A Critical Look at YouTube Videos: Causing Behavioral Change Among Children

This article examines YouTube videos (primarily distributed by a user named Cecil Robert) that document so-called dead malls: unpopulated, unproductive, but not necessarily demolished consumerist sites that have proliferated in the wake of the 2008 recession. These works link digital images of mall interiors with pop-song remixes so as to re-create the experience of hearing a track while standing within the empty space; manipulating the songs’ audio frequencies heightens echo effects and fosters an impression of ghostly dislocation. This article argues that these videos locate a potentiality in abandoned mall spaces for the exploration of queer (non)relations. It suggests that the videos’ emphasis on lonely, unconsummated intimacies questions circuitous visions of the public sphere, participatory dynamics online, and the presumably conservative biopolitics (both at its height and in its memorialization) of mall architecture.

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The “Psy” Effect : Neuro-Vascular Responses to Psy’s YouTube Videos

JOURNAL OF KOREAN MARKETING ASSOCIATION ◽

10.15830/kmr.2015.30.2.75 ◽

2015 ◽

Vol 30 (2) ◽

pp. 75

Author(s):

Seungeun Yang ◽

Eun-Ju Lee ◽

Seung-Ho Paik ◽

Beop-Min Kim

Keyword(s):

Vascular Responses ◽

Youtube Videos

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Keeping in School Shape (KiSS): A Program for Rehearsing Math Skills Over Breaks from School

Journal of International Education and Practice ◽

10.30564/jiep.v2i4.1383 ◽

2020 ◽

Vol 2 (4) ◽

pp. 39

Author(s):

Carla C. Van de Sande

Keyword(s):

Behavioral Change ◽

Text Messaging ◽

Retrieval Practice ◽

Mathematics Learning ◽

Cost Effective ◽

State University ◽

Negative Consequences ◽

Math Skills ◽

Formal Instruction ◽

Prerequisite Knowledge

If you don’t use it, you lose it. School breaks, during which students do not regularly participate in instruction, can therefore have negative consequences on learning. This is especially true for mathematics learning since skills build progressively on earlier materials. How can we bridge these gaps in formal instruction? The Keeping in School Shape (KiSS) program is a mobile, engaging, innovative, and cost-effective way of using technology to help students who have time off between related math courses stay fresh on prerequisite knowledge and skills. Founded on learning theory and designed on a model of behavioral change, the KiSS program embodies retrieval practice and nudges by sending students a daily multiple-choice review problem via text messaging over school break. After rating their confidence in solving the daily problem students receive feedback and a solution. This study explores measures of participation, accuracy, and confidence in an implementation of the KiSS program over winter break between two sequential introductory engineering courses at a large state university in the Southwest United States. Results indicate that careful attention should be paid to the construction of the first few days of the program, and that encouragement, additional resources for review and practice, and an increased breadth of problem difficulty may improve participation.

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TURN TAKING STRATEGIES IN POLITICAL DEBATES

ANAPHORA: Journal of Language, Literary and Cultural Studies ◽

10.30996/anaphora.v2i2.3365 ◽

2020 ◽

Vol 2 (2) ◽

pp. 56-63

Author(s):

Desi Dwi Natalia ◽

Fajar Subekti ◽

Ni Ketut Mirahayuni

Keyword(s):

Dominant Strategy ◽

Political Debates ◽

Communication Mechanism ◽

Turn Taking ◽

Youtube Videos ◽

Presidential Debate ◽

Descriptive Qualitative

This article reports on two separate studies—Natalia (2019) and Subekti (2019)—on communication mechanism in political debates. Specifically these studies focus on turn taking strategies adopted in political debates by political figures during their campaign for presidency or in dealing with specific issues. Both studies adopted Stenstrom’s (1994) classification of turn taking strategies which include three main strategies: taking the turn, holding the turn, and yielding the turn, each of which was further specified into more specific strategies. The data were two Youtube videos: first, Trump and Clinton First Presidential Debate 2016 (36 minutes 22 seconds [Natalia, 2019]) and second, BBC World Debate “Why Poverty”November 30,2012 (47 minutes 16 seconds, [Subekti, 2019]). Employing descriptive qualitative, with the aim of analyzing turn taking strategies adopted in the debates, both studies found interesting points: first, Stenstrom’s three strategies appeared in the debates; second, taking the turn strategy was the dominant strategy, followed by holding the turn strategy and the least used one was yielding to turn; and third, interruption which was a specific type of taking the turn strategy seems to be most often used in the debater’s attempt to maintain the turn and present their points and thus dominate the debate.

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