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Mann, Danny, and Jason Morrison. "Are there curricular differences between biology-based and application-based "bio" engineering disciplines?" Canadian Biosystems Engineering 63, no. 1 (December 31, 2021): 9.19–9.29. http://dx.doi.org/10.7451/cbe.2021.63.9.19.
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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
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Dubynin, Alexander. "Conservation Biology as an Academic Discipline: Novosibirsk State University’s Master’s Degree Program Experience." BIO Web of Conferences 38 (2021): 00027. http://dx.doi.org/10.1051/bioconf/20213800027.
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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.
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Żeber-Dzikowska, Ilona. "Czym jest edukacja biologiczna w wychowaniu człowieka?" Studia Ecologiae et Bioethicae 7, no. 2 (December 31, 2009): 105–18. http://dx.doi.org/10.21697/seb.2009.7.2.09.
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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.
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Soderstrom, Mark. "Family Trees and Timber Rights: Albert E. Jenks, Americanization, and the Rise of Anthropology at the University of Minnesota." Journal of the Gilded Age and Progressive Era 3, no. 2 (April 2004): 176–204. http://dx.doi.org/10.1017/s1537781400003339.
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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.
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Li, Jia, Zhu Xianglei, and Xu Guoliang. "Research status and development trend of altruism in the biological field - knowledge graph analysis based on CiteSpace." Journal of Biology and Medicine 6, no. 1 (December 1, 2022): 042–47. http://dx.doi.org/10.17352/jbm.000034.
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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.
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Martines, Elizabeth Antônia Leonel de Moraes. "PSICOLOGIA EDUCACIONAL NAS LICENCIATURAS: reflexões sobre (e para) reformulação curricular." InterEspaço: Revista de Geografia e Interdisciplinaridade 3, no. 10 (January 24, 2018): 07. http://dx.doi.org/10.18764/2446-6549.v3n11p07-34.
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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.
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Arheden, Håkan. "Clinical physiology: a successful academic and clinical discipline is threatened in Sweden." Advances in Physiology Education 33, no. 4 (December 2009): 265–67. http://dx.doi.org/10.1152/advan.00072.2009.
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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.
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Rose, Steven. "Précis of Lifelines: Biology, freedom, determinism." Behavioral and Brain Sciences 22, no. 5 (October 1999): 871–85. http://dx.doi.org/10.1017/s0140525x99002204.
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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.
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Córdova-Martínez, Alfredo, Alberto Caballero-García, Hugo J. Bello, Daniel Perez-Valdecantos, and Enrique Roche. "Effects of Eccentric vs. Concentric Sports on Blood Muscular Damage Markers in Male Professional Players." Biology 11, no. 3 (February 22, 2022): 343. http://dx.doi.org/10.3390/biology11030343.
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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.
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Nerio, Ron, Althea Webber, Effie MacLachlan, David Lopatto, and Avrom J. Caplan. "One-Year Research Experience for Associate’s Degree Students Impacts Graduation, STEM Retention, and Transfer Patterns." CBE—Life Sciences Education 18, no. 2 (June 2019): ar25. http://dx.doi.org/10.1187/cbe.19-02-0042.
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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.
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Solovieva, Vera Valentinovna, Aleksandr Alekseevich Semenov, and Andrey Stepanovich Yaitsky. "Environmental education of students by means of hydrobotany." Samara Journal of Science 8, no. 1 (February 28, 2019): 298–303. http://dx.doi.org/10.17816/snv201981315.
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Currently, environmental education is considered as a key principle of sustainable development of society and nature. It represents the uniform continuous educational process directed on development of a system of ecological knowledge, abilities, skills, valuable installations, experience of activity and competence of the careful attitude to environment and rational nature management. Hydrobotany has great opportunities in terms of environmental education of students. We consider hydrobotanics to be the science of aquatic plants, their communities, processes of overgrowing of ponds and streams. It studies the features of external and internal water macrophytes structure, their life processes, the relationship between them and the environment, diversity, distribution, introduction, role in nature and human life (outecology); composition and structure of aquatic phytocenoses, their production and destruction, as well as the processes of formation of aquatic vegetation and its dynamics (synecology). Hydrobotany has its purpose and objectives, object, subject and methods of research, open laws, special conceptual apparatus, history of development. It occupies a certain place in the system of sciences. In Samara State University of Social Sciences and Education Hydrobotany is included in the curriculum of the main professional educational programs of the bachelors degree Pedagogical education (majors Biology and Geography, Biology and Chemistry, Biology) as a discipline for students choice. We have developed a model of environmental education of students in the process of teaching Hydrobotany. It consists of four components: targeted, substantive, procedural, monitoring and evaluation. The target component-includes the purpose and objectives of the discipline Hydrobotany in the field of environmental education of students. Content component-covers the system of environmental knowledge on Hydrobotany; skills and experience of activities on the ecology of aquatic plants; value systems for aquatic plants and their communities; special competence of aquatic plants ecology study, their protection, careful and rational use. Procedural component-contains forms, methods, tools and technologies of environmental education. Control and evaluation component includes educational results; forms, types and methods of control, as well as a system of evaluation of individual achievements of students.
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Dyer, Michael G. "Toward Synthesizing Artificial Neural Networks that Exhibit Cooperative Intelligent Behavior: Some Open Issues in Artificial Life." Artificial Life 1, no. 1_2 (October 1993): 111–34. http://dx.doi.org/10.1162/artl.1993.1.1_2.111.
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The tasks that animals perform require a high degree of intelligence. Animals forage for food, migrate, navigate, court mates, rear offspring, defend against predators, construct nests, and so on. These tasks commonly require social interaction/cooperation and are accomplished by animal nervous systems, which are the result of billions of years of evolution and complex developmental/learning processes. The Artificial Life (AL) approach to synthesizing intelligent behavior is guided by this biological perspective. In this article we examine some of the numerous open problems in synthesizing intelligent animal behavior (especially cooperative behavior involving communication) that face the field of AL, a discipline still in its infancy.
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Díaz de Delgado, Graciela. "Teaching Crystallography in Latin America." Acta Crystallographica Section A Foundations and Advances 70, a1 (August 5, 2014): C1380. http://dx.doi.org/10.1107/s2053273314086197.
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Crystallography in Latin American seems to have started in the mid 1930s after the pioneering work of Ernesto Galloni, in Argentina. Since then, Crystallography was associated with undergraduate research and conducted in Departments or Institutes of Physics and Chemistry and later in Molecular Biology and Materials Science Departments. Most undergraduate degree programs required carrying out a research project for one or two semesters, writing a thesis, and making a public presentation of the work before a committee. Even after graduate degree programs started and began to consolidate, undergraduate degree research in Crystallography maintains its importance. The expertise and dedication of many Latin American crystallographers, most of whom graduated or visited important academic institutions in Europe and the US, created the foundations of our discipline in the region. For instance, after a work visit paid to Prof. B.E. Warren (MIT), Dr. Carlos Graef Fernández organized and taught the landmark course "Rayos X y Física Cristalográfica", at UNAM (Mexico) in 1947. Since then, the efforts of distinguished crystallographers, such as Galloni, Cano Corona, Fabregat Guinchard, Witke, Caticha-Ellis, Becka, Mascarehnas, among others, with support from UNESCO, IUCr, TWAS, and other institutions, helped to establish the tradition of teaching crystallography. In numerous courses, Ewald, Buerger, Hauptman, Karle, Woolfson and other prominent crystallographers participated as instructors. Many crystallographers helped to establish laboratories outside their countries of origin. In 1967, Amzel, Becka, and Baggio, worked at UCV, in Caracas, Venezuela, supervising undergraduate degree thesis based on crystallographic work. Later, Eldrys de Gil, after graduation from UCV, founded the Crystallography Laboratory of ULA (Mérida, Venezuela) which this year celebrates its 45 anniversary. An overview of key recent educational events and modern practices in Latin America will be presented.
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Drinkwater, Michael J., Kelly E. Matthews, and Jacob Seiler. "How Is Science Being Taught? Measuring Evidence-Based Teaching Practices across Undergraduate Science Departments." CBE—Life Sciences Education 16, no. 1 (March 2017): ar18. http://dx.doi.org/10.1187/cbe.15-12-0261.
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While there is a wealth of research evidencing the benefits of active-learning approaches, the extent to which these teaching practices are adopted in the sciences is not well known. The aim of this study is to establish an evidential baseline of teaching practices across a bachelor of science degree program at a large research-intensive Australian university. Our purpose is to contribute to knowledge on the adoption levels of evidence-based teaching practices by faculty within a science degree program and inform our science curriculum review in practical terms. We used the Teaching Practices Inventory (TPI) to measure the use of evidence-based teaching approaches in 129 courses (units of study) across 13 departments. We compared the results with those from a Canadian institution to identify areas in need of improvement at our institution. We applied a regression analysis to the data and found that the adoption of evidence-based teaching practices differs by discipline and is higher in first-year classes at our institution. The study demonstrates that the TPI can be used in different institutional contexts and provides data that can inform practice and policy.
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Pinto, Maria, Cristina Pouliot, and José Antonio Cordón-García. "E-book reading among Spanish university students." Electronic Library 32, no. 4 (July 29, 2014): 473–92. http://dx.doi.org/10.1108/el-05-2012-0048.
