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The author proposes that group identifications have been under-appreciated by individual psychodynamic psychotherapists in their conceptualization of normative individual development. He identifies the routes by which the child begins to internalize small and large groups during the early years of identity formation. Through individual therapy vignettes, the author suggests modifications to customary technique so that developmental shortcomings in group attachment security can be shored up. He offers some guidelines for the individual therapist so that group experiences are accounted for as the clinical narrative is written. Finally, he distinguishes patients who may require additional group-level interventions to address their avoidance of group participation.

Heat shock protein 90 (Hsp90) is an ATP-dependent molecular chaperone which is essential in eukaryotes. It is required for the activation and stabilization of a wide variety of client proteins and many of them are involved in important cellular pathways. Since Hsp90 affects numerous physiological processes such as signal transduction, intracellular transport, and protein degradation, it became an interesting target for cancer therapy. Structurally, Hsp90 is a flexible dimeric protein composed of three different domains which adopt structurally distinct conformations. ATP binding triggers directionality in these conformational changes and leads to a more compact state. To achieve its function, Hsp90 works together with a large group of cofactors, termed co-chaperones. Co-chaperones form defined binary or ternary complexes with Hsp90, which facilitate the maturation of client proteins. In addition, posttranslational modifications of Hsp90, such as phosphorylation and acetylation, provide another level of regulation. They influence the conformational cycle, co-chaperone interaction, and inter-domain communications. In this review, we discuss the recent progress made in understanding the Hsp90 machinery.

Research on teaching from a student learning perspective has identified two qualitatively different approaches to university teaching. They are an information transmission and teacher-focused approach, and a conceptual change and student-focused approach. The fundamental difference being in the former the intention is to transfer information to students, while in the latter the intention is to change and develop student understanding. Much of our research has been conducted in first-year classes of 100 or more students. The paper begins by outlining a model of teaching and learning based upon this research. It then reviews the quantitative research showing the relationship between teachers' approaches to teaching in large classes and their students' approaches to learning. Further analyses of previously collected data are used to identify the size of the relationship between teachers' approaches and their students' approaches. The paper concludes by discussing how a more conceptual change and student-focused approach can be manifested in large classes. (HRK / Abstract übernommen).

A barrier to using head mounted display (HMD) virtual reality (VR) in education is access to hardware for large classes. This paper compares students' learning when engaging with an HMD VR simulation as the operator and as the observer, to evaluate whether benefits of HMD VR can be achieved without requiring all students to operate the equipment. Postgraduate engineering students (N = 117) completed a safety hazard identification exercise in a workshop. The performance of students who operated and observed was compared. Results showed that students performed similarly in the exercise that followed the simulation whether they operated HMD VR (n = 33) or observed (n = 84). The finding suggests that educators may be able to use HMD VR simulations in classes with a large enrolment, by reducing the need for investment and management of a large number of sets of HMD VR equipment. [Author abstract]

Escaping Nazi annexation of Austria, Sigmund Freud and his family left there in 1938 to live the rest of their lives in exile in the house now known as the Freud Museum in London. This paper is based upon the author’s Holocaust Day Memorial Lecture delivered virtually at this museum on January 27, 2021, which marked the 75th anniversary of the liberation of Auschwitz-Birkenau, the largest Nazi death camp. Besides remembering those who were lost during World War II, the content of this paper includes a description of different types of massive traumas, with a focus on disasters at the hand of the Other, and their impact on individuals and large groups. Sigmund Freud’s ideas about relationships between communities and countries with adjoining territories, as well as large-group psychology, are updated, and individuals’ and large groups’ needs to grasp onto large-group identities is explained and illustrated with case reports.

A collaboration between geoscience professors and pedagogic and technical support experts at Universidad de los Andes led to a teaching innovation, as part of a project entitled GEOC-SENSE. GEOC-SENSE was based on the use of active pedagogy techniques aided by information and communication technologies (ICT) to improve motivation and acquisition of transferable skills using active learning techniques and a flipped classroom structure. Lessons were divided into preclass, in-class, and postclass activities for students to acquire key concepts, to apply those concepts to solve in-class activities, and to reinforce acquired knowledge. The GEOC-SENSE project resolved major challenges previously identified in the geosciences course and, based on student surveys, improved student learning while allowing participants to develop transferable skills. This generated increased motivation in a diverse student population by making classes more dynamic and encouraging independent work. GEOC-SENSE allowed students to acquire knowledge using problem-solving skills, practical activities, and in general increased interaction in the classroom. The activities were perceived by students as directly applicable to a professional setting, making the course more relevant for students' subsequent careers. The project increased student motivation and skill development; however, it also posed challenges: mainly difficulties when working in groups and accessing the ICT tools by some of the students.

