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Sample records for biology courses emphasize

  1. Astronomy Courses which Emphasize Communication Skills

    Science.gov (United States)

    Dinerstein, H. L.

    1998-12-01

    The ability to communicate effectively, both in oral and written form, is crucial for success in almost any career path. Furthermore, being able to effectively communicate information requires a high level of conceptual mastery of the material. For these reasons, I have incorporated practice in communication into courses at a variety of levels, ranging from non-science-major undergraduate courses to graduate courses. I briefly describe the content of these courses, particularly the communication-related component. The first, Ast 309N, ``Astronomy Bizarre: Stars and Stellar Evolution," is an elective which follows one semester of general introductory astronomy for non-majors. Instead of homework problems, the students complete a sequence of writing assignments of graduated complexity, beginning with simple tasks such as writing abstracts and critiques of assigned readings, and moving on to writing term papers which require literature research and a short science fiction story incorporating accurate depictions of relativistic effects. In Ast 175/275, a ``Journal Club" course for upper-division astronomy majors, students read articles in the professional literature and give short oral presentations to the rest of the class. To build up their understanding of a topic, we work through the ``paper trail" of key papers on topics with exciting recent developments, such as extrasolar planets, gravitational lenses, or gamma-ray bursts. Finally, in a seminar course for first-semester astronomy graduate students (Ast 185C) that broadly addresses professional development issues, I include a practice AAS oral session, with the students giving 5-minute presentations on a journal paper of their choice. This seminar course also examines career paths and employment trends, the peer review process for papers and proposals, professional norms and ethics, and other topics. Syllabi for these and other courses I teach regularly can be found from my home page (http://www.as.utexas.edu/astronomy/people/dinerstein).

  2. Implementation of a Project-Based Molecular Biology Laboratory Emphasizing Protein Structure-Function Relationships in a Large Introductory Biology Laboratory Course

    Science.gov (United States)

    Treacy, Daniel J.; Sankaran, Saumya M.; Gordon-Messer, Susannah; Saly, Danielle; Miller, Rebecca; Isaac, R. Stefan; Kosinski-Collins, Melissa S.

    2011-01-01

    In introductory laboratory courses, many universities are turning from traditional laboratories with predictable outcomes to inquiry-inspired, project-based laboratory curricula. In these labs, students are allowed to design at least some portion of their own experiment and interpret new, undiscovered data. We have redesigned the introductory…

  3. A Laboratory Course in Clinical Biochemistry Emphasizing Interest and Relevance

    Science.gov (United States)

    Schwartz, Peter L.

    1975-01-01

    Ten laboratory experiments are described which are used in a successful clinical biochemistry laboratory course (e.g. blood alcohol, glucose tolerance, plasma triglycerides, coronary risk index, gastric analysis, vitamin C and E). Most of the experiments are performed on the students themselves using simple equipment with emphasis on useful…

  4. A Field Course in Ocean Sciences that Emphasizes Sustainabilty

    Science.gov (United States)

    Macko, S. A.; O'Connell, M. T.

    2016-12-01

    Sustainability awareness is increasingly a subject in educational settings. Marine science classes are perfect settings of establishing sustainability awareness owing to declining populations of organisms and perceived collapse in fisheries worldwide. Students in oceanography classes often request more direct exposure to actual ocean situations or field trips. During regular session (18 week) or shorter term (4 week) summer classes such long trips are logistically difficult owing to large numbers of students involved or timing. This approach, to use a field basis for a course supplement addresses the requests by utilizing local resources and trips for a limited number of students (20) to locations in which Ocean experiences are available, and are often supported through education and outreach components. The vision of the class was a mixture of classroom time, readings, along with paper and laboratories. In addition, short day-long trips to locations where the ocean was "captured" were also used to supplement the experience as well as speakers involved with aquaculture. Central Virginia is a fortunate location for such a class, with close access for travel to the Chesapeake Bay and numerous field stations, museums with ocean-based exhibits (the Smithsonian and NOAA) that address both extant and extinct Earth history, as well as national/state aquaria in Baltimore and Virginia Beach. Furthermore, visits to local seafood markets at local stores, or larger city markets in Washington, Baltimore and Virginia Beach and International distribution centers, enhanced the understanding of productivity in the ocean, and viability of the fisheries sustainability. The course could then address not only the particulars of the marine science, but also aspects of sustainability with discussions on ethics, including keeping animals in captivity or overfishing of particular species and the special difficulties that arise from captive or culturing ocean populations. In addition, the

  5. INTEGRATED MANAGEMENT OF CHROMOLAENA ODORATA EMPHASIZING THE CLASSICAL BIOLOGICAL CONTROL

    Directory of Open Access Journals (Sweden)

    SOEKISMAN TJITROSEMITO

    1998-01-01

    Full Text Available Chromolaena odorata, Siam weed, a very important weed of Java Island (Indonesia is native to Central and South America. In the laboratory it showed rapid growth (1.15 g/g/week in the first 8 weeks of its growth. The biomass was mainly as leaves (LAR : 317.50 cm'/g total weight. It slowed down in the following month as the biomass was utilized for stem and branch formation. This behavior supported the growth of C. odorata into a very dense stand. It flowered, fruited during the dry season, and senesced following maturation of seeds from inflorescence branches. These branches dried out, but soon the stem resumed aggressive growth following the wet season. Leaf biomass was affected by the size of the stem in its early phase of regrowth, but later on it was more affected by the number of branches. The introduction of Pareuchaetes pseudoinsulata to Indonesia, was successful only in North Sumatera. In Java it has not been reported to establish succesfully. The introduction of another biological control agent, Procecidochares conneca to Indonesia was shown to be sp ecific and upon release in West Java it established immediately. It spread exponentia lly in the first 6 months of its release. Field monitoring continues to eval uate the impact of the agents. Other biocontrol agents (Actmole anteas and Conotrachelus wilt be introduced to Indonesia in 1997 through ACIAR Project on the Biological Control of Chromolaena odorata in Indonesia and Papua New Guinea.

  6. Emphasizing interdisciplinarity of control in laboratory courses: illustration with the inverted pendulum

    DEFF Research Database (Denmark)

    Jouffroy, Jerome; Lottin, Jacques

    The importance of control laboratory courses is widely recognized as a crucial part of control education. This paper addresses the role of interdisciplinarity (meaning the different aspects of control) in laboratory courses for undergraduate students. Explanations and ideas are given based....... After running the simulation of the system, qualitative results are described. Finally, some remarks are given to conclude the paper....

  7. Emphasizing Astrobiology: Highlighting Communication in an Elective Course for Science Majors

    Science.gov (United States)

    Offerdahl, Erika G.; Prather, Edward E.; Slater, Timothy F.

    2004-01-01

    The project described here involved the design, implementation, and evaluation of an upper level, undergraduate elective course for science majors. Specific course goals were to help students gain an appreciation of the interdisciplinary nature of astrobiology, understand key ideas in astrobiology, and develop the skills necessary to communicate…

  8. Integrating quantitative thinking into an introductory biology course improves students' mathematical reasoning in biological contexts.

    Science.gov (United States)

    Hester, Susan; Buxner, Sanlyn; Elfring, Lisa; Nagy, Lisa

    2014-01-01

    Recent calls for improving undergraduate biology education have emphasized the importance of students learning to apply quantitative skills to biological problems. Motivated by students' apparent inability to transfer their existing quantitative skills to biological contexts, we designed and taught an introductory molecular and cell biology course in which we integrated application of prerequisite mathematical skills with biology content and reasoning throughout all aspects of the course. In this paper, we describe the principles of our course design and present illustrative examples of course materials integrating mathematics and biology. We also designed an outcome assessment made up of items testing students' understanding of biology concepts and their ability to apply mathematical skills in biological contexts and administered it as a pre/postcourse test to students in the experimental section and other sections of the same course. Precourse results confirmed students' inability to spontaneously transfer their prerequisite mathematics skills to biological problems. Pre/postcourse outcome assessment comparisons showed that, compared with students in other sections, students in the experimental section made greater gains on integrated math/biology items. They also made comparable gains on biology items, indicating that integrating quantitative skills into an introductory biology course does not have a deleterious effect on students' biology learning.

  9. Integrating Quantitative Thinking into an Introductory Biology Course Improves Students’ Mathematical Reasoning in Biological Contexts

    Science.gov (United States)

    Hester, Susan; Buxner, Sanlyn; Elfring, Lisa; Nagy, Lisa

    2014-01-01

    Recent calls for improving undergraduate biology education have emphasized the importance of students learning to apply quantitative skills to biological problems. Motivated by students’ apparent inability to transfer their existing quantitative skills to biological contexts, we designed and taught an introductory molecular and cell biology course in which we integrated application of prerequisite mathematical skills with biology content and reasoning throughout all aspects of the course. In this paper, we describe the principles of our course design and present illustrative examples of course materials integrating mathematics and biology. We also designed an outcome assessment made up of items testing students’ understanding of biology concepts and their ability to apply mathematical skills in biological contexts and administered it as a pre/postcourse test to students in the experimental section and other sections of the same course. Precourse results confirmed students’ inability to spontaneously transfer their prerequisite mathematics skills to biological problems. Pre/postcourse outcome assessment comparisons showed that, compared with students in other sections, students in the experimental section made greater gains on integrated math/biology items. They also made comparable gains on biology items, indicating that integrating quantitative skills into an introductory biology course does not have a deleterious effect on students’ biology learning. PMID:24591504

  10. Factors which influence Texas biology teachers' decisions to emphasize fundamental concepts of evolution

    Science.gov (United States)

    Bilica, Kimberly Lynn

    The teaching of biological evolution in public science classrooms has been mitigated by a lingering and historic climate of controversy (Skoog, 1984; Skoog, 1979). This controversy has successfully stalled attempts to bring authentic science literacy to the American public (Bybee, 1997). The first encouraging signs of the abatement of this controversy occurred during the early 1990s when several prominent science organizations promoted evolution to its appropriate status as a central and unifying concept in biology (National Science Teachers Association, 1992; National Research Council, 1996; American Association for the Advancement of Science, 1990, 1993). The organizations acknowledged that not only should biological evolution be taught, evolution should stand as one of a select group of essential concepts upon which biology curricula should be built. Bandura's Social Learning theory (Bandura, 1997; Lumpe, Haney, & Czerniak, 2000) and Helms' Model of Identity (Helms, 1998) provide the theoretical basis for this study. Both Bandura and Helms explain the actions of teachers by examining the beliefs and values that influence their decisions. The models distinguish between two types of belief systems: capacity beliefs and context beliefs (Lumpe, et al, 2000; Helms, 1998). Both belief types influence and are influenced by individual actions. In this study, the action to be described is the decision that teachers make about the degree of emphasis on evolution in the classroom. The capacity beliefs that will be examined are teachers' beliefs about their capability to teach evolution. The contextual beliefs in this study are perceptions about students' capabilities to learn evolution, the status of evolution in science, the place of evolution in the biology classroom, the influence of textbooks, time, and community/school values. This study contributes to and extends the knowledge base established by studies of evolution education by exploring the relative amount of

  11. SNAB: A New Advanced Level Biology Course

    Science.gov (United States)

    Reiss, Michael J.

    2005-01-01

    Of all the sciences, biology has probably made the most rapid progress in recent years and the need for this to be reflected in a new Advanced Level biology course has long been recognised in the UK. After wide-ranging consultation and successful piloting in over 50 schools and colleges in England and Wales, the new Salters-Nuffield Advanced…

  12. AMS Weather Studies and AMS Ocean Studies: Dynamic, College-Level Geoscience Courses Emphasizing Current Earth System Data

    Science.gov (United States)

    Brey, J. A.; Geer, I. W.; Moran, J. M.; Weinbeck, R. S.; Mills, E. W.; Blair, B. A.; Hopkins, E. J.; Kiley, T. P.; Ruwe, E. E.

    2008-12-01

    AMS Weather Studies and AMS Ocean Studies are introductory college-level courses developed by the American Meteorological Society, with NSF and NOAA support, for local offering at undergraduate institutions nationwide. The courses place students in a dynamic and highly motivational educational environment where they investigate the atmosphere and world ocean using real-world and real-time environmental data. Over 360 colleges throughout the United States have offered these courses in course environments ranging from traditional lecture/laboratory to completely online. AMS Diversity Projects aim to increase undergraduate student access to the geosciences through implementation of the courses at minority-serving institutions and training programs for MSI faculty. The AMS Weather Studies and AMS Ocean Studies course packages consist of a hard-cover, 15-chapter textbook, Investigations Manual with 30 lab-style activities, and course website containing weekly current weather and ocean investigations. Course instructors receive access to a faculty website and CD containing answer keys and course management system-compatible files, which allow full integration to a college's e-learning environment. The unique aspect of the courses is the focus on current Earth system data through weekly Current Weather Studies and Current Ocean Studies investigations written in real time and posted to the course website, as well as weekly news files and a daily weather summary for AMS Weather Studies. Students therefore study meteorology or oceanography as it happens, which creates a dynamic learning environment where student relate their experiences and observations to the course, and actively discuss the science with their instructor and classmates. With NSF support, AMS has held expenses-paid course implementation workshops for minority-serving institution faculty planning to offer AMS Weather Studies or AMS Ocean Studies. From May 2002-2007, AMS conducted week-long weather workshops

  13. Science Academies' Refresher Course in Developmental Biology

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education; Volume 20; Issue 8. Science Academies' Refresher Course in Developmental Biology. Information and Announcements Volume 20 Issue 8 August 2015 pp 756-756. Fulltext. Click here to view fulltext PDF. Permanent link:

  14. Just the facts? Introductory undergraduate biology courses focus on low-level cognitive skills.

    Science.gov (United States)

    Momsen, Jennifer L; Long, Tammy M; Wyse, Sara A; Ebert-May, Diane

    2010-01-01

    Introductory biology courses are widely criticized for overemphasizing details and rote memorization of facts. Data to support such claims, however, are surprisingly scarce. We sought to determine whether this claim was evidence-based. To do so we quantified the cognitive level of learning targeted by faculty in introductory-level biology courses. We used Bloom's Taxonomy of Educational Objectives to assign cognitive learning levels to course goals as articulated on syllabi and individual items on high-stakes assessments (i.e., exams and quizzes). Our investigation revealed the following: 1) assessment items overwhelmingly targeted lower cognitive levels, 2) the cognitive level of articulated course goals was not predictive of the cognitive level of assessment items, and 3) there was no influence of course size or institution type on the cognitive levels of assessments. These results support the claim that introductory biology courses emphasize facts more than higher-order thinking.

  15. Two Project-Based Strategies in an Interdisciplinary Mathematical Modeling in Biology Course

    Science.gov (United States)

    Ludwig, Patrice; Tongen, Anthony; Walton, Brian

    2018-01-01

    James Madison University faculty team-teach an interdisciplinary mathematical modeling course for mathematics and biology students. We have used two different project-based approaches to emphasize the mathematical concepts taught in class, while also exposing students to new areas of mathematics not formally covered in class. The first method…

  16. A Course in Evolutionary Biology: Engaging Students in the "Practice" of Evolution. Research Report.

    Science.gov (United States)

    Passmore, Cynthia; Stewart, James

    Recent education reform documents emphasize the need for students to develop a rich understanding of evolution's power to integrate knowledge of the natural world. This paper describes a nine-week high school course designed to help students understand evolutionary biology by engaging them in developing, elaborating, and using Charles Darwin's…

  17. Designing and Implementing a New Advanced Level Biology Course

    Science.gov (United States)

    Hall, Angela; Reiss, Michael J.; Rowell, Cathy; Scott, Anne

    2003-01-01

    Salters-Nuffield Advanced Biology is a new advanced level biology course, piloted from September 2002 in England with around 1200 students. This paper discusses the reasons for developing a new advanced biology course at this time, the philosophy of the project and how the materials are being written and the specification devised. The aim of the…

  18. Traditional Versus Online Biology Courses: Connecting Course Design and Student Learning in an Online Setting

    OpenAIRE

    Biel, Rachel; Brame, Cynthia J.

    2016-01-01

    Online courses are a large and growing part of the undergraduate education landscape, but many biology instructors are skeptical about the effectiveness of online instruction. We reviewed studies comparing the effectiveness of online and face-to-face (F2F) undergraduate biology courses. Five studies compared student performance in multiple course sections at community colleges, while eight were smaller scale and compared student performance in particular biology courses at a variety of types ...

  19. Designing and implementing a new advanced level biology course.

    OpenAIRE

    Hall, Angela; Reiss, Michael; Rowell, Cathy; Scott, C.; Scott, Anne

    2003-01-01

    Salters-Nuffield Advanced Biology is a new advanced level biology course currently being piloted from September 2002 in England with around 1200 students. This paper discusses the reasons for developing a new advanced biology course at this time, the philosophy of the project and how the materials are being written and the specification devised. The aim of the project is to provide an up-to-date course that interests students, is considered appropriate by teachers and other professionals in b...

  20. Indoor air pollution evaluation with emphasize on HDI and biological assessment of HDA in the polyurethane factories.

    Science.gov (United States)

    Mirmohammadi, Mirtaghi; Hakimi Ibrahim, M; Ahmad, Anees; Kadir, Mohd Omar Abdul; Mohammadyan, M; Mirashrafi, S B

    2010-06-01

    Today, many raw materials used in factories may have a dangerous effect on the physiological system of workers. One of them which is widely used in the polyurethane factories is diisocyanates. These compounds are widely used in surface coatings, polyurethane foams, adhesives, resins, elastomers, binders, and sealants. Exposure to diisocyanates causes irritation to the skin, mucous membranes, eyes, and respiratory tract. Hexamethylene diamine (HDA) is metabolite of hexamethylene diisocyanate (HDI). It is an excretory material by worker's urine who is exposed to HDI. Around 100 air samples were collected from five defined factories by midget impinger which contained dimethyl sulfoxide absorbent as a solvent and tryptamine as reagent. Samples were analyzed by high-performance liquid chromatography with EC\\UV detector using NIOSH 5522 method of sampling. Also, 50 urine samples collected from workers were also analyzed using William's biological analysis method. The concentration of HDI into all air samples were more than 88 microg/m(3), and they have shown high concentration of pollutant in the workplaces in comparison with NIOSH standard, and all of the workers' urine were contaminated by HDA. The correlation and regression test were used to obtain statistical model for HDI and HDA, which is useful for the prediction of diisocyanates pollution situation in the polyurethane factories.

  1. Evaluation of the Redesign of an Undergraduate Cell Biology Course

    Science.gov (United States)

    McEwen, Laura April; Harris, dik; Schmid, Richard F.; Vogel, Jackie; Western, Tamara; Harrison, Paul

    2009-01-01

    This article offers a case study of the evaluation of a redesigned and redeveloped laboratory-based cell biology course. The course was a compulsory element of the biology program, but the laboratory had become outdated and was inadequately equipped. With the support of a faculty-based teaching improvement project, the teaching team redesigned the…

  2. Redox Biology Course Evaluation Form | Center for Cancer Research

    Science.gov (United States)

    To improve the Redox Biology (RB) course in future years, we would appreciate your feedback by completing this course evaluation. Please score the course elements as poor, fair, average, good or excellent. Please type any comments that you have in response to the questions at the bottom of the form. Remember to include your name as you wish it to appear on the certificate.

  3. Redox Biology Course Evaluation Form | Center for Cancer Research

    Science.gov (United States)

    To improve the Redox Biology (RB) course in future years, we would appreciate your feedback by completing this course evaluation. Please score the course elements as poor, fair, average, good or excellent. Please type any comments that you have in response to the questions at the bottom of the form. Remember to include your name as you wish it to appear on the certificate. Thank you for your feedback.

  4. The Biology and Chemistry of Brewing: An Interdisciplinary Course

    Science.gov (United States)

    Hooker, Paul D.; Deutschman, William A.; Avery, Brian J.

    2014-01-01

    For the past nine years, we have been offering an interdisciplinary course for science majors: The Biology and Chemistry of Brewing. This course is primarily laboratory- and inquiry-based; from a total of 24 h of student/instructor contact time, approximately 6 h are devoted to lecture, and the other 18 h are divided between laboratory exercises,…

  5. Ecology Content in Introductory Biology Courses: A Comparative Analysis

    Science.gov (United States)

    Pool, Richard F.; Turner, Gregory D.; Böttger, S. Anne

    2013-01-01

    In recent years the need for ecological literacy and problem solving has increased, but there is no evidence that this need is reflected by increased ecology coverage at institutions of higher education (IHE) across the United States. Because introductory biology courses may serve to direct student interest toward particular biological categories…

  6. Traditional Versus Online Biology Courses: Connecting Course Design and Student Learning in an Online Setting.

    Science.gov (United States)

    Biel, Rachel; Brame, Cynthia J

    2016-12-01

    Online courses are a large and growing part of the undergraduate education landscape, but many biology instructors are skeptical about the effectiveness of online instruction. We reviewed studies comparing the effectiveness of online and face-to-face (F2F) undergraduate biology courses. Five studies compared student performance in multiple course sections at community colleges, while eight were smaller scale and compared student performance in particular biology courses at a variety of types of institutions. Of the larger-scale studies, two found that students in F2F sections outperformed students in online sections, and three found no significant difference; it should be noted, however, that these studies reported little information about course design. Of the eight smaller scale studies, six found no significant difference in student performance between the F2F and online sections, while two found that the online sections outperformed the F2F sections. In alignment with general findings about online teaching and learning, these results suggest that well-designed online biology courses can be effective at promoting student learning. Three recommendations for effective online instruction in biology are given: the inclusion of an online orientation to acclimate students to the online classroom; student-instructor and student-student interactions facilitated through synchronous and asynchronous communication; and elements that prompt student reflection and self-assessment. We conclude that well-designed online biology courses can be as effective as their traditional counterparts, but that more research is needed to elucidate specific course elements and structures that can maximize online students' learning of key biology skills and concepts.

  7. Traditional Versus Online Biology Courses: Connecting Course Design and Student Learning in an Online Setting

    Directory of Open Access Journals (Sweden)

    Rachel Biel

    2016-12-01

    Full Text Available Online courses are a large and growing part of the undergraduate education landscape, but many biology instructors are skeptical about the effectiveness of online instruction. We reviewed studies comparing the effectiveness of online and face-to-face (F2F undergraduate biology courses. Five studies compared student performance in multiple course sections at community colleges, while eight were smaller scale and compared student performance in particular biology courses at a variety of types of institutions. Of the larger-scale studies, two found that students in F2F sections outperformed students in online sections, and three found no significant difference; it should be noted, however, that these studies reported little information about course design. Of the eight smaller scale studies, six found no significant difference in student performance between the F2F and online sections, while two found that the online sections outperformed the F2F sections. In alignment with general findings about online teaching and learning, these results suggest that well-designed online biology courses can be effective at promoting student learning. Three recommendations for effective online instruction in biology are given: the inclusion of an online orientation to acclimate students to the online classroom; student-instructor and student-student interactions facilitated through synchronous and asynchronous communication; and elements that prompt student reflection and self-assessment. We conclude that well-designed online biology courses can be as effective as their traditional counterparts, but that more research is needed to elucidate specific course elements and structures that can maximize online students’ learning of key biology skills and concepts.

  8. Enabling students to learn: Design, implementation and assessment of a supplemental study strategies course for an introductory undergraduate biology course

    Science.gov (United States)

    Sriram, Jayanthi Sanjeevi

    Attrition in the STEM disciplines is a national problem and one of the important reasons for this is student experiences in introductory courses. A myriad of factors influence students' experiences in those courses; inadequate student preparation is one of the most cited reasons. Incoming freshmen often lack the learning strategies required to meaningfully learn and succeed in college courses. Unfortunately, the instructors have limited time and/or have little experience in teaching learning strategies. In this paper, the design, implementation, and evaluation of a Supplemental Course (SC) model that emphasizes learning strategies is presented. SC was offered concurrently with the introductory biology courses for four consecutive semesters (fall 2011 to spring 2013); for 10 weeks in fall 2012 and 7 weeks in the other semesters at Miami University. 10 weeks SC began earlier in the semester than the shorter SC. This study evaluated the effects of the SC on students' (1) performance in the introductory biology course, (2) perceived changes in self-regulation and social support, and (3) experiences in the introductory biology course before, during, and after participation in the SC. A mixed methods approach was used to address these goals. A pre-post survey was administered to obtain students' use of self-regulation strategies and social-support data. Quantitative methods were utilized to analyze content exam grades and changes in self-regulation strategies and social-support. To explore the experiences of the students, semi-structured interviews were conducted, followed by analysis using grounded theory. The findings reveal that participants of the longer duration SC (with an earlier start date) significantly improved in content exam performance, perceived use of self-regulation strategies, and social support compared to the non-participants. Participants of the shorter duration SC (with a later start date) did not significantly improve in content exam performance

  9. Science Academies' Refresher Course in Developmental Biology 16 ...

    Indian Academy of Sciences (India)

    IAS Admin

    The objectives of this Refresher Course are to update the participants about the advances in the field of Developmental Biology; various small animal models used and give hands-on training on some modern biotechnological practices. A variety of teaching methods like lectures, discussion and laboratory work shall ...

  10. High school and college biology: A multi-level model of the effects of high school biology courses on student academic performance in introductory college biology courses

    Science.gov (United States)

    Loehr, John Francis

    The issue of student preparation for college study in science has been an ongoing concern for both college-bound students and educators of various levels. This study uses a national sample of college students enrolled in introductory biology courses to address the relationship between high school biology preparation and subsequent introductory college biology performance. Multi-Level Modeling was used to investigate the relationship between students' high school science and mathematics experiences and college biology performance. This analysis controls for student demographic and educational background factors along with factors associated with the college or university attended. The results indicated that high school course-taking and science instructional experiences have the largest impact on student achievement in the first introductory college biology course. In particular, enrollment in courses, such as high school Calculus and Advanced Placement (AP) Biology, along with biology course content that focuses on developing a deep understanding of the topics is found to be positively associated with student achievement in introductory college biology. On the other hand, experiencing high numbers of laboratory activities, demonstrations, and independent projects along with higher levels of laboratory freedom are associated with negative achievement. These findings are relevant to high school biology teachers, college students, their parents, and educators looking beyond the goal of high school graduation.

  11. Professor Created On-line Biology Laboratory Course

    Science.gov (United States)

    Bowman, Arthur W.

    2010-01-01

    This paper will share the creation, implementation, and modification of an online college level general biology laboratory course offered for non-science majors as a part of a General Education Curriculum. The ability of professors to develop quality online laboratories will address a growing need in Higher Education as more institutions combine course sections and look for suitable alternative course delivery formats due to declining departmental budgets requiring reductions in staffing, equipment, and supplies. Also, there is an equal or greater need for more professors to develop the ability to create online laboratory experiences because many of the currently available online laboratory course packages from publishers do not always adequately parallel on-campus laboratory courses, or are not as aligned with the companion lecture sections. From a variety of scientific simulation and animation web sites, professors can easily identify material that closely fit the specific needs of their courses, instructional environment, and students that they serve. All too often, on-campus laboratory courses in the sciences provide what are termed confirmation experiences that do NOT allow students to experience science as would be carried out by scientists. Creatively developed online laboratory experiences can often provide the type of authentic investigative experiences that are not possible on-campus due to the time constraints of a typical two-hour, once-per-week-meeting laboratory course. In addition, online laboratory courses can address issues related to the need for students to more easily complete missing laboratory assignments, and to have opportunities to extend introductory exercises into more advanced undertakings where a greater sense of scientific discovery can be experienced. Professors are strongly encourages to begin creating online laboratory exercises for their courses, and to consider issues regarding assessment, copyrights, and Intellectual Property

  12. Information fluency for undergraduate biology majors: applications of inquiry-based learning in a developmental biology course.

    Science.gov (United States)

    Gehring, Kathleen M; Eastman, Deborah A

    2008-01-01

    Many initiatives for the improvement of undergraduate science education call for inquiry-based learning that emphasizes investigative projects and reading of the primary literature. These approaches give students an understanding of science as a process and help them integrate content presented in courses. At the same time, general initiatives to promote information fluency are being promoted on many college and university campuses. Information fluency refers to discipline-specific processing of information, and it involves integration of gathered information with specific ideas to form logical conclusions. We have implemented the use of inquiry-based learning to enhance and study discipline-specific information fluency skills in an upper-level undergraduate Developmental Biology course. In this study, an information literacy tutorial and a set of linked assignments using primary literature analysis were integrated with two inquiry-based laboratory research projects. Quantitative analysis of student responses suggests that the abilities of students to identify and apply valid sources of information were enhanced. Qualitative assessment revealed a set of patterns by which students gather and apply information. Self-assessment responses indicated that students recognized the impact of the assignments on their abilities to gather and apply information and that they were more confident about these abilities for future biology courses and beyond.

  13. Connecting biology and organic chemistry introductory laboratory courses through a collaborative research project.

    Science.gov (United States)

    Boltax, Ariana L; Armanious, Stephanie; Kosinski-Collins, Melissa S; Pontrello, Jason K

    2015-01-01

    Modern research often requires collaboration of experts in fields, such as math, chemistry, biology, physics, and computer science to develop unique solutions to common problems. Traditional introductory undergraduate laboratory curricula in the sciences often do not emphasize connections possible between the various disciplines. We designed an interdisciplinary, medically relevant, project intended to help students see connections between chemistry and biology. Second term organic chemistry laboratory students designed and synthesized potential polymer inhibitors or inducers of polyglutamine protein aggregation. The use of novel target compounds added the uncertainty of scientific research to the project. Biology laboratory students then tested the novel potential pharmaceuticals in Huntington's disease model assays, using in vitro polyglutamine peptide aggregation and in vivo lethality studies in Drosophila. Students read articles from the primary literature describing the system from both chemical and biological perspectives. Assessment revealed that students emerged from both courses with a deeper understanding of the interdisciplinary nature of biology and chemistry and a heightened interest in basic research. The design of this collaborative project for introductory biology and organic chemistry labs demonstrated how the local interests and expertise at a university can be drawn from to create an effective way to integrate these introductory courses. Rather than simply presenting a series of experiments to be replicated, we hope that our efforts will inspire other scientists to think about how some aspect of authentic work can be brought into their own courses, and we also welcome additional collaborations to extend the scope of the scientific exploration. © 2015 The International Union of Biochemistry and Molecular Biology.

  14. Student Perceived and Determined Knowledge of Biology Concepts in an Upper-Level Biology Course

    Science.gov (United States)

    Ziegler, Brittany; Montplaisir, Lisa

    2014-01-01

    Students who lack metacognitive skills can struggle with the learning process. To be effective learners, students should recognize what they know and what they do not know. This study examines the relationship between students' perception of their knowledge and determined knowledge in an upper-level biology course utilizing a pre/posttest…

  15. Science Café Course: An Innovative Means of Improving Communication Skills of Undergraduate Biology Majors

    Directory of Open Access Journals (Sweden)

    Anna Goldina

    2013-12-01

    Full Text Available To help bridge the increasing gap between scientists and the public, we developed an innovative two-semester course, called Science Café. In this course undergraduate biology majors learn to develop communication skills to be better able to explain science concepts and current developments in science to non-scientists. Students develop and host outreach events on various topics relevant to the community, thereby increasing interactions between budding scientists and the public. Such a Science Cafe course emphasizes development of science communication skills early, at the undergraduate level and empowers students to use their science knowledge in every day interactions with the public to increase science literacy, get involved in the local community and engage the public in a dialogue on various pressing science issues. We believe that undergraduate science majors can be great ambassadors for science and are often overlooked since many aspire to go on to medical/veterinary/pharmacy schools. However, science communication skills are especially important for these types of students because when they become healthcare professionals, they will interact with the public as part of their everyday jobs and can thus be great representatives for the field.

  16. Selected factors associated with achievement of biology preparatory students and their follow-up to higher level biology courses

    Science.gov (United States)

    Biermann, Carol A.; Sarinsky, Gary B.

    This study was undertaken to determine whether a biology preparatory course given at an urban community college was helping students to develop the proper skills and background necessary for them to successfully complete follow-up courses in biology. A group of students who enrolled in a biology preparatory course, and subsequently, a follow-up anatomy and physiology or general biology course (experimental group) was compared to a group of students who should have registered for the preparatory course, but who enrolled directly into the anatomy and physiology or general biology course (control group). It was shown that there was no significant difference in their anatomy and physiology or general biology grades. Furthermore, only 16% of the initial group of preparatory students enrolled in and passed a follow-up biology course. Examination of the preparatory group using discriminant analysis ascertained that mathematics score was the principle discriminator between pass/fail groups. A stepwise multiple regression analysis of the variables explaining the preparatory grade showed that mathematics score, reading score, and type of high school degree explained 33% of the variance. Of the students who did pass the preparatory course and enrolled in a follow-up biology class, their preparatory grade was a good predictor of their achievement (measured by follow-up course grade), as determined by multiple regression.

  17. Student Perceived and Determined Knowledge of Biology Concepts in an Upper-Level Biology Course

    OpenAIRE

    Ziegler, Brittany; Montplaisir, Lisa

    2014-01-01

    Students who lack metacognitive skills can struggle with the learning process. To be effective learners, students should recognize what they know and what they do not know. This study examines the relationship between students’ perception of their knowledge and determined knowledge in an upper-level biology course utilizing a pre/posttest approach. Significant differences in students’ perception of their knowledge and their determined knowledge exist at the beginning (pretest) and end (postte...

  18. Emergent Computation Emphasizing Bioinformatics

    CERN Document Server

    Simon, Matthew

    2005-01-01

    Emergent Computation is concerned with recent applications of Mathematical Linguistics or Automata Theory. This subject has a primary focus upon "Bioinformatics" (the Genome and arising interest in the Proteome), but the closing chapter also examines applications in Biology, Medicine, Anthropology, etc. The book is composed of an organized examination of DNA, RNA, and the assembly of amino acids into proteins. Rather than examine these areas from a purely mathematical viewpoint (that excludes much of the biochemical reality), the author uses scientific papers written mostly by biochemists based upon their laboratory observations. Thus while DNA may exist in its double stranded form, triple stranded forms are not excluded. Similarly, while bases exist in Watson-Crick complements, mismatched bases and abasic pairs are not excluded, nor are Hoogsteen bonds. Just as there are four bases naturally found in DNA, the existence of additional bases is not ignored, nor amino acids in addition to the usual complement of...

  19. Options for Online Undergraduate Courses in Biology at American Colleges and Universities

    Science.gov (United States)

    Varty, Alison K.

    2016-01-01

    I aimed to document the online undergraduate course supply in biology to evaluate how well biology educators are serving the diverse and growing population of online students. I documented online biology course offerings in the 2015-2016 academic year at 96 American colleges and universities. I quantified differences in variety, extent, and…

  20. Survey of Biology Capstone Courses in American and Canadian Higher Education: Requirement, Content, and Skills

    Science.gov (United States)

    Haave, Neil C.

    2015-01-01

    Capstone experiences have high educational impact with various approaches available for biology. However, no information exists regarding the pervasiveness of capstone courses in Canadian and American biology programs. This study surveyed the prevalence and character of biology capstone courses in the USA and Canada. The survey included a majority…

  1. Varied Student Perception of E-Text Use among Student Populations in Biology Courses

    Science.gov (United States)

    McDaniel, Kerrie; Daday, Jerry

    2018-01-01

    The faculty in a biology department at a four-year public comprehensive university adopted e-texts for all 100 and 200 level biology courses with the primary motivation of reducing textbook costs to students. This study examines the students' perceptions of the e-texts adopted for these 100 and 200 level biology courses. An online questionnaire…

  2. Beyond the Biology: A Systematic Investigation of Noncontent Instructor Talk in an Introductory Biology Course.

    Science.gov (United States)

    Seidel, Shannon B; Reggi, Amanda L; Schinske, Jeffrey N; Burrus, Laura W; Tanner, Kimberly D

    2015-01-01

    Instructors create classroom environments that have the potential to impact learning by affecting student motivation, resistance, and self-efficacy. However, despite the critical importance of the learning environment in increasing conceptual understanding, little research has investigated what instructors say and do to create learning environments in college biology classrooms. We systematically investigated the language used by instructors that does not directly relate to course content and defined the construct of Instructor Talk. Transcripts were generated from a semester-long, cotaught introductory biology course (n = 270 students). Transcripts were analyzed using a grounded theory approach to identify emergent categories of Instructor Talk. The five emergent categories from analysis of more than 600 quotes were, in order of prevalence, 1) Building the Instructor/Student Relationship, 2) Establishing Classroom Culture, 3) Explaining Pedagogical Choices, 4) Sharing Personal Experiences, and 5) Unmasking Science. Instances of Instructor Talk were present in every class session analyzed and ranged from six to 68 quotes per session. The Instructor Talk framework is a novel research variable that could yield insights into instructor effectiveness, origins of student resistance, and methods for overcoming stereotype threat. Additionally, it holds promise in professional development settings to assist instructors in reflecting on the learning environments they create. © 2015 S. B. Seidel et al. CBE—Life Sciences Education © 2015 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

  3. Beyond the Biology: A Systematic Investigation of Noncontent Instructor Talk in an Introductory Biology Course

    Science.gov (United States)

    Seidel, Shannon B.; Reggi, Amanda L.; Schinske, Jeffrey N.; Burrus, Laura W.; Tanner, Kimberly D.

    2015-01-01

    Instructors create classroom environments that have the potential to impact learning by affecting student motivation, resistance, and self-efficacy. However, despite the critical importance of the learning environment in increasing conceptual understanding, little research has investigated what instructors say and do to create learning environments in college biology classrooms. We systematically investigated the language used by instructors that does not directly relate to course content and defined the construct of Instructor Talk. Transcripts were generated from a semester-long, cotaught introductory biology course (n = 270 students). Transcripts were analyzed using a grounded theory approach to identify emergent categories of Instructor Talk. The five emergent categories from analysis of more than 600 quotes were, in order of prevalence, 1) Building the Instructor/Student Relationship, 2) Establishing Classroom Culture, 3) Explaining Pedagogical Choices, 4) Sharing Personal Experiences, and 5) Unmasking Science. Instances of Instructor Talk were present in every class session analyzed and ranged from six to 68 quotes per session. The Instructor Talk framework is a novel research variable that could yield insights into instructor effectiveness, origins of student resistance, and methods for overcoming stereotype threat. Additionally, it holds promise in professional development settings to assist instructors in reflecting on the learning environments they create. PMID:26582237

  4. Student Interpretations of Phylogenetic Trees in an Introductory Biology Course

    Science.gov (United States)

    Dees, Jonathan; Momsen, Jennifer L.; Niemi, Jarad; Montplaisir, Lisa

    2014-01-01

    Phylogenetic trees are widely used visual representations in the biological sciences and the most important visual representations in evolutionary biology. Therefore, phylogenetic trees have also become an important component of biology education. We sought to characterize reasoning used by introductory biology students in interpreting taxa…

  5. Just the Facts? Introductory Undergraduate Biology Courses Focus on Low-Level Cognitive Skills

    Science.gov (United States)

    Momsen, Jennifer L.; Long, Tammy M.; Wyse, Sara A.; Ebert-May, Diane

    2010-01-01

    Introductory biology courses are widely criticized for overemphasizing details and rote memorization of facts. Data to support such claims, however, are surprisingly scarce. We sought to determine whether this claim was evidence-based. To do so we quantified the cognitive level of learning targeted by faculty in introductory-level biology courses.…

  6. Peer Learning and Support of Technology in an Undergraduate Biology Course to Enhance Deep Learning

    Science.gov (United States)

    Tsaushu, Masha; Tal, Tali; Sagy, Ornit; Kali, Yael; Gepstein, Shimon; Zilberstein, Dan

    2012-01-01

    This study offers an innovative and sustainable instructional model for an introductory undergraduate course. The model was gradually implemented during 3 yr in a research university in a large-lecture biology course that enrolled biology majors and nonmajors. It gives priority to sources not used enough to enhance active learning in higher…

  7. Research and Teaching: From Gatekeeper to Gateway: Improving Student Success in an Introductory Biology Course

    Science.gov (United States)

    Scott, Amy N.; McNair, Delores E.; Lucas, Jonathan C.; Land, Kirkwood M.

    2017-01-01

    Introductory science, math, and engineering courses often have problems related to student engagement, achievement, and course completion. To begin examining these issues in greater depth, this pilot study compared student engagement, achievement, and course completion in a small and large section of an introductory biology class. Results based on…

  8. Student Perceived and Determined Knowledge of Biology Concepts in an Upper-Level Biology Course

    Science.gov (United States)

    Montplaisir, Lisa

    2014-01-01

    Students who lack metacognitive skills can struggle with the learning process. To be effective learners, students should recognize what they know and what they do not know. This study examines the relationship between students’ perception of their knowledge and determined knowledge in an upper-level biology course utilizing a pre/posttest approach. Significant differences in students’ perception of their knowledge and their determined knowledge exist at the beginning (pretest) and end (posttest) of the course. Alignment between student perception and determined knowledge was significantly more accurate on the posttest compared with the pretest. Students whose determined knowledge was in the upper quartile had significantly better alignment between their perception and determined knowledge on the pre- and posttest than students in the lower quartile. No difference exists between how students perceived their knowledge between upper- and lower-quartile students. There was a significant difference in alignment of perception and determined knowledge between males and females on the posttest, with females being more accurate in their perception of knowledge. This study provides evidence of discrepancies that exist between what students perceive they know and what they actually know. PMID:26086662

  9. Biological inquiry: a new course and assessment plan in response to the call to transform undergraduate biology.

    Science.gov (United States)

    Goldey, Ellen S; Abercrombie, Clarence L; Ivy, Tracie M; Kusher, Dave I; Moeller, John F; Rayner, Doug A; Smith, Charles F; Spivey, Natalie W

    2012-01-01

    We transformed our first-year curriculum in biology with a new course, Biological Inquiry, in which >50% of all incoming, first-year students enroll. The course replaced a traditional, content-driven course that relied on outdated approaches to teaching and learning. We diversified pedagogical practices by adopting guided inquiry in class and in labs, which are devoted to building authentic research skills through open-ended experiments. Students develop core biological knowledge, from the ecosystem to molecular level, and core skills through regular practice in hypothesis testing, reading primary literature, analyzing data, interpreting results, writing in disciplinary style, and working in teams. Assignments and exams require higher-order cognitive processes, and students build new knowledge and skills through investigation of real-world problems (e.g., malaria), which engages students' interest. Evidence from direct and indirect assessment has guided continuous course revision and has revealed that compared with the course it replaced, Biological Inquiry produces significant learning gains in all targeted areas. It also retains 94% of students (both BA and BS track) compared with 79% in the majors-only course it replaced. The project has had broad impact across the entire college and reflects the input of numerous constituencies and close collaboration among biology professors and students.

  10. The Implementation of Research-based Learning on Biology Seminar Course in Biology Education Study Program of FKIP UMRAH

    Science.gov (United States)

    Amelia, T.

    2018-04-01

    Biology Seminar is a course in Biology Education Study Program of Faculty of Teacher Training and Education University of Maritim Raja Ali Haji (FKIP UMRAH) that requires students to have the ability to apply scientific attitudes, perform scientific writing and undertake scientific publications on a small scale. One of the learning strategies that can drive the achievement of learning outcomes in this course is Research-Based Learning. Research-Based Learning principles are considered in accordance with learning outcomes in Biology Seminar courses and generally in accordance with the purpose of higher education. On this basis, this article which is derived from a qualitative research aims at describing Research-based Learning on Biology Seminar course. Based on a case study research, it was known that Research-Based Learning on Biology Seminar courses is applied through: designing learning activities around contemporary research issues; teaching research methods, techniques and skills explicitly within program; drawing on personal research in designing and teaching courses; building small-scale research activities into undergraduate assignment; and infusing teaching with the values of researchers.

  11. Teaching biology through statistics: application of statistical methods in genetics and zoology courses.

    Science.gov (United States)

    Colon-Berlingeri, Migdalisel; Burrowes, Patricia A

    2011-01-01

    Incorporation of mathematics into biology curricula is critical to underscore for undergraduate students the relevance of mathematics to most fields of biology and the usefulness of developing quantitative process skills demanded in modern biology. At our institution, we have made significant changes to better integrate mathematics into the undergraduate biology curriculum. The curricular revision included changes in the suggested course sequence, addition of statistics and precalculus as prerequisites to core science courses, and incorporating interdisciplinary (math-biology) learning activities in genetics and zoology courses. In this article, we describe the activities developed for these two courses and the assessment tools used to measure the learning that took place with respect to biology and statistics. We distinguished the effectiveness of these learning opportunities in helping students improve their understanding of the math and statistical concepts addressed and, more importantly, their ability to apply them to solve a biological problem. We also identified areas that need emphasis in both biology and mathematics courses. In light of our observations, we recommend best practices that biology and mathematics academic departments can implement to train undergraduates for the demands of modern biology.

  12. Guidelines for Developing Successful Short Advanced Courses in Systems Medicine and Systems Biology

    KAUST Repository

    Gomez-Cabrero, David

    2017-08-23

    Summary Systems medicine and systems biology have inherent educational challenges. These have largely been addressed either by providing new masters programs or by redesigning undergraduate programs. In contrast, short courses can respond to a different need: they can provide condensed updates for professionals across academia, the clinic, and industry. These courses have received less attention. Here, we share our experiences in developing and providing such courses to current and future leaders in systems biology and systems medicine. We present guidelines for how to reproduce our courses, and we offer suggestions for how to select students who will nurture an interdisciplinary learning environment and thrive there.

  13. Guidelines for Developing Successful Short Advanced Courses in Systems Medicine and Systems Biology

    KAUST Repository

    Gomez-Cabrero, David; Marabita, Francesco; Tarazona, Sonia; Cano, Isaac; Roca, Josep; Conesa, Ana; Sabatier, Philippe; Tegner, Jesper

    2017-01-01

    Summary Systems medicine and systems biology have inherent educational challenges. These have largely been addressed either by providing new masters programs or by redesigning undergraduate programs. In contrast, short courses can respond to a different need: they can provide condensed updates for professionals across academia, the clinic, and industry. These courses have received less attention. Here, we share our experiences in developing and providing such courses to current and future leaders in systems biology and systems medicine. We present guidelines for how to reproduce our courses, and we offer suggestions for how to select students who will nurture an interdisciplinary learning environment and thrive there.

  14. A Bioethics Course for Biology and Science Education Students.

    Science.gov (United States)

    Bryant, John; la Velle, Linda Baggott

    2003-01-01

    Points out the importance of awareness among biologists and biology teachers of the ethical and social implications of their work. Describes the bioethics module established at the University of Exeter mainly targeting students majoring in biology and science education. (Contains 18 references.) (Author/YDS)

  15. From Cookbook to Collaborative: Transforming a University Biology Laboratory Course

    Science.gov (United States)

    Herron, Sherry S.

    2009-01-01

    As described in "How People Learn," "Developing Biological Literacy," and by the Commission on Undergraduate Education in the Biological Sciences during the 1960s and early 1970s, laboratories should promote guided-inquiries or investigations, and not simply consist of cookbook or verification activities. However, the only word that could describe…

  16. A Hierarchical Biology Concept Framework: A Tool for Course Design

    OpenAIRE

    Khodor, Julia; Halme, Dina Gould; Walker, Graham C.

    2004-01-01

    A typical undergraduate biology curriculum covers a very large number of concepts and details. We describe the development of a Biology Concept Framework (BCF) as a possible way to organize this material to enhance teaching and learning. Our BCF is hierarchical, places details in context, nests related concepts, and articulates concepts that are inherently obvious to experts but often difficult ...

