DVD Format Research Articles

Translation of a psychosocial education program for congenital adrenal hyperplasia in DVD format

Congenital Adrenal Hyperplasia (CAH) is a life threatening requiring good parental knowledge, in order to manage the daily care and any clinical problems arise. The impact of the condition is significant regardless of cultural background, with near death experiences and genital ambiguity occurring. Parents need to adjust to the burdens, that having a child with CAH creates, for all the family members. The authors have developed a validated CAH psychosocial education program (PEP) for families, which focuses on the essential information required to understand and manage CAH and which has been transformed into a DVD format, to improve access of families to educational resource information. This PEP has proven to be of vital importance in helping families manage this chronic condition[1]. However, it became apparent that families living form non-English speaking backgrounds, and those living in developing countries of South East Asia, did not have access to sufficient resource materials.

One Film, or Many?: The Multiple Texts of the Colonial Korean Film Volunteer

Until recently, studies on films from colonial Korea in the Japanese empire had to rely primarily on secondary texts, such as memoirs, journal and newspaper articles, and film reviews. The recent discovery of original film texts from archives in Japan, China, Russia, and elsewhere and their availability on DVD format, prompted an important turning point in the scholarship. However, juxtaposing these newly released DVD versions with other archival sources exposes significant differences among the existing versions of texts. For instance, a newly discovered script reveals that important segments are missing in the recently released DVD version of the propaganda film Volunteer . There also exist important discrepancies in the dialogue among the original film script, the actual film version, the synopsis, and the Japanese subtitles. Some of the Korean-language dialogue, which might be interpreted as exhibiting some ambivalence toward Japanese imperial policies, was completely silenced through strategic omissions in the Japanese-language subtitles targeting Japanese audiences. Some Japanese-language translations of the script also exhibit drastic changes from the original Korean-language dialogue. Piecing together such fragmented and fraught linguistic dissonance found in the colonial archives, we can conjecture that viewers from the colony and the metropole of Volunteer may have consumed very different versions of the film. This article aims to examine the significance of such dissonance, which has only recently become audible in so-called films of transcolonial coproduction.

The Effect of LACE DVD Training in New and Experienced Hearing Aid Users

Numerous studies have demonstrated that improving the ability to understand speech in noise can be a difficult task for adults with hearing aids (HAs). If HA users want to improve their speech understanding ability, specific training may be needed. Auditory training (AT) is one type of intervention that may enhance speech recognition abilities for adult HA users. The purpose of this study was to examine the behavioral effects of an AT program called Listening and Communication Enhancement (LACE) in the DVD format in new and experienced HA users. While some research has been conducted using the computer version of this program, no research to date has been conducted on the efficacy of the DVD version of the LACE training program in both new and experienced HA users. An experimental, prospective repeated measures group design, with random assignment. Twenty-nine adults with hearing loss were assigned to one of three groups: new HA plus training, experienced HA plus training, or control (new HA users with no training during the study but provided with training afterward). New HA aid users were randomly assigned to either the training or control group. Participants in the training groups completed twenty 30 min training lessons from the LACE DVD program at home over a period of 4 wk. Participants in both training groups were evaluated at baseline, after 2 wk of training and again after 4 wk of training. Participants in the control group were evaluated at baseline and after 4 wk of HA use. Several objective listening measures were administered including speech in noise, rapid speech, and competing sentences tasks. Subjective measures included evaluating the participants' perception of the intervention as well as their perceptions of functional listening abilities. Findings indicate that both new and experienced users improved their understanding of speech in noise, understanding of competing sentences, and communication function after training in comparison to a control group. Effect size calculations suggested that a larger training effect was observed for new HA users compared to experienced HA users. New HA users also reported greater benefit from training compared to experienced users. AT with the LACE DVD format should be encouraged, particularly among new HA users, to improve understanding in difficult listening conditions.

AutomatedWorkflow for Archiving Video Art in DVD Media

From 2000 to 2010, the great majority of artists submitting video art work to the Blanton Museum of Art at the University of Texas at Austin did it in DVD format. To archive these works in an HPC storage resource where they will be actively managed and preserved, the DVDs have to be converted into files that can fulfill both preservation and access functions. A survey of the technical lineage of the pieces as well as best practices in digital and in video preservation were important to decide the configuration of an automated workflow and the components of a SIP to submit the video files to storage. Quality video metrics were used to achieve a losseless conversion of the DVDs and were included in the workflow to verify the integrity of the conversions. Metadata about the files is gathered to dynamically customize the conversion processes according to the characteristics of the input DVD. Process information and technical metadata are recorded in a METS document that forms part of the SIP. Built with open source software, the workflow is integrated to the iRODS implementation of the storage resource as part of the ingest process.

