Learning Something Research Articles

Pemberdayaan Ibu Rumah Tangga Melalui Pelatihan Pembuatan Nugget Kupang di Desa Karang Gading

The problems in this study are the number of housewives who have free time and still have a fairly low income level and the lack of knowledge and skills of housewives in processing seafood without realizing that this potential can be a business opportunity that can increase family income. The purpose of this study was to describe the process of empowering housewives through making kupang nuggets in Karang Gading village. The empowerment theory used is Mustafa Kamil (2007). Training is a process of empowerment and learning carried out by individuals (community members) in learning something in order to improve abilities, skills, and behavior in work and daily life in supporting their economy (income). This theory explains that empowerment is a process of providing knowledge and skills to the community with the aim of improving the quality of life which is expected if these skills are realized will increase family income. This research is a descriptive study using a qualitative approach. Data collection tools used are observation sheets, interviews and documentation. Data analysis techniques used are data reduction, data presentation, and drawing conclusions. The results and discussion of the research explained that the training process for making kupang nuggets was divided into three stages, namely the planning, implementation and evaluation stages. Materials on packaging and marketing of kupang nuggets were also delivered in the training. Keywords: Empowerment; Kupang Nugget Making Training

Using Documentary Short Film for Health Impact: An Example for Supporting Family Caregivers

Storytelling through film is a powerful tool with potential to improve understanding, spark discussion, shape perceptions of health and illness, and influence related behavior. We developed a film discussion guide for the documentary short film Caregiver: A Love Story. The 24-minute film follows the experience of a man who leaves his job to become the primary caregiver of his 59 year-old wife, who opts out of non-beneficial chemotherapy, choosing instead to remain at home with hospice support. The 2-hour program was facilitated by an experienced social worker and offered on five different days/times using Zoom video (n=60 total attendees; 9-15/ session). At each session, we showed the film, discussed self-care and caregiver resources, and fielded a survey to assess satisfaction, format acceptability and session impact (response rates 67-100%/session). Attendees liked the session format (90%); found the film relevant to their situations (80%); intended to look for new professional resources (79%); were motivated to do something different(71%); learned something new (64%); and intended to ask for more help from family or friends (64%). Many commented that they preferred the video meeting format over in-person meetings. The film viewing and discussion format is acceptable and accessible to family caregivers who may otherwise not be able to attend given competing demands. This format also has potential to improve support access to resources. Extensions to this work are planned to tailor the film discussion guide for health care providers and students working with family caregivers across inpatient, outpatient and hospice settings.

Edukasi Interaktif dan Aplikasi Media Komik Strip Vaksin COVID-19 Kepada Mahasiswa Sebagai Upaya Pemenuhan Cakupan Vaksinasi COVID-19 Tahap 3

Covid-19 is still a health problem for the past two years. Various prevention strategies have begun to be implemented in Indonesia in fighting the COVID-19 pandemic, namely from Work From Home (WFH), 3M's motto, and vaccination. Immunization coverage in Indonesia is still relatively small, which is below 50% until the second stage of vaccination. Therefore, an effort is needed to increase the coverage of COVID-19 vaccination in the third stage, which is targeting students. Students are the millennial generation who like creativity and get bored easily in learning something. This service activity aims to increase student knowledge about Covid-19 vaccination so as to increase vaccination coverage. The method used in this activity werw interactive education for 59 students from two different universities through zoom and distributing comic strip media related to three materials, including an introduction to the immune system, the covid-19 vaccine in Indonesia, and facts and hoaxes about the Covid-19 vaccine. The increase in knowledge was measured using a googleform questionnaire in the form of post-test and pre-test. The results of the activity was showed an increase in knowledge up to 70.82%. In addition, participants who have not vaccinated were willing to immunize after this activity with a percentage of 80%. The distribution of comic strip media was expected to help students remember the information and transmit it to the surrounding community groups.

