Academic literature on the topic 'Degree Discipline: Biology'

Several authors have previously promoted the transformation of the application-based agricultural engineering discipline into a biology-based biological engineering discipline. A systematic analysis of titles for courses being taught by ASABE-umbrella programs across North America was undertaken to identify curricular differences between biology-based and application-based “bio” engineering disciplines. Based on 44 ASABE-umbrella programs analyzed, the four most commonly used program names were biological engineering (25%), biosystems engineering (20%), biological systems engineering (15.9%) and agricultural engineering (13.6%). Definitions of these four program names were reviewed; biosystems, biological systems and agricultural engineering are typically defined such that they are best described as application-based “bio” engineering disciplines while biological engineering is best described as a biology-based engineering discipline. Based on statistical analysis of the frequency of words in course titles, there was a significant increase in the usage of the word “food” and a lack of the word “project” in the course titles within biological engineering programs. Over half of the unique options were found in biological engineering programs suggesting that they do offer unique course content compared with biosystems, biological systems and agricultural engineering degree programs, however, it is noteworthy that four options appear across all four degrees. It is concluded that there are curricular differences between biology-based and application-based “bio” engineering disciplines, however, the curricular differences are not as substantive as one might conclude from the philosophical discussions in the literature. Alternatively, it may simply not be possible to detect curricular differences solely from an analysis of the course titles

A reduction in the planet’s biodiversity requires an active response by politicians, environmental activists, and scientists. Modern biological education should provide an opportunity to acquire the knowledge and skills necessary to solve complex tasks targeted at preserving and restoring vulnerable species habitats and ecosystems. Students study conservation biology at many universities around the world with this as their goal. For the first time in Russia, a Master’s Conservation Biology course for biology students was developed and tested at Novosibirsk State University. This primer course (108 hours) includes lectures, discussions, excursions, elements of gamification, combines auditorium and online classes, uses social networks for additional communication with students, and experienced practitioners. The course has been highly rated by students and can be expanded to include a larger audience.

Schools allow to develop and extend the approaches and attitudes in the social, moral, ideological, and religious spheres. The realization of these matters is possible due to the fulfillment of three basic school functions, i.e. didactic, educational, and protective. No one should forget that human education starts already in the period of childhood. Initially, parents introduce the children to the indispensable problems and matters in their future lives. It takes place in the form of games. They satisfy their growing need of gaining the knowledge, by answering numerous questions. They develop the knowledge through practical activities to let them gain experience, that is, organize walks, educational games, and so forth. Then young people begin school education, which influences, to a large degree, their lives. Then, in the educational process, the subject of Biology appears, almost certainly already known thanks to the parents’ education. The scientific discipline called Biology is a very important element in the education of people, which is helpful in understanding their own personalities and the surrounding reality. The wide range of biological contents as well as the short reflection on the subject of gaining the knowledge in the range of Biology allows us to notice, that this discipline, similarly to other disciplines shapes the personality of young, growing up people. All things considered, however, it differs from disciplines such as history, or mathematics, because it is closely and directly related to the human being and functioning, as the basis of human life. Biology, more considerably and effectively, than different disciplines, makes the students sensible towards human needs as well as the needs of nature and its protection.

Hindsight allows present-day scholars to view the development of academic disciplines in a light that contemporaries would never have seen. Hence, from our perspective, Mary Furner's assertion that anthropology developed as a profession reacting against biology and the physical sciences makes sense, for we tend to celebrate the triumph of cultural anthropology as the coming of age of the discipline. However, this trajectory of professional development was not a necessary or predestined development. Rather, the eventual (if occasionally still embattled) predominance of culture over the categories of race, nation, and biology was only one of many possible outcomes. This paper investigates a different trajectory, one that most current scholars would hope has been relegated to the dustbin of history. It is still a cautionary tale, though, in that while the racial anthropology followed in this narrative did not survive World War II, its practitioners did enjoy a degree of prominence and influence that was much greater and longer than has been generally acknowledged by current accounts.

