The effects of setting and music on the intention to participate in out-of-school music classes: An experimental video vignette study

There is a discrepancy between a high inherent value of extracurricular music classes and a low proportion of low-socioeconomic status (SES) male participants. However, evidence on how to match out-of-school music classes to students’ preferences is lacking. Thus, we assessed the attractiveness of different versions of such classes via an experimental video vignette study featuring a 2 × 2-factor (setting × music; each with high vs. low proximity to informal youth culture) between-subjects design with N = 244 students (Grade 5–10). We assessed the intention to participate as criterion, and gender, age, and SES (highest International Socio-Economic Index [HISEI] quartile) as control variables. A hierarchical regression showed a positive effect of music associated with youth culture on intention and no effect of the setting. Female (and older) students displayed higher intention than male (and younger) students. The single effect involving HISEI was a significant interaction of music and SES, which resulted from high-SES adolescents being especially motivated for classes with music associated with youth culture. Thus, to motivate boys and older students in particular, special consideration should be given to the appropriate design and marketing of music classes. However, music close to youth culture might be especially beneficial for adolescents with high rather than low SES.

Thinking Through Form

3xShapes of Home (2020) is a 7 minute experimental video, exploring how essayist film practice may be a way to think topographically, that is: to think conceptually through non-verbal techniques such as camera movement, camera position, montage and algorithm, about place forms and place structures, and their projective powers for the imagination of place. The video is part of a larger study on the Essay Film as Topography. 3xShapes of Home won the Ivan Juritz Prize for Creative Experiment 2020.

A Trans Historiography of Glitches and Errors

In 1978, queer and transgender programmer Jamie Faye Fenton created the first piece of experimental video glitch art, Digital TV Dinner, using the Bally Astrocade, a home computer and game console of her own design that was, for six months, the cheapest home computer available. Digital TV Dinner stands as a record of computational failure: it was created by Fenton through a pointed misuse of the computer system that caused the screen to dissolve into waves of pixelated glitches. What might it mean to center the glitch as a historically trans mode of media production? And how might we write trans media history as a history of unmediation—that is, a history of undoing mediation? A history of things that cannot be documented, or that evade or dismantle mediation, in which the fullness of trans life and history exceeds the images presented in the screen itself?

