Oral Explanation Research Articles

Évaluation de l’anxiété maternelle liée aux modalités d’informations sur la prématurité chez les patientes présentant un risque d’accouchement prématuré

Women hospitalized for preterm labor require clear information about prematurity. This study assessed whether or not specific written information about prematurity delivered at admission to the unit combined with an oral explanation from a pediatrician would decrease women's anxiety compared to an oral explanation alone. This was a prospective, single-center observational study. Women were included in the high-risk pregnancies department and distributed into two groups: receiving "only oral" information for a prenatal clinical consultation with a senior pediatrician or receiving "combined" oral information+a booklet about prematurity given to the women at admission. The primary endpoint was the change in anxiety-state (before and after the information procedure) evaluated by the State Trait Anxiety Inventory-Y (STAI-Y). The anxiety score before receiving information did not differ between the two groups (STAI-Y-A "combined" group: 46.7±3.0 vs. "only oral" group: 42.7±2.74; P=0.55). After consultation with a pediatrician, the acute anxiety-state score STAI-Y-A decreased significantly in the "combined" group (-6.7±1.9) compared to the "only oral" group (-2.5±4.6; P<0.05). A booklet about prematurity combined with oral information from a pediatrician reduced patients' anxiety more than oral information alone. Given that the psychology of the mother interacts with the pregnancy, it is necessary to provide clear and adapted information. Giving a booklet appears to be one of the modalities to improve information. Other modalities such as video documents have to be studied.

Progressions of a New Language: Characterizing Explanation Development for Assessment With Young Language Learners

ABSTRACTFew studies have detailed the emergence and growth of the oral language and discourse characteristics of school-age students at different grades and across time (Bailey, 2010; Hoff, 2013). Yet general education teachers and English language specialists need well-articulated, preferably empirically derived progressions of language learning to support their students’ oral language development, particularly with those students who are acquiring English as a new or second language. Explanation skills, which encompass the development of many different language and discourse features, were the focus of this study. The language learners whose elicited oral explanations were used to characterize the order of emergence of features were in kindergarten and third grade (5–6 and 8–9 years old). These students were acquiring English in school with predominantly Spanish as their first language. Development of explanations by a cohort of English monolingual or proficient students provides grade-specific comparison language trajectories. The results are placed within the context of a formative assessment framework in order to assist teachers and students in placing explanations at different phases of sophistication on the progressions. This facilitates charting development and identifying with greater specificity which language and discourse features might be effective targets of contingent instruction to promote students’ oral explanation abilities.

Providing Written or Oral Explanations? Differential Effects of the Modality of Explaining on Students' Conceptual Learning and Transfer

ABSTRACTLearning-by-explaining (to fictitious others) has been shown to be an effective instructional method to support students' generative learning. In this study, we investigated differential effects of the modality of explaining (written versus oral) on students' quality of explanations and learning. Forty-eight students worked on a hypertext about combustion engines. Afterwards, they were asked to explain the learning content, either orally or in writing. Findings indicated that providing written explanations was more effective than providing oral explanations in supporting students to organize the content of the explanations. The higher levels of organization yielded higher levels of students' conceptual knowledge. In contrast, generating oral explanations, relative to written explanations, triggered students' elaborative processes to a more pronounced extent, which was more beneficial to attaining transferable knowledge. Thus, we conclude that the modality of explaining plays a critical role in learning-by-explaining inasmuch as different modes differentially support student learning.

THE INFLUENCE OF EDUCATION OF DRUG INFORMATION BY PHARMACIST ON THE IMPROVEMENT OF KNOWLEDGE AND THERAPEUTIC TARGET TO TYPE 2 DIABETES MELLITUS OUTPATIENTS IN HOSPITAL