Based on the visualization analysis of foreign literature on altruistic behavior in recent ten years (2012-2022) by CiteSpace, it is found that the research on altruistic behavior in the field of biology abroad has experienced the initial exploratory stage, the outbreak stage, and now enters the stable and deepening stage. The discipline distribution is mainly behavioral ecology, supplemented by evolutionary biology, biomathematics, and genetics. The author has three main cooperative groups, and a relatively tight cooperative network has been formed locally in related fields. From the perspective of cooperation degree, the cooperation density of major research institutions is high, and relevant research has been relatively mature. Judging from the period calculated in the software, altruism, cooperation, kin Selection, reciprocity, and inclusive fitness emerged earlier. In recent years, constitutive theory, density dependence, and Habitat construction have emerged, which may become a new direction for future research. Therefore, future research can expand the scope of disciplines, strengthen the cooperation between authors and units, and explore other research hotspots.

EDUCATIONAL PSYCHOLOGY IN THE LICENCIATURES: reflections on (and for) curricular reformulationPSICOLOGÍA EDUCACIONAL EN LAS LICENCIATURAS: reflexiones sobre (y para) reformulación curricularEste trabalho tem por objetivo analisar a práxis formativa e de criação e reformulação curricular da disciplina de Psicologia da Educação na licenciatura de Ciências Biológicas em uma universidade amazônica, a Universidade Federal de Rondônia (UNIR). O método utilizado se apoia na pesquisa narrativa e o trabalho consiste num ensaio em que se discute: o método de narrativa autobiográfica contextualizando o trabalho; a constituição do campo do currículo em sua relação com a construção da ciência psicológica; a interdisciplinaridade da Psicologia Educacional e sua inserção nas licenciaturas, especialmente na formação de professores da área de Ciências e Biologia, com uma síntese das principais correntes e teorias da Psicologia que podem contribuir para esta formação e se conclui com uma proposta de disciplina a partir da prática docente como formadora de professores de Ciências e Biologia em uma universidade amazônica.Palavras-chave: Psicologia da Educação; Narrativa Autobiográfica; Currículo; Formação de Professores.ABSTRACTThis work aims to analyze the formative praxis and curricular creation and reformulation of the discipline of Educational Psychology in the degree of Biological Sciences in an Amazonian university, the Federal University of Rondônia (UNIR). The method used is based on narrative research and the work consists of an essay in which the autobiographical narrative method is contextualized; the constitution of the field of curriculum in its relation with the construction of psychological science; the interdisciplinarity of Educational Psychology and its insertion in the degrees, especially in the training of teachers in the area of Sciences and Biology, with a synthesis of the main currents and theories of Psychology that can contribute to this formation and concludes with a proposal of discipline from the teaching practice as teacher trainer of Science and Biology at an Amazon university.Keywords: Psycology of Education; Autobiographical Narrative; Curriculum; Training Teachers.RESUMENEste trabajo tiene por objetivo analizar la praxis formativa y de creación y reformulación curricular de la disciplina de Psicología de la Educación en la licenciatura de Ciencias Biológicas en una universidad amazónica, la Universidad Federal de Rondônia (UNIR). El método utilizado se apoya en la investigación narrativa y el trabajo consiste en un ensayo en que se discute: el método de narrativa autobiográfica contextualizando el trabajo; la constitución del campo del currículo en su relación con la construcción de la ciencia psicológica; la interdisciplinariedad de la Psicología Educativa y su inserción en las licenciaturas, especialmente en la formación de profesores del área de Ciencias y Biología, con una síntesis de las principales corrientes y teorías de la Psicología que pueden contribuir para esta formación y se concluye con una propuesta de disciplina a partir de la propuesta práctica docente como formadora de profesores de Ciencias y Biología en una universidad amazónica.Palabras clave: Psicología Educativa; Narrativa Autobiográfica; Currículo; Formación de Profesores.

Clinical physiologists in Sweden are physicians (the majority with a PhD degree) with thorough training in system physiology and pathophysiology. They investigate patients in a functional approach and are engaged in basic and applied physiology teaching and research. In 1954, clinical physiology was founded as an independent academic and clinical discipline by the Swedish government to ensure “contact between routine clinical work and the scientific progression.” Up until 2008, clinical physiology was an independent clinical discipline but was then made a subdiscipline to radiology, a fundamentally different discipline. Individuals wishing to become clinical physiologists are required to be trained and certified as European radiologists, after which training and certification as clinical physiologists may be pursued. This means that radiologists without training in clinical physiology have become gatekeepers for future clinical physiologists. Unfortunately, this development takes place at a time when research and education in preclinical integrative physiology have diminished in favor of other organizational levels, such as cellular and molecular biology. The responsibilities for education and research in integrative human physiology have therefore mainly been transferred to clinical physiologists. Clinical physiology has been a successful independent clinical discipline in Sweden for the past 55 years and could serve as a model for other countries. Unless clinical physiologists regain control over their own discipline, systems physiology as a knowledge base and resource for patient care, education, and research will be severely impaired.

