Can Face- and Smartphone-Touching Behaviors Be Altered with Personal Hygiene Reminders during the COVID-19 Pandemic Period? An Observational Study

As part of the new measures to prevent the spread of the 2019 coronavirus disease (COVID-19), medical students were advised to wear a mask in class and avoid touching their faces. Few studies have analyzed the influence of health education on the frequency of face- and smartphone-touching behaviors during the COVID-19 pandemic. This research compared the frequency of in-class face- and smartphone-touching behaviors of medical students before and after the delivery of personal hygiene education during the COVID-19 pandemic. A behavioral observational study was conducted involving medical students at Taipei Medical University. Eighty medical students were recruited during a lecture on otorhinolaryngology. All medical students were required to wear a mask. Their face- and smartphone-touching behavior was observed by viewing the 4k resolution video tape recorded in class. The recording lasted for 2 h, comprising 1 h prior to the health educational reminder and 1 h afterwards. The frequencies of hand-to-face contact and hand-to-smartphone contact were analyzed before and after the delivery of health education emphasizing personal hygiene. Comprehensive health education and reminders effectively reduce the rate of face- and smartphone-touching behaviors.

Comparing the Effect of Teach Back and Video Tape Education on Self-efficacy And Self-care in Type 2 Diabetes Patients

Background: Self-efficacy is the basis for improved self-care in diabetic patients, and self-care is the most important strategy to control diabetes. Therefore, it is important to choose an appropriate educational method to provide patients information to achieve these goals. Objectives: This study aimed to compare the impacts of teach back and video tape education methods on self-efficacy and self-care abilities of patients with type 2 diabetes. Methods: In this semi-experimental controlled study, 105 patients with type 2 diabetes were randomly divided into the three groups of teach back, video tape training, and control. The data were collected using Orem’s nursing assessment form and two researcher-made questionnaires of self-care and self-efficacy. In the teach back group, based on the extent of self-care disability in the areas of physical activity, foot care, and glycemic control, educational sessions were held for each patient individually. In the video tape group, three films were shown in those areas for patients. The control group received no intervention. Questionnaires were recompleted seven days and one and three months after the intervention through interviews. Data were analyzed using SPSS version 16. Results: The mean total score of self-care in the teach back group was significantly higher seven days and one and three months after the intervention (P < 0.00). The mean scores of self-care and self-efficacy in the teach back group (before the intervention and seven days and one and three months after the intervention) significantly increased compared to the mean variation of scores in the video tape and control groups (P < 0.001). Conclusions: Applying the teach back method is more effective than the video tape method, and it is suggested that more extensive studies be conducted to promote self-care and self-efficacy in these patients.

