How Frauds in Times of Crisis Target People

While there are no new frauds, internet technology provides new opportunities for fraudsters by facilitating volumes of attacks that law enforcement then struggles to address. Moreover, since context can affect how potential victims respond to frauds, crisis context influences how fraudsters design frauds. This article assesses fraudsters' fraud design strategies during two external crisis events that impacted Australia: The Black Summer Bushfires that occurred from September 2019 to March 2020 and the onset and first year of the COVID-19 pandemic that occurred from January 2020 through January 2021. Targets, during these crises, were more likely to be vulnerable according to Steinmetz's model victim for social engineering framework. This study shows that, in both crises, fraudsters deployed the social engineering techniques of "authority” and "scarcity,” techniques that are more likely to be successful based solely on initial contact. Fraudsters designed their requests to be easily actioned and crafted their scams to reference very recent events as the external crisis events evolved. Thus, they targeted broad audiences with minimal personal involvement. Furthermore, this study shows that fraudsters, when disseminating their scams via social media outlets, attempted to build "social proof” to expand their potential victim pool to include the marks' social circles.

Artificial Intelligence-Based Smart Tele-Assisting Technology for First-Year Engineering Students

Engineering programs emphasize students career advancement by ensuring that engineering students gain technical and professional capabilities during their four-year study. In a traditional engineering laboratory, students "learn by doing", and laboratory equipment facilitates their discipline-specific knowledge acquisition. Unfortunately, there were significant educational uncertainties, such as COVID-19, which halted laboratory activities for an extended period, causing challenges for students to perform and obtain practical experiments on campus. To overcome these challenges, this research proposes and develops an Artificial Intelligence-based smart tele-assisting technology application to digitalize first-year engineering students practical experience by incorporating Augmented Reality (AR) and Machine Learning (ML) algorithms using the HoloLens 2. This application improves virtual procedural demonstrations and assists first-year engineering students in conducting practical activities remotely. This research also applies various machine learning algorithms to identify and classify different images of electronic components and detect the positions of each component on the breadboard (using the HoloLens 2). Based on a comparative analysis of machine learning algorithms, a hybrid CNN-SVM (Convolutional Neural Network - Support Vector Machine) model is developed and is observed that a hybrid model provides the highest average prediction accuracy compared to other machine learning algorithms. With the help of AR (HoloLens 2) and the hybrid CNN-SVM model, this research allows students to reduce component placement errors on a breadboard and increases students competencies, decision-making abilities, and technical skills to conduct simple laboratory practices remotely. © 2023 IEEE.

Perception and Attitude of First-Year Medical Students on Studying Human Anatomy Through Cadaver Dissection (Online Streaming)-A Survey Investigation

In medical colleges, cadaveric dissection is an effective anatomy teaching method. Cadaveric dissections put students at the center of learning and show structures in their natural environment. However, most students dislike autopsy dissection since it's tedious and time-consuming. Thus, our study examined first-year medical students' attitudes toward dissection to learn anatomy. After the semester, students received a 3-domain questionnaire on preparedness, attitude, and restrictions. All information was gathered and recorded anonymously using Google forms. Each domain has many questions that add up to a score that shows how well they are prepared and how far online learning can go. One hundred MBBS first-year students participated in online anatomy lessons. After online courses, consenting students completed Google feedback forms regarding their experiences, which were examined and quantified. One hundred students completed the questionnaire and provided comments. Online courses were the most fantastic method to study human anatomy in medical school, according to 97.2%. Only 32.8% of students were uneasy, utilizing visuals to illustrate the softer aspects. Students' emotions and attitudes during corpse dissection varied by gender. Online was more appealing to males than women. Students prefer online courses over image-based ones because of the flexibility of time management and seating configuration. The statistical analysis revealed significant gender-related inequalities in student opinions. Other medical students showed similar variances at various phases of the research. The online anatomy classes for AVMC&H medical students were easy and enjoyable and utilized the "steeplechase" method. Our study shows the pros and cons of online education. Trainers/instructors should examine using online live forms as an instructional tool in anatomy training and generate new anatomy-related films for formal live teaching in the medical curriculum to accomplish this goal. However, additional study is needed to determine how much online education affects student learning and training.