There are many ways of describing and explaining the properties of living systems; causal, functional, and reductive accounts are necessary but no one account has primacy. The history of biology as a discipline has given excessive authority to reductionism, which collapses higher level accounts, such as social or behavioural ones, into molecular ones. Such reductionism becomes crudely ideological when applied to the human condition, with its claims for genes “for” everything from sexual orientation to compulsive shopping. The current enthusiasm for genetics and ultra-Darwinist accounts, with their selfish-gene metaphors for living processes, misunderstand both the phenomena of development and the interactive role that DNA and the fluid genome play in the cellular orchestra. DNA is not a blueprint, and the four dimensions of life (three of space, one of time) cannot be read off from its one-dimensional strand. Both developmental and evolutionary processes are more than merely instructive or selective; the organism constructs itself, a process known as autopoiesis, through a lifeline trajectory. Because organisms are thermodynamically open systems, living processes are homeodynamic, not homeostatic. The self-organising membrane-bound and energy-utilising metabolic web of the cell must have evolved prior to so-called naked replicators. Evolution is constrained by physics, chemistry, and structure; not all change is powered by natural selection, and not all phenotypes are adaptive. Finally, therefore, living processes are radically indeterminate; like all other living organisms, but to an even greater degree, we make our own future, though in circumstances not of our own choosing.

Background: Repetitive eccentric contractions can lead to higher degree of damage compared to repetitive concentric contractions. However, this type of exercise does not reproduce the real situations during the season in competitive sport disciplines. Methods: We analyzed the pattern of muscle damage blood markers in male professionals from three disciplines: cycling (n = 18), mainly concentric, vs. basketball (n = 12) and volleyball (n = 14), both mainly eccentric. Circulating muscle markers were analyzed in two moments of the regular season: after a 20-day training (no competition) period (T1) and after a 20-day period of high demanding competition (T2). Results: Blood levels of creatine kinase and myoglobin (muscle markers) increased in all groups at T2 compared to T1 as a result of competition intensity. The lower increases were noticed in cyclists at the end of both periods. Testosterone levels decreased at T2 compared to T1 in all disciplines, with lower levels found in cyclists. However, cortisol plasma levels decreased in basketball and volleyball players at T2, but increased significantly in cyclists, suggesting a limited adaptation to the effort. Conclusions: The pattern of circulating muscle markers is different depending of the demanding efforts (training vs. competition) of each particular discipline.

The CUNY Research Scholars Program (CRSP) provides a yearlong faculty-mentored research experience to associate’s degree students. The program takes place at all 10 associate’s degree–granting colleges within the City University of New York system. We report on a mixed-methods study of 500 students who participated in the program during its initial 3 years. Quantitative longitudinal assessments revealed that students who engaged in CRSP were more likely to be retained in a science, technology, engineering, and mathematics (STEM) discipline or to graduate with a STEM degree than their counterparts in a matched comparison group. Furthermore, students who participated in CRSP demonstrated an increased likelihood of transferring to the more research-intensive 4-year schools within the CUNY system and to R1 universities outside the CUNY system. CRSP students reported an increased sense of belonging in college based on survey data, and focus groups with their mentors provided insight into the factors that led to the gains listed above. These combined results—of student data analysis, student surveys, and mentor focus groups—provide evidence that early research experiences for associate’s degree students contribute to their academic success.

