Journal articles on the topic 'Visual enhancing aids'

Transparencies, slides, and computer based displays are common visual aids used in classroom presentations. This paper will outline the use of principles which improve the effectiveness of these visual aids General principles discussed include: Organizing material, clarifying material and enhancing encoding. Gestalt principles such as simplicity, similarity, proximity, and continuation, appropriate text size and font, effective use of color and other attention getting cues, and appropriate contrast and glare reduction are considered.

Background Effective risk communication is essential for informed decision making. Unfortunately, many people struggle to understand typical risk communications because they lack essential decision-making skills. Objective The aim of this study was to review the literature on the effect of numeracy on risk literacy, decision making, and health outcomes, and to evaluate the benefits of visual aids in risk communication. Method We present a conceptual framework describing the influence of numeracy on risk literacy, decision making, and health outcomes, followed by a systematic review of the benefits of visual aids in risk communication for people with different levels of numeracy and graph literacy. The systematic review covers scientific research published between January 1995 and April 2016, drawn from the following databases: Web of Science, PubMed, PsycINFO, ERIC, Medline, and Google Scholar. Inclusion criteria were investigation of the effect of numeracy and/or graph literacy, and investigation of the effect of visual aids or comparison of their effect with that of numerical information. Thirty-six publications met the criteria, providing data on 27,885 diverse participants from 60 countries. Results Transparent visual aids robustly improved risk understanding in diverse individuals by encouraging thorough deliberation, enhancing cognitive self-assessment, and reducing conceptual biases in memory. Improvements in risk understanding consistently produced beneficial changes in attitudes, behavioral intentions, trust, and healthy behaviors. Visual aids were found to be particularly beneficial for vulnerable and less skilled individuals. Conclusion Well-designed visual aids tend to be highly effective tools for improving informed decision making among diverse decision makers. We identify five categories of practical, evidence-based guidelines for heuristic evaluation and design of effective visual aids.

Over 80% of the world’s people with visual impairment are living in countries which are financially dire. And over 50% of them are above the age of 50 years. The need for a system or of technology that would enable this sector of people to perceive the world in much the same way as the rest of us is imminent. The article presents a novel way to eliminate the use of data acquisition system (DAQ) systems/micro-controllers by incorporating a headphone jack. With the aid of a headphone jack, a cost-effective wearable ultrasonic module that would enable people with visual impairment to virtually see is implemented. Unlike conventional walking canes or its derivatives that do not offer effective feedback, the ingenuity in the proposed module is that it offers audible feedback to the user. The ultrasonic sensor is coupled with the headphone jack and the output of the sensor is relayed to the earphones with the help of a free mobile app (Mic To Speaker). This substantially reduces the cost of the module (since no DAQs/micro-controllers are used) and the processing needed as well.

This paper briefly discusses the design and implementation of a prototype that monitors temperature, humidity and ultraviolet solar radiation levels in a greenhouse set for the cultivation of garden tomato. The Scrum agile methodology was applied through the deployment of the prototype. The monitoring system is composed by low cost, commercially available sensors, a database and a computer program developed in JAVA. It provides charts, audible and visual alerts, as well as daily, monthly and yearly statistical reports of sensed data. Implementation in the greenhouse aids farmers in the decision- making process regarding crop exposure to the sun, water and ambient temperature, thus enhancing quality of the cultivation process.

In two experiments, we analyzed cross-cultural differences in understanding and recalling information about medical risks in two countries—Germany and Spain—whose students differ substantially in their quantitative literacy according to the 2003 Programme for International Student Assessment (PISA; OECD, 2003, 2010). We further investigated whether risk understanding can be enhanced by using visual aids (Experiment 1), and whether different ways of describing risks affect recall (Experiment 2). Results showed that Spanish students are more vulnerable to misunderstanding and forgetting the risk information than their German counterparts. Spanish students, however, benefit more than German students from representing the risk information using ecologically rational formats—which exploit the way information is represented in the human mind. We concluded that our results can have important implications for clinical practice.

Revision hip arthroplasty requires comprehensive appreciation of abnormal bony anatomy. Advances in radiology and manufacturing technology have made three-dimensional (3D) representation of osseous anatomy obtainable, which provide visual and tactile feedback. Such life-size 3D models were manufactured from computed tomography scans of three hip joints in two patients. The first patient had undergone multiple previous hip arthroplasties for bilateral hip infections, resulting in right-sided pelvic discontinuity and a severe left-sided posterosuperior acetabular deficiency. The second patient had a first-stage revision for infection and recurrent dislocations. Specific metal reduction protocols were used to reduce artefact. The images were imported into Materialise MIMICS 14.12®. The models were manufactured using selective laser sintering. Accurate templating was performed preoperatively. Acetabular cup, augment, buttress, and cage sizes were trialled using the models, before being adjusted, and resterilised, enhancing the preoperative decision-making process. Screw trajectory simulation was carried out, reducing the risk of neurovascular injury. With 3D printing technology, complex pelvic deformities were better evaluated and treated with improved precision. Life-size models allowed accurate surgical simulation, thus improving anatomical appreciation and preoperative planning. The accuracy and cost-effectiveness of the technique should prove invaluable as a tool to aid clinical practice.