Students' sense of belonging at a South African university during COVID-19

The research on students' sense of belonging in higher education has evolved into a prominent theme worldwide. Institutional research focuses on the institution understanding itself and helps leaders to rethink improvement initiatives. Moreover, the COVID-19 pandemic has required of institutions to revise student support programmes and approaches to maintain a strong sense of belonging. The theories of belonging by Strayhorn (2012) and Dumford et al. (2019) were adopted to analyse student responses. The aim of the study was to understand students' sense of belonging and how the university responded to the challenges presented by the COVID-19 pandemic to ensure a strong sense of belonging. Data were generated through in-depth interviews with 45 undergraduate students from all seven faculties. The findings highlight notable prevention measures intended to limit the spread of the virus on campus and student support in the form of study devices and data. The post-lockdown changes included a return to face-to-face mental health support, drafting COVID-19 catchup plans for first year orientation of 2020 and 2021 cohorts, improving the student voice. Finally, notable principles for responding to a future higher education crisis are highlighted. These initiatives contributed towards establishing and maintaining a strong students' sense of belonging.

The relationship between first year seminar course modality and community college student success

The purpose of this study was to examine the impact of first-year seminar (FYS) course modality on first-semester GPA and second-semester retention of community college students' system-wide. For many student's community colleges serve as an affordable option for higher education. The first-year seminar course connects students to the college to create better academic outcomes. With the increase in technology the FYS course is available in three different course modalities;face-to-face, hybrid, and online. Understanding which course modality has the largest academic outcomes of FYS course will present administrators of the benefits of one modality over others. The study investigated academic outcomes of the FYS course by examining course modality at Lone Star Community College (LSC). Findings revealed no statistical differences between full-time enrolled students in any of the course modalities. Part-time students in the face-to-face FYS had higher first-semester GPA's than those enrolled in the other modalities. Results revealed students in the online FYS course modality were less likely to be retained the second semester. When predicting second-semester retention, enrollment status was a stronger predictor than course modality. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Transformational contribution of technology to studio culture: experience of an online first-year architecture design studio during the COVID-19 pandemic

PurposeDesign studios experienced an unprecedented contribution of technology when it came to organizing studios online, as imposed by COVID-19, which requires exploration of its impacts on the main metaphors of education, learning dimensions, and undoubtedly studio culture.Design/methodology/approachIn order to explore the impacts on the key dimensions of learning, a careful investigation was carried out from organizational, instructional, and learner points of view. The investigation utilized thematic analysis of records of pedagogical actions, as well as online communications, performance, and questionnaire responses of students to infer the conclusions. The freshmen architecture students were found to be an important group for study since they had no previous experiences in on-site design studios and will continue their education based on their first-year experiences.FindingsExploration of indicators—including reflective dialogue, retention, transfer of learned information to decisions, processing feedback as an investment in future performance, and self-regulation—as major contributors to design learning revealed that first-year students exhibited strong presence and interaction during online studio, and students' individuality influenced the teaching environment in terms of content and process. Hence, sense of belonging, which is a revamped feature of authentic context and studio culture, expands toward fortification of bottom-up educational frontiers.Originality/valueDeveloping pedagogies with no concern for the unprecedented impacts of the transformative role of technology on fundamental layers of design education will adversely influence students' chances of personal and professional success. The findings in this paper, regarding the transformational impacts of technology on design studio culture, follow investigation of the direction it has led current and can lead future design education. The study provides unique support for crystalizing new teaching and learning opportunities and pedagogical developments.

Coming out of the shadows: investing in English private tutoring at a transition point in Kazakhstan's education system during the global pandemic

Unequal access to language learning resources has been exacerbated by the global expansion of English private tutoring (EPT). Despite its popularity, no study has examined the implications of EPT during the COVID-19 pandemic. Therefore, this mixed-methods study explored the nature and effectiveness of EPT that first-year Kazakhstani undergraduate students had experienced over the previous 12 months during the COVID-19 pandemic. It was informed by Benson's (2011) model of language learning beyond the classroom. Data were collected through a close-ended questionnaire and semi-structured online interviews. The study found that 318 out of 750 (42.4%) had experienced EPT, and 64% of respondents had received face-to-face EPT although it was considered a health risk during the pandemic. All the interviewees perceived EPT sessions as an encouraging environment for coaching towards the university entrance examination and expanding their knowledge. They attributed this mainly to the individual attention they obtained from their tutors, which was lacking in online classes with their English teachers due to teachers' indifferent attitude to students' questions and the limited duration of video conferencing sessions. The participants acted agentively by evaluating the advantages and drawbacks of online EPT. Pedagogical implications and areas for further research are suggested.