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Purpose – This paper aims to show data about Spanish higher-education students’ usage, habits and perceptions regarding reading on new digital media to show the potential future of electronic books (e-books) and reading mobile devices (e-readers, tablets, cell phones, etc) in academia. It explores whether demographics and academic factors might influence e-book reading habits and attitudes and university students’ opinions about e-books vs print books. REWIL 2.0, a purpose-built research tool, was applied to measure students’ opinions about digital reading in different media and formats, considering their academic context, at the confluence of analog and digital materials and learning. Likewise, REWIL 2.0 detects who are e-book readers (eBR) and who are not and produces a statistics indicator to identify five categories of eBRs by their frequency of e-book reading. This research gathered 745 online surveys between April and July 2010 in 15 degree programs at the University of Granada: Spanish philology, English philology, history, mathematics, chemistry, environmental sciences, education, library and information science, law, medicine, biology, dentistry, computer systems, architecture and civil engineering. Design/methodology/approach – This present study is a transversal applied research, where 745 students were surveyed from 15 different academic disciplines offered at the University of Granada (Spain), representing the five main discipline areas. The survey was carried out by means of a structured online survey, with REWIL 2.0 research tool. To ensure internal consistency of correlation between two different survey items designed to measure e-book reading frequency, Pearson’s r reliability test was applied. Likewise, Persons’ chi-squared statistics were applied to test the hypotheses and to detect if significant correlation existed between academic disciplines and e-book reading frequency measured through a Likert scale. Findings – The present research is motivated by our interest in discovering what effect the current technological maelstrom and the rapid growth of new portable digital reading devices in the Spanish university environment are having on students’ lives, and the extent to which students have adopted new reading technologies. Their first aim is to establish who is reading e-books in the University? A second aim is to answer the following question: is the academic discipline a determinant factor in e-book reading habits and students’ attitudes about it? The authors began by considering the following hypotheses: University students’ attitudes to e-book reading and the way they use them will be determined by the scientific discipline they study. Students of humanities, social sciences and law will prefer to read traditional format books (printed paper), while students of experimental sciences, health and technical courses will prefer reading e-books. Students’ preferences will be determined by their previous reading experiences. Originality/value – The main objective of the present study is to learn whether there are any notable differences among university students from distinct disciplines with regard to their attitude and behavior toward e-books. The authors, therefore, set out to identify the segment of the student population that does not read e-books yet (non-eBRs) from those who have already read at least one (eBRs), and within this segment, the readers that have read e-books recently (recent eBRs); find out how frequently university students are reading in different formats (paper and digital), document types (book, written press, etc.) and languages (textual, multimodal, etc.) identify what channels are used to access e-books; find out university students’ opinions on the advantages and disadvantages of reading e-books as compared to traditional print books; and identify the types of improvements or changes to the design–production–distribution–reception chain that students consider might help extend e-book reading.
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Feierman, Jay R. "The Biology of Secularization." Studia Humana 8, no. 3 (October 1, 2019): 21–38. http://dx.doi.org/10.2478/sh-2019-0023.
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Abstract For the past 500 years, to varying degrees, the processes of religious secularization have been occurring in what today are the wealthy, highly educated, industrialized nations of the world. They are causing organized religion, as a social institution, to go from being a very important influence on the lives of people and the nations in which they live to being a smaller influence, or almost no influence at all. Various disciplines from theology to psychology to sociology have tried to explain secularization, each discipline contributing something unique. One discipline that has not contributed has been biology. From a biological perspective, based on observation and reasoning, at least one of the ultimate functions of the physical forms associated with religion appear to be that of in-group marker for a breeding population, which, as will be shown, is how all religions start. Religions structure larger human populations into smaller “clusters” that are separate in-group breeding populations. The clustering into smaller in-group breeding populations prevents the spread of contagious diseases and creates inter-group competition and intra-group cooperation, both of which have contributed to human eusociality, a very rare type of social organization that will be explained. As the physical forms of religion are losing this in-group-marker function of clustering populations with modernity, a general biological principle comes into play, which is “form follows function, and as function wanes, so does form.” When applied to religion, “form” means the physical components by which all religions are built. The specific meaning of “physical,” as used here, will be explained in the article. This biological perspective, which is counter-intuitive and can generate testable hypotheses, should complement, not compete, with perspectives from other disciplines. Physical forms in biology can and often do have more than one function, so the same form with a biological function can also have psychological and theological functions. The physical forms of religion are its objects of natural (genetic and cultural) selection. As socio-economic modernity spreads through the world, the evolutionary biological trajectory suggests that religion, as a social institution, will eventually become extinct.
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Truzzi, G. M., M. F. Naufel, and F. M. Coelho. "0770 <Olfactory Disorders In Individuals With Diagnosis Of Narcolepsy>." Sleep 43, Supplement_1 (April 2020): A292. http://dx.doi.org/10.1093/sleep/zsaa056.766.
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Abstract Introduction Narcolepsy is a sleep disorder characterized mainly by excessive daytime sleepiness, cataplexy, sleep paralysis, hypnagogic-hypnopompic hallucinations and sleep fragmentation. Besides those most known manifestations, other findings may be present in patients with narcolepsy, such as weight gain, reduction in eating satiety and psychological alterations. It is also observed that part of the hypocretin-producing cells projections are present in the olfactory bulb, and the conditions appears to be related to changes in olfaction. Methods a cross sectional study was performed in patients diagnosed with narcolepsy followed up by the excessive daytime sleepiness outpatient clinic of the discipline o Sleep Biology and Medicine of the Department of Psychobiology of the Federal University of São Paulo, Brazil. Olfaction was assessed by the University of Pennsylvania Smell Identification Test (UPSIT) following an interview and nasal cavity examination. Patients with conditions and disorders that may cause hyposmia were excluded. Results 77 patients were assessed, of which 56 had type-1 narcolepsy and 21 with type-2 narcolepsy. The results were compared with the test’s reference data. Most patients with type-1 and type-2 narcolepsy presented scores compatible with some degree of olfactory impairment. No significant difference was observed between the scores of patients with type-1 and type-2 narcolepsy. Conclusion The present study shows most patients with narcolepsy have some degree of olfactory impairment. This impairment doesn’t appear to be explained by alterations in the hypocretineric cells as pointed out in previous studies. The changes in olfaction in people with narcolepsy may cause the satiety alterations often observed in them. Other mechanisms involved with the genesis of hyposmia in those patients should be studied further. Support AFIP - Associação Fundo de Incentivo à Pesquisa
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Barton, S. S., W. G. Smith, and J. L. Swasey. "Using Focus Groups for Landscape Horticulture Curriculum Revision." HortScience 31, no. 4 (August 1996): 567e—567. http://dx.doi.org/10.21273/hortsci.31.4.567e.
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Curriculum revision for science-oriented degrees can be based on input from research journals and discipline-oriented society meetings, but the professional nature of a landscape horticulture degree requires more detailed industry input. The curriculum revision at the Univ. of Delaware started with discussions amongst faculty who were concerned with the current plant science curriculum. A mail survey of alumni from 1984 to 1993 and employers of Univ. of Delaware Plant and Soil Sciences Dept. graduates was conducted in 1994. Survey results were evaluated and incorporated into the development of two curricula: plant biology and landscape horticulture. Focus groups were used to seek industry input for the landscape horticulture curriculum. Two focus groups—established professionals in the landscape horticulture industry and recent graduates from the Plant and Soil Sciences Dept. with landscape horticulture positions—were convened in December 1995. Focus group members received a packet of information about the department including the proposed curricula prior to the meeting. A group of faculty presented information about departmental facilities, faculty, academic opportunities and practical experiences and accomplishments. The previous survey results and proposed curricula were reviewed. A professional facilitator, using a moderator's guide prepared by faculty members, led each focus group discussion. Tapes from each discussion were transcribed and summarized. Original transcriptions and executive summaries were distributed to focus group participants and faculty. Suggestions from focus group participants were incorporated into the final curriculum. Problems associated with the focus group technique include a reluctance of faculty to accept outside opinions, a reluctance to publicly air departmental concerns, and the cost associated with a professional facilitator and rented facilities. However, the focus group technique provided significant feedback in a short period of time and helped build liaisons with industry constituents by including them in the process. Several focus group participants will be invited to join an advisory council for the department.
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Graves, Joseph L. "The Myth of the Genetically Sick African." Genealogy 6, no. 1 (February 11, 2022): 15. http://dx.doi.org/10.3390/genealogy6010015.
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Western medicine has an unfortunate history where it has been applied to address the health of African Americans. At its origins, it was aligned with the objectives of colonialism and chattel slavery. The degree to which medical “science” concerned itself with persons of African descent was to keep them alive for sale on the auction block, or to keep them healthy as they toiled to generate wealth for their European owners. Medicine in early America relied upon both dead and live African bodies to test its ideas to benefit Europeans. As medicine moved from quackery to a discipline based in science, its understanding of human biological variation was flawed. This was not a problem confined to medicine alone, but to the biological sciences in general. Biology had no solid theoretical basis until after 1859. As medicine further developed in the 20th century, it never doubted the difference between Europeans and Africans, and also asserted the innate inferiority of the latter. The genomic revolution in the latter 20th century produced tools that were deployed in a biomedical culture still mired in “racial” medicine. This lack of theoretical perspective still misdirects research associated with health disparity. In contrast to this is evolutionary medicine, which relies on a sound unification of evolutionary (ultimate) and physiological, cellular, and molecular (proximate) mechanisms. Utilizing the perspectives of evolutionary medicine is a prerequisite for an effective intervention in health disparity and finally dispelling the myth of the genetically sick African.
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Santana, Ana Júlia Soares, Maria Danielle Araújo Mota, Ana Paula Solino, and Raquel Crosara Maia Leite. "The Nature of Biology in Life Sciences Undergraduate Courses." Revista de Ensino de Ciências e Matemática 13, no. 6 (December 4, 2022): 1–15. http://dx.doi.org/10.26843/rencima.v13n6a03.
