Information Outlook, October 2003

Volume 7, Issue 10https://scholarworks.sjsu.edu/sla_io_2003/1009/thumbnail.jp

Assessing the Effects of Social Media on Academic Performance of Female Students at Raya University, Ethiopia

The objective of this study was to assess the effects of social media on academic performance of female students at Raya University, Ethiopia. It is unclear whether social media use affects positively or negatively the academic performance of female students. The study used both qualitative and quantitative research methodologies and it was based on a descriptive research design. The study targeted second year female students from five colleges registered at the university in academic calendar of 2010/2011. 132 female students were selected trough a proportional stratified sampling technique based on their Grade point Average by categorizing (1.75-2:00, 2.00-3.00 and 3.00-4.00). The researcher employed both primary and secondary sources and data was collected using questionnaires. The qualitative data was analyzed and interpreted qualitatively using words whereas the quantitative data was analyzed and interpreted through the Excel computer application packages. The results of the study indicated that female students who often accessed social media for academic purpose had higher grade point averages than those who used social media for not academic issues. The study concluded that despite the benefits that female students can harness from social media, there is to some extent addiction and distraction of attention caused by the use of social media which could have serious consequences on the academic life of these students. The researcher therefore recommended that female students of the university should access social media for academic purpose and limit the time they spent on social media site. Keywords: Social Media, Academic Performance, Effects, Students, Raya University DOI: 10.7176/NMMC/81-02 Publication date:June 30th 201

Writing themselves in 3: the third national study on the sexual health and wellbeing of same sex attracted and gender questioning young people

Executive Summary Introduction This is the third of the Writing Themselves In national reports which have been conducted six years apart since 1998. In 2010, a total of 3134 same sex attracted and gender questioning (SSAGQ) young people participated in Writing Themselves In 3 (WTi3), almost double the number in 2004 and more than four times that of 1998. The participants, who were aged between 14 and 21 years, came from all states and territories of Australia, from remote (2%), rural (18%) and urban (67%) areas and from a range of culturally and linguistically diverse (CALD) backgrounds. There were more young women (57%) than young men (41%) and a smaller group (3%) who were gender questioning (GQ). Sexual feelings In 2010, the complex interaction of sexual attraction, identity and behaviour was even more evident than in previous studies. Most young men were exclusively same sex attracted but half of the young women were attracted to both sexes and less than one third exclusively to the same sex. More than a third of young people realized their sexual difference before puberty and there were few gender differences in age of first realization. More young people felt positive about their same sex attraction than in 2004. As in 2004, young people who felt bad about their sexuality used homophobic beliefs to describe their reasons whereas those who felt good used resistant, affirming explanations. Sexual identity Most young men identified as gay/homosexual. Young women were more likely to identify as bisexual. Young women chose a greater range of identity terms to describe their sexuality

In search of a third place: a telecollaborative model for languaculture learning

This thesis presents a five-year, global classroom project, in which French and American students study the same texts (literature, film remakes, works of sociology and anthropology), while corresponding using ICTs. Their reflections provide the basis for the development of conceptual and perceptual toolkits, containing consciousness-raising activities on individual and culturally-biased semantic and perceptual differences and similarities. Students compare home culture images and the corresponding images from the other culture(s), in an attempt to arrive at a "third place" (Kramsch 1993), as an intercultural speaker (Byraml995; 1997). Feedback and transcripts from participants are used to assess the effectiveness of this pedagogy of languaculture in broadening discourse options and educational opportunities, and of the role of telecollaboration in student motivation and engagement. The analytical framework draws on insights of Bakhtin, Vygotsky and Flarre and Gillet, focussing on the learner as agent, and language as fundamentally dialogic in nature. Telecollaboration provides access to multiple discursive perspectives and negotiation of meaning, whereby students, especially the more motivated, ask real questions and receive real answers. The global classroom leads to a change in the locus of control, increasing motivation and encouraging students to appropriate their own learning. Significant individual, group and cross-cultural differences emerge in the interpretation and degree of appropriation of the materials and opportunities for intercultural communication. This thesis provides research-informed, pedagogical guidelines for developing similar intercultural telecollaborative courses and makes a creative contribution, both to the dialogic teaching of language as culture and to the integration of new technologies into the curriculum

A Mixed-Methods Normative Case Study of Undergraduate Students\u27 Attitudes and Behaviors towards Influenza and Vaccination in the Post-2009 Influenza A(H1N1) Pandemic Era