Book Review: Anesthesia and Perioperative Care for Aortic Surgery

Caring for patients undergoing aortic surgery requires a comprehensive knowledge of both the pathophysiology of aortic disease as well as its major comorbidities. Coupled with the major trauma and physiologic insults experienced in the perioperative period, these high-risk patients often experience significant morbidity and, regrettably, tangible mortality. Accordingly, optimizing perioperative outcomes requires expert knowledge of the complexities of aortic surgical and anesthetic management. Prior to the publication of this present textbook offering from Subramanian et al., it was necessary to consult a wide array of reference texts to amalgamate the detailed knowledge required for such comprehensive care. With this textbook, Subramaniam et al. fill a gap in the compendium of anesthesia literature, as it is the only currently available textbook to focus specifically on perioperative care of the aortic surgery patient. It provides a comprehensive review of aortic anatomy, pathophysiology of aortic disease, perioperative care, and details of the various surgical procedures (ascending aorta, arch, descending thoracic aorta, abdominal aorta, congenital, trauma, and endovascular procedures). Important aspects of echocardiography, cerebral monitoring, spinal cord protection, and renal protection are also highlighted. The topics covered within the text are both comprehensive and, for the most part, well written. The range of subjects chosen by the editors attests to their experience in the field, hence, they are able to approach the intricacies of aortic surgery in an organized fashion. The wonderful images within the book, comprising diagrams, photographs, and radiographic images, easily facilitate the explanation of complex aortic anatomy and surgical techniques. The colour diagrams are a valuable adjunct to the text, enabling the reader to understand visually what is often hard to conceptualize and subsequently teach. Despite its many unique and valuable qualities, the text is not without some limitations. The static echocardiographic images presented, although adequate, could benefit from some digital content, either online or in DVD format. This might allow readers to appreciate the dynamic aspects of imaging by including more detailed echo loops with enhanced resolution. As is common with multi-author texts, the writing style varies considerably amongst chapters. This in itself is not a limitation, but the repetition of some material is somewhat troublesome, if not inconsistent. For example, several topics (e.g., spinal cord monitoring) are reviewed by multiple authors in scattered chapters throughout the text. Unfortunately, the depth and detail are sufficiently different that they may serve to confuse the novice reader rather than enhance their knowledge. This issue likely could have been solved with additional editorial input. Although there are many strong chapters uniquely covering all aspects of this complex topic, a notable weakness is the chapter on the postoperative care of the patient. The point-form nature of its narrative is at odds with the style in the remainder of the book and is a somewhat superficial dissertation on this important aspect of the care of the aortic surgery patient. Perhaps a future second edition might be targeted to address this relative weakness. A final limitation is highlighted in the end of text indexing. Specifically, it appears that the indexing of material is inaccurate beyond chapter 8, which makes it difficult, if not impossible, to use the index as a guide to finding required material within the body of the textbook. C. Fedorow, MD (&) H. Grocott, MD St. Boniface Hospital, Winnipeg, MB, Canada e-mail: cfedorow@me.com

Tailored DVDs: A novel strategy for educating racially and ethnically diverse older adults about their medicines

IntroductionThe availability of comprehensive and accurate medication history information in electronic medical records and through electronic prescribing provides the opportunity to create tailored interventions based on individuals’ particular medication information needs. To meet the challenges of providing medication information to low-literate English and Spanish speaking older adults, we sought to create individualized, culturally and linguistically inclusive medication education materials for older adults from diverse backgrounds. MethodsWe used a mixed-method design including a systematic review, analysis of existing data, a telephone survey (n=326), and exploratory focus groups stratified by race/ethnicity and language spoken (11 focus groups; n=106) to identify what information about medications older adults need, want to learn, and in what format. We evaluated reactions to three DVDs at low-income senior community centers (2 focus groups; n=16). ResultsExploratory focus groups provided insights on areas for improvement in patient–provider communication, and suggested use of vignettes and testimonials. Upon viewing, participants could relate to the testimonials in which actors portrayed people who have problems with their medications and were interested in the medication advice presented, especially when it was presented by a healthcare professional. DiscussionTailored medication education materials in English and Spanish DVD and print material format are suitable for low-literate audiences, acceptable to older adults, and feasible to implement using health IT. Virtually all households in the United States have a television, with most having a DVD player. DVD segments can be used in Internet links, physician office-based television, and consumer health IT applications.