Objective: The study aims to determine the influence of education of drug information by the pharmacist on the improvement of knowledge and therapeutic target to type 2 diabetes mellitus outpatients in Dr. Moewardi Surakarta Hospital.Methods: The research used the quasi-experimental method, repeated measure experiment design, pre-posttest design with the prospective patient data retrieval. 90 patients with type 2 diabetes mellitus were used as the subjects of the research divided into three groups (two test groups and one control group). In the test1 group, patients were educated about the drug information through leaflets and through oral explanation, the test 2 group through leaflets, and a control group through leaflets once at the beginning of the study. The study lasted for three months in which in every month fasting blood glucose levels (FBG) and blood glucose levels were analyzed within two hours after a meal (BG2PP) and given questionnaires knowledge to see the socio-demographic profile, knowledge, and blood glucose level of the patient. The data analysis used the statistical package for social sciences (SPSS) version 16 in the form of analysis Kolmogorov-Smirnov test and one-way anova test.Results: The results showed that the education of the drug information by a pharmacist using leaflets and oral explanation in the test1 group was able to improve knowledge of type 2 diabetes mellitus outpatients in Dr. Moewardi Surakarta Hospital, in comparison to the leaflets giving information only to the test 2 group and control group. The education of drug information on the test 1 group was able to improve the patients' knowledge reaching 100%. Type 2 diabetes outpatients in the test 1 group could achieve a reduction in blood sugar levels, to the FBG level (136.47±36.08) mg/dl and BG2PP levels (193.43±58.21) mg/dl.Conclusion: The education of drug information from the pharmacist had the influence to improves the knowledge and therapeutic target of type 2 diabetes mellitus outpatients in Dr. Moewardi Surakarta Hospital.

Nicole Guenther Discenza and Paul E. Szarmach, eds., A Companion to Alfred the Great. (Brill’s Companions to the Christian Tradition 58.) Leiden and Boston: Brill, 2015. Pp. xiv, 469; 11 black-and-white and 4 color figures. $218. ISBN: 978-90-04-27484-6.Table of contents available online at http://www.brill.com/products/book/companion-alfred-great (accessed 3 March 2016)

Nicole Guenther Discenza and Paul E. Szarmach, eds., <i>A Companion to Alfred the Great</i>. (Brill’s Companions to the Christian Tradition 58.) Leiden and Boston: Brill, 2015. Pp. xiv, 469; 11 black-and-white and 4 color figures. $218. ISBN: 978-90-04-27484-6.Table of contents available online at http://www.brill.com/products/book/companion-alfred-great (accessed 3 March 2016)

Contributions des aspects idiomatiques et morphologiques du langage à la lecture aux CE1 et CM1

Background and objectiveTo our knowledge, no research has so far associated idiomatic (or figurative) and morphological aspects of language in children reading and in examining the various skills involved. This study aims to: (1) specify, at two levels of reading ability, the implication of these two dimensions of language in decoding-word identification and comprehension and their possible correlation: idiom comprehension and morphemic skills have in common the need to pay attention to the meaning and play with the different levels of language analysis (literal vs figurative and sublexical vs lexical representations); (2) examine individual performance profiles of children with reading difficulties, in the light of these idiomatic and morphological skills. MethodTasks of oral explanation of idioms with related context, of morphemic segmentation (to give the smallest meaningful units in words orally), of reading (word identification and reading comprehension) as well as control tasks (phonemic, syntactic, vocabulary) were administered in Grade 2 (69 children, mean age: 7.8 years) and in Grade 4 (67 children, mean age: 9.11 years). ResultsResults show (a) correlations between idiomatic and morphemic skills and reading abilities with second and fourth graders; (b) a correlation between idiomatic and morphological tasks in Grade 2; (c) a significant contribution, both complementary and specific, of idiomatic and morphemic skills with reading comprehension, particularly with second graders. For lexical age, the contribution is marginal; (d) the individual profiles reveal that, together or separately, morphemic skills and idiom comprehension could be weak points but vectors of “improved success” too for many children with reading difficulties (decoding and/or comprehension). ConclusionIdiomatic and morphemic skills are related to reading abilities, so they can constitute complementary supports for helping children to progress in learning to read accurately. The possible educational implications of our findings are then discussed and encourage the development of a range of varied activities from which children early could be implicated or “remobilized” in learning to read.