  17. Undergraduate Biology Lab Courses: Comparing the Impact of Traditionally Based "Cookbook" and Authentic Research-Based Courses on Student Lab Experiences

    Science.gov (United States)

    Brownell, Sara E.; Kloser, Matthew J.; Fukami, Tadishi; Shavelson, Rich

    2012-01-01

    Over the past decade, several reports have recommended a shift in undergraduate biology laboratory courses from traditionally structured, often described as "cookbook," to authentic research-based experiences. This study compares a cookbook-type laboratory course to a research-based undergraduate biology laboratory course at a Research 1…

  18. Introducing Molecular Biology to Environmental Engineers through Development of a New Course.

    Science.gov (United States)

    Oerther, Daniel B.

    2002-01-01

    Introduces a molecular biology course designed for environmental engineering majors using 16S ribosomal ribonucleic acid-targeted technology that allows students to identify and study microorganisms in bioreactor environments. (Contains 17 references.) (YDS)

  19. Teaching Formal Reasoning in a College Biology Course for Preservice Teachers.

    Science.gov (United States)

    Lawson, Anton E.; Snitgen, Donald A.

    1982-01-01

    Assessed the effect of a one-semester college biology course on the development of students (N=72) ability to reason formally and interactions among intelligence, cognitive style, and cognitive level. Includes implications for science instruction. (SK)

  20. Factors Influencing Academic Performance of Students Enrolled in a Lower Division Cell Biology Core Course

    Science.gov (United States)

    Soto, Julio G.; Anand, Sulekha

    2009-01-01

    Students' performance in two semesters of our Cell Biology course was examined for this study. Teaching strategies, behaviors, and pre-course variables were analyzed with respect to students' performance. Pre-semester and post-semester surveys were administered to ascertain students' perceptions about class difficulty, amount of study and effort…

  1. Connecting Biology and Organic Chemistry Introductory Laboratory Courses through a Collaborative Research Project

    Science.gov (United States)

    Boltax, Ariana L.; Armanious, Stephanie; Kosinski-Collins, Melissa S.; Pontrello, Jason K.

    2015-01-01

    Modern research often requires collaboration of experts in fields, such as math, chemistry, biology, physics, and computer science to develop unique solutions to common problems. Traditional introductory undergraduate laboratory curricula in the sciences often do not emphasize connections possible between the various disciplines. We designed an…

  2. Courses in Modern Physics for Non-science Majors, Future Science Teachers, and Biology Students

    Science.gov (United States)

    Zollman, Dean

    2001-03-01

    For the past 15 years Kansas State University has offered a course in modern physics for students who are not majoring in physics. This course carries a prerequisite of one physics course so that the students have a basic introduction in classical topics. The majors of students range from liberal arts to engineering. Future secondary science teachers whose first area of teaching is not physics can use the course as part of their study of science. The course has evolved from a lecture format to one which is highly interactive and uses a combination of hands-on activities, tutorials and visualizations, particularly the Visual Quantum Mechanics materials. Another course encourages biology students to continue their physics learning beyond the introductory course. Modern Miracle Medical Machines introduces the basic physics which underlie diagnosis techniques such as MRI and PET and laser surgical techniques. Additional information is available at http://www.phys.ksu.edu/perg/

  3. Infusion of Quantitative and Statistical Concepts into Biology Courses Does Not Improve Quantitative Literacy

    Science.gov (United States)

    Beck, Christopher W.

    2018-01-01

    Multiple national reports have pushed for the integration of quantitative concepts into the context of disciplinary science courses. The aim of this study was to evaluate the quantitative and statistical literacy of biology students and explore learning gains when those skills were taught implicitly in the context of biology. I examined gains in…

  4. American College Biology and Zoology Course Requirements: A de facto Standardized Curriculum.

    Science.gov (United States)

    Heppner, Frank; And Others

    Without a formal mechanism to produce consensus, American colleges generally have come to agree on what constitutes an appropriate set of course requirements for Biology and Zoology majors. This report describes a survey of American four-year colleges and universities offering biology and/or zoology degrees. Questionnaires were sent to 741 biology…

  5. Using a Module-Based Laboratory to Incorporate Inquiry into a Large Cell Biology Course

    Science.gov (United States)

    Howard, David R.; Miskowski, Jennifer A.

    2005-01-01

    Because cell biology has rapidly increased in breadth and depth, instructors are challenged not only to provide undergraduate science students with a strong, up-to-date foundation of knowledge, but also to engage them in the scientific process. To these ends, revision of the Cell Biology Lab course at the University of Wisconsin-La Crosse was…

  6. Student Perceptions of the Cell Biology Laboratory Learning Environment in Four Undergraduate Science Courses in Spain

    Science.gov (United States)

    De Juan, Joaquin; Pérez-Cañaveras, Rosa M.; Segovia, Yolanda; Girela, Jose Luis; Martínez-Ruiz, Noemi; Romero-Rameta, Alejandro; Gómez-Torres, Maria José; Vizcaya-Moreno, M. Flores

    2016-01-01

    Cell biology is an academic discipline that organises and coordinates the learning of the structure, function and molecular composition of cells in some undergraduate biomedical programs. Besides course content and teaching methodologies, the laboratory environment is considered a key element in the teaching of and learning of cell biology. The…

  7. Changes in Biology Self-Efficacy during a First-Year University Course

    Science.gov (United States)

    Ainscough, Louise; Foulis, Eden; Colthorpe, Kay; Zimbardi, Kirsten; Robertson-Dean, Melanie; Chunduri, Prasad; Lluka, Lesley

    2016-01-01

    Academic self-efficacy encompasses judgments regarding one's ability to perform academic tasks and is correlated with achievement and persistence. This study describes changes in biology self-efficacy during a first-year course. Students (n = 614) were given the Biology Self-Efficacy Scale at the beginning and end of the semester. The instrument…

  8. Redox Biology Course Registration Form | Center for Cancer Research

    Science.gov (United States)

    The Redox Biology class is open to all NIH/NCI fellows and staff and will be held Septhember 27 - November 8, 2016. The last day to register is: September 21, 2016. The first 100 registrants will be accepted for the class. Those who plan to participate by Video TeleConference should also register so that you can receive the speaker handouts in advance.

  9. Building confidence: an exploration of nurses undertaking a postgraduate biological science course.

    Science.gov (United States)

    Van Wissen, Kim; McBride-Henry, Karen

    2010-01-01

    This study aimed to explore the impact of studying biological science at a postgraduate level and how this impacted on nursing practice. The term biological sciences in this research encompasses elements of physiology, genetics, biochemistry and pathophysiology. A qualitative research study was designed, that involved the dissemination of a pre- and post-course semi-structured questionnaire for a biological science course, as part of a Master of Nursing programme at a New Zealand University, thus exploring the impact of undertaking a postgraduate biological sciences course. The responses were analysed into themes, based on interpretive concepts. The primary themes revealed improvement in confidence as: confidence in communication, confidence in linking nursing theoretical knowledge to practice and confidence in clinical nursing knowledge. This study highlights the need to privilege clinically-derived nursing knowledge, and that confidence in this nursing knowledge and clinical practice can be instilled through employing the model of theory-guided practice.

  10. Improving student performance in an introductory biology majors course: A social action project in the scholarship of teaching

    Science.gov (United States)

    Chambers, Sara Lang Ketchum

    This social action study followed an introductory biology course for a three-year period to determine whether changes in teaching personnel, instructional techniques and reorientation to student-centered learning would impact student performance. The course was redirected from a traditional lecture-laboratory format to one emphasizing active learning inquiry methods. Student retention, achievement, and failure were observed for three years in addition to one year prior, and one year following, the study. The study examined the two semester introductory biology course required of all biology majors and those intending a career in science, medicine or dentistry. During the first semester of the study, the dropout rate decreased from 46% to 21%. Prior to the study, 39% of the students completing the course received a grade of D or F while only 4% received a grade of B or above. During the first semester of the study 14% of the students received a grade of D or F while 46% received a B, B+ or A grade. Similar results were seen in other semesters of the study. A statistical comparison of student retention and performance was carried out using grade data for classes taught by the original faculty, the action study faculty and the post-study faculty. The differences between the original faculty and the action study faculty were statistically significant. Effect size calculations indicated large differences between the action study faculty and the two other faculty groups in terms of student retention, achievement and failure. The results are attributed to both the personnel change and, more significantly, the change in teaching methods and emphasis on student-active learning. Comparison between the pre- and post-study teams showed less dramatic effect sizes than when the action study data were compared with the data from either other team. Nevertheless, the post-study results showed that although the retention rate dropped during the year after the study, the improvement

  11. The Impact of Agricultural Science Education on Performance in a Biology Course

    Science.gov (United States)

    Ernest, Byron L.

    The lack of student achievement in science is often cited in U.S. educational reports. At the study site, low student achievement in science has been an ongoing concern for administrators. The purpose of this mixed methods study was to investigate the impact of agricultural science education on student performance in a Biology course. Vygotsky's constructivist theory and Gardner's multiple intelligences theory provided the framework for the study. The quantitative research question examined the relationship between the completion of Fundamentals of Agriculture Science and Business course and student performance in Biology I. Teacher perceptions and experiences regarding the integration of science and agricultural curriculum and traditional science curriculum were examined qualitatively. A sequential explanatory design was employed using 3 years of data collected from 486 high school students and interviews with 10 teachers. Point-biserial correlation and chi square tests revealed statistically significant relationships between whether or not students completed Fundamentals of Agriculture Science and Business and Biology I course performance, as measured by the end of course assessment and the course grade. In the qualitative sequence, typological and inductive data analyses were applied to the interview data, and themes of student impact and teacher experience emerged. Social change implications may be possible through improved science education for students in this program. Agriculture science courses may be used to facilitate learning of complex science concepts, designing teacher collaboration and professional development for teaching science in a relevant context, and resultant improved student performance in science.

  12. Integration of a zebrafish research project into a molecular biology course to support critical thinking and course content goals.

    Science.gov (United States)

    Felzien, Lisa K

    2016-11-12

    Engaging undergraduates in research is essential for teaching them to think like scientists, and it has become a desired component of classroom and laboratory instruction. Research projects that span an entire semester expose students to a variety of concepts and techniques and allow students to use experiments to learn scientific principles, understand why specific techniques are applicable, critically analyze varied data, and examine how experimentation leads to acquiring knowledge. To provide an experience with these features, a semester long research project was integrated into a combined lecture and laboratory course, Molecular Biology. The project utilized the zebrafish model to examine gene expression during embryonic development and required students to develop and test hypotheses about the timing of expression of previously uncharacterized genes. The main goals for the project were to provide opportunities for students to develop critical thinking skills required for conducting research and to support the content goals of the course. To determine whether these goals were met, student performance on the steps of the project and related pre-test and post-test questions was examined. © 2016 by The International Union of Biochemistry and Molecular Biology, 44(6):565-573, 2016. © 2016 The International Union of Biochemistry and Molecular Biology.

  13. The great ideas of biology: Exploration through experimentation in an undergraduate lab course

    OpenAIRE

    Finch, L.; Horii, C. V.; Phillips, R.; Bois, J. S.

    2016-01-01

    We developed an introductory laboratory course to provide a visceral experience that aims at getting students truly excited about scientific study of the living world. Our vehicle to do that was to focus on what Paul Nurse dubbed “the great ideas of biology” rather than an approach to biology that celebrates specific factual knowledge. To that end, we developed eight diverse experimental modules, each of which highlights a key biological concept and gives an opportunity to use theory to g...

  14. Exploring Cystic Fibrosis Using Bioinformatics Tools: A Module Designed for the Freshman Biology Course

    Science.gov (United States)

    Zhang, Xiaorong

    2011-01-01

    We incorporated a bioinformatics component into the freshman biology course that allows students to explore cystic fibrosis (CF), a common genetic disorder, using bioinformatics tools and skills. Students learn about CF through searching genetic databases, analyzing genetic sequences, and observing the three-dimensional structures of proteins…

  15. Infusing Bioinformatics and Research-Like Experience into a Molecular Biology Laboratory Course

    Science.gov (United States)

    Nogaj, Luiza A.

    2014-01-01

    A nine-week laboratory project designed for a sophomore level molecular biology course is described. Small groups of students (3-4 per group) choose a tumor suppressor gene (TSG) or an oncogene for this project. Each group researches the role of their TSG/oncogene from primary literature articles and uses bioinformatics engines to find the gene…

  16. Cloning, Stem Cells, and the Current National Debate: Incorporating Ethics into a Large Introductory Biology Course

    Science.gov (United States)

    Fink, Rachel D.

    2002-01-01

    Discussing the ethical issues involved in topics such as cloning and stem cell research in a large introductory biology course is often difficult. Teachers may be wary of presenting material biased by personal beliefs, and students often feel inhibited speaking about moral issues in a large group. Yet, to ignore what is happening "out there"…

  17. Elucidation of time-dependent systems biology cell response patterns with time course network enrichment

    DEFF Research Database (Denmark)

    Wiwie, Christian; Rauch, Alexander; Haakonsson, Anders

    2018-01-01

    , no methods exist to integrate time series data with networks, thus preventing the identification of time-dependent systems biology responses. We close this gap with Time Course Network Enrichment (TiCoNE). It combines a new kind of human-augmented clustering with a novel approach to network enrichment...

  18. Audio-Tutorial Versus Conventional Lecture-Laboratory Instruction in a University Animal Biology Course.

    Science.gov (United States)

    Rowsey, Robert E.

    The purpose of this study was to analyze two methods of instruction used in an animal biology course. One group of students, the experimental group, was taught using an audio-tutorial program, and another group, the control group, was taught using the conventional lecture-laboratory method. Pretest and posttest data were collected from achievement…

  19. Assessment of Student Learning Associated with Tree Thinking in an Undergraduate Introductory Organismal Biology Course

    Science.gov (United States)

    Smith, James J.; Cheruvelil, Kendra Spence; Auvenshine, Stacie

    2013-01-01

    Phylogenetic trees provide visual representations of ancestor-descendant relationships, a core concept of evolutionary theory. We introduced "tree thinking" into our introductory organismal biology course (freshman/sophomore majors) to help teach organismal diversity within an evolutionary framework. Our instructional strategy consisted…

  20. An Off-the-Shelf, Authentic, and Versatile Undergraduate Molecular Biology Practical Course

    Science.gov (United States)

    Whitworth, David E.

    2015-01-01

    We provide a prepackaged molecular biology course, which has a broad context and is scalable to large numbers of students. It is provided complete with technical setup guidance, a reliable assessment regime, and can be readily implemented without any development necessary. Framed as a forensic examination of blue/white cloning plasmids, the course…

  1. Enhancing Interdisciplinary Mathematics and Biology Education: A Microarray Data Analysis Course Bridging These Disciplines

    Science.gov (United States)

    Tra, Yolande V.; Evans, Irene M.

    2010-01-01

    "BIO2010" put forth the goal of improving the mathematical educational background of biology students. The analysis and interpretation of microarray high-dimensional data can be very challenging and is best done by a statistician and a biologist working and teaching in a collaborative manner. We set up such a collaboration and designed a course on…

  2. Deliberation as Communication Instruction: A Study of a Climate Change Deliberation in an Introductory Biology Course

    Science.gov (United States)

    Drury, Sara A. Mehltretter

    2015-01-01

    The author argues that deliberation is an innovative method for teaching communication skills, particularly group communication, in the undergraduate science, technology, engineering, and math (STEM) curriculum. A case study using a deliberation activity on global climate change in an introductory biology course demonstrates how deliberative…

  3. Changes in Biology Self-Efficacy during a First-Year University Course

    Science.gov (United States)

    Ainscough, Louise; Foulis, Eden; Colthorpe, Kay; Zimbardi, Kirsten; Robertson-Dean, Melanie; Chunduri, Prasad; Lluka, Lesley

    2016-01-01

    Academic self-efficacy encompasses judgments regarding one’s ability to perform academic tasks and is correlated with achievement and persistence. This study describes changes in biology self-efficacy during a first-year course. Students (n = 614) were given the Biology Self-Efficacy Scale at the beginning and end of the semester. The instrument consisted of 21 questions ranking confidence in performing biology-related tasks on a scale from 1 (not at all confident) to 5 (totally confident). The results demonstrated that students increased in self-efficacy during the semester. High school biology and chemistry contributed to self-efficacy at the beginning of the semester; however, this relationship was lost by the end of the semester, when experience within the course became a significant contributing factor. A proportion of high- and low- achieving (24 and 40%, respectively) students had inaccurate self-efficacy judgments of their ability to perform well in the course. In addition, female students were significantly less confident than males overall, and high-achieving female students were more likely than males to underestimate their academic ability. These results suggest that the Biology Self-Efficacy Scale may be a valuable resource for tracking changes in self-efficacy in first-year students and for identifying students with poorly calibrated self-efficacy perceptions. PMID:27193290

  4. Course Redesign: An Evidence-Based Approach

    Science.gov (United States)

    Nomme, Kathy; Birol, Gülnur

    2014-01-01

    A first year non-majors biology course, with an enrollment of around 440 students, has been redesigned from a course of traditional content and teaching style to one that emphasizes biological concepts in current global issues and incorporates active learning strategies. We were informed by the education literature incorporating many aspects of…

  5. Profile of science process skills of Preservice Biology Teacher in General Biology Course

    Science.gov (United States)

    Susanti, R.; Anwar, Y.; Ermayanti

    2018-04-01

    This study aims to obtain portrayal images of science process skills among preservice biology teacher. This research took place in Sriwijaya University and involved 41 participants. To collect the data, this study used multiple choice test comprising 40 items to measure the mastery of science process skills. The data were then analyzed in descriptive manner. The results showed that communication aspect outperfomed the other skills with that 81%; while the lowest one was identifying variables and predicting (59%). In addition, basic science process skills was 72%; whereas for integrated skills was a bit lower, 67%. In general, the capability of doing science process skills varies among preservice biology teachers.

  6. Information Literacy in Biology Education: An Example from an Advanced Cell Biology Course

    Science.gov (United States)

    Porter, John R.

    2005-01-01

    Information literacy skills are critically important for the undergraduate biology student. The ability to find, understand, evaluate, and use information, whether from the scientific literature or from Web resources, is essential for a good understanding of a topic and for the conduct of research. A project in which students receive information…

  7. Using clickers in nonmajors- and majors-level biology courses: student opinion, learning, and long-term retention of course material.

    Science.gov (United States)

    Crossgrove, Kirsten; Curran, Kristen L

    2008-01-01

    Student response systems (clickers) are viewed positively by students and instructors in numerous studies. Evidence that clickers enhance student learning is more variable. After becoming comfortable with the technology during fall 2005-spring 2006, we compared student opinion and student achievement in two different courses taught with clickers in fall 2006. One course was an introductory biology class for nonmajors, and the other course was a 200 level genetics class for biology majors. Students in both courses had positive opinions of the clickers, although we observed some interesting differences between the two groups of students. Student performance was significantly higher on exam questions covering material taught with clickers, although the differences were more dramatic for the nonmajors biology course than the genetics course. We also compared retention of information 4 mo after the course ended, and we saw increased retention of material taught with clickers for the nonmajors course, but not for the genetics course. We discuss the implications of our results in light of differences in how the two courses were taught and differences between science majors and nonmajors.

  8. Changes in Biology Self-Efficacy during a First-Year University Course.

    Science.gov (United States)

    Ainscough, Louise; Foulis, Eden; Colthorpe, Kay; Zimbardi, Kirsten; Robertson-Dean, Melanie; Chunduri, Prasad; Lluka, Lesley

    2016-01-01

    Academic self-efficacy encompasses judgments regarding one's ability to perform academic tasks and is correlated with achievement and persistence. This study describes changes in biology self-efficacy during a first-year course. Students (n = 614) were given the Biology Self-Efficacy Scale at the beginning and end of the semester. The instrument consisted of 21 questions ranking confidence in performing biology-related tasks on a scale from 1 (not at all confident) to 5 (totally confident). The results demonstrated that students increased in self-efficacy during the semester. High school biology and chemistry contributed to self-efficacy at the beginning of the semester; however, this relationship was lost by the end of the semester, when experience within the course became a significant contributing factor. A proportion of high- and low- achieving (24 and 40%, respectively) students had inaccurate self-efficacy judgments of their ability to perform well in the course. In addition, female students were significantly less confident than males overall, and high-achieving female students were more likely than males to underestimate their academic ability. These results suggest that the Biology Self-Efficacy Scale may be a valuable resource for tracking changes in self-efficacy in first-year students and for identifying students with poorly calibrated self-efficacy perceptions. © 2016 L. Ainscough et al. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

  9. The Design and Transformation of Biofundamentals: A Nonsurvey Introductory Evolutionary and Molecular Biology Course.

    Science.gov (United States)

    Klymkowsky, Michael W; Rentsch, Jeremy D; Begovic, Emina; Cooper, Melanie M

    2016-01-01

    Many introductory biology courses amount to superficial surveys of disconnected topics. Often, foundational observations and the concepts derived from them and students' ability to use these ideas appropriately are overlooked, leading to unrealistic expectations and unrecognized learning obstacles. The result can be a focus on memorization at the expense of the development of a meaningful framework within which to consider biological phenomena. About a decade ago, we began a reconsideration of what an introductory course should present to students and the skills they need to master. The original Web-based course's design presaged many of the recommendations of the Vision and Change report; in particular, a focus on social evolutionary mechanisms, stochastic (evolutionary and molecular) processes, and core ideas (cellular continuity, evolutionary homology, molecular interactions, coupled chemical reactions, and molecular machines). Inspired by insights from the Chemistry, Life, the Universe & Everything general chemistry project, we transformed the original Web version into a (freely available) book with a more unified narrative flow and a set of formative assessments delivered through the beSocratic system. We outline how student responses to course materials are guiding future course modifications, in particular a more concerted effort at helping students to construct logical, empirically based arguments, explanations, and models. © 2016 M. W. Klymkowsky et al. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

  10. A formative evaluation of a high school blended learning biology course

    Science.gov (United States)

    Nellman, Stephen William

    As growing student populations continue to tax the resources of public high schools, administrators are constantly looking for ways to address the needs of all students. One option for increasing the number of students in a classroom without sacrificing quality of instruction is to use "blended learning". Blended learning is defined by Marsh et al. (2003, p.2) as a situation where "face-to-face and distance education delivery methods and resources are merged". In such a course, students receive the benefits of classroom-based instruction, while also benefiting from several aspects of distance learning. This is especially true for science courses that rely heavily on both hands-on labs and various multimedia. The purpose of this study was a formative evaluation of a high school blended learning biology course, focusing on a genetics unit. The research question addressed by the study was "Will participants increase their domain knowledge and problem-solving skills after instruction in a high school level blended distance learning biology course? Also investigated was if higher levels of self-regulation skills were correlated to higher levels of content-understanding and problem-solving. The study was composed of a pilot study and a main study. Participants were students in an urban Southern California public high school biology course. Classroom instruction was from a single instructor, and online content was managed using the "Moodle" course management system. Participants were assessed for their gains in genetics content-understanding, genetics problem-solving skills (Punnett squares), and self-regulation. Additionally, participant reactions to the blended instruction model were surveyed. Results indicated that significant increases (pself-regulation skills were not shown to be significantly correlated to increased content-understanding, or problem-solving skills. Participants reacted positively to the blended model, suggesting that it be used more often in their

  11. Development of a future teachers’ group in a Teaching Practice course of Physics and Biology

    Directory of Open Access Journals (Sweden)

    Alberto Villani

    2008-08-01

    Full Text Available This paper analyzes the development of a future teachers’ group in a Teaching Practice course of Physics and Biology. During the course the students should propose a collective and interdisciplinary planning for a set of classes to be taught in basic teaching of a public school. We will try to show the evolution of the group and the teachers’ contributions, interpreting them from the point of view of Bion (1970, Kaës (1997 and Winnicott’s (1975. We will conclude with some considerations on teachers' initial formation.

  12. Using the Principles of SoTL to Redesign an Advanced Evolutionary Biology Course

    Directory of Open Access Journals (Sweden)

    Michael deBraga

    2015-03-01

    Full Text Available A primary goal of university instruction is the students’ demonstration of improved, highly developed critical thinking (CT skills. However, how do faculty encourage CT and its potential concomitant increase in student workload without negatively impacting student perceptions of the course? In this investigation, an advanced biology course is evaluated after structural changes (implemented in 2010 met with a poor student evaluation of the course and the instructor. This analysis first examines the steps used to transform a course to encourage CT and then explains how it can be assessed. To accomplish these goals, the instructor collaborated with an educational developer to redesign the course using a philosophy informed by SoTL. This approach, as we see it, represents a set of principles that demand transparency in the development and application of strategies whose aim is to encourage student learning. However, the SoTL approach would be insufficient to simply promote a set of strategies without some mechanism for evaluating its efficacy. Therefore, we designed a “Graded Response” (GR multiple-choice test to measure CT development and hence to properly evaluate whether the strategies embedded in our SoTL-informed course redesign have adequately met our goals.

  13. Development and Assessment of Modules to Integrate Quantitative Skills in Introductory Biology Courses.

    Science.gov (United States)

    Hoffman, Kathleen; Leupen, Sarah; Dowell, Kathy; Kephart, Kerrie; Leips, Jeff

    2016-01-01

    Redesigning undergraduate biology courses to integrate quantitative reasoning and skill development is critical to prepare students for careers in modern medicine and scientific research. In this paper, we report on the development, implementation, and assessment of stand-alone modules that integrate quantitative reasoning into introductory biology courses. Modules are designed to improve skills in quantitative numeracy, interpreting data sets using visual tools, and making inferences about biological phenomena using mathematical/statistical models. We also examine demographic/background data that predict student improvement in these skills through exposure to these modules. We carried out pre/postassessment tests across four semesters and used student interviews in one semester to examine how students at different levels approached quantitative problems. We found that students improved in all skills in most semesters, although there was variation in the degree of improvement among skills from semester to semester. One demographic variable, transfer status, stood out as a major predictor of the degree to which students improved (transfer students achieved much lower gains every semester, despite the fact that pretest scores in each focus area were similar between transfer and nontransfer students). We propose that increased exposure to quantitative skill development in biology courses is effective at building competency in quantitative reasoning. © 2016 K. Hoffman, S. Leupen, et al. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

  14. Student perceptions: Importance of and satisfaction with aspects of an online biology course

    Science.gov (United States)

    Hendry, Sheila R.

    Research of student satisfaction with various facets of an online biology course, as well as the perceived importance of these aspects, was conducted during the summer and fall 2004 semesters within a course, History of Biology, at a university in the southeastern United States. This research is based on the theory of transactional distance, which involves dialogue between the teacher and student, the physical environments of both the student and teacher, and the emotional environments of each. Student ratings of importance and satisfaction regarding aspects of convenience, grade earned/knowledge learned, emotional health, communication, and student support were collected toward the end of each semester, via the online course, using the researcher-designed Student Perceptions Survey. Statistics with repeated measures ANOVA, using an alpha of 0.05, determined differences between importance and satisfaction ratings for each of these aspects. Students perceived grade earned/knowledge learned to be the most important aspect of learning online, although it is not an aspect unique to online courses. All of the aspects included in the study were found to be at least somewhat important. Convenience was the aspect with which students were most satisfied, with students at least somewhat satisfied with the other aspects. Although convenience is an inherent strength of the online course format, instructors should be aware of how important it is to design requirements of the online class to help students acquire knowledge while allowing them to do so at their own pace. Well-structured content, prompt feedback, encouragement of quality student-instructor communication, and student support are all parts of a positive online course experience. The Student Perceptions Survey, created specifically for this research, can have substantial value both in the creation of new online courses and in the evaluation of pre-existing courses. It can provide important information that can be

  15. Using Zebrafish to Implement a Course-Based Undergraduate Research Experience to Study Teratogenesis in Two Biology Laboratory Courses

    Science.gov (United States)

    Chism, Grady W.; Vaughan, Martin A.; Muralidharan, Pooja; Marrs, Jim A.

    2016-01-01

    Abstract A course-based undergraduate research experience (CURE) spanning three semesters was introduced into freshman and sophomore biology classes, with the hypothesis that participation in a CURE affects skills in research, communication, and collaboration, which may help students persist in science. Student research projects were centered on the hypothesis that nicotine and caffeine exposure during early development affects gastrulation and heart development in zebrafish. First, freshmen generated original data showing distinct effects of embryonic nicotine and caffeine exposure on zebrafish heart development and function. Next, Cell Biology laboratory students continued the CURE studies and identified novel teratogenic effects of nicotine and caffeine during gastrulation. Finally, new freshmen continued the CURE research, examining additional toxicant effects on development. Students designed new protocols, made measurements, presented results, and generated high-quality preliminary data that were studied in successive semesters. By implementing this project, the CURE extended faculty research and provided a scalable model to address national goals to involve more undergraduates in authentic scientific research. In addition, student survey results support the hypothesis that CUREs provide significant gains in student ability to (1) design experiments, (2) analyze data, and (3) make scientific presentations, translating into high student satisfaction and enhanced learning. PMID:26829498

  16. Molecular Biology for the Environment: an EC-US hands-on Course in Environmental Biotechnology

    Energy Technology Data Exchange (ETDEWEB)

    Victor de Lorenzo; Juan Luis Ramos; Jerome Kukor; Gerben J. Zylstra

    2004-02-15

    One of the central goals of this activity is to bring together young scientists (at the late Ph.D. or early postdoctoral stages of their careers) in a forum that should result in future collaborations. The course is designed to give scientists hands-on experience in modern, up-to-date biotechnological methods at the interface between molecular biology and environmental biotechnology for the analysis of microorganisms and their activities with regard to the remediation of pollutants in the environment.

  17. Examining portfolio-based assessment in an upper-level biology course

    Science.gov (United States)

    Ziegler, Brittany Ann

    Historically, students have been viewed as empty vessels and passive participants in the learning process but students actually are active forming their own conceptions. One way student learning is impacted is through assessment. Alternative assessment, which contrasts traditional assessment methods, takes into account how students learn by promoting engagement and construction of knowledge This dissertation explores portfolio-based assessment, a method of alternative assessment, which requires students to compose a purposeful collection of work demonstrating their knowledge in an upper-level biology course. The research objectives include characterizing and contributing to the understanding of portfolio-based assessment in higher education, examining reflection and inquiry portfolio components, determining student knowledge of biological concepts, and investigating student integrative thinking through the transformation of reflections into concept webs One main finding includes the majority of reflections categorized as naive or novice in quality. There was no difference in quality of reflections among biological topic. There was a relatively equal amount of high and low cognitive level questions. Students' knowledge of biological concepts significantly increased from the beginning to end of the course. Student written reflections were transformed into concept webs to allow for examination of student integrative thinking. Concepts, relationships, and interconnections in concept webs showed variation but declined by the end of the semester This study is one of the first examining portfolio-based assessment in an upper-level biology course We do not contend that this method of assessment is the only way to promote student learning but portfolio-based assessment may be a tool that can transform science education but currently the role of portfolio-based assessment in science education remains unclear. Additional research needs to be conducted before we will fully

  18. Personal microbiome analysis improves student engagement and interest in Immunology, Molecular Biology, and Genomics undergraduate courses

    Science.gov (United States)

    Bridgewater, Laura C.; Jensen, Jamie L.; Breakwell, Donald P.; Nielsen, Brent L.; Johnson, Steven M.

    2018-01-01

    A critical area of emphasis for science educators is the identification of effective means of teaching and engaging undergraduate students. Personal microbiome analysis is a means of identifying the microbial communities found on or in our body. We hypothesized the use of personal microbiome analysis in the classroom could improve science education by making courses more applied and engaging for undergraduate students. We determined to test this prediction in three Brigham Young University undergraduate courses: Immunology, Advanced Molecular Biology Laboratory, and Genomics. These three courses have a two-week microbiome unit and students during the 2016 semester students could submit their own personal microbiome kit or use the demo data, whereas during the 2017 semester students were given access to microbiome data from an anonymous individual. The students were surveyed before, during, and after the human microbiome unit to determine whether analyzing their own personal microbiome data, compared to analyzing demo microbiome data, impacted student engagement and interest. We found that personal microbiome analysis significantly enhanced the engagement and interest of students while completing microbiome assignments, the self-reported time students spent researching the microbiome during the two week microbiome unit, and the attitudes of students regarding the course overall. Thus, we found that integrating personal microbiome analysis in the classroom was a powerful means of improving student engagement and interest in undergraduate science courses. PMID:29641525

  19. Tweets from the forest: using Twitter to increase student engagement in an undergraduate field biology course

    Science.gov (United States)

    Soluk, Lauren; Buddle, Christopher M.

    2015-01-01

    Twitter is a cold medium that allows users to deliver content-rich but small packets of information to other users, and provides an opportunity for active and collaborative communication. In an education setting, this social media tool has potential to increase active learning opportunities, and increase student engagement with course content. The effects of Twitter on learning dynamics was tested in a field biology course offered by a large Canadian University: 29 students agreed to take part in the Twitter project and quantitative and qualitative data were collected, including survey data from 18 students. Students published 200% more public Tweets than what was required, and interacted frequently with the instructor and teaching assistant, their peers, and users external to the course. Almost 80% of students stated that Twitter increased opportunities for among-group communication, and 94% of students felt this kind of collaborative communication was beneficial to their learning. Although students did not think they would use Twitter after the course was over, 77% of the students still felt it was a good learning tool, and 67% of students felt Twitter had a positive impact on how they engaged with course content. These results suggest social media tools such as Twitter can help achieve active and collaborative learning in higher education. PMID:26594328

  20. Tweets from the forest: using Twitter to increase student engagement in an undergraduate field biology course.

    Science.gov (United States)

    Soluk, Lauren; Buddle, Christopher M

    2015-01-01

    Twitter is a cold medium that allows users to deliver content-rich but small packets of information to other users, and provides an opportunity for active and collaborative communication. In an education setting, this social media tool has potential to increase active learning opportunities, and increase student engagement with course content. The effects of Twitter on learning dynamics was tested in a field biology course offered by a large Canadian University: 29 students agreed to take part in the Twitter project and quantitative and qualitative data were collected, including survey data from 18 students. Students published 200% more public Tweets than what was required, and interacted frequently with the instructor and teaching assistant, their peers, and users external to the course. Almost 80% of students stated that Twitter increased opportunities for among-group communication, and 94% of students felt this kind of collaborative communication was beneficial to their learning. Although students did not think they would use Twitter after the course was over, 77% of the students still felt it was a good learning tool, and 67% of students felt Twitter had a positive impact on how they engaged with course content. These results suggest social media tools such as Twitter can help achieve active and collaborative learning in higher education.

  1. How to Build a Course in Mathematical-Biological Modeling: Content and Processes for Knowledge and Skill

    Science.gov (United States)

    Hoskinson, Anne-Marie

    2010-01-01

    Biological problems in the twenty-first century are complex and require mathematical insight, often resulting in mathematical models of biological systems. Building mathematical-biological models requires cooperation among biologists and mathematicians, and mastery of building models. A new course in mathematical modeling presented the opportunity…

  2. Peer Learning and Support of Technology in an Undergraduate Biology Course to Enhance Deep Learning

    Science.gov (United States)

    Tsaushu, Masha; Tal, Tali; Sagy, Ornit; Kali, Yael; Gepstein, Shimon; Zilberstein, Dan

    2012-01-01

    This study offers an innovative and sustainable instructional model for an introductory undergraduate course. The model was gradually implemented during 3 yr in a research university in a large-lecture biology course that enrolled biology majors and nonmajors. It gives priority to sources not used enough to enhance active learning in higher education: technology and the students themselves. Most of the lectures were replaced with continuous individual learning and 1-mo group learning of one topic, both supported by an interactive online tutorial. Assessment included open-ended complex questions requiring higher-order thinking skills that were added to the traditional multiple-choice (MC) exam. Analysis of students’ outcomes indicates no significant difference among the three intervention versions in the MC questions of the exam, while students who took part in active-learning groups at the advanced version of the model had significantly higher scores in the more demanding open-ended questions compared with their counterparts. We believe that social-constructivist learning of one topic during 1 mo has significantly contributed to student deep learning across topics. It developed a biological discourse, which is more typical to advanced stages of learning biology, and changed the image of instructors from “knowledge transmitters” to “role model scientists.” PMID:23222836

  3. Peer learning and support of technology in an undergraduate biology course to enhance deep learning.

    Science.gov (United States)

    Tsaushu, Masha; Tal, Tali; Sagy, Ornit; Kali, Yael; Gepstein, Shimon; Zilberstein, Dan

    2012-01-01

    This study offers an innovative and sustainable instructional model for an introductory undergraduate course. The model was gradually implemented during 3 yr in a research university in a large-lecture biology course that enrolled biology majors and nonmajors. It gives priority to sources not used enough to enhance active learning in higher education: technology and the students themselves. Most of the lectures were replaced with continuous individual learning and 1-mo group learning of one topic, both supported by an interactive online tutorial. Assessment included open-ended complex questions requiring higher-order thinking skills that were added to the traditional multiple-choice (MC) exam. Analysis of students' outcomes indicates no significant difference among the three intervention versions in the MC questions of the exam, while students who took part in active-learning groups at the advanced version of the model had significantly higher scores in the more demanding open-ended questions compared with their counterparts. We believe that social-constructivist learning of one topic during 1 mo has significantly contributed to student deep learning across topics. It developed a biological discourse, which is more typical to advanced stages of learning biology, and changed the image of instructors from "knowledge transmitters" to "role model scientists."

  4. Scientific reasoning skills development in the introductory biology courses for undergraduates

    Science.gov (United States)

    Schen, Melissa S.

    Scientific reasoning is a skill of critical importance to those students who seek to become professional scientists. Yet, there is little research on the development of such reasoning in science majors. In addition, scientific reasoning is often investigated as two separate entities: hypothetico-deductive reasoning and argumentation, even though these skills may be linked. With regard to argumentation, most investigations look at its use in discussing socioscientific issues, not in analyzing scientific data. As scientists often use the same argumentation skills to develop and support conclusions, this avenue needs to be investigated. This study seeks to address these issues and establish a baseline of both hypothetico-deductive reasoning and argumentation of scientific data of biology majors through their engagement in introductory biology coursework. This descriptive study investigated the development of undergraduates' scientific reasoning skills by assessing them multiple times throughout a two-quarter introductory biology course sequence for majors. Participants were assessed at the beginning of the first quarter, end of the first quarter, and end of the second quarter. A split-half version of the revised Lawson Classroom Test of Scientific Reasoning (LCTSR) and a paper and pencil argumentation instrument developed for this study were utilized to assess student hypothetico-deductive reasoning and argumentation skills, respectively. To identify factors that may influence scientific reasoning development, demographic information regarding age, gender, science coursework completed, and future plans was collected. Evidence for course emphasis on scientific reasoning was found in lecture notes, assignments, and laboratory exercises. This study did not find any trends of improvement in the students' hypothetico-deductive reasoning or argumentation skills either during the first quarter or over both quarters. Specific difficulties in the control of variables and

  5. Creating Successful Campus Partnerships for Teaching Communication in Biology Courses and Labs.

    Science.gov (United States)

    Hall, Susanne E; Birch, Christina

    2018-01-01

    Creating and teaching successful writing and communication assignments for biology undergraduate students can be challenging for faculty trying to balance the teaching of technical content. The growing body of published research and scholarship on effective teaching of writing and communication in biology can help inform such work, but there are also local resources available to support writing within biology courses that may be unfamiliar to science faculty and instructors. In this article, we discuss common on-campus resources biology faculty can make use of when incorporating writing and communication into their teaching. We present the missions, histories, and potential collaboration outcomes of three major on-campus writing resources: writing across the curriculum and writing in the disciplines initiatives (WAC/WID), writing programs, and writing centers. We explain some of the common misconceptions about these resources in order to help biology faculty understand their uses and limits, and we offer guiding questions faculty might ask the directors of these resources to start productive conversations. Collaboration with these resources will likely save faculty time and effort on curriculum development and, more importantly, will help biology students develop and improve their critical reading, writing, and communication skills.

  6. Student-oriented learning: an inquiry-based developmental biology lecture course.

    Science.gov (United States)

    Malacinski, George M

    2003-01-01

    In this junior-level undergraduate course, developmental life cycles exhibited by various organisms are reviewed, with special attention--where relevant--to the human embryo. Morphological features and processes are described and recent insights into the molecular biology of gene expression are discussed. Ways are studied in which model systems, including marine invertebrates, amphibia, fruit flies and other laboratory species are employed to elucidate general principles which apply to fertilization, cleavage, gastrulation and organogenesis. Special attention is given to insights into those topics which will soon be researched with data from the Human Genome Project. The learning experience is divided into three parts: Part I is a in which the Socratic (inquiry) method is employed by the instructor (GMM) to organize a review of classical developmental phenomena; Part II represents an in which students study the details related to the surveys included in Part I as they have been reported in research journals; Part III focuses on a class project--the preparation of a spiral bound on a topic of relevance to human developmental biology (e.g.,Textbook of Embryonal Stem Cells). Student response to the use of the Socratic method increases as the course progresses and represents the most successful aspect of the course.

  7. Teaching Synthetic Biology, Bioinformatics and Engineering to Undergraduates: The Interdisciplinary Build-a-Genome Course

    Science.gov (United States)

    Dymond, Jessica S.; Scheifele, Lisa Z.; Richardson, Sarah; Lee, Pablo; Chandrasegaran, Srinivasan; Bader, Joel S.; Boeke, Jef D.

    2009-01-01

    A major challenge in undergraduate life science curricula is the continual evaluation and development of courses that reflect the constantly shifting face of contemporary biological research. Synthetic biology offers an excellent framework within which students may participate in cutting-edge interdisciplinary research and is therefore an attractive addition to the undergraduate biology curriculum. This new discipline offers the promise of a deeper understanding of gene function, gene order, and chromosome structure through the de novo synthesis of genetic information, much as synthetic approaches informed organic chemistry. While considerable progress has been achieved in the synthesis of entire viral and prokaryotic genomes, fabrication of eukaryotic genomes requires synthesis on a scale that is orders of magnitude higher. These high-throughput but labor-intensive projects serve as an ideal way to introduce undergraduates to hands-on synthetic biology research. We are pursuing synthesis of Saccharomyces cerevisiae chromosomes in an undergraduate laboratory setting, the Build-a-Genome course, thereby exposing students to the engineering of biology on a genomewide scale while focusing on a limited region of the genome. A synthetic chromosome III sequence was designed, ordered from commercial suppliers in the form of oligonucleotides, and subsequently assembled by students into ∼750-bp fragments. Once trained in assembly of such DNA “building blocks” by PCR, the students accomplish high-yield gene synthesis, becoming not only technically proficient but also constructively critical and capable of adapting their protocols as independent researchers. Regular “lab meeting” sessions help prepare them for future roles in laboratory science. PMID:19015540

  8. Active Learning Not Associated with Student Learning in a Random Sample of College Biology Courses

    Science.gov (United States)

    Andrews, T. M.; Leonard, M. J.; Colgrove, C. A.; Kalinowski, S. T.

    2011-01-01

    Previous research has suggested that adding active learning to traditional college science lectures substantially improves student learning. However, this research predominantly studied courses taught by science education researchers, who are likely to have exceptional teaching expertise. The present study investigated introductory biology courses randomly selected from a list of prominent colleges and universities to include instructors representing a broader population. We examined the relationship between active learning and student learning in the subject area of natural selection. We found no association between student learning gains and the use of active-learning instruction. Although active learning has the potential to substantially improve student learning, this research suggests that active learning, as used by typical college biology instructors, is not associated with greater learning gains. We contend that most instructors lack the rich and nuanced understanding of teaching and learning that science education researchers have developed. Therefore, active learning as designed and implemented by typical college biology instructors may superficially resemble active learning used by education researchers, but lacks the constructivist elements necessary for improving learning. PMID:22135373

  9. Gender, Math Confidence, and Grit: Relationships with Quantitative Skills and Performance in an Undergraduate Biology Course.

    Science.gov (United States)

    Flanagan, K M; Einarson, J

    2017-01-01

    In a world filled with big data, mathematical models, and statistics, the development of strong quantitative skills is becoming increasingly critical for modern biologists. Teachers in this field must understand how students acquire quantitative skills and explore barriers experienced by students when developing these skills. In this study, we examine the interrelationships among gender, grit, and math confidence for student performance on a pre-post quantitative skills assessment and overall performance in an undergraduate biology course. Here, we show that females significantly underperformed relative to males on a quantitative skills assessment at the start of term. However, females showed significantly higher gains over the semester, such that the gender gap in performance was nearly eliminated by the end of the semester. Math confidence plays an important role in the performance on both the pre and post quantitative skills assessments and overall performance in the course. The effect of grit on student performance, however, is mediated by a student's math confidence; as math confidence increases, the positive effect of grit decreases. Consequently, the positive impact of a student's grittiness is observed most strongly for those students with low math confidence. We also found grit to be positively associated with the midterm score and the final grade in the course. Given the relationships established in this study among gender, grit, and math confidence, we provide "instructor actions" from the literature that can be applied in the classroom to promote the development of quantitative skills in light of our findings. © 2017 K. M. Flanagan and J. Einarson. CBE—Life Sciences Education © 2017 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http

  10. Characterization of Pathogenic Human MSH2 Missense Mutations Using Yeast as a Model System: A Laboratory Course in Molecular Biology

    Science.gov (United States)

    Gammie, Alison E.; Erdeniz, Naz

    2004-01-01

    This work describes the project for an advanced undergraduate laboratory course in cell and molecular biology. One objective of the course is to teach students a variety of cellular and molecular techniques while conducting original research. A second objective is to provide instruction in science writing and data presentation by requiring…

  11. Development of a Semester-Long, Inquiry-Based Laboratory Course in Upper-Level Biochemistry and Molecular Biology

    Science.gov (United States)

    Murthy, Pushpalatha P. N.; Thompson, Martin; Hungwe, Kedmon

    2014-01-01

    A semester-long laboratory course was designed and implemented to familiarize students with modern biochemistry and molecular biology techniques. The designed format involved active student participation, evaluation of data, and critical thinking, and guided students to become independent researchers. The first part of the course focused on…

  12. Including a Service Learning Educational Research Project in a Biology Course-I: Assessing Community Awareness of Childhood Lead Poisoning

    Science.gov (United States)

    Abu-Shakra, Amal; Saliim, Eric

    2012-01-01

    A university course project was developed and implemented in a biology course, focusing on environmental problems, to assess community awareness of childhood lead poisoning. A set of 385 questionnaires was generated and distributed in an urban community in North Carolina, USA. The completed questionnaires were sorted first into yes and no sets…

  13. Water as Life, Death, and Power: Building an Integrated Interdisciplinary Course Combining Perspectives from Anthropology, Biology, and Chemistry

    Science.gov (United States)

    Willermet, Cathy; Mueller, Anja; Juris, Stephen J.; Drake, Eron; Upadhaya, Samik; Chhetri, Pratik

    2013-01-01

    In response to a request from a campus student organization, faculty from three fields came together to develop and teach an integrated interdisciplinary course on water issues and social activism. This course, "Water as Life, Death, and Power", brought together topics from the fields of anthropology, biology and chemistry to explore…

  14. Promoting Student Inquiry Using "Zea Mays" (Corn) Cultivars for Hypothesis-Driven Experimentation in a Majors Introductory Biology Course

    Science.gov (United States)

    Blair, Amy C.; Peters, Brenda J.; Bendixen, Conrad W.

    2014-01-01

    The AAAS Vision and Change report (2011) recommends incorporating student research experiences into the biology curriculum at the undergraduate level. This article describes, in detail, how "Zea mays" (corn) cultivars were used as a model for a hypothesis-driven short-term research project in an introductory biology course at a small…

  15. Impact of Interdisciplinary Undergraduate Research in mathematics and biology on the development of a new course integrating five STEM disciplines.