Why Who Shot J. R. Matters: Dallas as the Pinnacle of Human Evolutionary Television

The TV series Dallas remains one of the most popular shows to ever have been broadcast on American TV. It was a serialized prime-time soap opera with weekly 45 minute episodes that ran from 1978 until 1991. This long-running show is one of the few to have been entirely released in DVD format; all 14 seasons are available as of 2011, and reruns are still aired internationally. Hundreds of thousands of visitors still tour the Southfork Ranch used for filming, outside Dallas, Texas. I will argue that the reason for this show's success is because it routinely depicted themes that align with our evolved psychology. Using arguments that have been created to discuss literary Darwinism and gossip, I propose that this show depicted topics that have adaptive value; Dallas both exploits our evolved interests but also may act as a learning device for solving adaptive problems. Over the course of human evolution, it may have increased individual fitness to know who is wealthy or owns plentiful resources, has power and status, cheats on or poaches mates, engages in sibling rivalry, enhances their attractiveness, and so on. Dallas depicts these topics, and others, and thus, it is sensible that it would have been so successful among international audiences, and across decades.

Opera in Video (review)

Opera in Video [Alexandria, VA]: Alexander Street Press, 2008--. http://opiv.a1exandcrsreet.com/ (Accessed October 201 1). [Requires a Web browser (Windows 98 or highei Apple version OSX/OSIO or higher) and an Internet connection. Pricing: animal subscription from $I 100 to $2495 per year or perpetual rights from $10,000 to $25,000, depending on library type, size, and materials budget; unlimited simultaneous user.] Alexancler Street Press's database Opera in Video is designed to support academic libraries that serve music programs, Offering 500 hours and 290 works. it covers the span of operatic history, including contemporary works. he database also covers a wide range of performing styles, with singers Irons I he earls. 20th century as well as more recent stars. Most of the videos offered have been released previously in DVD and Or VHS formats from such labels as Kultur. Opus Art.c. and Bel Canto Society, btu Opera in Viden also includes a substantial collection from the BBC that has not been released in the I. S. in hard copy. While it does not offer every available performance of a given opera or even all operas that have been released on DVD. Opera in Video does include at least one performance of operas that are likely to be included in music history; classes at the undergraduate level. The database is constructed to work as a teaching tool. Selections--either complete operas or individual scenes--can he added to playlisis for specific course requirements. One may browse names (singers. conductor's. stage directors and designers. choreographers, composers, libreltists), as well as venues, ensembles. roles, genres, eras of composition. anct the nature of the video (performance. documentary, biography, animation. interview). Advanced searching offers limiters for language, subtitle options. and recording date. Terms can be combined using Boolean operators to refine the search. The videos are streamed (not downloaded) at 400 kbps in the standard viewing mode and 800 kbps in the enlarged mode, which is approximately one third of the computer's screen to allow for indexing Of the tracks at the sidle, which provide instant access to a particular scene. 'niece is no zoom option and I Found no way to enlarge the image to the fall screen. The load lime is generally quick. Playlists are easy to t irate and access to them can be restricted to the creator, students enrolled in a class, or anyone who has access to the database, either within the institution or elsewhere. Each indexed chapter in We video has an to playlist icon. Should one decide that Lucia's entire mad scene is too long, or if one wants just the 13 section of a Handel do (afro aria, one can use the make clip Option to shorten an excerpt or jump to a particular section. The list. creator can add annotations for each excerpt as well. Thumbnail images from the beginning of each indexed scene are available for viewing, and there is even a Print Screen button that opens a more printer-friendly version of the screen. The sound and image quality varies (swath according to the date of the film or performance. Most of the selections are of more recent vintage and derive from actual stage productions. …

