Exploring The Attitude Of College Students Towards Tai Chi: A Quasi Experiment Of A Short Tai Chi Course (Stcc)

Now rank universities are actively carry out the physical education of Chinese traditional sports, including tai chi course is the most common, and colleges and universities are equipped with the corresponding physical education teachers to teach tai chi chuan, this for the development and popularization of taijiquan provides a good place to start. This article adopts the method of mathematical statistics analysis to tai chi course in common colleges and universities as the research object to study. As a result, the taijiquan movement cultures the present situation in China and its influence on college students. In ordinary colleges and universities in Beijing, although many colleges and universities opened a tai chi class movement of physical education, but, in the eyes of students did not get the attention, practiced tai chi and the number of people willing to practice tai chi chuan for a long time not many.

Breast cancer is the second leading cause of malignancy among women in Indonesia. Breast Self-Examination (BSE) is one way of early detection to determine the presence of a mass in the breast. But in reality, the awareness to do BSE is still lacking among women. This study aims to determine changes in the level of knowledge, attitudes, and behavior of women of childbearing age (WUS) after attending BSE online classes. This study uses a one-group pretest-posttest . The population in this study were women of childbearing age who came to the integrated service post. Subjects were selected using a purposive sampling technique according to the inclusion criteria of as many as 25 respondents. Based on the results of the research conducted, there are differences in scores before and after the online class on BSE. Before counseling the average score was 53.8 after counseling the average score was 63. The results of the bivariate analysis the average behavioral pretest score was 2.76 while the post-test average was 5.64 with a p-value of 0.01 <0.005 so it was concluded that there was a significant difference in the average pretest and post-test behavior scores. The average pretest knowledge score is 17.48 while the post-test average score is 22.96 with a p-value of 0.01 <0.005 there is a significant difference in the pretest and post-test knowledge scores. The pretest attitude score was 53.8 while the post-test score was 63 with a p-vale value of 0.01 <0.005, indicating that there was a significant difference between the pretest and post-test attitude scores. This shows that online classes have a positive influence on WRA's behavior to do BSE. As a comparison tool for the world of science in enriching information about BSE behavior, it is necessary to conduct research using other methods that further explore the activity of respondents, for example through video media.

Writing is an important part of communication. It allows one to communicate with a wider audience with greater understanding and simplicity. However, poor writing skills have a significant impact on a student's ability to communicate with others. The writing process itself interferes with learning for a student who is struggling with a writing problem. The purpose of the study was to find out if using the portfolio assessment strategy in terms of reflective journal writing and picture series will be an effective writing strategy in improving writing skills performance in Grade 8 English. Specifically, it was geared towards answering the following questions: 1. What is the frequency and percent distribution of the students’ scores in English Writing? 2. What is the mean pretest score of the respondents before utilizing the portfolio assessment strategy in writing? 3. What is the mean posttest score of the respondents after using the portfolio assessment strategy in writing? and 4. Is there a significant difference in the pretest and posttest of the students in writing before and after using the portfolio assessment strategy in writing? Results revealed that there is a significant difference in the mean pretest and posttest scores of the respondents in writing activities using the portfolio assessment strategy.

Objective explore the effect that solution-focused group counseling improve college students' interpersonal relationship; Methods the group members are recruited by campus radio, Internet, posters and other forms, 36 students are selected by using comprehensive diagnosis scale of interpersonal relationship, and the pairings are divided into experimental group and control group, each group are 18 people. The experimental group is implemented by the solution-focused group counseling, the experimental and control group are posttest after the solution-focused group counseling finish. Results the pretest results showed that there are no significant differences between the experimental group and the control group in the comprehensive diagnosis scale of interpersonal relationship, the posttest results show that there are significant difference between the experimental group and the control group in the comprehensive diagnosis scale of interpersonal relationship (t=−3.569, (P<0.01), in intra-group comparison, there are significant difference in pretest and posttest results in comprehensive diagnosis scale of interpersonal relationship in experimental group (t=21.000, P<0.05), and there are no significant difference in pretest and posttest results in comprehensive diagnosis scale of interpersonal relationship in control group. Conclusion solution-focused group counseling is an effective way to improve the interpersonal relationship of college students, which can effectively improve the interpersonal relationship level of college students.