Detecting characteristics of 3D scenes is considered one of the biggest challenges for visually impaired people. This ability is nonetheless crucial for orientation and navigation in the natural environment. Although there are several Electronic Travel Aids aiming at enhancing orientation and mobility for the blind, only a few of them combine passing both 2D and 3D information, including colour. Moreover, existing devices either focus on a small part of an image or allow interpretation of a mere few points in the field of view. Here, we propose a concept of visual echolocation with integrated colour sonification as an extension of Colorophone—an assistive device for visually impaired people. The concept aims at mimicking the process of echolocation and thus provides 2D, 3D and additionally colour information of the whole scene. Even though the final implementation will be realised by a 3D camera, it is first simulated, as a proof of concept, by using VIRCO—a Virtual Reality training and evaluation system for Colorophone. The first experiments showed that it is possible to sonify colour and distance of the whole scene, which opens up a possibility to implement the developed algorithm on a hardware-based stereo camera platform. An introductory user evaluation of the system has been conducted in order to assess the effectiveness of the proposed solution for perceiving distance, position and colour of the objects placed in Virtual Reality.

The article presents the description of the linguo-didactic potential of infographics as one of the leading visual aids in teaching Russian as a foreign language at the present time. Infogaphics must be considered a paralinguistic tool which externally styles a text, pragmatically affects a recipient and performs some didactic functions within an educational text (informing, semantizing, stimulating utterance, controlling and facilitating the reconstruction of communication situations). The article gives the observation of different references which help to realize the nature of infographics and the principles of their creation. The authors also present their own teaching material with infographics which can be used in a foreign audience: it is based on “Directed Activities Related to Text” method as it forces students to interact with the text, use their background knowledge and thinking. The material includes tasks which promote the activation of language and speech skills of foreign students. It was approbated in the Russian language course within "Foreign language" discipline at the Philological faculty at Pushkin State Russian Language Institute during 2018-2019/2019-2020 academic years: 3-year students of baccalaureate (students from Southeast Asia).

The application of an appropriate teaching methodology plays an important role in the acquisition of language skills. Soft skills such as oral and listening skills are all important for young adults who are about to enter the working world. However, soft skills are not well captured in the curriculum at the university level. Thus, employing Task-Based Language Teaching (TBLT) may hinder learners from noticing these important skills that are useful in real life. This study aims to demonstrate that the combination of TBLT and web-based language learning enhances student’s ability to acquire soft skills that are paramount in their real life. The following hypothesis guided the study: soft skills are enhanced through the use of a combination of task-based language teaching and web-based language learning. The experimental research design was used for the current study where a pre-test/post-test methodology was utilized. The target population for the current study was 300 third-year students studying English as a second language. Therefore, thirty students formed a sample size of the current study and were subjects of the experiment during one semester. The experiment consisted of exposing two groups fifteen each, randomly sampled, to a set of activities but using different methods, one of which was Computer Assisted Language Learning. Participant observation method was also used and was deemed important for the interpretation of the quantitative data. Data were analysed quantitatively. Thus, the results of the current study were derived from statistical analysis. The mean in the performance of the control group and the experimental group was significantly different. The findings of the study show that when learners are exposed to the web and visual aids, they become actively involved in the process of learning unlike in an aural environment. The study recommends the use of Computer Assisted Language Learning as a method of motivating and enhancing student’s development of soft skills. The application of an appropriate teaching methodology plays an important role in the acquisition of language skills. Soft skills such as oral and listening skills are all important for young adults who are about to enter the working world. However, soft skills are not well captured in the curriculum at the university level. Thus, employing Task-Based Language Teaching (TBLT) may hinder learners from noticing these important skills that are useful in real life. This study aims to demonstrate that the combination of TBLT and web-based language learning enhances student’s ability to acquire soft skills that are paramount in their real life. The following hypothesis guided the study: soft skills are enhanced through the use of a combination of task-based language teaching and web-based language learning. The experimental research design was used for the current study where a pre-test/post-test methodology was utilized. The target population for the current study was 300 third-year students studying English as a second language. Therefore, thirty students formed a sample size of the current study and were subjects of the experiment during one semester. The experiment consisted of exposing two groups fifteen each, randomly sampled, to a set of activities but using different methods, one of which was Computer Assisted Language Learning. Participant observation method was also used and was deemed important for the interpretation of the quantitative data. Data were analysed quantitatively. Thus, the results of the current study were derived from statistical analysis. The mean in the performance of the control group and the experimental group was significantly different. The findings of the study show that when learners are exposed to the web and visual aids, they become actively involved in the process of learning unlike in an aural environment. The study recommends the use of Computer Assisted Language Learning as a method of motivating and enhancing student’s development of soft skills.