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The research deals with the relationship between the initial training of biology teachers and the Nature of Biology, aiming to analyze the Pedagogical Projects of two Undergraduate Courses in Biological Sciences of a university in northeastern Brazil in search of the Nature of Biology. The methodology adopted was qualitative with exploratory purpose based on documentary research, in which the menus of the disciplines of the chosen courses were analyzed, the data collected were processed through discursive textual analysis. The results obtained pointed to the presence of the Nature of Biology in the courses of degree in Biological Sciences in the specific disciplines of Biology and pedagogical.
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Cascajares, Mila, Alfredo Alcayde, Esther Salmerón-Manzano, and Francisco Manzano-Agugliaro. "Transfer of Agricultural and Biological Sciences Research to Patents: The Case of EU-27." Agronomy 11, no. 2 (January 29, 2021): 252. http://dx.doi.org/10.3390/agronomy11020252.
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Agriculture as an economic activity and agronomy as a science must provide food for a constantly growing population. Research in this field is therefore becoming increasingly essential. Much of the research is carried out in academic institutions and then developed in the private sector. Patents do not have to be issued through scientific institutions. Patents from scientific institutions are intended to have a certain economic return on the investment made in research when the patent is transferred to industry. A bibliometric analysis was carried out using the Scopus and SciVal databases. This study analyses all the research carried out in the field of agronomy and related sciences (Agricultural and Biological Sciences category of Scopus database) by EU-27 countries, which has been cited in at least one international patent. The data show that out of about 1 million published works only about 28,000 have been used as a source of patents. This study highlights the main countries and institutions in terms of this transfer. Among these, Germany, France and Spain stand out in absolute terms, but considering the degree of specialization. Regarding their specialization the institution ranking is led by Swedish University of Agricultural Sciences (58%), AgroParisTech (52%), Wageningen University & Research (48%), and INRAE (38%). It also analyses which journals used for this transfer are most important. For these publications more than 90% of the articles have had a higher-than-expected citation level for the year of publication, the type of publication and the discipline in which they are categorized. The most-obtained research fields can be distinguished as those related to genetics or mo-lecular biology, those related to specific foods, such as cheeses, milk, breads or oils, and, thirdly, the group covering food-related constituents such as caseins, probiotics, glutens, or starch.
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Stone, Robert J. "The (human) science of medical virtual learning environments." Philosophical Transactions of the Royal Society B: Biological Sciences 366, no. 1562 (January 27, 2011): 276–85. http://dx.doi.org/10.1098/rstb.2010.0209.
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The uptake of virtual simulation technologies in both military and civilian surgical contexts has been both slow and patchy. The failure of the virtual reality community in the 1990s and early 2000s to deliver affordable and accessible training systems stems not only from an obsessive quest to develop the ‘ultimate’ in so-called ‘immersive’ hardware solutions, from head-mounted displays to large-scale projection theatres, but also from a comprehensive lack of attention to the needs of the end users. While many still perceive the science of simulation to be defined by technological advances, such as computing power, specialized graphics hardware, advanced interactive controllers, displays and so on, the true science underpinning simulation—the science that helps to guarantee the transfer of skills from the simulated to the real—is that of human factors, a well-established discipline that focuses on the abilities and limitations of the end user when designing interactive systems, as opposed to the more commercially explicit components of technology. Based on three surgical simulation case studies, the importance of a human factors approach to the design of appropriate simulation content and interactive hardware for medical simulation is illustrated. The studies demonstrate that it is unnecessary to pursue real-world fidelity in all instances in order to achieve psychological fidelity—the degree to which the simulated tasks reproduce and foster knowledge, skills and behaviours that can be reliably transferred to real-world training applications.
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Cruz, Roseildo Nunes da, Leandro Carbo, and Marcos Vinicius Ferreira Vilela. "Formação de Professores no IFMT: um Estudo Sobre o Histórico, Perfil do Egresso e a Organização Curricular de Licenciaturas em Ciências da Natureza – Habilitação em Biologia." Revista de Ensino, Educação e Ciências Humanas 22, no. 3 (September 30, 2021): 346–54. http://dx.doi.org/10.17921/2447-8733.2021v22n3p346-354.
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ResumoNas últimas décadas foram propostas algumas iniciativas de reformulação dos programas de formação de professores de Ciências. Dentre elas, destacamos a implantação das Licenciaturas em Ciências da Natureza. Esses cursos têm como finalidade principal formar professores aptos a ensinar Ciências nos anos finais do ensino fundamental, sendo que alguns também ofertam habilitações para os campos disciplinares das Ciências da Natureza (Química, Física e Biologia). Em vista disso, o presente trabalho tem por objetivo conhecer o histórico, o perfil esperado do egresso e o modo de organização curricular de duas licenciaturas em Ciências da Natureza, com habilitação em Biologia, ofertadas pelo Instituto Federal de Mato Grosso (IFMT). Quanto à metodologia, utilizou-se a abordagem qualitativa, mediante um estudo exploratório e descritivo com base na análise documental dos projetos pedagógicos dos cursos supracitados. Por meio estudo realizado, foi possível perceber que essas licenciaturas almejam formar professores habilitados a lecionar os componentes curriculares de Ciências (ensino fundamental) e Biologia (ensino médio). Quanto aos objetivos de formação, depreende-se que eles se comprometem em ofertar uma formação docente que contribua com a ressignificação das práticas pedagógicas no ensino de Ciências da Natureza. No que tange à organização curricular, as licenciaturas se organizam em duas etapas: na primeira metade do curso, são ofertadas disciplinas voltadas à formação do professor de Ciências e, na segunda metade, disciplinas voltadas à formação de professores de Biologia. Todavia, entendemos que essa divisão do currículo possa se tornar um empecilho à oferta de uma formação interdisciplinar. Palavras-chave: Formação Docente. Professores de Biologia. Ensino de Ciências da Natureza. Institutos Federais. AbstractIn recent decades, some initiatives have been proposed for the reformulation of science teacher training programs. Among them, we highlight the implementation of Degrees in Nature Sciences. The main purpose of these courses is to train teachers able to teach Science in the final years of elementary school, and some also offer qualifications for the disciplinary fields of Natural Sciences (Chemistry, Physics and Biology). In view of this, the present work aims to know the history, the expected profile of the graduate and the way of curricular organization of two degrees in Natural Sciences, with specialization in Biology, offered by the Federal Institute of Mato Grosso (IFMT). As for the methodology, a qualitative approach was used, through an exploratory and descriptive study based on documental analysis of the pedagogical projects of the aforementioned courses. Through a study carried out, it was possible to see that these degrees aim to train teachers qualified to teach the curricular components of Science (primary education) and Biology (high school). As for the training objectives, it appears that they are committed to offering teacher training that contributes to the redefinition of pedagogical practices in the teaching of Natural Sciences. Regarding the curricular organization, the degrees are organized in two stages: in the first half of the course, subjects aimed at the formation of Science teachers are offered and, in the second half, subjects aimed at the formation of Biology teachers. However, we understand that this division of the curriculum can become an obstacle to the offer of an interdisciplinary training. Keywords: Teacher Education. Biology Teachers. Teaching of Natural Sciences. Federal Institutes.
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Badia, Giovanna. "Faculty Knowledge of Information Literacy Standards Has an Impact in the Classroom." Evidence Based Library and Information Practice 8, no. 2 (June 10, 2013): 242. http://dx.doi.org/10.18438/b8w03z.
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Objective – To discover how faculty perceives information literacy and examine whether professors in different disciplines view and approach information literacy differently. Particularly, the study seeks to address the following questions:
• “How do faculty members define or understand information literacy? Are they familiar with existing standards such as [those from the Association of College and Research Libraries] ACRL? Does the development of a local definition of information literacy impact faculty understanding?
• How important do instructors believe information literacy to be for their students? How do they address information literacy, or expect it to be addressed within the curriculum?
• Are there disciplinary differences in faculty attitudes toward and approaches to information literacy?” (p. 227)
Design – Survey, i.e., an online questionnaire followed by interviews.
Setting – Colleges and universities in the United States.
Subjects – 834 faculty members in anthropology, the natural sciences, computer science, English literature, psychology, and political science from a sample of 50 American colleges and universities with undergraduate degree programs.
Methods – An email, containing a link to a brief online survey, was sent to 834 professors from academic institutions across the United States. Three faculty members from each department in six different disciplines from each institution were contacted. The survey contained a mix of closed and open-ended questions and could be completed in less than 10 minutes. Respondents were asked to supply their contact information if they agreed to be phoned for a follow-up interview. The interview consisted of six questions that were posed to all participants, with some changes depending on the answers given.
Main Results – Regardless of discipline, the majority of faculty members who responded to the survey thought that information literacy competencies were important for their students to master. The majority also rated their students as only “somewhat strong” in “identifying scholarly materials, identifying reliable/authoritative information, finding relevant information, citing sources properly, synthesizing information, and searching databases” (p. 229). Professors’ answers differed within different disciplines when it came to showing their own knowledge of information literacy standards, such as those of ACRL, and assessing the abilities of their students. For example, biology students’ web searching skills were rated higher than students in English literature and anthropology. When faculty were asked their opinions about who should be responsible for information literacy instruction, there was no straight answer. Many professors agreed that it is the responsibility of both faculty and librarians. Those faculty members who were knowledgeable about information literacy standards were also among the ones who included information literacy instruction in their courses and thought it was important for their students to learn.