Audio-Visual Materials in Classics

Audio-Visual Materials in Classics Janice F. Siegel I. Archaeology 354 II. Ancient World Civilizations 355 III. Classical Civilization: General; Classical Mythology; Classical Philosophy; Classical Theater 359 IV. Greek Civilization: General; Greek Art and Architecture 370 V. Greek Literature (in translation): General; Epic Poetry; Greek Drama 384 VI. Greek Language Instruction (including texts in Greek): Dramatic Performances; Music; Grammar, Vocabulary, and Poetics; Materials Keyed to Specific Greek Textbooks 389 VII. Roman Civilization: General; Roman Art and Architecture; Etruscans; Pompeii, Herculaneum, and Stabiae; Roman Culture in Other Lands 392 VIII. Latin Literature (in English): General; The Poets; Roman Drama 413 IX. Latin Language Instruction: Texts (in Latin); Dramatic Performances; Music; Grammar, Vocabulary, and Poetics; Materials Keyed to Specific Latin Textbooks 415 X. The Classical Legacy: In Our Language Today; In Our Culture; In Shakespeare 427 XI. Classical Tradition 432 This survey revises that of Spring 2010 (CW 103.3) and includes the most up-to-date information available at press time. As always, products new to this year’s survey are marked with “>”. Items specific to Greece or Rome may be found in their respective categories. The “Ancient World Civilizations” and “Classical Civilization” categories also feature programs that concern ancient Greece and/or Rome, but in a larger context. “Classical Legacy” features programs focusing on the modern influence of all things Greek and Roman. “Classical Tradition” lists modern adaptations of classical works (dramatic or artistic treatments of ancient works may be found in the category of the original work under the sub-categories “dramatic performances” or “cinematic treatments”). Every effort has been made to distinguish items with similar names. Multiple distributors are listed for each product whenever possible to ensure continued access, since any product may be discontinued by any distributor at any time. The Digital Revolution continues! DVDs have all but replaced VHS tapes but many distributors now even offer video streaming (with free previews) as an alternative to DVDs. And advances in audio engineering have allowed producers to make available for inexpensive download whole recordings and even individual tracks of longer recordings, both old and new. Now enthusiasts can download a favorite ode from Sophocles’ Antigone (in the original Greek), a speech by Cicero (in Latin), or even a language lesson for less than the price of a cup of coffee. (Most distributors of such products offer audio previews, so visit their Web sites for a listen). Entire [End Page 351] books are as downloadable as songs nowadays, and electronic book readers are popping up all over. Even consumers without personal computer devices can choose the “playaway” format, a pre-loaded, battery-operated, digital audiobook (a generally more expensive yet feature-filled option available through several distributors). In fact, almost any book published nowadays comes in e-reader or otherwise-downloadable format, and it is simply impossible to include every title in this survey. Databases once distributed on CD-ROM now offer on-line subscriptions. Slide companies have either gone out of business altogether, digitally converted their inventory, or (like museum stores) chosen to make their products available through image brokers such as www.davisartimages.com or www.saskia.com. Readers are encouraged to visit these sites and others like them if they are unable to find individual images or sets previously listed in this survey as distributed by independent companies. Some producers (History Channel, for example) have now reis-sued in DVD format many videos that were previously discontinued because of their obsolete VHS format. Many of these programs also continue to be made available by educational materials clearinghouses introduced in our last survey (companies such as School Media Associates) in both VHS and DVD formats. Although many individual programs are thus once again available, consumers are encouraged to check if a particular program is available as part of a larger DVD set, which often offers a better value if the other programs in the set are also of interest. (Sometimes, the price of a new DVD set is less than the price of the original single VHS program). Never before have more titles in Classics been available, with more innovative distribution methods, from a more varied array of vendors. Because this short print survey can only be...

The Schumann Encounter (review)

The Schumann Encounter (2000) Directed by Andy Sommer Distributed by Lace Digital Media http://www.lacedigitalmediasales.com/ 52 minutes The Schumann Encounter is a 52-minute chamber drama that, despite its modest budget, presents much that is unusual and significant in the growing corpus of Schumann-related films. Originally produced for television in 2000 under the title Robert's Rescue, it is now available for the first time on DVD format. Not only does it boast the talents of one of England's most acclaimed actors, Simon Callow, and the esteemed orchestra conductor, Sir Roger Norrington, but it also is the only film that incorporates the characters of Schumann's alter-egos-Florestan , and Raro-into the dramatic action. The action is quickly described: Sir Roger Norrington has finished rehearsing the Camerata Academica Salzburg for a performance of Robert Schumann's Second Symphony, Opus 61. Seeking some rest before the evening concert, he checks into his hotel for a quick nap before his 7:30 call. While asleep, he dreams that he's visited by two characters in the adjoining room who identify themselves as Florestan and Eusebius. Florestan is a noisy, antic fellow wrapped in a broad red scarf. Eusebius wears a nightshirt, chainsmokes, and bitterly scowls at the world from behind a sinister pair of shades. Apart from those details, they seem to be identical twins. Both are bickering over how best to complete Robert Schumann's Second Symphony, Opus 61. Three movements are completed, but the fourth movement has stalled halfway through. So bitter are their disputes that Florestan angrily loads a revolver and threatens to shoot Eusebius. Eusebius, meanwhile, threatens suicide. Interposed between the two is the hapless Norrington. They call him and ask him to mediate their conflicts. At story's end, having accomplished a temporary creative truce between the two, Norrington wakes up and departs to the concert hall, where the performance of the Second Symphony is about to begin... The Schumann Encounter is a curiosity, to say the least. Generalists will be baffled, but Schumann specialists and enthusiasts will have a jolly time with this brief but pungent psychodrama. Schumann did indeed frequently refer to these three characters, both in his music criticism and in his own music. As early as 1831 they speak out, as it were, in his early music criticism, and vent their opposing views about the so-called New Music of Germany. Likewise, their names appear inscribed in many of Schumann's musical works, their antic rebellion and melancholy reflection infusing, by turns, the restlessly shifting moods of the music. Meister Raro serves as a conciliator between the two in his attempts to restore order. The film is structured in four parts, each corresponding to a movement of the Symphony. In the first movement, Florestan and Eusebius make their initial appearances. Their conflicts are musically apparent: Eusebius's tangled musings find expression in the Symphony's somber, winding introduction, and Florestan's manic obsession is reflected in the main subject's vigorous outburst in dotted rhythms. The second movement introduces us to the second Trio, a chorale and two variants. Norrington sits down at the keyboard and reveals to Eusebius that the Trio is based on the four notes corresponding to the name B-A-C-H. Eusebius quietly muses on the quiet stillness that Bach's music brings to his troubled, muddied thoughts. The third movement, the celebrated Adagio, elicits Eusebius' suicidal thoughts. …