The 2009 influenza A(H1N1) pandemic caused high morbidity and mortality in young adults, prompting recommendation for extension of routine annual flu vaccination to all healthy adults younger than 65 years old who do not have contraindications. But despite this recommendation, flu vaccination rates remained suboptimal in university students. The purpose of this study was to determine (a) how undergraduate students perceive influenza as a risk in light of risk information communicated by authoritative bodies; (b) where they seek advice and access educational information about influenza and methods of flu protection; (c) what attitudes they hold towards influenza and vaccination; and (d) when and why they engage in risk response behavior? This social science study, which involved 303 undergraduate students, included a written questionnaire, infographics, and interviews. Four theories (cultural theory of risk perception; structural constructivism; symbolic interactionism; and applied phronesis) were used to interpret the data. The coding of students’ answers allowed for the identification of ten themes, such as authoritative powers, identity, beliefs, infoglut, and reacting to risk. Students ranked influenza at the lower end of various risks discussed, considered their personal doctors as the most trusted source for influenza information, and were against mandatory flu vaccination. Although 48.6% of students self-reported flu vaccination during the 2014-2015 influenza season, vaccination was inconsistent in prior years. Perceived good health, vaccine complacency, a busy class schedule, vaccination confidence and convenience, were identified as factors contributing to vaccine hesitancy. Students developed a habit of using non-pharmaceutical flu interventions during their middle/high schools years, which was seen as a reason why flu vaccination was not their primary choice to protect against influenza. Students reported that they would seek information pieces that matter to them in case of a major flu outbreak close to or on campus. However, infoglut would make it difficult to them to find the right information online. This study suggests a need for a stronger focus of influenza education on undergraduate students by considering the needs and wants of these young adults. Numerous suggestions were made for how authorities, especially the university, can play here a stronger role

Knowledge of cholera and its prevention amongst urban residents of a district in Abuja: The pivotal role of health education

Objectives: Cholera is endemic in many Africa countries including Nigeria, where it is still endemic despite all the control measures put in place. It is still a disease of public health importance. The northern parts of Nigeria been implicated in the recent spike in cholera cases in Nigeria. Durumi, one of the communities in the Federal Capital Territory (FCT) has been observed to have cases of cholera in recent times but with paucity of data on the occurrence of the disease in Durumi. This study examined the knowledge of cholera and its prevention amongst the residents of Durumi to get baseline information and ascertain the role of health education in curtailing cholera in the community.Methods: A Descriptive (cross-sectional) survey design. Multistage sampling was used to select 360 participants (171 females and 159 males) and a self-developed validated questionnaire was used to collect data. Data was analyzed using descriptive statistics of frequency counts and percentages and inferential statistics of Chi-square to test the hypotheses at 0.05 significant levels.Results: Knowledge of cholera significant (p-value .000<0.05); age group below 50 years contributed higher percentage scores than those above 50 years old. Awareness of preventive measures to cholera also significant (p-value .000<0.05); the age group below 50 years contributed higher scores than those above 50 years old. Findings suggest insufficient knowledge and awareness of preventive measures of cholera for age > 50 years.Conclusion: Durumi residents appear to have adequate knowledge and awareness of cholera preventive measures. Targeted health education may be employed to prevent cholera in Durumi. Keywords: Cholera, knowledge, prevention, Abuja, health educatio

DECISION-MAKING FOR THE RECEIPT OF INFLUENZA VACCINATION IN COMMUNITY-DWELLING OLDER ADULTS

The objective of this qualitative study was to explore the factors that influence community dwelling older adults in deciding to take or not take the seasonal influenza vaccine. Thirty-one receivers and six non-receivers (aged 67-91 years) living in assisted and unassisted urban residences participated in six focus groups in London, Ontario. Informed by van Manen’s phenomenological approach, an inductive content analysis was performed to analyze the transcripts from focus groups. The major facilitators of taking the vaccine were the recommendation by and trust in health professionals, and a belief in vaccine efficacy. The major barriers were a fear of adverse reactions anct the belief in resilience of an older adult. The decision-making process regarding seasonal influenza vaccination is now better understood in older adults and can,easily be fit within the conceptual framework of the Health Belief Mode

Entering Public School Kindergarten: Family Attitudes and Expectations Affecting Young, Black, Working Class Mothers\u27 School Involvement

Parent involvement in schools has been a focus of educational improvement for many years. The belief that parent involvement can be the difference between schooling success and failure is shared by students, parents, society, school staff, and government. This belief is based on the American ideal “nuclear family” structure. The purpose of this study was to explore the attitudes and expectations of the families of young, Black, working class mothers as they constructed their role as a parent of children in the public school and developed their definition of parent involvement. Participants for the study were the mothers, preschool teachers, and family members of four entering kindergartners, two girls and two boys. The children were chosen from preschool programs, and their mothers and family members were interviewed several times during and after their first semester in public school kindergarten. The preschools and schools attended by the students were visited before the school year began to gather contextual information from staff and school handouts for parents. Data highlighted patterns of initial family perspective, attitudes, and expectations; and revealed patters of change in the perspective, attitudes, and expectations during the study. The findings identified six expectations the school system had for parents, and four areas where the mothers differed in their ability to meet these expectations. Family structures and other caregivers were examined. Issues of age, race, class, and family structure were considered as possible factors in each family’s decisions concerning involvement with the child’s school

The ‘Logic’ of Mediatization Theory in Religion:

The concept of mediatization was introduced to research on religion a decade ago by several scholars of communication: Hepp, Hjarvard and Sá Martino. The approach is controversial and has been debated in religious studies and beyond. This article critically analyses the core elements of mediatization theory in religion. These elements are the dating and measurement of mediatization, the secularization and the concept of ‘banal religion,’ the understanding of ‘religion’ and of ‘media,’ and the process of deterritorialization. This analysis questions the empirical evidence for and the theoretical consistency of the mediatization approach. Finally, some alternative research perspectives are presented