The Status of First Aid Skills Mastery and Training Preferences of College Students: A Cross-Sectional Survey

Objective： Bystander first aid can improve the survival rate after out-of-hospital cardiac arrest or trauma, College students are potential bystanders of first aid in society. In the research, we aim to determine the universality of first aid training and the mastery of first aid skills among college students in order to implement first aid. Methods：From January to October 2021, Carry out questionnaire surveys by WeChat push, A random cross-sectional study was conducted on students from five universities in Wenzhou. In order to understand the knowledge and skills of first aid, Respondents accepted the first aid scenario that answered two hypotheses. Results：Among the 1,171 college students interviewed. Among them, 37.23% are males and 62.77% are females; 78.31% have first aid training experience, and 21.69% have no first aid training experience; 71% of college students acquire theoretical knowledge and practical skills through first aid training conducted by the Red Cross, medical emergency centers or hospitals, etc. 22% of college students study through the information network; All college students interviewed expressed their willingness to participate in first aid training. But 21.69% of college students have not received first aid training, The reason for the inability to participate in the training is that they do not understand the ways to participate in first aid training, accounting for 37.01%; Lack of confidence accounted for 19.69%, and lack of time accounted for 35.04%; In the hypothetical emergency scene, In the male group, 48.96% were willing to treat the injured, and 36.19% in the female group. There is a statistical difference between the two (P＜0.01); The junior college student group and the undergraduate student group are 28.09% and 44.09% separately. The medical professional group and the students with the first aid training group are 60.4% and 43.51% separately, The willingness to implement first aid has a clear advantage over the non-medical and non-trained two groups. The comparison between the two groups was statistically significant (P <0.01). The first aid skills are well mastered: chest compression 46.19%, judgment awareness 35.95%, hemostasis bandaging 32.88%, The worse ones were artificial respiration 24.67%, open airway 23.56%, and fracture fixation 8.96%. Conclusion: College students have a positive attitude towards learning first aid knowledge. However, it was found that the first aid skills were not well mastered, and the training was insufficient. Colleges and universities should provide first aid-related courses, extracurricular intensive training and other methods, Increase the knowledge of college students to deal with emergencies and improve basic first aid skills. Incorporating first aid skills training into university curricula and implementing it is a long-term strategy. Improve college students' awareness of first aid knowledge to obtain better social benefits. Key words: Attitude, First aid skills, college student training.

Interdisciplinary Approach (S.T.E.M.) of the Rotational Motion of Solids Bodies: Α Comparative Study

The present paper explores issues concerning Senior High School students’ teaching and understanding of concepts and laws, related to the rotation of a solid body around a fixed axis of rotation, through a properly designed experimental type of teaching intervention, that incorporates custom-made educational material and utilizes ICT. Through an interdisciplinary-exploratory approach of teaching, the alternative ideas of 143 high school students, aged 16-17, were initially identified. The students were divided into a control group and an experimental one and completed a suitably designed questionnaire before and after the didactic interventions. The interventions aimed at investigating the extent to which the experimental student group alternative ideas, taught through an experimental scientific approach, changed compared to the ideas of the students of the control group, who were taught the same subjects in a conventional way. The results, obtained from a quantitative and qualitative analysis of questionnaires and interviews, indicate an improvement of the experimental student group understanding, in relation to the concepts of rotational movement. Additionally, they indicate the development of a positive attitude towards the experimental procedure, applied throughout the intervention, as opposed to that of the control group, where the teaching was carried out in a conventional way.

Designing Online Class using Discord based on Community of Inquiry Framework

COVID-19 pandemic changes the landscape of education, where online learning becomes very important and can not be avoided. Therefore, this article discusses how a gamer's platform, Discord can be used as an interactive online class. A comparison of Discord with other online platforms is spelled out in a tabular form. The principle used to design the online class using Discord is based on Community of Inquiry (CoI). CoI consists of three elements which are teaching presence, social presence, and cognitive presence for a better educational experience. The design discussed in this article are Discord features design for the online class and class activity using Discord in developing the three elements in CoI. Data collection is done using open-ended surveys. They are 58 respondents with engineering and non-engineering students. Most of the students are familiar with Discord and agreed that Discord can be adapted for an online class. Thematic analysis is conducted to analyze the open-ended questions. The themes that can be identified are parallel channels, structure, all-in-one platform, facilitation, and learning environment. Another analysis is message counts in each student group to show how active the students in online class using Discord. In conclusion, Discord is the best platform to make students active and construct knowledge with peers.

The Effects of Three Instructor Participatory Roles on a Small Group’s Collaborative Concept Mapping

Collaborative concept mapping, as one of the widely used computer-supported collaborative learning (CSCL) modes, has been used to foster students’ meaning making, problem solving, and knowledge construction. Previous empirical research has used varied instructional scaffoldings and has reported different effects of those scaffoldings on collaboration. To further examine the effects of instructional scaffoldings, this research implements three different instructor participatory roles (i.e., cognitive contributor, group regulator, and social supporter) to support online collaborative concept mapping (CCM). We use multiple learning analytics methods to examine the group’s CCM processes from the social, cognitive, and metacognitive dimensions, supplemented with assessments of the concept maps. The research reveals different effects of three instructor participatory roles on the group’s collaborative behaviors, discourses, and performances. When the instructor engaged as a cognitive contributor, the student group achieved a lowly-interactive, low-level metacognitive engagement and behavior-oriented knowledge construction; when the instructor engaged as a group regulator, the student group achieved a socially-balanced, high-level metacognitive engagement and behavior-communication-interrelated knowledge construction; and when the instructor engaged as a social supporter, the student group achieved a highly-interactive, medium-level metacognitive engagement and communication-oriented knowledge construction. Based on the results, this research proposed pedagogical, analytical, and theoretical implications for future empirical research of CSCL.

