Sexualized, platformed female bodies in male online practices

Sexualized images of the bodies of girls and young women – in some cases taken without the knowledge of those depicted, in other cases exchanged as part of erotic or romantic interactions – sometimes turn up in closed groups on social media and on websites and other online platforms. In their efforts to mark and prove masculinity, the (presumably) male participants in these fora share, trade, and evaluate such imagery. The young women depicted are generally commented upon in condescending ways. Based on a combination of digital ethnography and analogue fieldwork and interviews at a vocational school in Denmark, this article explores how boys and young men use sexualized female bodies to negotiate boundaries of masculinity, gendered positioning, and intimacy. Through new materialist and poststructuralist perspectives, we attend to the entanglements of social and technological phenomena enacting these practices.

The Relationship of the Natural and the Social in Intragroup and Intergroup Relations in a Situation of Interethnic Conflicts

The problem of interethnic conflicts is currently one of the topics attracting the attention of researchers of various specialties – culturologists, anthropologists, historians, social psychologists and others. The purpose and main task of this study is to analyze from a philosophical point of view the dialectics of the natural and the social in ethnic relations and its manifestation in interethnic conflicts. Accordingly, the article uses dialectical and comparative approaches. The theoretical basis of the study is the author’s concept of the relationship between natural and social in society and a man, which made it possible to identify the structure of ethnic relations according to this criterion, to determine the differences between social-group and natural-group relations. Intragroup and intergroup relations, in which natural components prevail over social ones are designated by the concept of “natural-group relations” (NGR) introduced in the author’s methodology. The specific results of the research and the novelty are the discovery of the specificity of the manifestation of the patterns of natural group relations and the role of suggestion in interethnic conflicts. It is proved that the concept of “group centrism” is not enough for the analysis of groups, since it describes mainly the assessment of one’s group and its values, and the concept of “regularities of natural group relations” denotes the hierarchical structure of a group, mechanisms of forced identification (including by methods of education) and self-identification, intragroup and intergroup relationships, reasons for conformism, etc. The article proves that the symptoms of grouping thinking, which were identified by I. L. Janis in small closed groups, and which are a kind of (NGR) patterns, are manifested with some variations in large groups. It is concluded that authors studying group relations do not pay enough attention to the natural prerequisites for the formation of groups and grouping of thinking, the fact that, due to the need for survival, the desire to unite into groups, to form and protect the uniformity of thinking is inherent in our genetic programs and is supported by suggestion. he further part of the article is devoted to the analysis of two interethnic conflicts based on the developed methodology ‒ the Arab-Israeli and Uzbek-Kyrgyz and the forecast, as well as the possibility of overcoming them.

Some Games with Soft -ᶅ-Pre-Generalized Open Sets

In this paper, the concept of soft closed groups is presented using the soft ideal pre-generalized open and soft pre-open, which are -ᶅ- - -closed sets " -closed", Which illustrating several characteristics of these groups. We also use some games and - Separation Axiom, such as (Ʈ0, Ӽ, ᶅ) that use many tables and charts to illustrate this. Also, we put some proposals to study the relationship between these games and give some examples.

Contribution of soil in the annual effective dose due to radon in the air of some dwellings in the city of Karbala, Iraq

Introduction: The radon isotopes are not as significant as (222Rn) due to the decay of the natural radionuclides (235U), (232Th) and (238U) due to their short half-life, at most. (222Rn) can be classified as among the most harmful radioactive elements in the world. Material and method: In this analysis, the closed-can technique was used with solid-state nuclear track detectors (CR-39). After forty days of closed dosimeter buried in the soil of the garden, and ninety days from the closed position in the air of some dwellings were collected dosimeter and stripped of nuclear detectors impact of closed groups. For 8 hours, CR-39 detectors were chemically etched by (6.25 N) NaOH solution at 70°C and then registered within an optical microscope. Result: The levels of soil radon concentrations ranged from 28.44±0.58 to 479.76±2.43 Bq/m3 with a mean value of 220.33±1.64 Bq/m3, while the concentration of radon in the air of certain dwellings varied from (1.95±0.27 to 46.82±0.75) Bq/m3 with an average value of 21.51±0.54 Bq/m3. In comparison, the annual effective dose attributed to radon in soil ranged from 0.71±0.09 mSv/y to 12.10±0.38 mSv/y with an average value of 5.55±0.261 mSv/y, while the annual effective dose in air differed from (0.04±0.02 mSv/y) to (1.18±0.12 mSv/y) with an average value of (0.60±0.09 mSv/y). Conclusion: Neglecting the effects of other radon sources, the percentage share of the annual effective dose due to radon in soil measured in the air home, ranged from 0.005±0.001 to 0.453±0.074 with an average value of 0.130±0.040. Weak correlation between concentrations of radon in households and soil air. But roughly speaking, one can say that in soil air every 1000 Bq/m3 and 1000 mSv/y contributes around 130 Bq/m3 and 130 mSv/y in indoor air.