    Science.gov (United States)

    Caudill, Lester; Hill, April; Hoke, Kathy; Lipan, Ovidiu

    2010-01-01

    Funded by innovative programs at the National Science Foundation and the Howard Hughes Medical Institute, University of Richmond faculty in biology, chemistry, mathematics, physics, and computer science teamed up to offer first- and second-year students the opportunity to contribute to vibrant, interdisciplinary research projects. The result was not only good science but also good science that motivated and informed course development. Here, we describe four recent undergraduate research projects involving students and faculty in biology, physics, mathematics, and computer science and how each contributed in significant ways to the conception and implementation of our new Integrated Quantitative Science course, a course for first-year students that integrates the material in the first course of the major in each of biology, chemistry, mathematics, computer science, and physics.

  16. Representations of homosexuality and prejudice against homosexuals of college students in a course in biology education in Mozambique

    OpenAIRE

    Nota, Juvencio Manuel

    2014-01-01

    This article analyzes the representations (explanations) of future biology teachers about the nature of homosexuality and the type of prejudice expressed against homosexuals. For this we applied questionnaires to 127 students of both sexes from first to fourth year biology course in Pedagogical University in Maputo. The results showed a bipolar representation of homosexuality reasoned explanations psychosocial and biological, but also a widespread prejudice. The analysis of the type of anchor...

  17. Assessment of the effects of student response systems on student learning and attitudes over a broad range of biology courses.

    Science.gov (United States)

    Preszler, Ralph W; Dawe, Angus; Shuster, Charles B; Shuster, Michèle

    2007-01-01

    With the advent of wireless technology, new tools are available that are intended to enhance students' learning and attitudes. To assess the effectiveness of wireless student response systems in the biology curriculum at New Mexico State University, a combined study of student attitudes and performance was undertaken. A survey of students in six biology courses showed that strong majorities of students had favorable overall impressions of the use of student response systems and also thought that the technology improved their interest in the course, attendance, and understanding of course content. Students in lower-division courses had more strongly positive overall impressions than did students in upper-division courses. To assess the effects of the response systems on student learning, the number of in-class questions was varied within each course throughout the semester. Students' performance was compared on exam questions derived from lectures with low, medium, or high numbers of in-class questions. Increased use of the response systems in lecture had a positive influence on students' performance on exam questions across all six biology courses. Students not only have favorable opinions about the use of student response systems, increased use of these systems increases student learning.

  18. Predicting success for college students enrolled in an online, lab-based, biology course for non-majors

    Science.gov (United States)

    Foster, Regina

    Online education has exploded in popularity. While there is ample research on predictors of traditional college student success, little research has been done on effective methods of predicting student success in online education. In this study, a number of demographic variables including GPA, ACT, gender, age and others were examined to determine what, if any, role they play in successfully predicting student success in an online, lab-based biology for non-majors course. Within course variables such as participation in specific categories of assignment and frequency of online visits were also examined. Groups of students including Native American/Non-Native American and Digital Immigrants and Digital Natives and others were also examined to determine if overall course success differed significantly. Good predictors of online success were found to be GPA, ACT, previous course experience and frequency of online visits with the course materials. Additionally, students who completed more of the online assignments within the course were more successful. Native American and Non-Native American students were found to differ in overall course success significantly as well. Findings indicate student academic background, previous college experience and time spent with course materials are the most important factors in course success. Recommendations include encouraging enrollment advisors to advise students about the importance of maintaining high academic levels, previous course experience and spending time with course materials may impact students' choices for online courses. A need for additional research in several areas is indicated, including Native American and Non-Native American differences. A more detailed examination of students' previous coursework would also be valuable. A study involving more courses, a larger number of students and surveys from faculty who teach online courses would help improve the generalizability of the conclusions.

  19. Curricular Activities that Promote Metacognitive Skills Impact Lower-Performing Students in an Introductory Biology Course.

    Science.gov (United States)

    Dang, Nathan V; Chiang, Jacob C; Brown, Heather M; McDonald, Kelly K

    2018-01-01

    This study explores the impacts of repeated curricular activities designed to promote metacognitive skills development and academic achievement on students in an introductory biology course. Prior to this study, the course curriculum was enhanced with pre-assignments containing comprehension monitoring and self-evaluation questions, exam review assignments with reflective questions related to study habits, and an optional opportunity for students to explore metacognition and deep versus surface learning. We used a mixed-methods study design and collected data over two semesters. Self-evaluation, a component of metacognition, was measured via exam score postdictions, in which students estimated their exam scores after completing their exam. Metacognitive awareness was assessed using the Metacognitive Awareness Inventory (MAI) and a reflective essay designed to gauge students' perceptions of their metacognitive skills and study habits. In both semesters, more students over-predicted their Exam 1 scores than under-predicted, and statistical tests revealed significantly lower mean exam scores for the over-predictors. By Exam 3, under-predictors still scored significantly higher on the exam, but they outnumbered the over-predictors. Lower-performing students also displayed a significant increase in exam postdiction accuracy by Exam 3. While there was no significant difference in students' MAI scores from the beginning to the end of the semester, qualitative analysis of reflective essays indicated that students benefitted from the assignments and could articulate clear action plans to improve their learning and performance. Our findings suggest that assignments designed to promote metacognition can have an impact on students over the course of one semester and may provide the greatest benefits to lower-performing students.

  20. Biological maturity at birth, the course of the subsequent ontogenetic stages and age at menarche.

    Science.gov (United States)

    Szwed, A; Kosińska, M

    2012-08-01

    The main aim of the study was to assess the influence of biological maturity at birth on growth processes in the subsequent years and during puberty in girls. The material of this study comes from the outpatient clinic cards and cross-sectional research on girls from the province of Wielkopolska in Poland. It includes data of 527 girls. The influence of perinatal maturity on body weight in the later stages of ontogeny was determined with the use of the Kruskal-Wallis test and the Mann-Whitney U test. In order to determine the relationship between perinatal maturity and age at menarche, the survival analysis module was used. The results show a diverse influence of perinatal maturity on the values of body weight achieved in later years of life. The indicated predictive factors included both birth weight and gestational age. In the examined girls menarche occurred between the 10th year and the 17th year of life (X¯=12.87, s=1.26; Me=13 years). The comparison showed a significant variation in age at menarche depending on the length of pregnancy (log-rank χ(2)(2)=27.068, p0.05). Remote prognoses as to the postnatal development of preterm-born children and/or children with low birth weight indicate adverse influence of these variables on age at menarche. Perinatal biological maturity of a newborn conditions the course of postnatal development. Copyright © 2012 Elsevier GmbH. All rights reserved.

  1. IBPRO - A Novel Short-Duration Teaching Course in Advanced Physics and Biology Underlying Cancer Radiotherapy.

    Science.gov (United States)

    Joiner, Michael C; Tracey, Monica W; Kacin, Sara E; Burmeister, Jay W

    2017-06-01

    This article provides a summary and status report of the ongoing advanced education program IBPRO - Integrated course in Biology and Physics of Radiation Oncology. IBPRO is a five-year program funded by NCI. It addresses the recognized deficiency in the number of mentors available who have the required knowledge and skill to provide the teaching and training that is required for future radiation oncologists and researchers in radiation sciences. Each year, IBPRO brings together 50 attendees typically at assistant professor level and upwards, who are already qualified/certified radiation oncologists, medical physicists or biologists. These attendees receive keynote lectures and activities based on active learning strategies, merging together the clinical, biological and physics underpinnings of radiation oncology, at the forefront of the field. This experience is aimed at increasing collaborations, raising the level and amount of basic and applied research undertaken in radiation oncology, and enabling attendees to confidently become involved in the future teaching and training of researchers and radiation oncologists.

  2. An Intervention to Improve Academic Literacies in a First Year University Biology Course

    Directory of Open Access Journals (Sweden)

    Roisin Kelly-Laubscher

    2015-02-01

    Full Text Available In South Africa there are many students, especially those from previously underrepresented groups at university, who successfully gain access to university but do not succeed in completing their degree either within the prescribed time or at all.  One of the barriers to student success at university is the difficulty these students have in accessing the literacy practices of the disciplines.  Therefore, within a first year biology course at a South African University, an intervention that focused on the academic literacy practices in biology was introduced. The intervention was designed around the assignment of writing a lab report. This paper describes this intervention and how it impacted on one student’s journey from learning science at school to learning science at university.  A literacy history interview and ‘talk around text’ interviews were used to assess the student’s experience of the intervention. Comparison of the student’s first and final drafts of the report revealed changes in the style and format of his writing. These changes in his report writing as well as in his attitude and motivation for writing the report were facilitated by a better understanding of the expectations of writing in university biology. This understanding was mediated largely through the modelling and deconstruction of the expected genre. This highlights not only the importance of providing first year students with examples of the genres they are  expected to be writing but also the facilitation of their engagement with these new genres. Without these kinds of intervention many students are unlikely to gain access to disciplinary ways of learning and writing, which ultimately may lead to their exclusion from university.

  3. A life course approach to explore the biological embedding of socioeconomic position and social mobility through circulating inflammatory markers

    NARCIS (Netherlands)

    Castagné, Raphaële; Delpierre, Cyrille; Kelly-Irving, Michelle; Campanella, Gianluca; Guida, Florence; Krogh, Vittorio; Palli, Domenico; Panico, Salvatore; Sacerdote, Carlotta; Tumino, Rosario; Kyrtopoulos, Soterios; Hosnijeh, Fatemeh Saberi; Lang, Thierry; Vermeulen, Roel; Vineis, Paolo; Stringhini, Silvia; Chadeau-Hyam, Marc

    2016-01-01

    Lower socioeconomic position (SEP) has consistently been associated with poorer health. To explore potential biological embedding and the consequences of SEP experiences from early life to adulthood, we investigate how SEP indicators at different points across the life course may be related to a

  4. Practice makes pretty good: assessment of primary literature reading abilities across multiple large-enrollment biology laboratory courses.

    Science.gov (United States)

    Sato, Brian K; Kadandale, Pavan; He, Wenliang; Murata, Paige M N; Latif, Yama; Warschauer, Mark

    2014-01-01

    Primary literature is essential for scientific communication and is commonly utilized in undergraduate biology education. Despite this, there is often little time spent training our students how to critically analyze a paper. To address this, we introduced a primary literature module in multiple upper-division laboratory courses. In this module, instructors conduct classroom discussions that dissect a paper as researchers do. While previous work has identified classroom interventions that improve primary literature comprehension within a single course, our goal was to determine whether including a scientific paper module in our classes could produce long-term benefits. On the basis of performance in an assessment exam, we found that our module resulted in longitudinal gains, including increased comprehension and critical-thinking abilities in subsequent lab courses. These learning gains were specific to courses utilizing our module, as no longitudinal gains were seen in students who had taken other upper-division labs that lacked extensive primary literature discussion. In addition, we assessed whether performance on our assessment correlated with a variety of factors, including grade point average, course performance, research background, and self-reported confidence in understanding of the article. Furthermore, all of the study conclusions are independent of biology disciplines, as we observe similar trends within each course. © 2014 B. K. Sato et al. CBE—Life Sciences Education © 2014 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

  5. Student learning style preferences in college-level biology courses: Implications for teaching and academic performance

    Science.gov (United States)

    Sitton, Jennifer Susan

    Education research has focused on defining and identifying student learning style preferences and how to incorporate this knowledge into teaching practices that are effective in engaging student interest and transmitting information. One objective was determining the learning style preferences of undergraduate students in Biology courses at New Mexico State University by using the online VARK Questionnaire and an investigator developed survey (Self Assessed Learning Style Survey, LSS). Categories include visual, aural, read-write, kinesthetic, and multimodal. The courses differed in VARK single modal learning preferences (p = 0.035) but not in the proportions of the number of modes students preferred (p = 0.18). As elsewhere, the majority of students were multimodal. There were similarities and differences between LSS and VARK results and between students planning on attending medical school and those not. Preferences and modalities tended not to match as expected for ratings of helpfulness of images and text. To detect relationships between VARK preferred learning style and academic performance, ANOVAs were performed using modality preferences and normalized learning gains from pre and post tests over material taught in the different modalities, as well as on end of semester laboratory and lecture grades. Overall, preference did not affect the performance for a given modality based activity, quiz, or final lecture or laboratory grades (p > 0.05). This suggests that a student's preference does not predict an improved performance when supplied with material in that modality. It is recommended that methods be developed to aid learning in a variety of modalities, rather than catering to individual learning styles. Another topic that is heavily debated in the field of education is the use of simulations or videos to replace or supplement dissections. These activities were compared using normalized learning gains from pre and post tests, as well as attitude surveys

  6. Evidence for anecdotes: Examining use of stories in introductory biology courses with a mixed-methods approach

    Science.gov (United States)

    Kreps, Jennifer Susan

    2005-11-01

    Instructional stories can be an effective way to teach science concepts. However, research has not examined the extent to which stories are being used, and how they are received. More research on the use of story in biology classes may lead to more conscious use of story by instructors, which may lead to a better understanding of biological concepts by students. The purpose of this study was to examine how instructors and students use stories in university introductory biology courses, and the degree to which these stories are perceived to be effective. To examine this phenomenon, a nationwide instructor survey, a university-wide student survey, and multiple case studies were used. Two case studies included observation of lectures, interviews with (36) students, and interviews with instructors (4) over two semesters of an organismal biology course. Instructor survey participants (N = 78) were gathered by posting email invitations, and student survey participants (N = 260) were volunteers from introductory biology courses at a middle-sized university. Several types of stories were observed, including personal experience stories, historical anecdotes, and "you" stories. Students reported increased affective learning when stories were told, and remembered mostly humorous stories. In the instructor survey, no significant differences emerged between genders, type of biology taught, or communicator style and instructional story frequency. However, reports of personal experience story frequency did increase significantly (p ethnicity, although non-science majors reported that their instructors used stories significantly more frequently (p perceived learning loss for non-science majors, but not for science majors. The researcher suggests that stories can be an effective tool to teach biology, particularly if the instructor is aware of her audience and uses stories primarily to help students understand how concepts are related to "real life."

  7. Predicting Student Success in a Major's Introductory Biology Course via Logistic Regression Analysis of Scientific Reasoning Ability and Mathematics Scores

    Science.gov (United States)

    Thompson, E. David; Bowling, Bethany V.; Markle, Ross E.

    2018-02-01

    Studies over the last 30 years have considered various factors related to student success in introductory biology courses. While much of the available literature suggests that the best predictors of success in a college course are prior college grade point average (GPA) and class attendance, faculty often require a valuable predictor of success in those courses wherein the majority of students are in the first semester and have no previous record of college GPA or attendance. In this study, we evaluated the efficacy of the ACT Mathematics subject exam and Lawson's Classroom Test of Scientific Reasoning in predicting success in a major's introductory biology course. A logistic regression was utilized to determine the effectiveness of a combination of scientific reasoning (SR) scores and ACT math (ACT-M) scores to predict student success. In summary, we found that the model—with both SR and ACT-M as significant predictors—could be an effective predictor of student success and thus could potentially be useful in practical decision making for the course, such as directing students to support services at an early point in the semester.

  8. Teaching Real Data Interpretation with Models (TRIM): Analysis of Student Dialogue in a Large-Enrollment Cell and Developmental Biology Course

    Science.gov (United States)

    Zagallo, Patricia; Meddleton, Shanice; Bolger, Molly S.

    2016-01-01

    We present our design for a cell biology course to integrate content with scientific practices, specifically data interpretation and model-based reasoning. A 2-year research project within this course allowed us to understand how students interpret authentic biological data in this setting. Through analysis of written work, we measured the extent…

  9. Group processing in an undergraduate biology course for preservice teachers: Experiences and attitudes

    Science.gov (United States)

    Schellenberger, Lauren Brownback

    Group processing is a key principle of cooperative learning in which small groups discuss their strengths and weaknesses and set group goals or norms. However, group processing has not been well-studied at the post-secondary level or from a qualitative or mixed methods perspective. This mixed methods study uses a phenomenological framework to examine the experience of group processing for students in an undergraduate biology course for preservice teachers. The effect of group processing on students' attitudes toward future group work and group processing is also examined. Additionally, this research investigated preservice teachers' plans for incorporating group processing into future lessons. Students primarily experienced group processing as a time to reflect on past performance. Also, students experienced group processing as a time to increase communication among group members and become motivated for future group assignments. Three factors directly influenced students' experiences with group processing: (1) previous experience with group work, (2) instructor interaction, and (3) gender. Survey data indicated that group processing had a slight positive effect on students' attitudes toward future group work and group processing. Participants who were interviewed felt that group processing was an important part of group work and that it had increased their group's effectiveness as well as their ability to work effectively with other people. Participants held positive views on group work prior to engaging in group processing, and group processing did not alter their atittude toward group work. Preservice teachers who were interviewed planned to use group work and a modified group processing protocol in their future classrooms. They also felt that group processing had prepared them for their future professions by modeling effective collaboration and group skills. Based on this research, a new model for group processing has been created which includes extensive

  10. Investigating Flipped Learning: Student Self-Regulated Learning, Perceptions, and Achievement in an Introductory Biology Course

    Science.gov (United States)

    Sletten, Sarah Rae

    2017-06-01

    In flipped classrooms, lectures, which are normally delivered in-class, are assigned as homework in the form of videos, and assignments that were traditionally assigned as homework, are done as learning activities in class. It was hypothesized that the effectiveness of the flipped model hinges on a student's desire and ability to adopt a self-directed learning style. The purpose of this study was twofold; it aimed at examining the relationship between two variables—students' perceptions of the flipped model and their self-regulated learning (SRL) behaviors—and the impact that these variables have on achievement in a flipped class. For the study, 76 participants from a flipped introductory biology course were asked about their SRL strategy use and perceptions of the flipped model. SRL strategy use was measured using a modified version of the Motivated Strategies for Learning Questionnaire (MSLQ; Wolters et al. 2005), while the flipped perceptions survey was newly derived. Student letter grades were collected as a measure of achievement. Through regression analysis, it was found that students' perceptions of the flipped model positively predict students' use of several types of SRL strategies. However, the data did not indicate a relationship between student perceptions and achievement, neither directly nor indirectly, through SRL strategy use. Results suggest that flipped classrooms demonstrate their successes in the active learning sessions through constructivist teaching methods. Video lectures hold an important role in flipped classes, however, students may need to practice SRL skills to become more self-directed and effectively learn from them.

  11. A Writing-Intensive Course Improves Biology Undergraduates' Perception and Confidence of Their Abilities to Read Scientific Literature and Communicate Science

    Science.gov (United States)

    Brownell, Sara E.; Price, Jordan V.; Steinman, Lawrence

    2013-01-01

    Most scientists agree that comprehension of primary scientific papers and communication of scientific concepts are two of the most important skills that we can teach, but few undergraduate biology courses make these explicit course goals. We designed an undergraduate neuroimmunology course that uses a writing-intensive format. Using a mixture of…

  12. Anticipation of Personal Genomics Data Enhances Interest and Learning Environment in Genomics and Molecular Biology Undergraduate Courses.

    Science.gov (United States)

    Weber, K Scott; Jensen, Jamie L; Johnson, Steven M

    2015-01-01

    An important discussion at colleges is centered on determining more effective models for teaching undergraduates. As personalized genomics has become more common, we hypothesized it could be a valuable tool to make science education more hands on, personal, and engaging for college undergraduates. We hypothesized that providing students with personal genome testing kits would enhance the learning experience of students in two undergraduate courses at Brigham Young University: Advanced Molecular Biology and Genomics. These courses have an emphasis on personal genomics the last two weeks of the semester. Students taking these courses were given the option to receive personal genomics kits in 2014, whereas in 2015 they were not. Students sent their personal genomics samples in on their own and received the data after the course ended. We surveyed students in these courses before and after the two-week emphasis on personal genomics to collect data on whether anticipation of obtaining their own personal genomic data impacted undergraduate student learning. We also tested to see if specific personal genomic assignments improved the learning experience by analyzing the data from the undergraduate students who completed both the pre- and post-course surveys. Anticipation of personal genomic data significantly enhanced student interest and the learning environment based on the time students spent researching personal genomic material and their self-reported attitudes compared to those who did not anticipate getting their own data. Personal genomics homework assignments significantly enhanced the undergraduate student interest and learning based on the same criteria and a personal genomics quiz. We found that for the undergraduate students in both molecular biology and genomics courses, incorporation of personal genomic testing can be an effective educational tool in undergraduate science education.

  13. Evaluating an Inquiry-Based Bioinformatics Course Using Q Methodology

    Science.gov (United States)

    Ramlo, Susan E.; McConnell, David; Duan, Zhong-Hui; Moore, Francisco B.

    2008-01-01

    Faculty at a Midwestern metropolitan public university recently developed a course on bioinformatics that emphasized collaboration and inquiry. Bioinformatics, essentially the application of computational tools to biological data, is inherently interdisciplinary. Thus part of the challenge of creating this course was serving the needs and…

  14. Emphasizing humanities in medical education: Promoting the integration of medical scientific spirit and medical humanistic spirit.

    Science.gov (United States)

    Song, Peipei; Tang, Wei

    2017-05-23

    In the era of the biological-psychological-social medicine model, an ideal of modern medicine is to enhance the humanities in medical education, to foster medical talents with humanistic spirit, and to promote the integration of scientific spirit and humanistic spirit in medicine. Throughout the United States (US), United Kingdom (UK), other Western countries, and some Asian countries like Japan, many medical universities have already integrated the learning of medical humanities in their curricula and recognized their value. While in China, although medical education reform over the past decade has emphasized the topic of medical humanities to increase the professionalism of future physicians, the integration of medical humanity courses in medical universities has lagged behind the pace in Western countries. In addition, current courses in medical humanities were arbitrarily established due to a lack of organizational independence. For various reasons like a shortage of instructors, medical universities have failed to pay sufficient attention to medical humanities education given the urgent needs of society. The medical problems in contemporary Chinese society are not solely the purview of biomedical technology; what matters more is enhancing the humanities in medical education and fostering medical talents with humanistic spirit. Emphasizing the humanities in medical education and promoting the integration of medical scientific spirit and medical humanistic spirit have become one of the most pressing issues China must address. Greater attention should be paid to reasonable integration of humanities into the medical curriculum, creation of medical courses related to humanities and optimization of the curriculum, and actively allocating abundant teaching resources and exploring better methods of instruction.

  15. The changing emphases in health physics

    International Nuclear Information System (INIS)

    Denham, D.H.; Kathren, R.L.

    1987-11-01

    This paper explores the changing emphases in health physics as evidenced by the subject matter of published papers in four primary English language journals of interest to health physicists. Articles from each journal were first grouped by subject and date of publication and were then compiled according to the list of professional domains practiced by health physicists. Five domains of practice were examined, measurements including dosimetry and environmental monitoring; regulations and standards; facilities and equipment including shielding, ventilation, and instrumentation; operations and procedures; and education and training. 2 tabs

  16. Learning can be all Fun and Games: Constructing and Utilizing a Biology Taboo Wiktionary to Enhance Student Learning in an Introductory Biology Course

    Directory of Open Access Journals (Sweden)

    Jeffrey T. Olimpo

    2010-10-01

    Full Text Available Most introductory courses in the biological sciences are inherently content-dense and rich with jargon—jargon that is often confusing and nonsensical to novice students. These characteristics present an additional paradox to instructors, who strive to achieve a balance between simply promoting passive, rote memorization of facts and engaging students in developing true, concrete understanding of the terminology. To address these concerns, we developed and implemented a Biology Taboo Wiktionary that provided students with an interactive opportunity to review and describe concepts they had encountered during their first semester of introductory biology. However, much like the traditional Taboo game, the rules were such that students could not use obvious terms to detail the main term. It was our belief that if the student could synthesize a thoughtful, scientific explanation of the term under these conditions, he or she demonstrated a true understanding of the conceptual context and meaning of the term.

  17. The use of writing assignments to help students synthesize content in upper-level undergraduate biology courses.

    Science.gov (United States)

    Sparks-Thissen, Rebecca L

    2017-02-01

    Biology education is undergoing a transformation toward a more student-centered, inquiry-driven classroom. Many educators have designed engaging assignments that are designed to help undergraduate students gain exposure to the scientific process and data analysis. One of these types of assignments is use of a grant proposal assignment. Many instructors have used these assignments in lecture-based courses to help students process information in the literature and apply that information to a novel problem such as design of an antiviral drug or a vaccine. These assignments have been helpful in engaging students in the scientific process in the absence of an inquiry-driven laboratory. This commentary discusses the application of these grant proposal writing assignments to undergraduate biology courses. © FEMS 2017. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

  18. The Development and Application of Affective Assessment in an Upper-Level Cell Biology Course

    Science.gov (United States)

    Kitchen, Elizabeth; Reeve, Suzanne; Bell, John D.; Sudweeks, Richard R.; Bradshaw, William S.

    2007-01-01

    This study exemplifies how faculty members can develop instruments to assess affective responses of students to the specific features of the courses they teach. Means for assessing three types of affective responses are demonstrated: (a) student attitudes towards courses with differing instructional objectives and methodologies, (b) student…

  19. Use of Multimedia in an Introductory College Biology Course to Improve Comprehension of Complex Material

    Science.gov (United States)

    Rhodes, Ashley; Rozell, Tim; Shroyer, Gail

    2014-01-01

    Many students who have the ability to succeed in science, technology, engineering and math (STEM) disciplines are often alienated by the traditional instructional methods encountered within introductory courses; as a result, attrition from STEM fields is highest after completion of these courses. This is especially true for females. The present…

  20. Impact of Interdisciplinary Undergraduate Research in Mathematics and Biology on the Development of a New Course Integrating Five STEM Disciplines

    OpenAIRE

    Caudill, Lester; Hill, April; Hoke, Kathy; Lipan, Ovidiu

    2010-01-01

    Funded by innovative programs at the National Science Foundation and the Howard Hughes Medical Institute, University of Richmond faculty in biology, chemistry, mathematics, physics, and computer science teamed up to offer first- and second-year students the opportunity to contribute to vibrant, interdisciplinary research projects. The result was not only good science but also good science that motivated and informed course development. Here, we describe four recent undergraduate research proj...

  1. Teaching Biology through Statistics: Application of Statistical Methods in Genetics and Zoology Courses

    Science.gov (United States)

    Colon-Berlingeri, Migdalisel; Burrowes, Patricia A.

    2011-01-01

    Incorporation of mathematics into biology curricula is critical to underscore for undergraduate students the relevance of mathematics to most fields of biology and the usefulness of developing quantitative process skills demanded in modern biology. At our institution, we have made significant changes to better integrate mathematics into the…

  2. Mapping of courses on vector biology and vector-borne diseases systems: time for a worldwide effort

    Science.gov (United States)

    Casas, Jérôme; Lazzari, Claudio; Insausti, Teresita; Launois, Pascal; Fouque, Florence

    2016-01-01

    Major emergency efforts are being mounted for each vector-borne disease epidemiological crisis anew, while knowledge about the biology of arthropods vectors is dwindling slowly but continuously, as is the number of field entomologists. The discrepancy between the rates of production of knowledge and its use and need for solving crises is widening, in particular due to the highly differing time spans of the two concurrent processes. A worldwide web based search using multiple key words and search engines of onsite and online courses in English, Spanish, Portuguese, French, Italian and German concerned with the biology of vectors identified over 140 courses. They are geographically and thematically scattered, the vast majority of them are on-site, with very few courses using the latest massive open online course (MOOC) powerfulness. Over two third of them is given in English and Western Africa is particularity poorly represented. The taxonomic groups covered are highly unbalanced towards mosquitoes. A worldwide unique portal to guide students of all grades and levels of expertise, in particular those in remote locations, is badly needed. This is the objective a new activity supported by the Special Programme for Research and Training in Tropical Diseases (TDR). PMID:27759770

  3. An analysis of learning in an online biology course for teachers and teacher candidates: A mixed methods approach

    Science.gov (United States)

    Lebec, Michael Thomas

    Due to discipline specific shortages, web-based learning has been proposed as a convenient way to upgrade the content knowledge of instructors interested in learning to teach science. Despite quantitative evidence that web-based instruction is equivalent to traditional methods, questions remain regarding its use. The efficiency and practicality of this approach with teachers in particular has not been extensively studied. This investigation examines learning in an online biology course designed to help teachers prepare for science certification exams. Research questions concern flow teachers learn biology in the online environment and how this setting influences the learning process. Quantitative and qualitative methodologies are employed in an attempt to provide a more complete perspective than typical studies of online learning. Concept maps, tests, and online discussion transcripts are compared as measures of assimilated knowledge, while interviews reflect participants' views on the course. Findings indicate that participants experienced gains in declarative knowledge, but little improvement with respect to conditional knowledge. Qualitative examination of concept maps demonstrates gaps in participants' understandings of key course ideas. Engagement in the use of online resources varied according to participants' attitudes towards online learning. Subjects also reported a lack of motivation to fully engage in the course due to busy teaching schedules and the absence of accountability.

  4. Development and Evaluation of the Tigriopus Course-Based Undergraduate Research Experience: Impacts on Students' Content Knowledge, Attitudes, and Motivation in a Majors Introductory Biology Course.

    Science.gov (United States)

    Olimpo, Jeffrey T; Fisher, Ginger R; DeChenne-Peters, Sue Ellen

    2016-01-01

    Within the past decade, course-based undergraduate research experiences (CUREs) have emerged as a viable mechanism to enhance novices' development of scientific reasoning and process skills in the science, technology, engineering, and mathematics disciplines. Recent evidence within the bioeducation literature suggests that student engagement in such experiences not only increases their appreciation for and interest in scientific research but also enhances their ability to "think like a scientist." Despite these critical outcomes, few studies have objectively explored CURE versus non-CURE students' development of content knowledge, attitudes, and motivation in the discipline, particularly among nonvolunteer samples. To address these concerns, we adopted a mixed-methods approach to evaluate the aforementioned outcomes following implementation of a novel CURE in an introductory cell/molecular biology course. Results indicate that CURE participants exhibited more expert-like outcomes on these constructs relative to their non-CURE counterparts, including in those areas related to self-efficacy, self-determination, and problem-solving strategies. Furthermore, analysis of end-of-term survey data suggests that select features of the CURE, such as increased student autonomy and collaboration, mediate student learning and enjoyment. Collectively, this research provides novel insights into the benefits achieved as a result of CURE participation and can be used to guide future development and evaluation of authentic research opportunities. © 2016 J. T. Olimpo et al. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

  5. Microbial Diversity: A Summer Course at the Marine Biological Laboratory, Woods Hole, MA

    National Research Council Canada - National Science Library

    Harwood, Caroline

    2004-01-01

    .... The value of the course lies in its historical success in training scientists to recognize and take advantage of the incredible metabolic diversity of microbes as a means of generating fundamental and applied knowledge...

  6. Quantitative Modeling of Membrane Transport and Anisogamy by Small Groups Within a Large-Enrollment Organismal Biology Course

    Directory of Open Access Journals (Sweden)

    Eric S. Haag

    2016-12-01

    Full Text Available Quantitative modeling is not a standard part of undergraduate biology education, yet is routine in the physical sciences. Because of the obvious biophysical aspects, classes in anatomy and physiology offer an opportunity to introduce modeling approaches to the introductory curriculum. Here, we describe two in-class exercises for small groups working within a large-enrollment introductory course in organismal biology. Both build and derive biological insights from quantitative models, implemented using spreadsheets. One exercise models the evolution of anisogamy (i.e., small sperm and large eggs from an initial state of isogamy. Groups of four students work on Excel spreadsheets (from one to four laptops per group. The other exercise uses an online simulator to generate data related to membrane transport of a solute, and a cloud-based spreadsheet to analyze them. We provide tips for implementing these exercises gleaned from two years of experience.

  7. The CLEM Model: Path Analysis of the Mediating Effects of Attitudes and Motivational Beliefs on the Relationship between Perceived Learning Environment and Course Performance in an Undergraduate Non-Major Biology Course

    Science.gov (United States)

    Partin, Matthew L.; Haney, Jodi J.

    2012-01-01

    In this study, the following questions were addressed in an undergraduate non-major biology course using a large lecture format: Is there a relationship between students' perceptions of their learning environment and course performance, and what roles do motivation and attitudes play in mediating that relationship? The purpose of this study was to…

  8. My Dog's Cheeks: A PBL Project on Collagen for Cell Biology and Genetics Courses

    Science.gov (United States)

    Casla, Alberto Vicario; Zubiaga, Isabel Smith

    2010-01-01

    Students often have an oversimplified view of biological facts, which may hinder subsequent understanding when conceptual complexity gives rise to cognitive conflicts. To avoid this situation here, we present a PBL approach for the analysis of Ehlers-Danlos syndrome (EDS), which integrates a variety of topics in cell biology, genetics, and…

  9. Policy implications of select student characteristics and their influence on the Florida biology end-of-course assessment

    Science.gov (United States)

    Bertolotti, Janine Cecelia

    In an attempt to improve student achievement in science in Florida, the Florida Department of Education implemented end-of-course (EOC) assessments in biology during the 2011-2012 academic school year. Although this first administration would only account for 30% of the student's overall final course grade in biology, subsequent administrations would be accompanied by increasing stakes for students, teachers, and schools. Therefore, this study sought to address gaps in empirical evidence as well as discuss how educational policy will potentially impact on teacher evaluation and professional development, student retention and graduation rates, and school accountability indicators. This study explored four variables- reading proficiency, ethnicity, socioeconomic status, and gender- to determine their influence and relationship on biology achievement on the Biology I EOC assessment at a Title 1 school. To do so, the results of the Biology I EOC assessment administered during the Spring 2012 school year was obtained from a small, rural Title 1 high school in North Florida. Additional data regarding each student's qualification for free and reduced-price lunch, FCAT Reading developmental scale scores, FCAT Reading level, grade level, gender, and ethnicity were also collected for the causal-comparative exploratory study. Of the 178 students represented, 48% qualified for free and reduced-price lunch, 54% were female, and 55% scored at FCAT Reading level 3 or higher. Additionally, 59% were White and 37% Black. A combination of descriptive statistics and other statistical procedures such as independent samples one-tailed t-test, one-way ANOVAs, ANCOVAs, multipleregression, and a Pearson r correlation was utilized in the analysis, with a significance level set at 0.05. Results indicate that of all four variables, FCAT Reading proficiency was the sole variable, after adjusting for other variables; that had a significant impact on biology achievement. Students with higher

  10. Development and Evaluation of the Tigriopus Course-Based Undergraduate Research Experience: Impacts on Students’ Content Knowledge, Attitudes, and Motivation in a Majors Introductory Biology Course

    Science.gov (United States)

    Olimpo, Jeffrey T.; Fisher, Ginger R.; DeChenne-Peters, Sue Ellen

    2016-01-01

    Within the past decade, course-based undergraduate research experiences (CUREs) have emerged as a viable mechanism to enhance novices’ development of scientific reasoning and process skills in the science, technology, engineering, and mathematics disciplines. Recent evidence within the bioeducation literature suggests that student engagement in such experiences not only increases their appreciation for and interest in scientific research but also enhances their ability to “think like a scientist.” Despite these critical outcomes, few studies have objectively explored CURE versus non-CURE students’ development of content knowledge, attitudes, and motivation in the discipline, particularly among nonvolunteer samples. To address these concerns, we adopted a mixed-methods approach to evaluate the aforementioned outcomes following implementation of a novel CURE in an introductory cell/molecular biology course. Results indicate that CURE participants exhibited more expert-like outcomes on these constructs relative to their non-CURE counterparts, including in those areas related to self-efficacy, self-determination, and problem-solving strategies. Furthermore, analysis of end-of-term survey data suggests that select features of the CURE, such as increased student autonomy and collaboration, mediate student learning and enjoyment. Collectively, this research provides novel insights into the benefits achieved as a result of CURE participation and can be used to guide future development and evaluation of authentic research opportunities. PMID:27909022

  11. Cognitive Difficulty and Format of Exams Predicts Gender and Socioeconomic Gaps in Exam Performance of Students in Introductory Biology Courses.

    Science.gov (United States)

    Wright, Christian D; Eddy, Sarah L; Wenderoth, Mary Pat; Abshire, Elizabeth; Blankenbiller, Margaret; Brownell, Sara E

    2016-01-01

    Recent reform efforts in undergraduate biology have recommended transforming course exams to test at more cognitively challenging levels, which may mean including more cognitively challenging and more constructed-response questions on assessments. However, changing the characteristics of exams could result in bias against historically underserved groups. In this study, we examined whether and to what extent the characteristics of instructor-generated tests impact the exam performance of male and female and middle/high- and low-socioeconomic status (SES) students enrolled in introductory biology courses. We collected exam scores for 4810 students from 87 unique exams taken across 3 yr of the introductory biology series at a large research university. We determined the median Bloom's level and the percentage of constructed-response questions for each exam. Despite controlling for prior academic ability in our models, we found that males and middle/high-SES students were disproportionately favored as the Bloom's level of exams increased. Additionally, middle/high-SES students were favored as the proportion of constructed-response questions on exams increased. Given that we controlled for prior academic ability, our findings do not likely reflect differences in academic ability level. We discuss possible explanations for our findings and how they might impact how we assess our students. © 2016 C. D. Wright, S. L. Eddy, et al. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

  12. Examining the Delivery Modes of Metacognitive Awareness and Active Reading Lessons in a College Nonmajors Introductory Biology Course

    Directory of Open Access Journals (Sweden)

    Kendra M. Hill

    2014-02-01

    Full Text Available Current research supports the role of metacognitive strategies to enhance reading comprehension. This study measured the effectiveness of online versus face-to-face metacognitive and active reading skills lessons introduced by Biology faculty to college students in a non-majors introductory biology course. These lessons were delivered in two lectures either online (Group 1: N = 154 or face-to-face (Group 2: N = 152. Previously validated pre- and post-surveys were used to collect and compare data by paired and independent t-test analysis (α = 0.05. Pre- and post-survey data showed a statistically significant improvement in both groups in metacognitive awareness (p = 0.001, p = 0.003, respectively and reading comprehension (p < 0.001 for both groups. When comparing the delivery mode of these lessons, no difference was detected between the online and face-to-face instruction for metacognitive awareness (pre- p = 0.619, post- p = 0.885. For reading comprehension, no difference in gains was demonstrated between online and face-to-face (p = 0.381, however, differences in pre- and post- test scores was measured (pre- p = 0.005, post- p = 0.038. This study suggests that biology instructors can easily introduce effective metacognitive awareness and active reading lessons into their course, either through online or face-to-face instruction.

  13. Cognitive Difficulty and Format of Exams Predicts Gender and Socioeconomic Gaps in Exam Performance of Students in Introductory Biology Courses

    Science.gov (United States)

    Wright, Christian D.; Eddy, Sarah L.; Wenderoth, Mary Pat; Abshire, Elizabeth; Blankenbiller, Margaret; Brownell, Sara E.

    2016-01-01

    Recent reform efforts in undergraduate biology have recommended transforming course exams to test at more cognitively challenging levels, which may mean including more cognitively challenging and more constructed-response questions on assessments. However, changing the characteristics of exams could result in bias against historically underserved groups. In this study, we examined whether and to what extent the characteristics of instructor-generated tests impact the exam performance of male and female and middle/high- and low-socioeconomic status (SES) students enrolled in introductory biology courses. We collected exam scores for 4810 students from 87 unique exams taken across 3 yr of the introductory biology series at a large research university. We determined the median Bloom’s level and the percentage of constructed-response questions for each exam. Despite controlling for prior academic ability in our models, we found that males and middle/high-SES students were disproportionately favored as the Bloom’s level of exams increased. Additionally, middle/high-SES students were favored as the proportion of constructed-response questions on exams increased. Given that we controlled for prior academic ability, our findings do not likely reflect differences in academic ability level. We discuss possible explanations for our findings and how they might impact how we assess our students. PMID:27252299

  14. Learning Science by Engaging Religion: A Novel Two-Course Approach for Biology Majors

    Science.gov (United States)

    Eisen, Arri; Huang, Junjian

    2014-01-01

    Many issues in science create individual and societal tensions with important implications outside the classroom. We describe one model that directly addresses such tensions by integrating science and religion in two parallel, integrated courses for science majors. Evaluation of the goals of the project--(1) providing students with strategies to…

  15. Can You Change a Student's Mind in a Course about the Brain? Belief Change Following an Introductory Course in Biological Psychology.

    Science.gov (United States)

    Harrington, Ian A

    2013-01-01

    Undergraduate courses in the neurosciences, including biological psychology, often appeal to students because they offer perspectives on human behavior and experience that are so different from those students arrive with or are exposed to elsewhere on campus. Consider, for example, this passage from Crick's, Astonishing Hypothesis: "You, your joys and your sorrows, your memories and your ambitions, your sense of personal identity and free will, are in fact no more than the behaviour of a vast assembly of nerve cells and their associated molecules." Unfortunately, because this perspective is at such odds with those many students arrive with, the very thing that makes these classes so interesting is also likely to engender resistance. With Crick's hypothesis serving as the theme of my introductory course in biological psychology, we explore the ways in which complex experiences and behaviors can be explained by lower-level, biological phenomena. Historically, and for a host of valid reasons, class assessment tends to focus on whether students understand the course material (e.g., Can you explain the role of Ca(2+) in synaptic transmission?), rather than whether students believe what they have been introduced to (e.g., Do you believe that the mind exists as something separate from the body?). For a number of years, however, I have also been collecting pre- and post-test data from students enrolled in three formats of the class in an effort to measure changes in beliefs. One format was a conventional standalone class, whereas the other two were more intensive and involved parallel coursework in the Philosophy of Mind with a second instructor. The full assessment, identical at both test intervals, was comprised of 56 items and included 16 items from a Theoretical Orientation Scale (TOS; Coan, 1979), several of which addressed whether human behavior was predictable; 14 items that addressed dualism, the veracity of our perceptions, personal responsibility, and other

  16. Can You Change a Student’s Mind in a Course about the Brain? Belief Change Following an Introductory Course in Biological Psychology

    Science.gov (United States)

    Harrington, Ian A.

    2013-01-01

    Undergraduate courses in the neurosciences, including biological psychology, often appeal to students because they offer perspectives on human behavior and experience that are so different from those students arrive with or are exposed to elsewhere on campus. Consider, for example, this passage from Crick’s, Astonishing Hypothesis: “You, your joys and your sorrows, your memories and your ambitions, your sense of personal identity and free will, are in fact no more than the behaviour of a vast assembly of nerve cells and their associated molecules.” Unfortunately, because this perspective is at such odds with those many students arrive with, the very thing that makes these classes so interesting is also likely to engender resistance. With Crick’s hypothesis serving as the theme of my introductory course in biological psychology, we explore the ways in which complex experiences and behaviors can be explained by lower-level, biological phenomena. Historically, and for a host of valid reasons, class assessment tends to focus on whether students understand the course material (e.g., Can you explain the role of Ca2+ in synaptic transmission?), rather than whether students believe what they have been introduced to (e.g., Do you believe that the mind exists as something separate from the body?). For a number of years, however, I have also been collecting pre- and post-test data from students enrolled in three formats of the class in an effort to measure changes in beliefs. One format was a conventional standalone class, whereas the other two were more intensive and involved parallel coursework in the Philosophy of Mind with a second instructor. The full assessment, identical at both test intervals, was comprised of 56 items and included 16 items from a Theoretical Orientation Scale (TOS; Coan, 1979), several of which addressed whether human behavior was predictable; 14 items that addressed dualism, the veracity of our perceptions, personal responsibility, and other

  17. Predicting Student Success in a Major's Introductory Biology Course via Logistic Regression Analysis of Scientific Reasoning Ability and Mathematics Scores

    Science.gov (United States)

    Thompson, E. David; Bowling, Bethany V.; Markle, Ross E.

    2018-01-01

    Studies over the last 30 years have considered various factors related to student success in introductory biology courses. While much of the available literature suggests that the best predictors of success in a college course are prior college grade point average (GPA) and class attendance, faculty often require a valuable predictor of success in…

  18. Transformation of a Traditional, Freshman Biology, Three-Semester Sequence, to a Two-Semester, Integrated Thematically Organized, and Team-Taught Course

    Science.gov (United States)

    Soto, Julio G.; Everhart, Jerry

    2016-01-01

    Biology faculty at San José State University developed, piloted, implemented, and assessed a freshmen course sequence based on the macro-to micro-teaching approach that was team-taught, and organized around unifying themes. Content learning assessment drove the conceptual framework of our course sequence. Content student learning increased…

  19. Promoting Self-Directed Learning in Developing or Poorly Defined Subject Areas: A Problem-Based Course in Molecular Biology, Genetics, and Cancer.

    Science.gov (United States)

    Edmondson, Katherine M.

    A new problem-based course in molecular biology, genetics, and cancer for first-year veterinary students was developed at the College of Veterinary Medicine at Cornell University (New York). The course was developed out of a desire to foster student-centered and lifelong learning and to integrate basic and clinical science knowledge despite a lack…

  20. Designing Writing Exercises to Emphasize Environmental Education

    Science.gov (United States)

    Narayanan, M.

    2008-12-01

    In this presentation, the author stresses the importance of writing exercises to educate students in certain disciplines. The objective is to make the students become personally involved so that their educational experience is more geared towards a learning paradigm instead of a teaching paradigm. In addition to accumulating a wealth of knowledge the students also refine and expand their writing skills and abilities. One should be pragmatic in one's approach. In other words, the instructor should have a clear understanding of the skills the students need to develop. It is important to define the target and implementation mode while designing writing exercises. Effective learning can thus be combined with enthusiasm in classroom instructional development. It is extremely important that all undergraduate engineering students are provided with an adequate understanding and thorough background of the National Environmental Policy Act (NEPA) of 1969. At present, undergraduate students at Miami University of Ohio do not acquire any knowledge pertaining to this particular topic. The author proposes that a topic based on NEPA be introduced in the Fluid Mechanics Course at a Junior Level. The author believes that there is an absolute and urgent need for introducing the students to the fact that various documents such as EA (Environmental Assessment), EIS (Environmental Impact Statement), FONSI (Finding Of No Significant Impact), are an essential part of present-day workplace environment. In this presentation the author talks about introducing NEPA in the classroom. More than a decade ago Harvard University Professor Dr. Howard Gardner suggested the theory of Multiple Intelligences. Dr. Gardner proposed that eight different Intelligences accounted for the development of human potential (Gardner, 1983, 1993, 2000). Leading scholars in the area of Cognitive Science and Educational Methodologies also agree and have concluded that it is essential that students need to be taught

  1. Cell migration analysis: A low-cost laboratory experiment for cell and developmental biology courses using keratocytes from fish scales.

    Science.gov (United States)

    Prieto, Daniel; Aparicio, Gonzalo; Sotelo-Silveira, Jose R

    2017-11-01

    Cell and developmental processes are complex, and profoundly dependent on spatial relationships that change over time. Innovative educational or teaching strategies are always needed to foster deep comprehension of these processes and their dynamic features. However, laboratory exercises in cell and developmental biology at the undergraduate level do not often take into account the time dimension. In this article, we provide a laboratory exercise focused in cell migration, aiming to stimulate thinking in time and space dimensions through a simplification of more complex processes occurring in cell or developmental biology. The use of open-source tools for the analysis, as well as the whole package of raw results (available at http://github.com/danielprieto/keratocyte) make it suitable for its implementation in courses with very diverse budgets. Aiming to facilitate the student's transition from science-students to science-practitioners we propose an exercise of scientific thinking, and an evaluation method. This in turn is communicated here to facilitate the finding of common caveats and weaknesses in the process of producing simple scientific communications describing the results achieved. © 2017 by The International Union of Biochemistry and Molecular Biology, 45(6):475-482, 2017. © 2017 The International Union of Biochemistry and Molecular Biology.

  2. Applying Computerized-Scoring Models of Written Biological Explanations across Courses and Colleges: Prospects and Limitations

    Science.gov (United States)

    Ha, Minsu; Nehm, Ross H.; Urban-Lurain, Mark; Merrill, John E.