“Rhythm of the Night”: Medical student reflections on overnight trauma call

IntroductionOn their surgical clerkship, students reflected on their experience on a traditional overnight call. We explored whether perceived learning experiences differ between students who identify surgical specialties as their career compared to those who do not. MethodsMedical students participated in traditional call at a Level 1 Trauma Center and submitted guided reflections. Reflections were coded using thematic analysis. We used Epistemic Network Analysis to compare codes based on matched specialty. Results418 students submitted reflections between 2016 and 2019.95% learned something on call they could not have during daily services. Students who matched in surgical specialties connected more call learning experiences to formation of student agency through individualized teaching experiences and awareness of stamina. ConclusionsMost students found participation in overnight call valuable, and professed increased awareness of their skills and future residency duties. Results indicate students who matched in surgical specialties had more formative experiences on call.

Six Impossible Things Before Breakfast

Six Impossible Things Before Breakfast

ANDROID-BASED LEARNING MEDIA DESIGN FOR INTRODUCTION TO SUNDA CULTURE FOR EARLY CHILDREN

This research aims to develop android-based learning media which aims to make children know Sundanese culture in a more effective, fun, and innovative way to introduce culture from an early age and can help the role of teachers or parents in educating and providing knowledge to children -children outside the school environment in a fun way. This research uses the Design Based Research (DBR) method for the Sunda Exploration Learning Media by carrying out four steps, namely the identification and problem analysis steps by researchers and practitioners collaboratively, developing a prototype solution based on theoretical benchmarks, existing design principles and technological innovations, conducting iterative process to test and improve practical solutions, reflections to produce design principles and improve implementation of practical solutions, Sundanese Exploration Learning Media can be used in learning with cultural themes. This media was developed based on the 2013 PAUD curriculum and adapted to the needs in the field regarding the fulfillment of Sundanese cultural learning. Based on the entire research process that has been carried out, the product designed by the researcher can be applied to early childhood education learning. In addition, the product can also be easily applied by teachers and parents, because this media is presented complete with a user guide ebook that describes the explanation and how to use it. Android-based learning media is the most effective media that can be one of early childhood learning in learning something. This learning media can be used by parents and schools, schools can use this application as additional learning and parents can use this application at home or anywhere.

THE IMPORTANCE OF SCIENTIFIC RESEARCH FOR THE DEVELOPMENT OF HIGHER EDUCATIONAL INSTITUTIONS

The article analyzes the role and importance of scientific research in higher educational institutions, identifies the main tasks, functions of science and the main stages of development of scientific research, taking into account the requirements of the development of modern society.
 By research we mean the search of the new knowledge, a systematic investigation to establish the facts or the process of learning something. The purpose of scientific research is definition of a specific object and comprehensive, reliable study of its structure, characteristics, relationships based on the principles and methods of cognition developed in science, as well as obtaining useful results for human activity, introduction into production with the subsequent effect. Creating new technical tools and increasing requirements for existing ones, the emergence of new methods for solving technical problems call for a revision of the methods of studying and creating systematization, which allows accelerating the timing of the introduction of new technical solutions into the production process and making it more efficient, improving the qualification level of specialists.
 Thus, the functioning and development of countries is impossible without scientific research, the platform for which is higher education institutions, and the growth of the social product depends on scientific research. Scientific researchers have an exceptional significance for the development of all directions of higher educational institutions: education of specialists with high quality of training, formation of scientific schools, give prospects for effective use of scientific potential for the development of science itself, creation of new technologies and improvement of existing ones, facilitate the establishment and deepening of international scientific and educational relations, promote the development of international competitiveness, provide an opportunity to invent the latest technologies.

Grammatical Error Analysis in Essay Writing

<p class="5AbstrakIsi">Students cannot avoid making errors which might enrich learners’ knowledge in using a foreign language. Error as such a systematic deviation which occurs when the student has not learned something of the language and gets it wrong constantly, because he has not learned the correct form. However, there are some factors that cause the errors such as carelessness, first language interference, and translation. When using English in their essays writing, students might make errors in various aspects of grammar, such as tenses, aspects, word classes, word order, inflections, and punctuation. Therefore, the accuracy of using them in the writing of English sentences must be considered, especially by students who are developing writing skills in English as a foreign language. By writing English sentences according to the grammatical structure, the meaning of it will be accurate, easily understood and acceptable. This article aims to identify types of grammatical errors made by the students of English education department at STKIP PGRI Ponorogo in writing essay and find out the factors causing the students’ grammatical errors in writing essay.</p>