Pastor Tillich

This book tells the story of Paul Tillich’s early theological development from his student days until the end of the First World War, set against the backdrop of church politics in Wilhelmine Germany and with particular reference to his early sermons. The majority of Tillich scholarship understands Tillich primarily as a philosophical theologian. But before and during the First World War, Tillich was Pastor Tillich, studying to become a pastor, leading a Christian student group, working periodically as a pastor in Berlin churches, and preaching to soldiers. Arriving in Berlin after the war, Tillich pursued religious socialism and a theology of culture through the 1920s. But the theological basis of these programmes was what Tillich considered his main concern immediately after the war: the theology of doubt. This book, using a wealth of untranslated German sources largely unknown to English-language scholarship, presents the stations of Tillich’s theological development of the notion of the justification of the doubter up to 1919. Distinguishing between Tillich’s later autobiographical statements and the witness of archival sources, a significantly original, contextualized account of Tillich’s early life in Germany emerges. From his days as the conservative son of a conservative Lutheran pastor to the battle-worn chaplain who could even write about ‘faith without God’, Tillich underwent considerable change. This book should therefore speak to any interested in the history of modern theology, as an example of how biography and theology are intertwined.

Multifactorial model of willingness to get vaccinated in medical students during 3rd wave of COVID-19 pandemic

Vaccination of the population is the most essential and decisive measure in overcoming the COVID-19 pandemic that has involved the whole world. The vaccination of healthcare workers and medical students who can spread the infection among patients is crucial.Objective: to study the attitude towards vaccination among medical students.Patients and methods. From 18 to 22 June 2021, an anonymous Internet survey of 364 students of medical and technical universities was conducted. The sample included 135 medical students with no immunity to COVID-19 – who had not been ill or vaccinated. Three variants of behavioral strategies related to vaccination were compared: refusal to vaccinate, observation of the situation, consent to vaccination.Results and discussion. The key factors influencing the choice of a behavioral strategy for avoiding vaccination are the belief that COVID-19 infection is not dangerous for young people and that the vaccine is not studied enough. The willingness to get vaccinated is associated with denial of insufficient knowledge about the vaccine, belief in its safety and effectiveness, fear of infecting loved ones. The observer student group is characterized by an intermediate position on vaccination beliefs.Conclusion. To increase the willingness for vaccination, it is necessary, first of all, to spread the information about the vaccine, its safety (inability to cause severe complications, death) and effectiveness in preventing infection, reducing the level of anxiety concerning vaccination. It is also important to spread awareness about the danger of infecting loved ones and increase personal responsibility for the health of their loved ones.

STUDY OF PSYCHOLOGY BY STUDENTS AT THE AGRICULTURAL UNIVERSITY

The article is devoted to the issue of application and use of active teaching methods in the study of psychology by students of agricultural universities. It is shown that the full potential of these methods can be revealed during practical classes and organized independent work of students. The object of the study may be the members of the student group, and methods should be chosen so that on the one hand, they can be implemented in a group study for a limited time, and on the other - the studied phenomena correspond to the theoretical program of psychology. The article discusses the problems of technology of research and interpretation of results, as well as the possibility of using psychological achievements in professional and educational activities.

Discussion Board Tool and Student Engagement in a Digital Learning Space

The purpose of this paper is to share the author’s online teaching experiences on increasing student engagement and learning experience in a digital teaching environment using the discussion board tool. This paper was written in the first person – that is, the author as I positioned myself within the study context. Blackboard was adopted as the learning management system at the author’s affiliated university for the digital teaching and learning delivery during the COVID-19 pandemic era. Discussion board is a communication tool contained within the Blackboard Collaborate Ultra that can be used to enhance learning and teaching. This paper is a reflective account of the author and students in three undergraduate (UG) teaching units during pandemic era. A combination of existing academic literature, online resources, online interviews via discussion board tool and personal experiences were employed to demonstrate and reflect my engagement with UG students in order to achieve specific learning outcomes. To achieve the purpose of my personal reflection reporting, this study asks one question from the participants: How would you describe your learning experience and engagement with your lecturer and fellow students using the discussion board tool for pre-tutorial and group assignment? This paper presents a context, reflection and case scenarios of three UG teaching units concerning fostering student engagement in digital learning environment through the discussion board tool. Findings indicate that there are three stages of student engagement using the discussion board tool namely: tutor-student engagement, student-student engagement, and student group-student group engagement. Discussion board tool encourages active learning experience. The implications of my reflective account shows that fostering student engagement in a digital learning environment through the discussion board is important for both tutors and students. It is recommended that more faculty members will explore learning and teaching resources available on discussion board tool in the ‘new normal’ era.