The paper presents a theoretical overview of the notion “multimodal literacy” in the context of the multiliteracies pedagogy focusing on the research relevant to developing notions of literacy for twenty-first century higher education standards. The relevance of the topic is explained by the fact that the modern world is becoming more and more pluralist and increasingly dependent on new technologies and different modes of communication, students require new transdisciplinary skills and methods of learning. The author examines the changing pattern of literacy as broad, multidimensional knowledge, skills and attitudes. Literacy is viewed as a personal sociocultural capacity the development of which provides every student with the rules how to solve problems, to relate to others and survive in diverse social settings, and creates numerous opportunities for enhancing critical thinking and reflection as well. The foundation for students’ multimodal literacy in the digital learning environment of a higher education institution through theoretical and applied frameworks of visual, media, information and multicultural literacy is considered. The diverse affordance of digital tools and range of multimodal genres offer engaging new avenues for students’ creative expression on the basis of developing multimodal literacy. It is emphasized that successful life in a world of multimodal information requires fluency in a broad range of literacies to consume and create texts in visual, audio, and written formats, to evaluate messages in a variety of mediums, and to gain sociocultural awareness and the ability to communicate and live in a global diverse society. Pedagogic techniques across disciplines (multimodal essay, digital mapping project) are highlighted in view of their effectiveness in developing multicultural literacy of undergraduate students. It is an empowering practice for modern educators to incorporate multimodal tasks into a diverse learning environment, which teaches critical thinking and multimodal skills, enhances audio-visual rhetoric, develops writing and oral communication skills, and aids in self-expression and self-reflection.

The prevalence of either completely online or hybrid courses has continued to increase over the past decade, but properly designing the delivery mode of these courses remains a challenge. Whereas fully online institutions of higher education may focus on a purely online delivery format, more traditional colleges and universities have the challenge of balancing online and traditional classroom instruction using the hybrid course format. Whereas basic hybrid courses may have relied more on visual aids of instruction, this paper focuses on the effectiveness of enhancing these hybrid courses with audio lectures. Hybrid courses were created using PowerPoint slides consisting of a mix of visual and audio instructional delivery modes, and student surveys were subsequently administered at the conclusion of the semester to determine the ultimate effectiveness of audio enhancements. This paper presents the details of this case study, the corresponding statistical analyses and interpretations, and general concluding recommendations for audio-enhanced course design. Overall, the addition of the audio component to the hybrid course structure made the hybrid course experience more effective, increased the likelihood that the students would take or recommend future hybrid courses that contained audio enhancements, and made it more likely that the students would prefer a hybrid course to a traditional classroom-only course. Continued research is necessary to provide a more active learning experience and class community during the online components, and synergistically utilize classroom time more effectively to truly capture the benefits of both online and traditional instruction using the audio-enhanced hybrid course format.

Introduction: Intra-oral and extra-oral tissues are at risk of damage during orthodontic treatment, most commonly oral ulcerations. Clinicians should assess and monitor every aspect of patient’s treatment procedure to achieve an uneventful and successful final result. Objective: To evaluate occurrence of oral ulcerations in patients undergoing orthodontic treatment. To evaluate the most common type of ulceration and to assess the management of such ulcerations by the orthodontists. Materials & Method: A questionnaire-based study was used among Nepalese and international orthodontists. Data were analyzed statistically using descriptive analysis and Chi-square test, p<0.05 was considered to be significant with a confidence interval of 95%. Result: Most common oral ulceration encountered during orthodontic treatment was traumatic ulceration which was managed by symptomatic measures. There was a statistically significant difference in the method of education to the patients among national and international orthodontists. Conclusion: Careful use of instruments, careful fitting and adjustment of the appliances should be done to avoid oral ulcerations during orthodontic treatment. Topical medicines can be used for management of such ulcers. Nepalese orthodontists should focus on using audio-visual aids for patient education as it has great promise in enhancing patient understanding and in prompting behavioral change.