Vision and Video. Marian Apparition, Spirituality and Popular Religion

The chapter demonstrates that spirituality and popular religiosity are built into the Marian apparitions, thus turning them into a contemporary ‘modern’ phenomenon. The study refers to a series of apparitions which happened during 1999 in Marpingen, a German village close to the Western border with France. This village was the setting for a series of Marian apparitions back in the 19th century. These earlier apparitions have recently been subjected to a very thorough study by British historian David Blackbourn (1993). Whereas Blackbourn based his analysis on written documents mostly stored in archives, the authors had not only access to written documents, newspapers and books, but also the exceptional chance to collect video-tape records from the event, and they could also rely on audio-taped statements by the seers. These data, supported by ethnographic field data, are subject to a fine-grained video-analysis provided in the chapter. In Marpingen, it was Marion who began to have visions on May 17 and 20 near the chapel (built by the above-mentioned association) where the earlier apparitions had happened. Thereafter, the three women together had various apparitions near the chapel, mostly in the company of an increasing number of pilgrims. The sixth apparitions on June 13, 1999, was already witnessed by about 4,000 visitors, and on the ninth day of the apparitions, on July 18, 12,000 visitors turned up. The final apparitions were said to be at- tended by 30,000. As a hundred years before, the incident not only attracted masses, there was also some turmoil accompanying the apparitions: television stations turned up and reported critical- ly on the event, the Church prohibited any proclamation by the seers, the seers were threatened and, finally, the village administration and the chapel association got into a conflict. The authors pointed out that when talking about the apparition, we must be aware of the fact that this notion refers not only to a subjective experience by the seers. In order to become an apparition, it needs to be communicated. The communication of the apparition does not only draw on the verbalisation by which the apparition is being reported, i.e. reconstructed. In addition, the apparition is also being performed by the body of the seers who form part of the setting which includes the visitors in relation to the seers and the spatial constellations of other objects. Thus, the authors interpret apparition as a communicative performance of religious action. However, the verbalisation of the cited vision is not, as in other cases, reconstructed after the vision. On the contrary, the seer (Marion) talks into a dictograph which is held by another visionary – Judith – while having the vision. In this way, the apparition is turned into a live report. It may be no accident that this kind of live report is not directly addressed to the live audience. Rather, it is recorded so to be accessible to a larger media audience via audio tapes, transcripts of the visions and a number of books based on these reports. According to Auslander (1999: 39ff.), it is the ‘techno- logical and aesthetic contamination of live performance’. The authors noted that the media are not only added to the event but are imparted in the event to such a degree that they transform it into something different. Thus, the use of the dictograph results in a format of the ‘live report’ on the inner visions. The microphone allows coordinating the actions of the seers with those of the crowd – a phenomenon that was virtually impossible at earlier apparitions. According to the authors, the Marian movement is not only a static remnant of earlier periods but also a form of modern expression against rationality and secularism. The Marian apparition in question, according to the authors, is an example for the modernity of this form of religion by exhibiting the essential features of popular religion. It is not that religion has changed its contents: it is still the realm of the transcendent as the subject matter of religion. However, this subject matter is not an element of cognitive or moral belief; it is something to be experienced subjectively, the reasserting subject being the major instance and locus of religiosity. This way, the analysis of Marian apparitions is a case for the thesis of the modernity of religion and a case that demonstrates what is modern about religion.

ICT TOOLS FOR PROMOTING SELF-PACED LEARNING AMONG SANDWICH STUDENTS IN A NIGERIAN UNIVERSITY

<p>Sandwich programmes are an innovation in teacher education geared towards the production of high-quality manpower. They are organized during school vacations so that teachers working full-time would also have the opportunity to advance academically and improve professionally. However, the intensive nature of the programme jeopardizes the actualization of its objectives. Sandwich students, as adult learners, are self-directed and self-paced learners. Self-paced learning is any kind of instruction that progresses according to the speed of the learner. It is a “teach-yourself” method that does not require on-the-spot feedback from instructors. Sandwich students, therefore, need ICT tools to encourage their self-paced learning. This study involved twenty-seven final year Guidance and Counselling sandwich degree students at Alvan Ikoku Federal College of Education Owerri, who brainstormed in a round table setting and concluded that ICT tools such as audio tapes, smart phones, e-mail, video tape, internet, and other web-based learning should be applied to promote self-paced learning among sandwich students in Nigerian Universities. Based on the findings, recommendations were made and conclusions drawn.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0666/a.php" alt="Hit counter" /></p>

Enhancing Students’ Drama Performance: A Process Approach

This research aims at describing and developing website based authentic assessment model on drama course in English literature study program. The research data comes from descriptive information of the experts or validator along with the suggestion from the students as the product user through the PBL activity combined with the observation and recording with video tape. Data analysis is done by using rubric measure: a) the information completeness which is applied on the work sheets. b) the information comprehensiveness which is included in the paragraph written by the students. The overall of the flow diagram are : Preparation: choosing the research based article which is relevant with the course; preparing worksheet and observation sheet. Implementation: the students read the research based article and fill in the worksheet. . Observation: filling in the observation sheet and writing anecdotal record. Reflection: analyzing the observation sheet and measurement rubric. With the implementation of authentic assessment toward the students who participate in the drama appreciation course. The obtained results show significant increase in their competence through the 6 kinds of task which contain website based authentic assessment on the stage of manipulating expression, scripting, dialogue reading, pre performing and stage performance.

