Physiological Responses to a Haunted-House Threat Experience: Distinct Tonic and Phasic Effects

Threats elicit physiological responses, the frequency and intensity of which have implications for survival. Ethical and practical limitations on human laboratory manipulations present barriers to studying immersive threat. Furthermore, few investigations have examined group effects and concordance with subjective emotional experiences to threat. The current preregistered study measured electrodermal activity in 156 adults while they participated in small groups in a 30-min haunted-house experience involving various immersive threats. Results revealed positive associations between (a) friends and tonic arousal, (b) unexpected attacks and phasic activity (frequency and amplitude), (c) subjective fear and phasic frequency, and (d) dissociable sensitization effects linked to baseline orienting response. Findings demonstrate the relevance of (a) social dynamics (friends vs. strangers) for tonic arousal and (b) subjective fear and threat predictability for phasic arousal.

Cooperative Work a Fundamental Strategy in Primary Education

This article provides an analysis, review of the different bibliographic sources about cooperative work as a fundamental strategy for the acquisition of competences, which strengthens interpersonal relationships, construction of new knowledge, attitudes and the management of skills such as communication, autonomy, leadership, decision-making, motivation in primary school students since at this level, learning depends not only on a single student but on the effort of the group as a whole to achieve the expected purpose. At present it is a relevant issue since it is a strategy that seeks methodological, active, participatory, dynamic change, awakens the interest of students to discover, learn, innovate, internalize, consolidate learning cooperatively working in small groups to expand their learning, seeking the benefit of all in which they assume the role of protagonists of their own learning developing in different contexts, work in a climate of satisfaction, understanding, respect and tolerance. In the first instance, the different conceptions about cooperative work by recognized authors are made known. Second, information is provided on the characteristics, importance of cooperative work, the structure used by the teacher to carry out the activities. Finally, significant contributions of cooperative.

Performative Eating as Edutainment on YouTube

On the Social Web, on the leading social video sharing site YouTube, some of the most popular videos (with millions of views each) show “performative eating,” described here as “consuming food as a form of entertainment.” The performances occur in various locales and in various ways: Mukbang eating shows and their derivatives show individuals, pairs, groups, and families in feats of food and drink consumption. ASMR (autonomous [auto] sensory meridian response) eating videos show individuals and small groups eating copious amounts of food with an emphasis on listening pleasures. In restaurants, individuals and small groups take on (un)timed eating challenges. Outdoors, persons harvest food and prepare it, or they hunt wildlife and butcher the kill and prepare the animal proteins. Travel eating occurs in various locations around the world, with a focus on local specialties. The common denominator in these are spectacle. Viewed another way, performative eating videos are a form of edutainment, with positive and negative lessons.

Developing Academic Writing Module to Reduce Plagiarism

Plagiarism has become a stressful problem in the academic world. In higher education, students must write a scientific paper that is free from plagiarism. Many referencing styles are offered to enable the writers to produce the proper scientific works. This study aimed to produce a module on academic writing for English department students. The module focused on writing citations based on APA style references, including in-text citation, paraphrasing, and summarizing. It was a research and development study that involved fifth-semester students. The samples were selected purposively. The data were collected by using interviews, questionnaires, and tests to see the product's validity, practicality, and effectiveness. The data gathered were analyzed qualitatively and quantitatively. Based on the study results, it was found that the validity of the product showed a very high category (0.92). Practicality consists of three aspects, ease, efficiency, and usefulness, categorized very high at small groups (0.85) and field tests (0.87). The module's effectiveness was seen from the gain score, which is 0.4. This score indicated the medium progress made by the students after having the treatment.

ASSESSMENT OF JOURNALISM STUDENTS’ WRITING PROJECTS COMPLETED INDIVIDUALLY AND IN COLLABORATION

The authors discuss the issues and benefits of collaborative writing in journalistic education, comparing the texts written by students in different conditions: in group collaboration, individually after prewriting group discussion, and individually without any collaboration. We used a survey for collecting both quantitative and qualitative data. The participants were 21 second year and 15 third-year students, who wrote 18 fiction stories for preschool children (3 were written in the collaborative writing groups of 4, where the students were allowed to choose partners for small groups; 3 in the collaborative writing groups of 4, where the students were not allowed to choose partners; 6 after prewriting group discussion, and 6 without any collaboration). 12 six-year students evaluated delivered texts. We also interviewed 12 teachers of the Department of Publishing and Editing about the collaborative writing tasks at the meeting of the Department. Teachers’ interviews were recorded, transcribed and analysed. The students and teachers expressed positive attitudes towards collaborative writing, that contributes to students’ learning outcomes and prepare them for teamwork. The highest score got the texts written individually after the prewriting discussion. The stories written by the students who were allowed to choose partners in a group work gained higher scores than texts prepared in randomly created groups. The participants in the self-selected conditions reported that they enjoyed а high level of participation, sharing the workload and supportive behaviour. We also observed the evidences of unequal participation of students in collaboration in small groups where the partners were not familiar. The lowest average score got the texts written with no collaboration. So, we proved that there is a need for implementing prewriting group discussions in the learning process. It is necessary to differentiate the role of each student in collaborative writing to evaluate individual results correctly.

ENT SURGEONS AS MASTER TRAINERS OF CRICOTHYROIDOTOMY WILL SAVE PRECIOUS LIVES IN EMERGENCIES

Objective: To train young doctors and paramedical staff on needle cricothyroidotomy and surgical cricothyroidotomy and provision of kits in trauma centers, main operation theatres and medical reception centers of the hospitals. Study Design: Quasi experimental study. Place and Duration of Study: Combined Military Hospital Peshawar and Pakistan Naval Ship Shifa, Karachi Pakistan, from Nov 2017 to Oct 2020. Methodology: Doctors and paramedical staff were selected on volunteer basis. Small groups were trained in 2-3hours. The participants were shown two videos of two procedures in Urdu language first and then were trained on mannequin. Results: A total of 345 participants including 205 males and 140 females were trained with mean age was 28.2667 ± 6.24 (SD) years. Out of 61 residents, 54 medical officers, 143 house officers, 35 nurses and 52 paramedical staff were participants. Conclusion: ENT surgeons must arrange mannequins and conduct training sessions of small groups after every 1 to 2 months.

Objections

This chapter addresses theoretical and empirical objections that critics have presented against the epistemic argument for democracy presented in the previous chapter (the argument from collective wisdom). The objections this chapter addresses include those based on the average voter’s alleged incompetence and systematic biases, as well as those that challenge the relevance of deductive arguments for democracy. The metrics by which political scientists and economists claim to measure voters’ incompetence are elitist and the argument “garbage in, garbage out” on which people like Brennan rely to criticize democracy fail to take into account the fact that collective intelligence is not a linear function of individual competence but an emergent property that crucially depends on group properties, including cognitive diversity, and thus not captured by Brennan’s purely individualistic framework. Inferring from individual input to collective outcomes is thus neither empirical nor demonstrative. Systematic biases would be, and often are, a problem for democracy but not more than for oligarchies of knowers. In a free and diverse public sphere the public and its democratic representatives have more opportunities to debias themselves, at least over time, than small groups of homogenously thinking elites.