Editor’s Notes | Nótaí na nEagarthóirí

Editor’s Notes | Nótaí na nEagarthóirí David Gardiner wallace stevens famously wrote that “the imperfect is our paradise.” Stevens always investigates the human condition or, as he calls it in the title of the poem from which this quote comes, “our climate.” I have thought of this quote often as we hear about our eventual global return to the “new normal.” Many slaughterings of the English language from the past two years will be worth forgetting. “Socially isolating” as a good thing is just one of those casualties. Last year I spoke with another poet who laughingly said she had been “socially isolating for years” and wondered what the big deal was. We are already moving away from some of these terms. Perhaps they are so bad because on some level we knew we needed to invent terms we could quickly forget, or at least laugh at, so as to eventually heal. This musing is not to make light of something that can never be laughed away. It is to wonder what we have learned. I have learned how important other people are to me and that we use the platforms or connectors at hand to reach others. Though no friend of Zoom or Facebook or social media in general, I have been grateful for the opportunities that New Hibernia Review has afforded through these means to work with my colleagues Judy Gilats and Shannon Pennefeather. I think I am correct in saying that we have all been grateful for the chance to act as sort of scholarly ham radio operators, staying in touch with friends, scholars, and colleagues. Yet, the new normal may actually be a useful moment in that we may all learn that there is no normal. As human beings our differences, foibles, quirks, and connections build our society. As we embrace the imperfect, we might also embrace a new relationship to our worlds as we learn from the global and local successes, and mistakes, of the pandemic. Of course, I have no position from [End Page 5] which to learnedly speak upon this. For all any of us know, we may transmogrify back into global tribalism. But, as Jake Barnes says in Ernest Hemingway’s The Sun Also Rises (banned in Ireland in 1953), “it would be pretty to think” that we won’t. I noted previously that working on the twenty-fifth anniversary issue of New Hibernia Review was a particular joy because doing so involved entering into a dialogue of a welcoming and insightful tradition. I hope the journal has another twenty-five years defined by welcome and insight. That would be as “normal” as we get around here. As I began work on the anniversary issue in spring 2020, I undertook the fool’s errand of attempting to select the “best” or “most characteristic” articles from a hundred issues within the preceding volumes. I thought the thousand-plus pages I originally selected might be cut down categorically rather than thematically. It was a fool’s errand, but even a fool’s errand is a walk somewhere. As a fallen-away Edmund Spenser critic, I have been subjected to the writings of Northrop Frye. Frye is one of those authors who is simply terrifying in his erudition. He can chart all of literature from the Bible through the Renaissance. Like Joseph Campbell, he repeatedly inspires a shake of the head, a full forehead rub, and the thoughts, “how does he know that? I’ll never know that.” But certain thoughts can shape our own thinking. My fool’s errand led to me learning something about the journal’s history and its future, as represented in this, the first original issue of its twenty-sixth year of publication. Thanks to Frye and too much “social isolation,” I sat in the archives in the Center for Irish Studies at the University of St. Thomas and tried to chart the progression of thought represented in New Hibernia Review through various themes and then categories. (This quest was likely assisted by the fact that, on the mostly locked-down campus, I could go days without seeing another colleague with whom to procrastinate.) At first, I tried...

SiGoba - Learning Media Based on Android Applications for Introducing Medicine’s Classes and Functions

In this covid-19 era pandemic, people are required to use computer technology to run the wheel of life, including learning something. Internet users, including smartphone users in Indonesia, are more than half of the population. Meanwhile, the body must be protected so that the body’s immunity is not susceptible to disease. If you are already sick, you must immediately be treated with the right medicine. If the use of drugs is not proper, surely the pain will get worse. But there are still many people who do not understand the class and function of drugs as they should. Therefore, this research develops an android-based application called SiGoba, an information system as a learning medium to recognize the class and function of drugs according to the Indonesian Drug Specialist Information (ISO). Drug data used are drugs commonly consumed by Indonesian people to treat minor ailments. This system was built using the waterfall model, with black-box testing. The system test results show that SiGoba has a function as a learning medium for recognizing drug classes and functions. We hope that SiGoba can be a learning media for the community so they can learn about how to use drugs according to their groups and functions, so it does not cause medication wrong. If this happens, it will have an impact on the recovery of the illness.

