Spanning a historical period that begins with women’s exclusion from university debates and continues through their participation in coeducational intercollegiate competitions, Debating Women ...highlights the crucial role that debating organizations played as women sought to access the fruits of higher education in the United States and United Kingdom. Despite various obstacles, women transformed forests, parlors, dining rooms, ocean liners, classrooms, auditoriums, and prisons into vibrant spaces for ritual argument. There, they not only learned to speak eloquently and argue persuasively but also used debate to establish a legacy, explore difference, engage in intercultural encounter, and articulate themselves as citizens. These debaters engaged with the issues of the day, often performing, questioning, and occasionally refining norms of gender, race, class, and nation. In tracing their involvement in an activity at the heart of civic culture, Woods demonstrates that debating women have much to teach us about the ongoing potential for debate to move arguments, ideas, and people to new spaces.
The teacher’s lectures are the result of his many years of knowledge and the fruit of his labor, and they serve as an instrument to improve the level of his students to the highest levels. However, ...some students may record the lecture without the teacher’s knowledge and load it onto their own devices, making the teacher feel like his efforts are in vain. It is necessary to pause lawfully and demonstrate the legitimacy of such an act in order to build the argument against anyone who claims ignorance or doubts the legality of this behavior. The teacher has a moral right to his lectures, which forbids anybody from utilizing them until he decides they are appropriate for publication and dissemination, as well as a material right to them because lectures are considered creative works and are protected by copyright. Aside from the issue about who owns the lectures between the teacher and the university, a student may not record the lectures without the permission of the teacher or university. The laws’ restrictions and exceptions will not assist the student in determining the legality of his or her behavior because all restrictions are governed by criteria that do not apply in the student’s instance and do not provide legal protection. Even if a student manages to discuss about the legality of his work while adhering to the rules and exceptions, an attack on private life would be viewed as an attack on a teacher’s right.
Background: Persons with obesity are considered a legitimate target for ridicule. Anti-obese behaviour of healthcare providers make patients with obesity dread hospital visits. Since the prevalence ...of obesity is increasing worldwide and the condition is often associated with other diseases, physicians can expect to encounter more patients with obesity in future. Reducing weight bias in healthcare requires recognition of its existence and sensitization of staff. Methods: Tests to identify obesity bias (Attitudes Towards Obese Persons or ATOP, Beliefs About Obese Persons or BAOP, Anti-Fat Attitudes or AFA, Fat Phobia or FP, and Implicit Association Test for Weight) were conducted on 50 undergraduate medical student volunteers. Tests were repeated one week after conducting two sensitization lectures (Causes and Consequences of Obesity and Obesity Discrimination in Healthcare). Results: A slight but significant improvement was observed in the scores of ATOP, BAOP, AFA, and FP after sensitization lectures. No improvement was observed in the Implicit Association Test for Weight. Conclusions: ATOP, BAOP, AFA, and FP indicate conscious bias, while the Implicit Association Test estimates the unconscious bias. Our results show that sensitization lectures were successful in removing the conscious bias in student volunteers, but not in removing the unconscious bias. Removal of unconscious bias is difficult and cannot be achieved merely through two sensitization lectures. However, recognition of its existence and conscious elimination of prejudice from behaviour can result in a more empathetic attitude of healthcare workers towards persons with obesity.
The purpose of this study was to investigate whether the anxiolytic effect of cannabidiol (CBD) in humans follows the same pattern of an inverted U-shaped dose-effect curve observed in many animal ...studies. Sixty healthy subjects of both sexes aged between 18 and 35 years were randomly assigned to five groups that received placebo, clonazepam (1 mg), and CBD (100, 300, and 900 mg). The subjects were underwent a test of public speaking in a real situation (TPSRS) where each subject had to speak in front of a group formed by the remaining participants. Each subject completed the anxiety and sedation factors of the Visual Analog Mood Scale and had their blood pressure and heart rate recorded. These measures were obtained in five experimental sessions with 12 volunteers each. Each session had four steps at the following times (minutes) after administration of the drug/placebo, as time 0: -5 (baseline), 80 (pre-test), 153 (speech), and 216 (post-speech). Repeated-measures analyses of variance showed that the TPSRS increased the subjective measures of anxiety, heart rate, and blood pressure. Student-Newman-Keuls test comparisons among the groups in each phase showed significant attenuation in anxiety scores relative to the placebo group in the group treated with clonazepam during the speech phase, and in the clonazepam and CBD 300 mg groups in the post-speech phase. Clonazepam was more sedative than CBD 300 and 900 mg and induced a smaller increase in systolic and diastolic blood pressure than CBD 300 mg. The results confirmed that the acute administration of CBD induced anxiolytic effects with a dose-dependent inverted U-shaped curve in healthy subjects, since the subjective anxiety measures were reduced with CBD 300 mg, but not with CBD 100 and 900 mg, in the post-speech phase.
