concept dimensions of the self-concept scale. On the other hand, there was not any significant difference in favor of both groups in terms of the dimension of relations with parents of the scale.

scholarly journals Improvement of the classroom climate through a plan of gamified coexistence with physical activity: study of its effectiveness in primary education | Mejora del clima de aula mediante un plan de convivencia gamificado con actividad física: estudio de su eficacia en educación primaria

2021 ◽  
Vol 14 (28) ◽  
pp. 65-77
Author(s):  
Sonia Dólera-Montoya ◽  
Alfonso Valero-Valenzuela ◽  
José Francisco Jiménez-Parra ◽  
David Manzano-Sánchez
Keyword(s):  
Physical Activity ◽  
Classroom Climate ◽  
Research Method ◽  
The Other ◽  
Control Group ◽  
Main Study ◽  
Teacher Interviews ◽  
Great Satisfaction ◽  
Educación Primaria ◽  
Experimental Group

El objetivo de este estudio es implementar un Plan de Convivencia Gamificado con actividad física en un centro escolar para tratar de mejorar el clima en el aula, la percepción de violencia y aspectos psicológicos del alumnado. Se contó con un grupo control de 19 alumnos (7 chicas y 12 chicos) y un grupo experimental con 26 alumnos (11 chicas y 15 chicos) participando en cada grupo un docente. Todos con edades comprendidas entre los 10 y los 11 años (M = 10.24; DT = .43). Se empleó un método de investigación mixto, utilizando un análisis cualitativo con entrevistas al docente y diarios de los alumnos. Por otro lado, un análisis cuantitativo para conocer la percepción del alumnado sobre las variables principales de estudio con SPSS v.22. Los resultados mostraron una gran satisfacción con el plan, tanto por parte de la tutora como de los alumnos, así como una reducción de la violencia y la desmotivación. Como conclusión, el uso de desafíos físico-cooperativos y la gamificación pueden ser elementos adecuados para un plan de convivencia, permitiendo aprender a trabajar en grupo y adquirir conceptos y habilidades que mejoran el clima de aula.AbstractThe aim of this study is to implement a Plan of Coexistence Gamified with physical activity in a school to try to improve the climate in the classroom, the perception of violence and psychological aspects of the students. There was a control group with 19 students (7 girls and 12 boys) and an experimental group with 26 students (11 girls and 15 boys) with one teacher in each group. All of them were between 10 and 11 years old (M = 10.24; SD = .43). A mixed research method was carried out, using a qualitative analysis with teacher interviews and student diaries. On the other hand, a quantitative analysis to know the students' perception about the main study variables with SPSS v.22. The results showed great satisfaction with the plan, both on the part of the tutor and the students, as well as a reduction in violence and demotivation. As a conclusion, the use of physical-cooperative challenges and gamification can be adequate elements for a coexistence plan, allowing learning to work in groups and acquiring concepts and skills that improve the classroom climate.Abstracta concept or idea not associated with any specific instanceMore(Definitions, Synonyms, Translation)

scholarly journals Anthelminthic resistance of gastrointestinal nematodes in sheep to monepantel treatment in central region of Rio Grande do Sul, Brazil

2018 ◽  
Vol 38 (1) ◽  
pp. 48-52 ◽  
Author(s):  
Fernanda Ramos ◽  
Luiza P. Portella ◽  
Fernando de S. Rodrigues ◽  
Caroline Z. Reginato ◽  
Alfredo S. Cezar ◽  
...  
Keyword(s):  
Rio Grande ◽  
Gastrointestinal Nematodes ◽  
Infected Sheep ◽  
The Other ◽  
Control Group ◽  
Fecal Culture ◽  
Rio Grande Do Sul ◽  
Anthelminthic Resistance ◽  
On Farm ◽  
Experimental Group