MOTIVATION IN ANDREA HIRATA’S NOVEL THE RAINBOW TROOPS

This research is concerned with the motivation in Andrea Hirata’s novel The Rainbow Troops. The novel is also a reflection of the biographical sketches of the author. The objectives of the study are to identify the kinds of motivations reflected in The Rainbow Troops’ novel and to describe the motivations developing in “The Rainbow Troops” novel. Motivation is a direction and also energy for people to do everything included learning something. The researcher uses descriptive qualitative method in this study with the aim at describing a place, fact and characteristics of population systematically, factually and accurately. This research method is also appropriate to expose social phenomena. The data are in the forms the text and quotation from the novel containing motivation. The results of research show that there are two kinds of motivations found in the novel: extrinsic and intrinsic motivations. Extrinsic motivation consists of never giving up and education and attitude needs to be learned; for intrinsic: hard work for education, and honesty.

The Reality of using Information Technology in Distance Learning Experience of the United Arab Emirates in the Shadow of the Covid-19 Pandemic

The study aims to shed light on the challenges and exceptional circumstances left by the emerging corona virus (Covid-19) pandemic, new data that had profound effects in all fields, including the educational process, where the remote education system was used instead of students' regular attendance in schools and universities, The United Arab Emirates was one of the first countries that took the initiative to implement this information technology system in its different dimensions, a different pattern for calls for all inputs and outputs, especially with regard to facing the use of the challenges created by the Corona outbreak in the reality of using information technology to complete educational processes in Emirati schools and universities and work on Re-establishing a role for the concepts of continuing education, distance education and correspondence education, which has shown some success in self-education for school and university students in light of the pandemic for the various educational stages and the need to keep pace with the rapid developments in the use of information technology in remote education from their homes and places. And it is an attempt to integrate and fuse between the reality of using information technology and distance education in order to achieve the desired goals to improve integration between the Ministry and the UAE universities at the national level in benefiting from the infrastructure of information technology that the country began to implement from the year 2017, and therefore for the real integration in achieving the scientific needs of education and learning something. Which aids in fusing aptly into the information and knowledge society.

A Conversation

A Conversation

Associations Between Perceived Fruit and Vegetable Intake and Nutrition Messaging: Results from a Population-Based Survey Among US Adults

Abstract Objectives Fruit and vegetable (FV) intake among US adults is low, and one strategy to increase FV intake is through tailored messaging. We examined associations between perceived FV intake and nutrition messaging using 2018 national panel data of US adults. Methods The outcome variable—perceived FV intake—was determined by one question: “In a usual week, do you feel that you eat as much FV as you need?” Response options were “Yes, I definitely do; Yes, I think so; I'm not sure; No, I don't think so; No, I definitely don't.” Three explanatory variables were: ‘More children & adults should eat the recommended daily amount of vegetables…fewer than 1 in 10 do.’ (OneinTen); ‘States & communities can help people consume more FV… in the places…live, work, learn & play.’ (LivePlay); ‘Adults should fill half their plate with FV at every meal’ (HalfFV). For each message, respondents were asked to indicate agree/neither/disagree with the 3 response statements: ‘This message was easy to understand.’ (Easy to Understand); ‘This message was convincing.’ (Convincing); and ‘I learned something new from this message’ (Learned Something New). Three multinomial logistic regression models were fit to calculate adjusted odds ratios (aOR) controlled for sociodemographic variables. Results Overall, 37.4% of adults perceived eating enough FV, 13.8% were unsure, and 48.8% perceived not eating enough FV. There was highest agreeance that all messages were easy to understand (77.9%–82.5%) across all strata. Across all strata, LivePlay and OneinTen showed the largest variation in agreeance for learned something new (25.5%–60.3%). Those who perceived not eating enough FV were less likely to report learning something new from LivePlay (aOR = 0.7), and less likely to find HalfFV convincing (aOR = 0.6). When compared to those who perceived eating enough FV, those who were unsure were less likely to find all messages easy to understand and convincing, and less likely to report learning something new from LivePlay (aOR = 0.4) and HalfFV (aOR = 0.6). Conclusions Our results suggest that there is a future opportunity for tailored communication efforts, especially for those who perceived not eating enough FV, and those who are unsure if they eat enough FV. Funding Sources Author's time from their institutions.