Adoption of Electronic Techniques in Teaching English-Yoruba Bilingual Youths the Semantic Expansion and Etymology of Yoruba Words and Statements

Yoruba is one of the Nigeria’s four hundred languages linguistically threatened with extinction considering the language attitude of its native speakers especially the youths. The youths’ flair for English is making them lose interest in the use of Yoruba. This study was designed to introduce and teach the Yoruba youths the origin of some Yoruba words and statements using electronic devices like video tape recorder, phones, and power points presentation. Twenty Yoruba words, phrases, clauses, and statements were dramatized, recorded in CDrom and practically demonstrated in the classroom setting. We elicited our data through various Yoruba discourses with their historical origin traced to past happenings. The major sources of data collection for this study include records of discourses in Yoruba, waxed musical records and conversations among Yoruba natives especially in Urban areas in Nigeria. Twenty of the collated words, phrases, clauses and statement were also linguistically analyzed. The study encourages the use of electronic gadgets in teaching Yoruba. It is also a valuable attempt among others in saving Yoruba language from going to extinction as a result of its native youth speakers’ lack of interest and knowledge of the origin of many of its words, clauses, phrases, statements and usage.

The Pioneers Get Shot: Music Video, Independent Production and Cultural Hierarchy in Britain

This article identifies and summarises the main findings of the AHRC research project ‘Fifty Years of British Music Video, 1966–2016’. It contextualises the history of music video as a film practice within an unspoken cultural hierarchy of screen arts widely shared in universities, policy circles and the British Film Institute. The article documents the main stages in the development of the music video industry and highlights the extent to which the pioneers served as early adopters of new technologies in videotape, telecine and digital film-making. The ACTT consistently lobbied against music video producers, as did the Musicians’ Union, and consequently music video producers emerged from the 1980s with virtually no protection of their rights. The ACTT's issue was new video technology which it opposed. It also opposed offline editing on video tape because it would lead to redundancies of film editors and potentially required fewer post-production crew. The MU's issue was royalty payments to session musicians and lip synch. The music video industry has functioned as a crucial R&D sector and incubator for new talent and new technologies in the British film and television industries as a whole, without experiencing any of the financial rewards, cultural status or copyright protections of the more esteemed ‘screen arts’.

Satire on Stand Up Comedy “Messake Bangsaku” By Pandji Pragiwaksono

The aim the research is to find out and analize satire of the stand up comedy “Mesakke Bangsaku” by Pandji Pragiwaksono. The writer use qualitative descriptive research in observing with content analysis technique. Resources of the research is video tape of stand up comedy “Mesakke Bangsaku” Pandji Pragiwaksono brings transcript into the writing process. Script product of transcription then, identify with use of satire’s theory. Based on analysis result, it find out satire with the highest percentage in the cynicism category which was as many as 39 of data or 38,23%. Another finding is, sarcasm category as many as 37 data (36,27%), ironic 4 data (3,92%), and antiphrase 1 data (0,98%).

Language Learning Process and Gender Difference Implied from the Turn-Takings Used in EFL Student Conversation Club

This study aims at investigating the kinds of turn-taking mostly used by EFL learners, how the turn-takings are portrayed as a process of EFL learning, and how the EFL learners differ in making their turn-takings according to their gender. This study was qualitative in nature, using 10 members of English Club of English department students, Mulawarman University as the participants. The procedures of data collecting were video-tape recording observation and semi-structure interview. The data were analyzed by using conversational analysis and percentage frequencies. The result revealed that: 1) the kinds of turn-taking mostly used by the participants were adjacency pair and insertion sequence from the sequence type of turn-taking, almost all kinds turn-taking from the overlap turn-taking except the third party mediation, and other-repair and self-repair from the repair turn-taking; 2) all members of the English Club felt they acquired their languages as they practiced them in either written and spoken communication; and 3) the female members dominated talk than the male ones.