ABSTRACT
Since COVID-19 was declared a global pandemic, scholars and practitioners have put much effort into testing effective advertising strategies for COVID-19 vaccinations. Guided by humor theories, this study aimed to examine (1) the effect of humor on persuading COVID-19 vaccination and (2) the moderating role of trust in government for the unvaccinated population. Across two studies (college students and general adult populations), for lower trust in government individuals, through greater public service advertisement (PSA) processing depth and believability, there was a higher vaccination intention after the humor (non-humor) advertisement. For higher trust in government individuals, there was evidence that the vaccination intention was lowered after the humor (vs. non-humor) message through lowered PSA processing depth and believability. This study expands humor theory into testing COVID-19 vaccination messages while considering an individual psychological factor, trust in the government, that has emerged as an essential determinant to COVID-19 messaging. The contributions to COVID-19 vaccination advertising strategy and advertising to the unvaccinated population, in general, are discussed.
ABSTRACT
Learning environments that support a sense of belonging have been shown to help students fully and meaningfully participate in their learning. Less is known, however, about the social organization of online learning environments that support a sense of belonging, particularly in postsecondary contexts. With an explicit attention to issues of equity, this mixed-methods study examined what makes undergraduate students in the United States of America (N = 4,544) feel included in online learning environments during a global pandemic. Survey responses collected in the fall of 2020 were analyzed through a sociocultural learning theory framework. Rating scale and open-ended responses revealed that students' sense of belonging and inclusion varied by student race and gender and by instructional modality (synchronous vs. asynchronous). Opportunities for discussion, interaction with peers, and feeling that one's racial or ethnic group was represented in the curriculum were among the environmental affordances that supported a sense of belonging.
ABSTRACT
Objective To investigate whether the complement system of COVID-19 is affected by vaccination, and also to explore the relationship between complement and length of stay in hospital, with a view to providing input for clinical diagnosis and the management of COVID-19 patients. Methods The patients admitted from November 1st to November 30th, 2021 in the Eighth Affiliated Hospital of Guangzhou Medical University were selected as subjects. According to the time of vaccination, the patients were divided into two groups as vaccinated within half a year and over half a year. Then C3, C4, IgG, IgM, IgA, COVID-19 IgG and IgM, neutral granulocyte and lymphocyte count were detected and all patients' hospitalized days were recorded. With their hospitalization days of 14 d as a threshold, the patients were divided into two groups, and the above indicators were compared. Results C3 concentration was (0.86±0.157) g/L in patients with vaccination within six months, which is significantly lower than (0.96±0.172) g/L in those over six months (P<0.05), but as for C4, IgG, IgM, IgA, COVID-19 IgG and IgM, neutral granulocyte and lymphocyte counts, there were no significant difference between two groups;as for the patients within 14 days of hospitalization, C3 and C4 concentrations were lower than those for more than 14 days, but the COVID-19 antibody IgG and IgM, lymphocyte counts were higher (all P<0.05). Conclusion Vaccination within half a year can make the body's immune function and complement system to identify viruses earlier, more beneficial to remove viruses, but this effect is weakened after half a year;when admission, C3, C4, COVID-19 IgG level and lymphocyte counts can be used to predict hospitalization time in COVID-19 patients. © 2022 by the Author(s).
ABSTRACT
The shift to digital classrooms due to the COVID-19 pandemic has raised many challenges for educators regarding student participation, engagement and social interactions, and our CM1121 introductory organic chemistry course was no exception to these disruptions. As a solution for these challenges amid social distancing measures, we adopted a form of technology-augmented team teaching to model discourse, encourage student-faculty interactions and make lessons more engaging. With our choice of an undergraduate student co-teacher, we overcame many traditional key challenges that team teaching faces in its implementation in STEM classrooms, and our experiences and approach for both face-to-face and recorded tutorial lectures have significant potential in socially distanced STEM classrooms. © 2021 IEEE.
ABSTRACT
This study aims to support learning by encouraging the application of retrieval practice by students. This usage of retrieval practice aims to tackle pedagogical inadequacies such as social isolation and poor peer-to-peer communication. In this study, retrieval practice is incorporated into social media usage via a Telegram Quiz Bot. In addition to gamifying a student's learning experience, the Quiz Bot incorporated relevant topics taught in an environmental chemistry module. Students were required to compete in groups for accuracy and speed in answering questions. To evaluate the effectiveness of this Telegram quiz bot, a survey was conducted with 29 students enrolled in an environmental chemistry module at the National University of Singapore. Overall, positive responses were obtained, and students would recommend its incorporation in other modules as well. © 2021 IEEE.
ABSTRACT
Teaching and learning became more challenging during the COVID-19 pandemic as classes moved online for both remote and hybrid learning. For hybrid learning, instructors harnessed various technologies to facilitate student-teacher engagement. Here we explored the use of an online collaborative platform, Miro Board, to aid teaching of organic chemistry for hybrid learning. We applied the revised Community of Inquiry (CoI) framework in our teaching exploration to support student- student and student-teacher interactions. Our experiences indicated that the use of Miro Board raises the social and learning presence in the revised CoI.
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Objective To analyze the clinical characteristics and antibody of 22 COVID-19 patients with the adsorbed SARS-CoV-2 vaccine innoculation, in order to benefit clinical prediction and treatment. Methods Totally 22 patients with COVID-19 after inactivated vaccination who were admitted to our hospital from December 2020 to March 2021 were selected as the research subjects. Demographic characteristic, clinical symptoms, blood tests, nucleic acids and antibody tests, chest CT and treatment methods were analyzed to figure out the clinical characteristics and antibody changes. Results The median age of 22 patients was 34.5 years old. The clinical symptoms were mainly cough (8 cases), expectoration (3 cases), poor appetite (3 cases), fever (1 case), chest tightness (1 case), throat discomfort(1 case) and nasal congestion and runny nose (1 case). The chest CT mainly showed unilateral pneumonia (2 cases) and bilateral pneumonia (7 cases), presenting as ground glass shadow (5 cases) or ground glass with patch shadow (4 cases). One patient's antibody turned out to be IgM(+)IgG(-), three cases with IgM (-)IgG(-), four with IgM(-)IgG(+) and fourteen with IgM(+)IgG(+) on admission. Conclusion The majority of COVID-19 patients treated by our hospital after inoculation of inactivated SARS-CoV-2 vaccine (Vero cells) are young and middle-aged men, and the clinical classification is mainly common type patients. The clinical symptoms are mainly cough, sputum, fever, throat discomfort, etc., and the chest imaging can show unilateral or bilateral ground glass shadow or patch shadow exudation lesions. The prognosis was good with all patients cured by routine treatment such as oxygen therapy and traditional Chinese medicine. After inoculating inactivated Vero cells, the patients infected with COVID-19 can rapidly produce a large number of IgG antibodies in a short time. © 2021 Editorial Office of Chinese Journal of Schistosomiasis Control. All right reserved.
ABSTRACT
In light of the COVID-19 pandemic, the transition from traditional face-to-face lectures to online learning, as well as the adoption of technology-enabled active learning in the classroom, has been accelerated. Here, we introduce the use of Telegram as a technological tool to support remote learning by helping students identify gaps in their content knowledge with ease and convenience. This was done by designing a quiz based on relevant topics on the Telegram Quiz Bot, while adding an element of gamification, whereby students compete in group chats for correctness and speed. Overall, the majority of the students responded positively to the use of the Telegram Quiz Bot. © Published 2021 by American Chemical Society and Division of Chemical Education, Inc.