Investigating the development of Chinese oral explanation and justification in Singapore primary students

AbstractExplanation and justification require cognitive ability which selects and organises relevant information in a logical way, and linguistic ability which enables speakers to encode the information with linguistic knowledge. This study aims to investigate the development of Chinese oral explanation and justification in Singapore primary students. The study comprised 36 participants ranging from six-year-old to 11-year-old. They were learning Chinese as a second language. A series of questions were designed to elicit explanations and justifications based on a story. Explanation and justification were analysed on length of discourse, frequency of connectives, types of explanation and types of justification. The results showed that, from a linguistic perspective, as age increased, the frequency of connectives and length of discourse increased first then decreased. This suggests that linguistic measures are not sufficient in revealing the development. From a cognitive perspective, the older participants ...

Characterizing Students’ Attempts to Explain Observations from Practical Work: Intermediate Phases of Understanding

This study aims to characterize a group of students’ preliminary oral explanations of a scientific phenomenon produced as part of their learning process. The students were encouraged to use their own wordings to test out their own interpretation of observations when conducting practical activities. They presented their explanations orally in the whole class after having discussed and written down an explanation in a small group. The data consists of transcribed video recordings of the presented explanations, observation notes, and interviews. A genre perspective was used to characterize the students’ explanations together with analysis of the students use of scientific terms, gestures, and the language markers “sort of” and “like.” Based on the analysis we argue to separate between event-focused explanations, where the students describe how objects move, and object-focused explanations, where the students describe object properties and interactions. The first type uses observable events and few scientific terms, while the latter contains object properties and tentative use of scientific terms. Both types are accompanied by an extensive use of language markers and gestures. A third category, term-focused explanations, is used when the students only provide superficial explanations by expressing scientific terms. Here, the students’ use of language markers and gestures are low. The analyses shows how students’ explanations can be understood as tentative attempts to build on their current understanding and observations while trying to reach out for a deeper and scientific way of identifying observations and building explanations and new ways of talking.

Frequency of Flame Sensor Activation in Public Places after Administration of Radioactive Iodine to Treat Graves Disease: A Recent Survey

Ultraviolet (UV)-perception-type flame sensors detect gamma rays emitted from iodine 131 ((131)I). Explaining the possibility of flame sensor activation to patients when they receive (131)I to treat Graves disease or other ablative purposes is important. We investigate the current situation of flame sensor activation after radioactive iodine (RAI) therapy. A total of 318 patients (65 males and 253 females) with Graves disease who received RAI therapy at our clinic between November 2007 and June 2014 participated in this study. Patients were given both written and oral explanations regarding the possibility of flame sensor activation. Participants were surveyed with a questionnaire. The following question was asked: "Did the fire alarm (flame sensor) go off when you used a restroom in places like shopping centers within a few days after your isotope therapy?" To those who answered "yes," we asked where the fire alarm had gone off. Of the 318 patients, 19 (6.0%) answered "yes," 2 of whom were male while 17 were female. Of the 299 (94.0%) patients who answered "no," 63 were male and 236 were female. As to the place of restroom sensor activation, shopping centers were reported by 9 patients; supermarkets by 5; airports by 2; and a bookstore, the Kyushu Shinkansen (bullet train), and a hospital by 1 each. Explaining to patients the possibility of flame sensor activation after RAI therapy is important to avoid some complications, especially in security-sensitive areas. (131)I = iodine 131 RAI = radioactive iodine UV = ultra-violet.

Effects of observing the instructor draw diagrams on learning from multimedia messages.

In 4 experiments, participants viewed a short video-based lesson about how the Doppler effect works. Some students viewed already-drawn diagrams while listening to a concurrent oral explanation, whereas other students listened to the same explanation while viewing the instructor actually draw the diagrams by hand. All students then completed retention and transfer tests on the material. Experiment 1 indicated that watching the instructor draw diagrams (by viewing the instructor’s full body) resulted in significantly better transfer test performance than viewing already-drawn diagrams for learners with low prior knowledge (d = 0.58), but not for learners with high prior knowledge (d = −0.24). In Experiment 2, participants who watched the instructor draw diagrams (by viewing only the instructor’s hand) significantly outperformed the control group on the transfer test, regardless of prior knowledge (d = 0.35). In Experiment 3, participants who watched diagrams being drawn but without actually viewing the instructor’s hand did not significantly outperform the control group on the transfer test (d = −0.16). Finally, in Experiment 4, participants who observed the instructor draw diagrams with only the instructor’s hand visible marginally outperformed those who observed the instructor draw diagrams with the instructor’s entire body visible (d = 0.36). Overall, this research suggests that observing the instructor draw diagrams promotes learning in part because it takes advantage of basic principles of multimedia learning, and that the presence of the instructor’s hand during drawing may provide an important social cue that motivates learners to make sense of the material. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Interpretations of education about gene-environment influences on health in rural Ethiopia: the context of a neglected tropical disease.