Background The process of informed consent has been examined for patients undergoing various procedures but not breast biopsy. Our study was a randomized trial that examined the effect of an educational flip chart as part of the informed consent. Methods A total of 122 patients referred for stereotactic or ultrasound-guided core breast biopsy were randomly assigned to receive an informed consent discussion with or without an illustrated flip chart. The chart included information about breast anatomy, pathology, and diagnostic procedures. Outcome measures included objective knowledge, subjective knowledge, anxiety, and satisfaction. Results Analysis showed few significant main effects of the intervention. However, results showed interactions between experimental condition and race/ethnicity, indicating that the intervention was effective in enhancing objective and subjective knowledge for African American but not Caucasian patients. Anxiety after consultation was higher among patients assigned to the flip chart condition, possibly because they were better informed about the risks of the procedure. Patients who underwent biopsy sooner after learning they needed one were more satisfied with their care. Conclusions The usual care consent process is effective for many but not all patients. Informed consent that employs visual aids may help overcome characteristics of the consent process that are ineffective for some patients.

Maintenance has been one of the most important domains for augmented reality (AR) since its inception. AR applications enable technicians to receive visual and audio computer-generated aids while performing different activities, such as assembling, repairing, or maintenance procedures. These procedures are usually organized as a sequence of steps, each one involving an elementary action to be performed by the user. However, since it is not possible to automatically validate the users actions, they might incorrectly execute or miss some steps. Thus, a relevant open problem is to provide users with some sort of automated verification tool. This paper presents a system, used to support maintenance procedures through AR, which tries to address the validation problem. The novel technology consists of a computer vision algorithm able to evaluate, at each step of a maintenance procedure, if the user correctly completed the assigned task or not. The validation occurs by comparing an image of the final status of the machinery, after the user has performed the task, and a virtual 3D representation of the expected final status. Moreover, in order to avoid false positives, the system can identify both motions in the scene and changes in the camera’s zoom and/or position, thus enhancing the robustness of the validation phase. Tests demonstrate that the proposed system can effectively help the user in detecting and avoiding errors during the maintenance process.