<i>Private Century</i> (2005-7) (review)

Reviewed by: Private Century (2005-7) Daniel Mauro (bio) Private Century (2005-7); DVD distributed by Facets Video, 2009 Home movies are often incorporated into documentary films, yet rarely are feature-length films and television series composed entirely from them. Given that the content of home movies may be disjunctive or incomplete in their construction of a formal narrative, it is not surprising that most home movies remain, simply, as home movies. Valuable in their original form as personal documents of private or local histories, home movies need not conform to any standards of commercial motion picture production. Yet, within the context of formal production and presentation, the private histories recorded in home movies can potentially offer great insight, elaborating the broader public histories of which they are a part. Czech documentary filmmaker Jan Šikl balances the relationship between home movies and narrative as he engages the private with the public in his ambitious project Private Century (2005-7). An experiment in formal technique, found footage, personal memory, and narrative, Private Century is an eight-part series of films constructed entirely from home movies, family photographs, letters, diaries, and personal stories of Czech families from the 1920s to the 1960s. What results is an intimate look into the lives of those on screen and a writing of twentieth-century Czech history through images and voices of individuals who experienced it. Private Century was coproduced between Šikl's production company Pragafilm and Czech public broadcasting service Česká televize. The series of films premiered on Česká televize beginning in 2005. Since airing, the films have been made available in both streaming and DVD formats.1 Facets Video released a two-DVD set in the United States in 2009, encoded as dual-layered NTSC disks containing four episodes per disk. Each of the eight episodes is fifty-two minutes long, with a mix of color and black-and-white footage. Despite the variety of source materials, the image quality of the video is superb, capturing the depth and details of the film grain and color as well as scratches and signs of aging. The video is presented in a 4:3 aspect ratio and captures the full frame of the source materials. While signs of interlacing are apparent in the video transfer, they do not detract from the image quality. The narrations on the audio tracks are in Czech, with English subtitles burned into the encoded video, leaving no option to turn them off. While the set would have benefited from such supplementary features as additional home movies, stories, historical accounts, or making-of features, unfortunately, there are none. A booklet includes brief notes about the making of the films, a biography of the director, and a condensed timeline of major events in twentieth-century Czech history, along with notes outlining when and where some of the events presented in Private Century fit into this timeline. Compiling the footage over a long timeline, director Jan Šikl began this project in the 1990s. After working as a director at animation studio Kratky Film Praha for several years, Šikl formed his own production company, Pragafilm, in 1991. With this company, he produced documentary series for Czech television and, in 1992, established the Private Film History Archives. This organization collects home movies, photographs, written artifacts, and other related materials. Additionally, the organization offers free video transfers and return of original [End Page 159] materials to owners, if so desired and agreed. In a discussion following a screening of Private Century at MoMA, Šikl explains the filmmaking process.2 He notes that a friend encouraged him to start his collection of films in the early 1990s, yet he had no initial plan or purpose in collecting. When transferring film footage to video for families, Šikl found that clients would often leave the original film stock with him. Over the years, Šikl sorted through a large quantity of collected footage, identifying as much as he could. He selected particular films and then sought out living persons associated with them to expand on their stories. Šikl interviewed many of these individuals, collecting between twenty and thirty hours of stories and recollections, which were incorporated into the films. From these...

