"It Was Fine, if You Wanted to Leave": Educational Ambivalence in a Nova Scotian Coastal Community 1963–1998

This article reports on a study of schooling in southwest Nova Scotia. Using Bourdieu's concepts of cultural capital and habitus, I analyze rural men's relationships involving identity, work, place, and schooling to explain continuing high male dropout rates and local traditions of ambivalence and resistance to schooling. I conclude that the tension between formal schooling and place is endemic in many rural communities and that qualitative migration analysis can reveal the complexity of relationships between learning and leaving.     

Do borderline nuclear changes in gynaecological cytlogy constitute a reliable reporting category?

Fourteen laboratories participated in a national slide exchange study to investigate whether borderline nuclear changes (BNC) constitute a reliable reporting category. Slides were submitted by participating laboratories, having achieved a 100% intralaboratory consensus at the primary screener, checker, and medical levels. Sets of seven slides were examined in laboratories for 1 week, and exchanges were undertaken over a 6-month period. Each laboratory was requested to submit three consensus opinions on each slide at the primary screener, checker, and medical levels.
Response patterns for submitted slides achieving a reporting category consensus at the 50 and 80% consensus levels indicated that negative, BNC, and mild dyskaryosis are distinct and comparable categories. Similarly, the two subcategories of BNC with or without human papillomavirus (HPV) are nearly as distinct as the overall BNC category.
The percentage of submitted slides achieving consensus at consensus levels between 50 and 80% produced variable findings with regard to the practical success of the main reporting categories. The negative category was reasonably successful, whereas mild dyskaryosis was consistently poor. Borderline nuclear changes were successful at the 50% consensus level but showed a rapid decline by the 65% consensus level. The reason(s) for this remains speculative but indicates a possible potential of BNC to work successfully with additional training and education.
Reporting practices were not consistent among the laboratories and differences were identified between medical and nonmedical staff. A high use of the BNC category was noted in slides that failed to achieve consensus. A national study assessing all grades of abnormalities would appear essential.     

Training in zoo biology,captive breeding,and conservation

Different types of training in zoo biology, captive breeding, and conservation are discussed and the availability of a variety of programs documented. Emphasis is given to the need for more training in general, and especially for less-developed countries where zoos have much potential yet to be realized. The aims, structure, content, and impact of the Jersey Wildlife Preservation Trust's International Training Program are examined.     

Reactions of zoo visitors to free-ranging monkeys

This study assessed the potential of two types of primate exhibit both for enhancing zoo visitors' interest, knowledge, and enjoyment and for promoting conservation education. Visitors' reactions to a free-ranging group of cotton-top tamarins were compared with their responses to caged tamarins in three ways: 1) timing how long visitors spent at each exhibit, 2) recording the comments made by visitors about the exhibits, and 3) asking visitors to respond to questionnaires about the two exhibits. The results showed that the free-ranging group of tamarins provoked wider comment from members of the public than caged groups and that visitors were willing to spend much more time looking for and watching monkeys in trees than monkeys in cages. Visitors felt that improvements in the animals' welfare were obtained from allowing them to live free in the trees, thought that they could learn more from such groups than from caged animals, and enjoyed seeing the free-ranging tamarins more than the monkeys in cages. These results suggest that developing more naturalistic zoo exhibits can have considerable benefits not only for the animals involved, but also for public education in conservation issues. © 1994 Wiley-Liss, Inc.     

基于“抗疫精神”的“基因工程”课程思政教学设计与实践

课程思政是当前高校落实“立德树人”根本任务的重要形式。在抗击新型冠状病毒肺炎疫情中,中华民族同舟共济、守望相助,共同铸就了伟大的抗疫精神,为课程思政教学提供了最生动的元素。本文对“战疫”行动中的抗疫精神进行梳理和总结,将其内涵凝练为5项内容;以新型冠状病毒的“核酸检测、疫苗研制及其变异”中蕴含的“抗疫精神”为思政载体,甄选“基因工程”课程中对应的理论内容,开展聚焦抗疫精神的“基因工程”课程思政教学设计与实践研究,利用问卷法和深度访谈法对教学实施效果进行评价,旨在引导学生在学习专业理论知识的同时,感悟课程内容中蕴含的抗疫精神,并将其内化为价值追求,潜移默化中提升学生的思想意识和道德修养,同时为生物类其他专业课程思政教学提供参考和借鉴。     