Academic Analytics Applied in the Study of the Relationship Between the Initial Profile of Undergraduate Students and Early Drop-Out Rates. Defining the Variables of a Predictor Instrument

The field of university dropout research is of utmost importance especially in the current context arising from the Covid-19 pandemic. Students who started their degrees in the last two years completed their pre-university studies during various phases of confinement and by combining traditional and virtual training. In this scenario, students' motivation and the way they cope with the difficulties of their first year of university are very relevant and will depend on a multitude of personal and social variables in their immediate environment. Previous studies have shown that many university students drop out of their studies early, but what factors and to what extent they affect this dropout is still a field under study. This paper focuses on the identification, classification and evaluation of a set of indicators based on teacher and tutor perception in different fields of study by applying quantitative and qualitative techniques. The results of pilot studies developed support the approach adopted, as they show how teachers can identify students at risk of dropping out at the beginning of the course and take proactive measures to monitor and motivate them, thus reducing the possibility of dropout. © 2023, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.

First year students enrolled in university during the COVID-19 disaster and online classes: physical and mental health and desire for Hikikomori

The purpose of this study was to quantitatively clarify the physical and mental health of first year university students whose classes were conducted online due to COVID-19. The checklist of Visual Display Terminal (VDT) syndrome suggested that physical stress was placed mainly on the eyes, shoulders, neck, and head. In addition, from the results of the Kessler Psychological Distress Scale (K6) scale, higher values were obtained than those of previous studies, which indicated the poor mental health of first year university students. Consequently, university academics who conduct online classes must consider the physical and mental fatigue of the students. In contrast, there was a correlation between university students who had desire for Hikikomori and students who preferred on line classes. In other words, for students who experienced difficulties with existing face-to-face classes, it is suggested that online classes are one of the potential solution. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Positive effect of COVID pandemic on the depression, stress and insomnia among first-year university students

Literature data show that acute, severe, and also chronic stress play an important role in the development of somatic and mental disorders. It is well documented in the literature that starting university studies results in anxiety in many ways for individuals. In this present work, we examined how perceived stress affects the appearance of depression and sleep disorders among a special group: the first-year undergraduates. In February 2020, 134 students completed a 14-question Perceived Stress Scale questionarre. In addition, the 13-question Beck Depression Scale and the 8-question Athens Insomnia Scale were used as measures to assess their current mental health status. Following the outbreak of the COVID-19 pandemic, the extent to which anxiety and depressive symptoms changed had become a major issue worldwide. In June 2020, we repeated our previous measures in the given population with the same methods. Our research clearly proved higher perceived stress values among undergraduate students, which were associated with high depressive symptom parameters and insomnia. However, unexpectedly, questionnaires completed during the quarantine period of the COVID pandemic showed lower perceived stress, which was accompanied by a decrease in depressive symptoms and insomnia. [ FROM AUTHOR] Copyright of Journal of Further & Higher Education is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

Learning first-year mathematics fully online: Were students prepared, how did they respond?

This paper reports on empirical results from a study that investigated first-year mathematics students' preparedness for, and response to, online learning. With the appearance of COVID-19 in 2020, lecturers were forced to make sudden changes to the established face-to-face learning environments, and students were expected to adapt to these changes. The idea of a blended learning environment is not new, and students globally have demanded flexibility in mathematics learning environments for some time. However, the idea of a sudden change in environments, particularly to fully online, was new to most lecturers and students. Key aspects in an online environment are students' ability to self-regulate their learning, and the availability and accessibility of technological resources. Quantitative data from the self-developed questionnaire were collected early in 2021, at a public university in South Africa, from a large sample over several modules. Results indicate students are partially prepared for learning fully online, with significant effect on performance. © 2023 by the authors;licensee Modestum. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/)..

