Teaching Evolution Concepts to Early Elementary School Students

State and national standards call for teaching evolution concepts as early as kindergarten, which provides motivation to continue developing science instruction and curriculum for young learners. The importance of addressing students’ folk theories regarding science justifies teaching evolution early in K-12 education. In this project, we developed, implemented, and researched standards-based lessons to teach elements of evolution (speciation and adaption) to kindergarteners and second graders. Our lessons attended to the students’ prior knowledge, and utilized inquiry and modeling to teach and assess their ability to recognize patterns of similarity and differences among organisms. Using their products and comments as evidence, it was apparent the students were able to communicate recognition of patterns and effectively apply their knowledge in near transfer activities, indicating they achieved our learning objectives. This provides support for teaching evolution concepts in the early grades and evidence of the ability for young children to effectively engage in supported inquiry and modeling for learning science.     

The Power of Contexts: Teaching and Learning in Recently Desegregated Schools

The following critical ethnography interrogates what it means for urban students to learn in multicultural ways, given the oppressive historical and present contexts of their newly desegregated urban district. By retelling events that occurred in the district and the classroom, I present a picture of urban students who are willing to learn and engage in classroom activities when the activities do not threaten their emotional safety. Although their actions are understandable, the students' conscious decisions to disengage from school stifles learning opportunities that would allow them to empathize and connect with other students as a move toward individual and group empowerment. Using critical race theory, I problematize the possibilities for successful multicultural classrooms in urban districts with complex legacies of injustice and racial hostility.     

微生物遗传学与育种课程教学改革与探索

微生物遗传学与育种是“生物工程专业卓越人才实验班”和“生物工程国际留学生班”的必修课程。然而,传统授课模式在内容选择、教学方法及手段和考核形式等方面均存在诸多不足。为了提高教学质量和效果,促进天津科技大学微生物学教学领域的进步和发展,更加高效地培养国家需要、满足国际需求的创新领军人才,文中对微生物遗传学与育种的教学内容、教学方法及手段、课程考核方式进行了改革与探索。借助最新科研进展、课前预习体系、视频展示、考核方式多样化等形式对授课模式进行创新性改革。不仅使学生掌握了微生物遗传学与育种的相关专业知识,更加锻炼了学生的主观能动性、团队合作意识和专业外语表达水平,培养了学生对微生物遗传学相关科学知识的兴趣。     

合成生物学底盘微生物细胞的应用及其生物安全在创新型本科生培养中的实践

本科生创新能力培养是"双一流"建设人才培养的重要组成部分。合成生物学是一门新兴多学科交叉领域,被誉为可改变世界的十大新技术领域之一。构建高版本底盘微生物细胞和利用底盘细胞人工合成细胞工厂是合成生物学的重要组成部分。以实现创新型本科生为培养目标,我们将合成生物学底盘微生物细胞技术融入人才培养环节,通过组织学生参加国际遗传工程机器设计竞赛、主持大学生创新创业训练项目以及完成本科生毕业设计课题等多元化途径,提高学生理论联系实际及创新实践能力。同时,由于底盘微生物细胞是基因组经过精简、优化或其基因通路被改变的细胞,其应用存在一定的生物安全风险。我们通过将安全教育纳入培养大纲和教学计划、出版实验室安全与操作规范专业教材、开发虚拟仿真实验项目、建立实验室准入制度和信息化管理体系,以及针对底盘微生物细胞从购买、管理、规范使用和废弃物处理等进行生物安全教育等系列举措,规范底盘微生物细胞应用的生物安全。这些实践为培养创新型本科生提供了一个强有力的途径和有效保障,也为合成生物学的发展提供了支持,并有助于培养新的生力军。     

Confort térmico y el riesgo de infecciones respiratorias en los adultos mayores en la sierra rural del Perú

The objective is to evaluate thermal comfort in the rural highlands of Peru and determine if thermal conditions influence the risk of respiratory infections. The probit regression model is used for this, with the unit of analysis being adults over 60 years of age. The information source is the data from the National Household Survey and the National Service of Meteorology and Hydrology of Peru. In addition, it was possible to monitor the temperature and the interior relative humidity of 4 types of bedrooms with a thermo-hygrometer and compared it with the desired thermal comfort index criterion. The results show that if the air temperature drops on average by one degree (1° C) in the area of residence, the probability of risk of respiratory infections in older adults increases by 0.18, although the relative humidity and the wind speed were not statistically significant at 1% significance level. Finally, the 4 types of bedrooms evaluated lacked the desired thermal comfort and increased the risk of acquiring respiratory infections.     