BackgroundMisunderstandings of the role of genetics in disease development are associated with stigmatizing behaviors and fatalistic attitudes about prevention. This report describes an evaluation of community understanding of an educational module about genetic and environmental influences on the development of podoconiosis, a neglected tropical disease endemic in highland Ethiopia.MethodsA qualitative process assessment was conducted as part of a large prospective intervention trial in August 2013, in Wolaita Zone, southern Ethiopia. Sixty five participants were purposively selected from 600 households randomized to receive the inherited susceptibility module. The educational module used pictorial representations and oral explanations of the interaction of inherited sensitivity and soil exposure and was delivered by lay health educators in participants' homes. Data were collected using semi-structured individual interviews (IDIs) or focus group discussions (FGDs).ResultsQualitative analyses showed that most participants improved their understanding of inherited soil sensitivity and susceptibility to podoconiosis. Participants linked their new understanding to decreased stigma-related attitudes. The module also corrected misconceptions that the condition was contagious, again diminishing stigmatizing attitudes. Lastly, these improvements in understanding increased the perceived value of foot protection.ConclusionsTaken together, these improvements support the acceptability, feasibility and potential benefits of implementing gene-environment education in low and middle income countries.

Effect of Brainstorming Program on Teaching Skills for Student's Teacher

This research aims to design a proposed program using brainstorming strategy. This research also aims to identify the effect of brainstorming program on teaching skills for student’s teacher. Two groups were selected from female students of third class in faculty of physical education, Zagazig University, (experimental group n = 25 (EG) and control group n = 25 (CG)) were selected for this purpose and (15) students for Expeditionary study, Teaching skills variables were randomly assigned (Personal skills, Preparation and processing of lesson venue, Instructional instruments’ utility, Planning and executing lesson: [Introduction and warm-up, Physical preparation, Educational and practical activity, Final activity], Correction, Total of axes of teaching skills for student’s teacher list). Results: (1) Proposed brainstorming program has a positive effect on teaching skills for experimental group. (2) Traditional method (oral explanation and practical model) has a positive effect on teaching skills for control group. (3) Brainstorming program is better than traditional method on teaching skills improvement, which indicates the effectiveness of brainstorming program. Key words: brainstorming - teaching skills - student’s teacher

간호정보제공이 내시경 점막하 박리술 환자의 시술 전 불안 및 불확실성에 미치는 효과

본 연구는 소책자를 이용한 간호정보제공이 내시경 점막하 박리술 환자의 시술 전 불안 및 불확실성에 미치는 효과를 알아보기 위한 유사실험 연구로 비동등성 대조군 전후 시차설계 연구이다. 자료 수집은 2013년 2월 13일 부터 4월 26일 까지 46명을 대상으로 시행되었다. 대조군 23명은 기존의 중재 방법인 구두설명과 표준화된 양식 없이 일반적인 시술전 교육을 받았고 실험군 23명은 본 연구자가 개발한 소책자를 통한 간호정보제공을 받았다. 수집된 자료는 SPSS 21.0을 이용하여 <TEX>${\chi}^2$</TEX> test, Fisher's exact t-test로 분석하였다. 실험군은 대조군보다 불안(t=3.319, p=.002), 불안 행동반응(t=3.508, p=.001)이 유의하게 감소하였으나 불확실성은 차이를 보이지 않았다(t=.745, p=.460). 소책자를 이용한 간호정보제공은 위내시경시술 환자의 시술 전 불안을 감소시키는데 유용한 간호중재이다. This study examined the effects of nursing information provision using a booklet on the patients' anxiety and uncertainty with an endoscopic submucosal dissection before the procedure, which is a non-equivalent controlled pre-post test designed study. Twenty three patients in a control group received the existing intervention, which is the general education prior to the procedure without standardized format as well as an oral explanation, and 23 patients in the experimental group received nursing information with a booklet developed by the investigator of this study. The collected data were analyzed using a <TEX>${\chi}^2$</TEX> test and Fisher's exact t-test on SPSS 21.0. The experimental group reported significantly lower anxiety (t=3.319, p=.002) and anxiety behavioral responses (t=3.508, p=.001) than those in the control group. There were no significant differences in uncertainty between the groups (t=.745, p=.460). Nursing information using the booklet is a useful nursing intervention to reduce the anxiety of patients with endoscopic submucosal dissection before the procedure.