Conclusion – According to the author, the study results show that possibilities continue to exist for librarians to be part of information literacy endeavours, but it is still up to the librarians to start and maintain conversations with faculty on this topic. Because faculty members have not yet found systematic methods for integrating information literacy into the curriculum, they might be open to librarians’ suggestions and ideas on this topic. “Perhaps the most important finding of this study is that knowledge of and familiarity with information literacy standards is more closely associated with whether faculty address information literacy in their courses than any other variable including disciplinary area” (p. 232). Therefore, it is the librarian’s responsibility to engage in discussions with faculty about information literacy.
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Leyva, Elisa, Denisse de Loera, Claudia G. Espinosa-González, and Saúl Noriega. "Physicochemical Properties and Photochemical Reactions in Organic Crystals." Current Organic Chemistry 23, no. 3 (May 9, 2019): 215–55. http://dx.doi.org/10.2174/1385272822666190313152105.
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Background: Molecular organic photochemistry is concerned with the description of physical and chemical processes generated upon the absorption of photons by organic molecules. Recently, it has become an important part of many areas of science: chemistry, biology, biochemistry, medicine, biophysics, material science, analytical chemistry, among others. Many synthetic chemists are using photochemical reactions in crystals to generate different types of organic compounds since this methodology represents a green chemistry approach. Objective & Method: Chemical reactions in crystals are quite different from reactions in solution. The range of organic solid state reactions and the degree of control which could be achieved under these conditions are quite wider and subtle. Therefore, for a large number of molecular crystals, the photochemical outcome is not the expected product based on topochemical principles. To explain these experimental results, several physicochemical factors in crystal structure have been proposed such as defects, reaction cavity, dynamic preformation or photoinduced lattice instability and steric compression control. In addition, several crystal engineering strategies have been developed to bring molecules into adequate orientations with reactive groups in good proximity to synthesize complex molecules that in many cases are not available by conventional methods. Some strategies involve structural modifications like intramolecular substitution with different functional groups to modify intermolecular interactions. Other strategies involve chemical techniques such as mixed crystal formation, charge transfer complexes, ionic and organometallic interactions. Furthermore, some examples of the single crystal to single crystal transformations have also been developed showing an elegant method to achieve regio and stereoselectivity in a photochemical reaction. Conclusion: The several examples given in this review paper have shown the wide scope of photochemical reactions in organic molecular crystals. There are several advantages of carrying photochemical reaction in the solid state. Production of materials unobtainable by the traditional solution phase reactions, improved specificity, reduction of impurities, and enhancement in the yields by the reduction of side reactions. These advantages and the multidisciplinary nature of solid-state photochemistry make this discipline quite likely to develop a lot in the future.
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Mead, Chris, K. Supriya, Yi Zheng, Ariel D. Anbar, James P. Collins, Paul LePore, and Sara E. Brownell. "Online biology degree program broadens access for women, first-generation to college, and low-income students, but grade disparities remain." PLOS ONE 15, no. 12 (December 11, 2020): e0243916. http://dx.doi.org/10.1371/journal.pone.0243916.
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Online education has grown rapidly in recent years with many universities now offering fully online degree programs even in STEM disciplines. These programs have the potential to broaden access to STEM degrees for people with social identities currently underrepresented in STEM. Here, we ask to what extent is that potential realized in terms of student enrollment and grades for a fully online degree program. Our analysis of data from more than 10,000 course-enrollments compares student demographics and course grades in a fully online biology degree program to demographics and grades in an equivalent in-person biology degree program at the same university. We find that women, first-generation to college students and students eligible for federal Pell grants constitute a larger proportion of students in the online program compared to the in-person mode. However, the online mode of instruction is associated with lower course grades relative to the in-person mode. Moreover, African American/Black, Hispanic/Latinx, Native American, and Pacific Islander students as well as federal Pell grant eligible students earned lower grades than white students and non-Pell grant eligible students, respectively, but the grade disparities were similar among both in-person and online student groups. Finally, we find that grade disparities between men and women are larger online compared to in-person, but that for first-generation to college women, the online mode of instruction is associated with little to no grade gap compared to continuing generation women. Our findings indicate that although this online degree program broadens access for some student populations, inequities in the experience remain and need to be addressed in order for online education to achieve its inclusive mission.
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Gladkov, Evgeny Aleksandrovich, and Olga Gladkova. "New directions of biology and biotechnology in urban environmental sciences." Chemical Industry 75, no. 6 (2021): 365–68. http://dx.doi.org/10.2298/hemind211230034g.
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Living organisms and biological methods are widely used in recycling urban waste and improving the quality of the urban environment. Urban biology is a branch of biology that studies organisms living in cities. We propose using the new term "urban biotechnology". Urban biotechnology is the use of biotechnological methods to protect the urban environment and in urban energy. Urban biotechnology in the future may be included in the curriculum of the Master's degree programs "Biotechnology", "Ecology " (profile "Applied Ecology"), "Chemistry" (profile " ?hemistry of the urban environment "), and Chemical Engineering (profile "Chemical and Biochemical Engineering "). We consider it important to train specialists in the fields of urban biology and urban biotechnology. We hope that urban biotechnology and urban biology will become independent disciplines in the future.
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Khrypunova, Tetiana. "Molecular Biology and Genetics Teaching at Different Levels of Education." Ukraïnsʹkij žurnal medicini, bìologìï ta sportu 5, no. 5 (November 1, 2020): 293–97. http://dx.doi.org/10.26693/jmbs05.05.293.
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This article is focused on mapping out the form and extent of education of genetics and molecular biology in high schools in Czech Republic and impact of liberalization of education compared to education in Slovac Republic, where education is partly liberalized, and Ukraine, where education is centralized. We have evaluated the available literature, subjective satisfaction of students and retrospective evaluation from absolvents of adequacy of education according to further studies on universities or colleges. In this article we concentrated on gymnasiums and lyceums, because genetics and molecular biology is taught (as separate disciplines) in these types of school and relevant part of students continue studying them in colleges and universities. Among the students of universities who answered the questions of our questionnaire were students of the biological, biochemical and medical faculties, because they were the ones who continue to study these subjects in universities. Material and methods. Our research was based on studying the available literature concerning current legislation of the selected countries (mainly the difference between education systems of countries), as well as surveys among middle and high school students, university students and secondary school teachers in the form of a questionnaire. We are aware of the fact that the amount of data we have obtained in the research is not entirely sufficient to create a picture of the overall situation, but we hope that the obtained data will still provide some insight into the situation as a whole. According to collected data we have divided taught topics into several categories: depending on the extent and depth of immersion in the topic of teaching; the degree to which they are understandable to students; and the degree to which the topics are sufficient for further study at universities. We compared the results of the above countries and outlined the relationship between them. Conclusion. We noted several changes that had occurred in education under the influence of the liberalization
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Shareef, Naushin, and Philip Kuriakose. "A Single Institution Registry of Hereditary Hemorrhagic Telangiectasia." Blood 124, no. 21 (December 6, 2014): 5004. http://dx.doi.org/10.1182/blood.v124.21.5004.5004.
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Abstract Background: Herediatry Hemorrhagic Telangiectasia (HHT), is also known as Osler-Weber-Rendu syndrome is an inherited familial disorder of vascular dysplasia with a variety of clinical manifestations including arteriovenous malformations of hepatic, pulmonary, cerebral circulation and with characteristic mucocutaneous telangiectasias. The underlying arteriovenous malformation may lead to recurrent and sometimes severe bleeding, of which epistaxis is the the most common. Excessive bleeding may in turn contribute to the development of severe iron deficiency anemia. Current management of excessive bleeding can be local therapy such as nasal cauterization versus systemic treatment in the form of iron infusions, red blood cell transfusions and angiogenesis inhibitors. Currently, there is no cure for HHT. Despite screening measures, most patients with HHT are unaware of their diagnosis. The incidence of HHT has also been subject to under-reporting. Currently, the United States lacks a formal registry for pateints with HHT. Other countries have initiated a registry to understand HHT in their institution. Given the significant morbidity associated with HHT, the purpose of this single institution, multidisciplinary study is to understand the prevelance and clinical characteristics of HHT and thus facilitate better treatment measures and continuity of care for patients with HHT. Methods: A retrospective study was made of all patients diagnosed with HHT at our institution from 2008 to 2014. Epidemilogical data, presence or absence of first degree relatives with HHT, visceral involvement, severity of epistaxis using a validated epistaxis severity scoring system, genetic testing for ENG or ACVRL1 gene mutation, and current local or systemic treatment were evaluated. Results: 27 patients ranging from age of 11 to 78 years were diagnosed as HHT. Median age was 52. 15 patients were male and 12 patients were female. 6 pateints had ENG gene mutation and 1 patient had ACVRL1 gene mutation. 3 out of 6 patients with ENG gene mutation did not have significant iron deficiency anemia. 11 patients had more than one first degree relative with HHT. All patients had symptoms of epistaxis. 8 patients had more than 1 visceral involvement with gastrointestinal and pulmonary manifestations being the most common. 11 patients had pulmonary arteriovenous malformations, 4 had cerebral arteriovenous malformations, and 8 had gastrointestinal manifestaions. Majority of patients had nasal cauterization to control their nasal bleeding. Of the local treatments, 1 patient used intranasal bevacizumab. Of the systemic treatments, 1 patient used estrogen and 1 used tamoxifen and 1 used thalidomide. 8 patients received intravenous iron therapy with significant improvement in their symptoms. 7 patients has multiple red blood cell transfusions. The most common discipline to evaluate patients with HHT was otolaryngology, hematology and genetics department. Conclusion: This is the first single institution, multidisciplinary registry created to decribe the occurrence of HHT in our institution and to identify and understand the clinical presentation of HHT. This data will help improve better screening measures, diagnosis, treatment options and improve clinical care and outcomes for patients with HHT in our institution and also help facilitate a future multicenter registry. Disclosures No relevant conflicts of interest to declare.