ABSTRACT: Given the numerous reports of anthelminthic resistance of sheep nematodes to different anthelmintic compounds, this study aimed to evaluate the resistance status of gastrointestinal nematodes from naturally infected sheep to monepantel in the state of Rio Grande do Sul. Four farms that present extensive raising system and absence of anthelmintic treatment for 60 days were selected for the study. Lambs that present counts of eggs per gram of feces (EPG) ≥200 (sensitivity of 50 EPG) one day (D-1) before the treatment were select for the study and randomly separated into two groups, a control group and an experimental group treated with monepantel. Feces were collected 9 days after the treatment (D+9) for EPG counts and fecal culture. The monepantel was 100% effective only on 2. The efficacy found on farm 1, 3, and 4 were 2.82%, 25.8%, and 78.4%, respectably. There were no viable larvae post-treatment at farm 2, but the genera Haemonchus, Trichostrongylus, Cooperia, and Strongyloides were resistant to it at the other farms. This study shows the presence of parasites resistant to the treatment with monepantel, pointing to the importance of monitoring its efficacy in sheep flocks of Rio Grande do Sul, Brazil.

scholarly journals Evaluation of the effect of force direction on stationary anchorage success of mini-implant with a lever-arm–shaped upper structure

2011 ◽  
Vol 81 (5) ◽  
pp. 776-782 ◽  
Author(s):  
Ki-Ho Park ◽  
Eun-Man Lee ◽  
Seung-il Shin ◽  
Seong-Hun Kim ◽  
Young-Guk Park ◽  
...  
Keyword(s):  
Primary Stability ◽  
The Other ◽  
Control Group ◽  
Removal Torque ◽  
Lever Arm ◽  
Mini Implants ◽  
Force Direction ◽  
The Mean ◽  
The Stability ◽  
Experimental Group

Abstract Objective: To compare the effect of clockwise and counterclockwise torque on the primary stability of a mini-implant with a lever-arm–shaped upper structure. Materials and Methods: Twenty-four white rabbits were used for this study. Two screw-type mini-implants were placed in each tibia. In all, 96 screws were inserted. Two weeks later, a 2-N force was applied to the mini-implants without an upper structure in eight rabbits (control group). The mini-implants of the other 16 rabbits were loaded with an upper structure (experimental group). In the experimental group, the two left mini-implants were loaded in a clockwise direction (CW group) and the two right implants were loaded in a counterclockwise direction (CCW group). The rabbits were sacrificed at 1 week or 8 weeks after loading in both control and experimental groups. The removal torque value (RTV) was measured in 15 of 16 mini-implants in each group and the remaining implant was processed for histologic examination. Results: At 1 week there were no significant differences in the mean RTV between the control, CW, and CCW groups. At 8 weeks, the RTV was higher in the control and experimental groups than in the respective 1-week groups. At 8 weeks, there were no significant differences in the RTV between the control and CW groups, but the CCW group showed a lower RTV. Conclusions: CCW torque can decrease the stability of a mini-implant, whereas a CW torque has no effect.

Factors in the Effectiveness of Articulation Therapy with Educable Retarded Children

1970 ◽  
Vol 13 (2) ◽  
pp. 304-316 ◽  
Author(s):  
Ronald K. Sommers ◽  
Robert H. Leiss ◽  
Dolores Fundrella ◽  
Walter Manning ◽  
Raymond Johnson ◽  
...  
Keyword(s):  
Speech Therapy ◽  
School Setting ◽  
Experimental Period ◽  
The Other ◽  
Prognostic Scores ◽  
Control Group ◽  
Speech Test ◽  
Weekly Group ◽  
Experimental Group

Articulation therapy was administered to 120 retarded subjects. Subjects were examined on two articulation tasks. One task was a version of the Carter/Buck Prognostic Speech Test, and the other a picture version of McDonald’s deep test of articulation. Subjects with both poor and good prognostic scores and moderate and severe degrees of articulatory defectiveness were selected. They were randomly assigned to (a) a control group of subjects receiving no speech therapy, (b) an experimental group of 60 subjects receiving one period of group articulation therapy weekly, or (c) an experimental group of 60 subjects receiving four periods of group articulation therapy weekly. Group articulation therapy was administered by four clinicians in a school setting. Subjects who received group articulation therapy four times per week during the experimental period significantly improved their articulation as measured on a picture deep test when compared with control group subjects. Subjects receiving group articulation therapy once weekly during the experimental period were not significantly improved compared with control group subjects. Significant differences between groups were not found on an imitative sentence articulation test.