Introduction. According to the National Highway Traffic Safety Administration (NHTSA), 5,376 pedestrians were killed and approximately 70,000 were injured in 2015 in the US. Seventy-four percent of all pedestrian fatalities occurred in low illumination nighttime conditions, which is a two percent increase from the previous year (NHTSA, 2017; NHTSA, 2015). Pedestrians can wear visibility aids such as retroreflective material to increase their own conspicuity to drivers at night. The conspicuity benefit is maximal when the retroreflective material is strategically positioned to highlight the pedestrians’ “biological motion” (e.g., Wood, Tyrrell, & Carberry, 2005). Unfortunately, research indicates that most pedestrians are unaware of their own visibility and tend to overestimate their own visibility to drivers at night. However, upon hearing an educational lecture about nighttime visibility and retroreflection, people are more willing to purchase conspicuity-enhancing clothing (Borzendowski et al., 2014). Thus, it is apparent that education is key to increasing awareness of the conspicuity issues at night and therefore pedestrians’ safety. To our knowledge, typical pedestrians’ understanding of retroreflective and fluorescent materials has not been explored empirically. We hypothesized that typical roadway users do not understand the qualities of the retroreflective and fluorescent material until they see them under specific nighttime conditions. Further, we hypothesized that more in-person interaction with visibility aid materials would lead to more accurate judgments of their utility. The purpose of this study was to quantify observers’ judgments of visibility aids in a simulated nighttime setting before and during a visual demonstration. Methods. Eighty-four (84) participants, each of whom met pre-determined visual performance criteria, were included in the analysis. The Clemson University Institutional Review Board approved all procedures. This study followed a mixed factorial design. In the “pre-demonstration” phase, each observer inspected each of the nine test materials using one of three material presentation modes (Wall, Fixed, and Flexible). For each of the nine materials, the task was to provide a numeric estimate (magnitude estimation) of the brightness that the material would display during the demonstration. Following this, the demonstration began and observers provided new magnitude estimates for each of the nine materials. The 4” x 4” (10.2 cm x 10.2 cm) stimuli were four retroreflective (black retroreflective (hereafter “retro”), blue retro, purple retro, and silver retro) materials, four diffuse reflective (black, blue, purple, & silver) materials and one fluorescent material (yellow fluorescent). Experimenters had, in advance, perceptually matched the chromatic appearance of the retroreflective and paper materials (black, blue, purple, and silver) so that the chromatic appearance of the paper stimuli were similar to the retroreflective stimuli when viewed in room light. During the demonstration, however, each of the retroreflective materials appeared to be white/silver because their appearance chromatically matches that of the light source illuminating them. The observer sat in a chair positioned 20 feet (6 m) from the wall where the material samples were mounted for the demonstration. The observer was presented with the nine material samples using a new random sequence. Presentation of that material had three modes of interaction with the material: placed in the observer’s hand and easily manipulated (Flexible); placed in the observer’s hand and fixed to a rigid piece of cardboard (Fixed); placed on the wall 20 feet (6 m) away with no personal interaction (Wall). Each of the nine materials was presented in a predetermined randomized order for both the pre-demonstration and the demonstration phase. For the pre-demonstration phase, observers were asked to predict how bright each of the nine samples would appear when the room lights in the lab were turned off and only a desk lamp, positioned next to the participant, illuminated the sample. For the demonstration phase, observers were situated in a chinrest while still sitting in a chair positioned 20 feet away from the opposing wall of the lab. Observers then viewed each sample in “demonstration phase” (i.e., mounted on the wall and illuminated by the lamp). Observers provided a second magnitude estimate of the brightness of each material. After the experiment, observers competed a survey of their clothing and visibility aid choices during outside nighttime activities. Results. For brevity, only results that are directly relevant to the hypothesis under investigation are reported here. A mixed ANOVA tested the effects of material type, presentation mode, and presentation phase on the brightness magnitude estimations of each material used. There were three important findings. The most important finding is a significant interaction between presentation phase and material type, F(4.60, 372.79) = 213.77, p < 0.001, partial η2 = 0.73. The second most important finding is the significant three-way interaction between presentation phase, material type, and material presentation mode, F(9.20, 372.79) = 5.50, p < 0.001, partial η2 = 0.12. The third most important finding is the significant interaction between material type and material presentation mode, F(6.86, 372.79) = 5.17, p < 0.001, partial η2 = 0.11. In the survey analysis, 61% of observers reported in the post experimental questionnaire that they were frequently outside at night. Approximately 67% (67.1%) of observers reported that during the past week, they wore light-colored clothing while outdoors at night. Of these, 47% reported that they wore light-colored clothing because it was what they were already wearing during the day while only 25.5% reported wearing light colored clothes for safety reasons. Only one observer from the sample (0.01%) reported wearing a reflective vest outside at night. Seven percent (7.1%) of observers reported wearing fluorescent colored clothing outside at night with 20% of these reporting that this was motivated by safety reasons. In ranking the usefulness at night of the following items: light-colored clothes, retroreflective vest, fluorescent colored clothes, shoes with reflective patch on them, clothes with reflective patch on them, and flashlight, observers ranked the retroreflective vest as being most useful and the light-colored clothes as being least useful. Discussion. This study found that observers are not fully aware of how retroreflective materials function or how they can enhance the ability of drivers to see a pedestrian ahead. We found that naïve observers who closely inspected and touched retroreflective material more accurately judged its value than did observers who saw it from a distance. The methods of this study proved crucial to the study’s results, which indicate that although observers are generally unaware of the benefits of visibility aids they can better ascertain the benefits from touching and studying the material. The post-experimental survey showed that participants are somewhat aware of the appropriate clothing to maximize visibility at night but did not report actually using the appropriate clothing. This highlights a lack of appreciation for the visibility problem at night. Additional studies are needed to further explore observers’ understanding of nighttime visibility problems and to find effective interventions that encourage road users to maximize their own conspicuity at night.

Gaining mastery over the English language by undergraduates of universities has acquired much significance today because it plays a significant role in ensuring their future employability. This is highly relevant to the students of the Faculty of Arts and Culture (FAC), SEUSL, as a majority of them are from rural areas and pursue their degrees in the Tamil medium. Results of English language examinations held in recent years at the faculty indicate the poor command of English language of undergraduates, and the trend appears to be set firmly. Thus, the objective of this study is to explore the factors contributing to the poor performance of students in English language and to examine the ways in which this problem could be addressed. This is a qualitative study consisting of observation, interviews and focus group discussions employed as techniques of data collection. The study argues that the enrolment of students from rural background, psychological dimension of students, and the lack of reading habit among them are the key factors responsible for their poor level of English knowledge. Lack of physical resources such as visual aids, lack of learner centered teaching (LCT) method, and inexperienced teaching panel are also highlighted as additional factors contributing to the poor command of the language that inevitably leads to poor employment prospects for graduates after they pass out. Therefore, this study suggests that the prevailing trend can be reversed by enhancing the students&rsquo; self-confidence and changing their attitudes so they will be motivated to learn the language willingly; upgrading the physical as well as human resources available to students in the faculty will provide an additional impetus to enhance their proficiency in English language.