    2011-01-01

    Our study explored the prospects and limitations of using machine-learning software to score introductory biology students' written explanations of evolutionary change. We investigated three research questions: 1) Do scoring models built using student responses at one university function effectively at another university? 2) How many human-scored…

  3. Using Biocatalysis to Integrate Organic Chemistry into a Molecular Biology Laboratory Course

    Science.gov (United States)

    Beers, Mande; Archer, Crystal; Feske, Brent D.; Mateer, Scott C.

    2012-01-01

    Current cutting-edge biomedical investigation requires that the researcher have an operational understanding of several diverse disciplines. Biocatalysis is a field of science that operates at the crossroads of organic chemistry, biochemistry, microbiology, and molecular biology, and provides an excellent model for interdisciplinary research. We…

  4. A life course approach to explore the biological embedding of socioeconomic position and social mobility through circulating inflammatory markers.

    Science.gov (United States)

    Castagné, Raphaële; Delpierre, Cyrille; Kelly-Irving, Michelle; Campanella, Gianluca; Guida, Florence; Krogh, Vittorio; Palli, Domenico; Panico, Salvatore; Sacerdote, Carlotta; Tumino, Rosario; Kyrtopoulos, Soterios; Hosnijeh, Fatemeh Saberi; Lang, Thierry; Vermeulen, Roel; Vineis, Paolo; Stringhini, Silvia; Chadeau-Hyam, Marc

    2016-04-27

    Lower socioeconomic position (SEP) has consistently been associated with poorer health. To explore potential biological embedding and the consequences of SEP experiences from early life to adulthood, we investigate how SEP indicators at different points across the life course may be related to a combination of 28 inflammation markers. Using blood-derived inflammation profiles measured by a multiplex array in 268 participants from the Italian component of the European Prospective Investigation into Cancer and Nutrition cohort, we evaluate the association between early life, young adulthood and later adulthood SEP with each inflammatory markers separately, or by combining them into an inflammatory score. We identified an increased inflammatory burden in participants whose father had a manual occupation, through increased plasma levels of CSF3 (G-CSF; β = 0.29; P = 0.002), and an increased inflammatory score (β = 1.96; P = 0.029). Social mobility was subsequently modelled by the interaction between father's occupation and the highest household occupation, revealing a significant difference between "stable Non-manual" profiles over the life course versus "Manual to Non-manual" profiles (β = 2.38, P = 0.023). Low SEP in childhood is associated with modest increase in adult inflammatory burden; however, the analysis of social mobility suggests a stronger effect of an upward social mobility over the life course.

  5. Context matters: volunteer bias, small sample size, and the value of comparison groups in the assessment of research-based undergraduate introductory biology lab courses.

    Science.gov (United States)

    Brownell, Sara E; Kloser, Matthew J; Fukami, Tadashi; Shavelson, Richard J

    2013-01-01

    The shift from cookbook to authentic research-based lab courses in undergraduate biology necessitates the need for evaluation and assessment of these novel courses. Although the biology education community has made progress in this area, it is important that we interpret the effectiveness of these courses with caution and remain mindful of inherent limitations to our study designs that may impact internal and external validity. The specific context of a research study can have a dramatic impact on the conclusions. We present a case study of our own three-year investigation of the impact of a research-based introductory lab course, highlighting how volunteer students, a lack of a comparison group, and small sample sizes can be limitations of a study design that can affect the interpretation of the effectiveness of a course.

  6. Context Matters: Volunteer Bias, Small Sample Size, and the Value of Comparison Groups in the Assessment of Research-Based Undergraduate Introductory Biology Lab Courses

    Directory of Open Access Journals (Sweden)

    Sara E. Brownell

    2013-08-01

    Full Text Available The shift from cookbook to authentic research-based lab courses in undergraduate biology necessitates the need for evaluation and assessment of these novel courses. Although the biology education community has made progress in this area, it is important that we interpret the effectiveness of these courses with caution and remain mindful of inherent limitations to our study designs that may impact internal and external validity. The specific context of a research study can have a dramatic impact on the conclusions. We present a case study of our own three-year investigation of the impact of a research-based introductory lab course, highlighting how volunteer students, a lack of a comparison group, and small sample sizes can be limitations of a study design that can affect the interpretation of the effectiveness of a course.

  7. Learning-style preferences of Latino/Hispanic community college students enrolled in an introductory biology course

    Science.gov (United States)

    Sarantopoulos, Helen D.

    Purpose. The purpose of this study was to identify, according to the Productivity Environment Preference Survey (PEPS) instrument, which learning-style domains (environmental, emotional, sociological, and physiological) were favored among Latino/Hispanic community college students enrolled in introductory biology classes in a large, urban community college. An additional purpose of this study was to determine whether statistically significant differences existed between the learning-style preferences and the demographic variables of age, gender, number of prior science courses, second language learner status, and earlier exposure to scientific information. Methodology. The study design was descriptive and ex post facto. The sample consisted of a total of 332 Latino/Hispanic students enrolled in General Biology 3. Major findings. The study revealed that Latino/Hispanic students enrolled in introductory biology at a large urban community college scored higher for the learning preference element of structure. Students twenty-five years and older scored higher for the learning preference elements of light, design, persistence, responsibility, and morning time (p learning-style preferences were found between second English language learners and those who learned English as their primary language (p tactile (p learning-style model and instruments and on recent learning-style research articles on ethnically diverse groups of adult learners; and (2) Instructors should plan their instruction to incorporate the learning-style preferences of their students.

  8. Advantages and challenges of using physics curricula as a model for reforming an undergraduate biology course.

    Science.gov (United States)

    Donovan, D A; Atkins, L J; Salter, I Y; Gallagher, D J; Kratz, R F; Rousseau, J V; Nelson, G D

    2013-06-01

    We report on the development of a life sciences curriculum, targeted to undergraduate students, which was modeled after a commercially available physics curriculum and based on aspects of how people learn. Our paper describes the collaborative development process and necessary modifications required to apply a physics pedagogical model in a life sciences context. While some approaches were easily adapted, others provided significant challenges. Among these challenges were: representations of energy, introducing definitions, the placement of Scientists' Ideas, and the replicability of data. In modifying the curriculum to address these challenges, we have come to see them as speaking to deeper differences between the disciplines, namely that introductory physics--for example, Newton's laws, magnetism, light--is a science of pairwise interaction, while introductory biology--for example, photosynthesis, evolution, cycling of matter in ecosystems--is a science of linked processes, and we suggest that this is how the two disciplines are presented in introductory classes. We illustrate this tension through an analysis of our adaptations of the physics curriculum for instruction on the cycling of matter and energy; we show that modifications of the physics curriculum to address the biological framework promotes strong gains in student understanding of these topics, as evidenced by analysis of student work.

  9. Ecological Literacy, Urban Green Space, and Mobile Technology: Exploring the Impacts of an Arboretum Curriculum Designed for Undergraduate Biology Courses

    Science.gov (United States)

    Phoebus, Patrick E.

    Increasing individual ecological literacy levels may help citizens make informed choices about the environmental challenges facing society. The purpose of this study was to explore the impacts of an arboretum curriculum incorporating mobile technology and an urban greenspace on the ecological knowledge, environmental attitudes and beliefs, and environmental behaviors of undergraduate biology students and pre-service K-8 teachers during a summer course. Using a convergent parallel mixed-methods design, both quantitative and qualitative data were collected, analyzed, and later merged to create an enhanced understanding of the impact of the curriculum on the environmental attitudes and beliefs of the participants. Quantitative results revealed a significant difference between pre- and post-survey scores for ecological knowledge, with no significant differences between pre- and post-scores for the other variables measured. However, no significant difference in scores was found between experimental and comparison groups for any of the three variables. When the two data sets were compared, results from the quantitative and qualitative components were found to converge and diverge. Quantitative data indicated the environmental attitudes and beliefs of participants were unaffected by the arboretum curriculum. Similarly, qualitative data indicated participants' perceived environmental attitudes and beliefs about the importance of nature remained unchanged throughout the course of the study. However, qualitative data supporting the theme connecting with the curriculum suggested experiences with the arboretum curriculum helped participants develop an appreciation for trees and nature and led them to believe they increased their knowledge about trees.

  10. Integrative activities content (aic: an auxiliary tool for the teaching of Biochemistry in the course of biological sciences at UFRN

    Directory of Open Access Journals (Sweden)

    F. D. Silva

    2015-08-01

    Full Text Available There are constant changes in the development of science, technology, politics, culture and society; the need for change is also evident in the training of teachers. The ease of access to information makes us realize that traditional teaching needs to be updated.The increasing demotivation of students,followed by high reprobation rates, has become a real challenge to the teaching practice.The objective of this work was to awaken in students enrolled in the discipline of MOLECULAR DIVERSITY (MD, a required curricular component in the Course of Biological Sciences at UFRN, an interest in studying the chemistry and functions of biomolecules, better relating the two to each other, and the content already studied in the course, in order to improve the teaching-learning process. This work was developed in a tutoring project registered at PROGRAD/UFRN. This discipline, MD, addresses chemical and structural features of the main organic molecules.The methodology focused on applying problem integrators called INTEGRATIVE ACTIVITIES OF CONTENT. This refers specifically to the application of problems that integrate the topics taught in the discipline, and also those administered in the disciplines processed in parallel, or even in previous semesters. In this way students realize that molecules relate and interact in all bodies; this gives rise to life through metabolism. The discipline is expected to promote meaningful and inter-related learning. We obtained the following results: greater participation and involvement of students in answering the questions posed; greater interest in the discipline;positive changes regarding the number of students who dropped the class, and in reprobation;and greater integration between teachers, students, and teaching assistants. The methodology used in this work was extremely important to achieve the proposed objectives, helping to facilitate the process of teaching-learning, as also to important relate content.

  11. The impact of a Classroom Performance System on learning gains in a biology course for science majors

    Science.gov (United States)

    Marin, Nilo Eric

    This study was conducted to determine if the use of the technology known as Classroom Performance System (CPS), specifically referred to as "Clickers", improves the learning gains of students enrolled in a biology course for science majors. CPS is one of a group of developing technologies adapted for providing feedback in the classroom using a learner-centered approach. It supports and facilitates discussion among students and between them and teachers, and provides for participation by passive students. Advocates, influenced by constructivist theories, claim increased academic achievement. In science teaching, the results have been mixed, but there is some evidence of improvements in conceptual understanding. The study employed a pretest-posttest, non-equivalent groups experimental design. The sample consisted of 226 participants in six sections of a college biology course at a large community college in South Florida with two instructors trained in the use of clickers. Each instructor randomly selected their sections into CPS (treatment) and non-CPS (control) groups. All participants filled out a survey that included demographic data at the beginning of the semester. The treatment group used clicker questions throughout, with discussions as necessary, whereas the control groups answered the same questions as quizzes, similarly engaging in discussion where necessary. The learning gains were assessed on a pre/post-test basis. The average learning gains, defined as the actual gain divided by the possible gain, were slightly better in the treatment group than in the control group, but the difference was statistically non-significant. An Analysis of Covariance (ANCOVA) statistic with pretest scores as the covariate was conducted to test for significant differences between the treatment and control groups on the posttest. A second ANCOVA was used to determine the significance of differences between the treatment and control groups on the posttest scores, after

  12. A comparison of retention of anatomical knowledge in an introductory college biology course: Traditional dissection vs. virtual dissection

    Science.gov (United States)

    Taeger, Kelli Rae

    Dissection has always played a crucial role in biology and anatomy courses at all levels of education. However, in recent years, ethical concerns, as well as improved technology, have brought to the forefront the issue of whether virtual dissection is as effective or whether it is more effective than traditional dissection. Most prior research indicated the two methods produced equal results. However, none of those studies examined retention of information past the initial test of knowledge. Two groups of college students currently enrolled in an introductory level college biology course were given one hour to complete a frog dissection. One group performed a traditional frog dissection, making cuts in an actual preserved frog specimen with scalpels and scissors. The other group performed a virtual frog dissection, using "The Digital Frog 2" software. Immediately after the dissections were completed, each group was given an examination consisting of questions on actual specimens, pictures generated from the computer software, and illustrations that neither group had seen. Two weeks later, unannounced, the groups took the same exam in order to test retention. The traditional dissection group scored significantly higher on two of the three sections, as well as the total score on the initial exam. However, with the exception of specimen questions (on which the traditional group retained significantly more information), there was no significant difference in the retention from exam 1 to exam 2 between the two groups. These results, along with the majority of prior studies, show that the two methods produce, for the most part, the same end results. Therefore, the decision of which method to employ should be based on the goals and preferences of the instructor(s) and the department. If that department's goals include: Being at the forefront of new technology, increasing time management, increasing student: teacher ratio for economic reasons, and/or ethical issues, then

  13. Web-Based Learning Enhancements: Video Lectures through Voice-Over PowerPoint in a Majors-Level Biology Course

    Science.gov (United States)

    Lents, Nathan H.; Cifuentes, Oscar E.

    2009-01-01

    This study is an experimental introduction of web-based lecture delivery into a majors-level introductory biology course. Web-based delivery, achieved through the use of prerecorded Voice-Over PowerPoint video lectures, was introduced on a limited basis to an experimental section while a control group, with the same instructor, received standard…

  14. An On-Campus Botanical Tour to Promote Student Satisfaction and Learning in a University Level Biodiversity or General Biology Course

    Science.gov (United States)

    Ratnayaka, Harish H.

    2017-01-01

    Outdoor, hands-on and experiential learning, as opposed to instruction-based learning in classroom, increases student satisfaction and motivation leading to a deeper understanding of the subject. However, the use of outdoor exercises in undergraduate biology courses is declining due to a variety of constraints. Thus, the goal of this paper is to…

  15. Bilingual (German-English) Molecular Biology Courses in an Out-of-School Lab on a University Campus: Cognitive and Affective Evaluation

    Science.gov (United States)

    Rodenhauser, Annika; Preisfeld, Angelika

    2015-01-01

    Taking into account (German) students' deficiencies in scientific literacy as well as reading competence and the "mother tongue + 2" objective of the European commission, a bilingual course on molecular biology was developed. It combines CLIL fundamentals and practical experimentation in an out-of-school lab. Cognitive and affective…

  16. The CLEM model: Path analysis of the mediating effects of attitudes and motivational beliefs on the relationship between perceived learning environment and course performance in an undergraduate nonmajor biology course

    Science.gov (United States)

    Partin, Matthew L.

    The problem addressed in this study stems from three crises currently faced by post-secondary science educators in the United States: relatively low scientific literacy among students entering college, the need for more students to pursue science related careers, and poor attitudes among students toward studying science. In this dissertation the following questions are addressed: Is there a relationship between students' perceptions of their learning environment and course performance, and what roles do motivation and attitudes play in mediating that relationship? This study also examines the effects of gender and ethnicity on motivation, attitudes, and course performance. The purpose of this study is to test a path model describing the mediating effects of motivation and attitudes on constructivist learning environments and course performance. The following study considers contemporary understanding of teaching and learning as well as motivation and attitudes to suggest a direction for future reform efforts and to guide post-secondary science education instructors and leaders in the design of constructivist learning environments for undergraduate nonmajor biology courses. This study concludes that, although the classroom learning environment has a small direct effect on course performance, there is a moderate total effect on self-efficacy and intrinsic goal orientation. The classroom learning environment also had a moderate indirect effect on attitudes toward biology. Furthermore, attitudes have a moderate direct effect on course performance and self-efficacy has a strong direct effect on both course performance and attitudes toward biology. Self-efficacy seems to be particularly important; however, each of these constructs is important in its own right and instructors in higher education should strive to enhance each of them among their students. If students are to learn using constructivist methods they need the proper motivation and positive attitudes to

  17. The Impact of Different Instructional Strategies on Students' Understanding about the Cell Cycle in a General Education Biology Course

    Science.gov (United States)

    Krishnamurthy, Sanjana

    This study investigated the impact of different instructional strategies on students' understanding about the cell cycle in a general education biology course. Although several studies have documented gains in students' cell cycle understanding after instruction, these studies generally use only one instructional method, often without a comparison group. The goal of this study was to learn more about students' misconceptions about the cell cycle and how those ideas change after three different evidence-based learning experiences in undergraduate general education. Undergraduate students in six laboratory sections (n = 24; N = 144) in a large public institution in the western United States were surveyed pre- and post-instruction using a 14-item valid and reliable survey of cell cycle knowledge. Cronbach's alpha for the standard scoring convention was 0.264 and for the alternate scoring convention was 0.360, documenting serious problems with inconsistent validity and reliability of the survey. Operating as though the findings are at least a proxy for actual cell cycle knowledge, score comparisons by groups of interest were explored, including pre- and post-instruction differences among demographic groups of interest and three instructional settings: a bead modeling activity, a role-playing game, and 5E instructional strategy. No significant differences were found across groups of interest or by strategy, but some significant item-level differences were found. Implications and discussion of these shifts is noted in lieu of the literature.

  18. High School and College Biology: A Multi-Level Model of the Effects of High School Courses on Introductory Course Performance

    Science.gov (United States)

    Loehr, John F.; Almarode, John T.; Tai, Robert H.; Sadler, Philip M.

    2012-01-01

    In a climate where increasing numbers of students are encouraged to pursue post-secondary education, the level of preparedness students have for college-level coursework is not far from the minds of all educators, especially high school teachers. Specifically within the biological sciences, introductory biology classes often serve as the…

  19. Network analysis reveals stage-specific changes in zebrafish embryo development using time course whole transcriptome profiling and prior biological knowledge.

    Science.gov (United States)

    Zhang, Yuji

    2015-01-01

    Molecular networks act as the backbone of molecular activities within cells, offering a unique opportunity to better understand the mechanism of diseases. While network data usually constitute only static network maps, integrating them with time course gene expression information can provide clues to the dynamic features of these networks and unravel the mechanistic driver genes characterizing cellular responses. Time course gene expression data allow us to broadly "watch" the dynamics of the system. However, one challenge in the analysis of such data is to establish and characterize the interplay among genes that are altered at different time points in the context of a biological process or functional category. Integrative analysis of these data sources will lead us a more complete understanding of how biological entities (e.g., genes and proteins) coordinately perform their biological functions in biological systems. In this paper, we introduced a novel network-based approach to extract functional knowledge from time-dependent biological processes at a system level using time course mRNA sequencing data in zebrafish embryo development. The proposed method was applied to investigate 1α, 25(OH)2D3-altered mechanisms in zebrafish embryo development. We applied the proposed method to a public zebrafish time course mRNA-Seq dataset, containing two different treatments along four time points. We constructed networks between gene ontology biological process categories, which were enriched in differential expressed genes between consecutive time points and different conditions. The temporal propagation of 1α, 25-Dihydroxyvitamin D3-altered transcriptional changes started from a few genes that were altered initially at earlier stage, to large groups of biological coherent genes at later stages. The most notable biological processes included neuronal and retinal development and generalized stress response. In addition, we also investigated the relationship among

  20. Engaging Students in Authentic Microbiology Research in an Introductory Biology Laboratory Course is Correlated with Gains in Student Understanding of the Nature of Authentic Research and Critical Thinking

    Directory of Open Access Journals (Sweden)

    Brittany J. Gasper

    2013-02-01

    Full Text Available Recent recommendations for biology education highlight the role of authentic research experiences early in undergraduate education as a means of increasing the number and quality of biology majors. These experiences will inform students on the nature of science, increase their confidence in doing science, as well as foster critical thinking skills, an area that has been lacking despite it being one of the desired outcomes at undergraduate institutions and with future employers. With these things in mind, we have developed an introductory biology laboratory course where students design and execute an authentic microbiology research project. Students in this course are assimilated into the community of researchers by engaging in scholarly activities such as participating in inquiry, reading scientific literature, and communicating findings in written and oral formats. After three iterations of a semester-long laboratory course, we found that students who took the course showed a significant increase in their understanding of the nature of authentic research and their level of critical thinking skills.

  1. Synthesizing Novel Anthraquinone Natural Product-Like Compounds to Investigate Protein-Ligand Interactions in Both an in Vitro and in Vivo Assay: An Integrated Research-Based Third-Year Chemical Biology Laboratory Course

    Science.gov (United States)

    McKenzie, Nancy; McNulty, James; McLeod, David; McFadden, Meghan; Balachandran, Naresh

    2012-01-01

    A new undergraduate program in chemical biology was launched in 2008 to provide a unique learning experience for those students interested in this interdisciplinary science. An innovative undergraduate chemical biology laboratory course at the third-year level was developed as a key component of the curriculum. The laboratory course introduces…

  2. Giant Ants and Walking Plants: Using Science Fiction to Teach a Writing-Intensive, Lab-Based Biology Class for Nonmajors

    Science.gov (United States)

    Firooznia, Fardad

    2006-01-01

    This writing-intensive, lab-based, nonmajor biology course explores scientific inquiry and biological concepts through specific topics illustrated or inaccurately depicted in works of science fiction. The laboratory emphasizes the scientific method and introduces several techniques used in biological research related to the works we study.…

  3. Using student motivation to design groups in a non-majors biology course for team-based collaborative learning: Impacts on knowledge, views, attitudes, and perceptions

    Science.gov (United States)

    Walters, Kristi L.

    The importance of student motivation and its connection to other learning variables (i.e., attitudes, knowledge, persistence, attendance) is well established. Collaborative work at the undergraduate level has been recognized as a valuable tool in large courses. However, motivation and collaborative group work have rarely been combined. This project utilized student motivation to learn biology to place non-major biology undergraduates in collaborative learning groups at East Carolina University, a mid-sized southeastern American university, to determine the effects of this construct on student learning. A pre-test measuring motivation to learn biology, attitudes toward biology, perceptions of biology and biologists, views of science, and content knowledge was administered. A similar post-test followed as part of the final exam. Two sections of the same introductory biology course (n = 312) were used and students were divided into homogeneous and heterogeneous groups (based on their motivation score). The heterogeneous groups (n = 32) consisted of a mixture of different motivation levels, while the homogeneous groups (n = 32) were organized into teams with similar motivation scores using tiers of high-, middle-, and low-level participants. Data analysis determined mixed perceptions of biology and biologists. These include the perceptions biology was less intriguing, less relevant, less practical, less ethical, and less understandable. Biologists were perceived as being neat and slightly intelligent, but not very altruistic, humane, ethical, logical, honest, or moral. Content knowledge scores more than doubled from pre- to post-test. Half of the items measuring views of science were not statistically significantly different from pre- to post-test. Many of the factors for attitudes toward biology became more agreeable from pre- to post-test. Correlations between motivation scores, participation levels, attendance rates, and final course grades were examined at both the

  4. A PROBLEM-BASED LEARNING MODEL IN BIOLOGY EDUCATION COURSES TO DEVELOP INQUIRY TEACHING COMPETENCY OF PRESERVICE TEACHERS

    Directory of Open Access Journals (Sweden)

    Diah Aryulina

    2016-02-01

    MODEL PEMBELAJARAN BERBASIS MASALAH PADA MATAKULIAH PENDIDIKAN BIOLOGI UNTUK MENGEMBANGKAN KOMPETENSI PEMBELAJARAN INKUIRI Abstrak: Tujuan tahap awal penelitian pengembangan ini adalah: 1 mengembangkan model pembelajaran berbasis masalah (PBM pada matakuliah pendidikan biologi, dan 2 memeroleh penilaian ahli terhadap ketepatan model PBM. Model PBM dikembangkan menggunakan pendekatan sistem desain instruksional berdasarkan analisis kebutuhan kompetensi guru biologi, serta kajian literatur mengenai ciri dan proses pembelajaran berbasis masalah. Evaluasi model PBM dilakukan oleh dua pakar pendidikan biologi. Selanjutnya data evaluasi dari pakar dianalisis secara deskriptif. Struktur model PBM yang dikembangkan pada matakuliah Strategi Pembelajaran Biologi, PPL I, dan PPL II terdiri atas tahap identifikasi masalah, perencanaan pemecahan masalah, pelaksanaan pemecahan masalah, penyajian hasil pemecahan masalah, dan refleksi pemecahan masalah. Kelima tahap tersebut dilaksanakan berulang dalam beberapa siklus selama semester. Hasil penilaian pakar menunjukkan bahwa model PBM sesuai dengan ciri pembelajaran berbasis masalah dan tepat digunakan untuk mengembangkan kompetensi pembelajaran inkuiri calon guru. Kata kunci: Model PBM, matakuliah pendidikan biologi, calon guru, kompetensi pembelajaran inkuiri

  5. "A Lifelong Aversion to Writing": What if Writing Courses Emphasized Motivation?

    Science.gov (United States)

    Sullivan, Patrick

    2011-01-01

    There has been a great deal of groundbreaking research done on motivation during the last twenty-five years, and all of it points to the importance of intrinsic motivation. This research has very significant ramifications for teachers of English. In this essay, the author engages the issue of "aversion" that Linda Brodkey raises in her essay…

  6. Metabolomics: Definitions and Significance in Systems Biology.

    Science.gov (United States)

    Klassen, Aline; Faccio, Andréa Tedesco; Canuto, Gisele André Baptista; da Cruz, Pedro Luis Rocha; Ribeiro, Henrique Caracho; Tavares, Marina Franco Maggi; Sussulini, Alessandra

    2017-01-01

    Nowadays, there is a growing interest in deeply understanding biological mechanisms not only at the molecular level (biological components) but also the effects of an ongoing biological process in the organism as a whole (biological functionality), as established by the concept of systems biology. Within this context, metabolomics is one of the most powerful bioanalytical strategies that allow obtaining a picture of the metabolites of an organism in the course of a biological process, being considered as a phenotyping tool. Briefly, metabolomics approach consists in identifying and determining the set of metabolites (or specific metabolites) in biological samples (tissues, cells, fluids, or organisms) under normal conditions in comparison with altered states promoted by disease, drug treatment, dietary intervention, or environmental modulation. The aim of this chapter is to review the fundamentals and definitions used in the metabolomics field, as well as to emphasize its importance in systems biology and clinical studies.

  7. Novelty or knowledge? A study of using a student response system in non-major biology courses at a community college

    Science.gov (United States)

    Thames, Tasha Herrington

    The advancement in technology integration is laying the groundwork of a paradigm shift in the higher education system (Noonoo, 2011). The National Dropout Prevention Center (n.d.) claims that technology offers some of the best opportunities for presenting instruction to engage students in meaningful education, addressing multiple intelligences, and adjusting to students' various learning styles. The purpose of this study was to investigate if implementing clicker technology would have a statistically significant difference on student retention and student achievement, while controlling for learning styles, for students in non-major biology courses who were and were not subjected to the technology. This study also sought to identify if students perceived the use of clickers as beneficial to their learning. A quantitative quasi-experimental research design was utilized to determine the significance of differences in pre/posttest achievement scores between students who participated during the fall semester in 2014. Overall, 118 students (n = 118) voluntarily enrolled in the researcher's fall non-major Biology course at a southern community college. A total of 71 students were assigned to the experimental group who participated in instruction incorporating the ConcepTest Process with clicker technology along with traditional lecture. The remaining 51 students were assigned to the control group who participated in a traditional lecture format with peer instruction embedded. Statistical analysis revealed the experimental clicker courses did have higher posttest scores than the non-clicker control courses, but this was not significant (p >.05). Results also implied that clickers did not statistically help retain students to complete the course. Lastly, the results indicated that there were no significant statistical difference in student's clicker perception scores between the different learning style preferences.

  8. The Use of Textbooks for Advanced-Level GCE Courses in Physics, Chemistry and Biology by Sixth-Form Students.

    Science.gov (United States)

    Newton, D. P.

    1984-01-01

    A survey of sixth-form students to determine the level of A-level textbook use in physics, chemistry, and biology in English schools found that texts are used primarily after the lesson, at the student's discretion, and with great variations between students. Biology texts were used most, and physics texts used least. (MBR)

  9. A Neural Systems-Based Neurobiology and Neuropsychiatry Course: Integrating Biology, Psychodynamics, and Psychology in the Psychiatric Curriculum

    Science.gov (United States)

    Lacy, Timothy; Hughes, John D.

    2006-01-01

    Objective: Psychotherapy and biological psychiatry remain divided in psychiatry residency curricula. Behavioral neurobiology and neuropsychiatry provide a systems-level framework that allows teachers to integrate biology, psychodynamics, and psychology. Method: The authors detail the underlying assumptions and outline of a neural systems-based…

  10. Protein Chemistry: A Graduate Course in Pharmaceutical Biotechnology at the University of Kansas.

    Science.gov (United States)

    Manning, Mark C.; Mitchell, James W.

    1991-01-01

    The University of Kansas course in pharmaceutical biotechnology aims at providing students with an understanding of the basic chemical and structural characteristics making protein pharmaceuticals unique and distinct. In addition, stability and analysis of proteins are emphasized. Attention given to molecular biology, drug delivery, and…

  11. Learning Gains from a Recurring "Teach and Question" Homework Assignment in a General Biology Course: Using Reciprocal Peer Tutoring Outside Class.

    Science.gov (United States)

    Bailey, E G; Baek, D; Meiling, J; Morris, C; Nelson, N; Rice, N S; Rose, S; Stockdale, P

    2018-06-01

    Providing students with one-on-one interaction with instructors is a big challenge in large courses. One solution is to have students interact with their peers during class. Reciprocal peer tutoring (RPT) is a more involved interaction that requires peers to alternate the roles of "teacher" and "student." Theoretically, advantages for peer tutoring include the verbalization and questioning of information and the scaffolded exploration of material through social and cognitive interaction. Studies on RPT vary in their execution, but most require elaborate planning and take up valuable class time. We tested the effectiveness of a "teach and question" (TQ) assignment that required student pairs to engage in RPT regularly outside class. A quasi-experimental design was implemented: one section of a general biology course completed TQ assignments, while another section completed a substitute assignment requiring individuals to review course material. The TQ section outperformed the other section by ∼6% on exams. Session recordings were coded to investigate correlation between TQ quality and student performance. Asking more questions was the characteristic that best predicted exam performance, and this was more predictive than most aspects of the course. We propose the TQ as an easy assignment to implement with large performance gains.

  12. Modern Biology

    OpenAIRE

    ALEKSIC, Branko

    2014-01-01

    The purpose of this course is to learn the philosophy, principles, and techniques of modern biology. The course is particularly designed for those who have not learned biology previously or whose major is other than biology, and who may think that they do not need to know any biology at all. The topics are covered in a rather general, overview manner, but certain level of diligence in grasping concepts and memorizing the terminology is expected.

  13. Environmental regulation of plant gene expression: an RT-qPCR laboratory project for an upper-level undergraduate biochemistry or molecular biology course.

    Science.gov (United States)

    Eickelberg, Garrett J; Fisher, Alison J

    2013-01-01

    We present a novel laboratory project employing "real-time" RT-qPCR to measure the effect of environment on the expression of the FLOWERING LOCUS C gene, a key regulator of floral timing in Arabidopsis thaliana plants. The project requires four 3-hr laboratory sessions and is aimed at upper-level undergraduate students in biochemistry or molecular biology courses. The project provides students with hands-on experience with RT-qPCR, the current "gold standard" for gene expression analysis, including detailed data analysis using the common 2-ΔΔCT method. Moreover, it provides a convenient starting point for many inquiry-driven projects addressing diverse questions concerning ecological biochemistry, naturally occurring genetic variation, developmental biology, and the regulation of gene expression in nature. Copyright © 2013 Wiley Periodicals, Inc.

  14. Learning physical biology via modeling and simulation: A new course and textbook for science and engineering undergraduates

    Science.gov (United States)

    Nelson, Philip

    To a large extent, undergraduate physical-science curricula remain firmly rooted in pencil-and-paper calculation, despite the fact that most research is done with computers. To a large extent, undergraduate life-science curricula remain firmly rooted in descriptive approaches, despite the fact that much current research involves quantitative modeling. Not only does our pedagogy not reflect current reality; it also creates a spurious barrier between the fields, reinforcing the narrow silos that prevent students from connecting them. I'll describe an intermediate-level course on ``Physical Models of Living Systems.'' The prerequisite is first-year university physics and calculus. The course is a response to rapidly growing interest among undergraduates in a broad range of science and engineering majors. Students acquire several research skills that are often not addressed in traditional undergraduate courses: •Basic modeling skills; •Probabilistic modeling skills; •Data analysis methods; •Computer programming using a general-purpose platform like MATLAB or Python; •Pulling datasets from the Web for analysis; •Data visualization; •Dynamical systems, particularly feedback control. Partially supported by the NSF under Grants EF-0928048 and DMR-0832802.

  15. Emphasizing Language and Visualization in Teaching Linear Algebra

    Science.gov (United States)

    Hannah, John; Stewart, Sepideh; Thomas, Mike

    2013-01-01

    Linear algebra with its rich theoretical nature is a first step towards advanced mathematical thinking for many undergraduate students. In this paper, we consider the teaching approach of an experienced mathematician as he attempts to engage his students with the key ideas embedded in a second-year course in linear algebra. We describe his…

  16. Impact of Interdisciplinary Undergraduate Research in Mathematics and Biology on the Development of a New Course Integrating Five STEM Disciplines

    Science.gov (United States)

    Caudill, Lester; Hill, April; Hoke, Kathy; Lipan, Ovidiu

    2010-01-01

    Funded by innovative programs at the National Science Foundation and the Howard Hughes Medical Institute, University of Richmond faculty in biology, chemistry, mathematics, physics, and computer science teamed up to offer first- and second-year students the opportunity to contribute to vibrant, interdisciplinary research projects. The result was…

  17. Cell Migration Analysis: A Low-Cost Laboratory Experiment for Cell and Developmental Biology Courses Using Keratocytes from Fish Scales

    Science.gov (United States)

    Prieto, Daniel; Aparicio, Gonzalo; Sotelo-Silveira, Jose R.

    2017-01-01

    Cell and developmental processes are complex, and profoundly dependent on spatial relationships that change over time. Innovative educational or teaching strategies are always needed to foster deep comprehension of these processes and their dynamic features. However, laboratory exercises in cell and developmental biology at the undergraduate level…

  18. Using Yeast to Determine the Functional Consequences of Mutations in the Human p53 Tumor Suppressor Gene: An Introductory Course-Based Undergraduate Research Experience in Molecular and Cell Biology

    Science.gov (United States)

    Hekmat-Scafe, Daria S.; Brownell, Sara E.; Seawell, Patricia Chandler; Malladi, Shyamala; Imam, Jamie F. Conklin; Singla, Veena; Bradon, Nicole; Cyert, Martha S.; Stearns, Tim

    2017-01-01

    The opportunity to engage in scientific research is an important, but often neglected, component of undergraduate training in biology. We describe the curriculum for an innovative, course-based undergraduate research experience (CURE) appropriate for a large, introductory cell and molecular biology laboratory class that leverages students' high…

  19. Inferring Broad Regulatory Biology from Time Course Data: Have We Reached an Upper Bound under Constraints Typical of In Vivo Studies?

    Directory of Open Access Journals (Sweden)

    Saurabh Vashishtha

    Full Text Available There is a growing appreciation for the network biology that regulates the coordinated expression of molecular and cellular markers however questions persist regarding the identifiability of these networks. Here we explore some of the issues relevant to recovering directed regulatory networks from time course data collected under experimental constraints typical of in vivo studies. NetSim simulations of sparsely connected biological networks were used to evaluate two simple feature selection techniques used in the construction of linear Ordinary Differential Equation (ODE models, namely truncation of terms versus latent vector projection. Performance was compared with ODE-based Time Series Network Identification (TSNI integral, and the information-theoretic Time-Delay ARACNE (TD-ARACNE. Projection-based techniques and TSNI integral outperformed truncation-based selection and TD-ARACNE on aggregate networks with edge densities of 10-30%, i.e. transcription factor, protein-protein cliques and immune signaling networks. All were more robust to noise than truncation-based feature selection. Performance was comparable on the in silico 10-node DREAM 3 network, a 5-node Yeast synthetic network designed for In vivo Reverse-engineering and Modeling Assessment (IRMA and a 9-node human HeLa cell cycle network of similar size and edge density. Performance was more sensitive to the number of time courses than to sample frequency and extrapolated better to larger networks by grouping experiments. In all cases performance declined rapidly in larger networks with lower edge density. Limited recovery and high false positive rates obtained overall bring into question our ability to generate informative time course data rather than the design of any particular reverse engineering algorithm.

  20. A Community College Instructor's Reflective Journey Toward Developing Pedagogical Content Knowledge for Nature of Science in a Non-majors Undergraduate Biology Course

    Science.gov (United States)

    Krajewski, Sarah J.; Schwartz, Renee

    2014-08-01

    Research supports an explicit-reflective approach to teaching about nature of science (NOS), but little is reported on teachers' journeys as they attempt to integrate NOS into everyday lessons. This participatory action research paper reports the challenges and successes encountered by an in-service teacher, Sarah, implementing NOS for the first time throughout four units of a community college biology course (genetics, molecular biology, evolution, and ecology). Through the action research cycles of planning, implementing, and reflecting, Sarah identified areas of challenge and success. This paper reports emergent themes that assisted her in successfully embedding NOS within the science content. Data include weekly lesson plans and pre/post reflective journaling before and after each lesson of this lecture/lab combination class that met twice a week. This course was taught back to back semesters, and this study is based on the results of a year-long process. Developing pedagogical content knowledge (PCK) for NOS involves coming to understand the overlaps and connections between NOS, other science subject matter, pedagogical strategies, and student learning. Sarah found that through action research she was able to grow and assimilate her understanding of NOS within the biology content she was teaching. A shift in orientation toward teaching products of science to teaching science processes was a necessary shift for NOS pedagogical success. This process enabled Sarah's development of PCK for NOS. As a practical example of putting research-based instructional recommendations into practice, this study may be very useful for other teachers who are learning to teach NOS.

  1. From gene to structure: Lactobacillus bulgaricus D-lactate dehydrogenase from yogurt as an integrated curriculum model for undergraduate molecular biology and biochemistry laboratory courses.

    Science.gov (United States)

    Lawton, Jeffrey A; Prescott, Noelle A; Lawton, Ping X

    2018-05-01

    We have developed an integrated, project-oriented curriculum for undergraduate molecular biology and biochemistry laboratory courses spanning two semesters that is organized around the ldhA gene from the yogurt-fermenting bacterium Lactobacillus bulgaricus, which encodes the enzyme d-lactate dehydrogenase. The molecular biology module, which consists of nine experiments carried out over eleven sessions, begins with the isolation of genomic DNA from L. bulgaricus in yogurt and guides students through the process of cloning the ldhA gene into a prokaryotic expression vector, followed by mRNA isolation and characterization of recombinant gene expression levels using RT-PCR. The biochemistry module, which consists of nine experiments carried out over eight sessions, begins with overexpression of the cloned ldhA gene and guides students through the process of affinity purification, biochemical characterization of the purified LdhA protein, and analysis of enzyme kinetics using various substrates and an inhibitor, concluding with a guided inquiry investigation of structure-function relationships in the three-dimensional structure of LdhA using molecular visualization software. Students conclude by writing a paper describing their work on the project, formatted as a manuscript to be submitted for publication in a scientific journal. Overall, this curriculum, with its emphasis on experiential learning, provides hands-on training with a variety of common laboratory techniques in molecular biology and biochemistry and builds experience with the process of scientific reasoning, along with reinforcement of essential transferrable skills such as critical thinking, information literacy, and written communication, all within the framework of an extended project having the look and feel of a research experience. © 2018 by The International Union of Biochemistry and Molecular Biology, 46(3):270-278, 2018. © 2018 The International Union of Biochemistry and Molecular Biology.

  2. Participation in a Year-Long CURE Embedded into Major Core Genetics and Cellular and Molecular Biology Laboratory Courses Results in Gains in Foundational Biological Concepts and Experimental Design Skills by Novice Undergraduate Researchers†

    Science.gov (United States)

    Peteroy-Kelly, Marcy A.; Marcello, Matthew R.; Crispo, Erika; Buraei, Zafir; Strahs, Daniel; Isaacson, Marisa; Jaworski, Leslie; Lopatto, David; Zuzga, David

    2017-01-01

    This two-year study describes the assessment of student learning gains arising from participation in a year-long curriculum consisting of a classroom undergraduate research experience (CURE) embedded into second-year, major core Genetics and Cellular and Molecular Biology (CMB) laboratory courses. For the first course in our CURE, students used micro-array or RNAseq analyses to identify genes important for environmental stress responses by Saccharomyces cerevisiae. The students were tasked with creating overexpressing mutants of their genes and designing their own original experiments to investigate the functions of those genes using the overexpression and null mutants in the second CURE course. In order to evaluate student learning gains, we employed three validated concept inventories in a pretest/posttest format and compared gains on the posttest versus the pretest with student laboratory final grades. Our results demonstrated that there was a significant correlation between students earning lower grades in the Genetics laboratory for both years of this study and gains on the Genetics Concept Assessment (GCA). We also demonstrated a correlation between students earning lower grades in the Genetics laboratory and gains on the Introductory Molecular and Cell Biology Assessment (IMCA) for year 1 of the study. Students furthermore demonstrated significant gains in identifying the variable properties of experimental subjects when assessed using the Rubric for Experimental (RED) design tool. Results from the administration of the CURE survey support these findings. Our results suggest that a year-long CURE enables lower performing students to experience greater gains in their foundational skills for success in the STEM disciplines. PMID:28904646

  3. Diverse Assessment and Active Student Engagement Sustain Deep Learning: A Comparative Study of Outcomes in Two Parallel Introductory Biochemistry Courses

    Science.gov (United States)

    Bevan, Samantha J.; Chan, Cecilia W. L.; Tanner, Julian A.

    2014-01-01

    Although there is increasing evidence for a relationship between courses that emphasize student engagement and achievement of student deep learning, there is a paucity of quantitative comparative studies in a biochemistry and molecular biology context. Here, we present a pedagogical study in two contrasting parallel biochemistry introductory…

  4. New course in bioengineering and bioinspired design.

    Science.gov (United States)

    Erickson, Jonathan C

    2012-01-01

    The past two years, a new interdisciplinary course has been offered at Washington and Lee University (Lexington, VA, USA), which seeks to surmount barriers that have traditionally existed between the physical and life sciences. The course explores the physiology leading to the physical mechanisms and engineering principles that endow the astonishing navigation abilities and sensory mechanisms of animal systems. The course also emphasizes how biological systems are inspiring novel engineering designs. Two (among many) examples are how the adhesion of the gecko foot inspired a new class of adhesives based on Van der Waals forces; and how the iridophore protein plates found in mimic octopus and squid act as tunable ¼ wave stacks, thus inspiring the engineering of optically tunable block copolymer gels for sensing temperature, pressure, or chemical gradients. A major component of this course is the integration of a 6-8 week long research project. To date, projects have included engineering: a soft-body robot whose motion mimics the inchworm; an electrical circuit to sense minute electric fields in aqueous environments based on the shark electrosensory system; and cyborg grasshoppers whose jump motion is controlled via an electronic-neural interface. Initial feedback has indicated that this course has served to increase student interaction and “cross-pollination” of ideas between the physical and life sciences. Student feedback also indicated a marked increase in desire and confidence to continue to pursue problems at the boundary of biology and engineering—bioengineering.

  5. Conventional tomographic hilar anatomy emphasizing the pulmonary veins

    International Nuclear Information System (INIS)

    Genereux, G.P.

    1983-01-01

    The pulmonary hili are a frequent site of interpretive uncertainty because of thir complex anatomy. The right hilar shadow relates primarily to the ascending and descending pulmonary arteries and the right superior pulmonary vein, whereas the left hilar density accrues from the left pulmonary artery, left descending pulmonary artery, and left superior pulmonary vein. The right and left superoir pulmonary veins are intimately associated with and inseparable from the arteries. Knowledge of the course of these veins facilitates their identification on conventional tomograms. The right and left inferior pulmonary veins lie behind the lower hili and contribute only a small increment to the normal hilar density; the horizontal course of these vessels readily distinguishes them from the vertically oriented lower lobe arteries. Prominence of both the right and left superior and inferior veins may cause hilar pseudotumors. Conventional tomograms are most helpful in understanding plain radiographs. A multiview approach in anteroposterior, 55 0 posterior oblique, and lateral projections is recommended for a complete assessment. Computed tomography in transaxial sections adds further understanding of spatial relations in the hili, including the contributions of the pulmonary veins

  6. Building a strong geoscience department by emphasizing curriculum and pedagogy

    Science.gov (United States)

    Lea, P. D.; Beane, R. J.; Laine, E. P.

    2005-12-01

    About a decade ago the Bowdoin College Geology Department recognized a need for a new curriculum that more fully engaged majors and non-majors as active learners. To accomplish this curricular change the faculty have adopted differing pedagogies that all engage students in real projects. Research project-based learning, community-based learning, and problem-based service-learning form the core of our teaching efforts. The emphasis on problem-solving and inquiry in our courses has greatly strengthened our department's contributions to research, education, and service at the college. These courses have an added benefit of acquainting students with various aspects of their local and global environment. Geology majors leave Bowdoin equipped with tools and experiences they need for employment or graduate school as well life-long learners. To support the integration of research into our teaching we have successfully sought funding from NSF's CCLI and MRI programs. As a consequence, even first year students work with an SEM/EDAX/EBSD, with instrumented watersheds, and soon with an ocean observatory adjacent to our Coastal Studies Center, as well as taking greater advantage of local field opportunities. Our intense focus on improving curriculum and pedagogy organized and energized us within the department and helped us to present ourselves and our goals to the college.

  7. Translational Geroscience: Emphasizing function to achieve optimal longevity

    Science.gov (United States)

    Seals, Douglas R.; Melov, Simon

    2014-01-01

    Among individuals, biological aging leads to cellular and organismal dysfunction and an increased risk of chronic degenerative diseases and disability. This sequence of events in combination with the projected increases in the number of older adults will result in a worldwide healthcare burden with dire consequences. Superimposed on this setting are the adults now reaching traditional retirement ages--the baby boomers--a group that wishes to remain active, productive and physically and cognitively fit as they grow older. Together, these conditions are producing an unprecedented demand for increased healthspan or what might be termed “optimal longevity”—to live long, but well. To meet this demand, investigators with interests in the biological aspects of aging from model organisms to human epidemiology (population aging) must work together within an interactive process that we describe as translational geroscience. An essential goal of this new investigational platform should be the optimization and preservation of physiological function throughout the lifespan, including integrative physical and cognitive function, which would serve to increase healthspan, compress morbidity and disability into a shorter period of late-life, and help achieve optimal longevity. To most effectively utilize this new approach, we must rethink how investigators and administrators working at different levels of the translational research continuum communicate and collaborate with each other, how best to train the next generation of scientists in this new field, and how contemporary biological-biomedical aging research should be organized and funded. PMID:25324468

  8. Bovine viral diarrhea (BVD: A review emphasizing on Iran perspective

    Directory of Open Access Journals (Sweden)

    Mohammad Khezri

    2015-09-01

    Full Text Available Bovine viral diarrhea (BVD is one of the most important diseases of cattle responsible for major economic losses in dairy industries of Iran. So far, no nationwide program has been taken in Iran to control and eradicate the disease. Moreover, until now, no vaccination program has been practiced against BVD in Iran, although the disease is prevailing in the country. For effective controlling of BVD, it is necessary to cull the affected animals, and new entry of BVD in the farm should be prevented. Focusing on biosecurity in systematic control programs of BVD can also reduce the risks of introduction and spread of other epizootic and zoonotic diseases, thereby improving both cattle health and welfare in general. In this review paper, an overview on BVD emphasizing on Iran perspective has been discussed focusing on clinical manifestations of BVD, routes of transmission of BVD virus (BVDV, its diagnostic methods and possible prevention strategies. [J Adv Vet Anim Res 2015; 2(3.000: 240-251

  9. Building-up domestic enrichment capacity is emphasized

    International Nuclear Information System (INIS)

    Anon.