E‐Learning Used in a Training Course on Atraumatic Restorative Treatment (ART) for Brazilian Dentists

The purpose of this study was to assess the benefits of using e-learning resources in a dental training course on Atraumatic Restorative Treatment (ART). This e-course was given in a DVD format, which presented the ART technique and philosophy. The participants were twenty-four dentists from the Brazilian public health system. Prior to receiving the DVD, the dentists answered a questionnaire regarding their personal data, previous knowledge about ART, and general interest in training courses. The dentists also participated in an assessment process consisting of a test applied before and after the course. A single researcher corrected the tests, and intraexaminer reproducibility was calculated (kappa=0.89). Paired t-tests were carried out to compare the means between the assessments, showing a significant improvement in the performance of the subjects on the test taken after the course (p<0.05). A linear regression model was used with the difference between the means as the outcome. A greater improvement on the test results was observed among female dentists (p=0.034), dentists working for a shorter period of time in the public health system (p=0.042), and dentists who used the ART technique only for urgent and/or temporary treatment (p=0.010). In conclusion, e-learning has the potential of improving the knowledge that dentists working in the public health system have about ART, especially those with less clinical experience and less knowledge about the subject.

Authenticity of instruction and student performance: a prospective randomised trial

This study aimed to investigate the relationship between the authenticity of instructional formats and outcome measures within a pre-clerkship clinical reasoning course. We conducted a randomised, prospective, crossover study with Year 2 medical students taking a pre-clerkship clinical reasoning course. Students were randomised to small groups and exposed to three formats of differing instructional authenticity (paper case, DVD presentation, standardised patient [SP] presentation) across three subject areas (abdominal pain, anaemia, polyuria). Three student cohorts were taught using one instructional format per subject area so that each cohort received a different instructional format for each of the three subject areas. Outcome measures (objective structured clinical examination, video quiz, written examination) were selected to determine the effect of each instructional format on the clinical reasoning of students. Increasingly authentic instructional formats did not significantly improve clinical reasoning performance across all outcome measures and subject areas. However, the results of the video quiz showed significant differences in the anaemia subject area between students who had been instructed using the paper case and live SP-based formats (scores of 47.4 and 57.6, respectively; p = 0.01) and in the abdominal pain subject area, in which students instructed using the DVD format scored higher than students instructed using either the paper case or SP-based formats (scores of 41.6, 34.9 and 31.2, respectively; p=0.002). Increasing the authenticity of instructional formats does not appear to significantly improve clinical reasoning performance in a pre-clerkship course. Medical educators should balance increases in authenticity with factors such as cognitive load, subject area and learner experience when designing new instructional formats.

Effect of a DVD Intervention on Therapists’ Mental Health Practices With Older Adults

We tested the effectiveness of an educational intervention in DVD format aimed at strengthening the mental health practices of occupational therapists working with older adults. The DVD intervention was tested in a pretest-posttest design. Occupational therapists (n = 30) completed a brief knowledge and attitude questionnaire; a chart review (n = 383) of therapists' (n = 20) patients at 3 mo before and 3 mo after DVD training was also conducted. Questionnaire data showed that the percentage of therapists with correct answers increased 20%-30% for 5 of the 11 knowledge items. Chart review data showed therapists spoke more often with their older patients about mood, depression, and cognitive impairment; screened more often for depression and cognitive impairment; and reported findings more often to the treatment team after training. Educational interventions can significantly improve therapists' mental health practice with older adults.

Requiem: Poems of the Terezín Ghetto (review)

Reviewed by: Requiem: Poems of the Terezín Ghetto Deborah Stevenson, Editor Janeczko, Paul B. Requiem: Poems of the Terezín Ghetto. Candlewick, 2011. [112p]. ISBN 978-0-7636-4727-8 $16.99 Reviewed from galleys R Gr. 6–9. Operating both as a transport point and a ghetto for Jews under the Third Reich, the Czech camp Terezín is perhaps most infamous for the propaganda-friendly artistic freedoms that allowed its residents to make music and stage plays—until they were relocated to death camps. Janeczko reflects on Terezín through thirty-five compact free-verse poems, most written in the voice of named (and numbered) inhabitants and guards, almost all fictional, of the camp. Verses testify to the grief of watching a friend die or a loved one depart on a train to certain doom; they describe the torment of bedbugs or the deliberate torturing of inmates; they explore the strange paradox of music and art that give only an ironic illusion of freedom. The poems don’t provide as much specific information about Terezín in particular as a reader might wish, but the verses are spare and accessible, filled with crushing historical weight; the first-person approach will make the entries particularly compelling as readers theater or readalouds. This could also help expand a Holocaust curriculum, especially if used as an accompaniment to Thomson’s excellent Terezín: Voices from the Holocaust (BCCB 2/11) or the classic collection I Never Saw Another Butterfly in a deeper exploration of Terezín. End matter includes a brief description of the camp’s history, a note on the poet’s research, and a list of sources in book, web, and DVD format (a glossary will be included in the bound book); final illustrations were not seen. Copyright © 2011 The Board of Trustees of the University of Illinois