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Sattler, Rolf, and Rolf Rutishauser. "Fundamentals of Plant Morphology and Plant Evo-Devo (Evolutionary Developmental Morphology)." Plants 12, no. 1 (December 26, 2022): 118. http://dx.doi.org/10.3390/plants12010118.
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Morphological concepts are used in plant evo-devo (evolutionary developmental biology) and other disciplines of plant biology, and therefore plant morphology is relevant to all of these disciplines. Many plant biologists still rely on classical morphology, according to which there are only three mutually exclusive organ categories in vascular plants such as flowering plants: root, stem (caulome), and leaf (phyllome). Continuum morphology recognizes a continuum between these organ categories. Instead of Aristotelian identity and either/or logic, it is based on fuzzy logic, according to which membership in a category is a matter of degree. Hence, an organ in flowering plants may be a root, stem, or leaf to some degree. Homology then also becomes a matter of degree. Process morphology supersedes structure/process dualism. Hence, structures do not have processes, they are processes, which means they are process combinations. These process combinations may change during ontogeny and phylogeny. Although classical morphology on the one hand and continuum and process morphology on the other use different kinds of logic, they can be considered complementary and thus together they present a more inclusive picture of the diversity of plant form than any one of the three alone. However, continuum and process morphology are more comprehensive than classical morphology. Insights gained from continuum and process morphology can inspire research in plant morphology and plant evo-devo, especially MorphoEvoDevo.
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Munhoz, Antonio Siemsens, and Dinamara Pereira Machado. "Interações, teorias e a massificação: estudo de caso da implantação de sala master em EaD (Interactions, theories and massification: a case study of the implementation of master's degree in distance education)." Revista Eletrônica de Educação 14 (January 15, 2020): 3841012. http://dx.doi.org/10.14244/198271993841.
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The present research presents the results about the implantation and development of the virtual master room that have as support the following pillars: (i) distance education (DE) and virtual learning environments (VLE); (ii) large number of students and several courses, characterizing the context as a master's room, with the complexities that this situation commits for interaction and accompaniment to the students; (iii). The pedagogical practices derived from andragogy and heutagogy. The methodology used for this research is characterized as a case study, aiming to juxtapose the transferability of what was found for other rooms of the same nature in DE courses. It was structured a research plan involving the teachers, the data collected from the interactions and the identification of pedagogical practices. The research scenario was a private institution, with a large number of students, which works at DE. The follow-up of the students and teachers in the master's hall occurred in a period of fourteen weeks, this time of duration of a certain discipline. The conclusions of the research point out that interactions between the educational actors happen only with the intervention of the teachers, that the students prefer to study for the written material, although other materials are included, and that the teachers' workload to break this educational culture of passivity needs to be dialogue within the educational institution, in addition to the training of teachers to work in the context of the master's course in the DE course, and the operational implications of the VLE.ResumoA presente pesquisa apresenta os resultados sobre a implantação e desenvolvimento da sala máster virtual que tem por sustentação os seguintes pilares: (i) educação a distância (EaD) e os ambientes virtuais de aprendizagem (AVA); (ii) grande número de alunos e de diversos cursos, caracterizando o contexto como uma sala máster, com as complexidades que essa situação comete para interação e acompanhamento aos alunos; (iii) as práticas pedagógicas oriundas da andragogia e heutagogia. A metodologia utilizada para esta pesquisa caracteriza-se como estudo de caso, com objetivo de justapor a transferibilidade do que foi encontrado para outras salas da mesma natureza em cursos EaD. Foi estruturado um plano de pesquisa envolvendo os professores, os dados coletados das interações e a identificação das práticas pedagógicas. O cenário da pesquisa foi uma instituição privada, de grande número de alunos, que atua na EaD. O acompanhamento dos alunos e professores na sala máster ocorreu num período de quatorze semanas, tempo este de duração de determinada disciplina. As conclusões da pesquisa direcionam que as interações entre os atores educacionais acontecem somente com intervenção dos professores, que os alunos preferem estudar pelo material escrito, apesar de constar outros materiais, e que a carga horária de professores para quebrar esta cultural educacional da passividade precisa ser dialogada dentro da instituição de ensino, além da formação de professores para atuar no contexto de sala máster em curso EaD, e a implicações operacionais do AVA.Palavras-chave: Educação a distância, Práticas pedagógicas, Teorias, Massificação.Keywords: Distance education, Pedagogical practices, Theories, Massification.ReferencesALLEN, D.; TANNER, K. Infusing active learning into the large-enrollment biology class: Seven strategies from the simple to the complex. Cell Biology Education, 4 (Winter), 2005, 262-268.CENSO EAD.BR: Relatório Analítico da Aprendizagem a Distância no Brasil 2015 = Censo EAD.BR: Analytic Report of Distance Learning in Brazil 2015/[organização].CROCHICK, N. Interesse de saber: um estudo com adolescente do ensino médio. Online. 2011 [internet]. Disponível em http://www.bv.fapesp.br/pt/publicacao/79762/interesse-de-saber-um-estudo-com-adolescente-do-ensino-medi/. Acessado em julho de 2017.GUDWIN, R. R. Aprendizagem ativa. Online. s. d. [internet]. Disponível em http://faculty.dca.fee.unicamp.br/gudwin/activelearning. Acesso em julho de 2017.HOLLOWAY, S. 4 Ways to bring gamification of education to your classroom. Online. s. d. [internet]. Disponível em https://tophat.com/blog/gamification-education-class/. Acesso em julho de 2017.HOLMBERG, B. Growth and structure of distance education. London: Croom Helm Ltda., 1986.LITTO, F. M.; FORMIGA, M. Educação a Distância: estado da arte. São Paulo: Pearson Education do Brasil, 2009.MACHADO, Dinamara P. Análises das Potencialidades das Práticas Formativas em um curso de Pedagogia na Modalidade a distância. 2015. Disponível em: https://sapientia.pucsp.br/bitstream/handle/9850/1/Dinamara%20Pereira%20Machado.pdf. Acesso em agosto 2017MARQUES, J. R. Qual a importância da visão sistêmica de uma empresa? Online. 2015 [internet]. Disponível em http://www.ibccoaching.com.br/portal/rh-gestao-pessoas/qual-a-importancia-da-visao-sistemica-de-uma-empresa/. Acesso em julho de 2015.MARTINI, A. L. G.; PERIPOLLI, O. J. Os meios de comunicação como ferramenta pedagógica. Online. 2011 [internet]. Disponível em http://sinop.unemat.br/projetos/revista/index.php/eventos/article/viewFile/388/203. Acesso em julho de 2017.MUNHOZ, A. S. Aprendizagem baseada em problemas: ferramenta de apoio ao docente no processo de ensino e aprendizagem. São Paulo: editora CENGAGE, 2016.MUNHOZ, A. S. Qualidade de ensino nas grandes salas de aula. São Paulo, 2016b.MUNHOZ, A. S.; MARTINS, D. R. Aprender pelo erro – vantagens da estratégia na educação de jovens e adultos. Online. 2015 [internet]. Disponível em http://www.abed.org.br/congresso2015/anais/pdf/BD_34.pdf. Acesso em julho de 2017.PIRES, H. F. Universidade, políticas públicas e novas tecnologias aplicadas à educação a distância. Revista Advir, Rio de Janeiro, n. 14, p. 22-30, 2001.RODRIGUES, C. Evasão é o maior problema do ensino a distância, aponta estudo. 2012 [internet]. Disponível em https://educacao.uol.com.br/noticias/2012/08/02/evasao-e-o-maior-obstaculo-ao-ensino-a-distancia-para-instituicoes-diz-estudo.htm. Acesso em julho de 2017.TORI, R. A presença das tecnologias interativas na educação. Online. 2010 [internet]. Disponível em: https://www.google.com.br/url?sa=t&rct=j&q=&esrc=s&source=web&cd=3&cad=rja&uact=8&ved=0ahUKEwiPp9W37erUAhUDiJAKHT63C_cQFggwMAI&url=http%3A%2F%2Fcomunicacaomediadaporcomputador.blogspot.com%2F2007%2F12%2Fprticas-que-aumentam-presena-social.html&usg=AFQjCNFIGDhWz4rR61YsW_paW3XaavKDNg. Acesso em julho de 2017.e3841012
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NEWING, HELEN. "Interdisciplinary training in environmental conservation: definitions, progress and future directions." Environmental Conservation 37, no. 4 (November 2, 2010): 410–18. http://dx.doi.org/10.1017/s0376892910000743.