    1976-01-01

    This is an interim report presented by the Nuclear Fuel Cycle Committee of the Japanese Atomic Energy Commission to recommend adequate policy lines in each field of fuel cycle. As for the procurement of natural uranium, advises are given for both state authorities and for private companies (including electric utilities) on the basis of the ''develop-and-import'' policy. As for the procurement of enriched uranium, the urgency of the development of enrichment techniques and plants is emphasized together with the important role of the Power Reactor and Nuclear Fuel Development Corporation (PNC). As for reprocessing, it is confirmed that the construction and operation of the second reprocessing plant should be undertaken by private interests. The state authorities are advised to undertake revisions of the relevant laws, regulations, and standards. As for plutonium recycle, the demonstration of the use of plutonium with Fugen type heavy water reactors, as well as light water reactors is encouraged. As for the radiative waste disposal, advices associated with experimental ocean dumping, solidification, storage, and geological disposal are given. Finally, as for spent fuel transportation, problems associate with the physical protection and the safety of spent fuel transportation are treated. (Aoki, K.)

  10. Effect of Video Triggering During Conventional Lectures on Final Grades of Dental Students in an Oral Biology Course: A Two-Year Retrospective Study.

    Science.gov (United States)

    Farooq, Imran; Al-Jandan, Badr A

    2015-12-01

    The aim of this study was to analyze the effect of the inclusion of video triggers in conventional face-to-face lectures on the final grades of dental students in an oral biology course. The study consisted of two groups of students taking the course in two academic years at a dental school in Saudi Arabia: group 1, 2013-14 (control); and group 2, 2014-15. The total sample comprised 163 students (n=163; group 1: 71 and group 2: 92). Group 1 received lectures without any videos, whereas group 2 received lectures that included two to three videos of one to five minutes in duration with triggering effect (a video was shown every 10-15 minutes into the lecture). The final examination grades of the students were accessed retrospectively, and the data were compared with a chi-square test. The results confirmed that a higher number of students who received video triggering during lectures (group 2) performed better than their counterparts who did not receive video triggers (group 1); the difference was statistically significant (pvideo triggers may offer an advantage over conventional methods and their inclusion in lectures can be a way to enhance students' learning.

  11. An evaluation of community college student perceptions of the science laboratory and attitudes towards science in an introductory biology course

    Science.gov (United States)

    Robinson, Nakia Rae

    independent predictor of attitudes toward science, albeit negatively. The results from this study indicated that there is a need to increase the opportunity for inquiry in the science laboratory. The data also suggest that although all academic streams may have similar views of the laboratory experiences, more needs to be implemented to improve the scientific attitudes of nonscience majors enrolled in a course for science majors.

  12. New Kronig-Penney equation emphasizing the band edge conditions

    International Nuclear Information System (INIS)

    Szmulowicz, Frank

    2008-01-01

    The Kronig-Penney problem is a textbook example for discussing band dispersions and band gap formation in periodic layered media. For example, in photonic crystals, the behaviour of bands next to the band edges is important for further discussions of such effects as inhibited light emission, slow light and negative index of refraction. However, the standard Kronig-Penney equation does not explicitly state the band edge conditions. This paper derives a new solution for the Kronig-Penney problem that explicitly displays the band edge conditions as well as contains all other essential physics of band formation. Therefore, the present exposition should show the student that the band edge conditions are not simply special cases of the familiar Kronig-Penney equation but, instead, are an integral part of the band theory. For the computationally minded student, the new equation is particularly convenient for calculating the positions of closely spaced band edges. The present results can be taught alongside the Kronig-Penney equation in advanced undergraduate or beginning graduate quantum mechanics, solid state theory and photonics courses dealing with wave propagation through periodic layered media

  13. The Emphasizing Metonymy and Its Relation Whit Ambiguity of Text

    Directory of Open Access Journals (Sweden)

    Amir Saleh Masoomi

    2016-05-01

    Full Text Available   Abstract   In this paper, the use of two different linguistic tools in Arabic language, i.e. Metonymy and Emphasis combined in form of " Emphasizing Metonymy " has been studied . Metonymy, in the tradition of Arabic linguistics, is defined as "the use of a word in the meaning other than the prime meaning for which the word was coined". Using the metonymy has certain requirements; one of them is the existence of sign or marker ( القرینځ in the text. The function of the sign is to inform reader of word's new use in the meaning other than the prime meaning. In the other words , its function is to prevent understanding the true meaning from the word used in the metonymic meaning. The sign conceptually is related to metonymic meaning and incompatible with true meaning ; so, if the reader wants to consider concept of sign and true meaning of word beside each other, he certainly faces conceptual tension . Thus, he has no way but interpreting the word in its metonymic meaning and here, he finds the metonymic use of the word out.   The Muslim linguists have introduced two general types of sign: "verbal sign" and "contextual sign" ( القرینه اللفظیه والقرینه المقامیه . The verbal sign is the one seen among the words used in the text and the contextual sign is the one gained from the context. Of these tow, the fist one has more power to determine metonymic meaning, so that if the reader doesn't find it in the text, he can interpret the word in its true meaning. But, in the other hand, due to the extensive and abundant use of metonymy in Arabic, especially in the literary texts, it could be expected to find the metonymic words almost in all sentences, even though there is no verbal sign. In fact, this is because it's likely to be found the contextual sign for metonymic meaning in the text. Since the contextual signs, in contrary to verbal

  14. Young engineers and scientists - a mentorship program emphasizing space education

    Science.gov (United States)

    Boice, Daniel; Asbell, Elaine; Reiff, Patricia

    Young Engineers and Scientists (YES) is a community partnership between Southwest Research Institute (SwRI), and local high schools in San Antonio, Texas (USA) during the past 16 years. The YES program provides talented high school juniors and seniors a bridge between classroom instruction and real world, research experiences in physical sciences (including space science) and engineering. The first component of YES is an intensive three-week summer workshop held at SwRI where students experience the research environment first-hand; develop skills and acquire tools for solving scientific problems, attend mini-courses and seminars on electronics, computers and the Internet, careers, science ethics, and other topics; and select individual research projects to be completed during the academic year. Afterwards, students complete individual research projects under the guidance of their mentors during the academic year and earn honors credit. At the end of the school year, students publicly present and display their work, acknowledging their accomplishments and spreading career awareness to other students and teachers. During these years, YES has developed a website for topics in space science from the perspective of high school students, including NASA's Magnetospheric Multiscale Mission (MMS) (http://yesserver.space.swri.edu). High school science teachers participate in the workshop and develop space-related lessons for classroom presentation in the academic year. Student evaluations indicate the effectiveness of YES on their academic preparation and choice of college majors. Over the past 16 years, all YES graduates have entered college, several have worked for SwRI, one business has started, and three scientific publications have resulted. Acknowledgements. We acknowledge funding and support from the NASA MMS Mission, Texas Space Grant Consortium, Northside Independent School District, SwRI, and several local charitable foundations.

  15. Making evolutionary biology a basic science for medicine

    Science.gov (United States)

    Nesse, Randolph M.; Bergstrom, Carl T.; Ellison, Peter T.; Flier, Jeffrey S.; Gluckman, Peter; Govindaraju, Diddahally R.; Niethammer, Dietrich; Omenn, Gilbert S.; Perlman, Robert L.; Schwartz, Mark D.; Thomas, Mark G.; Stearns, Stephen C.; Valle, David

    2010-01-01

    New applications of evolutionary biology in medicine are being discovered at an accelerating rate, but few physicians have sufficient educational background to use them fully. This article summarizes suggestions from several groups that have considered how evolutionary biology can be useful in medicine, what physicians should learn about it, and when and how they should learn it. Our general conclusion is that evolutionary biology is a crucial basic science for medicine. In addition to looking at established evolutionary methods and topics, such as population genetics and pathogen evolution, we highlight questions about why natural selection leaves bodies vulnerable to disease. Knowledge about evolution provides physicians with an integrative framework that links otherwise disparate bits of knowledge. It replaces the prevalent view of bodies as machines with a biological view of bodies shaped by evolutionary processes. Like other basic sciences, evolutionary biology needs to be taught both before and during medical school. Most introductory biology courses are insufficient to establish competency in evolutionary biology. Premedical students need evolution courses, possibly ones that emphasize medically relevant aspects. In medical school, evolutionary biology should be taught as one of the basic medical sciences. This will require a course that reviews basic principles and specific medical applications, followed by an integrated presentation of evolutionary aspects that apply to each disease and organ system. Evolutionary biology is not just another topic vying for inclusion in the curriculum; it is an essential foundation for a biological understanding of health and disease. PMID:19918069

  16. Implementing recommendations for introductory biology by writing a new textbook.

    Science.gov (United States)

    Barsoum, Mark J; Sellers, Patrick J; Campbell, A Malcolm; Heyer, Laurie J; Paradise, Christopher J

    2013-01-01

    We redesigned the undergraduate introductory biology course by writing a new textbook (Integrating Concepts in Biology [ICB]) that follows first principles of learning. Our approach emphasizes primary data interpretation and the utility of mathematics in biology, while de-emphasizing memorization. This redesign divides biology into five big ideas (information, evolution, cells, emergent properties, homeostasis), addressing each at five levels of organization (molecules, cells, organisms, populations, ecological systems). We compared our course outcomes with two sections that used a traditional textbook and were taught by different instructors. On data interpretation assessments administered periodically during the semester, our students performed better than students in the traditional sections (p = 0.046) and exhibited greater improvement over the course of the semester (p = 0.015). On factual content assessments, our students performed similarly to students in the other sections (p = 0.737). Pre- and postsemester assessment of disciplinary perceptions and self-appraisal indicate that our students acquired a more accurate perception of biology as a discipline and may have developed a more realistic evaluation of their scientific abilities than did the control students (p biology.

  17. Implementing Recommendations for Introductory Biology by Writing a New Textbook

    Science.gov (United States)

    Barsoum, Mark J.; Sellers, Patrick J.; Campbell, A. Malcolm; Heyer, Laurie J.; Paradise, Christopher J.

    2013-01-01

    We redesigned the undergraduate introductory biology course by writing a new textbook (Integrating Concepts in Biology [ICB]) that follows first principles of learning. Our approach emphasizes primary data interpretation and the utility of mathematics in biology, while de-emphasizing memorization. This redesign divides biology into five big ideas (information, evolution, cells, emergent properties, homeostasis), addressing each at five levels of organization (molecules, cells, organisms, populations, ecological systems). We compared our course outcomes with two sections that used a traditional textbook and were taught by different instructors. On data interpretation assessments administered periodically during the semester, our students performed better than students in the traditional sections (p = 0.046) and exhibited greater improvement over the course of the semester (p = 0.015). On factual content assessments, our students performed similarly to students in the other sections (p = 0.737). Pre- and postsemester assessment of disciplinary perceptions and self-appraisal indicate that our students acquired a more accurate perception of biology as a discipline and may have developed a more realistic evaluation of their scientific abilities than did the control students (p < 0.05). We conclude that ICB improves critical thinking, metacognition, and disciplinary perceptions without compromising content knowledge in introductory biology. PMID:23463233

  18. A Qualitative Study Examining the Exclusive Use of Primary Literature in a Special Topics Biology Course: Improving Conceptions about the Nature of Science and Boosting Confidence in Approaching Original Scientific Research

    Science.gov (United States)

    Carter, B. Elijah; Wiles, Jason R.

    2017-01-01

    This qualitative study explores the experiences of six students enrolled in a special topics biology class that exclusively used primary literature as course material. Nature of science (NOS) conceptions have been linked to students' attitudes toward scientific subjects, but there has been little research specifically exploring the effects of…

  19. A Sophomore Course in Codesign

    DEFF Research Database (Denmark)

    Madsen, Jan; Steensgaard-Madsen, Jørgen; Christensen, Lars Munk

    2002-01-01

    We teach a hardware and software codesign course to second-year students who have expressed an interest in either electronics or informatics (computer science). The course emphasizes concepts and methods that are useful to both hardware and software developers and in particular to developers...

  20. The Making of a Course.

    Science.gov (United States)

    Truxal, John G.

    1987-01-01

    Discusses some of the concepts that are central to the courses offered by the Department of Technology and Society at the State University of New York at Stony Brook. Emphasizes the integration of technology concepts into courses dealing with problem solving, space technology, military technology and environmental studies. (TW)

  1. The conceptual maps in the development of the course of biology of tenth degree: An investigation experience action in the classroom

    Science.gov (United States)

    Samo Goyco, Marisol

    This investigation describes and combines the qualitative and quantitative methods of nature. The research I have work explore, observe, record and also it describes the experience to consider the education and teaching of the course. This investigation is a research that our students from the biology course, since the constructivist approach identifying and correct mistake. In this investigation there were participating twenty five students of tenth grade from a public school specialized in music. This research includes conceptual maps, computer integration, science programmed, internet, and broadcast and assessment approach. The research of conceptual maps establishes the correct method to perform capture the acknowledgement and attention of the investigators and the students which represents a significant relation between the concepts. Thought the investigator sustains on the cycle spiral of Carr and kemmis (1988) I design every unit considering the previous ideology of the student and elaborating the unit plan. Sustaining Maintain the methodology of the action research. The methodology has response to a new teaching paradigm. Situate as a principal assignment of the professor to contribute in the process of active learning to the students. Also helps to have in this process a reflection in their function or goals. During the research I analyze and wrote the observation and materials. The investigator express in her writing the final findings in every cycle. Also evaluates the map concepts the varied integration of activity and the assessment skills which are used through the socialized discussion. The socialized discussion communicates the participant concepts that should be attended. The students express between their peers and in front of the research of the investigator how they felt in terms of resources and the development of the maps. At the moment of this information I design the next cycle responding to the outstanding needs, this reflection genre a

  2. Is synthetic biology mechanical biology?

    Science.gov (United States)

    Holm, Sune

    2015-12-01

    A widespread and influential characterization of synthetic biology emphasizes that synthetic biology is the application of engineering principles to living systems. Furthermore, there is a strong tendency to express the engineering approach to organisms in terms of what seems to be an ontological claim: organisms are machines. In the paper I investigate the ontological and heuristic significance of the machine analogy in synthetic biology. I argue that the use of the machine analogy and the aim of producing rationally designed organisms does not necessarily imply a commitment to mechanical biology. The ideal of applying engineering principles to biology is best understood as expressing recognition of the machine-unlikeness of natural organisms and the limits of human cognition. The paper suggests an interpretation of the identification of organisms with machines in synthetic biology according to which it expresses a strategy for representing, understanding, and constructing living systems that are more machine-like than natural organisms.

  3. Giving wellness a spiritual workout. Two model programs emphasize the development of self-reliance.

    Science.gov (United States)

    Seaward, B L

    1989-04-01

    Many hospitals, corporations, and communities have developed wellness programs to help people maintain a healthy life-style. Today's wellness doctrine reflects modern medical thinking that, to achieve optimal human potential, a person must enjoy physical, mental, emotional, and spiritual well-being. Most wellness programs, however, concentrate on the physical; few take into account spiritual well-being. Wellness programs developed by the Boulder County YMCA, Longmont, CO, and the University of Maryland, College Park, were based on an interpretation of a model suggested by Carl Jung that defines spirituality as the development of self-reliance. According to Jung, the constituents of self-reliance include awareness, inner faith, self-worth, humility, patience, acceptance, and self-confidence. He suggested that the absence of any one of these could cause a breakdown in a person's belief system and lead to a spiritual crisis. These programs trained participants to recognize the importance of their spiritual well-being and to find practical ways to improve it. Key components were a stress management course; workshops in confidence building and values clarification; and classes, lectures, and workshops that emphasize the integration of spiritual and physical well-being.

  4. Math 3310--Technical Mathematics I. Course Outline.

    Science.gov (United States)

    New York Inst. of Tech., Old Westbury.

    This document contains the course syllabus and 12 independent practice modules for a college pre-calculus designed as the first course in a two-semester sequence for students in a Bachelor of Technology program. The course emphasizes engineering technology applications and verbal problems. Topics include a review of elementary algebra; factoring…

  5. Tweets from the forest: using Twitter to increase student engagement in an undergraduate field biology course [v1; ref status: indexed, http://f1000r.es/56w

    Directory of Open Access Journals (Sweden)

    Lauren Soluk

    2015-03-01

    Full Text Available Twitter is a cold medium that allows users to deliver content-rich but small packets of information to other users, and provides an opportunity for active and collaborative communication. In an education setting, this social media tool has potential to increase active learning opportunities, and increase student engagement with course content. The effects of Twitter on learning dynamics was tested in a field biology course offered by a large Canadian University: 29 students agreed to take part in the Twitter project and quantitative and qualitative data were collected, including survey data from 18 students. Students published 200% more public Tweets than what was required, and interacted frequently with the instructor and teaching assistant, their peers, and users external to the course. Almost 80% of students stated that Twitter increased opportunities for among-group communication, and 94% of students felt this kind of collaborative communication was beneficial to their learning. Although students did not think they would use Twitter after the course was over, 77% of the students still felt it was a good learning tool, and 67% of students felt Twitter had a positive impact on how they engaged with course content. These results suggest social media tools such as Twitter can help achieve active and collaborative learning in higher education.

  6. Redesigning a General Education Science Course to Promote Critical Thinking.

    Science.gov (United States)

    Rowe, Matthew P; Gillespie, B Marcus; Harris, Kevin R; Koether, Steven D; Shannon, Li-Jen Y; Rose, Lori A

    2015-01-01

    Recent studies question the effectiveness of a traditional university curriculum in helping students improve their critical thinking and scientific literacy. We developed an introductory, general education (gen ed) science course to overcome both deficiencies. The course, titled Foundations of Science, differs from most gen ed science offerings in that it is interdisciplinary; emphasizes the nature of science along with, rather than primarily, the findings of science; incorporates case studies, such as the vaccine-autism controversy; teaches the basics of argumentation and logical fallacies; contrasts science with pseudoscience; and addresses psychological factors that might otherwise lead students to reject scientific ideas they find uncomfortable. Using a pretest versus posttest design, we show that students who completed the experimental course significantly improved their critical-thinking skills and were more willing to engage scientific theories the general public finds controversial (e.g., evolution), while students who completed a traditional gen ed science course did not. Our results demonstrate that a gen ed science course emphasizing the process and application of science rather than just scientific facts can lead to improved critical thinking and scientific literacy. © 2015 M. P. Rowe, B. M. Gillespie, et al. CBE—Life Sciences Education © 2015 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

  7. The influence of herd size, conspecific risk, and predation risk on the vigilance of elk (Cervus elaphus) in Yellowstone National Park, and, Interest, learning, and a thematic biology course

    Science.gov (United States)

    Lung, Mark A.

    This dissertation is a composite of biological and educational research. The biological research concerns Rocky Mountain elk (Cervus elaphus ) behavior. The educational research presents ideas and findings on the influence of a thematic general biology course on student interest and perception of learning. The dissertation begins with a Preface that attempts to bring the ideas presented in later chapters together. Chapter One is a review of the literature concerning sociality, social behaviors, and elk biology. It summarizes current research literature as a means of introduction to Chapter Two. Chapter Two presents findings concerning the effects of herd size, predation risk, and the risk of being near conspecifics on two behaviors commonly associated with social animals---vigilance and aggression. Vigilance and aggression were measured in elk in Yellowstone National Park in two regions that varied in their presence of elk predators (wolves---Canis lupus, and grizzly bears---Ursus arctos) and in two seasons (spring and fall) that varied in the risks of being near conspecifics. Overall, male and female elk responded very differently. Male elk adjust their vigilance and aggression in response to changes in conspecific risk, but not to changes in predation risk. Female elk adjust their vigilance in response to changes in predation risk, but not to changes in conspecific risk. Males show no response in vigilance to changes in herd size. Non-reproductive females, however, adjust their levels of vigilance with changes in herd size in high risk regions. Interestingly, in the spring, vigilance decreases with increasing herd size, but in the fall, vigilance increases with increasing herd size. Chapter Three presents findings concerning the influence of a thematic course design on student perceptions of interest and teaming in a non-major's biology course (Bins 100: Concepts of Biology). I compared responses on student evaluations from two sections of Bios 100 taught in a

  8. Learning-oriented assessment increases performance and written skills in a second year metabolic biochemistry course.

    Science.gov (United States)

    Vanderlelie, Jessica J; Alexander, Heather G

    2016-07-08

    Assessment plays a critical role in learning and teaching and its power to enhance engagement and student outcomes is still underestimated in tertiary education. The current project considers the impact of a staged redesign of an assessment strategy that emphasized relevance of learning, formative assessment, student engagement, and feedback on student performance, failure rates and overall engagement in the course. Significant improvements in final grades (p Biochemistry and Molecular Biology, 44(4):412-420, 2016. © 2016 The International Union of Biochemistry and Molecular Biology.

  9. Biological basis of detoxication

    National Research Council Canada - National Science Library

    Caldwell, John; Jakoby, William B

    1983-01-01

    This volume considers that premise that most of the major patterns of biological conversion of foreign compounds are known and may have predictive value in assessing the biological course for novel compounds...

  10. BIOCHEMYSTRY DISCIPLINE RELEVANCE IN DIFFERENTS GRADUATION COURSES AT UESB IN JEQUIÉ CITY

    Directory of Open Access Journals (Sweden)

    Kátia Virgínia Galvão Gomes

    2006-10-01

    Full Text Available Biochemistry is a science that study the chemistry of life. It can give support to teaching basics acquirements that several courses,for example, the health and exact need to complete formation. This discipline approach topics common that is comtemplate in Physical Education, Nursing, Physiotherapy, Odontology, Biology and Chemistry to show the relation with courses above through application of contents to understand specific thems. The purpouse of this research was, through bibliography review, to emphasize, the importance of discipline to this courses, to understand its like basic discipline in the same courses, making evidence how the biochemistry can contribute to professional formation this students. The review show to interdiscipline of biochemistry, allowing the change of informations among several areas.

  11. Evolution in health and medicine Sackler colloquium: Making evolutionary biology a basic science for medicine.

    Science.gov (United States)

    Nesse, Randolph M; Bergstrom, Carl T; Ellison, Peter T; Flier, Jeffrey S; Gluckman, Peter; Govindaraju, Diddahally R; Niethammer, Dietrich; Omenn, Gilbert S; Perlman, Robert L; Schwartz, Mark D; Thomas, Mark G; Stearns, Stephen C; Valle, David

    2010-01-26

    New applications of evolutionary biology in medicine are being discovered at an accelerating rate, but few physicians have sufficient educational background to use them fully. This article summarizes suggestions from several groups that have considered how evolutionary biology can be useful in medicine, what physicians should learn about it, and when and how they should learn it. Our general conclusion is that evolutionary biology is a crucial basic science for medicine. In addition to looking at established evolutionary methods and topics, such as population genetics and pathogen evolution, we highlight questions about why natural selection leaves bodies vulnerable to disease. Knowledge about evolution provides physicians with an integrative framework that links otherwise disparate bits of knowledge. It replaces the prevalent view of bodies as machines with a biological view of bodies shaped by evolutionary processes. Like other basic sciences, evolutionary biology needs to be taught both before and during medical school. Most introductory biology courses are insufficient to establish competency in evolutionary biology. Premedical students need evolution courses, possibly ones that emphasize medically relevant aspects. In medical school, evolutionary biology should be taught as one of the basic medical sciences. This will require a course that reviews basic principles and specific medical applications, followed by an integrated presentation of evolutionary aspects that apply to each disease and organ system. Evolutionary biology is not just another topic vying for inclusion in the curriculum; it is an essential foundation for a biological understanding of health and disease.

  12. A Classroom Research Skills Development Emphasizing Data Analysis and Result of SSRU Students by RBL

    Science.gov (United States)

    Waree, Chaiwat

    2017-01-01

    The purpose of the study is the learning using research as a base. To strengthen the skills of classroom research Emphasizing Data Analysis and Result and to study the development of research skills in the class Emphasizing Data Analysis and Result of SSRU' Students by learning using research base. The target group are students in the 2nd semester…

  13. Marine Biology

    Science.gov (United States)

    Dewees, Christopher M.; Hooper, Jon K.

    1976-01-01

    A variety of informational material for a course in marine biology or oceanology at the secondary level is presented. Among the topics discussed are: food webs and pyramids, planktonic blooms, marine life, plankton nets, food chains, phytoplankton, zooplankton, larval plankton and filter feeders. (BT)

  14. Making developmental biology relevant to undergraduates in an era of economic rationalism in Australia.

    Science.gov (United States)

    Key, Brian; Nurcombe, Victor

    2003-01-01

    This report describes the road map we followed at our university to accommodate three main factors: financial pressure within the university system; desire to enhance the learning experience of undergraduates; and motivation to increase the prominence of the discipline of developmental biology in our university. We engineered a novel, multi-year undergraduate developmental biology program which was "student-oriented," ensuring that students were continually exposed to the underlying principles and philosophy of this discipline throughout their undergraduate career. Among its key features are introductory lectures in core courses in the first year, which emphasize the relevance of developmental biology to tissue engineering, reproductive medicine, therapeutic approaches in medicine, agriculture and aquaculture. State-of-the-art animated computer graphics and images of high visual impact are also used. In addition, students are streamed into the developmental biology track in the second year, using courses like human embryology and courses shared with cell biology, which include practicals based on modern experimental approaches. Finally, fully dedicated third-year courses in developmental biology are undertaken in conjunction with stand-alone practical courses where students experiencefirst-hand work in a research laboratory. Our philosophy is a "cradle-to-grave" approach to the education of undergraduates so as to prepare highly motivated, enthusiastic and well-educated developmental biologists for entry into graduate programs and ultimately post-doctoral research.

  15. Reclaiming Deviance as a Unique Course from Criminology.

    Science.gov (United States)

    Bader, Chris; And Others

    1996-01-01

    Asserts that the emphasis on criminal deviance in deviance textbooks creates too much overlap between what should be separate courses in deviance and criminology. Suggests that sociology courses focus on theories of deviance while criminology courses emphasize prevention. Discusses topics currently covered in both courses. (MJP)

  16. Two-Year Community: A Six-Year Review of Student Success in a Biology Course Using Lecture, Blended, and Hybrid Methods

    Science.gov (United States)

    Gonzalez, Beatriz Y.

    2014-01-01

    Traditional lecturing has been shown again and again to be a less effective teaching method regarding student engagement and promotion in the sciences. Studies that compare different teaching methods often face limitations because, over time, courses are either substantially changed and/or are taught by different instructors. This article presents…

  17. Integrating Experimentation into Control Courses

    NARCIS (Netherlands)

    Molengraft, van de M.J.G.; Steinbuch, M.; Kraker, de A.

    2005-01-01

    The Department of Mechanical Engineering at the Technische Universiteit Eindhoven, the Netherlands, aims to provide a stimulating educational environment that emphasizes the role of hands-on experiments. To achieve this goal, the Department integrated an experimentation program with courses in the

  18. BioCichlid: central dogma-based 3D visualization system of time-course microarray data on a hierarchical biological network.

    Science.gov (United States)

    Ishiwata, Ryosuke R; Morioka, Masaki S; Ogishima, Soichi; Tanaka, Hiroshi

    2009-02-15

    BioCichlid is a 3D visualization system of time-course microarray data on molecular networks, aiming at interpretation of gene expression data by transcriptional relationships based on the central dogma with physical and genetic interactions. BioCichlid visualizes both physical (protein) and genetic (regulatory) network layers, and provides animation of time-course gene expression data on the genetic network layer. Transcriptional regulations are represented to bridge the physical network (transcription factors) and genetic network (regulated genes) layers, thus integrating promoter analysis into the pathway mapping. BioCichlid enhances the interpretation of microarray data and allows for revealing the underlying mechanisms causing differential gene expressions. BioCichlid is freely available and can be accessed at http://newton.tmd.ac.jp/. Source codes for both biocichlid server and client are also available.

  19. Intermediate physics for medicine and biology

    CERN Document Server

    Hobbie, Russell K

    2015-01-01

    This classic text has been used in over 20 countries by advanced undergraduate and beginning graduate students in biophysics, physiology, medical physics, neuroscience, and biomedical engineering. It bridges the gap between an introductory physics course and the application of physics to the life and biomedical sciences. Extensively revised and updated, the fifth edition incorporates new developments at the interface between physics and biomedicine. New coverage includes cyclotrons, photodynamic therapy, color vision, x-ray crystallography, the electron microscope, cochlear implants, deep brain stimulation, nanomedicine, and other topics highlighted in the National Research Council report BIO2010. As with the previous edition, the first half of the text is primarily biological physics, emphasizing the use of ideas from physics to understand biology and physiology, and the second half is primarily medical physics, describing the use of physics in medicine for diagnosis (mainly imaging) and therapy. Among the m...

  20. Learning Effectiveness of a Strategic Learning Course

    Science.gov (United States)

    Burchard, Melinda S.; Swerdzewski, Peter

    2009-01-01

    The effectiveness of a postsecondary strategic learning course for improving metacognitive awareness and regulation was evaluated through systematic program assessment. The course emphasized students' awareness of personal learning through the study of learning theory and through practical application of specific learning strategies. Students…

  1. The effect of cooperative learning on the attitudes toward science and the achievement of students in a non-science majors' general biology laboratory course at an urban community college

    Science.gov (United States)

    Chung-Schickler, Genevieve C.

    The purpose of this study was to evaluate the effect of cooperative learning strategies on students' attitudes toward science and achievement in BSC 1005L, a non-science majors' general biology laboratory course at an urban community college. Data were gathered on the participants' attitudes toward science and cognitive biology level pre and post treatment in BSC 1005L. Elements of the Learning Together model developed by Johnson and Johnson and the Student Team-Achievement Divisions model created by Slavin were incorporated into the experimental sections of BSC 1005L. Four sections of BSC 1005L participated in this study. Participants were enrolled in the 1998 spring (January) term. Students met weekly in a two hour laboratory session. The treatment was administered to the experimental group over a ten week period. A quasi-experimental pretest-posttest control group design was used. Students in the cooperative learning group (nsb1 = 27) were administered the Test of Science-Related Attitudes (TOSRA) and the cognitive biology test at the same time as the control group (nsb2 = 19) (at the beginning and end of the term). Statistical analyses confirmed that both groups were equivalent regarding ethnicity, gender, college grade point average and number of absences. Independent sample t-tests performed on pretest mean scores indicated no significant differences in the TOSRA scale two or biology knowledge between the cooperative learning group and the control group. The scores of TOSRA scales: one, three, four, five, six, and seven were significantly lower in the cooperative learning group. Independent sample t-tests of the mean score differences did not show any significant differences in posttest attitudes toward science or biology knowledge between the two groups. Paired t-tests did not indicate any significant differences on the TOSRA or biology knowledge within the cooperative learning group. Paired t-tests did show significant differences within the control group

  2. A Focus on Polarity: Investigating the Role of Orientation Cues in Mediating Student Performance on mRNA Synthesis Tasks in an Introductory Cell and Molecular Biology Course

    Science.gov (United States)

    Olimpo, Jeffrey T.; Quijas, Daniel A.; Quintana, Anita M.

    2017-01-01

    The central dogma has served as a foundational model for information flow, exchange, and storage in the biological sciences for several decades. Despite its continued importance, however, recent research suggests that novices in the domain possess several misconceptions regarding the aforementioned processes, including those pertaining…

  3. Authorized Course of Instruction for the Quinmester Program. Science: Introduction to Marine Science; Recreation and the Sea; Oceanography; Marine Ecology of South Florida, and Invertebrate Marine Biology.

    Science.gov (United States)

    Dade County Public Schools, Miami, FL.

    All five units, developed for the Dade County Florida Quinmester Program, included in this collection concern some aspect of marine studies. Except for "Recreation and the Sea," intended to give students basic seamanship skills and experience of other marine recreation, all units are designed for students with a background in biology or…

  4. Context dependence of students' views about the role of equations in understanding biology.

    Science.gov (United States)

    Watkins, Jessica; Elby, Andrew

    2013-06-01

    Students' epistemological views about biology--their ideas about what "counts" as learning and understanding biology--play a role in how they approach their courses and respond to reforms. As introductory biology courses incorporate more physics and quantitative reasoning, student attitudes about the role of equations in biology become especially relevant. However, as documented in research in physics education, students' epistemologies are not always stable and fixed entities; they can be dynamic and context-dependent. In this paper, we examine an interview with an introductory student in which she discusses the use of equations in her reformed biology course. In one part of the interview, she expresses what sounds like an entrenched negative stance toward the role equations can play in understanding biology. However, later in the interview, when discussing a different biology topic, she takes a more positive stance toward the value of equations. These results highlight how a given student can have diverse ways of thinking about the value of bringing physics and math into biology. By highlighting how attitudes can shift in response to different tasks, instructional environments, and contextual cues, we emphasize the need to attend to these factors, rather than treating students' beliefs as fixed and stable.

  5. Genetic Determinism in the Genetics Curriculum. An Exploratory Study of the Effects of Mendelian and Weldonian Emphases

    Science.gov (United States)

    Jamieson, Annie; Radick, Gregory

    2017-12-01

    Twenty-first-century biology rejects genetic determinism, yet an exaggerated view of the power of genes in the making of bodies and minds remains a problem. What accounts for such tenacity? This article reports an exploratory study suggesting that the common reliance on Mendelian examples and concepts at the start of teaching in basic genetics is an eliminable source of support for determinism. Undergraduate students who attended a standard `Mendelian approach' university course in introductory genetics on average showed no change in their determinist views about genes. By contrast, students who attended an alternative course which, inspired by the work of a critic of early Mendelism, W. F. R. Weldon (1860-1906), replaced an emphasis on Mendel's peas with an emphasis on developmental contexts and their role in bringing about phenotypic variability, were less determinist about genes by the end of teaching. Improvements in both the new Weldonian curriculum and the study design are in view for the future.

  6. Empirical evidence of the effectiveness of concept mapping as a learning intervention for nuclear medicine technology students in a distance learning radiation protection and biology course.

    Science.gov (United States)

    Passmore, Gregory G; Owen, Mary Anne; Prabakaran, Krishnan

    2011-12-01

    Metacognitive learning strategies are based on instructional learning theory, which promotes deep, meaningful learning. Educators in a baccalaureate-level nuclear medicine technology program demonstrated that students enrolled in an online, distance learning section of an introductory radiation protection and radiobiology course performed better when traditional instruction was supplemented with nontraditional metacognitive learning strategies. The metacognitive learning strategy that was used is best known as concept mapping. The concept map, in addition to the standard homework problem assignment and opportunity for question-answer sessions, became the template for misconception identification and remediation interactions between the instructor and the student. The control group relied on traditional homework problems and question-answer sessions alone. Because students in both the "treatment" groups (i.e., students who used concept mapping) and the control group were distance learning students, all personal communications were conducted via e-mail or telephone. The final examination of the course was used to facilitate a quantitative comparison of the performance of students who used concept mapping and the performance of students who did not use concept mapping. The results demonstrated a significantly higher median final examination score for the concept mapping group than for the non-concept mapping group (z = -2.0381, P = 0.0415), with an appropriately large effect size (2.65). Concept mapping is a cognitive learning intervention that effectively enables meaningful learning and is suitable for use in the independent learner-oriented distance learning environments used by some nuclear medicine technology programs.

  7. Using the mixed media according to internet-based on the instructional multimedia for developing students' learning achievements in biology course on foundational cell issue of secondary students at the 10th grade level in Rangsit University demonstration school

    Science.gov (United States)

    Kangloan, Pichet; Chayaburakul, Kanokporn; Santiboon, Toansakul

    2018-01-01

    The aims of this research study were 1) to develop students' learning achievements in biology course on foundational cell issue, 2) to examine students' satisfactions of their learning activities through the mixed media according to internet-based multi-instruction in biology on foundational cell issue at the 10th grade level were used in the first semester in the academic year 2014, which a sample size of 17 students in Rangsit University Demonstration School with cluster random sampling was selected. Students' learning administrations were instructed with the 3-instructional lesson plans according to the 5-Step Ladder Learning Management Plan (LLMP) namely; the maintaining lesson plan on the equilibrium of cell issue, a lesson plan for learning how to communicate between cell and cell division. Students' learning achievements were assessed with the 30-item Assessment of Learning Biology Test (ALBT), students' perceptions of their satisfactions were satisfied with the 20-item Questionnaire on Students Satisfaction (QSS), and students' learning activities were assessed with the Mixed Media Internet-Based Instruction (MMIBI) on foundational cell issue was designed. The results of this research study have found that: statistically significant of students' post-learning achievements were higher than their pre-learning outcomes and indicated that the differences were significant at the .05 level. Students' performances of their satisfaction to their perceptions toward biology class with the mixed media according to internet-based multi instruction in biology on foundational cell issue were the highest level and evidence of average mean score as 4.59.

  8. A focus on polarity: Investigating the role of orientation cues in mediating student performance on mRNA synthesis tasks in an introductory cell and molecular biology course.

    Science.gov (United States)

    Olimpo, Jeffrey T; Quijas, Daniel A; Quintana, Anita M

    2017-11-01

    The central dogma has served as a foundational model for information flow, exchange, and storage in the biological sciences for several decades. Despite its continued importance, however, recent research suggests that novices in the domain possess several misconceptions regarding the aforementioned processes, including those pertaining specifically to the formation of messenger ribonucleic acid (mRNA) transcripts. In the present study, we sought to expand upon these observations through exploration of the influence of orientation cues on students' aptitude at synthesizing mRNAs from provided deoxyribonucleic acid (DNA) template strands. Data indicated that participants (n = 45) were proficient at solving tasks of this nature when the DNA template strand and the mRNA molecule were represented in an antiparallel orientation. In contrast, participants' performance decreased significantly on items in which the mRNA was depicted in a parallel orientation relative to the DNA template strand. Furthermore, participants' Grade Point Average, self-reported confidence in understanding the transcriptional process, and spatial ability were found to mediate their performance on the mRNA synthesis tasks. Collectively, these data reaffirm the need for future research and pedagogical interventions designed to enhance students' comprehension of the central dogma in a manner that makes transparent its relevance to real-world scientific phenomena. © 2017 by The International Union of Biochemistry and Molecular Biology, 45(6):501-508, 2017. © 2017 The International Union of Biochemistry and Molecular Biology.

  9. Advertising energy saving programs: The potential environmental cost of emphasizing monetary savings.

    Science.gov (United States)

    Schwartz, Daniel; Bruine de Bruin, Wändi; Fischhoff, Baruch; Lave, Lester

    2015-06-01

    Many consumers have monetary or environmental motivations for saving energy. Indeed, saving energy produces both monetary benefits, by reducing energy bills, and environmental benefits, by reducing carbon footprints. We examined how consumers' willingness and reasons to enroll in energy-savings programs are affected by whether advertisements emphasize monetary benefits, environmental benefits, or both. From a normative perspective, having 2 noteworthy kinds of benefit should not decrease a program's attractiveness. In contrast, psychological research suggests that adding external incentives to an intrinsically motivating task may backfire. To date, however, it remains unclear whether this is the case when both extrinsic and intrinsic motivations are inherent to the task, as with energy savings, and whether removing explicit mention of extrinsic motivation will reduce its importance. We found that emphasizing a program's monetary benefits reduced participants' willingness to enroll. In addition, participants' explanations about enrollment revealed less attention to environmental concerns when programs emphasized monetary savings, even when environmental savings were also emphasized. We found equal attention to monetary motivations in all conditions, revealing an asymmetric attention to monetary and environmental motives. These results also provide practical guidance regarding the positioning of energy-saving programs: emphasize intrinsic benefits; the extrinsic ones may speak for themselves. (c) 2015 APA, all rights reserved).

  10. Biology Myth-Killers

    Science.gov (United States)

    Lampert, Evan

    2014-01-01

    "Biology Myth-Killers" is an activity designed to identify and correct common misconceptions for high school and college introductory biology courses. Students identify common myths, which double as biology misconceptions, and use appropriate sources to share the "truth" about the myths. This learner-centered activity is a fun…

  11. General Biology Syllabus.

    Science.gov (United States)

    Hunter, Scott; Watthews, Thomas

    This syllabus has been developed as an alternative to Regents biology and is intended for the average student who could benefit from an introductory biology course. It is divided into seven major units dealing with, respectively: (1) similarities among living things; (2) human biology (focusing on nutrition, transport, respiration, excretion, and…

  12. Chemistry and Biology

    Science.gov (United States)

    Wigston, David L.

    1970-01-01

    Discusses the relationship between chemisty and biology in the science curriculum. Points out the differences in perception of the disciplines, which the physical scientists favoring reductionism. Suggests that biology departments offer a special course for chemistry students, just as the chemistry departments have done for biology students.…

  13. TECHNICAL COURSES

    CERN Multimedia

    Enseignement Technique; Technical Training; Monique Duval - Tel. 74924

    2000-01-01

    C++ for Particle Physicists By Paul KUNZ Please note that Paul Kunz will be giving his very popular and highly recommended C++ course again on 20 ­ 24 November. The course costs 200 CHF, and advance registration is required. People with CERN EDH accounts can apply electronically directly from the Web course description page : C++ for Particle Physicists Team Visitors should ask their Group Leader to send an e-mail to the DTO of EP Division, M. Burri, referring to the ‘C++ for Particle Physicists’ course and giving their name, CERN ID number, the Team account number to which the course fee should be charged, and VERY IMPORTANTLY an email address to which an invitation to the course can be sent.

  14. NEW COURSES

    CERN Document Server

    Enseignement Technique; Tél. 74924; Technical Training; Monique Duval; Tel. 74924

    2000-01-01

    C++ for Particle Physicists By Paul KUNZ Please note that Paul Kunz will be giving his very popular and highly recommended C++ course again on 20-24 November. The course costs 200 CHF, and advance registration is required. People with CERN EDH accounts can apply electronically directly from the Web course description page : http://www.cern.ch/Training/ENSTEC/P9798/Software/cpppp_e.htm Team Visitors should ask their Group Leader to send an e-mail to the DTO of EP Division, M. Burri, referring to the ‘C++ for Particle Physicists’ course and giving their name, CERN ID number, the Team account number to which the course fee should be charged, and VERY IMPORTANTLY an email address to which an invitation to the course can be sent.

  15. TECHNICAL COURSES

    CERN Multimedia

    Technical Training; Tel. 74924

    2000-01-01

    C++ for Particle Physicists By Paul KUNZ Please note that Paul Kunz will be giving his very popular and highly recommended C++ course again on 20 ­ 24 November. The course costs 200 CHF, and advance registration is required. People with CERN EDH accounts can apply electronically directly from the Web course description page : http://www.cern.ch/Training/ENSTEC/P9798/Software/cpppp_e.htm Team Visitors should ask their Group Leader to send an e-mail to the DTO of EP Division, M. Burri, referring to the ‘C++ for Particle Physicists’ course and giving their name, CERN ID number, the Team account number to which the course fee should be charged, and VERY IMPORTANTLY an email address to which an invitation to the course can be sent.

  16. Introductory Biology Textbooks Under-Represent Scientific Process

    Directory of Open Access Journals (Sweden)

    Dara B. Duncan

    2011-08-01

    Full Text Available Attrition of undergraduates from Biology majors is a long-standing problem. Introductory courses that fail to engage students or spark their curiosity by emphasizing the open-ended and creative nature of biological investigation and discovery could contribute to student detachment from the field. Our hypothesis was that introductory biology books devote relatively few figures to illustration of the design and interpretation of experiments or field studies, thereby de-emphasizing the scientific process.To investigate this possibility, we examined figures in six Introductory Biology textbooks published in 2008. On average, multistep scientific investigations were presented in fewer than 5% of the hundreds of figures in each book. Devoting such a small percentage of figures to the processes by which discoveries are made discourages an emphasis on scientific thinking. We suggest that by increasing significantly the illustration of scientific investigations, textbooks could support undergraduates’ early interest in biology, stimulate the development of design and analytical skills, and inspire some students to participate in investigations of their own.

  17. Can mixed assessment methods make biology classes more equitable?

    Science.gov (United States)

    Cotner, Sehoya; Ballen, Cissy J

    2017-01-01

    Many factors have been proposed to explain the attrition of women in science, technology, engineering and math fields, among them the lower performance of women in introductory courses resulting from deficits in incoming preparation. We focus on the impact of mixed methods of assessment, which minimizes the impact of high-stakes exams and rewards other methods of assessment such as group participation, low-stakes quizzes and assignments, and in-class activities. We hypothesized that these mixed methods would benefit individuals who otherwise underperform on high-stakes tests. Here, we analyze gender-based performance trends in nine large (N > 1000 students) introductory biology courses in fall 2016. Females underperformed on exams compared to their male counterparts, a difference that does not exist with other methods of assessment that compose course grade. Further, we analyzed three case studies of courses that transitioned their grading schemes to either de-emphasize or emphasize exams as a proportion of total course grade. We demonstrate that the shift away from an exam emphasis consequently benefits female students, thereby closing gaps in overall performance. Further, the exam performance gap itself is reduced when the exams contribute less to overall course grade. We discuss testable predictions that follow from our hypothesis, and advocate for the use of mixed methods of assessments (possibly as part of an overall shift to active learning techniques). We conclude by challenging the student deficit model, and suggest a course deficit model as explanatory of these performance gaps, whereby the microclimate of the classroom can either raise or lower barriers to success for underrepresented groups in STEM.

  18. Can mixed assessment methods make biology classes more equitable?

    Directory of Open Access Journals (Sweden)

    Sehoya Cotner

    Full Text Available Many factors have been proposed to explain the attrition of women in science, technology, engineering and math fields, among them the lower performance of women in introductory courses resulting from deficits in incoming preparation. We focus on the impact of mixed methods of assessment, which minimizes the impact of high-stakes exams and rewards other methods of assessment such as group participation, low-stakes quizzes and assignments, and in-class activities. We hypothesized that these mixed methods would benefit individuals who otherwise underperform on high-stakes tests. Here, we analyze gender-based performance trends in nine large (N > 1000 students introductory biology courses in fall 2016. Females underperformed on exams compared to their male counterparts, a difference that does not exist with other methods of assessment that compose course grade. Further, we analyzed three case studies of courses that transitioned their grading schemes to either de-emphasize or emphasize exams as a proportion of total course grade. We demonstrate that the shift away from an exam emphasis consequently benefits female students, thereby closing gaps in overall performance. Further, the exam performance gap itself is reduced when the exams contribute less to overall course grade. We discuss testable predictions that follow from our hypothesis, and advocate for the use of mixed methods of assessments (possibly as part of an overall shift to active learning techniques. We conclude by challenging the student deficit model, and suggest a course deficit model as explanatory of these performance gaps, whereby the microclimate of the classroom can either raise or lower barriers to success for underrepresented groups in STEM.

  19. An Example Emphasizing Mass-Volume Relationships for Problem Solving in Soils

    Science.gov (United States)

    Heitman, J. L.; Vepraskas, M. J.

    2009-01-01

    Mass-volume relationships are a useful tool emphasized for problem solving in many geo-science and engineering applications. These relationships also have useful applications in soil science. Developing soils students' ability to utilize mass-volume relationships through schematic diagrams of soil phases (i.e., air, water, and solid) can help to…

  20. Incorporating an Interactive Statistics Workshop into an Introductory Biology Course-Based Undergraduate Research Experience (CURE) Enhances Students' Statistical Reasoning and Quantitative Literacy Skills.

    Science.gov (United States)

    Olimpo, Jeffrey T; Pevey, Ryan S; McCabe, Thomas M

    2018-01-01

    Course-based undergraduate research experiences (CUREs) provide an avenue for student participation in authentic scientific opportunities. Within the context of such coursework, students are often expected to collect, analyze, and evaluate data obtained from their own investigations. Yet, limited research has been conducted that examines mechanisms for supporting students in these endeavors. In this article, we discuss the development and evaluation of an interactive statistics workshop that was expressly designed to provide students with an open platform for graduate teaching assistant (GTA)-mentored data processing, statistical testing, and synthesis of their own research findings. Mixed methods analyses of pre/post-intervention survey data indicated a statistically significant increase in students' reasoning and quantitative literacy abilities in the domain, as well as enhancement of student self-reported confidence in and knowledge of the application of various statistical metrics to real-world contexts. Collectively, these data reify an important role for scaffolded instruction in statistics in preparing emergent scientists to be data-savvy researchers in a globally expansive STEM workforce.