Implementing Service-Focused Activities Focused on Water Quality While Teaching a Freshmen Undergraduate Course During the COVID-19 Pandemic

Historically, high levels of self-reported stress, anxiety, and depression are quite common among STEM students. Unfortunately, after multiple semesters of disrupted education due to COVID-19, these mental struggles among students, especially first-year (freshmen) undergraduate engineering students, have only been exacerbated. To mitigate these struggles, active and thoughtful engagement in learning can be implemented. The main goal of this study was to implement an engaging, teamwork building, service-focused Environmental Engineering activity in a freshmen Civil Engineering course (CE 101, Introduction to Civil Engineering) where students performed a water quality monitoring campaign using two commercially available lowcost test strips (2:1 and 5:1) while returning to campus. Additionally, the quality of the results obtained and the students' reception of this service-focused activity were evaluated. This activity (1) engaged the students, (2) had a positive impact on their environmental engineering knowledge, and (3) generated useful water quality data related to tap water and surficial water in northern Mississippi. Results highlighted the (1) overall good quality of the tap water collected, with the analyzed analytes significantly below the U.S. EPA maximum contaminant levels, (2) ability of low-cost test strips to generate trustworthy data (results obtained by the students were not statistically different, p > 0.05, compared to the quality assurance and quality control samples implemented) that can help local communities in assessing the quality of their water, and (3) ability to perform service-focused activity while teaching STEM courses. Students positively valued this service-focused activity, and they were enthusiastic about further experiencing this approach in other classes.

Implementing Service-Focused Activities Focused on Water Quality While Teaching a Freshmen Undergraduate Course During the COVID-19 Pandemic

Historically, high levels of self-reported stress, anxiety, and depression are quite common among STEM students. Unfortunately, after multiple semesters of disrupted education due to COVID-19, these mental struggles among students, especially first-year (freshmen) undergraduate engineering students, have only been exacerbated. To mitigate these struggles, active and thoughtful engagement in learning can be implemented. The main goal of this study was to implement an engaging, teamwork building, service-focused Environmental Engineering activity in a freshmen Civil Engineering course (CE 101, Introduction to Civil Engineering) where students performed a water quality monitoring campaign using two commercially available low-cost test strips (2:1 and 5:1) while returning to campus. Additionally, the quality of the results obtained and the students' reception of this service-focused activity were evaluated. This activity (1) engaged the students, (2) had a positive impact on their environmental engineering knowledge, and (3) generated useful water quality data related to tap water and surficial water in northern Mississippi. Results highlighted the (1) overall good quality of the tap water collected, with the analyzed analytes significantly below the U.S. EPA maximum contaminant levels, (2) ability of low-cost test strips to generate trustworthy data (results obtained by the students were not statistically different, p > 0.05, compared to the quality assurance and quality control samples implemented) that can help local communities in assessing the quality of their water, and (3) ability to perform service-focused activity while teaching STEM courses. Students positively valued this service-focused activity, and they were enthusiastic about further experiencing this approach in other classes. © 2023 American Chemical Society and Division of Chemical Education, Inc.