Between despair and joy – emotions in learning

PurposeThe aim of the study was to research higher education students' meaningful emotions when studying and develop a model for understanding and verbalising the role of emotions. The model will facilitate the awareness of the role of emotions when learning.Design/methodology/approachThe qualitative data consist of 45 narratives, gathered within three Finnish Universities of Applied Sciences in the Finnish metropolitan area. Emotions and their role in different encounters within a learning setting were analysed. The approach was narrative, and content analysis was used to analyse the data. The survey was shared through a link that was visible in the intranet of the students. The questionnaire was open for three weeks in spring 2018. It consisted of five open-ended questions that aimed at helping students in sharing their story which included different emotional experiences in the learning context. The questions were partly inspired by the Critical Incident Technique (CIT).FindingsThe results of the research show that most of the stories related to negative emotions. Most of the stories also described how the situation was resolved because our questions prompted respondents to write about that. The stories also described how students progressed with their studies. Some students considered the emotional experience to be “a lesson learned” for the future. Students also described how they had learned something about themselves and their reactions.Research limitations/implicationsWe collected the qualitative data within different fields and levels of study (Master and Bachelor). The statistical population consisted of approximately 35,000 enrolled students in the three Universities of Applied Sciences (hereafter UAS). The survey generated 45 answers. As the data were qualitative, we consider the richness of the accounts to be sufficient to answer our research questions.Practical implicationsWe have concentrated mainly on students' verbalized emotions, but we are aware of the fact that emotions are born in interaction with other students, systems, contexts, with teachers and with the organizational culture in our universities. No man is an island; so, in other words emotions cannot be taken out of the context. Connecting all the verbalized emotions and the interpretations and combination of them (seven ways of talking about emotions) we created an educational practice “chart” called “Emotional Footprint”, using the concept as introduced by Levine (2015). This practice chart aims at visualizing that emotions should be understood in all possible learning contexts. It is about individuals understanding themselves, understanding others and using emotions as energizers.Originality/valueIt is important to support emotional expression and improve emotional competence during life-long learning. An uncertain future, described as volatile, uncertain, complex and ambiguity need more people, who have a strong understanding of emotions and how these enhance and prohibit. With this model for expressing, verbalizing emotions that is easy to transfer to other contexts in the future professional life of students, we also want to emphasize how our universities can learn to turn negative emotions into constructive energy as well as boost authentic, positive emotions. We have to be aware of the emotional spectrum in order to create a learning experience of high quality. Our emotional footprint as professionals of learning is central. It is part of our societal responsibility.

Survey of Customers Requesting Medical Information: Preferences and Information Needs of Patients and Health Care Professionals to Support Treatment Decisions.

Pharmaceutical manufacturer medical information (MI) departments play an important role in providing medical information to health care professionals (HCPs) and patients. A survey was conducted to gather insights on the utility of MI services and to understand the information needs/preferences to support therapy decisions. Patients (n=40) and HCPs (n=192) who requested medical information in a 3-month time frame from 4 companies were surveyed (15 questions for patients; 28 questions for HCPs). Patients contacted MI departments for information on concerns about side effects, efficacy information, access/insurance coverage, how to take the medicine, switching medicine, how the medicine works, comparison to another medicine, medical condition information, and participating in trials. Patients reported that the medical information received changed the perception toward the treatment in the following ways: learned something new about the treatment, provided more confidence to talk to an HCP, and were potentially more likely to start treatment. Health care professionals requested medical information related to dosing, safety, patient selection, and differentiating between therapeutic options. The HCPs used the medical information to take an action (eg, managing treatment for patients or deciding to prescribe a medicine), to support informing-type of activities (eg, help guide discussions with patients, plan to use information for future treatment decisions/ discussion, help with insurance coverage determination, or help to enroll patients into ongoing clinical trials), and to meet an education need (eg, self-education or sharing information with practice/colleagues). These results describe patients' and HCPs' information needs/preferences that provide MI departments potential areas for enhancing services.

Stand out as a speaker.