The Development of Study Skill Tools in Evaluating Student’s Study Orientation Skills and Its Relationship towards Academic Performance

The purpose of this study is to measure the study orientation skills and to provide remedial devices in correcting respondents’ study orientation skills mistakes. The study reveals the relationship between study orientation skills and the grade point average. In addition, the classification of group achiever based on study orientation skills is identified into higher group achiever, normal group achiever and under-achiever. The remedial devices used comprise of the web-based adapted version of Study Habits and Attitudes (SSHA) questionnaires on http://survey.ump.edu.my/surveyor and http://survey.ump.edu.my/admin . Other remedial devices used are study orientation skills module, kit; Ghani’s format of note-taking, DVD’s and study orientation skills classes. 59 respondents were selected as the sample of study by group sampling from the Faculty of Computer System & Software Engineering and 59 respondents from the Faculty of Civil Engineering & Natural Resources. The research applies Quasi-experimental pre-test and post-test separated group design. The respondent’s study orientation skills are analyzed and sorted into three groups of achievement; the higher achiever, normal achiever and under achiever. The significant difference test on study orientation skills was conducted based on pre-test and post-test mean score and the significant differences test on the academic performance was done based on grade point average scores in semester 1 and 2 of first year students. The significant difference test used paired t-test based on statistical package of social science computer program. r Pearson product-moment correlation of coefficient results will show the relationship between study orientation skills and grade point average for each group and between the groups. The internal consistency reliability of the remedial devices is measured by Cronbach’s alpha score. Results obtained shows that there is a significant difference between pre-test and post test for study orientation skills for Civil Engineering & Natural Resources respondents (t = 8.47, p = 0.000) and Computer System & Software Engineering (t = 2.74, p = 0.008). Significant difference results are also shown by grade point average for both tested groups (t = 3.054, p = 0.003) and (t = 3.187, p = 0.002). A significant correlation was found on the relationship between study orientation skills and grade point average for each tested group, based on r value was 0.24 (p = 0.05) for Civil Engineering & Natural Resources and r was 0.33 (p = 0.05) for Computer System and Software Engineering. The correlation between both groups tested for study orientation skills and grade point average are r = 0.16 (p = 0.05), r = 0.15 (p = 0.05), r = 0.13 (0.05) and r = 0.31 (p = 0.01).

A forecast simulation analysis of the next‐generation DVD market based on consumer preference data

AbstractJust as standards wars over formats had characterized VCRs upon introduction to the market, the next‐generation DVD standards war between Blu‐Ray and HD‐DVD lasted 6 years before Blu‐Ray won the contest. Beginning with stated preference data drawn from a structured conjoint survey conducted before Blu‐Ray became the de facto standard of the next‐generation DVD format, we estimate consumer preferences on digital video players. A Bayesian mixed‐logit model is used and market share simulations are conducted under various scenarios based on the estimated parameters from Bayesian mixed‐logit model to surmise the future South Korean digital video‐player market. Results indicate that consumers feel that network size and title availability are more important than hardware‐related facets of the product, such as definition and storage capacity. The level of title availability and price of the Blu‐Ray player for Blu‐Ray's dominance over DVD will dramatically vary by the penetration rate of DVD players.

The Stability of DVD Optical Disc Formats

The desire to have a storage medium for digital information with a higher capacity than the CD has led to a growth in the use of DVD optical media. A single-layer DVD provides up to seven times more storage capacity than a CD and therefore makes it useful for the storage of larger digital files. However, due to some key structural differences between the DVD and CD formats, there are some unanswered questions with respect to the long-term stability of DVDs. This study examined the stability of a variety of movie DVDs, DVD±Rs, dual layer DVD+Rs, and DVD±RWs. These media were evaluated under accelerated aging conditions of 80°C and 85% relative humidity and by measuring error rate changes after four aging intervals of 21 days. It was demonstrated that erasable DVDs (DVD±RWs) and dual-layer recordable DVDs have fair and very poor stability respectively and should not be used if longevity of the optical media is required. On the other hand, the stability of recordable DVDs (DVD±Rs) ranged from very good to poor. Discs with good stability utilized a gold metal layer and a dye that was unaffected by the aging conditions. Recordable DVDs with a silver metal layer and less stable dye degraded quickly and cannot be recommended for the long-term storage of digital information.

Safe Positioning of the Patient for Surgical Intervention.