Dreaming for the World: A Jungian Study of Dreams During the COVID‐19 Pandemic

This project explores what dreams might reveal about the collective psyche’s response to the COVID‐19 pandemic in its first year, before the development of vaccines. A brief survey, distributed to Jungian colleagues and organizations, and to various social media sites, invited people to submit online a dream related to the COVID‐19 pandemic. Four hundred and thirty‐six dreams were submitted. Forty additional Russian dreams were collected and submitted by Russian colleagues. Using qualitative research methods based on phenomenological hermeneutics, the researchers categorized and counted the range of COVID imagery. In addition, the researchers describe a range of psychic responses to the pandemic, including horror, grief, sickness, social discord, and violence, but also images of healing and transformation, increased sense of community, and spiritual renewal. Several healing nightmares are presented. Healing alchemical and anima/animus imagery is described. Twelve dreams are introduced and presented. It is concluded that the collective psyche, rooted in the Self, is a healing resource for social and cultural trauma. This project supports Beradt’s (1968) inspirational study of dreaming in Nazi Germany, as well as recent studies of COVID‐related dreams and recent publications on the social nature of dreaming.Alternate :Ce projet explore ce que les rêves peuvent révéler en ce qui concerne la réponse de la psyché collective à la pandémie de COVID‐19 dans sa première année, avant le développement des vaccins. Un court questionnaire, distribué à des collègues et des organisations Jungiennes, et à divers sites de réseaux sociaux, invitait les personnes à mettre en ligne un rêve en lien avec la pandémie de COVID‐19. Quatre cent trente‐six rêves ont été mis en ligne. D’autre part quarante rêves ont été collectés et mis en ligne par des collègues Russes. En utilisant les méthodes de recherche qualitative fondées sur l’herméneutique phénoménologique, les chercheurs ont établi des catégories et ont dénombré la variété de l’imagerie liée au COVID. De plus, les chercheurs ont décrit un certain nombre de réponses psychiques à la pandémie, par exemple l’horreur, le chagrin, la maladie, la discorde sociale et la violence, mais également des images de guérison et de transformation, un sentiment accru de communauté, et du renouveau spirituel. Plusieurs cauchemars de guérison sont présentés. L’imagerie de la guérison alchimique et celle liée à l’anima/animus est décrite. Douze rêves sont décrits et présentés. La conclusion apportée est que la psyché collective, enracinée dans le Soi, est une ressource de guérison en ce qui concerne le traumatisme social et culturel. Ce projet soutient l’étude inspirante de Beradt (1968) de rêves dans l’Allemagne Nazie, ainsi que des études récentes de rêves en lien avec la COVID et des publications récentes sur la nature sociale du rêve.Alternate :Dieses Projekt untersucht, was Träume über die Reaktion der kollektiven Psyche auf die COVID‐19‐Pandemie im ersten Jahr vor der Entwicklung von Impfstoffen verraten könnten. Eine kurze Umfrage, die an Jungianische Kollegen und Organisationen sowie an verschiedene Social‐Media‐Sites verteilt wurde, lud Menschen ein, online einen Traum im Zusammenhang mit der COVID‐19‐Pandemie einzureichen. Vierhundertsechsunddreißig Träume wurden eingereicht. Vierzig weitere russische Träume wurden gesammelt und von russischen Kollegen zugesandt. Unter Verwendung qualitativer Forschungsmethoden auf der Grundlage phänomenologischer Hermeneutik kategorisierten und zählten die Forscher die Bandbreite der COVID‐Bilder. Darüber hinaus beschreiben die Forscher eine Reihe psychischer Reaktionen auf die Pandemie, darunter Entsetzen, Trauer, Krankheit, soziale Zwietracht und Gewalt, aber auch Bilder von Heilung und Transformation, gesteigertem Gemeinschaftsgefühl und spiritueller Erneuerung. Mehrere heilende Albträume werden präsentiert. Heilend alchemistische und Anima/Animus‐Bilder werden beschrieben. Zwölf Träume werden vorgestellt und präsentiert. Es wird der Schluß gezogen, daß die im Selbst verwurzelte kollektive Psyche eine heilende Ressource für soziale und kulturelle Traumata darstellt. Dieses Projekt unterstützt Beradts (1968) inspirierende Studie über das Träumen in Nazi‐Deutschland sowie neuere Studien zu COVID‐bezogenen Träumen und neuere Veröffentlichungen über die soziale Natur des Träumens.Alternate :Questo progetto esplora cosa possono rivelare i sogni sulla risposta della psiche collettiva alla pandemia di COVID‐19 nel suo primo anno, prima dello sviluppo dei vaccini. Un breve sondaggio, distribuito a colleghi e organizzazioni junghiane, e a vari siti di social media, ha invitato le persone a presentare online un sogno legato alla pandemia di COVID‐19. Sono stati