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SUMMARYThe development of interdisciplinary approaches to environmental conservation is obviously related to interdisciplinary training in undergraduate and postgraduate conservation-oriented degree programmes. This paper therefore examines interdisciplinary training in environmental conservation, with a focus on conservation biology. The specific objectives are: (1) to analyse debates about the nature of ‘interdisciplinarity’ in conservation biology; (2) to examine the status of interdisciplinary training in current academic programmes in conservation biology; and (3) to make recommendations in terms of interdisciplinary or other non-natural science content that should be prioritized for inclusion in the curriculum. The term ‘interdisciplinarity’ has been used in relation to conservation training to refer to (1) any social science content; (2) vocational skills training; (3) integrative or practice-based exercises, sometimes with no indication of disciplinary content; (4) the (variously defined) ‘human dimensions’ of conservation, and (5) interaction between different academic disciplines (usually crossing the natural science–social science divide). In terms of training, the natural sciences have remained predominant in almost all reported academic programmes, but there now appears to be more coverage of non-natural science issues than previously. However the lack of consistency in the use of terms makes it difficult to assess progress. Further debate about curriculum development in conservation would be aided greatly by recognizing the distinction between the different aspects of non-natural science training, and treating each of them in its own right. Most degree programmes in environment-related disciplines specialize to varying degrees either in the natural sciences or the social sciences, and a comprehensive programme covering both of these in depth is likely to be problematic. However, some understanding of different disciplinary perspectives is increasingly important in a career in environmental conservation, and it is argued that, as a minimum, a primarily natural science-based undergraduate programme in environmental conservation should include: (1) an introduction to social science perspectives on the environment; (2) basic training in social science methods, research design and science theory; (3) vocational skills training, to the extent that it can be built into existing curricular components; and (4) integrative problem-solving tasks that can be used in relation to any or all of the above. A similar list could be constructed for social science-based environmental degree programmes, incorporating some basic training in natural science perspectives. Postgraduate training programmes are more varied in what they aim to achieve in terms of disciplinary breadth; they can develop students’ existing specialist expertise, offer supplementary training to allow students to increase the disciplinary breadth of their expertise, or focus on the issue of interdisciplinarity itself.
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Martyn, R. D. "Where will the next Norman Borlaug come from? A U.S. perspective of plant pathology education and research." Plant Protection Science 45, No. 4 (December 27, 2009): 125–39. http://dx.doi.org/10.17221/22/2009-pps.
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Plant diseases can be traced back almost as far as recorded history. Numerous ancient writings describe plagues and blasts destroying crops and modern civilization still faces many plant disease challenges. Plant pathology has its roots in botany and notable scientists such as Tillet, Prevost, and deBary already had concluded microscopic organisms could cause plant diseases before Robert Koch established the rules of proof of pathogenicity with sheep anthrax. Plant pathologists can be credited with helping improve crop yields and food production throughout the world. However, at a time when there are increasing challenges to crop production, some that potentially may increase the severity or distribution of plant diseases, the training of future plant pathologists appears to be declining, at least in the United States. The ability of the U.S. Land Grant University (USLGU) system to attract and train future generations of plant pathologists may be at risk. Recent data from university plant pathology departments collected by The American Phytopathological Society (APS) documents a decline in the number of students completing advanced degrees in plant pathology, departments with fewer faculty with a diverse expertise in applied plant pathology, fewer stand-alone, single discipline departments of plant pathology, a reduced ability of many departments to offer specific curricular aspects of plant pathology, and a demographic profile that casts an ominous prediction for an unusually large number of faculty retirements over the next decade. The impact of these factors could be a shortage of highly skilled, applied plant pathologists in the U.S. in coming years. The affect also may be felt globally as fewer international students may receive pre-doctoral and post-doctoral training in plant pathology in the U.S. as faculty retire and are not replaced. On the other hand, this likely will create greater opportunities for universities around the world to take leadership in many aspects of plant pathology education. While a decline in students and young faculty trained in applied and field-level specialties of plant pathology (mycology, bacteriology, plant nematology, forest pathology, epidemiology, etc.) is occurring, those trained in the cellular and molecular host-pathogen interactions specialties appear to be increasing. Many plant pathology faculty hired at USLGUs in the last decade are trained in molecular biology and received their Ph.D. degree in a field other than plant pathology. They are now applying those skills to research numerous aspects of host-pathogen interactions of model pathosystems. A shift to a greater research emphasis on molecular host-pathogen interactions over the last decade is evidenced by the number of research articles published in the three APS journals; Plant Disease, Phytopathology and Molecular Plant-Microbe Interactions (MPMI). From 1985 to 2007, there has been a decline in the number of articles published in Plant Disease (–29%) and Phytopathology (–36%) and a steady increase in those published in MPMI since its inception in 1990 (+111%). With new research tools come new research questions. The tools of molecular biology have allowed us to look deeper into questions than ever before and provided us with a perspective not before seen. As we dissect and decode the genomes of the world’s most notorious plant pathogens we get closer and closer to alleviating the global losses and human suffering caused by plant diseases. New “designer crops” with engineered traits for drought and cold tolerance, pest resistance, increased levels of micronutrients, healthier oils such as omega fatty acids, and plant-derived pharmaceuticals are all on the horizon. Research in the future likely will focus on new problems, traditionally seen as outside the discipline of plant pathology. The impact of climate change on plant diseases will be significant. As many parts of the world become warmer and drier some plant diseases likely will increase in severity. Pathogens are likely to migrate and survive in more northern latitudes greatly expanding their range and diseases exacerbated by abiotic stresses such as drought and salinity will increase. Plant pathology will continue to evolve as a multidisciplinary science. These changes will open up many new research opportunities. Plant pathology will play a bigger role in global food security. Research into the molecular and cellular interactions of symbiotic and endophytic organisms will help provide answers to food-borne illnesses caused by E. coli and Salmonella and how these and other human pathogens become established in plants in the field. Plant pathologists will team up with biomedical and aeronautical engineers, nanotechnologists, and computer scientists to develop microsensory technology to detect the introduction and spread of pathogens for biosecurity, diagnostics and epidemiological modeling purposes. Traditional areas of plant disease management and the use of biologicals for disease control also will benefit from a better understanding of the molecular and cellular processes and the similarity of virulence mechanisms and pathogen effectors between plant, insect, and vertebrate pathogens likely will bring new insights into human diseases. And last, but not least, there likely will be a resurgence in plant disease management and epidemiological research as the world’s dependence on biofuels increases and results in new diseases on intensively cultivated plant species used for biomass production.
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Mayer, Robert. "Estimation Method of the Didactic Complexity of the School Textbooks on Various Disciplines." Standards and Monitoring in Education 8, no. 5 (October 20, 2020): 14–19. http://dx.doi.org/10.12737/1998-1740-2020-14-19.
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The article discusses the problem of evaluating the differential didactic complexity (DDC) of educational texts, which characterizes the difficulty of their perception and assimilation by pupil. It is shown that DDC is determined by: 1) the density of semantic information, depending on the abstraction degree of the terms used and their presence in the pupil’s thesaurus; 2) the complexity level of mathematical, chemical and other formulas; 3) the structural complexity of the text, depending on the average length of its constituent words and sentences. Multiplying the DDC of the text by its volume, you can find the integral didactic complexity of the text. For the evaluation of the textbook DDC expert selects one page fragments of text randomly, identifies the key concepts, “measures” their average information content, determines the share of formulas and their average complexity. In this case, the classification of concepts according to the abstraction degree is used, which takes into account the occurrence of a particular word in the thesaurus of a preschool, fifth-grader, ninth-grader and school graduate. The structural complexity of the text is also taken into account, depending on the average length of words and sentences. The analysis of textbooks for school graduates has shown that the most difficult disciplines to understand are biology, physics, chemistry, mathematics. As a result of evaluating computer science textbooks for 3rd, 5th, 9th and 11th grades it was found that their semantic information density and differential semantic complexity monotonically increase from 5.3 to 8.1 and from 5.7 to 10.4 respectively.
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Giebel, Sonia, AJ Alvero, Ben Gebre-Medhin, and Anthony Lising Antonio. "Signaled or Suppressed? How Gender Informs Women’s Undergraduate Applications in Biology and Engineering." Socius: Sociological Research for a Dynamic World 8 (January 2022): 237802312211275. http://dx.doi.org/10.1177/23780231221127537.
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How does gender inform initial academic commitments and narrative self-presentation in science, technology, engineering, and mathematics (STEM) fields during the college application process? Analyzing 60,000 undergraduate applications to the University of California, the authors surface two key findings. First, extant gender segregation of academic disciplines also manifests in intended major choice. Additionally, gender and SAT Math scores together strongly predict intent to major in biology and engineering, the most popular and gender-segregated majors. Second, using natural language processing, the investigators find that author gender is more predictive of essay topics written by prospective engineers than prospective biologists. Specifically, women intending to major in engineering write about essay topics that signal their gender identity to a greater degree than women intending to major in biology, perhaps to mitigate gender-transgressive academic commitments. The authors subsequently argue that prescriptive and proscriptive ideas about men and women’s academic choices remain highly salient in a moment of imagining future academic and professional selves.
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Benz, Pierre, and Thierry Rossier. "Is interdisciplinarity distinctive? Scientific collaborations through research projects in natural sciences." Social Science Information 61, no. 1 (February 25, 2022): 179–214. http://dx.doi.org/10.1177/05390184221077787.
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This article focuses on (inter)disciplinary collaborations through the co-application to research projects funded by the Swiss National Science Foundation, the main provider of research funding in Switzerland. We suggest that interdisciplinarity is a potential mode of distinction and that its frequency and the disciplines involved may be associated with specific configurations of scientific, institutional, international, extra-academic, and network resources. We rely on biographical data on all biology and chemistry professors in Switzerland in 2000 ( n = 342), including all their funding from the Swiss National Science Foundation. In a first step, we highlight the role of the resources mentioned previously in structuring the symbolic hierarchy of disciplines using multiple correspondence analysis. In a second step, we look at how interdisciplinarity fits into these structures based on an opposition between international and institutional resources and on the unequal distribution of scientific (and social) capital. We show that these interdisciplinary logics of social distinction differ across the two disciplines. On the one hand, collaborations with biologists seem to help chemists reaching dominant positions in the academic field, while their degree of internationality is associated with interdisciplinary collaborations. On the other hand, the biologists who are the most endowed with symbolic capital are more likely to collaborate with the medical sciences.