Differentiating Visual from Response Sequencing during Long-term Skill Learning

2017 ◽  
Vol 29 (1) ◽  
pp. 125-136 ◽  
Author(s):  
Brighid Lynch ◽  
Patrick Beukema ◽  
Timothy Verstynen
Keyword(s):  
Visual Cues ◽  
Serial Order ◽  
Response Speed ◽  
Training Sequence ◽  
Skill Learning ◽  
The Other ◽  
Control Group ◽  
Representational Space ◽  
Marginal Improvement

The dual-system model of sequence learning posits that during early learning there is an advantage for encoding sequences in sensory frames; however, it remains unclear whether this advantage extends to long-term consolidation. Using the serial RT task, we set out to distinguish the dynamics of learning sequential orders of visual cues from learning sequential responses. On each day, most participants learned a new mapping between a set of symbolic cues and responses made with one of four fingers, after which they were exposed to trial blocks of either randomly ordered cues or deterministic ordered cues (12-item sequence). Participants were randomly assigned to one of four groups (n = 15 per group): Visual sequences (same sequence of visual cues across training days), Response sequences (same order of key presses across training days), Combined (same serial order of cues and responses on all training days), and a Control group (a novel sequence each training day). Across 5 days of training, sequence-specific measures of response speed and accuracy improved faster in the Visual group than any of the other three groups, despite no group differences in explicit awareness of the sequence. The two groups that were exposed to the same visual sequence across days showed a marginal improvement in response binding that was not found in the other groups. These results indicate that there is an advantage, in terms of rate of consolidation across multiple days of training, for learning sequences of actions in a sensory representational space, rather than as motoric representations.

A Discrimination Based on Punishment

1952 ◽  
Vol 4 (1) ◽  
pp. 27-45 ◽  
Author(s):  
James A. Dinsmoor
Keyword(s):  
The Other ◽  
Control Group ◽  
Experimental Session ◽  
Group 4 ◽  
White Rats ◽  
The Difference ◽  
Avoidance Reactions ◽  
Experimental Group ◽  
Rate Of Response

Twelve white rats learned to press a bar or lever when this act was intermittently followed by pellets of food. Once a stable rate of pressing had been established, the animals were subjected to electric shock as a punishment for each response during alternate five minute periods within the experimental session. A difference in rates during the safe and punished phases was manifested both by the experimental group (8 rats), who were provided with a light as a signal when it was safe to respond, and also, contrary to expectation, by the control group (4 rats), who continued in darkness throughout the session. The differential responding by the control group was greatly reduced, however, when the duration of each phase was reduced from five minutes to one. The investigation was then continued to determine the role of some of the other factors in the situation. Increasing the severity of the shock increased the difference between the light and the dark rates. Withholding the pellets of food reduced the overall rates but did not affect the light-dark discrimination. Withholding the shock, on the other hand, permitted an increase in rate and caused the animals to lose their discrimination; when food had previously been withheld, however, so that the rate of response was relatively low, this deterioration in the discrimination was not as rapid as before. Restoration of the discrimination training under a lower hunger drive confirmed the finding that the formation of the discrimination was quite rapid and showed that the level of drive did not affect the proportionality between the rates in the light and in the darkness. These findings were interpreted by comparing the current procedure with those previously used in studies of avoidance reactions and conflict.

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