Lack Of Distraction Research Articles

Determinants of Low Modern Contraceptive Prevalence in the Health District of Markala/ Case of the Community Health Center of Diamarabougou

The level of use of MCMs remains low in our country. The objective of this study was to analyze the factors associated with the low use of modern contraceptive methods in the Diamarabougou health area. It was a cross-sectional study with an analytical focus conducted among 150 PAFs selected through random sampling. The study established the following: -Modern contraceptive prevalence was 35%. -The majority of women knew about family planning (99%). -The main source of information was health personnel (34.7%). -The reasons for the low use of MCM were The low level of education of the woman and/or her spouse, the desire to have many children and the unfavorable opinion of the spouse. -Both men and women believe that lack of control over the menstrual cycle, jealousy, and lack of distraction are the reasons for many unplanned pregnancies; - The main disadvantage of contraception is infertility. -The main disadvantage of contraception is sterility. For the ATRs, contraception is an effective way to fight against maternal and infant mortality. They also believe that the use of contraception and the choice of a smaller family are also accompanied by significant economic and material advantages, as expenses related to health, education and family maintenance are reduced. Conclusion : The use of modern contraceptive methods remains low in the Diamarabougou health area. The correct information to women and the identification of associated factors: the low level of education of the woman and her spouse, the desire to have many children, insufficient discussion with the spouse and the lack of involvement of traditional birth attendants in family planning programs.

Effective Factors of Online Teaching Foreign Languages in Russian Universities

This paper studies the effectiveness of online mastering the foreign language course by Russian university students specializing in humanities and economics. The article discusses different formats of online learning and types of educational technologies for learning a foreign language remotely. An important point is a detailed analysis of Russian and foreign literature which allowed to identify not only the advantages and disadvantages of distance learning at universities, but also the factors influencing the success of students’ mastering the program. These factors include the psychological state of the student, technical capabilities (stable Internet and sufficient computer equipment), lack of live contact with the teacher and groupmates, tight deadlines, difficult tasks, etc. To determine the factors that influence the students’ success when mastering the foreign language course, a survey was conducted among 290 students of 16 Russian leading universities. The results of the survey showed the strengths and weaknesses of online teaching foreign language from the students’ point of view. A regression model showed that the students’ psychological state (mood, comfortable environment, lack of distractions) has a direct impact on the effectiveness of learning. One more notable fact is that recording a lecture or a seminar negatively affects the students’ motivation. The main result of the study is the authors’ recommendations on adapting the system of online learning for the foreign language course. Worked out for Russian universities’ administration, these suggestions include a variety of tools for conducting the educational process, the idea of students of different specializations’ collaboration, the use of gamification tools, etc.

Adherence to the Pediatric Preinduction Checklist Is Improved When Parents Are Engaged in Performing the Checklist

BackgroundThe World Health Organization recommends including the parents in completion of the pediatric surgical safety checklist. At our hospital, the preinduction surgical safety checklist is conducted in the preoperative holding with anesthesia, nursing, and often with the parents of children undergoing an operative procedure. We hypothesized that adherence to the preinduction checklist is better when parents are engaged in surgical safety checklist performance. MethodsAn observational study of adherence to the preinduction checklist for nonemergent pediatric operations was performed (2016–2017). Adherence was defined as verbalization of checkpoints. Only checkpoints (patient identification, procedure, site marking, weight, allergies, and NPO status) relevant to parental knowledge were evaluated. Parental engagement was based on: positive body language, eye contact, lack of distractions, and understanding of checkpoints. Results484 preinduction surgical safety checklists were observed (interrater reliability >0.7). Partial completion occurred in 55% cases; only 41% checklists were fully completed. Parents were present for 81% of checklists, and more checkpoints were performed when parents were present (5, IQR 4–6) versus absent (2, IQR 1–3, P < .001). Increased preinduction adherence was associated with increased parent engagement by linear regression analysis (1.20, 95%CI 1.05–1.33). Staff confirmed more checkpoints with engaged parents (28–78%) versus when parents were not engaged (1–9%, P < .001 for all checkpoints). ConclusionOverall preinduction surgical safety checklist performance was poor (less than half of checklists fully completed). In contrast, checklist adherence improved with parental presence and engagement during performance of the checklist.

Analyzing the learning style and study habit of students in the faculty of nursing of Al Jabal Al Gharbi University, Gharyan, Libya

Through learning, everyone becomes educated but learners should have a style to learn and possess a habit that match how they study. These two variables are vital as guide for educators or mentors to come up with such methodology or strategy in promoting quality and effective teaching-learning environment. With this, it is the purpose of this study to investigate the learning style and study habit of students in the Faculty of Nursing, Al Jabal Al Gharbi University, Gharyan, Libya according to their gender, year level and age group. A mixed methods of research was used and the data gathering tool used to assess variables consisted of the Visual, Auditory and Kinaesthetic (VAK) Learning Style Inventory (LSI) and the Study Habit Inventory utilizing the study attitude inventory (SAI) with four scales known as Motivation, Study Method, Exam Technique and Lack of Distraction. A descriptive design was employed to determine the learning style and study habit of Bachelor of Science in nursing (BSN) students. Generally, BSN students found to be visual learners and have the motivation as the most scaled study habit. Furthermore, differences on learning style and study habit according to demographic profile vary. Indeed, There is a strong relationship between the learning style and study habit among BSN students of Al Jabal Al Gharbi University, Gharyan, Libya.