Development of a Kinesthetic Learning System for Schoolchildren’s Baseball Learning Based on Competence Motivation Theory: Its Effect on Students’ Skill and Motivation

The traditional baseball instruction strategies were mainly conducted by the instructors with oral explanation and exemplification while students had to improve their performance in athletic activities through continuous practice. During the learning process of athletic skills, students oftentimes posed less confidence due to unskilled body movement resulting in lower achievement sense. Finally, they started to reject the engagement in relevant athletic activities and even never practice anymore. Therefore, this research aimed to explore the influence on the learning motivation and the performance of athletic skills made by students in the conventionally instructive mode by introducing the Computer-Aided Design (CAD) instruction strategies of the kinect baseball learning system. Research results indicated: (1) after the kinect baseball learning system was introduced into instruction, it positively affected the learning motivation of students; (2) after the kinect baseball learning system was introduced into instruction, it positively affected the performance of athletic skills of students.

SELUBUNG HISTORIOGRAFI SYEKH MAULANA MAGHRIBI WONOBODRO

This study aimed to reveal the understanding and perceptions of the public upon history of Sheikh Maulana Maghribi’s (SMM) tomb and character. This qualitative approach used historical research. The results showed that the SMM’s history of the tomb and his figures are still remembered and understood among Wonobodro community through two ways, namely: through word of mouth from family members or other people hereditary and through oral explanation from the manager of the tomb complex, especially Interpreter Lock to pilgrims. In addition, it was also revealed that there are two different informants understanding about the real identity of Sheikh Maulana Maghribi. It is caused by lack of depth information obtained by Wonobodro community. The conclusion that there is character and story elements that reflect the similarities of culture, values and experience of informants and community.

Exploring teachers' oral explanations of new English lexical items in a Chinese university: Comparisons with dictionary information

Abstract We investigated three university teachers' oral explanations of unfamiliar lexical items in a Chinese university English as a foreign language (L2) context. Previous research on explanation of lexis has focused on the amount or functions of teachers' first language (L1) use, or in the field of glossing in written texts. In this exploratory research we compared teacher oral explanations to the information provided by dictionaries, examined whether the teachers provided information in L1 or L2 or both, and explored the type of information they provided. We did this comparison not to evaluate the teachers' competence but to gain insights into the challenges teachers face when putting across the meaning of words which may or may not have direct equivalence in both languages. Greater awareness of these challenges might inform teacher education programmes. Our findings suggest both close comparisons between teacher and dictionary information and interesting divergences. Further research resulting from this exploratory study is suggested.

Avaliação das condições periodontais e de higiene bucal em escolares com transtornos neuropsicomotores