Orientador: Henrique Cesar da Silva
Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Geociencias
Made available in DSpace on 2018-08-15T06:01:43Z (GMT). No. of bitstreams: 1 Pessoa_TerezinhaChagasCarneiro_M.pdf: 2792648 bytes, checksum: 651166e55a3d7727afe7bb5fb14d6236 (MD5) Previous issue date: 2010
Resumo: Nesse trabalho busquei compreender como estudantes de um curso de licenciatura em Ciências Biológicas de uma universidade pública produzem sentidos sobre as interações entre ciência, tecnologia, sociedade e ambiente, tendo como uma das condições de produção uma disciplina de Geologia, e, além disso, quais sentidos são produzidos. Para esse estudo me apoiei em abordagens CTSA, e na Análise de Discurso (AD) da linha francesa. O imaginário, que inclusive intitula essa pesquisa, é entendido a partir da AD como aquilo que se crê ser real, crença materializada no e pelo discurso, aquilo com que o sujeito explica o que é o mundo e os papéis nele representados, sendo que isso se dá a partir de construções sociais, históricas, políticas, econômicas e culturais. Uma entrevista semi-estruturada foi elaborada, de tal forma que suas perguntas e imagens remetessem à disciplina e em particular ao trabalho de campo, ao mesmo tempo em que aspectos sobre ciência, tecnologia, sociedade e ambiente eram questionados. Em relação ao referencial CTSA, destaquei temas recorrentes na literatura, como formação para a cidadania, participação, tomada de decisão, e não neutralidade da ciência e dos cientistas, além do tópico "ser pesquisador, ser professor". As análises dos discursos dos estudantes indicam, entre outros aspectos, que eles acreditam que a participação da sociedade e a tomada de decisão em assuntos relacionados à ciência e tecnologia têm como condição necessária o domínio do conhecimento científico hegemônico. Os outros conhecimentos, silenciados pelo sentido de verdade exclusivo da ciência, acabam deixando de existir no imaginário dos que vivenciam a mesma cultura. A disciplina estudada gerou deslocamentos nos sentidos dos estudantes sobre ciência, sociedade e ambiente principalmente quando a questão do trabalho foi apresentada pelo professor como um fator constituinte do ambiente, trazendo assim o sentido do socioambiental, em contraste com a noção de ambiente como algo que se restringe a aspectos da fauna e da flora. Outro aspecto marcante dos discursos foi a constante construção de sentidos sobre ciência, tecnologia, sociedade e ambiente partindo-se de concepções biológicas.
Abstract: This work seeks to understand how Biology licentiate students of a Brazilian public university produced meanings about on the interactions between science, technology, society and the environment in the context of a Geology class, as well as which ideas were developed and in which terms field activities carried out might be considered approximations to a STSE Education approach. The study is based on the concept of a Science, Technology, Society and Environment Education (STSE) and in the French school of Discourse Analysis (DA). The "imaginary", which was included in the title of the study, is understood by DA as that which is believed to be real, a belief that materializes on and by means of a discourse or that with which an individual explains what the world is and how parts are played in it, all of which filtered by social, historical, political and economic constructs. In order for questions to relate to the class and specifically to fieldwork - while still queried about aspects regarding science, technology, society and the environment - students were subjected to a semi-structured interview. As to the STSE background, recurring topics on the theme's literature - such as citizen education, participation, decision-making and the non-neutrality of science and scientists (besides a topic entitled "being a researcher, being a teacher") - were pointed out. Discourse analysis on student speech indicate that they believe that citizen participation and decision-making in science- and technology-related matters are believed to be conditioned on mastering the hegemonic scientific knowledge. Other forms of knowledge are silenced by science's exclusive sense of truth and come to vanish from the imaginaries of those in the same culture. Also noteworthy were the ideas on science, technology, society and the environment based on biology. The geology class brought about changes in the students senses concerning science, society and the environment, especially when the teacher presented an issue for an assignment as a variable within the environment, thus generating a social-environmental perspective - in contrast with the notion of environment as restricted to animals and plants.
Mestrado
Mestre em Ensino e Historia de Ciencias da Terra

This book integrates the vast literature in the interdisciplinary field of Evolutionary Studies (EvoS), providing clear examples of how evolutionary concepts relate to all facets of life. It provides chapters dedicated to the processes associated with an EvoS education, including examples of how an interdisciplinary approach to evolutionary theory has been implemented successfully at various colleges and universities and in degree programs. Chapters outline a variety of applications to an evolution education, including improved sustainable development, medical practices, and creative and critical thinking skills. Finally, this book explores controversies surrounding evolution education and provides a roadmap to help shape a positive future for this approach to asking and answering questions. Although Darwin’s theories have famously changed the foundational ideas related to the origins of life, shaping entire disciplines in the biological sciences, across the globe today people are famously misinformed and uneducated about Darwinian principles and ideas. Applications of evolutionary theory outside the traditional areas of biology have been slow to progress. Further, scholars doing such work regularly experience political backlash. But there is hope. A slow but study push to advance the teaching of evolution across academic disciplines has been under way for more than a decade, with the editors of this book sitting at the forefront of this trend. This book is designed to provide a model for ways to ask Darwinian questions across all areas of intellectual inquiry.