Avaliação de uma Nova Abordagem para o Ensino de Química

RESUMONeste trabalho é relatado o processo de elaboração e aplicação de um roteiro de atividade prática para professores do ensino médio como uma forma de estratégia didática para o ensino da teoria cinética dos gases na disciplina de química. Esta estratégia foi caracterizada por uma abordagem específica, aula expositiva do conteúdo seguida do vídeo experimental para a discussão do tópico. Optou-se por utilizar o Youtube por ser uma das plataformas mais acessadas por qualquer estudante. Escolheu-se um vídeo que continha um experimento claro e objetivo correlacionado com o conteúdo acima citado. Em seguida, elaborou-se o vídeo da aula prática que conteve com uma breve contextualização no cotidiano dos alunos, seguida do vídeo experimental do Youtube e por fim algumas perguntas discursivas. Os resultados indicam que a abordagem do vídeo experimental apresenta uma vantagem significativa sobre as aulas teóricas, reforçando a importância da utilização de práticas experimentais extras na sala.Ensino de Química. Aula prática. Teoria dos gases. Termodinâmica. Vídeo experimental.ABSTRACTIn this work, the process of elaborating and applying a script of practical activity for high school teachers is reported as a form of didactic strategy for teaching the kinetic theory of gases in the discipline of chemistry. This strategy was characterized by a specific approach, expository class of content followed by the experimental video for the discussion of the topic. We decided to use YouTube as it is one of the most online video-sharing platform accessed by any student. A video was chosen which contained a clear and objective experiment correlated with the above-mentioned content. Then, the video of practical class was elaborated, which contained a brief contextualization in the students' daily lives, followed by experimental YouTube video and finally some discursive questions. The results indicate that the experimental video approach has significant advantage over the analytical classes, reinforcing the importance of using extra experimental practices in classroom.Chemistry teaching. Practical class. Gas theory. Thermodynamics. Experimental vídeo.RESUMENEn este trabajo se reporta el proceso de elaboración y aplicación de un guión de actividad práctica para profesores de secundaria como una forma de estrategia didáctica para la enseñanza de la teoría cinética de los gases en la asignatura de la química. Esta estrategia se caracterizó por un enfoque específico, una clase expositiva del contenido seguida del video experimental para la discusión del tema. Optamos por utilizar Youtube ya que es una de las plataformas más visitadas por cualquier estudiante. Se eligió un video que contenía un experimento claro y objetivo correlacionado con el contenido mencionado anteriormente. Luego, se elaboró el video de la clase práctica, que contenía una breve contextualización en la vida cotidiana de los estudiantes, seguido del video experimental de YouTube y finalmente algunas preguntas discursivas. Los resultados indican que el enfoque de video experimental presenta una ventaja significativa sobre las clases teóricas, lo que refuerza la importancia de utilizar prácticas experimentales adicionales en el aula.Enseñanza de la Química. Clase práctica. Teoría de los gases. Termodinámica. Video experimental.SOMMARIOIn questo lavoro viene riportato il processo di elaborazione e applicazione di uno script di attività pratica per insegnanti di scuola secondaria come una forma di strategia didattica per l'insegnamento della teoria cinetica dei gas in materia di chimica. Questa strategia è stata caratterizzata da un approccio specifico, una classe espositiva del contenuto seguita da un video sperimentale per la discussione dell'argomento. Abbiamo scelto di utilizzare YouTube in quanto è una delle piattaforme più visitate da qualsiasi studente. È stato scelto un video che conteneva un esperimento chiaro e oggettivo correlato ai contenuti sopra menzionati. Quindi è stato prodotto il video della lezione pratica, che conteneva una breve contestualizzazione nella vita quotidiana degli studenti, seguito dal video sperimentale di YouTube e infine da alcune domande discorsive. I risultati indicano che l'approccio video sperimentale ha un vantaggio significativo rispetto alle lezioni, rafforzando l'importanza dell'utilizzo di pratiche sperimentali aggiuntive in classe.Insegnamento di chimica. Lezione pratica. Teoria dei gas. Termodinamica. Video sperimentale.

Choreography for Moving Image

Smiljana Gilsovic's Choreography for Moving Image is an experimental video essay which asks how video practice might engage with and contribute to the cultivation of an "ecological self". Glisovic's methodology explores "thinking with" the moving image in response to the "spiritual transformation" called for my Joanna Macy's The Great Turning. Drawing on theories of Soft Choreography and Critical Intimacy, the video explores how the interplay between spoken text and moving image can carve out a space for an affective, haptic understanding of the interrelationship between our selves, our bodies and the environment.

Thoracoscopic instruments do not interfere in the outcome of uncomplicated, experimental, video-assisted pulmonary lobectomy

ABSTRACT Objective: Since its first report, video-assisted thoracic surgery (VATS) lung lobectomy was carried out with the use of conventional surgical instruments, used in laparoscopy and open thoracotomy. These instruments are expensive, not standardized and there are a variety of models and manufacturers. The aim of this study was to determine the impact of the use of these instruments on the experimental pulmonary lobectomy. Methods: We used a modified surgical simulator that uses a porcine heart-lung block filled with tomato sauce, and tested specific (Group 1) and regular (Group 2) instruments. Each group includes 15 experiments. Results: The median total time, excluding the time spent to correct the lesions, was 45.08 and 45.81 minutes, respectively in Group 1 and Group 2. There was no statistical difference between the total times (p=0.58). The only statistically different was seen for partial times regarding the elapsed time to cut and suture of lung fissures (p=0.03 and 0.04, respectively). There were more direct lesions and indirect leaks in Group 2, but without statistical significance (p=1.000 and p=0.203, respectively). The mean time spent for the diagnosis and correction of these events was 1.77 minutes with a standard deviation of 1.18 for Group 1 and 2.72 ± 1.11 minutes for Group 2 (p=0.044). Conclusion: The use of minimally invasive instruments is not associated with time improvement spent with experimental video-assisted lung lobectomy and does not lead to a faster or safer surgery. The use of VATS instruments makes correction of adverse events faster when they occur.