Introdução A doença cárie e as alterações periodontais são problemas frequentemente encontrados em pacientes com deficiência. Objetivo Avaliar as condições periodontais e de higiene bucal em escolares com deficiência neuropsicomotora matriculados em um centro de reabilitação. Método A pesquisa envolveu entrevista com os responsáveis e exame clínico do escolar, para registro do índice de placa e do índice de sangramento. Após o exame, foi realizada profilaxia profissional, orientação de higiene bucal e esclarecimento de dúvidas. Os dados foram observados por meio de estatística descritiva. Resultado A amostra foi constituída por 41 escolares com deficiência neuropsicomotora, com idades entre sete e 14 anos, sendo 20 do sexo feminino (48,8%) e 21 do sexo masculino (51,2%), e com idade média de 10,8 anos. A maioria dos pacientes tinha a figura da mãe como principal cuidador (85%). Observou-se que 71% dos escolares necessitavam de ajuda para realizar a higiene bucal e quase 40% dos cuidadores apresentavam dificuldade para realizá-la, principalmente pelo fato de o paciente “não abrir a boca”. Quase a totalidade dos escolares não usava fio dental. Constatou-se, ainda, que 87,2% apresentaram sangramento gengival à sondagem e que, em 84,7%, verificou-se índice de placa maior ou igual a ‘2’. Conclusão Concluiu-se que os escolares com deficiência neuropsicomotora incluídos neste estudo apresentaram condições periodontais e de higiene bucal insatisfatórias, demonstrando a necessidade de serem instituídas ações preventivas focadas na orientação aos pacientes e cuidadores, para a efetividade da higiene bucal.

ÜSLÛP VE ÜSLÛPBİLİM ÜZERİNE-2: ÜSLÛP VE ÜSLÛPBİLİMİN TARİHÇESİ

People living on the earth and speaking many different languages have tried to express in forms of oral, written and visual explanations the various emotions, thoughts and dreams in the historical process. While they were speaking and writing, they spoke and wrote in the language of society and/or the nation that ones belonged. In addition to the daily use of oral explanation and written texts, text having the literary features and founding artistic vaules are the works that poets and writers have created using specifically the language. This particular language use in oral explanations and written texts have turned into the branches of the sistematized art and science in the process of advancing time. Formerly, these fields which is called as the rhetoric in the Western world and the eloquence in the Eastern world has continued to develop for century, and it has left to style and/or stylistics the its place in the groundwork laid by linguistics as losing the its impact in the nineteenth as many things that belonging to past. This article has subjected the development of this science in the historical process. It aims to make a significant contribution to this field as ending to, in proportion, the complexity of spoken and written in this context.

The Language Barrier in Banking Documents The Bank's Special Liability to Guide the Perplexed

Banking documents are characterized by linguistic complexity and multifaceted content. The display of the information is problematic as well: The documents are long, printed in small and dense letters with almost no spaces between the lines. Essential issues are hidden among immaterial sections and do not get the attention they deserve. Additionally, in order to make a banking transaction, the customer is often asked to sign a few separate forms, including confusing annexes and additions.This linguistic failure creates informational inequality between the bank and the customer, and causes a serious obstacle to customers in the performance of their banking transaction: Without a full understanding of the transaction, they are not able to properly estimate its repercussions and risks. In order to protect the customer, it is proposed to impose a broad legal liability on the bank. This liability includes the obligation to make any banking agreement in writing; the obligation to highlight certain details of the contract and to draw attention thereto; the obligation to translate the text for customers who do not speak the local language; the obligation to provide full oral explanation about the transaction; and the obligation to make sure that the customer understands its full repercussions.The justification for imposing such a broad responsibility on the bank lies in the perception of the bank-customer relationship as a special relationship, based on the trust and confidence that the customer bestows in the bank. The broadening of the bank's liability is compatible with the modern approach of corporate social responsibility and is aimed to create a banking culture of fairness and integrity.

II–2 Improving Patient Compliance with Low-Intensity Pulsed Ultrasound (LIPUS) Treatment

Low-intensity pulsed ultrasound (LIPUS) has a positive effect on fracture healing, but effectiveness can vary depending upon fracture location and type. There is growing consensus that LIPUS can enhance fracture healing by promoting cell differentiation. Nevertheless, LIPUS treatment may not reach optimal efficacy if patients do not comply with the treatment regimen, because it is patients who administer treatment. We postulated that improved patient compliance would lead to better clinical results. Therefore, we prepared a leaflet emphasizing the importance of administering LIPUS appropriately and distributed it among patients who required such treatment. We then assessed 12 patients who had been given the explanatory leaflet, recording the number of days they performed LIPUS treatment during the recommended period. On average, patients given a leaflet performed LIPUS treatment with a compliance rate of 96.2%. Compliance may be improved using an explanatory leaflet in addition to oral explanation of the need for treatment adherence.