Practising Conservation Biology in a Virtual Rainforest World

The interdisciplinary science of conservation biology provides undergraduate biology students with the opportunity to connect the biological sciences with disciplines including economics, social science and philosophy to address challenging conservation issues. Because of its complexity, students do not often have the opportunity to practise conservation biology. To increase exposure to this science, this paper describes a virtual rainforest island on which students collect data related to forest carbon storage, while also confronting ethical issues. Students are asked to independently make decisions, collect data and explore the island before writing a research report with recommendations for the future management of the island’s forests. The ethics of decision-making are addressed in the students’ research reports and are reinforced through guided class discussion. Students will complete this activity with increased ethical awareness, as well as a better understanding of the challenges associated with the practise of conservation biology.     

关于卫生管理专业研究生创新性复试的实证研究

20世纪80年代中期,A医科大学对卫生管理专业研究生考生的复试进行了创新性设计,体现了公开、公平、公正性。从国家考试各科成绩均及格的19名考生中,选取头7名进行复试。复试内容为主考与考生交谈、英语听力、主题演讲、智商和性格测定,分别赋予权重(0.4、0.15、0.45、0)。考生总成绩为国家统考成绩占60%,复试成绩占40%。7名复试考生按总成绩排序,取前5名。5名研究生基础课、专业课都成绩优良,较好地完成了学历课程教育;很好地完成了国家卫生部和A省的课题研究,顺利通过学位论文答辩,并被授予硕士学位,有2位研究生的研究课题获得省部级科技二等奖。5名研究生毕业20余年,在事业上都有很大发展。     

基于成果导向教育理念的“微生物工程工艺与设备”课程教学改革与实践

"微生物工程工艺与设备"课程是生物工程专业的核心课程,具有较强的实践性和应用性。将成果导向教育理念引入到该课程教学改革中,围绕三个方面进行:明确课程培养学生的能力,制定课程的预期学习产出;在预期学习产出的基础上优化教学过程,通过整合教学内容,构建"课堂理论强化—网络教学平台—现场教学—仿真模拟"多元立体化教学平台,强化学生的主体地位,实现预期学习产出;建立合理的学习考评体系,评估学习产出,促进课程持续改进。     

基于成果导向教育理念的“发酵工程实验”课程内容设计及实践

"发酵工程实验"是生物工程专业的工程类重要主干课之一,是培养学生工程设计、工程实践和创新思维的重要课程。基于构思—设计—实现—运行(conceive—design—implement—operate,CDIO)理念,"发酵工程实验"通过构建模块化课程内容,以构思、设计、实现、运作的项目导向模块开展课程设计,进行目标导向的教学模式改革。以"发酵工程实验"课程为载体,将工程基础知识、发酵工程系统实践能力、团队合作能力、创新能力培养等融为一体。建立基于成果导向教育(outcome-based education,OBE)理念的学生学习效果评价体系,完成"发酵工程实验"课程教学任务。学生对改革后的"发酵工程实验"课程满意度明显提高,教学效果显著。     

高职生物制药专业细胞培养技术课程教学改革与实践

细胞培养技术是高职生物制药专业核心课程之一,也是一门应用性、实践性强的课程。当前高职生物制药专业文理兼招,大部分学生细胞生物学基础比较薄弱,普遍对该课程的学习产生厌学,教学效果较差。为此在细胞培养技术课程教学中,以细胞培养岗位工作任务为引领,以强化技能训练为主导,将细胞培养理论知识融合于岗位工作任务之中,构建了项目化课程体系,教学方法改革创新、多措并举,考核方式多元化。结果表明：通过课程改革与实践,培养了学生的细胞培养技术动手操作能力和创新思维能力创,激发了学生学习兴趣,取得了显著教学效果。