This study about the Vocabulary Aid (VocAid) focused on the acceptability and effectiveness of the material. The goal of the study was to determine how well-accepted science teachers were in the validation of the Vocabulary Aid (VocAid) in science for students in Grade 10. The second objective was to assess how well students were using vocabulary aid (VocAid). The study also looked for a significant difference between the Grade 10 students' pretest and posttest results. Quasi-experiment specifically one-group type and descriptive research design were utilized in the study. The results were interpreted using statistical tools such as Mean, Standard Deviations, and Paired t-test. The subject of the study was a group of fifty (50) former Grade 10 students of San Roque National High School in Victoria, Laguna from S.Y: 2019-2020. Selected fifteen (15) science teachers evaluated the Vocabulary Aid (VocAid) for acceptability in terms of appearance, content, usability, conformity, accuracy, and clarity. The level of acceptability of the Vocabulary Aid (VocAid) in terms of Appearance, Content, Usability, Conformity, Accuracy, and Clarity was Highly Acceptable. Statistical analysis also shows an increase in posttest over pretest which shows that the learners? performance was enhanced. The difference in pretest and posttest is significant as manifested by the probability value less than 0.05 level. Vocabulary Aid (VocAid), a tool to enhance learners' vocabulary skills, was the goal of this research. The results suggest that the Vocabulary Aid is a useful teaching tool for improving students' Science performance. It can be inferred that the instrument can be used in conjunction with subject instruction and discussion. The findings demonstrated that students who use Vocabulary Aid (VocAid), which allows them to quickly generate vocabulary definitions, comprehend science concepts more fully. Hence, the null hypothesis stating that there is no significant difference in posttest and pretest is rejected. In light of the findings and conclusion, it is highly suggested that vocabulary aids (VocAid) be developed for other subject areas to help students improve their vocabulary. In order to make the VocAid more engaging and practical to use, the researcher also advises turning it into a digital app.

P.3.d.022 Body mass index, obesity, physical activity level, eating habits and neuroleptics in inpatients with schizophrenia

Effects of Group Exercise (Sports Team) on Hospitalized Depressed Patients

This paper studied the Mobile informatization teaching model applied in the college students' mental health education course in order to see its effect on improving the level of college students' mental health. In this study, we used the pretest-posttest experimental designs. The mobile teaching application -super star xuexitong was taken as the teaching tool. Subjects were divided into the experimental group and the control group and were measured by the Symptom check list-90. In pretest, there was no significant difference between the experimental group and the control group. In posttest, the experimental group's the Symptom checklist-90 scores changed significantly, In addition to psychotic factor, all other factors' scores were significantly lower than the control group, the experimental group's the Symptom check list-90 scores also had great significant differences in pretest and posttest. Similarly, in the questionnaire survey of "Simple Teaching Effectiveness Evaluation", there was a significant difference in the satisfaction of the teaching effect between the experimental group and the control group. In terms of satisfaction of teaching effect, the experimental group was significantly better than the control group. The mobile informatization teaching model applied to the teaching practice of mental health education course can improve college students' mental health. Students who used the mobile informatization teaching model showed a higher satisfaction than control group.

For a long time, Tai Chi education courses are based on the traditional model of education. Traditional educational model has many limitations for the current Tai Chi education, especially for Tai Chi as a special Chinese traditional item. Siedentop’s “Sport Education Model” was emphasized for a long time and has been successfully applied in Australia and New Zealand. This paper discusses Siedentop’s “Sport Education Model” Theory, combined with the present teaching problems during the process of Tai Chi and constructed a Tai Chi Sport Education Curriculum Model.

Falls among older adults is a pressing public health challenge. Considerable research documents that longer tai chi courses can reduce falls and improve balance. However, longer courses can be challenging to implement. Our goal was to evaluate whether a short 6-week modified tai chi course could be effective at reducing falls risk if older adults designed a personal home practice plan to receive a greater tai chi "dose" during the 6 weeks. A 3-city wait-listed randomized trial was conducted. Habituation Intention and Social Cognitive Theories framed the "coaching" strategy by which participants designed practice plans. RE-AIM and Treatment Fidelity Frameworks were used to evaluate implementation and dissemination issues. Three advisory groups advised the study on intervention planning, implementation, and evaluation. To measure effectiveness, we used Centers for Disease Control and Prevention recommended measures for falls risk including leg strength, balance, and mobility and gait. In addition, we measured balance confidence and executive function. Program Implementation resulted in large class sizes, strong participant retention, high program fidelity and effectiveness. Participants reported practicing an average of 6 days a week and more than 25 min/day. Leg strength, tandem balance, mobility and gait, balance confidence, and executive function were significantly better for the experimental group than control group. The tai chi short course resulted in substantial tai chi practice by older adults outside of class as well as better physical and executive function. The course reach, retention, fidelity, and implementation across 3 cities suggest strong potential for implementation and dissemination of the 6-week course.

Background and aims: The present study aimed to determine the effect of acceptance and commitment therapy on perceived stress, resilience, and the quality of life in thalassemia major patients in Lordegan during 2015-2016. Methods: This semi-experimental study used the pre-test and post-test designs with a control group and period. The samples included 40 patients with thalassemia major who referred to Lordegan Shohada hospital, were selected by the purposeful sampling technique based on the inclusion and exclusion criteria, and were randomly assigned to experimental and control groups. The experimental group received eight-week sessions of the acceptance and commitment-based therapy, while the control group received no intervention until the end of the study. The data were collected by the perceived stress questionnaire (Cohen et al), Researcher Conner and Davison Resilience Scale, and the World Health Organization Quality of Life (SF-26). Finally, the obtained data were analyzed using the SPSS software, repeated measure, and covariance tests Results: The results showed that there was a significant difference between the experimental and control groups in terms of the perceived stress, resilience, and the quality of life (P&lt;0.001). In addition, based on the results, 66% of the changes in the perceived stress scores, 81% of the difference in the resiliency scores, and 75% of the difference in the quality of life scores were related to the impact of therapy based on the acceptance and group commitment. Further, the results of the analysis variance of the internal group revealed that the effect of therapy based on the acceptance and commitment on the perceived stress, resilience, and the quality of life had a significant difference in pretest, posttest, and follow-up stages. Conclusion: In general, the therapy based on the acceptance and commitment is found to be a useful practice in reducing the perceived stress while increasing the resilience and improving the quality of life in patients with thalassemia major.