inviati 436 sogni. Altri quaranta sogni russi sono stati raccolti e inviati da colleghi russi. Usando metodi di ricerca qualitativa basati sull’ermeneutica fenomenologica, i ricercatori hanno categorizzato e contato l’assortimento dell’immaginario relativo al COVID‐19. Inoltre, i ricercatori descrivono una serie di risposte psichiche alla pandemia, incluso orrore, dolore, malattia, tensione sociale e violenza, ma anche immagini di guarigione e trasformazione, maggiore senso di comunità , e rinnovamento spirituale. Vengono presentati diversi incubi che sono stati terapeutici. Vengono descritte la guarigione alchemica e le immagini di anima/animus. Vengono introdotti e presentati dodici sogni. Gli Autori concludono che la psiche collettiva, radicata nel Sé, è una risorsa curativa per il trauma sociale e culturale. Questo progetto supporta lo stimolante studio di Berardt (1968) sui sogni nella Germania nazista, così come studi recenti sui sogni legati al COVID‐19 e con le recenti pubblicazioni sulla natura sociale dei sogni.Alternate :Ð' этом проекте исследуется, что могут рассказать сновидения о реакции коллективной психики на пандемию COVID‐19 в течение первого года, до того, как были разработаны вакцины. Ð' краткой анкете, рассылавшейся юнгианским коллегам и организациям, а также размещенной в социальных сетях, респондентам предлагалось предоставить в электронном виде свои сновидения, связанные с пандемией COVID‐19. Было прислано четыреста тридцать шесть сновидений. Еще сорок сновидений на русском языке было собрано и предоставлено российскими коллегами. Используя качественные методы исследования, основанные на феноменологической герменевтике, исследователи произвели подсчеты и классификацию и получили диапазон образов COVID. Кроме того, исследователи описали целый ряд психологических реакций на пандемию, среди которых ужас, горе, заболевания, социальные разногласия и насилие, но вместе с тем и образы исцеления и трансформации, усиленное чувства общности и духовное обновление. Описывается ряд кошмарных сновиденийс целебным эффектом. Приведены исцеляющие алхимические образы анимы/анимуса. Подробно представлено двенадцать сновидений. Исследователи приходят к заключению, что Ñ€ÐµÑ ÑƒÑ€ÑÐ¾Ð¼ для исцеления социальных и культурных травм является коллективная психика, опирающаяся на Самость. Ð'ыводы проекта подтверждают результаты вдохновляющего исследования Берадта о сновидениях в нацистской Ð"ермании (1968), а также недавних исследований сновидений, связанных с COVID, и публикаций о социальной природе сновидений.Alternate :Este proyecto explora lo que los sueños podrían revelar sobre la respuesta de la psique colectiva a la pandemia de COVID‐19 en su primer año, antes del desarrollo de las vacunas. A través de una breve encuesta, distribuida entre colegas y organizaciones Junguianas, así como en diversas redes sociales, se invitó a la gente a enviar en línea un sueño relacionado con la pandemia de COVID‐19. Se presentaron 436 sueños. Otros cuarenta sueños rusos fueron posteriormente recogidos y enviados por colegas rusos. Utilizando métodos de investigación cualitativa basados en la hermenéutica fenomenológica, los investigadores categorizaron y contaron una gama de imágenes de COVID. Además, los investigadores describen una serie de respuestas psíquicas a la pandemia, que incluyen horror, dolor, enfermedad, discordia social y violencia, pero también imágenes de curación y transformación, aumento del sentido de comunidad y renovación espiritual. Se presentan varias pesadillas curativas. Se describen imágenes alquímicas curativas y de anima/animus. Se introducen y presentan doce sueños. Se concluye que la psique colectiva, enraizada en el Self, es un recurso curativo para el trauma social y cultural. Este proyecto apoya el inspirador estudio de Beradt (1968) sobre los sueños en la Alemania nazi, así como estudios recientes sobre los sueños relacionados con el COVID y con publicaciones recientes sobre la naturaleza social de los sueños.Alternate :为世界做梦:æ–°å† ç–«æƒ…æœŸé—´æ¢¦å¢ƒçš„è£æ ¼å­¦æ´¾ç ”ç©¶è¿™ä¸ªé¡¹ç›®æŽ¢è®¨äº†æ¢¦å¢ƒå¦‚ä½•æ­ç¤ºé›†ä½"心灵对COVID‐19疫情所做出的反应, 这些梦境发生在疫情第一年, åœ¨ç–«è‹—å¼€å‘ä¹‹å‰ã€‚æœ¬ç ”ç©¶å‘è£æ ¼å­¦æ´¾åŒè¡Œå'Œç»„织, 以及通过各种社会åª'ä½"网站分发了一份简短的调查, 邀请人们在线提交与COVID‐19疫情有关的梦。共收集到四百三十六个梦。另外还收集了40个俄罗斯人的梦, å¹¶ç”±ä¿„ç½—æ–¯åŒäº‹æäº¤ã€‚ç ”ç©¶ä½¿ç”¨äº†åŸºäºŽçŽ°è±¡å­¦è¯ é‡Šå­¦çš„å®šæ€§ç ”ç©¶æ–¹æ³•, ç ”ç©¶äººå‘˜å¯¹ä¸Žæ–°å† ç›¸å…³çš„æ„è±¡è¿›è¡Œäº†åˆ†ç±»å'Œç»Ÿè®¡ã€‚此外, ç ”ç©¶äººå‘˜è¿˜æè¿°äº†æ¢¦ä¸­äººä»¬å¯¹ç–«æƒ…åšå‡ºçš„ä¸€ç³»åˆ—å¿ƒç†ååº”, 包括恐怖、悲伤、疾病、社会不å'Œè°å'Œæš´åŠ›, 但也有治愈å'Œè½¬å˜çš„意象、增强的社区感å'Œç²¾ç¥žæ›´æ–°çš„æ„è±¡ã€‚ç ”ç©¶ä»‹ç»äº†å‡ ä¸ªå¸¦æœ‰æ²»æ„ˆæ€§çš„å™©æ¢¦ã€‚æè¿°äº†æ²»æ„ˆæ€§çš„ç‚¼é‡‘æœ¯å'Œé˜¿å°¼çŽ›/阿尼玛斯意象。介绍并展示了12个梦。ç»"论是, æ¤æ ¹äºŽ “自性”的集ä½"心灵是治疗社会å'Œæ–‡åŒ–创伤的一种资源。这个项目的ç»"果支持了Beradt(1968)在纳粹德国的梦境的é¼"èˆžäººå¿ƒçš„ç ”ç©¶ç»"æžœ, ä¹Ÿä¸Žæœ€è¿‘å…³äºŽæ–°å† æ¢¦å¢ƒç ”ç©¶çš„ç»"æžœ, 及最近发表的关于梦境的社会性质的ç»"果一致。