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Luis Maldonado, Luis Maldonado. "Time Drawing as a Key Practice for Beginners in Landscape Architecture." SPOOL 9, no. 3 (September 1, 2022): 25–42. http://dx.doi.org/10.47982/spool.2022.3.02.
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The subject matter of the Landscape Expression course for students starting the master’s degree in landscape architecture at the Polytechnic University of Catalonia in Barcelona is the dynamic representation of landscape. Its objective is to introduce new students to changing and temporal aspects of the problem of its graphic representation.
In our case, few of the students have previous landscape architecture training. Most of them come from disciplines dealing with spatial development or space, such as architecture or engineering. Others come from fields of knowledge related to biology or the environment and are not used to design and the need to graphically communicate that it implies. The course confronts students with the contradiction between landscape – diverse and dynamic – and our flat and static representations.
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Alcalay, Myriam, Barbara Alicja Jereczek-Fossa, Matteo Pepa, Stefania Volpe, Mattia Zaffaroni, Francesca Fiore, Giulia Marvaso, et al. "Biomedical omics: first insights of a new MSc degree of the University of Milan." Tumori Journal 108, no. 1 (September 29, 2021): 6–11. http://dx.doi.org/10.1177/03008916211047268.
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The advent of technologies allowing the global analysis of biological phenomena, referred to as "omics" (genomics, epigenomics, proteomics, metabolomics, microbiomics, radiomics, and radiogenomics), has revolutionized the study of human diseases and traced the path for quantitative personalized medicine. The newly inaugurated Master of Science Program in Biomedical Omics of the University of Milan, Italy, aims at addressing the unmet need to create professionals with a broad understanding of omics disciplines. The course is structured over 2 years and admits students with a bachelor’s degree in biotechnology, biology, chemistry, or pharmaceutical sciences. All teaching activities are fully held in English. A total of nine students enrolled in the first academic year and attended the courses of radiomics, genomics and epigenomics, proteomics, and high-throughput screenings, and their feedback was evaluated by means of an online questionnaire. Faculty with different backgrounds were recruited according to the subject. Due to restrictions imposed by the coronavirus disease 2019 (COVID-19) pandemic, laboratory activities were temporarily suspended, while lectures, journal clubs, and examinations were mainly held online. After the end of the first semester, despite the difficulties brought on by the COVID-19 pandemic, the course overall met the expectations of the students, specifically regarding teaching effectiveness, interpersonal interactions with the lecturers, and courses organization. Future efforts will be undertaken to better calibrate the overall workload of the course and to implement the most relevant suggestions from the students together with omics science evolution in order to guarantee state-of-the-art omics teaching and to prepare future omics specialists.
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Gordiichuk, S., and I. Ivanenko. "THE INFLUENCE OF THE EDUCATIONAL ENVIRONMENT OF MEDICAL EDUCATION INSTITUTIONS ON THE LEVEL OF ACADEMIC ACHIEVEMENT AND THE QUALITY FORMATION OF GENERAL EDUCATIONAL COMPETENCIES IN APPLICANTS FOR EDUCATION." Zhytomyr Ivan Franko state university journal. Рedagogical sciences, no. 2(109) (October 19, 2022): 95–108. http://dx.doi.org/10.35433/pedagogy.2(109).2022.95-108.
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The article presents the results of a monitoring study on the impact of the educational environment of a medical education institution on the level of educational achievements and the quality of the formation of comprehensive competencies in applicants for education. The indicators of the success of applicants for education with incomplete secondary general education, who obtained corresponding qualification in the specialty 223 "Nursing" according to the educational and professional programs "Nursing" and " Medical Care " of the junior bachelor educational degree are considered. A comparative analysis of the level of educational achievements of applicants in a comprehensive institution, during the entrance exam and after the completion of the first semester of study at a professional medical college in the disciplines "Biology" and "Ukrainian language" was carried out. In the process of conducting practical classes in the "biology" and "Ukrainian language" disciplines, educators of a professional medical college used innovative methods and means of training. Significant (medical business: biology – 46.7%, Ukrainian language – 48.9%, respectively nursing: 23% and 45.9%) improvement in the level of educational achievements among applicants for education according to the results of semester assessment in general education disciplines, compared with the indicators in the certificate of basic general secondary education. Qualitative indicators and average score educational success of educational applicants is analyzed, and positive dynamics is established, which is expressed by a significant increase in these indicators (medicine: biology – 37.8%, Ukrainian language – 48.8%, respectively nursing: 22.9% and 45.8%, relative to the average score of its increase ranges from 0.2 to 0.5) from both educational components in each of the studied educational and professional programs. It is emphasized that in the institution of professional pre-higher education, the educational process is based directly on the formation of professional clinical thinking and the possibility of forming general and special competencies in applicants. After all, educational and professional programs, according to which applicants study, provide for the implementation of the educational process on the basis of systematic, professionally oriented, competent, student-centered approaches. In addition, it is proved that the educational environment as a system of safe learning conditions, comfortable interpersonal interaction, availability of resources for compliance with the rights and norms of physical, psychological, informational and social security of each participant in the educational process, and teaching methods and tools used by teachers during the organization of the educational process has a significant impact on the process of formation of general educational competencies of students in a professional medical college.
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Winkel, Shana, Thomas E. Burkey, Dennis Brink, and Lisa Karr. "PSVI-4 Assessment of undergraduate student learning in an animal science major." Journal of Animal Science 97, Supplement_2 (July 2019): 236–37. http://dx.doi.org/10.1093/jas/skz122.416.
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Abstract With changing demographics of undergraduate students in the animal science major, it is important to evaluate the curriculum and student learning. The objective of this study was to assess perceived knowledge gained by students in the animal science major. Students took a survey during a senior seminar course that was required for all majors to be taken in their last year of their degree program. Results of this evaluation have been compiled from years 2015–2017 with 253 students responding. There were no significant differences over time in the categories of: understanding, skills, attitudes, integration and knowledge based questions. A majority (62.3%) of the students reported a 3.01 GPA or above across all semesters. Results from all students surveyed indicate that enrolling in the animal science major improved the areas of their understanding, skills, attitudes, integration of learning and knowledge. Students noted a higher rate of understanding when applying biology and chemistry to life sciences and their animal sciences courses than in their biology and chemistry courses alone. The highest percentage (82 to 96.9%) of students noted a great deal of to a lot of improvement in understanding of specific animal science disciplines and terms. Students’ ability to recall what was previously taught has stayed steady through the years based on completion of posttest. While students are confident in how the animal science department has prepared them in certain aspects, a focus on bringing other science backgrounds into use during animal science class is not as strong. At the completion of their degree program, students were enthusiastic about animal science and confident in their future success in an animal science career (greater than 80% agreed). Addressing the strengths of the department will help students in understanding the benefits of the program as they progress through their degree.
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Steele, James, Peter Jordan, and Ethan Cochrane. "Evolutionary approaches to cultural and linguistic diversity." Philosophical Transactions of the Royal Society B: Biological Sciences 365, no. 1559 (December 12, 2010): 3781–85. http://dx.doi.org/10.1098/rstb.2010.0202.
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Evolutionary approaches to cultural change are increasingly influential, and many scientists believe that a ‘grand synthesis’ is now in sight. The papers in this Theme Issue, which derives from a symposium held by the AHRC Centre for the Evolution of Cultural Diversity (University College London) in December 2008, focus on how the phylogenetic tree-building and network-based techniques used to estimate descent relationships in biology can be adapted to reconstruct cultural histories, where some degree of inter-societal diffusion will almost inevitably be superimposed on any deeper signal of a historical branching process. The disciplines represented include the three most purely ‘cultural’ fields from the four-field model of anthropology (cultural anthropology, archaeology and linguistic anthropology). In this short introduction, some context is provided from the history of anthropology, and key issues raised by the papers are highlighted.
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Boton, Jaiane Moraes, and Luiz Caldeira Brant de Tolentino-Neto. "ESTUDO SOBRE A MATRIZ CURRICULAR DO CURSO DE CIÊNCIAS BIOLÓGICAS DA UFSM." Cadernos de Educação Tecnologia e Sociedade 12, no. 2 (August 6, 2019): 213. http://dx.doi.org/10.14571/brajets.v12.n2.213-219.
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The teacher is an important actor in most people's lives. Considering the importance of this professional of his of the Training and the existing Teaching Knowledge that composes his practice, we aim, in this work, to investigate an initial training course of biology teachers. In order to do so, we analyzed the Pedagogical Project of the Biological Sciences Degree Program of the Federal University of Santa Maria, which was in force and was restructured in 2005. We focused on the following aspects: (i) how the Practice as a Component is developed Curricular (CCP; (ii) what semesters the CCP occurs in; (iii) how Supervised Curriculum Stages (ECS) are developed, and (iv) how the disciplines are distributed in relation to the Knowledge of Professional Training and Disciplinary Knowledge. Based on our analysis, we realize that the Course is documented in accordance with Resolution CNE / CP 2/2002, which regulates the duration and the compulsory workload for Basic Education Teachers, both in relation to the CCP and ECS. We also found that, even though there are more integrative orientations regarding disciplinary training and pedagogical training, there is still a prevalence of training focused on the specific subject area, with little space for pedagogical training. We hope that with the new legislation that will come into force in July 2019, the Biological Sciences Degree Program of UFSM will be restructured so as to give greater emphasis to the disciplines related to pedagogical training, thus giving place to the formation of professional identity of the undergraduate students.