I had been rehearsing my speech for days, but I was still stressed out. I was in the first year of my Ph.D., and my previous public speaking experiences had not exactly been successful. The first one, a presentation to a jury of experts for doctoral funding, had ended in a rush because it was too long; I didn't get the funding. During the second one—the defense of my master's project in front of familiar, benevolent professors—I had been unable to control my shaking voice, which gave the impression that I was about to burst into tears. Now, I was a few hours away from giving my first oral presentation at a conference, practicing the relaxation exercises I had learned for the occasion and hoping I could get through this one without incident. ![][1] ILLUSTRATION: ROBERT NEUBECKER > “I never would have thought I would someday be so eager to give presentations.” When my turn to speak finally came, I focused on time. I would have to speak fast to present all the information I had planned. Fifteen minutes later, I finally relaxed, proud of finishing on time and speaking with a steady voice. I had no idea whether the audience had learned anything, and I did not really care, because it was over. I continued to view my talks this way until about a year later, when I made a presentation to a nonscientific audience. Their questions made it clear that they had not gotten the message I wanted to convey. Suddenly, I realized these people probably felt the same way I did after watching a disappointing presentation: The speaker was not engaged with the audience at all. And I realized that I didn't want to be that speaker. I wanted to do better. Instead of trying to bombard the audience with as much information as possible, I began to care about what people would take away from my presentations. I sought advice, added pictures and animations to my slides, removed text, wrote a script to use as a roadmap, and rehearsed—a lot. My efforts rapidly paid off. My audiences started to appear energized and invested in what I was saying, and their questions showed that they had learned something. My confidence grew. Receiving positive feedback from audience members inspired me to continue building my presentation skills and trying new things. Giving talks became invigorating instead of a chore. Now, 6 years after that first conference talk, I welcome opportunities to give oral presentations. Although I still feel some stress, I enjoy each minute of my talks. I never would have thought I would someday be so eager to give presentations, but some practical tips helped me get here. CURATE. To keep your audience tuned in, keep your presentation focused on one main message. Each slide, each word, should be carefully chosen to convey that message. You can always prepare additional slides for questions and discussion. SHOW, DON'T WRITE. Having all your text written on your slides may make you feel more comfortable, but it doesn't help the audience. Think about what holds your attention in a presentation. Most people like hearing stories, seeing interesting findings in the forms of graphs or meaningful pictures, and being guided through a slide with thoughtful animations. We don't get much from walls of text. PREPARE. Telling the story of your research requires preparation. Design your visuals carefully and practice your speech and transitions. Find a friendly audience for rehearsals to discover what works and what doesn't. Being well prepared means you will have the time to tell your story, and that will help to reduce stress considerably. LEARN FROM OTHERS, BUT FIND YOUR OWN STYLE. Take inspiration from the presentations you like to improve your style, experimenting with new approaches to the extent you feel comfortable. When you want to try something new, rehearse with supervisors or colleagues and ask for feedback. Successful presentations aren't just a matter of talent. Most good speakers work hard to prepare talks that stand out. No matter how uncomfortable you may feel at a lectern, you can stand out by working on your presentation skills, too. [1]: /embed/graphic-1.gif

An Electronic Teaching Module for Improving Knowledge of Self-Management of Vaso-Occlusive Pain Crises in Patients With Sickle Cell Disease: Pilot Questionnaire Study.

BackgroundFor patients with sickle cell disease (SCD), effective management of vaso-occlusive crises (VOCs) is integral to provision of care, as nearly all affected individuals will suffer from VOCs in their lifetime. A recent systematic review of technological interventions to improve self-management in the care of SCD concluded that electronic health has the potential to improve the care of individuals with SCD.ObjectiveThe aim of this study was to assess the value of an electronic teaching module (ETM) provided by Emmi Solutions for educating adult SCD patients on VOC self-management and treatment options for SCD.MethodsA pretest assessed adults with SCD for baseline knowledge with regard to self-management of VOCs. Participants then watched the 35-min ETM and completed a posttest and survey on the ETM.ResultsA total of 20 adults enrolled. Their knowledge scores improved (pretest median 66.5% and posttest median 85%; P<.001). In total, 18 participants (18/20, 90%) agreed that they “learned a lot” or “learned something” from the ETM. The most common topic about which they reported learning was hydroxyurea. A total of 12 participants (12/20, 60%) agreed with the statement that they “would recommend the module to a friend or family member with sickle cell disease.”ConclusionsThe ETM is associated with an increase in knowledge in patients with SCD. Limitations of the study include small sample size, no assessment of knowledge before premodule questionnaire completion, and no longitudinal follow-up. Identifying patients with SCD who demonstrate affinity for self-education via an ETM may further enhance utility of this tool to educate and empower patients.