Use of Student-Generated Technique Videos to Increase Laboratory Skills in an Online General Chemistry Laboratory

The goal of this study was to assess student's laboratory technique learning during online laboratories in response to the transition online caused by COVID-19. From Summer 2020 through Fall 2021 our General Chemistry 1 laboratories were completely online using at-home lab kits and 3 h weekly web conference sessions. Starting Spring 2021 select sections were given a practical final examination where they had to generate a video of themselves performing a series of basic laboratory techniques. Results from faculty coding analysis of these videos illustrated that there were gaps in student skills and an intervention was attempted in Summer and Fall 2021 by the introduction of student-generated video technique quizzes throughout the semester. After the intervention student's skills increased significantly in three key areas on the student generated final video exam: weighing solids using the balance, quantitative transfer of a solid, and creation of a solution by dilution of the solute. This study indicates that student's laboratory technique skills can be developed and improved even in a completely online laboratory environment with direct targeting using student-generated technique videos. © 2023 American Chemical Society and Division of Chemical Education, Inc.

Evaluating Academic Answers Generated Using ChatGPT

The integration of technology in education has become ever more prioritized since the COVID-19 pandemic. Chat Generative Pre-Trained Transformer (ChatGPT) is an artificial intelligence technology that generates conversational interactions to user prompts. The trained model can answer follow-up questions, admit its mistakes, challenge incorrect premises, and reject inappropriate requests. The functionality of ChatGPT in answering chemistry assessment questions requires investigation to ascertain its potential impact on learning and assessment. Two chemistry-focused modules in year 1 and year 2 of a pharmaceutical science program are used to study and evaluate ChatGPT-generated responses in relation to the end-of-year exam assessments. For questions that focused on knowledge and understanding with "describe” and "discuss” verbs, the ChatGPT generated responses. For questions that focused on application of knowledge and interpretation with nontext information, the ChatGPT technology reached a limitation. A further analysis of the quality of responses is reported in this study. ChatGPT is not considered a high-risk technology tool in relation to cheating. Similar to the COVID-19 disruption, ChatGPT is expected to provide a catalyst for educational discussions on academic integrity and assessment design. © 2023 The Authors. Published by American Chemical Society and Division of Chemical Education, Inc.

Can we buffer them? Supporting healthy levels of stress and anxiety in first year international students.

First-year international tertiary students face numerous challenges, with the COVID-19 pandemic shifting many to online learning. These challenges can lead to higher than ideal stress and anxiety, negatively impacting mental health. Applying a 'writing across curriculum' approach this study examines whether a 'writing in discipline' intervention influences stress/anxiety for such students studying Tourism, Hospitality and Events in Australia. A modified DASS was administered to four cohorts during 2020 and 2021, and pre-post-tests conducted. The intervention helped buffer significant increases in stress, promoted skill development, and enhanced academic confidence. This scaffolded-learning approach is applicable at course/subject, degree, and university levels.