Background: Communication technology development has provided easier and quicker services in various medical fields. One of the main applications of tele-communication is tele-education, which helps in remote education of students. This study was designed to compare impact of tele-education and regular education methods on anesthesiology residents. Methods and Materials: Anesthesiology residents participated in both tele-education and regular courses during a one-year period. Various related subjects were taught in tele conference and regular sessions. In each course, residents were assessed by pretest and posttest exams. Finally, satisfaction was evaluated regarding quality of sessions using questionnaires especially prepared for the purpose. Results: Mann-Whitney U test showed no statistically significant difference in pretest (p=0.15) and posttest (p=0.07) results of both courses, although this difference was notably in favor of tele- posttest results. The highest rate of satisfaction among residents was dedicated to saving to get to tele conference classes. Moreover, 92.59% of residents preferred to take part in tele conference classes. Conclusion: The study showed that tele-education and regular methods could be equally effective in the education of residents. Some advantages of tele-education for anesthesiology residents were high satisfaction of residents, time saving, and overcoming long distance. Tele-education could be regarded as an effective substitute for regular education of anesthesiology residents. s.

The purpose of this study was to examine the effect of ACGCC on enduring time ofmice.184 healthy mice (ICR) at the age of 5-6 weeks, weight of 26±3.68g, and 23.72±10mins of pre-test enduring time were subjects. Subjects were randomly assigned into four groups [no ACGCC no exercise group (C1), no ACGCC exercise group (C2), ACGCC no exercise group (M1), and ACGCC exercise group (M2)] with sex and pre-test enduring time. The medicinal groups were asked to oral injecting 100mg ACGCC six days every week. After second and fourth weeks, subjects were asked to exercise to exhaust on a treadmill. The result from this study shows as follows: 1.The enduring time was higher in post-test than in pre-test after second and fourth weeks in M2 groups in male and female mice(p＜0.01). 2.The enduring time was lower in post-test than in pre-test after second and fourth week sin C1 and M1 groups in male and female mice(p＜0.05, p＜0.01). 3.The enduring time was no significant difference in pre-test and post-test after second and fourth weeks in C2 groups in male and female mice. 4.The enduring time was higher in post-test in M2 groups than in C1,C2,and M1 groups after second and fourth weeks in male mice(p＜0.05). 5.The enduring time was higher in post-test in M2 groups than in C1, C2, and M1 groups after second week in female mice(p＜0.05). 6. The enduring time was higher in post-test in C2 and M2 groups than in C1 and M1groups after fourth week in female mice (p＜0.05). This result indicates that the increased enduring time is associated with ACGCC and training. Enduring time can be stimulated by an additive synergistic effect between ACGCC and training.

Using Simulation to Improve Students’ Proficiency in Taking the Sexual History of Patients Identifying as LGBTQ: A Pilot Study

IntroductionDemonstration of competence in neonatal resuscitation is critical for health care providers who provide newborn care because each year, approximately 400,000 (10%) newborns require resuscitation in delivery rooms across the United States. Therefore, neonatal resuscitation skills certification is provided to graduates entering specific specialties at the beginning of residency and renewed biennially through the American Academy of Pediatrics and the American Heart Association. However, there is no formal curriculum to prepare medical (MD) and physician assistant (PA) students prior to graduation.MethodsWe developed a neonatal resuscitation curriculum for MD and PA students using a blended learning approach. The curriculum included web-based interactive teaching modules, a demonstration video of a mock neonatal resuscitation, and a neonatal resuscitation simulation. Final-year MD and PA students were evaluated using pre-/posttest, a neonatal resuscitation checklist, and an optional survey on interprofessional communication skills, roles, and responsibility.ResultsEighteen health professions learners completed the neonatal resuscitation curriculum. A paired-samples t test was conducted to compare pretest and posttest scores. There was a significant difference in pretest (M = 61.4, SD = 15.3) and posttest (M = 78.6, SD = 8.0) scores, t(17) = −4.7, p < .001. The mean score on the checklist was 79%. Learners strongly agreed/agreed that the simulation improved skills performance (100%), communication skills (92%), and understanding of roles and responsibilities (83%) during a neonatal resuscitation.DiscussionThere were improvements in knowledge, procedural, and interprofessional skills in learners who received the neonatal resuscitation curriculum.