  1. Incorporating an Interactive Statistics Workshop into an Introductory Biology Course-Based Undergraduate Research Experience (CURE) Enhances Students’ Statistical Reasoning and Quantitative Literacy Skills †

    Science.gov (United States)

    Olimpo, Jeffrey T.; Pevey, Ryan S.; McCabe, Thomas M.

    2018-01-01

    Course-based undergraduate research experiences (CUREs) provide an avenue for student participation in authentic scientific opportunities. Within the context of such coursework, students are often expected to collect, analyze, and evaluate data obtained from their own investigations. Yet, limited research has been conducted that examines mechanisms for supporting students in these endeavors. In this article, we discuss the development and evaluation of an interactive statistics workshop that was expressly designed to provide students with an open platform for graduate teaching assistant (GTA)-mentored data processing, statistical testing, and synthesis of their own research findings. Mixed methods analyses of pre/post-intervention survey data indicated a statistically significant increase in students’ reasoning and quantitative literacy abilities in the domain, as well as enhancement of student self-reported confidence in and knowledge of the application of various statistical metrics to real-world contexts. Collectively, these data reify an important role for scaffolded instruction in statistics in preparing emergent scientists to be data-savvy researchers in a globally expansive STEM workforce. PMID:29904549

  2. Interdisciplinary Introductory Course in Bioinformatics

    Science.gov (United States)

    Kortsarts, Yana; Morris, Robert W.; Utell, Janine M.

    2010-01-01

    Bioinformatics is a relatively new interdisciplinary field that integrates computer science, mathematics, biology, and information technology to manage, analyze, and understand biological, biochemical and biophysical information. We present our experience in teaching an interdisciplinary course, Introduction to Bioinformatics, which was developed…

  3. French Courses

    CERN Multimedia

    2012-01-01

    General and Professional French Courses These courses are open to all persons working on the CERN site, and to their spouses. The next session will take place from 28 January to 5 April 2013. Oral Expression This course is aimed for students with a good knowledge of French who want to enhance their speaking skills. Speaking activities will include discussions, meeting simulations, role-plays etc. The next session will take place from 28 January to 5 April 2013. Writing professional documents in French These courses are designed for non-French speakers with a very good standard of spoken French. The next session will take place from 28 January to 5 April 2013. For registration and further information on the courses, please consult our Web pages or contact Kerstin Fuhrmeister.

  4. English courses

    CERN Multimedia

    HR Department

    2010-01-01

    New courses University of Cambridge ESOL examination course We will be starting two new courses in October leading to the Cambridge First Certificate in English (level B2 of the European Framework) and the Cambridge Advanced English (level C1) examinations. These courses will consist of two semesters of 15 weeks with two two-hourly classes per week. There will be an average of eight students per class. Normally the examination will be taken in June 2011 but strong participants could take it earlier. People wishing to take these courses should enrol: http://cta.cern.ch/cta2/f?p=110:9:1927376177842004::NO::X_COURSE_ID,X_STATUS:4133%2CD and they will then be required to take a placement test to check that their level of English is of an appropriate level. Please note that we need a minimum of seven students enrolled to open a session. For further information please contact Tessa Osborne 72957. General and Professional English Courses The next session will take place: From 4th October 2010 to 5th Feb...

  5. [The emphases and basic procedures of genetic counseling in psychotherapeutic model].

    Science.gov (United States)

    Zhang, Yuan-Zhi; Zhong, Nanbert

    2006-11-01

    The emphases and basic procedures of genetic counseling are all different with those in old models. In the psychotherapeutic model, genetic counseling will not only focus on counselees' genetic disorders and birth defects, but also their psychological problems. "Client-centered therapy" termed by Carl Rogers plays an important role in genetic counseling process. The basic procedures of psychotherapeutic model of genetic counseling include 7 steps: initial contact, introduction, agendas, inquiry of family history, presenting information, closing the session and follow-up.

  6. Unintended Effects of Emphasizing Disparities in Cancer Communication to African-Americans

    OpenAIRE

    Nicholson, Robert A.; Kreuter, Matthew W.; Lapka, Christina; Wellborn, Rachel; Clark, Eddie M.; Sanders-Thompson, Vetta; Jacobsen, Heather M.; Casey, Chris

    2008-01-01

    Little is known about how minority groups react to public information that highlights racial disparities in cancer. This double-blind randomized study compared emotional and behavioral reactions to four versions of the same colon cancer (CRC) information presented in mock news articles to a community sample of African-American adults (n = 300). Participants read one of four articles that varied in their framing and interpretation of race-specific CRC mortality data, emphasizing impact (CRC is...

  7. English course

    CERN Multimedia

    HR Department

    2011-01-01

    General and Professional English Courses The next sessions will take place: From 3rd October 2011 to beginning of February 2012 (break at Christmas). These courses are open to all persons working on the CERN site, and to their spouses. For registration and further information on the courses, please consult our Web pages: http://cern.ch/Training or contact Kerstin Fuhrmeister, tel. 70896. Oral Expression The next sessions will take place from 3rd October 2011 to beginning of February 2012 (break at Christmas). This course is intended for people with a good knowledge of English who want to enhance their speaking skills. There will be on average of 8 participants in a class. Speaking activities will include discussions, meeting simulations, role-plays etc. depending on the needs of the students. For registration and further information on the courses, please consult our Web pages: http://cern.ch/Training or contact Kerstin Fuhrmeister, tel. 70896. Writing Professional Documents in English - Administrative Wr...

  8. Language Courses

    CERN Multimedia

    HR Department

    2010-01-01

    General and Professional English Courses The next session will take place: from 1st March to end of June 2010 (1/2 weeks break at Easter). These courses are open to all persons working on the CERN site, and to their spouses. For registration and further information on the courses, please consult our Web pages or contact Nathalie Dumeaux, tel. 78144. Oral Expression The next session will take place from 1st March to end of June 2010 (1/2 weeks break at Easter). This course is intended for people with a good knowledge of English who want to enhance their speaking skills. There will be on average of 8 participants in a class. Speaking activities will include discussions, meeting simulations, role-plays etc. depending on the needs of the students. Duration: 30 hours Price: 660 CHF (for a minimum of 8 students) More details Writing Professional Documents in English The next session will take place from 1st March to end of June 2010 (1/2 weeks break at Easter). This course is designed for people with a good le...

  9. NEW COURSES

    CERN Multimedia

    Technical Training; Tel. 74924

    2001-01-01

    Hands-on Training Support for the Windows 2000 Migration Please note that the set of hands-on courses listed below has been added to the Technical Training Programme to support the labwide migration to Windows 2000. If there is enough demand it is planned to organise sessions throughout the summer period. Anyone interested is asked to register for the course(s) of their choice by accessing the web course description from : http://training.web.cern.ch/Training/Welcome.html As soon as a minimum number of applications have been received dates will be fixed and published in the weekly bulletin and on the web. Please note that in order to get maximum benefit from these courses it is important to have Windows 2000 installed on your computer either before or immediately after you attend the session. People who do not have access to a Windows 2000 PC are strongly recommended to plan their training to coincide with the migration of their PC. A migration plan has been prepared in agreement with the NICE 2000 divisiona...

  10. French courses

    CERN Document Server

    HR Department

    2012-01-01

    General and Professional French Courses The next session will take place from 2nd May to 6th July 2012. These courses are open to all persons working on the CERN site, and to their spouses. For registration and further information on the courses, please consult our Web pages or contact Kerstin Fuhrmeister.   Oral Expression This course is aimed for students with a good knowledge of French who want to enhance their speaking skills. Speaking activities will include discussions, meeting simulations, role-plays etc. Suitable candidates should contact Kerstin Fuhrmeister (70896) in order to arrange an appointment for a test. The next session will take place from 2nd May to 6th July 2012.   Writing professional documents in French These courses are designed for non-French speakers with a very good standard of spoken French. Suitable candidates should contact Kerstin Fuhrmeister (70896) in order to arrange an appointment for a test. The next session will take place from 2nd May to ...

  11. Language courses

    CERN Multimedia

    2014-01-01

    General and Professional French Courses The next session will take place from 5 May to 11 July 2014. These courses are open to all persons working on the CERN site, and to their spouses. For registration and further information on the courses, please consult our Web pages: http://hr-training.web.cern.ch/hr-training/ or contact Kerstin Fuhrmeister (kerstin.fuhrmeister@cern.ch). Oral Expression This course is aimed for students with a good knowledge of French who want to enhance their speaking skills. Speaking activities will include discussions, meeting simulations, role-plays etc. Suitable candidates should contact Kerstin Fuhrmeister (70896) in order to arrange an appointment for a test. The next session will take place from 5 May to 11 July 2014. Writing professional documents in French These courses are designed for non-French speakers with a very good standard of spoken French. Suitable candidates should contact Kerstin Fuhrmeister (70896) in order to arrange an appointment for a test. The next session...

  12. French courses

    CERN Document Server

    2013-01-01

    General and Professional French Courses The next session will take place from 29 April to 5 July 2013. These courses are open to all persons working on the CERN site, and to their spouses. For registration and further information on the courses, please consult our Web pages or contact Kerstin Fuhrmeister (kerstin.fuhrmeister@cern.ch). Oral Expression This course is aimed for students with a good knowledge of French who want to enhance their speaking skills. Speaking activities will include discussions, meeting simulations, role-plays etc. Suitable candidates should contact Kerstin Fuhrmeister (70896) in order to arrange an appointment for a test. The next session will take place from 29 April to 5 July 2013. Writing professional documents in French These courses are designed for non-French speakers with a very good standard of spoken French. Suitable candidates should contact Kerstin Fuhrmeister (70896) in order to arrange an appointment for a test. The next session will take place from 29 April to 5 July...

  13. Obama Emphasizes Science and Innovation in State of the Union Address

    Science.gov (United States)

    Tretkoff, Ernie

    2011-02-01

    U.S. president Barack Obama emphasized innovation and competitiveness in his State of the Union address on 25 January. He also raised science and technology early in the hour-long speech, noting that nations like China and India are focusing on math and science education and investing in research and technology. To be competitive with those countries, “we need to out-innovate, out-educate, and out-build the rest of the world,” Obama said. “The first step in winning the future is encouraging American innovation.”

  14. Entrepreneurship Course

    CERN Multimedia

    2003-01-01

    +++++++ Turn your idea into a company +++++++ Starting date: Thursday 23 October 2003 Timing: Every Thursday from 5 p.m. to 9 p.m. Venue: University of Geneva, Sciences II Duration: 1 semester Registration: http://www.startupcafe.ch/learn More Information: info@createswitzerland.ch Deadline to submit the application: 10 October 2003. Check the CREATE website for alternative dates and venues. The course is restricted to 30 pre-selected participants. The course covers important aspects of launching a business from initial idea to growth and international expansion and addresses two kind of skills requested to start a high tech company which are divided into personal skills (entrepreneur skills) and those to start a company (Start-up tools). The 14 week course is free of charge. For any question, please, contact Ilias.Goulas@cern.ch from the Technology Transfer Group (http://cern.ch/ttdb).

  15. Measuring intergroup ideologies: positive and negative aspects of emphasizing versus looking beyond group differences.

    Science.gov (United States)

    Hahn, Adam; Banchefsky, Sarah; Park, Bernadette; Judd, Charles M

    2015-12-01

    Research on interethnic relations has focused on two ideologies, asking whether it is best to de-emphasize social-category differences (colorblind) or emphasize and celebrate differences (multicultural). We argue each of these can manifest with negative outgroup evaluations: Assimilationism demands that subordinate groups adopt dominant group norms to minimize group distinctions; segregationism holds that groups should occupy separate spheres. Parallel versions can be identified for intergender relations. Scales to measure all four ideologies are developed both for ethnicity (Studies 1 and 2) and gender (Studies 3 and 4). Results demonstrate that the ideologies can be reliably measured, that the hypothesized four-factor models are superior to alternative models with fewer factors, and that the ideologies relate as predicted to the importance ascribed to group distinctions, subordinate group evaluations, and solution preferences for intergroup conflict scenarios. We argue that this fourfold model can help clarify theory and measurement, allowing a more nuanced assessment of ideological attitudes. © 2015 by the Society for Personality and Social Psychology, Inc.

  16. Grades and Withdrawal Rates in Cell Biology and Genetics Based upon Institution Type for General Biology and Implications for Transfer Articulation Agreements

    Science.gov (United States)

    Regier, Kimberly Fayette

    2016-01-01

    General biology courses (for majors) are often transferred from one institution to another. These courses must prepare students for upper division courses in biology. In Colorado, a Biology Transfer Articulation Agreement that includes general biology has been created across the state. An evaluation was conducted of course grades in two upper…

  17. Course Programme

    DEFF Research Database (Denmark)

    Tvedebrink, Tenna Doktor Olsen

    2015-01-01

    Welcome to your first DESIGN course: ‘Mapping Meals and their Spaces’. I hope you are ready to learn about the emerging discipline of Food Design and the so‐called “Design Thinking” perspective, as well as how to implement the interdisciplinary knowledge characterizing your new education Integrated...

  18. Language courses

    CERN Multimedia

    2013-01-01

    General and Professional French Courses: The next session will take place from 7 October to 13 December 2013. These courses are open to all persons working on the CERN site, and to their spouses. Oral Expression: This course is aimed for students with a good knowledge of French who want to enhance their speaking skills. Speaking activities will include discussions, meeting simulations, role-plays etc. The next session will take place from 7 October to 13 December 2013. Writing professional documents in French: These courses are designed for non-French speakers with a very good standard of spoken French. The next session will take place from 7 October to 13 December 2013. Cours d'anglais général et professionnel: La prochaine session se déroulera du 7 octobre 2013 au 31 janvier 2014 (interruption à Noël). Ces cours s'adressent à toute personne travaillant au CERN ainsi qu'à leur conjoint. Oral Expression: F...

  19. Course Layout

    OpenAIRE

    2005-01-01

    present roll Presentation roll Interactive Media Element This is an interactive diagram of a MATLAB course layout covering 16 topics in 4 different main areas: Basics of MATLAB, Numerical Methods in MATLAB, Symbolic Manipulations in MATLAB, Mathematical Modeling in MATLAB and Simulink AE2440 Introduction to Digital Computation

  20. Language Courses

    CERN Document Server

    2007-01-01

    General and Professional English Courses The next session will be held from 26 February or 5 March to end of June 2007 (1/2 week's break at Easter). These courses are open to all persons working on the CERN site, and to their spouses. For registration and further information on the courses, please consult our Web pages: http://cern.ch/Training or contact Françoise Benz, tel. 73127. Oral Expression The next session will be held from 26 February or 5 March to end of June 2007 (1/2 week's break at Easter). This course is intended for people with a good knowledge of English who want to practise and maintain their speaking skills while extending their vocabulary. There will be a maximum of 10 participants in a class. Speaking activities will include discussions, meeting simulations, role-play, etc., depending on the needs of the students. Duration: 30 hours Price: 660 CHF (for a minimum of 8 students). Writing Professional Documents in English The next session will be held from 26 February or 5 March to e...

  1. Language courses

    CERN Multimedia

    2006-01-01

    General and Professional English Courses The next session will take place from beginning of October 2006 to beginning of February 2007 (3 weeks break at Christmas).These courses are open to all persons working on the CERN site and to their spouses. For registration and further information on the courses, please consult our Web pages: http://cern.ch/Training or contact Tessa Osborne, tel.16 23 40. Oral Expression The next session will take place from beginning of October 2006 to beginning of February 2007 (3 weeks break at Christmas).This course is intended for people with a good knowledge of English who want to practise and maintain their speaking skills while extending their vocabulary. There will be a maximum of 10 participants in a class. Speaking activities will include discussions, meeting simulations, role-plays etc., depending on the needs of the students. Duration: 30 hours (2 hours a week) Price: 660 CHF (for a minimum of 8 students). Writing Professional Documents in English The next...

  2. Introductory quantum mechanics a traditional approach emphasizing connections with classical physics

    CERN Document Server

    Berman, Paul R

    2018-01-01

    This book presents a basic introduction to quantum mechanics at the undergraduate level. Depending on the choice of topics, it can be used for a one-semester or two-semester course. An attempt has been made to anticipate the conceptual problems students encounter when they first study quantum mechanics. Wherever possible, examples are given to illustrate the underlying physics associated with the mathematical equations of quantum mechanics. To this end, connections are made with corresponding phenomena in classical mechanics and electromagnetism. The problems at the end of each chapter are intended to help students master the course material and to explore more advanced topics. Many calculations exploit the extraordinary capabilities of computer programs such as Mathematica, MatLab, and Maple. Students are urged to use these programs, just as they had been urged to use calculators in the past. The treatment of various topics is rather complete, in that most steps in derivations are included. Several of the ch...

  3. Course 8: Biological Physics in Silico

    Science.gov (United States)

    Austin, R. H.

    1 Why micro/nanofabrication? Lecture 1a: Hydrodynamic Transport 1 Introduction: The need to control flows in 2 1/2 D 2 Somewhat simple hydrodynamics in 2 1/2 D 3 The N-port injector idea 4 Conclusion Lecture 1b: Dielectrophoresis and Microfabrication 1 Introduction 2 Methods 3 Results 4 Data and analysis 5 Origin of the low frequency dielectrophoretic force in DNA 6 Conclusion Lecture 2a: Hex Arrays 1 Introduction 2 Experimental approach 3 Conclusions Lecture 2b: The DNA Prism 1 Introduction 2 Design 3 Results 4 Conclusions Lecture 2c: Bigger is Better in Rachets 1 The problems with insulators in rachets 2 An experimental test 3 Conclusions Lecture 3: Going After Epigenetics 1 Introduction 2 The nearfield scanner 3 The chip 4 Experiments with molecules 5 Conclusions Lecture 4: Fractionating Cells 1 Introduction 2 Blood specifics 3 Magnetic separation 4 Microfabrication 5 Magnetic field gradients 6 Device interface 7 A preliminary blood cell run 8 Conclusions Lecture 5: Protein Folding on a Chip 1 Introduction 2 Technology 3 Experiments 4 Conclusions

  4. Culture and National Well-Being: Should Societies Emphasize Freedom or Constraint?

    Science.gov (United States)

    Harrington, Jesse R; Boski, Pawel; Gelfand, Michele J

    2015-01-01

    Throughout history and within numerous disciplines, there exists a perennial debate about how societies should best be organized. Should they emphasize individual freedom and autonomy or security and constraint? Contrary to proponents who tout the benefits of one over the other, we demonstrate across 32 nations that both freedom and constraint exhibit a curvilinear relationship with many indicators of societal well-being. Relative to moderate nations, very permissive and very constrained nations exhibit worse psychosocial outcomes (lower happiness, greater dysthymia, higher suicide rates), worse health outcomes (lower life expectancy, greater mortality rates from cardiovascular disease and diabetes) and poorer economic and political outcomes (lower gross domestic product per capita, greater risk for political instability). This supports the notion that a balance between freedom and constraint results in the best national outcomes. Accordingly, it is time to shift the debate away from either constraint or freedom and focus on both in moderation.

  5. Culture and National Well-Being: Should Societies Emphasize Freedom or Constraint?

    Directory of Open Access Journals (Sweden)

    Jesse R Harrington

    Full Text Available Throughout history and within numerous disciplines, there exists a perennial debate about how societies should best be organized. Should they emphasize individual freedom and autonomy or security and constraint? Contrary to proponents who tout the benefits of one over the other, we demonstrate across 32 nations that both freedom and constraint exhibit a curvilinear relationship with many indicators of societal well-being. Relative to moderate nations, very permissive and very constrained nations exhibit worse psychosocial outcomes (lower happiness, greater dysthymia, higher suicide rates, worse health outcomes (lower life expectancy, greater mortality rates from cardiovascular disease and diabetes and poorer economic and political outcomes (lower gross domestic product per capita, greater risk for political instability. This supports the notion that a balance between freedom and constraint results in the best national outcomes. Accordingly, it is time to shift the debate away from either constraint or freedom and focus on both in moderation.

  6. The Advanced German Course: A Multidimensional Approach.

    Science.gov (United States)

    Lutcavage, Charles

    1990-01-01

    Describes an advanced language course that focuses on modern German culture and society, and emphasizes advanced reading, grammar, conversation, and composition. This framework can be enhanced by regular incorporation of audio and video technology into the program as a means of heightening students' awareness of language and topical issues.…

  7. Climate Literacy: Progress in Climate and Global Change Undergraduate Courses in Meteorology and Earth System Science Programs at Jackson State University

    Science.gov (United States)

    Reddy, S. R.; Tuluri, F.; Fadavi, M.

    2017-12-01

    JSU Meteorology Program will be offering AMS Climate Studies undergraduate course under MET 210: Climatology in spring 2013. AMS Climate Studies is offered as a 3 credit hour laboratory course with 2 lectures and 1 lab sessions per week. Although this course places strong intellectual demands upon each student, the instructors' objective is to help each student to pass the course with an adequate understanding of the fundamentals and advanced and advanced courses. AMS Climate Studies is an introductory college-level course developed by the American Meteorological Society for implementation at undergraduate institutions nationwide. The course places students in a dynamic and highly motivational educational environment where they investigate Earth's climate system using real-world environmental data. The AMS Climate Studies course package consists of a textbook, investigations manual, course website, and course management system-compatible files. Instructors can use these resources in combinations that make for an exciting learning experience for their students. This is a content course in Earth Science. It introduces a new concept that views Earth as a synergistic physical system applied concepts of climatology, for him/her to understand basic atmospheric/climate processes, physical and dynamical climatology, regional climatology, past and future climates and statistical analysis using climate data and to be prepared to profit from studying more of interrelated phenomenon governed by complex processes involving the atmosphere, the hydrosphere, the biosphere, and the solid Earth. The course emphasizes that the events that shape the physical, chemical, and biological processes of the Earth do not occur in isolation. Rather, there is a delicate relationship between the events that occur in the ocean, atmosphere, and the solid Earth. The course provides a multidimensional approach in solving scientific issues related to Earth-related sciences,

  8. Differentiating Biochemistry Course Laboratories Based on Student Experience

    Science.gov (United States)

    Jakubowski, Henry V.

    2011-01-01

    Content and emphases in undergraduate biochemistry courses can be readily tailored to accommodate the standards of the department in which they are housed, as well as the backgrounds of the students in the courses. A more challenging issue is how to construct laboratory experiences for a class with both chemistry majors, who usually have little or…

  9. An Approach to Teaching the Retail Advertising Course.

    Science.gov (United States)

    Bowers, Thomas A.

    One approach to teaching a college-level retail advertising course emphasizes the use of newspapers and shopping guides. The course objectives are (1) to acquaint students with practices and problems of retailing, with particular emphasis on promotion and advertising; (2) to acquaint them with ways local advertising media meet promotional and…

  10. Using Sport Education in a University Physical Activity Course

    Science.gov (United States)

    Blocker, Danielle; Wahl-Alexander, Zachary

    2018-01-01

    At a majority of colleges and universities around the country, basic activity courses are taught predicated on teaching students basic skills and instilling healthy habits. The purpose of this article is to outline and describe a physical conditioning course that utilized the sport education (SE) model and emphasized outside engagement to instill…

  11. A General Chemistry Laboratory Course Designed for Student Discussion

    Science.gov (United States)

    Obenland, Carrie A.; Kincaid, Kristi; Hutchinson, John S.

    2014-01-01

    We report a study of the general chemistry laboratory course at one university over four years. We found that when taught as a traditional laboratory course, lab experiences do not encourage students to deepen their understanding of chemical concepts. Although the lab instructor emphasized that the lab experiences were designed to enhance…

  12. Unintended effects of emphasizing disparities in cancer communication to African-Americans.

    Science.gov (United States)

    Nicholson, Robert A; Kreuter, Matthew W; Lapka, Christina; Wellborn, Rachel; Clark, Eddie M; Sanders-Thompson, Vetta; Jacobsen, Heather M; Casey, Chris

    2008-11-01

    Little is known about how minority groups react to public information that highlights racial disparities in cancer. This double-blind randomized study compared emotional and behavioral reactions to four versions of the same colon cancer (CRC) information presented in mock news articles to a community sample of African-American adults (n = 300). Participants read one of four articles that varied in their framing and interpretation of race-specific CRC mortality data, emphasizing impact (CRC is an important problem for African-Americans), two dimensions of disparity (Blacks are doing worse than Whites and Blacks are improving, but less than Whites), or progress (Blacks are improving over time). Participants exposed to disparity articles reported more negative emotional reactions to the information and were less likely to want to be screened for CRC than those in other groups (both P emotional reactions and participants were more likely to want to be screened. Moreover, negative emotional reaction seemed to mediate the influence of message type on individuals wanting to be screened for CRC. Overall, these results suggest that the way in which disparity research is reported in the medium can influence public attitudes and intentions, with reports about progress yielding a more positive effect on intention. This seems especially important among those with high levels of medical mistrust who are least likely to use the health care system and are thus the primary target of health promotion advertising.

  13. Carbon Footprint Reduction in Transportation Activity by Emphasizing the Usage of Public Bus Services Among Adolescents

    Science.gov (United States)

    Sukor, Nur Sabahiah Abdul; Khairiyah Basri, Nur; Asmah Hassan, Sitti

    2017-08-01

    Transportation is one of the sectors that contributes to the Greenhouse Gases (GHGs) emissions. In terms of carbon footprint, transportation is among the major contributors of high carbon intensity in the urban area. This study was conducted to reduce the carbon footprint contributed by the transportation sector in Penang Island by emphasizing the use of public buses. Secondary school students were the target group for this study. They were asked to report their daily travel behaviour and fuel consumption in a travel journal. The fuel consumption data from the travel journal were used to calculate each individual’s carbon emission level. After the analyses, the value of carbon emissions was revealed to the students. Next, they were encouraged to use public transport in a motivation session and were asked to record their fuel consumption in the travel journal once again. The results showed that there was a significant difference in fuel consumption before and after the motivation session, as the students preferred to use public buses instead of private vehicles after the motivation session. This indicates that the motivation programme had been successful in creating the awareness towards carbon footprint reduction among the adolescents.

  14. Moral stories emphasizing actors' negative emotions toward their nonhelping behavior promote preschoolers' helping behavior.

    Science.gov (United States)

    Du, Xu; Hao, Jian

    2018-04-01

    Specific emotions, especially guilt, are considered to facilitate children's prosocial behavior. The current study differentiated moral stories with a helping theme in terms of the valence and source of emotions and aimed to clarify the effect of these stories on preschoolers' helping intentions and behavior. A total of 322 preschoolers between 4 and 6 years old were randomly assigned to four experimental groups and one control group. A specific type of moral story was presented to each of the experimental groups, whereas a nonmoral story was presented to the control group. The preschoolers were also asked to answer relevant questions to examine their story comprehension. The preschoolers' donating intentions and behavior were then measured. The results showed that all the experimental groups expressed more donating intentions than the control group. However, only the group that read the moral story emphasizing the actor's negative emotions toward his nonhelping behavior displayed more donating behavior than the control group. Therefore, the current study reveals that various moral stories dealing with a helping theme can facilitate helping intentions among preschoolers and that only certain stories can promote their helping behavior. Thus, it indicates the specificity of moral stories that facilitate prosocial behavior in terms of the valence and source of emotions in those stories. Copyright © 2017 Elsevier Inc. All rights reserved.

  15. Power output of microbial fuel cell emphasizing interaction of anodic binder with bacteria

    Science.gov (United States)

    Li, Hongying; Liao, Bo; Xiong, Juan; Zhou, Xingwang; Zhi, Huozhen; Liu, Xiang; Li, Xiaoping; Li, Weishan

    2018-03-01

    Electrochemically active biofilm is necessary for the electron transfer between bacteria and anodic electrode in microbial fuel cells and selecting the type of anodic electrode material that favours formation of electrochemically active biofilm is crucial for the microbial fuel cell operation. We report a new finding that the interaction of anodic binder with bacteria plays more important role than its hydrophilicity for forming an electrochemically active biofilm, which is emphasized by applying poly(bisphenol A-co-epichorohydrin) as an anodic binder of the microbial fuel cell based on carbon nanotubes as anodic electrode and Escherichia coli as bacterium. The physical characterizations and electrochemical measurements demonstrate that poly(bisphenol A-co-epichorohydrin) exhibits a strong interaction with bacteria and thus provides the microbial fuel cell with excellent power density output. The MFC using poly(bisphenol A-co-epichorohydrin) reaches a maximum power density output of 3.8 W m-2. This value is larger than that of the MFCs using polytetrafluoroethylene that has poorer hydrophilicity, or polyvinyl alcohol that has better hydrophilicity but exhibits weaker interaction with bacteria than poly(bisphenol A-co-epichorohydrin).

  16. FUTURE BIOLOGY TEACHERS’ METHODOLOGICAL TRAINING FOR THE STUDENTS’ ENVIRONMENTAL EDUCATION IN UKRAINE AND ABROAD

    Directory of Open Access Journals (Sweden)

    Nataliia Hrytsai

    2017-04-01

    Full Text Available The environmental education is an important element of general education related to the mastery of the scientific principles of interaction between nature and society. The Biology teacher should be prepared to implement the environmental education in Biology lessons at school, to organize the methodologically studying activities for students. The author has been studied different aspects of environmental education in secondary schools of Ukraine and abroad by foreign scientists (N. Andreeva, L. Rybalko, M. Skiba, O. Tsurul, T. Chistiakova. However, until now the content of the biologist-students’ methodological training in schoolchildren’s environmental education has not been studied yet. The purpose of the article is to reveal the contents and features of methodological training of future Biology teachers for the schoolchildren’s environmental education at Ukrainian and foreign Universities. The research methods are the theoretical analysis of scientific literature on the issue, the study of future Biology teachers’ methodological training in Ukraine and abroad, comparisons, generalizations and making conclusions. The article reveals the nature of environmental education, defines its mission and place in future Biology teachers’ training. The author has analysed the curricula of future Biology teachers’ training at the Universities of Ukraine and abroad, the content of teaching courses that include issues of environmental education. The importance of implementing ecological approach into future Biology teachers’ methodological training is emphasized. The author suggests subjects of methodological direction that raise the future Biology teachers’ level for implementing environmental education into secondary schools. It is established that Biology teachers’ proper training to the students’ environmental education as a basic one in high school curricula is necessary for specialty 014 Secondary education (Biology at pedagogical

  17. Challenges in a Physics Course

    DEFF Research Database (Denmark)

    Hernández, Carola Hernández; Ravn, Ole; Forero Shelton, Antonio Manu

    2014-01-01

    This article identifies and analyses some of the challenges that arose in a development process of changing from a content-based teaching environment to a student-centred environment in an undergraduate physics course for medicine and biology students at Universidad de los Andes. Through the use...

  18. English Course

    CERN Multimedia

    HR Department

    2012-01-01

    Cours d'anglais général et professionnel : La prochaine session se déroulera : du 27 février au 22 juin 2012. Ces cours s'adressent à toute personne travaillant au CERN ainsi qu'à leur conjoint. Pour vous inscrire et voir tout le détail des cours proposés, consultez nos pages Web: http://cern.ch/Training Vous pouvez aussi contacter Kerstin Fuhrmeister, tél. 70896. Oral Expression The next sessions will take place from 27 February to 22 June, 2012.  This course is intended for people with a good knowledge of English who want to enhance their speaking skills. There will be on average of 8 participants in a class. Speaking activities will include discussions, meeting simulations, role-plays etc. depending on the needs of the students. For registration and further information on the courses, please consult our Web page: http://cern.ch/Training or contact Kerstin Fuhrmeister, tel. ...

  19. Language courses

    CERN Multimedia

    2014-01-01

    Cours d’anglais général et professionnel La prochaine session se déroulera du 22 septembre au 12 décembre. Ces cours s’adressent à toute personne travaillant au CERN ainsi qu’à leur conjoint. Pour vous inscrire et voir tout le détail des cours proposés, consultez nos pages web : http://cern.ch/Training. Oral Expression The next session will take place from 29 September to 5 December. This course is intended for people with a good knowledge of English who want to enhance their speaking skills. There will be an average of 8 participants in a class. Speaking activities will include discussions, meeting simulations, role plays etc. depending on the needs of the students. Writing Professional Documents in English – Administrative Writing Professional Documents in English – Technical The next session will take place from 29 September to 5 December. These courses are...

  20. English courses

    CERN Multimedia

    2013-01-01

    Cours d'anglais général et professionnel La prochaine session se déroulera du 4 mars jusqu’au 21 juin 2013. Ces cours s'adressent à toute personne travaillant au CERN ainsi qu'à leur conjoint. Pour le détail des cours proposés, consultez nos pages web. Oral Expression The next sessions will take place from 4 March to 21 June 2013. This course is intended for people with a good knowledge of English who want to enhance their speaking skills. There will be on average of 8 participants in a class. Speaking activities will include discussions, meeting simulations, role-plays etc. depending on the needs of the students. More information here. Writing Professional Documents in English - Administrative Writing Professional Documents in English - Technical The next sessions will take place from 4 March to 21 June 2013. These courses are designed for people with a goo...

  1. A course on queueing models

    CERN Document Server

    Jain, Joti Lal; Böhm, Walter

    2006-01-01

    The application of engineering principles in divergent fields such as management science and communications as well as the advancement of several approaches in theory and computation have led to growing interest in queueing models, creating the need for a comprehensive text. Emphasizing Markovian structures and the techniques that occur in different models, A Course on Queueing Models discusses recent developments in the field, different methodological tools - some of which are not available elsewhere - and computational techniques.While most books essentially address the classical methods of

  2. International Conference on Intelligent Systems for Molecular Biology (ISMB)

    Energy Technology Data Exchange (ETDEWEB)

    Goldberg, Debra; Hibbs, Matthew; Kall, Lukas; Komandurglayavilli, Ravikumar; Mahony, Shaun; Marinescu, Voichita; Mayrose, Itay; Minin, Vladimir; Neeman, Yossef; Nimrod, Guy; Novotny, Marian; Opiyo, Stephen; Portugaly, Elon; Sadka, Tali; Sakabe, Noboru; Sarkar, Indra; Schaub, Marc; Shafer, Paul; Shmygelska, Olena; Singer, Gregory; Song, Yun; Soumyaroop, Bhattacharya; Stadler, Michael; Strope, Pooja; Su, Rong; Tabach, Yuval; Tae, Hongseok; Taylor, Todd; Terribilini, Michael; Thomas, Asha; Tran, Nam; Tseng, Tsai-Tien; Vashist, Akshay; Vijaya, Parthiban; Wang, Kai; Wang, Ting; Wei, Lai; Woo, Yong; Wu, Chunlei; Yamanishi, Yoshihiro; Yan, Changhui; Yang, Jack; Yang, Mary; Ye, Ping; Zhang, Miao

    2009-12-29

    The Intelligent Systems for Molecular Biology (ISMB) conference has provided a general forum for disseminating the latest developments in bioinformatics on an annual basis for the past 13 years. ISMB is a multidisciplinary conference that brings together scientists from computer science, molecular biology, mathematics and statistics. The goal of the ISMB meeting is to bring together biologists and computational scientists in a focus on actual biological problems, i.e., not simply theoretical calculations. The combined focus on "intelligent systems" and actual biological data makes ISMB a unique and highly important meeting, and 13 years of experience in holding the conference has resulted in a consistently well organized, well attended, and highly respected annual conference. The ISMB 2005 meeting was held June 25-29, 2005 at the Renaissance Center in Detroit, Michigan. The meeting attracted over 1,730 attendees. The science presented was exceptional, and in the course of the five-day meeting, 56 scientific papers, 710 posters, 47 Oral Abstracts, 76 Software demonstrations, and 14 tutorials were presented. The attendees represented a broad spectrum of backgrounds with 7% from commercial companies, over 28% qualifying for student registration, and 41 countries were represented at the conference, emphasizing its important international aspect. The ISMB conference is especially important because the cultures of computer science and biology are so disparate. ISMB, as a full-scale technical conference with refereed proceedings that have been indexed by both MEDLINE and Current Contents since 1996, bridges this cultural gap.

  3. Guidance for Evaluating the Safety of Experimental Releases of Mosquitoes, Emphasizing Mark-Release-Recapture Techniques.

    Science.gov (United States)

    Benedict, Mark Q; Charlwood, J Derek; Harrington, Laura C; Lounibos, L Philip; Reisen, William K; Tabachnick, Walter J

    2018-01-01

    Experimental releases of mosquitoes are performed to understand characteristics of populations related to the biology, ability to transmit pathogens, and ultimately their control. In this article, we discuss considerations related to the safety of experimental releases of living mosquitoes, applying principles of good practice in vector biology that protect human health and comfort. We describe specific factors of experimental releases of mosquitoes that we believe are critical to inform institutional biosafety committees and similar review boards to which proposals to conduct mosquito release experiments have been submitted. In this study, "experimental releases" means those that do not significantly increase vector capacity or nuisance biting relative to the unperturbed natural baseline. This document specifically does not address releases of mosquitoes for ongoing control programs or trials of new control methods for which broader assessments of risk are required. It also does not address releases of transgenic or exotic (non-native) mosquito species, both of which require particular regulatory approval. Experimental releases may include females and males and evaluation must consider their effects based on the number released, their genotype and phenotype, the environment into which they are released, and postrelease collection activities. We consider whether increases of disease transmission and nuisance biting might result from proposed experimental releases against the backdrop of natural population size variation. We recommend that experimental releases be conducted in a manner that can be reasonably argued to have insignificant negative effects. Reviewers of proposals for experimental releases should expect applicants to provide such an argument based on evidence from similar studies and their planned activities. This document provides guidance for creating and evaluating such proposals.

  4. Problem-based learning through field investigation: Boosting questioning skill, biological literacy, and academic achievement

    Science.gov (United States)

    Suwono, Hadi; Wibowo, Agung

    2018-01-01

    Biology learning emphasizes problem-based learning as a learning strategy to develop students ability in identifying and solving problems in the surrounding environment. Problem identification skills are closely correlated with questioning skills. By holding this skill, students tend to deliver a procedural question instead of the descriptive one. Problem-based learning through field investigation is an instruction model which directly exposes the students to problems or phenomena that occur in the environment, and then the students design the field investigation activities to solve these problems. The purpose of this research was to describe the improvement of undergraduate biology students on questioning skills, biological literacy, and academic achievement through problem-based learning through field investigation (PBFI) compared with the lecture-based instruction (LBI). This research was a time series quasi-experimental design. The research was conducted on August - December 2015 and involved 26 undergraduate biology students at the State University of Malang on the Freshwater Ecology course. The data were collected during the learning with LBI and PBFI, in which questioning skills, biological literacy, and academic achievement were collected 3 times in each learning model. The data showed that the procedural correlative and causal types of questions are produced by the students to guide them in conducting investigations and problem-solving in PBFI. The biological literacy and academic achievement of the students at PBFI are significantly higher than those at LBI. The results show that PBFI increases the questioning skill, biological literacy, and the academic achievement of undergraduate biology students.

  5. PENGEMBANGAN KURIKULUM JURUSAN TADRIS IPA BIOLOGI IAIN SYEKH NURJATI CIREBON DALAM MENGANTISIPASI PENERAPAN KURIKULUM 2013

    Directory of Open Access Journals (Sweden)

    Kartimi -

    2014-04-01

    menekankan pendekatan scientific approach (mengamati, menanyakan, menalar, mencoba, mengkomunikasikan / membuat jejaring. Plan for the implementation of Curriculum 2013 is the right moment for science courses - biology Tadris IAIN Sheikh Nurjati Cirebon to conduct a review and evaluation of curriculum continuity majors in force , and at the same time to develop , repair and modification of the curriculum , in order to adapt to the practices of change Biology education in secondary school . The purpose of this study were: 1 determine the characteristics of curriculum - science majors Biology Tadris current , 2 determine the characteristics of the curriculum in 2013 relating to the teaching of biology in high school , 3 formulate and develop a curriculum design - science courses Tadris Biology as a result adaptations to the curriculum in 2013 . study design using the Design and Development research Tools research & Product category ( Richey & Klein , 2007 . Subjects were Tadris science courses - biology IAIN Sheikh Nurjati Cirebon . The instruments used were : 1 Protocol Analysis Program Curriculum Document , 2 Protocol Analysis Curriculum Document 2013 for high school Biology , 3 Material of validation for the theoretical framework of the course curriculum design , 4 Material of validation for the instrument design course curriculum . Data analysis techniques performed descriptively and analyzed using descriptive statistics . The results showed that the course curriculum Tadris IPA - Sheikh Biology IAIN Nurjati Cirebon has been arranged as a competence -based curriculum that integrates academic with a charge to Islamization . Completeness of course curriculum documents still need improvement . 2013 Curriculum for teaching high school Biology / MA packaged as specialization subjects of Mathematics and Natural Science that includes the core competencies of spiritual attitudes , social attitudes , knowledge and skills . Each core competency has been translated into a variety of

  6. An analysis of factors influencing the teaching of biological evolution in Louisiana public secondary schools

    Science.gov (United States)

    Aguillard, Donald Wayne

    Louisiana public school biology teachers were surveyed to investigate their attitudes toward biological evolution. A mixed method investigation was employed using a questionnaire and open-ended interviews. Results obtained from 64 percent of the sample receiving the questionnaire indicate that although teachers endorse the study of evolution as important, instructional time allocated to evolution is disproportionate with its status as a unifying concept of science. Two variables, number of college courses specifically devoted to evolution and number of semester credit hours in biology, produced a significant correlation with emphasis placed on evolution. The data suggest that teachers' knowledge base emerged as the most significant factor in determining degree of classroom emphasis on evolution. The data suggest a need for substantive changes in the training of biology teachers. Thirty-five percent of teachers reported pursuing fewer than 20 semester credit hours in biology and 68 percent reported fewer than three college courses in which evolution was specifically discussed. Fifty percent reported a willingness to undergo additional training about evolution. In spite of the fact that evolution has been identified as a major conceptual theme across all of the sciences, there is strong evidence that Louisiana biology teachers de-emphasize evolutionary theory. Even when biology teachers allocate instructional time to evolutionary theory, many avoid discussion of human evolution. The research data show that only ten percent of teachers reported allocating more than sixty minutes of instructional time to human evolution. Louisiana biology teachers were found to hold extreme views on the subject of creationism as a component of the biology curriculum. Twenty-nine percent indicated that creationism should be taught in high school biology and 25--35 percent allocated instructional time to discussions of creationism. Contributing to the de-emphasis of evolutionary theory

  7. The Development of a Course Sequence in Real-Time Systems Design

    Science.gov (United States)

    1993-08-01

    This project deals with the development of a senior level course sequence in software intensive real - time systems . The sequence consists of a course...for an engineering industrial career in real - time systems development. The course sequence emphasizes practical standards, techniques, and tools for...system development. Few universities include real - time systems development in their undergraduate Computer Engineering or Computer Science curriculum

  8. Stochastic transport processes in discrete biological systems

    CERN Document Server

    Frehland, Eckart

    1982-01-01

    These notes are in part based on a course for advanced students in the applications of stochastic processes held in 1978 at the University of Konstanz. These notes contain the results of re­ cent studies on the stochastic description of ion transport through biological membranes. In particular, they serve as an introduction to an unified theory of fluctuations in complex biological transport systems. We emphasize that the subject of this volume is not to introduce the mathematics of stochastic processes but to present a field of theoretical biophysics in which stochastic methods are important. In the last years the study of membrane noise has become an important method in biophysics. Valuable information on the ion transport mechanisms in membranes can be obtained from noise analysis. A number of different processes such as the opening and closing of ion channels have been shown to be sources of the measured current or voltage fluctuations. Bio­ logical 'transport systems can be complex. For example, the tr...

  9. Optimizing Introductory Physics for the Life Sciences: Placing Physics in Biological Context

    Science.gov (United States)

    Crouch, Catherine

    2014-03-01

    Physics is a critical foundation for today's life sciences and medicine. However, the physics content and ways of thinking identified by life scientists as most important for their fields are often not taught, or underemphasized, in traditional introductory physics courses. Furthermore, such courses rarely give students practice using physics to understand living systems in a substantial way. Consequently, students are unlikely to recognize the value of physics to their chosen fields, or to develop facility in applying physics to biological systems. At Swarthmore, as at several other institutions engaged in reforming this course, we have reorganized the introductory course for life science students around touchstone biological examples, in which fundamental physics contributes significantly to understanding biological phenomena or research techniques, in order to make explicit the value of physics to the life sciences. We have also focused on the physics topics and approaches most relevant to biology while seeking to develop rigorous qualitative reasoning and quantitative problem solving skills, using established pedagogical best practices. Each unit is motivated by and culminates with students analyzing one or more touchstone examples. For example, in the second semester we emphasize electric potential and potential difference more than electric field, and start from students' typically superficial understanding of the cell membrane potential and of electrical interactions in biochemistry to help them develop a more sophisticated understanding of electric forces, field, and potential, including in the salt water environment of life. Other second semester touchstones include optics of vision and microscopes, circuit models for neural signaling, and magnetotactic bacteria. When possible, we have adapted existing research-based curricular materials to support these examples. This talk will describe the design and development process for this course, give examples of

  10. Course Convenience, Perceived Learning, and Course Satisfaction across Course Formats

    Science.gov (United States)

    Sanford, Douglas; Ross, Douglas; Rosenbloom, Alfred; Singer, Daniel

    2017-01-01

    Students' desire for course convenience may lead to their preference for online courses. But in their desire for convenience, are students sacrificing satisfaction or perceived learning? This article investigates the moderating impact of course format on the relationship between convenience and both perceived learning and satisfaction. Moderated…

  11. Interest in STEM is contagious for students in biology, chemistry, and physics classes.

    Science.gov (United States)

    Hazari, Zahra; Potvin, Geoff; Cribbs, Jennifer D; Godwin, Allison; Scott, Tyler D; Klotz, Leidy

    2017-08-01

    We report on a study of the effect of peers' interest in high school biology, chemistry, and physics classes on students' STEM (science, technology, engineering, and mathematics)-related career intentions and course achievement. We define an interest quorum as a science class where students perceive a high level of interest for the subject matter from their classmates. We hypothesized that students who experience such an interest quorum are more likely to choose STEM careers. Using data from a national survey study of students' experiences in high school science, we compared the effect of five levels of peer interest reported in biology, chemistry, and physics courses on students' STEM career intentions. The results support our hypothesis, showing a strong, positive effect of an interest quorum even after controlling for differences between students that pose competing hypotheses such as previous STEM career interest, academic achievement, family support for mathematics and science, and gender. Smaller positive effects of interest quorums were observed for course performance in some cases, with no detrimental effects observed across the study. Last, significant effects persisted even after controlling for differences in teaching quality. This work emphasizes the likely importance of interest quorums for creating classroom environments that increase students' intentions toward STEM careers while enhancing or maintaining course performance.