Confort térmico de adultos mayores: una revisión sistemática de la literatura científica

By 2050, people over 65 years old will represent 66% of the world's population. Thermal comfort both indoors and outdoors is one of the most influential factors to improve their quality of life in cities. The aim of this paper is to present a systematic review of the literature that identifies differences in thermal comfort temperature between older adults and other age groups, as well as to determine the factors that influence them. The review focused on studies published between 2000 and 2018. The results show that, for physiological, psychological, and physical reasons, there were differences between 0.2 and 4 °C. However, the published studies were heterogeneous in terms of methodologies and sample size. Likewise, few determine the comfort temperature range for older people in a given climate, demonstrating the opportunity for future lines of research.     

护理专业学生专业价值观的调查研究

目的:本研究旨在全面了解护理专业学生专业价值观的现状,分析学生在专业价值观上存在的问题,为开展高素质、高职业精神的护理专业提供依据。方法:采用整群抽样法,使用《护理专业价值观量表》对我院四个年级、两个层次的600名护生进行问卷调查。结果:护生专业价值观的总体水平较高(总得分为121.4±19.24);护生对"关怀照顾"(均值为4.03±0.87)和"利他主义"(均值为4.03±0.87)关注度最高,对"行动主义"(均值为3.74±0.89)的关注度最低;护生的学历、年级、自身对护理专业的选择意愿及对护理的喜爱程度影响其专业价值观水平(P0.01)。护生的性别对专业价值观无显著影响(P0.05)。结论:护理教育者应多方式、多渠道、分层次的加强护生的职业情感教育,帮助护生建立并发展稳定的职业价值观,从而为临床培养高质量的护理人才。     

青海省大学生吸烟现状及其影响因素分析

目的：探讨青海省大学生吸烟现状及其影响因素分析。方法：选择青海省综合性大学学生1106 例作为调查对象,采用分层 整群随机抽样的调查方法,对入选者使用自制问卷进行调查。结果：不同性别、不同专业、不同年级及父母是否抽烟的学生吸烟率 比较,差异具有统计学意义（P＜0.05）。对影响大学生吸烟行为的相关影响因素进行单因素分析发现,性别、周围朋友吸烟、父母不 反对以及抑郁或伤心是造成大学生吸烟的相关危险因素（P＜0.05）。对以上相关危险因素进行多因素回归分析发现,四者均是造 成大学生吸烟的独立危险因素（P＜0.05）。结论：性别、父母态度、周围朋友吸烟状况及自身抑郁心理是造成青海省大学生吸烟行 为的主要危险因素,高校应针对不同大学生的自身现状制定相应的控烟措施,减少大学生吸烟率。     

Comparison of sleep and chronotype between senior and undergraduate university students

ABSTRACT

The university programs for seniors provide a third age perspective in lifelong learning with classes and recreational facilities, and enable students to share their experiences and knowledge. A good sleep quality promotes better cognitive functioning and serves to protect against age-related cognitive declines. Central nervous system reorganization takes place during sleep, and although the influence of sleep quality on memory is not clear, circadian rhythm disorders affect alertness and individual performance. Physiological change during aging need to be clarified to better understand how university might help students. The aim of the present study was to evaluate for the first time the chronotype, the sleep quality and their relationship in senior university students and to compare them with those of undergraduate students. The Morningness–Eveningness Questionnaire (MEQ) and the Pittsburgh Sleep Quality Index (PSQI) were used. The results indicated that approximately 50% of the participants were good sleepers. This percentage was equal in the senior and undergraduate students. The results showed that undergraduate students tended toward eveningness while senior students tended toward morningness. Among the undergraduate students, evening type chronotypes had a tendency toward higher PSQI scores and this affected their daytime function scores, while it did not in the senior students, in whom worsening sleep quality was associated with disturbances such as going to the bathroom and nocturnal awakening. This information would be useful for designing environmental interventions to optimize sleep/work cycles for decreasing age-associated changes in memory in senior students and for improving the academic achievements of undergraduate students.     

Educational Malpractice: The Impact of Including Creationism in High School Biology Courses

College students whose recollections of their high school biology courses included creationism were significantly more likely to invoke creationism-based answers on questions derived from the Material Acceptance of the Theory of Evolution (MATE) instrument than were students whose recollections of their high school biology courses included evolution but not creationism. On average, students who were taught neither evolution nor creationism in their high school biology courses exhibited intermediary responses on the MATE instrument. These results suggest that (1) high school teachers’ treatments of evolution and creationism have a lasting impact and (2) the inclusion of creationism in high school biology courses increases the probability that students accept creationism and reject evolution when they arrive at college. These results are discussed relative to the impact of high school biology courses on students’ subsequent acceptance of evolution and creationism.