Human cooperation is highly unusual. We live in large groups composed mostly of non-relatives. Evolutionists have proposed a number of explanations for this pattern, including cultural group selection and extensions of more general processes such as reciprocity, kin selection, and multi-level selection acting on genes. Evolutionary processes are consilient; they affect several different empirical domains, such as patterns of behavior and the proximal drivers of that behavior. In this target article, we sketch the evidence from five domains that bear on the explanatory adequacy of cultural group selection and competing hypotheses to explain human cooperation. Does cultural transmission constitute an inheritance system that can evolve in a Darwinian fashion? Are the norms that underpin institutions among the cultural traits so transmitted? Do we observe sufficient variation at the level of groups of considerable size for group selection to be a plausible process? Do human groups compete, and do success and failure in competition depend upon cultural variation? Do we observe adaptations for cooperation in humans that most plausibly arose by cultural group selection? If the answer to one of these questions is “no,” then we must look to other hypotheses. We present evidence, including quantitative evidence, that the answer to all of the questions is “yes” and argue that we must take the cultural group selection hypothesis seriously. If culturally transmitted systems of rules (institutions) that limit individual deviance organize cooperation in human societies, then it is not clear that any extant alternative to cultural group selection can be a complete explanation.

In this article I examine the role of the contemporary university in light of the mass increase in class sizes that has occurred on an international scale. While we may look nostalgically back to a time when lectures numbered a few hundred students and tutorials had as few as ten, massification at undergraduate level is an inescapable fact of academic life today. I argue that this development is an opportunity and a challenge for lecturers and particularly teacher-researchers, who can and have risen to this challenge to strive for better and more creative teaching practices, without compromising the quality of content or delivery. I outline some of the strategies that I have employed with my first year sociology cohort, which numbers over 1,000 students, and the satisfaction and inspiration that comes from successfully reaching out to such a large student population. In addition, I canvas the positive impacts that derive from including students in the course development process, including to the extent that their input contributes to pedagogical research.

Research in various disciplines has highlighted that humans are uniquely able to solve the problem of cooperation through the informal mechanisms of reputation and gossip. Reputation coordinates the evaluative judgments of individuals about one another. Direct observation of actions and communication are the essential routes that are used to establish and update reputations. In large groups, where opportunities for direct observation are limited, gossip becomes an important channel to share individual perceptions and evaluations of others that can be used to condition cooperative action. Although reputation and gossip might consequently support large-scale human cooperation, four puzzles need to be resolved to understand the operation of reputation-based mechanisms. First, we need empirical evidence of the processes and content that form reputations and how this may vary cross-culturally. Second, we lack an understanding of how reputation is determined from the muddle of imperfect, biased inputs people receive. Third, coordination between individuals is only possible if reputation sharing and signaling is to a large extent reliable and valid. Communication, however, is not necessarily honest and reliable, so theoretical and empirical work is needed to understand how gossip and reputation can effectively promote cooperation despite the circulation of dishonest gossip. Fourth, reputation is not constructed in a social vacuum; hence we need a better understanding of the way in which the structure of interactions affects the efficiency of gossip for establishing reputations and fostering cooperation.

People with various skill sets and backgrounds are usually found working on projects and thus, group decision-making (GDM) is one of the most important functions within any project. However, when projects concern healthcare or other critical services for proletariat or general public (especially during COVID19), the importance of GDM can hardly be overstated. Measuring the performance of healthcare construction projects is a critical activity and should be gauged based on the input from a large number of stakeholders. Such problems are usually recognized as large-scale group decision-making (LSGDM). In the current study, we aim to propose a decision support system for measuring the performance of healthcare construction projects against a large number of experts using ordinal data. The study identifies several key indicators from literature and recorded the observations of a large number of experts about these indicators. After that, the acceptable range of complexity is specified, the Silhouette plot is provided to find the optimal number of clusters, and the ordinal K-means method is employed to cluster the experts’ opinions. Later, the confidence level is measured using a novel Weighted Kendall’s W for the optimal number of the clusters, and the threshold is checked. Finally, the conventional problem is solved using the Group Weighted Ordinal Priority Approach (GWOPA) model in multiple attributes decision making (MADM), and the performance of the projects is determined. The validity of the proposed approach is confirmed through a comparative analysis. Also, a real-world case is solved, and the performance of some healthcare construction projects in China is gauged with a comprehensive sensitivity analysis.