  12. Interest in STEM is contagious for students in biology, chemistry, and physics classes

    Science.gov (United States)

    Hazari, Zahra; Potvin, Geoff; Cribbs, Jennifer D.; Godwin, Allison; Scott, Tyler D.; Klotz, Leidy

    2017-01-01

    We report on a study of the effect of peers’ interest in high school biology, chemistry, and physics classes on students’ STEM (science, technology, engineering, and mathematics)–related career intentions and course achievement. We define an interest quorum as a science class where students perceive a high level of interest for the subject matter from their classmates. We hypothesized that students who experience such an interest quorum are more likely to choose STEM careers. Using data from a national survey study of students‘ experiences in high school science, we compared the effect of five levels of peer interest reported in biology, chemistry, and physics courses on students‘ STEM career intentions. The results support our hypothesis, showing a strong, positive effect of an interest quorum even after controlling for differences between students that pose competing hypotheses such as previous STEM career interest, academic achievement, family support for mathematics and science, and gender. Smaller positive effects of interest quorums were observed for course performance in some cases, with no detrimental effects observed across the study. Last, significant effects persisted even after controlling for differences in teaching quality. This work emphasizes the likely importance of interest quorums for creating classroom environments that increase students’ intentions toward STEM careers while enhancing or maintaining course performance. PMID:28808678

  13. Designing Online Education Courses.

    Science.gov (United States)

    Trentin, Guglielmo

    2001-01-01

    Focuses on the main elements that characterize online course design. Topics include design constraints; analysis of learning needs; defining objectives; course prerequisites; content structuring; course flexibility; learning strategies; evaluation criteria; course activities; course structure; communication architecture; and design evaluation.…

  14. Teaching Biology for a Sustainable Future

    Science.gov (United States)

    Musante, Susan

    2011-01-01

    Students at Calvin College in Grand Rapids, Michigan, can now take an innovative biology course in which an integrated, interdisciplinary, problem-based approach is used--one that the scientific community itself is promoting. The first course in a four-semester sequence, Biology 123--The Living World: Concepts and Connections--explores real-world…

  15. UC Merced Center for Computational Biology Final Report

    Energy Technology Data Exchange (ETDEWEB)

    Colvin, Michael; Watanabe, Masakatsu

    2010-11-30

    Final report for the UC Merced Center for Computational Biology. The Center for Computational Biology (CCB) was established to support multidisciplinary scientific research and academic programs in computational biology at the new University of California campus in Merced. In 2003, the growing gap between biology research and education was documented in a report from the National Academy of Sciences, Bio2010 Transforming Undergraduate Education for Future Research Biologists. We believed that a new type of biological sciences undergraduate and graduate programs that emphasized biological concepts and considered biology as an information science would have a dramatic impact in enabling the transformation of biology. UC Merced as newest UC campus and the first new U.S. research university of the 21st century was ideally suited to adopt an alternate strategy - to create a new Biological Sciences majors and graduate group that incorporated the strong computational and mathematical vision articulated in the Bio2010 report. CCB aimed to leverage this strong commitment at UC Merced to develop a new educational program based on the principle of biology as a quantitative, model-driven science. Also we expected that the center would be enable the dissemination of computational biology course materials to other university and feeder institutions, and foster research projects that exemplify a mathematical and computations-based approach to the life sciences. As this report describes, the CCB has been successful in achieving these goals, and multidisciplinary computational biology is now an integral part of UC Merced undergraduate, graduate and research programs in the life sciences. The CCB began in fall 2004 with the aid of an award from U.S. Department of Energy (DOE), under its Genomes to Life program of support for the development of research and educational infrastructure in the modern biological sciences. This report to DOE describes the research and academic programs

  16. A timeless biology.

    Science.gov (United States)

    Tozzi, Arturo; Peters, James F; Chafin, Clifford; De Falco, Domenico; Torday, John S

    2018-05-01

    Contrary to claims that physics is timeless while biology is time-dependent, we take the opposite standpoint: physical systems' dynamics are constrained by the arrow of time, while living assemblies are time-independent. Indeed, the concepts of "constraints" and "displacements" shed new light on the role of continuous time flow in life evolution, allowing us to sketch a physical gauge theory for biological systems in long timescales. In the very short timescales of biological systems' individual lives, time looks like "frozen" and "fixed", so that the second law of thermodynamics is momentarily wrecked. The global symmetries (standing for biological constrained trajectories, i.e. the energetic gradient flows dictated by the second law of thermodynamics in long timescales) are broken by local "displacements" where time is held constant, i.e., modifications occurring in living systems. Such displacements stand for brief local forces, able to temporarily "break" the cosmic increase in entropy. The force able to restore the symmetries (called "gauge field") stands for the very long timescales of biological evolution. Therefore, at the very low speeds of life evolution, time is no longer one of the four phase space coordinates of a spacetime Universe: it becomes just a gauge field superimposed to three-dimensional biological systems. We discuss the implications in biology: when assessing living beings, the underrated role of isolated "spatial" modifications needs to be emphasized, living apart the evolutionary role of time. Copyright © 2017 Elsevier Ltd. All rights reserved.

  17. Effects of messages emphasizing environmental determinants of obesity on intentions to engage in diet and exercise behaviors.

    Science.gov (United States)

    Niederdeppe, Jeff; Roh, Sungjong; Shapiro, Michael A; Kim, Hye Kyung

    2013-12-12

    Reducing rates of obesity will require interventions that influence both individual decisions and environmental factors through changes in public policy. Previous work indicates that messages emphasizing environmental determinants increases support for public policies, but some suspect this strategy may undermine motivation to engage in diet and exercise. Study 1 involved 485 adults recruited from a shopping mall in New York. Study 2 involved 718 adult members of a Web-based national panel of US adults. Respondents in both studies were randomly assigned to read a story that emphasized environmental determinants of health or a control condition. The stories varied in the extent to which they described the story character as taking personal responsibility for weight management. Logistic regression and ordered logit models were used to test for differences in intentions to engage in diet and exercise behaviors based on which story the participant read. Analyses were also performed separately by participants' weight status. In both studies, messages that acknowledged personal responsibility while emphasizing environmental causes of obesity increased intentions to engage in healthy behavior for at least 1 weight status group. Emphasizing factors outside of personal control appears to enhance rather than undermine motivations to engage in healthy diet and exercise behavior.

  18. The Effects of Different Teaching, Research, and Service Emphases on Individual and Organizational Outcomes in Higher Education Institutions

    Science.gov (United States)

    Terpstra, David E.; Honoree, Andre L.

    2009-01-01

    The authors investigated the relative emphasis that educators give to teaching, research, and service in the business discipline and 4 other academic disciplines. The authors also investigated the effects of different faculty activity emphases on faculty teaching effectiveness, research performance, service levels, job and pay satisfaction,…

  19. Fitness Promotion for Adolescent Girls: The Impact and Effectiveness of Promotional Material which Emphasizes the Slim Ideal.

    Science.gov (United States)

    Shaw, Susan M.; Kemeny, Lidia

    1989-01-01

    Looked at techniques for promoting fitness participation among adolescent girls, in particular those which emphasize the slim ideal. Relative effectiveness of posters using different models (slim, average, overweight) and different messages (slimness, activity, health) was tested using 627 female high school students. Found slim model to be most…

  20. It's not about you: a simple proposition for improving biology education.

    Science.gov (United States)

    Wright, Robin

    2014-10-01

    THE Genetics Society of America's Elizabeth W. Jones Award for Excellence in Education recognizes significant and sustained impact on genetics education. Consistent with her philosophy of linking research and education, the 2014 Awardee Robin Wright includes undergraduate students in all of her research. She seeks to teach how to think like and to actually be a biologist, working in teams and looking at real-world problems. She emphasizes a learner-centered model of classroom work that promotes and enhances lifelong skills, and has transformed biology education at the University of Minnesota through several efforts including developing the interactive, stimulating Foundations of Biology course sequence, encouraging active learning and open-ended research; supporting the construction of Active Learning Classrooms; and establishing Student Learning Outcomes, standards that measure biology education. She serves as founding editor-in-chief of CourseSource, focusing national effort to collect learner-centered, outcomes-based teaching resources in undergraduate biology. Copyright © 2014 by the Genetics Society of America.

  1. Polymer Chemistry--An Elective in the New Leaving Chemistry Course: A Method of Teaching It

    Science.gov (United States)

    Lister, G.

    1972-01-01

    A scheme is suggested for teaching concepts of polymer chemistry. Laboratory activities are suggested for the major topics. Interrelationships of different industrial uses of polymers are emphasized during the course. (PS)

  2. Role of nuclear analytical probe techniques in biological trace element research

    International Nuclear Information System (INIS)

    Jones, K.W.; Pounds, J.G.

    1985-01-01

    Many biomedical experiments require the qualitative and quantitative localization of trace elements with high sensitivity and good spatial resolution. The feasibility of measuring the chemical form of the elements, the time course of trace elements metabolism, and of conducting experiments in living biological systems are also important requirements for biological trace element research. Nuclear analytical techniques that employ ion or photon beams have grown in importance in the past decade and have led to several new experimental approaches. Some of the important features of these methods are reviewed here along with their role in trace element research, and examples of their use are given to illustrate potential for new research directions. It is emphasized that the effective application of these methods necessitates a closely integrated multidisciplinary scientific team. 21 refs., 4 figs., 1 tab

  3. Computational and Genomic Analysis of Mycobacteriophage: A Longitudinal Study of Technology Engineered Biology Courses That Implemented an Inquiry Based Laboratory Practice Designed to Enhance, Encourage, and Empower Student Learning

    Science.gov (United States)

    Hollowell, Gail P.; Osler, James E.; Hester, April L.

    2015-01-01

    This paper provides an applied research rational for a longitudinal investigation that involved teaching a "Technology Engineered Science Education Course" via an Interactive Laboratory Based Genomics Curriculum. The Technology st Engineering [TE] methodology was first introduced at the SAPES: South Atlantic Philosophy of Education…

  4. Creating Cross-disciplinary Courses.

    Science.gov (United States)

    Reynolds, Elaine R

    2012-01-01

    Because of its focus on the biological underpinnings of action and behavior, neuroscience intersects with many fields of human endeavor. Some of these cross-disciplinary intersections have been long standing, while others, such as neurotheology or neuroeconomics, are more recently formed fields. Many undergraduate institutions have sought to include cross-disciplinary courses in their curriculum because this style of pedagogy is often seen as applicable to real world problems. However, it can be difficult for faculty with specialized training within their discipline to expand beyond their own fields to offer cross-disciplinary courses. I have been creating a series of multi- or cross-disciplinary courses and have found some strategies that have helped me successfully teach these classes. I will discuss general strategies and tools in developing these types of courses including: 1) creating mixed experience classrooms of students and contributing faculty 2) finding the right tools that will allow you to teach to a mixed population without prerequisites 3) examining the topic using multiple disciplinary perspectives 4) feeding off student experience and interest 5) assessing the impact of these courses on student outcomes and your neuroscience program. This last tool in particular is important in establishing the validity of this type of teaching for neuroscience students and the general student population.

  5. The Embodied Life Course: Post-ageism or the Renaturalization of Gender?

    Directory of Open Access Journals (Sweden)

    Barbara L. Marshall

    2012-10-01

    Full Text Available This paper argues that the sociology of the body must take more account of embodiment as an ongoing process that occurs over the life course, and it suggests that a critical perspective is required that emphasizes the material processes of embodiment by which physical changes in age and time are culturally mediated. We take the concept of the embodied life course as a starting point for probing the temporal aspects of bodily life, for exploring the ways in which biological, biographical and socio-historical time intersect, and for grasping the ways that temporality is materialized and mobilized through bodies. Taking the example of the biomedical reconfiguration of sexual function across the life course, we demonstrate how aging bodies have been opened to new forms of intervention that situate them within new understandings of nature and culture. Conclusions reflect on the contradictions of ‘post-ageist’ discourses and practices that promise to liberate bodies from chronological age, while simultaneously re-naturalizing gender in sexed bodies.

  6. A Personal Appraisal of the MIBiol Courses in Entomology and Plant Pathology at Wolverhampton Polytechnic, 1967-71

    Science.gov (United States)

    Ayerst, G.; Gower, A. M.

    1972-01-01

    Article provides brief description of two microbiology courses at the college level which have multiple characteristics. Course I provides instruction based on papers in biology and in a special subject. Course II is devoted entirely to the special subject. (PS)

  7. Biological Agents

    Science.gov (United States)

    ... E-Tools Safety and Health Topics / Biological Agents Biological Agents This page requires that javascript be enabled ... 202) 693-2300 if additional assistance is required. Biological Agents Menu Overview In Focus: Ebola Frederick A. ...

  8. Badminton: Course Proposal.

    Science.gov (United States)

    Yeo, David G.

    A proposal is presented for a Community College of Philadelphia Life Sciences and Allied Health Services course in Badminton. Following a standard cover form, a statement of purpose explains that the course is designed to introduce students to the techniques, knowledge, and strategies of badminton. Next, course goals and a course outline are…

  9. Melanotic neuroectodermal tumor of infancy (progonoma): a case report emphasizing the computed tomography findings and literature review

    International Nuclear Information System (INIS)

    Araujo Junior, Cyrillo Rodrigues de; Carvalho, Tarcisio Nunes; Fraguas Filho, Sergio Roberto; Costa, Marlos Augusto Bitencourt; Borba, Ana Olivia Cardoso; Figueiredo, Sizenildo da Silva; Machado, Marcio Martins; Teixeira, Kim-Ir-Sen Santos

    2004-01-01

    The melanotic neuroectodermal tumor of infancy, also known as progonoma, is a rare benign disease of neural crest origin that occurs within the first year of life and affects mainly the maxilla. The authors report a case of a 10-month-old child presenting with this uncommon tumor in the maxilla, emphasizing the diagnostic findings on computed tomography, and present a literature review. (author)

  10. Acknowledging individual responsibility while emphasizing social determinants in narratives to promote obesity-reducing public policy: a randomized experiment.

    Science.gov (United States)

    Niederdeppe, Jeff; Roh, Sungjong; Shapiro, Michael A

    2015-01-01

    This study tests whether policy narratives designed to increase support for obesity-reducing public policies should explicitly acknowledge individual responsibility while emphasizing social, physical, and economic (social) determinants of obesity. We use a web-based, randomized experiment with a nationally representative sample of American adults (n = 718) to test hypotheses derived from theory and research on narrative persuasion. Respondents exposed to narratives that acknowledged individual responsibility while emphasizing obesity's social determinants were less likely to engage in counterargument and felt more empathy for the story's main character than those exposed to a message that did not acknowledge individual responsibility. Counterarguing and affective empathy fully mediated the relationship between message condition and support for policies to reduce rates of obesity. Failure to acknowledge individual responsibility in narratives emphasizing social determinants of obesity may undermine the persuasiveness of policy narratives. Omitting information about individual responsibility, a strongly-held American value, invites the public to engage in counterargument about the narratives and reduces feelings of empathy for a character that experiences the challenges and benefits of social determinants of obesity.

  11. Acknowledging individual responsibility while emphasizing social determinants in narratives to promote obesity-reducing public policy: a randomized experiment.

    Directory of Open Access Journals (Sweden)

    Jeff Niederdeppe

    Full Text Available This study tests whether policy narratives designed to increase support for obesity-reducing public policies should explicitly acknowledge individual responsibility while emphasizing social, physical, and economic (social determinants of obesity. We use a web-based, randomized experiment with a nationally representative sample of American adults (n = 718 to test hypotheses derived from theory and research on narrative persuasion. Respondents exposed to narratives that acknowledged individual responsibility while emphasizing obesity's social determinants were less likely to engage in counterargument and felt more empathy for the story's main character than those exposed to a message that did not acknowledge individual responsibility. Counterarguing and affective empathy fully mediated the relationship between message condition and support for policies to reduce rates of obesity. Failure to acknowledge individual responsibility in narratives emphasizing social determinants of obesity may undermine the persuasiveness of policy narratives. Omitting information about individual responsibility, a strongly-held American value, invites the public to engage in counterargument about the narratives and reduces feelings of empathy for a character that experiences the challenges and benefits of social determinants of obesity.

  12. The Laboratory Course Assessment Survey: A Tool to Measure Three Dimensions of Research-Course Design

    Science.gov (United States)

    Corwin, Lisa A.; Runyon, Christopher; Robinson, Aspen; Dolan, Erin L.

    2015-01-01

    Course-based undergraduate research experiences (CUREs) are increasingly being offered as scalable ways to involve undergraduates in research. Yet few if any design features that make CUREs effective have been identified. We developed a 17-item survey instrument, the Laboratory Course Assessment Survey (LCAS), that measures students’ perceptions of three design features of biology lab courses: 1) collaboration, 2) discovery and relevance, and 3) iteration. We assessed the psychometric properties of the LCAS using established methods for instrument design and validation. We also assessed the ability of the LCAS to differentiate between CUREs and traditional laboratory courses, and found that the discovery and relevance and iteration scales differentiated between these groups. Our results indicate that the LCAS is suited for characterizing and comparing undergraduate biology lab courses and should be useful for determining the relative importance of the three design features for achieving student outcomes. PMID:26466990

  13. A course in mathematical methods for physicists

    CERN Document Server

    Herman, Russell L

    2014-01-01

    Based on the author’s junior-level undergraduate course, this introductory textbook is designed for a course in mathematical physics. Focusing on the physics of oscillations and waves, A Course in Mathematical Methods for Physicists helps students understand the mathematical techniques needed for their future studies in physics. It takes a bottom-up approach that emphasizes physical applications of the mathematics. The book offers: •A quick review of mathematical prerequisites, proceeding to applications of differential equations and linear algebra •Classroom-tested explanations of complex and Fourier analysis for trigonometric and special functions •Coverage of vector analysis and curvilinear coordinates for solving higher dimensional problems •Sections on nonlinear dynamics, variational calculus, numerical solutions of differential equations, and Green's functions

  14. A Theory Based Introductory Programming Course

    DEFF Research Database (Denmark)

    Hansen, Michael Reichhardt; Kristensen, Jens Thyge; Rischel, Hans

    1999-01-01

    This paper presents an introductory programming course designed to teach programming as an intellectual activity. The course emphasizes understandable concepts which can be useful in designing programs, while the oddities of today's technology are considered of secondary importance. An important...... goal is to fight the trial-and-error approach to programming which is a result of the students battles with horribly designed and documented systems and languages prior to their studies at university. Instead, the authors strive for giving the students a good experience of programming as a systematic......, intellectual activity where the solution of a programming problem can be described in an understandable way. The approach is illustrated by an example which is a commented solution of a problem posed to the students in the course....

  15. CORBEL Pilot courses and staff exchange provided

    OpenAIRE

    Matser, Vera; Battaglia, Serena; Amaral, Ana Margarida

    2017-01-01

    The main target audience of the CORBEL training programme is technical operators of Research Infrastructures (RIs) in biological and medical RI hubs and nodes. The CORBEL course syllabi for a modular curriculum for piloting in RIs involves the following types of training activities: webinar programme, training courses and workshops, a knowledge/staff exchange programme and a fellowship scheme. The content of the curriculum has been based on the development of the CORBEL competency profile (D9...

  16. Biological sciences teaching undergraduates’ environmental knowledge: a critical analysis

    Directory of Open Access Journals (Sweden)

    Silvana do Nascimento Silva

    2013-12-01

    Full Text Available Nowadays, environmental issues have been addressed in a way that goes beyond the natural impacts, embracing socio-economic, political and cultural aspects. This paper makes a description of the types of environmental conceptions, giving special emphasis to the interactions that permeate it, and develops an empirical work by analyzing the conceptions about the environmental knowledge of students majoring in a teacher preparation course on biological sciences of a university in the State of Bahia, Brazil. In a qualitative research, data were collected by application of a questionnaire with open questions with answers in text and drawings. The results revealed a predominance of naturalistic conceptions, while socio-environmental conceptions of systemic or socio-metabolic characteristics were not found. These findings lead to the need for the integration of these critical approaches about the environmental issue in Sciences and Biology teachers’ training, emphasizing the interactions between work, nature and society. Finally, some suggestions also emerge for future research, among which to analyze the biological sciences university teachers’ environmental conceptions and an action-research with these investigated undergraduates concerning environmental critical approaches.

  17. Mathematics and biology

    International Nuclear Information System (INIS)

    Khan, I.A.

    1991-06-01

    In India and in so many other countries, the science students are generally separated into two main streams: one opting mathematical sciences, the other studying biological sciences. As a result, medicos and biologists have no adequate knowledge of mathematical sciences. It causes a great drawback to them in order to be perfect and updated in their profession, due to the tremendous application of mathematics in bio-sciences, now-a-days. The main aim of this article is to emphasize on the need of the time to produce the mathematico-biologists in abundance for the better service of mankind. (author)

  18. Microautoradiographic methods and their applications in biology

    International Nuclear Information System (INIS)

    Benes, L.

    1978-01-01

    A survey of microautoradiographic methods and of their application in biology is given. The current state of biological microautoradiography is shown, focusing on the efficiency of techniques and on special problems proceeding in autoradiographic investigations in biology. Four more or less independent fields of autoradiography are considered. In describing autoradiographic techniques two methodological tasks are emphasized: The further development of the labelling technique in all metabolic studies and of instrumentation and automation of autoradiograph evaluation. (author)

  19. Causal-Comparative Study Analyzing Student Success in Hybrid Anatomy and Physiology Courses

    Science.gov (United States)

    Levy, Jacqueline Anita

    2013-01-01

    In the biological sciences, higher student success levels are achieved in traditionally formatted, face-to-face coursework than in hybrid courses. The methodologies used to combine hybrid and in-person elements to the course need to be applied to the biological sciences to emulate the success seen in the traditional courses since the number of…

  20. Evolution Kills: A Web Resource for Instructors of Evolutionary Biology

    Science.gov (United States)

    Vondrasek, Joanna R.; Antonovics, Janis; Taylor, Douglas R.

    2004-01-01

    We have developed a laboratory course that demonstrates how evolution can be taught as a participatory, investigative science at the undergraduate college or advanced secondary high school level. The course emphasizes the applied importance of evolution to areas such as medicine and agriculture. Because many instructors face budgetary or other…

  1. Descriptions of Selected Career-Related College Language Courses

    Science.gov (United States)

    Knodel, Arthur J.; And Others

    1977-01-01

    Seven courses or programs at different colleges emphasizing specific career applications of languages are described. They include: Technical French; Spanish for Law Enforcement and Correctional Personnel; Executive German; Proyecto Desarrollo Economico; Spanish for Medical Professions; Elements of Foreign Language, and Business French and Business…

  2. Instrumental Techniques: Guitar, Course Number: Music: 5631.3-3.

    Science.gov (United States)

    Bennitt, Barth; Thum, Marie-Jo

    A course which is an introduction to music emphasizing modes and forms is outlined. Objectives include: (1) The student will select the title of a familiar melody from a list provided; (2) The student will identify by ear the performing medium from the following choices: violin, voice, piano, guitar, clarinet, trombone, organ, string bass,…

  3. Ornamental Horticulture. Course of Study Outlines. 1975 Edition. Volume XXX.

    Science.gov (United States)

    Wilson, Aubry

    These courses of study in ornamental horticulture for secondary and adult technical education levels are based on a 1972 Rutgers University study and are designed to accomodate occupational needs in the field of ornamental horticulture. Job titles emphasized at the secondary level are caretaker, nurserymen, flower grower, and flower salesperson;…

  4. The Advantages of a Course in Intermediate Typewriting.

    Science.gov (United States)

    Nebel, Joseph A.

    1980-01-01

    Suggests a one-semester intermediate typewriting course for students who have not attained a speed of 30-35 words per minute. It would emphasize remedial exercises as well as exercises on letters, memos, reports, invoices, and other business forms. The student would then enter advanced typewriting, business machines, and communications. (JOW)

  5. Biological warfare agents

    Directory of Open Access Journals (Sweden)

    Duraipandian Thavaselvam

    2010-01-01

    Full Text Available The recent bioterrorist attacks using anthrax spores have emphasized the need to detect and decontaminate critical facilities in the shortest possible time. There has been a remarkable progress in the detection, protection and decontamination of biological warfare agents as many instrumentation platforms and detection methodologies are developed and commissioned. Even then the threat of biological warfare agents and their use in bioterrorist attacks still remain a leading cause of global concern. Furthermore in the past decade there have been threats due to the emerging new diseases and also the re-emergence of old diseases and development of antimicrobial resistance and spread to new geographical regions. The preparedness against these agents need complete knowledge about the disease, better research and training facilities, diagnostic facilities and improved public health system. This review on the biological warfare agents will provide information on the biological warfare agents, their mode of transmission and spread and also the detection systems available to detect them. In addition the current information on the availability of commercially available and developing technologies against biological warfare agents has also been discussed. The risk that arise due to the use of these agents in warfare or bioterrorism related scenario can be mitigated with the availability of improved detection technologies.

  6. Biological warfare agents

    Science.gov (United States)

    Thavaselvam, Duraipandian; Vijayaraghavan, Rajagopalan

    2010-01-01

    The recent bioterrorist attacks using anthrax spores have emphasized the need to detect and decontaminate critical facilities in the shortest possible time. There has been a remarkable progress in the detection, protection and decontamination of biological warfare agents as many instrumentation platforms and detection methodologies are developed and commissioned. Even then the threat of biological warfare agents and their use in bioterrorist attacks still remain a leading cause of global concern. Furthermore in the past decade there have been threats due to the emerging new diseases and also the re-emergence of old diseases and development of antimicrobial resistance and spread to new geographical regions. The preparedness against these agents need complete knowledge about the disease, better research and training facilities, diagnostic facilities and improved public health system. This review on the biological warfare agents will provide information on the biological warfare agents, their mode of transmission and spread and also the detection systems available to detect them. In addition the current information on the availability of commercially available and developing technologies against biological warfare agents has also been discussed. The risk that arise due to the use of these agents in warfare or bioterrorism related scenario can be mitigated with the availability of improved detection technologies. PMID:21829313

  7. Approaches to chemical synthetic biology.

    Science.gov (United States)

    Chiarabelli, Cristiano; Stano, Pasquale; Anella, Fabrizio; Carrara, Paolo; Luisi, Pier Luigi

    2012-07-16

    Synthetic biology is first represented in terms of two complementary aspects, the bio-engineering one, based on the genetic manipulation of extant microbial forms in order to obtain forms of life which do not exist in nature; and the chemical synthetic biology, an approach mostly based on chemical manipulation for the laboratory synthesis of biological structures that do not exist in nature. The paper is mostly devoted to shortly review chemical synthetic biology projects currently carried out in our laboratory. In particular, we describe: the minimal cell project, then the "Never Born Proteins" and lastly the Never Born RNAs. We describe and critically analyze the main results, emphasizing the possible relevance of chemical synthetic biology for the progress in basic science and biotechnology. Copyright © 2012 Federation of European Biochemical Societies. Published by Elsevier B.V. All rights reserved.

  8. Designing Skin Cancer Prevention Messages: Should We Emphasize Gains or Losses? Message Framing, Risk Type, and Prior Experience.

    Science.gov (United States)

    Lee, Moon J; Kang, Hannah

    2018-05-01

    To test whether message framing (ie, gain vs. loss) and risk type (ie, health vs appearance risk) in skin cancer prevention messages interact with one's prior experience. Two experiments with a 2 (message framing: gain vs loss) × 2 (risk type: health vs appearance risk) factorial design were conducted. The participants were given a URL to the experiment website via e-mail. On the first page of the website, the participants were told that they would be asked to evaluate a skin cancer print public service announcement (PSA): Online experiments. A total of 397 individuals participated (236 for experiment 1 and 161 for experiment 2). Apparatus: Four versions of the skin cancer print PSAs were developed. Four PSAs were identical except for the 2 manipulated components: message framing and risk type. Measures were adopted from Cho and Boster (message framing), Jones and Leary and Kiene et al. (risk type), De Vries, Mesters, van't Riet, Willems, and Reubsaet and Knight, Kirincich, Farmer, and Hood (prior experience), and Hammond, Fong, Zanna, Thrasher, and Borland and Hoffner and Ye (behavioral intent). General linear models were used to test hypotheses. Three-way interactions among message framing, risk type, and prior experience were found: When the intent of the message was to encourage sunscreen use, the effects of message framing and risk type were shown to be the exact opposite directions from when the intent was to discourage indoor/outdoor tanning. To discourage tanning among those with prior experience, messages emphasizing losses in terms of one's health will work better. For those with no prior experience, messages emphasizing potential appearance losses will work better for discouraging tanning while messages emphasizing gains like improving appearance will do a better job in encouraging sunscreen use.

  9. Population-level assessments should be emphasized over community/ecosystem-level assessments. Environmental Sciences Division Publication No. 1535

    International Nuclear Information System (INIS)

    Van Winkle, W.

    1980-01-01

    Arguments are presented in favor of emphasizing population-level assessments over community/ecosystem-level assessments. The two approaches are compared on each of four issues: (1) the nature of entrainment/impingement impacts; (2) the ability to forecast reliably for a single fish population as contrasted to the ability to forecast for an aquatic community or ecosystem; (3) practical considerations involving money, manpower, time, and the need to make decisions; and (4) the nature of societal and economic concerns. The conclusion on each of these four issues is that population-level assessments provide the optimal approach for evaluating the effects of entrainment and impingement mortality

  10. EXAMINE THE RELATIONSHIP OF SOCIO-ECONOMIC STATUS (SES) WITH LEISURE TIME SPENDING OF GIRLS EMPHASIZING SPORTING ACTIVITIES

    OpenAIRE

    Bahyeh Zarei; Mozafar Yektayar

    2016-01-01

    The objective of this research was doing an examination about the relationship of socio-economic status (SES) with leisure time spending in the girls of Sanandaj city emphasizing sporting activities. The method of research was descriptive-correlated and has been done as field research. The population of the research consisted of all young girls of Sanandaj aged between 15-29 years old which 384 samples were selected by using multi-stage cluster sampling. The tools of research were Godrat Nama...

  11. Predicting prices of agricultural commodities in Thailand using combined approach emphasizing on data pre-processing technique

    Directory of Open Access Journals (Sweden)

    Thoranin Sujjaviriyasup

    2018-02-01

    Full Text Available In this research, a combined approach emphasizing on data pre-processing technique is developed to forecast prices of agricultural commodities in Thailand. The future prices play significant role in decision making to cultivate crops in next year. The proposed model takes ability of MODWT to decompose original time series data into more stable and explicit subseries, and SVR model to formulate complex function of forecasting. The experimental results indicated that the proposed model outperforms traditional forecasting models based on MAE and MAPE criteria. Furthermore, the proposed model reveals that it is able to be a useful forecasting tool for prices of agricultural commodities in Thailand

  12. Computational neuroscience a first course

    CERN Document Server

    Mallot, Hanspeter A

    2013-01-01

    Computational Neuroscience - A First Course provides an essential introduction to computational neuroscience and  equips readers with a fundamental understanding of modeling the nervous system at the membrane, cellular, and network level. The book, which grew out of a lecture series held regularly for more than ten years to graduate students in neuroscience with backgrounds in biology, psychology and medicine, takes its readers on a journey through three fundamental domains of computational neuroscience: membrane biophysics, systems theory and artificial neural networks. The required mathematical concepts are kept as intuitive and simple as possible throughout the book, making it fully accessible to readers who are less familiar with mathematics. Overall, Computational Neuroscience - A First Course represents an essential reference guide for all neuroscientists who use computational methods in their daily work, as well as for any theoretical scientist approaching the field of computational neuroscience.

  13. Biological Correlates of Empathy

    Directory of Open Access Journals (Sweden)

    E. Timucin Oral

    2010-04-01

    Full Text Available Empathy can be defined as the capacity to know emotionally what another is experiencing from within the frame of reference of that other person and the capacity to sample the feelings of another or it can be metaphorized as to put oneself in another’s shoes. Although the concept of empathy was firstly described in psychological theories, researches studying the biological correlates of psychological theories have been increasing recently. Not suprisingly, dinamically oriented psychotherapists Freud, Kohut, Basch and Fenichel had suggested theories about the biological correlates of empathy concept and established the basis of this modality decades ago. Some other theorists emphasized the importance of empathy in the early years of lifetime regarding mother-child attachment in terms of developmental psychology and investigated its role in explanation of psychopathology. The data coming from some of the recent brain imaging and animal model studies also seem to support these theories. Although increased activity in different brain regions was shown in many of the brain imaging studies, the role of cingulate cortex for understanding mother-child relationship was constantly emphasized in nearly all of the studies. In addition to these studies, a group of Italian scientists has defined a group of neurons as “mirror neurons” in their studies observing rhesus macaque monkeys. Later, they also defined mirror neurons in human studies, and suggested them as “empathy neurons”. After the discovery of mirror neurons, the hopes of finding the missing part of the puzzle for understanding the biological correlates of empathy raised again. Although the roles of different biological parameters such as skin conductance and pupil diameter for defining empathy have not been certain yet, they are going to give us the opportunity to revise the inconsistent basis of structural validity in psychiatry and to stabilize descriptive validity. In this review, the

  14. A Physics Course for Non-Physical Science Teachers

    Science.gov (United States)

    Cottle, Paul D.

    1997-11-01

    A two semester introductory physics sequence exclusively for undergraduates and graduate students in science education who were not seeking certification in physics was taught at Florida State for the first time in 1996-97. The course emphasized building understanding in both qualitative and quantitative aspects of physics through group learning approaches to laboratories and written problem assignments, assessments which required detailed written explanations, and frequent interactions between the instructor and individual students. This talk will briefly outline the structure of the course and some of the more interesting observations made by the group of science education graduate students and faculty who evaluated aspects of the course.

  15. Theme-Based Courses Foster Student Learning and Promote Comfort with Learning New Material

    Science.gov (United States)

    Tessier, Lisa; Tessier, Jack

    2015-01-01

    In this article, we review the literature about theme-based teaching, then report quantitative and qualitative results from surveys from three different courses: one section of a 100-level in-person art course; five sections of 300-level on-line art courses; and one section of a 100-level in-person biology course at SUNY Delhi with applied themes…

  16. How Do Students in an Innovative Principle-Based Mechanics Course Understand Energy Concepts?

    Science.gov (United States)

    Ding, Lin; Chabay, Ruth; Sherwood, Bruce

    2013-01-01

    We investigated students' conceptual learning of energy topics in an innovative college-level introductory mechanics course, entitled Matter & Interactions (M&I) Modern Mechanics. This course differs from traditional curricula in that it emphasizes application of a small number of fundamental principles across various scales, involving…

  17. Transforming an Introductory Linear Algebra Course with a TI-92 Hand-Held Computer.

    Science.gov (United States)

    Quesada, Antonio R.

    2003-01-01

    Describes how the introduction of the TI-92 transformed a traditional first semester linear algebra course into a matrix-oriented course that emphasized conceptual understanding, relevant applications, and numerical issues. Indicates an increase in students' overall performance as they found the calculator very useful, believed it helped them…

  18. Bridging the Gap: Embedding Communication Courses in the Science Undergraduate Curriculum

    Science.gov (United States)

    Jandciu, Eric; Stewart, Jaclyn J.; Stoodley, Robin; Birol, Gülnur; Han, Andrea; Fox, Joanne A.

    2015-01-01

    The authors describe a model for embedding science communication into the science curriculum without displacing science content. They describe the rationale, development, design, and implementation of two courses taught by science faculty addressing these criteria. They also outline the evaluation plan for these courses, which emphasize broad…

  19. Advanced high school biology in an era of rapid change: a summary of the biology panel report from the NRC Committee on Programs for Advanced Study of Mathematics and Science in American High Schools.

    Science.gov (United States)

    Wood, William B

    2002-01-01

    A recently released National Research Council (NRC) report, Learning and Understanding: Improving Advanced Study of Mathematics and Science in U.S. High Schools, evaluated and recommended changes in the Advanced Placement (AP), International Baccalaureate (IB), and other advanced secondary school science programs. As part of this study, discipline-specific panels were formed to evaluate advanced programs in biology, chemistry, physics, and mathematics. Among the conclusions of the Content Panel for Biology were that AP courses in particular suffer from inadequate quality control as well as excessive pressure to fulfill their advanced placement function, which encourages teachers to attempt coverage of all areas of biology and emphasize memorization of facts rather than in-depth understanding. In this essay, the Panel's principal findings are discussed, with an emphasis on its recommendation that colleges and universities should be strongly discouraged from using performance on either the AP examination or the IB examination as the sole basis for automatic placement out of required introductory courses for biology majors and distribution requirements for nonmajors.

  20. Periodontics II: Course Proposal.

    Science.gov (United States)

    Dordick, Bruce

    A proposal is presented for Periodontics II, a course offered at the Community College of Philadelphia to give the dental hygiene/assisting student an understanding of the disease states of the periodontium and their treatment. A standardized course proposal cover form is given, followed by a statement of purpose for the course, a list of major…

  1. Collaborative course design

    NARCIS (Netherlands)

    Rien Brouwers; Ellen Simons

    2002-01-01

    International Summer School on the Digital Library Course 2: Digital Libraries and Education 8 August 2002 Our proposition in this paper is: The overall quality of education can be improved by application of the different expertises of educational and library staff in course design and course

  2. Physics 3204. Course Description.

    Science.gov (United States)

    Newfoundland and Labrador Dept. of Education.

    A description of the physics 3204 course in Newfoundland and Labrador is provided. The description includes: (1) statement of purpose, including general objectives of science education; (2) a list of six course objectives; (3) course content for units on sound, light, optical instruments, electrostatics, current electricity, Michael Faraday and…

  3. A Curriculum Development for the Enhancement of Learning Management Performances Emphasizing Higher Order Thinking Skills for Lower Secondary Science Teachers

    Directory of Open Access Journals (Sweden)

    Saksit Seeluangpetch

    2016-12-01

    Full Text Available This study aimed at 1 investigating the problems and needs for the enhancement of learning management performances emphasizing the higher order thinking skills for lower secondary Science teachers, 2 developing an effective curriculum to enhance the learning management performances which emphasized the higher order thinking skills for lower secondary Science teachers, and 3 studying the effects of using the curriculum developed for the enhancement of learning management performances emphasizing the higher order thinking skills for lower secondary Science teachers. The research was conducted in 4 phases. Phase 1 of the research was the study of fundamental information regarding problems and needs for the enhancement of learning management performances emphasizing the higher order thinking skills for lower secondary Science teachers. It was carried out by studying the related literature and exploring the needs. The instrument used in Phase 1 study was the needs assessment. The statistics used for data analysis were mean ( , percentage (%, and standard deviation (S.D.. The result of the study revealed that the Science teachers’ prior knowledge was at low level and the need to enhance their performances was at high level. The development of the curriculum was carried out in Phase 2 of the study. The curriculum was constructed and developed in order to enhance the learning management performances which emphasized the higher order thinking skills. The instrument used was the appropriateness the assessment of the curriculum framework. Mean ( , percentage (%, and standard deviation (S.D. were used to analyze the data. The result of the assessment showed that the overall appropriateness of the curriculum was at high level. The main components of the curriculum comprised of curriculum’s problem and necessity, rationale, objective, structure, training activity, training media, training duration, and evaluation and assessment. The curriculum trial was

  4. Science Academies' Refresher Course on Modern Genetics ...

    Indian Academy of Sciences (India)

    IAS Admin

    The objective of this Refresher Course is to give the participants a hands-on training on genetics and molecular biology techniques; and the theory behind them. A variety of teaching methods such as lectures, interaction with renowned resource persons, discussion and laboratory work shall facilitate the learning process.

  5. AP statistics crash course

    CERN Document Server

    D'Alessio, Michael

    2012-01-01

    AP Statistics Crash Course - Gets You a Higher Advanced Placement Score in Less Time Crash Course is perfect for the time-crunched student, the last-minute studier, or anyone who wants a refresher on the subject. AP Statistics Crash Course gives you: Targeted, Focused Review - Study Only What You Need to Know Crash Course is based on an in-depth analysis of the AP Statistics course description outline and actual Advanced Placement test questions. It covers only the information tested on the exam, so you can make the most of your valuable study time. Our easy-to-read format covers: exploring da

  6. Teaching interpersonal skills in an international design-build course

    DEFF Research Database (Denmark)

    Christensen, Jørgen Erik; Karhu, Markku; Christensen, Cecillia

    2011-01-01

    in that its chief purpose is to bring into focus the fact that students have to take an active part in the exercises as well as involve themselves in the interactive communication process. This is in stark contrast to a teacher giving lectures about communication, leaving the students passive listeners......The Technical University of Denmark (DTU) and Helsinki Metropolia University of Applied Sciences (Metropolia) started the CDIO concept in the autumn of 2008. The aim with this was to reform the B.Sc. courses to guide students to become better and more efficient engineers. The working conditions...... of an International Communication Course for the engineering students and to emphasize the importance of including a course like this into the CDIO concept, to be worked on in the process of further development. The course described in this paper is a strictly non-engineering course in communication; it is special...

  7. On the Edge of Mathematics and Biology Integration: Improving Quantitative Skills in Undergraduate Biology Education

    Science.gov (United States)

    Feser, Jason; Vasaly, Helen; Herrera, Jose

    2013-01-01

    In this paper, the authors describe how two institutions are helping their undergraduate biology students build quantitative competencies. Incorporation of quantitative skills and reasoning in biology are framed through a discussion of two cases that both concern introductory biology courses, but differ in the complexity of the mathematics and the…

  8. Are Biology and Chemistry Out of Order?

    Science.gov (United States)

    Gaudin, Felix A.

    1984-01-01

    Discusses advantages and disadvantages of standard high school biology and chemistry course sequences. Relates these sequences to Piagetian developmental levels as well as to David Ausubel's cognitive theory. Suggests that the sequences be reexamined in light of issues considered. (JM)

  9. Mathematical biology

    CERN Document Server

    Murray, James D

    1993-01-01

    The book is a textbook (with many exercises) giving an in-depth account of the practical use of mathematical modelling in the biomedical sciences. The mathematical level required is generally not high and the emphasis is on what is required to solve the real biological problem. The subject matter is drawn, e.g. from population biology, reaction kinetics, biological oscillators and switches, Belousov-Zhabotinskii reaction, reaction-diffusion theory, biological wave phenomena, central pattern generators, neural models, spread of epidemics, mechanochemical theory of biological pattern formation and importance in evolution. Most of the models are based on real biological problems and the predictions and explanations offered as a direct result of mathematical analysis of the models are important aspects of the book. The aim is to provide a thorough training in practical mathematical biology and to show how exciting and novel mathematical challenges arise from a genuine interdisciplinary involvement with the biosci...

  10. Predictors of student success in entry-level science courses

    Science.gov (United States)

    Singh, Mamta K.

    Although the educational evaluation process is useful and valuable and is supported by the Higher Education Act, a strong research base for program evaluation of college entry-level science courses is still lacking. Studies in science disciplines such as, biology, chemistry, and physics have addressed various affective and demographic factors and their relationships to student achievement. However, the literature contains little information that specifically addresses student biology content knowledge skills (basics and higher order thinking skills) and identifies factors that affect students' success in entry-level college science courses. These gate-keeping courses require detailed evaluation if the goal of an institution is to increase students' performance and success in these courses. These factors are, in fact, a stepping stone for increasing the number of graduates in Science, Technology, Engineering, and Mathematics (STEM) majors. The present study measured students' biology content knowledge and investigated students' performance and success in college biology, chemistry, and physics entry-level courses. Seven variables---gender, ethnicity, high school Grade Point Average (GPA), high school science, college major, school financial aid support, and work hours were used as independent variables and course final performance as a dichotomous dependent variable. The sample comprised voluntary student participants in entry-level science courses. The study attempted to explore eight research questions. Content knowledge assessments, demographic information analysis, multiple regression analysis, and binary logistic regression analysis were used to address research questions. The results suggested that high school GPA was a consistently good predictor of students' performance and success in entry-level science courses. Additionally, high school chemistry was a significant predictor variable for student success in entry-level biology and chemistry courses

  11. Genetic Determinism in the Genetics Curriculum: An Exploratory Study of the Effects of Mendelian and Weldonian Emphases

    Science.gov (United States)

    Jamieson, Annie; Radick, Gregory

    2017-01-01

    Twenty-first-century biology rejects genetic determinism, yet an exaggerated view of the power of genes in the making of bodies and minds remains a problem. What accounts for such tenacity? This article reports an exploratory study suggesting that the common reliance on Mendelian examples and concepts at the start of teaching in basic genetics is…

  12. Without it no music: cognition, biology and evolution of musicality.

    Science.gov (United States)

    Honing, Henkjan; ten Cate, Carel; Peretz, Isabelle; Trehub, Sandra E

    2015-03-19

    Musicality can be defined as a natural, spontaneously developing trait based on and constrained by biology and cognition. Music, by contrast, can be defined as a social and cultural construct based on that very musicality. One critical challenge is to delineate the constituent elements of musicality. What biological and cognitive mechanisms are essential for perceiving, appreciating and making music? Progress in understanding the evolution of music cognition depends upon adequate characterization of the constituent mechanisms of musicality and the extent to which they are present in non-human species. We argue for the importance of identifying these mechanisms and delineating their functions and developmental course, as well as suggesting effective means of studying them in human and non-human animals. It is virtually impossible to underpin the evolutionary role of musicality as a whole, but a multicomponent perspective on musicality that emphasizes its constituent capacities, development and neural cognitive specificity is an excellent starting point for a research programme aimed at illuminating the origins and evolution of musical behaviour as an autonomous trait. © 2015 The Author(s) Published by the Royal Society. All rights reserved.

  13. Without it no music: cognition, biology and evolution of musicality

    Science.gov (United States)

    Honing, Henkjan; ten Cate, Carel; Peretz, Isabelle; Trehub, Sandra E.

    2015-01-01

    Musicality can be defined as a natural, spontaneously developing trait based on and constrained by biology and cognition. Music, by contrast, can be defined as a social and cultural construct based on that very musicality. One critical challenge is to delineate the constituent elements of musicality. What biological and cognitive mechanisms are essential for perceiving, appreciating and making music? Progress in understanding the evolution of music cognition depends upon adequate characterization of the constituent mechanisms of musicality and the extent to which they are present in non-human species. We argue for the importance of identifying these mechanisms and delineating their functions and developmental course, as well as suggesting effective means of studying them in human and non-human animals. It is virtually impossible to underpin the evolutionary role of musicality as a whole, but a multicomponent perspective on musicality that emphasizes its constituent capacities, development and neural cognitive specificity is an excellent starting point for a research programme aimed at illuminating the origins and evolution of musical behaviour as an autonomous trait. PMID:25646511

  14. Laboratory Experiences in an Introduction to Natural Science Course.

    Science.gov (United States)

    Barnard, Sister Marquita

    1984-01-01

    Describes a two-semester course designed to meet the needs of future elementary teachers, home economists, and occupational therapists. Laboratory work includes homemade calorimeters, inclined planes, and computing. Content areas of the course include measurement, physics, chemistry, astronomy, biology, geology, and meteorology. (JN)

  15. Improving Student Engagement in a Lower-Division Botany Course

    Science.gov (United States)

    Goldberg, Nisse A.; Ingram, Kathleen W.

    2011-01-01

    Active-learning techniques have been advocated as a means to promote student engagement in lower-division biology courses. In this case study, mini-lectures in combination with active-learning activities were evaluated as strategies to promote a culture of learning and participation in a required botany course. These activities were designed to…

  16. An Honors Interdisciplinary Community-Based Research Course

    Science.gov (United States)

    Dunbar, David; Terlecki, Melissa; Watterson, Nancy; Ratmansky, Lisa

    2013-01-01

    This article describes how two faculty members at Cabrini College--one from biology and the other from psychology--incorporated interdisciplinary community-based research in an honors course on environmental watershed issues. The course, Environmental Psychology, was team-taught in partnership with a local watershed organization, the Valley Creek…

  17. Targeting Critical Thinking Skills in a First-Year Undergraduate Research Course

    Directory of Open Access Journals (Sweden)

    Susan Carson

    2015-08-01

    Full Text Available TH!NK is a new initiative at NC State University focused on enhancing students’ higher-order cognitive skills. As part of this initiative, I explicitly emphasized critical and creative thinking in an existing bacteriophagediscovery first-year research course. In addition to the typical activities associated with undergraduate research such as review of primary literature and writing research papers, another strategy employed to enhance students’ critical thinking skills was the use of discipline-specific, real-world scenarios. This paper outlines a general “formula” for writing scenarios, as well as several specific scenarios created for the described course. I also present how embedding aspects of the scenarios in reviews of the primary literature enriched the activity. I assessed student gains in critical thinking skills using a pre-/posttest model of the Critical Thinking Assessment Test (CAT, developed by Tennessee Technological University. I observed apositive gain trend in most of the individual skills assessed in the CAT, with a statistically significant large effect on critical thinking skills overall in students in the test group. I also show that a higher level of criticalthinking skills was demonstrated in research papers written by students who participated in the scenarios compared with similar students who did not participate in the scenario activities. The scenario strategy described here can be modified for use in biology and other STEM disciplines, as well as in diverse disciplines in the social sciences and humanities.

