The Influence of the Benefit Redistribution Method on the Willingness to Voluntary Contribute to Public Goods Provision Classroom Experiment

Currently we are facing Covid 19 pandemics and it opens many questions about willingness of individuals to give up some private pleasure to contribute to public wellbeing. Theoretical economic research suggest that methodology of group account distribution does affect the contribution size. Lawyers, politicians and economists try to answer these questions using various scientific approaches and methods. One of them is to examine the willingness of individuals to contribute to public goods. Using a laboratory classroom experiment, we test various situations through public goods game. We examine whether economic entities are willing to contribute in situations when it is not advantageous for them from an individual point of view, but it is advantageous for society.

Teaching during the COVID-19 Pandemic: Sharing Results and Data Obtained from the Ames Test

We present a resource for instructors that contains results and data sets from the Ames test. Our aim is to share the results we have collected in previous semesters with other instructors, so they will be able to “conduct” the Ames test without the need to set foot in a laboratory classroom.

Randomized, Double-Blind, Placebo-Controlled, Parallel-Group, Adult Laboratory Classroom Study of the Efficacy and Safety of PRC-063 (Extended-Release Methylphenidate) for the Treatment of ADHD

Objective: To evaluate the efficacy, safety, and duration of action of the once-daily extended-release methylphenidate formulation PRC-063 for the treatment of ADHD in an adult laboratory classroom (ALC). Method: After dose optimization with PRC-063 over 7 weeks, adults with ADHD were randomized to 1 week of double-blind treatment with PRC-063 or placebo that ended with an ALC evaluation. The primary outcome measure was Permanent Product Measure of Performance-Total (PERMP-T) score. Results: Of 288 subjects enrolled, 221 completed the ALC visit. PERMP-T score was significantly higher for PRC-063 versus placebo at every assessment from 1 to 16 hours post-dose at the ALC visit and when averaged over 16 hours post-dose (least-squares mean difference 16.3, 95% confidence interval 7.6–24.9). The most frequent adverse events during dose optimization were headache, decreased appetite, and insomnia. Conclusion: PRC-063 provided rapid and sustained symptom relief in adults with ADHD and was well tolerated. NCT03618030.

EXPERIENCES WITH REMOTE TEACHING OF MANUFACTURING ENGINEERING LABORATORY AND PROJECT COURSES

COVID-19 has profoundly affected many, if not all, Canadian engineering courses during the2020/2021 academic year, many of which transitioned to online teaching. Delivering hands-on, highly interactive laboratory and design project courses is particularly challenging to do remotely. We present and reflect on experiences with remote teaching of three hands-on laboratory courses in a new Manufacturing Engineering program at the University ofBritish Columbia (UBC). These courses include MANU 230: Manufacturing Laboratory, MANU 330: Manufacturing Engineering Project I, and MANU 386: Industrial Automation. All three courses are taught in the same laboratory/classroom by one of the authors. In general, it appears that the students appreciated the remote lab experiences provided. However, it wasapparent from both survey data and informal feedback that students preferred in-person laboratory sessions. While, perhaps not an ideal method of delivering these types of courses there appears to be some place for remote laboratory classes in the future.

Precariedad laboral universitaria con perspectiva de género a través de la IAP. El teatro INTERSOC como herramienta “participativa” de análisis en el aula

Con este artículo nos proponemos enlazar y contextualizar metodológicamente las técnicas desplegadas, en los últimos años, en el Aula Laboratorio de Teatro Social de la Universidad Complutense de Madrid y el proyecto docente Innovación metodológica del teatro social para el aprendizaje de las ciencias sociales (INSOCTEA), dentro del marco de las metodologías de Investigación- acción participativa (IAP). El teatro INTERSOC, como herramienta sociológica participativa diseñada para el aprendizaje y empoderamiento de la comunidad universitaria, parte de la elección colectiva del tema de análisis por parte del estudiantado, se continúa con el diseño colaborativo del espectáculo como forma de autoconocimiento y, posteriormente, se difunde como forma de reivindicación y transformación social. Finalmente, se exponen someramente los principales resultados que se han observado desde el equipo de investigación en una de las obras de inteligencia común realizadas por el alumnado del Aula Laboratorio, desde la precariedad laboral y el género como propuesta escénica consensuada y recurrente anualmente como comunidad, pero de creación colectiva especificada en sus propias experiencias como grupo específico y que en su devolución, final, en el foro, a la comunidad universitaria muestra la colectivización de resistencias y empoderamientos en relación a la temática situada.With this article we intend to link and contextualize methodologically the techniques deployed in recent years in the Aula Laboratorio de Teatro Social de la Universidad Complutense de Madrid (Laboratory Classroom of Social Theater at the Complutense University of Madrid) and the teaching Project Innovación metodológica del teatro social para el aprendizaje de las ciencias sociales (INSOCTEA) (Methodological innovation of social theater for the learning social sciences), within the framework of Participatory Action Research (Investigaciónacción participativa, IAP) methodologies. The INTERSOC theater, as a participatory sociological tool designed for the learning and empowerment of the university community, arises from the collective choice of the subject of análisis by the students, continues with the collaborative design of the show as a form of self-knowledge and, later, it is spread as a form of claiming and social transformation. Finally, we expose the main results that have been observed by the research team in one of the common intelligence works carried out by the students of the Aula Laboratorio (Laboratory Classroom), from job insecurity and gender as scenic proposal that have been agreed and is recurrent every year as a community, but of collective creation specified in their own experiences as a specific group and that in their final return to the Forum, to the university community shows the collectivization of resistance and empowerment in relation to the situated theme.