World is networked through internet today. There are various mobile Applications, which help people in many different ways, based on the purpose of the application. Due to the pandemic lockdown, now-a-days, the classes are conducted online, through modes like, video lectures and video conferencing. Apart from the forced school environment, one can create their own environment to study through online classes. Apart from the established online courses that already have study material and subtitles, the live classes for under graduate students, who begin to explore online education, get the first blow in understanding and educating themselves. Many students find it difficult to listen to lectures through video conferencing because of a cluster of students with different proficiency levels. In a classroom scenario, with the use of blackboard method or power-point presentation, the students somehow get the idea of the subject. That way, if not by listening to the teacher, visual aids help the students to grasp in a better fashion. The purpose of this study is to propose the development of a mobile application, to reduce the difficulties in listening lectures online. The application might act as a caption provider in the video lecture that helps the students to comprehend the subject better. This study is based on a survey taken among 100 undergraduate students from a particular institution in India, to enquire the hardships and hurdles of learning through online lectures. The result of the analysis provided the preference of captioned videos in video lectures for enhancing the purpose of online lectures. This study tries to prove the hardships of non-native speakers of English, while attending video lectures and providing a solution to the aforementioned, based on the survey, by implementing the idea of a mobile application to provide captions, during the live lecture.

For subjects whose instructional objectives are more skill-enhancing (psychomotor) such as mathematics subjects, visual aids are indispensable in the learning process. Any abstract concept in mathematics newly understood by a child needs immediate strengthening in order to settle, adhere and long lasting to be embedded in his own mindset and pattern of action (Ruseffendi 2003: 226). For this purpose it is necessary to learn through doing and understanding, not just memorize or remember facts that would be easily forgotten and difficult uniuk owned. As the phrase often expressed by the experts, that: I heard then I forget, I see then I know, I do then I understand. That's why in the teaching of mathematics in elementary school (SD) is still required the use of props. As teachers we need to know the various props that can be used in teaching mathematics subjects, especially in teaching mathematics in elementary. Mathematics subjects on the implementation should be pursued with conducive learning conditions in the sense of an active learning, creative, effective and even innovative. To create a conducive learning condition, there should be an effort to maximize the utilization of existing facilities and infrastructure, even if deemed necessary a teacher can make their own props needed. Mathematics lesson material can not only be conveyed through information or just rely on the formulas, but must be pursued a verification in an effort to avoid verbalism. Othello displays in mathematics lessons conducted at SDN 04 KOTO RANAH Subdistrict IV Nagari Bayang Utara Pesisir Selatan District Lesson Year 2015/2016 can be summarized as follows: In general, student achievement in SDN 04 Koto Ranah District IV Nagari Bayang Utara Pesisir Selatan Regency Year The 2015/2016 lesson prior to the action of beluni reached the optimal level in solving mathematical problems in the broad subject. With props stimulates the liveliness and creativity of learners, it is proven learners Sdn 04 Koto Ranah District IV Nagari Bayang Utara Pesisir Selatan District Lesson Year 2015/2016 during the learning not only silent, but students actively and creatively seek and find a problem the teacher presented. The use of Othello props can have a positive impact on improving students / learner abilities according to the potential of each learner. This is evident in the change in evaluation results that increase from each learner from the first action to the third action.

e18515 Background: The COVID-19 pandemic created an urgent need for timely and accurate public health information. This is especially true for those with cancer because they face higher morbidity and mortality from COVID-19. At the same time, the disproportionate impact of the pandemic on Latinx populations underscores the need for information to reach Spanish-speakers. Given the large proportion of Spanish-speakers in the U.S., healthcare institutions have a professional and moral obligation to meet this critical need. Methods: We conducted a multi-modal, mixed method document review study to evaluate the equity of online information about COVID and cancer available to English- and Spanish-speakers from seven north Texas healthcare institutions. We sampled 50 websites (33 English, 17 Spanish) over a one-week period in May 2020. Websites included 27 healthcare institutions and 23 external organizations (e.g. CDC). Thematic content was analyzed using a coding conversion process; literacy level was measured using Readability software; accessibility was measured using the Patient Education and Materials Assessment Tool (PEMAT); and video and diversity content were defined and counted. Results: Content on Spanish websites was sub-optimal compared to English. We observed significant differences in thematic content, poor linkage to external Spanish content, and errors in translation. Whether differences were intentional was unclear. Across all sites, content specifically about COVID and cancer was more prevalent in English than Spanish (58% vs. 43%). Three institutions’ websites contained no information about COVID specifically for cancer patients, and three institutions included only a banner link to COVID updates or information from their main oncology page. Only one institution’s website included comprehensive COVID-related information specifically for cancer patients, such as postponing treatment, oral cancer treatments, and extra assurances taken for protection during in-person care; however, this website was available in English only. Spanish websites scored on average at a lower literacy level than English (11th vs. 13th grade). Using the PEMAT, healthcare institutions’ average accessibility of Spanish pages (n = 7) was slightly lower than that of English pages (n = 19) (77% vs. 81%, respectively), due mostly to discrepancies in English-only videos and visual aids; conversely, among external organizations’ websites, the average accessibility score of Spanish pages (n = 10) was higher than that of English pages (n = 13) (86% vs. 83%, respectively). Conclusions: In one region, Spanish-speakers lack equitable access to information about COVID-19 and cancer compared with English-speakers, leaving an already vulnerable patient population at greater risk for poor health outcomes. We offer recommendations for enhancing equity of access to information.