In early nineteenth century medicine, the concepts of organic evolution and natural selection emerged in different contexts, partly anticipating Darwinian revolution. In particular, the anatomical concept of disease favored the perception that men and animals were very similar from a morphological, physiological and pathological point of view, and that this could indicate a certain degree of kinship between them. The debate around human races and human pathological heredity saw first formulations of the principle of natural selection, even if without a full appraisal of its evolutionary implications. Charles Darwin took many inspirations from these medical theories. The impact of the theory of evolution formulated by him in 1859 was only apparently slight in medicine. It is even possible to support that evolutionary concepts contributed in a significant way to the most important medical issues, debates and new discipline in the period between 1880 and 1940.

Health data science is an emerging discipline that bridges computer science, statistics and health domain knowledge. This consists of taking advantage of the large volume of data, often complex, to extract information to improve decision-making. We have created a Master’s degree in Health Data Science to meet the growing need for data scientists in companies and institutions. The training offers, over two years, courses covering computer science, mathematics and statistics, health and biology. With more than 60 professors and lecturers, a total of 835 hours of classes (not including the mandatory 5 months of internship per year), this curriculum has enrolled a total of 53 students today. The feedback from the students and alumni allowed us identifying new needs in terms of training, which may help us to adapt the program for the coming academic years. In particular, we will offer an additional module covering data management, from the edition of the clinical report form to the implementation of a data warehouse with an ETL process. Git and application lifecycle management will be included in programming courses or multidisciplinary projects.

Concerned with formations, the second chapter is devoted to historical scenes in the development of behavioral biology around 1900. The latter discipline systematized knowledge about swarms by relying on physical instead of then popular social models of interaction, e.g. in mass psychology. It developed a genuinely ‘biological gaze’ that was determined to study animal collectives in terms of the ‘systemic’ nature of their inter-individual behavior. Techniques and media for gathering data thus gained a new degree of relevance, replacing the human sensory apparatus, which perceived little more than noise, and traditional systems for recording information (diaries, hand-written observations), which could not deal with the abundance of data.

In response to the demands upon the academic community to improve the quality of university teaching, the authors have been developing project-based methodology in terms of biological science. This Chapter mainly focuses on deriving principles and practice in conducting project courses covering a range of major disciplines. Increased emphasis is placed on a distinguishing feature of the study which implies consistent scientific sophistication of project methodology beginning in the first year of tuition and continuing later in degrees. The general project design proposed interrelates with meeting students' future research activity.

The pedagogical project presented here deals with how architecture students in the second year of the Architectural Projects subject have developed an architecture mainly for non-human sentient animals and where humans occasionally become part of it. A small-scale construction, in a "natural" context but strongly anthropized and close to the city, the Henares River. To achieve this goal, the importance of project-based learning, focused on breaking pre-established habits, as well as cooperative learning with students from other disciplines, specifically with two subjects of two grades, is highlighted; Zoology of the degree of Biology and Fauna of the Iberian Peninsula of the degree of Environment, with whom has been working to reach agreements and results where the knowledge of each career can be reflected. El proyecto pedagógico que aquí se presenta trata cómo los estudiantes de Arquitectura de segundo curso de la asignatura de Proyectos arquitectónicos han desarrollado una arquitectura principalmente para animales sintientes no humanos y donde los humanos entran a formar parte de ella puntualmente. Una construcción de pequeña escala en un contexto “natural” pero fuertemente antropizado y cercano a la ciudad, el río Henares. Para alcanzar este objetivo, se destaca tanto la importancia de un aprendizaje basado en proyectos, centrado en romper hábitos preestablecidos, como de un aprendizaje cooperativo con estudiantes de otras disciplinas, -en concreto con dos asignaturas de dos grados; Zoología de Campo del grado de Biología y Fauna de la Península Ibérica del grado de Medio Ambiente, con quienes se ha trabajado para alcanzar acuerdos y resultados donde los conocimientos no propios se vean reflejados.