Fear of Public Speaking (FoPS) or public speaking anxiety is a type of social anxiety and the single most commonly feared situation in the population. FoPS is disabling with negative occupational, ...academic, and social consequences, reported by up to one third of the population. FoPS in adolescence and adulthood is associated with an increased risk of developing generalized social anxiety disorder with further impairments. Since the last review on FoPS, a significant number of randomized controlled trials (RCTs) have been conducted assessing the effects of novel interventions with innovative modes of delivery.
The objectives of the present meta-analysis are to (1) examine the short and long-term effects of psychological interventions aimed at FoPS on FoPS and generalized social anxiety; (2) assess whether differences exist between technology-assisted modes of delivery (e.g., Internet-delivered therapies) and more traditional modes of delivering treatment (e.g., face-to-face therapies); (3) investigate whether differences in effect exist between theoretical frameworks; (4) inspect the differences in effect size between self-report measures and other measures (i.e., physiological and behavioral); (5) examine the effects of psychological interventions aimed at FoPS on secondary outcome measures (e.g., depression); and (6) investigate whether a "sleeper effect" is present for psychological interventions for FoPS and generalized social anxiety.
The study investigates the effects of psychological interventions for FoPS through a quantitative meta-analysis of RCTs, using a random-effects model.
A total of 30 RCTs with 1,355 participants were included through systematic searches of PsycINFO, MEDLINE, Web of Science, and Cochrane Library. The majority of the studies investigated the effects of cognitive or behavioral interventions. Nearly half of the studies used active control groups (e.g., attention placebo), whereas the other half used passive (e.g., waitlist) controls. The overall effect of psychological interventions for FoPS across 62 interventions was 0.74 (Hedges
; 95% CI: 0.61-0.87) with low to moderate heterogeneity. No difference in effect was found across theoretical frameworks. The effects based on self-report measures were larger compared to physiological and behavioral outcomes. Effects were robust against both active and passive control groups. Furthermore, psychological interventions for FoPS had a small to moderate effect on generalized social anxiety disorder (
= 0.35; 95% CI: 0.22-0.48). The effect of psychological interventions aimed at FoPS at follow-up was large (
= 1.11, 95% CI: 0.90-1.31) and moderate to large for generalized social anxiety (
= 0.70, 95% CI: 0.59-0.80). A sleeper effect was found for cognitive and behavioral interventions, indicating that patients continued to improve after treatment termination. There were some indications of publication bias.
Psychological interventions are effective in reducing FoPS. Interventions using technology-assisted modes of delivery are equally effective as traditional face-to-face interventions in reducing FoPS. This finding highlights an opportunity to increase access to evidence-based treatments through technology-delivered interventions, which can be implemented at schools, in primary care and specialist mental health care. Moreover, psychological interventions aimed at FoPS have an effect on generalized social anxiety. Further implications are discussed.
Visual material plays a central role in lectures to illustrate the spoken word or to show objects of knowledge. Historically, the question arises as to when which methods were used and what their ...functions were and still are today. In a further diagrammatic perspective on the setting of the lecture, however, other aspects of pictoriality must be included: For example, there is a tradition of storing, commenting on, processing and editing lectures by the audience, which leads, for example, to transcripts that transform the lecture medially. Yet these techniques are embedded in an ensemble of diagrammatic practices of lecture organisation, which can be understood as „instructions for use“ for both lecturers and listeners. From a diagrammatic perspective, it becomes clear that the diagrammatic orders applied in and by lectures are not simply ornaments of the lecture, but have a knowledge-constitutive effect.
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