The present study is an attempt to investigate the effective of using projected visuals, pictures in the form of slides displayed through projectors, in teaching English collocations on students’ learning. To this end, 60 Iranian EFL learners were selected out of 90 based on their performance on a language proficiency test, PET, and were assigned randomly into two homogeneous groups of control and experimental. Both groups took a 40-item researcher-made, validated pretest of collocations whose reliability was calculated as 0.74 through KR-21. 130 collocations were presented to each group in ten sessions through ten tables which consisted of 10 to 15 collocations with their L2 definitions and L1 (Persian) equivalents. The control group was required to make sentences, including the newly instructed collocations following the examples provided by the instructor, while the experimental group was shown a set of slides related to the newly-instructed collocations and was asked to determine the intended collocation related to each picture. After receiving ten treatment sessions, both groups took the posttest. The collected data were analyzed through ANCOVA and the results indicated that the experimental group significantly outperformed the control group. Therefore, the use of visuals as instructional aids in teaching English collocations is proved helpful and recommended to those EFL instructors who are seeking for enhancing their students’ learning through more effective materials.

Purpose The purpose of this qualitative study was to explore parent and youth perspectives of the decision-making process to start continuous glucose monitoring (CGM). Methods Youth with type 1 diabetes and their parents were assessed with semistructured interviews before adding CGM to their regimen and 2 months after device initiation. Interviews focused on parent, youth, and provider decision-making roles and suggestions for enhancing youth decision-making involvement (DMI). Data were coded and analyzed using thematic analysis. Results Youth (N = 41; 13.7 ± 2.9 years) were categorized into decision-making roles: (1) youth primary decision maker (54.8%), (2) youth primary decision maker with parental influence (14.3%), (3) parent primary decision maker with youth agreement (26.2%), and (4) parent primary decision maker without youth agreement (4.8%). Participants described that clinicians provided information, recommended CGM, and gave support. Recommendations to enhance youth DMI included that youth should ask questions, express opinions, and do their own research. Providers should give unbiased information and use visual aids (eg, show the device and videos) to engage youth. Conclusions Participants agreed that whereas youth should have a primary role in the decision about CGM, parental and provider support is critical. Parents and providers can facilitate dialogue by directly engaging with youth about their thoughts, feelings, and concerns. Provider use of visual aids may enhance youth engagement and expectations.

Purpose Oil and gas industries play a major role for the growth of world economy, and drilling operation is considered as most important and hazardous procedure at the same time for oil and gas drilling crew because of the lack of effectual and user-friendly safety and health teaching and learning aids with updated knowledge and training capability. According to the previous studies, there is an urgent industrial need for user interactive technological aid for enhancing the teaching and learning of oil and gas drilling crew and safety officials at onshore and offshore drilling domains to fulfill the requirements of fourth industrial and educational revolutions. Therefore, this proposed virtual reality (VR)-based Hazard Free Operation (HAZFO Expert 2.0) teaching and learning aid to reduce the workplace risk and hazards to enhance the vestibule and experiential learning performance of oil and gas drilling process at Pakistani drilling industries. Design/methodology/approach In this proposed product based study for interactive teaching and learning application for industry, sequential explanatory research design will be adopted to prevent the accidents according to the modern technologies in this era of IR 4.0. Whereas, for the development of VR-based educational aid for Pakistani oil and gas industries, Autodesk 3ds Max, visual studio and MySQL software’s will be used. Findings This new concept of VR-based interactive educational aid (HAZFO Expert 2.0) for accident prevention at oil and gas drilling industries will be based on potential hazards and their suitable controlling measures for onshore and offshore drilling sites. Practical implications VR-based interactive educational aid for oil and gas workforce will facilitate the health and safety professionals for the elimination of potential hazards associated with oil and gas drilling activities to the next level of identification of hazards which has been identified in HAZFO Expert 1.0 at onshore and offshore drilling sites. Originality/value This proposed VR-based interactive educational aid for safe drilling process will be the first visual teaching and e-learning technology which covers all onshore and offshore drilling operations in Pakistani oil and gas industries and provides effective hazard controlling strategies to overcome challenging industrial hazards.