Educational influencers on Twitter. Analysis of hashtags and relationship structure

In this article we research Spanish educational influencers with major presence on Twitter: what are the most common topics or hashtags used by them, whether there are groups based on the topics of their interventions or what type of social network they configure. To meet these goals, we selected 54 educational influencers with a high number of followers. We analyzed and classified the "hashtags" included in a total of 106,130 tweets. The analysis of hashtags has shown us that the most labelled topics correspond to educational content in different areas of the curriculum, collaboration, exchange and dissemination of digital materials, documents or resources, as well as activities related to training or discussion about innovative teaching methodologies. Using the Gephi software, we carried out a Social Network Analysis, determining the degree of centrality and betweenness centrality of the 54 influencers, which allowed us to identify influencers with greater recognition by the rest. Through a modularity analysis, we were able to identify five groups of influencers that do not work as closed groups but maintain frequent interactions with other influencers in other groups. This research highlights the need to better understand the contents and procedures that may promote informal learning by teachers. En este artículo indagamos acerca de los influencers educativos españoles con mayor presencia en Twitter: cuáles son los temas o hashtags más difundidos por ellos, las temáticas de sus intervenciones o qué tipo de red social configuran. Para dar respuesta a estos objetivos, en primer lugar, seleccionamos 54 docentes con alto nivel de seguidores. Analizamos y clasificamos los «hashtags» incluidos en un total de 106.130 tuits. El análisis de los hashtags nos ha mostrado que los temas más etiquetados corresponden a contenidos educativos en diferentes áreas del currículum, la colaboración, el intercambio y la difusión de materiales, documentos o recursos digitales, así como de acciones de formación o de debate sobre metodologías docentes innovadoras. Utilizando el programa Gephi hemos realizado un análisis de redes sociales, determinando el grado de centralidad y centralidad de intermediación de los 54 docentes, lo que nos ha permitido identificar influencers con mayor reconocimiento por parte del resto. A través del análisis de modularidad, hemos podido identificar cinco grupos de influencers que no funcionan como grupos cerrados, sino que mantienen frecuentes interacciones con el resto de influencers de otros grupos. A través de este estudio se pone de manifiesto la necesidad de conocer mejor los contenidos y procedimientos que pueden estar favoreciendo aprendizajes informales por parte de los docentes.

A Cluster-based Model of COVID-19 Transmission Dynamics

Many countries have manifested COVID-19 trajectories where extended periods of constant and low daily case rate suddenly transition to epidemic waves of considerable severity with no correspondingly drastic relaxation in preventive measures. Such solutions are outside the scope of classical epidemiological models. Here we construct a deterministic, discrete-time, discrete-population mathematical model which can explain these non-classical phenomena. Our key hypothesis is that with partial preventive measures in place, viral transmission occurs primarily within small, closed groups of family members and friends, which we call clusters. Inter-cluster transmission is infrequent compared to intra-cluster transmission but it is the key to determining the course of the epidemic. If inter-cluster transmission is low enough, we see stable plateau solutions. Above a cutoff level however, such transmission can destabilize a plateau into a huge wave even though its contribution to the population-averaged spreading rate still remains small. We call this the cryptogenic instability. We also find that stochastic effects when case counts are very low may result in a temporary and artificial suppression of an instability; we call this the critical mass effect. Both these phenomena are absent from conventional infectious disease models and militate against the successful management of the epidemic.