Northwestern University Feinberg School of Medicine, Chicago, Illinois. carinezeeni@gmail.comSafe Positioning of the Patient for Surgical Intervention. By Serge Molliex, M.D., and Jacques Ripart, M.D. Paris, France, La Prévention Médicale, 2009. DVD format (90 minutes, 17 chapters). Price: 30€ (electronic download) or US$45 by check.The safety and well-being of the surgical patient lies in the hands of the perioperative team from the moment the patient enters the operating room. Proper positioning for the surgical procedure is an essential step that is often underemphasized, even trivialized, yet improper positioning may lead to serious injuries. These relatively rare complications are generally preventable but, unfortunately, continue to occur regularly. The Safe Positioning of the Patient for Surgical Intervention , published by La Prévention Médicale, aims to educate healthcare professionals in proper positioning techniques to prevent these injuries.The 90-min-long DVD is divided into four major sections, each containing multiple chapters that can be accessed directly from the main menu. The first section consists of a short introduction to familiarize the audience with the particularities of the operating room. The second section details multiple operating positions, including, but not limited to, the supine, prone, lateral, lithotomy, and sitting positions. Special considerations, such as particularities of laparoscopic surgery or the difficulties relating to positioning obese patients, are detailed in the third section. Lastly, all possible complications related to positioning, classified by organ system, constitute the fourth section.The strengths of this educational DVD lie in its thoroughness and use of multiple visual formats to convey its important messages. Indeed, the DVD presents a mix of real life cases that were filmed (e.g. , showing the audience how to transition a patient under general anesthesia from a supine to a prone position), in addition to demonstrating positioning on an awake model and using superimposed animation to better explain pathophysiology and show details less evident to the naked eye (e.g. , the exact pathway of a nerve). The message is reinforced by showing how wrong positioning can occur, explaining the consequences of such a position on the relevant organs, and demonstrating the maneuvers necessary to correct the problem. Concluding the DVD is a 10 point checklist that should be conducted immediately after each final surgical position has been reached. This checklist constitutes an extremely useful and practical tool for any healthcare professional involved in surgical work and provides an easy take home (or should we say to the operating room?) message.One of the negative aspects of the DVD is the occurrence of a number of spelling and pronunciation errors throughout the feature, which was originally dubbed in French. These errors, however, do not detract from the overall quality of the work. Furthermore, the film's producer has assured us that every effort is being made to correct at least the version available for download. It is also worth mentioning that the DVD is not compatible with a traditional DVD player but is designed to be played on a CD-ROM drive.Suggestions for the next edition would include adding sections regarding park bench positions and positioning on Jackson tables, a section regarding positioning of pediatric patients, and showing the audience the value of the use of prone-view devices for patients undergoing surgery in the prone position.In conclusion, I would strongly recommend the purchase of this DVD, specifically to anesthesia program directors and educators, nursing directors, and patient safety advocates. This educational tool would likely be of most value to novice anesthesia residents as well as nursing and surgical staff directly involved in patient care in the operating rooms. It would also be a good review tool for those who are out of practice. Prevention remains the best instrument at our disposal to reduce the burden of position-related injuries. Every healthcare professional involved in patient positioning should be aware of their existence and make every effort to actively prevent them. This DVD will help reach that goal.A picture is worth a thousand words.Northwestern University Feinberg School of Medicine, Chicago, Illinois. carinezeeni@gmail.com

The Benefits of Using a Course Disk to Aid in the Instruction of Statistics Courses

A course disk in either CD or DVD format can be very beneficial to online, hybrid, or distance courses in statistics as well as traditional on-campus courses, augmenting existing technologies like course management systems. A typical course disk may include the syllabus and course outline, calendar, instructions, lecture notes and lecture outlines, handouts, assignments, interactive content such as quizzes and surveys, software, statistical tables, example program files, program code, data files, video lectures and tutorials, and pertinent website links. In most cases, a course disk would be used in addition to traditional methods like course management systems rather than in place of these traditional methods. Most of the benefits of a course disk are shared with course management systems like Blackboard or Moodle; however, a course disk has the distinct advantages that it need not rely on internet access and it provides access to course materials after a course has ended.One course disk was developed and used in teaching a graduate-level introductory statistical methods course in three different settings: distance learning off-campus condensed course, online course, and traditional on-campus course. The course disk provided a variety of benefits across delivery formats as well as benefits unique to each delivery format.This article will (1) review relevant literature, (2) describe the course disk and compare its use to other content delivery methods, (3) discuss the experiences and evaluation of using the course disk in three different settings and how the students in each setting benefited from using the course disk, and (4) discuss the necessary hardware and software and the process of making a course disk.