Thinking About Right and Wrong: Examining the Effect of Moral Conflict on Entertainment Experiences, and Knowledge

ABSTRACT Given that news stories feature many morally-laden topics, this study investigated the effect of moral conflict in news stories on entertainment experiences and learning outcomes. We propose that a reader’s perception of moral conflict in a non-fictional news story will lead to the cognitively engaging experience of appreciation, which is characterized as thought-provoking, moving, and meaningful. Moreover, we suggest that this experience will impact two aspects of knowledge gain: the acquisition of knowledge (objective knowledge) and the perception of having learned something (subjective knowledge). To investigate whether the perception of moral conflict and the experience of appreciation hampers or fosters knowledge gain, an online experiment was conducted in which participants (N= 334) read a feature story that was manipulated to induce the perception of moral conflict. Our results demonstrated that a news article perceived as morally conflicting led to more appreciation than one that was not perceived as morally conflicting. Our findings provide insight into the relationship between perceived moral conflict and learning outcomes, that is, knowledge acquisition and subjective knowledge, and the role of entertainment experiences in this relationship. Results are discussed in relation to the influence of entertainment experiences on learning.

Exploring the Meaning of Involving Gardening Education for Elderly Women from Low Income Families

본 연구는 저소득층 여성 노인의 원예학습 참여 의미를 탐색하고자 하였다. 이에 경기도 00시 노인복지관 ‘화노애락(花老愛樂) 원예교실’에 참여한 저소득층 여성 노인을 대상으로 실시하였으며 그 결과는 다음과 같다. 첫째, 원예학습은 비문해 저소득층 여성 노인이 쉽게 배울 수 있다. 둘째, 녹색의 생명력을 가진 식물과의 교감은 긍정에너지를 불러일으킨다. 셋째, 원예활동의 즐거 움은 위로와 치유의 시간이 되었다. 넷째, 연구 참여자에게 원예활동은 사회와의 연결 도구로 활용되었다. 이러한 결과를 통해 저소득층 여성 노인은 끊임없이 배우고자 하는 요구가 있었으며 성공적인 노화를 위해 즐거움을 갖고 일상에서 쉽게 접할 수 있는 것을 찾고 있음을 알 수 있었 다. 그 중 원예학습은 그들에게 과거의 회상과 함께 일상생활에서의 친숙함을 가지고 교육수준과 상관없이 쉽게 참여할 수 있다. 원예학습은 자연을 매개로 한 자연 친화적 활동으로써 신체활동, 정서적 안정감, 여가 활용 등 저소득층 여성 노인에게 있어 평생교육 차원에서의 발전 가능성을 확인할 수 있었다. 자연의 일부인 생명체를 매개로 하여 학습자와의 역동적 교감을 이루게 함으 로써 성공적 노화를 위한 자신의 변화를 스스로 이끌 인생 설계 프로그램으로 적용될 수 있었다.The purpose of this study is to investigate the meaning of participating in horticulture among the low-income elderly females. The result of study conducted among elderly females from low income levels who participated in the ‘Gardening Class with Flower, Anger, Sorrow, and Pleasure (花老愛樂)’ shows that: First, gardening education is inscribed and can be easily learned by elderly women from low-income families. Second, sympathy with plants of a green vitality leads to a positive energy. Third, the pleasure of garden activity made for a time of comfort and healing. Fourth, the garden activity was used as a tool to connect with society. It indicates that elderly females from low-income levels have continuing need for learning and seeking something pleasurable in their daily life for successful ageing. Gardening class among others is what they can easily participate in regardless of education level and with familiarity in daily life while recalling the past. As an eco-friendly activity mediating nature, it has a potential to be developed as a lifelong education for elderly female from low-income levels including physical activity, emotional stability, and leisure activity. In addition, it can be applicable as a life-designing program to change them for successful ageing, based on dynnamic communications between the learner and the living things, the part of nature.