Embedded blended learning within an Algebra classroom: a multimedia capture experiment

AbstractThis two‐group, pretest‐posttest, quasi‐experimental study compared secondary students' learning of Algebra II materials over a 4‐week period when identical instruction by the same teacher was delivered through either embedded blended learning (treatment group; n = 32) or a live‐lecture classroom (control group; n = 24). For both groups, instruction was delivered in a normal classroom setting. A math test and a student survey were used to measure students' learning of Algebra II and satisfaction with the instruction. Students in the treatment group showed significantly greater gains in Algebra II test scores and evaluated their learning experiences significantly more positively than did the control group. The great majority (80%) of students in the treatment group preferred the embedded blended learning over traditional live lectures for future learning of math. Students' responses to open‐ended survey questions suggested that students in the treatment group appreciated the: (a) ability to control the pace of instruction; (b) new role of the classroom teacher; (c) lack of distraction in the blended learning environment; and (d) accessibility of the embedded multimedia lessons outside the classroom. This study suggests that screen‐capture instructional technology can be used towards establishing a teacher‐based, embedded blended learning environment within a secondary algebraic classroom.

Performing Boredom inEffi Briest:On the Effects of Narrative Speed

Effi Briest is a book. This is not the kind of critical judgment one normally makes, and for two reasons. First, comes across as negative and banal, and academic criticism's task is generally not to disparage its object but rather to unfold that object's complexity. Second, and more important, it is an emotionally laden appraisal that ventures away from the work itself and into the realm of affective response. For both these reasons, declaring a work boring is bad critical form. But what if one could develop a concept of boredom that is both positive and based on textual evidence? What if one could show that boredom is pre cisely the point of a book like Effi Briest? Boredom, in this sense, would denote not a narrative defect but a narrative strategy; it would become an object of interest. In what follows, I attempt to locate just this notion of boredom in Effi Briest, one based on Langeweile, the German equivalent of boredom. Langeweile literally means a long while, and it describes a particular rela tionship to time in which time seems to stretch and drag on. This specific sense of boredom permeates all levels of Effi Briest. My argument for the centrality of boredom in Fontane's novel has three stages. First, it expounds in more detail this specifically German sense of boredom and shows how Effi suffers not only from a lack of distraction but also and primarily from a time that has grown long. Second, it treats the per formative dimension of boredom in the novel. By analyzing the relationship of narrative time to narrated time, it demonstrates how the novel effects the very boredom that it describes in its eponymous heroine. While the novel casts boredom as a problem of time becoming long, it also calibrates the act of narration such that the time of reading becomes longer when Effi is bored. Finally, on the basis of these findings, I return to the frequently discussed gaps, or lacunae, in Fontane's narrative style. Scholars have noted that the novel never describes its most important events directly. It prefers merely to hint at the intimate affair that remains obscure until Innstetten discovers the com promising letters. These gaps and ambiguities have often been studied as interesting aberrations within a novelistic practice that is supposedly realis tic. Only once their function is located within a narrative calculus of boredom,

Student Perceptions about a Live Interactive Telecommunications Course

Shortage of faculty, decreased budgets, and student demand for specific courses stimulated development of live fully interactive telecommunications (ITV) courses between Colorado State University (CSU) and University of Wyoming (UW). The use of ITV for delivery of university courses can extend the geographic area served and provide opportunities to expand course offerings. We used the ITV format to deliver a course titled Agricultural Experimental Design from a live studio classroom at CSU via microwave to a distant studio classroom at UW. The ITV delivery had interactive audio and video exchange between both classrooms. We conducted a survey before and after the ITV course experience to determine if student perceptions about teaching and learning were changed by the course experience. Students perceptions at CSU about learning, classroom participation, accessibility of teachers/assistants, lack of distraction from the alternate classroom, interactions with the teacher, and overall satisfaction with the ITV format improved after the course experience, while students at UW differed in postcourse perceptions. Students at UW were less willing to ask questions and less confident about the effectiveness of ITV delivery after the course. Students at both institutions indicated a preference for courses taught in a conventional classroom rather than in an ITV setting. This survey indicated that innovative teaching methods must be developed to ensure that students at the distant site are fully integrated members of the classroom.

The prediction of academic achievement by a British study habits inventory

The purpose of this study is to determine if the prediction of college success can be improved with the Student Attitude Inventory (SAI). This inventory was developed in Britain and contains 47 items which attempt to identify students in higher education on the basis of: (1) motivation, (2) study methods, (3) examination technique, and (4) lack of distractions toward academic work. Students in six Kentucky community colleges were asked to express their attitudes toward study habits on the Student Attitude Inventory. There were 996 students in the sample population (413 males and 583 females). A measure of ability (composite American College Test score) and academic performance (cumula grade-point average) were obtained for each student sampled. The Student Attitude Inventory did contribute a statistically significant amount of variance beyond an ability measure for males and females.