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Fritsyuk, Valentina А., Natalia V. Bayurko, and Vasyl M. Fritsyuk. "FORMATION OF ENVIRONMENTAL COMPETENCE OF FUTURE TEACHERS AS A COMPONENT OF THEIR PROFESSIONAL COMPETENCE." Bulletin of Alfred Nobel University Series "Pedagogy and Psychology» 1, no. 23 (June 2022): 230–36. http://dx.doi.org/10.32342/2522-4115-2022-1-23-27.
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The article deals with the issue of preparation of future teachers to the development of ecological competence of secondary school pupils. A key figure in the formation of ecological competence of future generations of citizens is the teacher. Hence, professional qualifications of students working for a university degree in the field of teaching, their environmental education, environmental literacy, readiness for carrying out nature protection activities with children as well as their civic stance are crucial for the professional training of teachers. The authors analyse theoretical principles of the investigated problem, determine the essence of ecological competence, «readiness of future teachers of biology to the development of ecological competence of secondary school pupils», as an integrative characteristic of personality that shows in the attitude of students to the development of pupils’ ecological competence, students’ the realization of reasons and requirements in this activity. This is also demonstrated in the existence of thorough and versatile subject knowledge of disciplines in the chosen profession and ecological, psychological and pedagogical, social and ecological, methodological knowledge, abilities and skills in relation to the development of ecological competence of junior adolescents. The study theoretically proved and experimentally tested pedagogical conditions and methods of forming readiness of future teachers to the development of ecological competence of secondary school pupils in the process of learning at higher educational pedagogical establishments: activation of the need of students in capturing the methods of developing ecological competence of schoolchildren; using at the lessons in professional disciplines the design of fragments of professional and pedagogical activity for providing personal implication of students in ecological and educational activity; the motivated usage of tasks of ecological orientation in different types of practices undertaken by future biology teachers.
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Frischknecht, P. M. "Environmental science education at the Swiss Federal Institute of Technology (ETH)." Water Science and Technology 41, no. 2 (January 1, 2000): 31–36. http://dx.doi.org/10.2166/wst.2000.0040.
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In 1987 ETHZ, the Swiss Federal Institute of Technology, first offered a degree course in environmental sciences. The curriculum is based upon a comprehensive view of the environment and its systems. The first two years of the programme cover a multidisciplinary basic education in mathematics, natural and social sciences. For their advanced education in the fifth to nineth semesters the students select one of four science disciplines (Chemistry/Microbiology, Physics, Biology or Environmental Hygiene) and one of four environmental systems (Aquatic Systems, Atmosphere, Terrestrial Systems or Anthroposphere). The education in natural sciences is accompanied by a compulsory case study, which is implemented as a didactic tool to teach ecological problem-solving, and courses in environmental social sciences and environmental technology. During the professional practical training of about four months, students gain insight into the constraints of a professional environment. In the tenth semester a diploma project - equivalent to a master's thesis - is carried out.
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Zhang, Jianming, and Bing luo. "Man-Machine-Environment Virtual Design and JACK Simulation of Rosa Roxburghii Picking Machine." E3S Web of Conferences 179 (2020): 01007. http://dx.doi.org/10.1051/e3sconf/202017901007.
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In order to improve the coordination between human and agricultural machinery, taking Rosa roxburghii picking machine as an example, a virtual design method based on human-machine-environment system, combined with three-dimensional digital simulation technology and human skeleton biology and other disciplines is proposed. Three-dimensional parametric modeling of Rosa roxburghii picking machine is carried out by using three-dimensional engineering software. In JACK simulation software, a digital human body model is created to analyse the comfort, accessibility and visibility of the operator. The coordination degree of agricultural machinery design in the human-machine-environment system can be judged in advance, and targeted optimization design can be carried out to achieve the purpose of improving the coordination between human and machinery in the human-machine-environment system and reduce the accident rate. This method shortens the research and development cycle of agricultural machinery and provides a reference for humanized design of agricultural machinery design.
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Bullock, J. O. "First principles: physical science concepts as a foundation for advanced studies in physiology." Advances in Physiology Education 266, no. 6 (June 1994): S55. http://dx.doi.org/10.1152/advances.1994.266.6.s55.
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The importance of mathematics and physical science to physiology is amply evident in both the classic and current literature of this field. Students who have completed typical medical school preparatory programs, however, have been poorly equipped to embark on serious graduate study in physiology. Because undergraduate education in the sciences is typically structured as narrowly defined, disjointed degree programs in separate disciplines, students of biology have had only limited access to the resources of physical science departments. Attempts by physiology faculty to remedy specific deficiencies on a piecemeal basis have been found to be both time consuming and ineffective. We describe an intensive one-semester course as an alternative. Maintaining high levels of generality and concentrating on the development of physical insight were possible only when the mathematical foundation attained by the students was adequate. Although physiological applications were stressed throughout, extended examination of complex problems was limited to a few examples of particular interest. Emphasis was placed on rigor and sophistication rather than proficiency and detail.
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Ghani, Muhammad Usman, Francis Joseph H. Campena, Shahbaz Ali, Sanaullah Dehraj, Murat Cancan, Fahad M. Alharbi, and Ahmed M. Galal. "Characterizations of Chemical Networks Entropies by K-Banhatii Topological Indices." Symmetry 15, no. 1 (January 3, 2023): 143. http://dx.doi.org/10.3390/sym15010143.
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Entropy is a thermodynamic function in physics that measures the randomness and disorder of molecules in a particular system or process based on the diversity of configurations that molecules might take. Distance-based entropy is used to address a wide range of problems in the domains of mathematics, biology, chemical graph theory, organic and inorganic chemistry, and other disciplines. We explain the basic applications of distance-based entropy to chemical phenomena. These applications include signal processing, structural studies on crystals, molecular ensembles, and quantifying the chemical and electrical structures of molecules. In this study, we examine the characterisation of polyphenylenes and boron (B12) using a line of symmetry. Our ability to quickly ascertain the valences of each atom, and the total number of atom bonds is made possible by the symmetrical chemical structures of polyphenylenes and boron B12. By constructing these structures with degree-based indices, namely the K Banhatti indices, ReZG1-index, ReZG2-index, and ReZG3-index, we are able to determine their respective entropies.
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Costa, Matheus Gomes da, Maria Francisca de Sousa Silva, Renata Dourizete Costa Campos, Junielson Soares da Silva, Hernando Henrique Batista Leite, Fabrício Soares de Sousa, Veronica Brito da Silva, and Marilha Vieira de Brito. "Práticas laboratoriais como ferramenta de ensino aprendizagem na disciplina de biologia celular, no curso de licenciatura em ciências biológicas / Laboratory practices as a tool for teaching and learning in cellular biology, in the bachelor's degree course in biological sciences." Brazilian Journal of Development 7, no. 8 (August 23, 2021): 83518–28. http://dx.doi.org/10.34117/bjdv7n8-521.
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Getmanskaya, Elena V. "Literary education in the context of STEAM approach (based on western research)." Literature at School, no. 6, 2020 (2020): 64–76. http://dx.doi.org/10.31862/0130-3414-2020-6-64-76.
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The development of the STEAM-approach is one of the main trends in global education. It integrates Sciences (S), Тechnology (T), Engineering (E), Arts (A), and Mathematics (M). Future Specialists need comprehensive training in the exact Sciences, Biology, Engineering, and Design – and this future is being prepared today. STEAM education is introduced in Western schools from an early age. The most important theoretical position of this approach is the statement that a student who knows the artistic beginnings of life (literature, painting, music, art design), achieves more in mathematics, and in engineering, and in Sciences. STEAM-literature curriculum is also based on an interdisciplinary and applied approach. The purpose of a lesson on the analysis of a literary text, as a rule, is associated with the creation of a material object (model) by students, in which their knowledge of all the listed disciplines is comprehensively invested. The main tool for interpreting a literary text in this approach is design. Not just design tasks are solved in the classroom with its help – design is one of the basic forms of modern visual art. The main question, which the author of the article faces, is whether it is possible to implement such the technologies at school without losses for the studied work of art. The analysis of western models leads to the conclusion that the significance of literature, as an independent subject, changes within the STEAM-approach – part of its autonomy is delegated to other disciplines. At the same time, a new, unexpected configuration of subjects appears in the classroom: literature is now integrated with biology, design, and mathematics. Thus, the interdisciplinary basis of STEAM takes the teaching of literature to a new interdisciplinary level. At the same time, it raises some questions about the degree of presence of the literary text itself in this approach, and the laws of its creation and the depth of its interpretation by students.
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Chakour, Radouan, Anouar Alami, Sabah Selmaoui, Aâtika Eddif, and Hanaa Chalak. "Conceptions of Moroccan secondary school students in relation to the “Integrative Concept” of plate tectonics." International Journal of Evaluation and Research in Education (IJERE) 11, no. 4 (December 1, 2022): 2095. http://dx.doi.org/10.11591/ijere.v11i4.21861.
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<span lang="EN-US">The study of learners’ conceptions of geological concepts has been the subject of several studies in the field of earth science didactics. The majority of these studies show that learners have misconceptions that can be an obstacle to learning Earth sciences. The present work aimed to identify the views of second year undergraduate students on plate tectonics to identify some of the barriers to teaching this unifying scientific theory across the different disciplines of the Earth sciences. The data was gathered with questionnaire administered to students in the second year of the Baccalaureate before teaching about plate tectonics. The results of our study confirmed that student learners do indeed have conceptions of plate tectonics and associated phenomena but have great difficulty in mobilizing their knowledge to explain geological phenomena related to plate tectonics. These difficulties may have several origins: the nature of the geological knowledge transposed, and the very limited knowledge of teachers with a bachelor’s degree in Biology.</span><p> </p>