A pilot project to increase trainee engagement using a social media platform – outcomes and lessons learnt

AimsEngagement with members is an important issue for the Royal College of Psychiatrists (RCPsych) and an area for ongoing development. This is an issue that extends to Psychiatry trainees and the Psychiatric Trainees’ Committee (PTC) has adopted increasing engagement as one of its key aims. Divisional representatives in different areas of the UK had noted that trainees had limited knowledge of the PTC or its roles and projects both within the College and local areas. To improve this it was decided to pilot a project that established a social media platform for trainees to improve communication between the PTC, it's representatives and trainees. It was decided that Workplace (a professional version of Facebook) would be used. This had already been established in the Severn Deanery.MethodNorthern Ireland (NI) and the East of England (EoE) deaneries were selected as pilot areas for the project. Preparation for the project included collaboration with trainees from the Severn deanery and meeting with the RCPsych Digital team. A scoping questionnaire was circulated to trainees in each deanery.Following this, two closed groups were initiated on Workplace in August 2019 for Northern Ireland and East of England trainees.ResultResults from the survey sent prior to the social media pages being established indicated there was appetite among trainees for the project. The pages were established in July 2019. The pilot project was promoted by representatives.In the initial phases, approximately 40% of trainees signed up. Information regarding college and local events, committee meeting updates and training opportunities was disseminated on the platform. There was evidence of early use by trainees outside of the representative group.This however was not sustained and gradually use of the platform reduced over the pilot period, both in postings and membership. A further questionnaire circulated in July 2020 highlighted trainees’ concerns relating to the platform, including concerns around data protection and a high number of notifications associated with the Workplace medium. The ultimate impact on engagement was also felt to be minimal.ConclusionFollowing feedback and increasing usage costs by Workplace, it was decided not to continue with a nationwide role out of the project. COVID-19 has seen the successful use of platforms such as Microsoft Teams and these may be considered in the future, given their integration with existing trust systems.

Investigating the EFL Courses Shift into Moodle during the Pandemic of COVID–19: The case of MA Language and Communication at Mostaganem University

The ongoing pandemic of COVID-19 has affected all countries worldwide in all sectors, mainly in the education sector. Schools and Universities were closed. Teaching and learning were transformed from face to face environments to online platforms. In light of the latter, a pivotal query in this study was to investigate the shift of English as a foreign language (EFL) learning and teaching into Moodle online learning platform and how the delivery of online EFL courses was (un-)beneficial for students to end up the academic year. This research paper sets out to deconstruct recent calls for integrating several E-learning platforms or apps into the Algerian university. To carry out this study, we used an interview with six Algerian university teachers as a first research tool to cover all issues that arose regarding the use of MOODLE e-learning platform imposed by the Ministry of Higher Education. Another target in this paper is to uncover the main difficulties our colleagues have faced during the confinement. The second research tool we used in this survey was an online class observation followed by six questions on Moodle, the Google Meet app, and a closed Facebook group. We chose 24 MA Language and communication students from the English language department of Mostaganem University to reveal the obstacles they faced throughout the Covid- 19 Pandemic. The results showed that both teachers and students are ready to access various online platforms or apps as alternatives such as Zoom, Google Meet and Facebook closed groups to continue teaching and learning English.

Grupy zamknięte na portalach społecznościowych inspiracją dla nauczycieli edukacji plastycznej. Świat plastyki w wirtualnej rzeczywistości

Closed Groups in the Social Network — an Inspiration for Teachers in Art Education: The world of visual arts in virtual reality The article is a report on research that was carried out on closed groups on a social media with art education. It shows the exact structure of the group. It paints a picture of the netiquette that reigns in closed communities. It determines the area and creates a list of places where you can receive specific tips on teaching tools and materials as well as lesson plans in art education, along with the effects of creative and artistic activities. Groups that inspire creative activities with children in the school space are described. The presented areas create an ideal and safe place to exchange experiences for teachers dealing with art education from the first stage of education. Virtual space inspire and bring practical knowledge about the principles of designing didactic tasks and the language of art at the elementary level.