South Carolina (SC) ranks 6th in the United States for new HIV cases (South Carolina Department of Health and Environmental Control, DHEC, 2011). To reduce this troubling trend, education and prevention efforts are needed to raise young adults’ awareness of HIV/AIDS issues. Existing prevention information is rarely in a format that appeals to youth. Visuals in graphic novels can motivate students to read, and can aid in their understanding of text (see Carter, 2007, and Gavigan, 2011, for example). To meet this need, the researchers and a graphic illustrator, working with students in the SC Department of Juvenile Justice School District, developed an age-appropriate, culturally diverse graphic novel on HIV/AIDS, entitled, AIDS in the End Zone. It was tested with young adults in SC public libraries in 2013 using pre- and post- surveys to measure knowledge gains from reading the graphic novel. Preliminary results of the surveys will be discussed and focus group data will be presented. Ways in which the project could be replicated in other libraries and classrooms will also be discussed.

В повышении эффективности процесса обучения значительную роль играет использование наглядных пособий и учебного оборудования, в том числе лабораторных испытательных стендов, работа с которыми дает возможность будущему специалисту закрепить на практике полученные знания. В статье дается описание лабораторного стенда, разработанного сотрудниками кафедры электроснабжения РГАТУ им. П.А. Костычева и предназначенного для обучения студентов по основной образовательной программе высшего образования направления подготовки Электроэнергетика и электротехника . Разработанный стенд предоставляет широкие возможности по изучению электромеханических защитных устройств вторичной коммутации приборов релейной защиты (РЗ) и автоматического повторного включения (АПВ), позволяет проводить исследование ряда явлений, происходящих в электросети при срабатывании данных устройств, в частности, явления самозапуска электродвигателей при восстановлении питающего напряжения после перерыва питания. Представлено краткое описание опытов, проводимых на данном стенде и наглядно раскрывающих принцип действия АПВ выключателей с электромагнитным приводом, совместную работу комплектов РЗ и АПВ при имитации устойчивых и неустойчивых коротких замыканий (КЗ). Отдельно рассмотрен опыт по определению влияния бестоковой паузы до АПВ на время самозапуска асинхронного электродвигателя. Результаты проведенного лабораторного исследования наглядно демонстрируют существование пропорциональной зависимости между величиной бестоковой паузы и временем самозапуска асинхронного электродвигателя, необходимым для восстановления его номинальной частоты вращения. В эксперименте помимо устройств, непосредственно входящих в состав испытательного стенда набора электромеханических реле, магнитных пускателей, переключателя и т.д., использован ряд дополнительных приборов и устройств: асинхронный электродвигатель, электросекундомер, однофазные трансформаторы, лабораторный автотрансформатор, мультиметр и др.In enhancing the effectiveness of the learning process, the use of visual aids and modern training equipment, including laboratory test benches, plays a significant role. Working with them enables the future specialist to consolidate the knowledge gained in practice. The article describes the laboratory stand, developed by the staff of the Department of Power Supply, Ryazan State Agrotechnological University Named after P.A. Kostychev, and intended to teach students on the basic educational program of higher education areas of training Power and electrical engineering. The developed stand provides ample opportunities for the study of electromechanical protective devices of secondary switching devices of relay protection and automatic reclosing, allows to study a number of phenomena occurring in the electrical network when these devices are triggered, in particular, the phenomenon of selfstarting electric motors voltage after a power break. A brief description of the experiments carried out at this stand and clearly revealing the principle of the operation of automatic reclosing switches with an electromagnetic drive, the joint operation of sets of relay protection and automatic reclosing in the simulation of stable and unstable short circuits is presented. Separately, the experience of determining the influence of a currentfree pause on the selfstarting time of an asynchronous motor is considered. The results of the laboratory research clearly demonstrate the existence of a proportional relationship between the value of the dead time and the selfstarting time of the asynchronous electric motor, which is necessary to restore its nominal speed. In the experiment, in addition to the devices that are directly part of the test bench a set of electromechanical relays, magnetic starters, switches, etc., a number of additional devices and devices were used: asynchronous electric motor, electric stopwatch, singlephase transformers, laboratory autotransformer, multimeter, etc.