Asymptomatic and Mild SARS-CoV-2 Infections in a Hungarian Outpatient Cohort in the First Year of the COVID-19 Pandemic.

We aimed to estimate the proportion of the population infected with SARS-CoV-2 in the first year of the pandemic. The study population consisted of outpatient adults with mild or no COVID-19 symptoms and was divided into subpopulations with different levels of exposure. Among the subpopulation without known previous COVID-19 contacts, 4143 patients were investigated. Of the subpopulation with known COVID-19 contacts, 594 patients were investigated. IgG- and IgA-seroprevalence and RT-PCR positivity were determined in context with COVID-19 symptoms. Our results suggested no significant age-related differences between participants for IgG positivity but indicated that COVID-19 symptoms occurred most frequently in people aged between 20 and 29 years. Depending on the study population, 23.4-74.0% PCR-positive people (who were symptomless SARS-CoV-2 carriers at the time of the investigation) were identified. It was also observed that 72.7% of the patients remained seronegative for 30 days or more after their first PCR-positive results. This study hoped to contribute to the scientific understanding of the significance of asymptomatic and mild infections in the long persistence of the pandemic.

Prevalence and characteristics of needlestick injuries among dental interns during their first-year clinical training: an observational study.

BACKGROUND: Dental interns are vulnerable to needlestick injuries (NSI). The objectives of this study were to examine the prevalence and characteristics of NSI exposures among dental interns during their first-year clinical training, assess risk factors, and evaluate reporting behaviours. METHODS: An online survey was conducted among dental interns of Class 2011-2017 at Peking University School and Hospital of Stomatology (PKUSS), China. The self-administrated questionnaire consisted of information on demographic profiles, NSI characteristics, and reporting practices. The outcomes were presented by descriptive statistics. A multivariate regression analysis was performed to assess NSI sources using a forward step-wise approach. RESULTS: A total of 407 dental interns completed the survey (response rate 91.9%, 407/443), and 23.8% sustained at least one NSI. The mean number of NSIs per intern was 0.28 during the first clinical year. More occupation exposures occurred from October to December, between 13:00-15:00. Syringe needles were the most frequent sources, followed by dental burs, suture needles, and ultrasonic chips. The risk of peer-inflicted NSIs in the department of Paediatric Dentistry was 12.1 times higher than that in Oral Surgery (OR 12.1, 95% CI: 1.4-101.4). Appropriately 64.9% NSIs occurred when chairside assistants were absent. Compared to working alone, the risk of peer-inflicted NSIs was 32.3 times higher when providing chairside assistance (OR 32.3, 95% CI: 7.2-145.4). The left-hand index finger was the most commonly injured site. About 71.4% of exposures were reported in paperwork. CONCLUSIONS: Dental interns are susceptible to NSIs during their first-year clinical training. Extra attention should be paid to syringe needles, dental burs, suture needles, and ultrasonic chips. The lack of chairside assistance is hazardous regarding NSIs. The training of chairside assistance of the first-year dental interns should be enhanced. First-year dental interns are required to increase their awareness of ignored behaviors related to NSI exposures.

THE EXPERIENCES OF STUDENTS TRANSITIONING BACK TO IN-PERSON LEARNING POST-COVID-19

This paper reports on a preliminary study that was carried out to understand the experiences of engineering students transitioning to on-campus learning following the Covid-19 pandemic. Two cohorts were considered: year 1 students joining the university for the first time after having experienced considerable disruption for the final two years of their schooling and year 2 students who experienced their first year at university almost entirely online. Data was gathered from student surveys which found that the greatest areas of difficulty for students were the academic level of the programme and the workload. A limited comparison was drawn between this finding and some pre-pandemic data which suggests that the difficulty that students had in this area was higher than for students before the pandemic, indicating that two years of disrupted education may have had a negative impact on students' preparedness for higher education. Qualitative open-ended responses by students showed that there was a clear preference for face-to-face teaching, but that students see clear benefits to online resources and lecture recordings, and value having some flexibility in how they learn. Some reduction in student performance was noted. © 2022 SEFI 2022 - 50th Annual Conference of the European Society for Engineering Education, Proceedings. All rights reserved.