  18. Targeting Critical Thinking Skills in a First-Year Undergraduate Research Course

    Science.gov (United States)

    Carson, Susan

    2015-01-01

    TH!NK is a new initiative at NC State University focused on enhancing students’ higher-order cognitive skills. As part of this initiative, I explicitly emphasized critical and creative thinking in an existing bacteriophage discovery first-year research course. In addition to the typical activities associated with undergraduate research such as review of primary literature and writing research papers, another strategy employed to enhance students’ critical thinking skills was the use of discipline-specific, real-world scenarios. This paper outlines a general “formula” for writing scenarios, as well as several specific scenarios created for the described course. I also present how embedding aspects of the scenarios in reviews of the primary literature enriched the activity. I assessed student gains in critical thinking skills using a pre-/posttest model of the Critical Thinking Assessment Test (CAT), developed by Tennessee Technological University. I observed a positive gain trend in most of the individual skills assessed in the CAT, with a statistically significant large effect on critical thinking skills overall in students in the test group. I also show that a higher level of critical thinking skills was demonstrated in research papers written by students who participated in the scenarios compared with similar students who did not participate in the scenario activities. The scenario strategy described here can be modified for use in biology and other STEM disciplines, as well as in diverse disciplines in the social sciences and humanities. PMID:26753022

  19. Targeting Critical Thinking Skills in a First-Year Undergraduate Research Course.

    Science.gov (United States)

    Carson, Susan

    2015-12-01

    TH!NK is a new initiative at NC State University focused on enhancing students' higher-order cognitive skills. As part of this initiative, I explicitly emphasized critical and creative thinking in an existing bacteriophage discovery first-year research course. In addition to the typical activities associated with undergraduate research such as review of primary literature and writing research papers, another strategy employed to enhance students' critical thinking skills was the use of discipline-specific, real-world scenarios. This paper outlines a general "formula" for writing scenarios, as well as several specific scenarios created for the described course. I also present how embedding aspects of the scenarios in reviews of the primary literature enriched the activity. I assessed student gains in critical thinking skills using a pre-/posttest model of the Critical Thinking Assessment Test (CAT), developed by Tennessee Technological University. I observed a positive gain trend in most of the individual skills assessed in the CAT, with a statistically significant large effect on critical thinking skills overall in students in the test group. I also show that a higher level of critical thinking skills was demonstrated in research papers written by students who participated in the scenarios compared with similar students who did not participate in the scenario activities. The scenario strategy described here can be modified for use in biology and other STEM disciplines, as well as in diverse disciplines in the social sciences and humanities.

  20. Bringing the Real World into the Biology Curriculum

    Science.gov (United States)

    Lewis, Jenny

    2006-01-01

    This study followed a small but diverse group of biology teachers through the first two years of the pilot for a new Advanced Level Biology course--Salters-Nuffield Advanced Biology. SNAB aims to modernise A-level Biology using real world contexts and examples as the starting point, promoting conceptual understanding rather than factual recall,…

  1. Testing of Biologically Inhibiting Surface

    DEFF Research Database (Denmark)

    Bill Madsen, Thomas; Larsen, Erup

    2003-01-01

    The main purpose of this course is to examine a newly developed biologically inhibiting material with regards to galvanic corrosion and electrochemical properties. More in detail, the concern was how the material would react when exposed to cleaning agents, here under CIP cleaning (Cleaning...

  2. Student Misconceptions in Introductory Biology.

    Science.gov (United States)

    Fisher, Kathleen M.; Lipson, Joseph I.

    Defining a "misconception" as an error of translation (transformation, correspondence, interpolation, interpretation) between two different kinds of information which causes students to have incorrect expectations, a Taxonomy of Errors has been developed to examine student misconceptions in an introductory biology course for science…

  3. Noise hazard course

    CERN Multimedia

    2003-01-01

    A 1/2 day course to promote awareness of the risks incurred by noise at the work place and recommendations to settle them. Next course Wednesday 24th September 2003. Costs are covered by TIS, Jacques Coillard from Bureau Véritas will present the course. Registration is obligatory. For more information and to enrol on this course go to the safety section of Human Resources Training and Development web pages, or contact: Ana-Paula Bernardes/TIS-GS (71385) or e-mail Ana-Paula.Bernardes@cern.ch

  4. Noise hazard course

    CERN Multimedia

    2003-01-01

    A 1/2 day course to promote awareness of the risks incurred by noise at the work place and recommendations to settle them. Next course Wednesday 24th September 2003. Costs are covered by TIS, Jacques Coillard from Bureau Véritas will present the course. Registration is obligatory. For more information and to enrol on this course go to the safety section of Human Resources Training and Development web pages, or contact : Ana-Paula Bernardes/TIS-GS (71385) or e-mail Ana-Paula.Bernardes@cern.ch

  5. CP Violation course

    CERN Multimedia

    CERN. Geneva HR-RFA

    2006-01-01

    The lecture introduces the concepts and phenomena of matter-antimatter symmetry violation, so-called "CP" violation. The lecture is organized in four courses, the first being devoted to a historical overview and an introduction into fundamental discrete symmetries. The second course introduces the most compelling CP-violating phenomena, and presents the first experimental discovery of CP violation in the neutral kaon system. The third course discusses how CP violation is beautifully incorporated into the Standard Model of particle interactions, and how modern B-meson "factories" provide precise tests of this picture. Finally, the fourth and last course introduces CP violation and the genesis of our matter world.

  6. President's categorical course on lymphoma

    International Nuclear Information System (INIS)

    Hoppe, Richard T.

    1997-01-01

    Improvements in the classification, staging, and treatment of the lymphomas, complemented by an improved understanding of the biology of these diseases, has led to an improved outcome of therapy for both Hodgkin's disease and many of the non-Hodgkin's lymphomas. The rapid changes that have occurred in this field in the last decade make it timely to review this subject for radiation oncologists in a comprehensive fashion. This course is designed to meet broad educational needs required for understanding these diseases and providing effective care for patients with lymphoma. The faculty includes many leaders from both laboratory and clinical disciplines dealing with lymphomas, who will address a variety of scientific and clinical topics. The morning session will be devoted to Hodgkin's disease, including new concepts in its biology, a review of clinical trials for early stage disease, a discussion of the role of high dose therapy, and description of long term complications of treatment. The afternoon sessions will be devoted to the non-Hodgkin's lymphomas, including new concepts in pathology and biology, a description of specific entities including the low grade lymphomas, MALT lymphomas, extranodal lymphomas, intermediate grade lymphomas, mantle cell lymphomas, and summary discussions of the role of radioimmuno-therapy and high dose therapy. Although the role of radiation therapy in the management of patients with lymphoma has changed dramatically in the past two decades, radiation remains the most effective single agent for the treatment of these diseases and it is especially important for radiation onologists to keep abreast of these new concepts. This course has been designed to achieve that goal

  7. Biological therapeutics

    National Research Council Canada - National Science Library

    Greenstein, Ben; Brook, Daniel A

    2011-01-01

    This introductory textbook covers all the main categories of biological medicines, including vaccines, hormonal preparations, drugs for rheumatoid arthritis and other connective tissue diseases, drugs...

  8. Development of a supervisory skills course for hospital pharmacy workplaces.

    Science.gov (United States)

    Woloschuk, Donna M M; Raymond, Colette B

    2010-07-01

    Many Canadian hospital pharmacies are experiencing difficulties recruiting supervisory personnel. It was expected that, through a "learning-by-doing" course, pharmacy staff would learn to apply basic skills in the day-to-day supervision of pharmacy operations and human resources and to apply the principles of supervisory documentation. A supervisory skills course targeted to pharmacy staff members was developed and implemented by the pharmacy department of a large urban health region. The course was initially offered to practising pharmacy technicians. The course design emphasized a constructivist framework incorporating authentic learning and reflective practice during seminars, with experiential and self-directed learning in the workplace. Preceptors assisted learners to achieve the course goals. Learners and preceptors provided feedback about hours spent (as the course progressed) and about their satisfaction with the course itself (at the end of the course). Learners and preceptors completed a post-program evaluation 2 months after completing the course to help in the assessment of the transfer of learning (lasting impact) associated with the course. Overall performance in the course was assessed on a pass/fail basis. Eighteen pharmacy technicians were admitted to the program, but one withdrew because of a job change. All learners successfully completed the course. Two months after the course, learners and preceptors described enhanced organization, time management, leadership, communication, and conflict-resolution skills on the part of learners, as well as their increased confidence, maturity, and ability to supervise staff. Learners' evaluations revealed a broadened perspective of pharmacy. The preceptors valued the enhancement of learners' skills and their increased enthusiasm. At the time of writing, 6 of the participants had secured supervisory positions. Creating formal instruction that engages pharmacy staff to pursue management positions is challenging

  9. A comparative study on the reliability of co-authorship networks with emphases on edges and nodes

    Directory of Open Access Journals (Sweden)

    Sandra Cristina de Oliveira

    2016-06-01

    Full Text Available A scientific co-authorship network may be modeled by a graph G composed of k nodes and m edges. Researchers that make up this network may be interpreted as its nodes and the link between these agents (co-authored papers as its edges. Current work evaluated and compared the reliability measure of networks with two emphases: 1 On nodes (perfectly reliable edges and 2 On edges (perfectly reliable nodes. Specifically, the reliability of a fictitious co-authorship network at a given time t was analyzed taking into account, first, the reliability of nodes (researchers equal and different, and, second, the reliability of edges (co-authorship relations, equal and different. Additionally, centrality measures of nodes were obtained to identify situations where the insertion of an edge significantly increased the reliability of the network. Results showed that the reliability of the co-authorship network focusing on edges is more sensitive to changes in individual reliabilities than the reliability of the network focusing on nodes. Additionally, the use of centrality measures was viable to identify possible insertions of edges or co-authorship relations to increase the reliability of the network in the two approaches.

  10. Improving Pre-Operative Flexion in Primary TKA: A Surgical Technique Emphasizing Knee Flexion with 5-Year Follow-Up

    Directory of Open Access Journals (Sweden)

    Edward McPherson

    2014-06-01

    Full Text Available This study prospectively reviews a consecutive series of 228 primary total knee arthroplasty (TKA procedures utilizing a technique to optimize knee flexion. The main features include: (1the use of a “patellar friendly” femoral component and reduced thickness patellar components, (2 patient individualized adjustment of the femoral component rotation set strictly to the anterior-posterior femoral axis, (3a rigorous flexion compartment debridement to remove non-essential posterior femoral bone with a Z-osteotome, and (4incorporation of a rapid recovery protocol with features to promote knee flexion. Results were categorized into three groups: low pre-op flexion (90 degrees and below, regular pre-op flexion (91-125 degrees, and high pre-op flexion (126 degrees and above. Average flexion in the low flexion group improved by 20 degrees at 6 weeks, 28 degrees at 3 months, 31 degrees at 1 year, and 30 degrees at 5 years. In the regular flexion group, average flexion improved by 2 degrees at 6 weeks, 10 degrees at 3 months, 12 degrees at 1 year, and 13 degrees at 5 years. Finally, in the high flexion group, average flexion decreased by 7 degrees at 6 weeks, regained preoperative levels at 3 months, and increased by 3 degrees at 1 year and 4 degrees at 5 years. In summary, a technique that emphasizes patellofemoral kinematics can consistently improve flexion in TKA in short and long-term follow-up.

  11. A contemplation in negation and emphasizes of outstanding philosophers of Tehran philosophy school in immortality of subject in substantial movement.

    Directory of Open Access Journals (Sweden)

    mohamad khosravi farsani

    2015-03-01

    Full Text Available Agha Ali and Jelveh ,two of outstanding of Tehran philosophy school, have reconsidered Sandra's opinions in two opposite sides. Agha Ali is the claimant of negation and ambiguity in most of Sandra's opinions while emphasizing on transcendent theosophy foundations ,and he tries to make these ambiguities clear .However , Jelveh follows Avicenna's way and has the idea of criticizing Sandra .This article has chosen the problem Of immortality of subject in substantial movement between all debates of these two philosophers of the same age.in this essay we are going to survey Agha Ali's claims in his new explantation in one hand ,and survey and criticize the new explanation of Jelveh in negation Of substantial movement .One of the consequences of surveying and criticizing these two philosophers is that we recognize Agha Ali has succeeded in making Sadra's opinions clear by presenting a new explanation of substantial movement subject. However ,Jelveh has merged Sadra's opinions with Avicenna's instead of debilitating Sadra's opinions and stabilizing Avicenna's opinions.

  12. Emphasizing the role of surface chemistry on hydrophobicity and cell adhesion behavior of polydimethylsiloxane/TiO2 nanocomposite films.

    Science.gov (United States)

    Yousefi, Seyedeh Zahra; Tabatabaei-Panah, Pardis-Sadat; Seyfi, Javad

    2018-07-01

    Improving the bioinertness of materials is of great importance for developing biomedical devices that contact human tissues. The main goal of this study was to establish correlations among surface morphology, roughness and chemistry with hydrophobicity and cell adhesion in polydimethylsiloxane (PDMS) nanocomposites loaded with titanium dioxide (TiO 2 ) nanoparticles. Firstly, wettability results showed that the nanocomposite loaded with 30 wt.% of TiO 2 exhibited a superhydrophobic behavior; however, the morphology and roughness analysis proved that there was no discernible difference between the surface structures of samples loaded with 20 and 30 wt.% of nanoparticles. Both cell culture and MTT assay experiments showed that, despite the similarity between the surface structures, the sample loaded with 30 wt.% nanoparticles exhibits the greatest reduction in the cell viability (80%) as compared with the pure PDMS film. According to the X-ray photoelectron spectroscopy results, the remarkable reduction in cell viability of the superhydrophobic sample could be majorly attributed to the role of surface chemistry. The obtained results emphasize the importance of adjusting the surface properties especially surface chemistry to gain the optimum cell adhesion behavior. Copyright © 2018 Elsevier B.V. All rights reserved.

  13. [Biological treatment of rare inflammatory rheumatic diseases

    DEFF Research Database (Denmark)

    Baslund, B.

    2008-01-01

    The current status of the use of biological medicine in the treatment of adult onset morbus still, Wegeners granulomatosis and systemic lupus erythematosus (SLE) is reviewed. The need for controlled trials is emphasized. Anti-CD20 treatment for SLE patients with kidney involvement and patients wi...

  14. Development of a Bi-Disciplinary Course in Forensic Science

    Directory of Open Access Journals (Sweden)

    Stacey L. Raimondi

    2013-08-01

    Full Text Available Forensic science programs and courses have traditionally been housed within chemistry departments at the college/university level, largely because the pioneers of the field were chemists who applied technology that was more chemical than biological in nature. However, with the development of such areas of study as DNA analysis, anatomical studies, and forensic entomology, it is becoming more and more important for forensic science students to have a strong biological background as well as a chemical background. Furthermore, while biology students are typically required to have extensive chemistry training as part of their major, the converse is not true for chemistry students. Therefore, it is possible that a student interested in forensic science could complete a major in chemistry and never have taken a biology class, leaving them woefully under-prepared for any type of masters program or career in forensic science immediately following graduation. Indeed, an examination of available positions in forensic science shows a large number of positions for DNA analysts for which the typical chemistry student would not be prepared without extensive biology training (http://www.aafs.org. Furthermore, positions for medical examiners or pathologists require extensive training in biology in addition to the continued medical training and residency programs. Therefore, it seems imperative that introductory forensic science courses adapt to these needs and be taught with a more bi-disciplinary approach in order to educate students on the whole field rather than one aspect. To that end, a new bi-disciplinary Forensic Science course was developed at Elmhurst College. This course was team-taught by a biology and a chemistry professor so that students would obtain a thorough understanding of the field and techniques used by both biologists and chemists. A description of this new version of a forensic science course follows, focusing on the addition of biology

  15. From Biology to Mathematical Models and Back: Teaching Modeling to Biology Students, and Biology to Math and Engineering Students

    Science.gov (United States)

    Chiel, Hillel J.; McManus, Jeffrey M.; Shaw, Kendrick M.

    2010-01-01

    We describe the development of a course to teach modeling and mathematical analysis skills to students of biology and to teach biology to students with strong backgrounds in mathematics, physics, or engineering. The two groups of students have different ways of learning material and often have strong negative feelings toward the area of knowledge…

  16. Computational biology

    DEFF Research Database (Denmark)

    Hartmann, Lars Røeboe; Jones, Neil; Simonsen, Jakob Grue

    2011-01-01

    Computation via biological devices has been the subject of close scrutiny since von Neumann’s early work some 60 years ago. In spite of the many relevant works in this field, the notion of programming biological devices seems to be, at best, ill-defined. While many devices are claimed or proved t...

  17. Mesoscopic biology

    Indian Academy of Sciences (India)

    In this paper we present a qualitative outlook of mesoscopic biology where the typical length scale is of the order of nanometers and the energy scales comparable to thermal energy. Novel biomolecular machines, governed by coded information at the level of DNA and proteins, operate at these length scales in biological ...

  18. Plant Vascular Biology 2010

    Energy Technology Data Exchange (ETDEWEB)

    Ding, Biao

    2014-11-17

    This grant supported the Second International Conference on Plant Vascular Biology (PVB 2010) held July 24-28, 2010 on the campus of Ohio State University, Columbus, Ohio. Biao Ding (Ohio State University; OSU) and David Hannapel (Iowa State University; ISU) served as co-chairs of this conference. Biao Ding served as the local organizer. PVB is defined broadly here to include studies on the biogenesis, structure and function of transport systems in plants, under conditions of normal plant growth and development as well as of plant interactions with pathogens. The transport systems cover broadly the xylem, phloem, plasmodesmata and vascular cell membranes. The PVB concept has emerged in recent years to emphasize the integrative nature of the transport systems and approaches to investigate them.

  19. National Biological Monitoring Inventory

    International Nuclear Information System (INIS)

    Burgess, R.L.

    1979-01-01

    The National Biological Monitoring Inventory, initiated in 1975, currently consists of four computerized data bases and voluminous manual files. MAIN BIOMON contains detailed information on 1,021 projects, while MINI BIOMON provides skeletal data for over 3,000 projects in the 50 states, Puerto Rico, the Virgin Islands, plus a few in Canada and Mexico. BIBLIO BIOMON and DIRECTORY BIOMON complete the computerized data bases. The structure of the system provides for on-line search capabilities to generate details of agency sponsorship, indications of funding levels, taxonomic and geographic coverage, length of program life, managerial focus or emphasis, and condition of the data. Examples of each of these are discussed and illustrated, and potential use of the Inventory in a variety of situations is emphasized

  20. Algebraic topology a first course

    CERN Document Server

    Fulton, William

    1995-01-01

    To the Teacher. This book is designed to introduce a student to some of the important ideas of algebraic topology by emphasizing the re­ lations of these ideas with other areas of mathematics. Rather than choosing one point of view of modem topology (homotopy theory, simplicial complexes, singular theory, axiomatic homology, differ­ ential topology, etc.), we concentrate our attention on concrete prob­ lems in low dimensions, introducing only as much algebraic machin­ ery as necessary for the problems we meet. This makes it possible to see a wider variety of important features of the subject than is usual in a beginning text. The book is designed for students of mathematics or science who are not aiming to become practicing algebraic topol­ ogists-without, we hope, discouraging budding topologists. We also feel that this approach is in better harmony with the historical devel­ opment of the subject. What would we like a student to know after a first course in to­ pology (assuming we reject the answer: ...

  1. Lehigh Design Course

    Science.gov (United States)

    Grassi, Vincent G.; Luyben, William L.; Silebi, Cesar A.

    2011-01-01

    This paper discusses a two-semester senior design course that combines traditional steady-state economic process design with dynamic plantwide control. This unique course has been taught at Lehigh for more than a decade and has garnered rave reviews from students, industry, and ABET. Each student design group has its own industrial consultant who…

  2. Modularization of Courses.

    Science.gov (United States)

    Eastern Arizona Coll., Thatcher.

    Eastern Arizona College has developed a modularized system of instruction for five vocational and vocationally related courses--Introduction to Business, Business Mathematics, English, Drafting, and Electronics. Each course is divided into independent segments of instruction and students have open-entry and exit options. This document reviews the…

  3. Travel Agent Course Outline.

    Science.gov (United States)

    British Columbia Dept. of Education, Victoria.

    Written for college entry-level travel agent training courses, this course outline can also be used for inservice training programs offered by travel agencies. The outline provides information on the work of a travel agent and gives clear statements on what learners must be able to do by the end of their training. Material is divided into eight…

  4. Russian Language Course

    CERN Multimedia

    2009-01-01

    The Russian Cultural Circle is organising a new course of "Russian for Beginners", and is continuing a course for Advanced Students (3rd year). Interested persons are invited to contact: Mrs M. Mikhailova e-mail : mailto:mmmacha@hotmail.com Tel. 022 788 27 53

  5. Course documentation report

    DEFF Research Database (Denmark)

    Buus, Lillian; Bygholm, Ann; Walther, Tina Dyngby Lyng

    A documentation report on the three pedagogical courses developed during the MVU project period. The report describes the three processes taking departure in the structure and material avaiable at the virtual learning environment. Also the report describes the way the two of the courses developed...

  6. Course Resource Lists.

    Science.gov (United States)

    England, Robert G.

    The Mountain-Plains Course Resource List is presented by job title for 26 curriculum areas. For each area the printed materials, audiovisual aids, and equipment needed for the course are listed. The 26 curriculum areas are: mathematics skills, communication skills, office education, lodging services, food services, marketing and distribution,…

  7. Hydrologic Services Course.

    Science.gov (United States)

    National Oceanic and Atmospheric Administration (DOC), Rockville, MD. National Weather Service.

    A course to develop an understanding of the scope of water resource activities, of the need for forecasting, of the National Weather Service's role in hydrology, and of the proper procedures to follow in fulfilling this role is presented. The course is one of self-help, guided by correspondence. Nine lessons are included: (1) Hydrology in the…

  8. Biomolecular Modeling in a Process Dynamics and Control Course

    Science.gov (United States)

    Gray, Jeffrey J.

    2006-01-01

    I present modifications to the traditional course entitled, "Process dynamics and control," which I renamed "Modeling, dynamics, and control of chemical and biological processes." Additions include the central dogma of biology, pharmacokinetic systems, population balances, control of gene transcription, and large­-scale…

  9. Nuclear power training courses

    International Nuclear Information System (INIS)

    1977-01-01

    The training of technical manpower for nuclear power projects in developing countries is now a significant part of the IAEA Technical Assistance Programme. Two basic courses are the cornerstones of the Agency's training programme for nuclear power: a course in planning and implementation, and a course in construction and operation management. These two courses are independent of each other. They are designed to train personnel for two distinct phases of project implementation. The nuclear power project training programme has proven to be successful. A considerable number of highly qualified professionals from developing countries have been given the opportunity to learn through direct contact with experts who have had first-hand experience. It is recognized that the courses are not a substitute for on-the-job training, but their purpose is achieved if they have resulted in the transfer of practical, reliable information and have helped developing countries to prepare themselves for the planning, construction and operation management of nuclear power stations

  10. Elective course planning

    DEFF Research Database (Denmark)

    Kristiansen, Simon; Sørensen, Matias; Stidsen, Thomas Riis

    2011-01-01

    Efficient planning increasingly becomes an indispensable tool for management of both companies and public organizations. This is also the case for high school management in Denmark, because the growing individual freedom of the students to choose courses makes planning much more complex. Due...... to reforms, elective courses are today an important part of the curriculum, and elective courses are a good way to make high school education more attractive for the students. In this article, the problem of planning the elective courses is modeled using integer programming and three different solution...... for the Elective Course Planning Problem has been described in the literature before. The proposed algorithms are tested on data sets from 98 of the 150 high schools in Denmark. The tests show that for the majority of the problems, the optimal solution can be obtained within the one hour time bound. Furthermore...

  11. Feedback dynamics and cell function: Why systems biology is called Systems Biology.

    Science.gov (United States)

    Wolkenhauer, Olaf; Mesarovic, Mihajlo

    2005-05-01

    A new paradigm, like Systems Biology, should challenge the way research has been conducted previously. This Opinion article aims to present Systems Biology, not as the application of engineering principles to biology but as a merger of systems- and control theory with molecular- and cell biology. In our view, the central dogma of Systems Biology is that it is system dynamics that gives rise to the functioning and function of cells. The concepts of feedback regulation and control of pathways and the coordination of cell function are emphasized as an important area of Systems Biology research. The hurdles and risks for this area are discussed from the perspective of dynamic pathway modelling. Most of all, the aim of this article is to promote mathematical modelling and simulation as a part of molecular- and cell biology. Systems Biology is a success if it is widely accepted that there is nothing more practical than a good theory.

  12. Primary attributions in women suffering fibromyalgia emphasize the perception of a disruptive onset for a long-lasting pain problem.

    Science.gov (United States)

    Cedraschi, Christine; Girard, Elodie; Luthy, Christophe; Kossovsky, Michel; Desmeules, Jules; Allaz, Anne-Françoise

    2013-03-01

    Fibromyalgia (FM) is a chronic musculoskeletal pain disorder characterized by widespread pain. This study focuses on patients' attributions of illness and of symptom onset. Semi-structured interviews were conducted with 56 women to elicit patients' views on what triggered their FM. The transcripts of the interviews were analyzed using a classical indexing technique to identify key themes. Content analysis was performed by two independent coders. Primary causal attributions fell into five categories: psychological problems (28 respondents); somatic concerns (N=12); violence/abuse during childhood (N=7), gynaecological/obstetrical problems (N=6), and fatigue (N=3). Patients' attributions were internal and external in the same proportions, more frequently unstable than stable, and more often described uncontrollable than controllable. Participants expressed decrements in self-esteem and feelings such as self-blame or despair; global perceptions of persistent pain and long-lasting problems, evoking chronicity and hopelessness; and low perceived control over their lives as well as beliefs that nothing can be done, thus increasing a feeling of guilt and vulnerability. Patients' narratives emphasized disruptive circumstances surrounding symptom onset. Attributions often referred to the psychological dimension of the events surrounding FM onset, even though some of them also had a clear somatic dimension. Many narratives mentioned successive disruptive events and suggested an increasing loss of control. Addressing these illness representations may contribute to tailor the treatment and to help patients gain self-coherency by providing means to understand pain onset but also to guide future behaviours, particularly in terms of adjustment and help-seeking. Copyright © 2013 Elsevier Inc. All rights reserved.

  13. Determining Plutonium Mass in Spent Fuel with Nondestructive Assay Techniques -- Preliminary Modeling Results Emphasizing Integration among Techniques

    International Nuclear Information System (INIS)

    Tobin, S.J.; Fensin, M.L.; Ludewigt, B.A.; Menlove, H.O.; Quiter, B.J.; Sandoval, N.P.; Swinhoe, M.T.; Thompson, S.J.

    2009-01-01

    There are a variety of motivations for quantifying Pu in spent (used) fuel assemblies by means of nondestructive assay (NDA) including the following: strengthen the capabilities of the International Atomic Energy Agencies to safeguards nuclear facilities, quantifying shipper/receiver difference, determining the input accountability value at reprocessing facilities and providing quantitative input to burnup credit determination for repositories. For the purpose of determining the Pu mass in spent fuel assemblies, twelve NDA techniques were identified that provide information about the composition of an assembly. A key point motivating the present research path is the realization that none of these techniques, in isolation, is capable of both (1) quantifying the elemental Pu mass of an assembly and (2) detecting the diversion of a significant number of pins. As such, the focus of this work is determining how to best integrate 2 or 3 techniques into a system that can quantify elemental Pu and to assess how well this system can detect material diversion. Furthermore, it is important economically to down-select among the various techniques before advancing to the experimental phase. In order to achieve this dual goal of integration and down-selection, a Monte Carlo library of PWR assemblies was created and is described in another paper at Global 2009 (Fensin et al.). The research presented here emphasizes integration among techniques. An overview of a five year research plan starting in 2009 is given. Preliminary modeling results for the Monte Carlo assembly library are presented for 3 NDA techniques: Delayed Neutrons, Differential Die-Away, and Nuclear Resonance Fluorescence. As part of the focus on integration, the concept of 'Pu isotopic correlation' is discussed and the role of cooling time determination.

  14. Crossing Boundaries in Undergraduate Biology Education

    Science.gov (United States)

    Vanderklein, Dirk; Munakata, Mika; McManus, Jason

    2016-01-01

    In an effort to make mathematics relevant to biology students, the authors developed two modules that sought to integrate mathematics and ecology instruction to differing degrees. The modules were developed by a team of biology and mathematics educators and were implemented in an ecology course using three different instructional methods for three…

  15. Biological Applications in the Mathematics Curriculum

    Science.gov (United States)

    Marland, Eric; Palmer, Katrina M.; Salinas, Rene A.

    2008-01-01

    In this article we provide two detailed examples of how we incorporate biological examples into two mathematics courses: Linear Algebra and Ordinary Differential Equations. We use Leslie matrix models to demonstrate the biological properties of eigenvalues and eigenvectors. For Ordinary Differential Equations, we show how using a logistic growth…

  16. Topology in Molecular Biology

    CERN Document Server

    Monastyrsky, Michail Ilych

    2007-01-01

    The book presents a class of new results in molecular biology for which topological methods and ideas are important. These include: the large-scale conformation properties of DNA; computational methods (Monte Carlo) allowing the simulation of large-scale properties of DNA; the tangle model of DNA recombination and other applications of Knot theory; dynamics of supercoiled DNA and biocatalitic properties of DNA; the structure of proteins; and other very recent problems in molecular biology. The text also provides a short course of modern topology intended for the broad audience of biologists and physicists. The authors are renowned specialists in their fields and some of the new results presented here are documented for the first time in monographic form.

  17. Quantum Biology

    Directory of Open Access Journals (Sweden)

    Alessandro Sergi

    2009-06-01

    Full Text Available A critical assessment of the recent developmentsof molecular biology is presented.The thesis that they do not lead to a conceptualunderstanding of life and biological systems is defended.Maturana and Varela's concept of autopoiesis is briefly sketchedand its logical circularity avoided by postulatingthe existence of underlying living processes,entailing amplification from the microscopic to the macroscopic scale,with increasing complexity in the passage from one scale to the other.Following such a line of thought, the currently accepted model of condensed matter, which is based on electrostatics and short-ranged forces,is criticized. It is suggested that the correct interpretationof quantum dispersion forces (van der Waals, hydrogen bonding, and so onas quantum coherence effects hints at the necessity of includinglong-ranged forces (or mechanisms for them incondensed matter theories of biological processes.Some quantum effects in biology are reviewedand quantum mechanics is acknowledged as conceptually important to biology since withoutit most (if not all of the biological structuresand signalling processes would not even exist. Moreover, it is suggested that long-rangequantum coherent dynamics, including electron polarization,may be invoked to explain signal amplificationprocess in biological systems in general.

  18. Toward University Modeling Instruction—Biology: Adapting Curricular Frameworks from Physics to Biology

    Science.gov (United States)

    Manthey, Seth; Brewe, Eric

    2013-01-01

    University Modeling Instruction (UMI) is an approach to curriculum and pedagogy that focuses instruction on engaging students in building, validating, and deploying scientific models. Modeling Instruction has been successfully implemented in both high school and university physics courses. Studies within the physics education research (PER) community have identified UMI's positive impacts on learning gains, equity, attitudinal shifts, and self-efficacy. While the success of this pedagogical approach has been recognized within the physics community, the use of models and modeling practices is still being developed for biology. Drawing from the existing research on UMI in physics, we describe the theoretical foundations of UMI and how UMI can be adapted to include an emphasis on models and modeling for undergraduate introductory biology courses. In particular, we discuss our ongoing work to develop a framework for the first semester of a two-semester introductory biology course sequence by identifying the essential basic models for an introductory biology course sequence. PMID:23737628

  19. Toward university modeling instruction--biology: adapting curricular frameworks from physics to biology.

    Science.gov (United States)

    Manthey, Seth; Brewe, Eric

    2013-06-01

    University Modeling Instruction (UMI) is an approach to curriculum and pedagogy that focuses instruction on engaging students in building, validating, and deploying scientific models. Modeling Instruction has been successfully implemented in both high school and university physics courses. Studies within the physics education research (PER) community have identified UMI's positive impacts on learning gains, equity, attitudinal shifts, and self-efficacy. While the success of this pedagogical approach has been recognized within the physics community, the use of models and modeling practices is still being developed for biology. Drawing from the existing research on UMI in physics, we describe the theoretical foundations of UMI and how UMI can be adapted to include an emphasis on models and modeling for undergraduate introductory biology courses. In particular, we discuss our ongoing work to develop a framework for the first semester of a two-semester introductory biology course sequence by identifying the essential basic models for an introductory biology course sequence.

  20. Biological effects of radiation human health and safety

    International Nuclear Information System (INIS)

    1977-05-01

    The biological hazards of nuclear energy usage are a growing source of public concern. The medical profession may well be expected to contribute to public debate on the issue. This document, therefore, attempts a balanced review of the known and suspected human biological consequences of exposure to different types of ionizing radiation, emphasizing in particular the nuclear industry

  1. INNOVATIONS IN EQUIPMENT AND TECHNIQUES FOR THE BIOLOGY TEACHING LABORATORY.

    Science.gov (United States)

    BARTHELEMY, RICHARD E.; AND OTHERS

    LABORATORY TECHNIQUES AND EQUIPMENT APPROPRIATE FOR TEACHING BIOLOGICAL SCIENCE CURRICULUM STUDY BIOLOGY ARE EMPHASIZED. MAJOR CATEGORIES INCLUDE (1) LABORATORY FACILITIES, (2) EQUIPMENT AND TECHNIQUES FOR CULTURE OF MICRO-ORGANISMS, (3) LABORATORY ANIMALS AND THEIR HOUSING, (4) TECHNIQUES FOR STUDYING PLANT GROWTH, (5) TECHNIQUES FOR STUDYING…

  2. Biological desulfurisation

    Energy Technology Data Exchange (ETDEWEB)

    Arena, B.J. [UOP LLC (United States); Benschop, A.; Janssen, A. [Paques Natural Solutions (Netherlands); Kijlstra, S. [Shell Global Solutions (Netherlands)

    2001-03-01

    This article focuses on the biological THIOPAQ process for removing hydrogen sulphide from refinery gases and recovering elemental sulphur. Details are given of the process which absorbs hydrogen sulphide-containing gas in alkaline solution prior to oxidation of the dissolved sulphur to elemental sulphur in a THIOPAQ aerobic biological reactor, with regeneration of the caustic solution. Sulphur handling options including sulphur wash, the drying of the sulphur cake, and sulphur smelting by pressure liquefaction are described. Agricultural applications of the biologically recovered sulphur, and application of the THIOPAQ process to sulphur recovery are discussed.

  3. The Application of the Socratic Method in Teaching General Education Law Courses

    OpenAIRE

    Ling-Shuang Shih

    2013-01-01

    The Socratic Method emphasizes that students obtain knowledge and test their beliefs in the process of engaging in dialogues. As general education emphasizes critical thinking, this method has much applied value, specifically in teaching law courses in general education programs. In light of different perspectives, the Socratic Method could be classified into three models: the test model, the Meno model, and the Theaetetus model. Besides, it could be classified into two approaches: the non-au...

  4. Redesigning a General Education Science Course to Promote Critical Thinking

    Science.gov (United States)

    Rowe, Matthew P.; Gillespie, B. Marcus; Harris, Kevin R.; Koether, Steven D.; Shannon, Li-Jen Y.; Rose, Lori A.

    2015-01-01

    Recent studies question the effectiveness of a traditional university curriculum in helping students improve their critical thinking and scientific literacy. We developed an introductory, general education (gen ed) science course to overcome both deficiencies. The course, titled Foundations of Science, differs from most gen ed science offerings in that it is interdisciplinary; emphasizes the nature of science along with, rather than primarily, the findings of science; incorporates case studies, such as the vaccine-autism controversy; teaches the basics of argumentation and logical fallacies; contrasts science with pseudoscience; and addresses psychological factors that might otherwise lead students to reject scientific ideas they find uncomfortable. Using a pretest versus posttest design, we show that students who completed the experimental course significantly improved their critical-thinking skills and were more willing to engage scientific theories the general public finds controversial (e.g., evolution), while students who completed a traditional gen ed science course did not. Our results demonstrate that a gen ed science course emphasizing the process and application of science rather than just scientific facts can lead to improved critical thinking and scientific literacy. PMID:26231561

  5. Diffuse large B-cell lymphoma associated with the use of biologic and other investigational agents: the importance of long-term post-marketing safety surveillance.

    Science.gov (United States)

    Goddard, Allison; Borovicka, Judy H; West, Dennis P; Evens, Andrew M; Laumann, Anne

    2011-01-01

    This case report describes a patient who developed diffuse large B-cell lymphoma (DLBCL) after receiving courses of two investigational biologic agents and cyclosporine followed by more than four years of subcutaneous efalizumab for the treatment of extensive chronic plaque psoriasis. Three years later, the patient remains free of lymphoma and his psoriasis is well controlled with thrice-weekly narrow-band ultraviolet phototherapy. This case emphasizes the importance of continued long-term post-marketing safety surveillance and the early reporting of all possible serious side effects, including cancers, related to the use of any newly available product. In particular, surveillance should focus on the immunomodulating biologic agents in order to identify possible dangerous sequelae.

  6. The prediction of breast cancer biopsy outcomes using two CAD approaches that both emphasize an intelligible decision process

    International Nuclear Information System (INIS)

    Elter, M.; Schulz-Wendtland, R.; Wittenberg, T.

    2007-01-01

    Mammography is the most effective method for breast cancer screening available today. However, the low positive predictive value of breast biopsy resulting from mammogram interpretation leads to approximately 70% unnecessary biopsies with benign outcomes. To reduce the high number of unnecessary breast biopsies, several computer-aided diagnosis (CAD) systems have been proposed in the last several years. These systems help physicians in their decision to perform a breast biopsy on a suspicious lesion seen in a mammogram or to perform a short term follow-up examination instead. We present two novel CAD approaches that both emphasize an intelligible decision process to predict breast biopsy outcomes from BI-RADS findings. An intelligible reasoning process is an important requirement for the acceptance of CAD systems by physicians. The first approach induces a global model based on decison-tree learning. The second approach is based on case-based reasoning and applies an entropic similarity measure. We have evaluated the performance of both CAD approaches on two large publicly available mammography reference databases using receiver operating characteristic (ROC) analysis, bootstrap sampling, and the ANOVA statistical significance test. Both approaches outperform the diagnosis decisions of the physicians. Hence, both systems have the potential to reduce the number of unnecessary breast biopsies in clinical practice. A comparison of the performance of the proposed decision tree and CBR approaches with a state of the art approach based on artificial neural networks (ANN) shows that the CBR approach performs slightly better than the ANN approach, which in turn results in slightly better performance than the decision-tree approach. The differences are statistically significant (p value <0.001). On 2100 masses extracted from the DDSM database, the CRB approach for example resulted in an area under the ROC curve of A(z)=0.89±0.01, the decision-tree approach in A(z)=0.87±0

  7. AORN sales professional course.

    Science.gov (United States)

    Moss, R; Thompson, J

    1996-04-01

    The sales professional course "Introduction to the Operating Room" offered by the AORN Center for Nursing Practice, Health Policy, and Research is an introductory program in OR etiquette. Its purpose is to provide sales professionals a working knowledge of OR protocol for them to function appropriately in OR settings. Sales professionals who have completed this course establish mutually beneficial perioperative partnerships with OR personnel. Sales professionals' effectiveness is strengthened as a result of their newly acquired knowledge of OR protocol, and patient safety is protected. An AORN Certificate of Recognition is awarded on completion of the course.

  8. Field studies courses open

    Science.gov (United States)

    Fourteen month-long courses combining applied academics with training in field research methodology are being offered this summer by the School for Field Studies. The courses, held in eight countries during May, June, July, and August, provide unique opportunities for participants to work as a team under primitive conditions.‘Our courses bind together the academic challenge of the research problem, the physical challenge of the site itself, and the interpersonal challenge of the expedition team in a dynamic way so that both cognitive and affective learning are accelerated,’ according to Jim Elder, the school's director.

  9. ERGONOMICS safety course

    CERN Multimedia

    SC Unit

    2008-01-01

    Two sessions of the ERGONOMICS safety course will be held on November 27, 2008, in French and in English. PLEASE SIGN-UP! •\tErgonomie - Sensibilisation à l’ergonomie bureautique (Nov 27, 08:30-12:30, in French) https://edh.cern.ch/Document/TRN/new?course=077M00 •\tErgonomics - Applying ergonomic principles in the workplace (Nov 27, 13:30-17:30, in English) https://edh.cern.ch/Document/TRN/new?course=077M10 You will receive an invitation via e-mail once your EDH request is completed and fully signed. For further information, please contact Isabelle CUSATO (73811).

  10. ERGONOMICS safety course

    CERN Multimedia

    SC Unit

    2008-01-01

    Two sessions of the ERGONOMICS safety course will be held on November 27, 2008, in French and in English. PLEASE SIGN-UP! Ergonomie - Sensibilisation à l’ergonomie bureautique (Nov 27, 08:30-12:30, in French) https://edh.cern.ch/Document/TRN/new?course=077M00 Ergonomics - Applying ergonomic principles in the workplace (Nov 27, 13:30-17:30, in English) https://edh.cern.ch/Document/TRN/new?course=077M10 You will receive and invitation via e-mail once your EDH request is completed and fully signed. For further information, please contact Isabelle CUSATO (73811).

  11. ERGONOMICS safety course

    CERN Multimedia

    SC Unit

    2008-01-01

    Two sessions of the ERGONOMICS safety course will be held on November 27, 2008, in French and in English. PLEASE SIGN-UP! Ergonomie - Sensibilisation à l’ergonomie bureautique (Nov 27, 08:30-12:30, in French) https://edh.cern.ch/Document/TRN/new?course=077M00 Ergonomics - Applying ergonomic principles in the workplace (Nov 27, 13:30-17:30, in English) https://edh.cern.ch/Document/TRN/new?course=077M10 You will be invited by email after your EDH request is completed and fully signed. For further information, please contact Isabelle CUSATO (73811).

  12. Probability theory a comprehensive course

    CERN Document Server

    Klenke, Achim

    2014-01-01

    This second edition of the popular textbook contains a comprehensive course in modern probability theory. Overall, probabilistic concepts play an increasingly important role in mathematics, physics, biology, financial engineering and computer science. They help us in understanding magnetism, amorphous media, genetic diversity and the perils of random developments at financial markets, and they guide us in constructing more efficient algorithms.   To address these concepts, the title covers a wide variety of topics, many of which are not usually found in introductory textbooks, such as:   • limit theorems for sums of random variables • martingales • percolation • Markov chains and electrical networks • construction of stochastic processes • Poisson point process and infinite divisibility • large deviation principles and statistical physics • Brownian motion • stochastic integral and stochastic differential equations. The theory is developed rigorously and in a self-contained way, with the c...

  13. Systems Biology

    Indian Academy of Sciences (India)

    IAS Admin

    study and understand the function of biological systems, particu- larly, the response of such .... understand the organisation and behaviour of prokaryotic sys- tems. ... relationship of the structure of a target molecule to its ability to bind a certain ...

  14. Integrating systems biology models and biomedical ontologies.

    Science.gov (United States)

    Hoehndorf, Robert; Dumontier, Michel; Gennari, John H; Wimalaratne, Sarala; de Bono, Bernard; Cook, Daniel L; Gkoutos, Georgios V

    2011-08-11

    Systems biology is an approach to biology that emphasizes the structure and dynamic behavior of biological systems and the interactions that occur within them. To succeed, systems biology crucially depends on the accessibility and integration of data across domains and levels of granularity. Biomedical ontologies were developed to facilitate such an integration of data and are often used to annotate biosimulation models in systems biology. We provide a framework to integrate representations of in silico systems biology with those of in vivo biology as described by biomedical ontologies and demonstrate this framework using the Systems Biology Markup Language. We developed the SBML Harvester software that automatically converts annotated SBML models into OWL and we apply our software to those biosimulation models that are contained in the BioModels Database. We utilize the resulting knowledge base for complex biological queries that can bridge levels of granularity, verify models based on the biological phenomenon they represent and provide a means to establish a basic qualitative layer on which to express the semantics of biosimulation models. We establish an information flow between biomedical ontologies and biosimulation models and we demonstrate that the integration of annotated biosimulation models and biomedical ontologies enables the verification of models as well as expressive queries. Establishing a bi-directional information flow between systems biology and biomedical ontologies has the potential to enable large-scale analyses of biological systems that span levels of granularity from molecules to organisms.

  15. Academic Beliefs and Behaviors in On-Campus and Online General Education Biology Classes

    Science.gov (United States)

    Noll, Christopher B.

    2015-01-01

    This study examined the effect of course delivery mode on academic help-seeking beliefs and behaviors, academic self-efficacy, and the levels of individual interest in biology of students in an entry-level General Education biology course. This intersection of online education, science courses, and academic success factors merits attention because…

  16. Australian Biology Test Item Bank, Years 11 and 12. Volume II: Year 12.

    Science.gov (United States)

    Brown, David W., Ed.; Sewell, Jeffrey J., Ed.

    This document consists of test items which are applicable to biology courses throughout Australia (irrespective of course materials used); assess key concepts within course statement (for both core and optional studies); assess a wide range of cognitive processes; and are relevant to current biological concepts. These items are arranged under…

  17. Australian Biology Test Item Bank, Years 11 and 12. Volume I: Year 11.

    Science.gov (United States)

    Brown, David W., Ed.; Sewell, Jeffrey J., Ed.

    This document consists of test items which are applicable to biology courses throughout Australia (irrespective of course materials used); assess key concepts within course statement (for both core and optional studies); assess a wide range of cognitive processes; and are relevant to current biological concepts. These items are arranged under…

  18. French courses for beginners

    CERN Multimedia

    Françoise Benz

    2006-01-01

    If you wish to participate in one of the following courses, please tell to your supervisor and apply electronically from the course description pages that can be found on the Web at: http://www.cern.ch/Training/ or fill in an 'application for training'form available from your Departmental Secretariat or from your DTO (Departmental Training Officer). Applications will be accepted in the order in which they are received. French courses for beginners (level 0) From 17 July to 31 August 2006. Mondays, Tuesdays, Wednesdays and Thursdays(8 hours a week / between 11.00 and 15.30) Duration: 56 hours Price: 728 CHF For registration and further information on the courses, please consult our Web pages: http://cern.ch/Training or contact Mrs. Benz: Tel. 73127.

  19. INFECTIVE ENDOCARDITIS: MODERN COURSE

    Directory of Open Access Journals (Sweden)

    T. L. Vinogradova

    2014-07-01

    Full Text Available The paper presents the characteristic features of the modern course of infective endocarditis. Unresolved questions of classification of diseaseand drug therapy are discussed. Clearly defined indications for surgical treatment of endocarditis.

  20. eLearning courses.

    Science.gov (United States)

    2006-02-01

    FAST Healthcare, at www.fasthealthcare.com , provides work based interactive elearning courses that address national service framework standards, such as those for people with diabetes, older people and those with coronary heart disease.

  1. International SSAC training courses

    International Nuclear Information System (INIS)

    Bates, O.G.

    1985-01-01

    A speech is presented on the International Atomic Energy Agency State Systems of Accounting for and Control (SSAC) of Nuclear Materials. Two lists of countries participating in these courses are provided

  2. Reactivity II: A Second Foundation-Level Course in Integrated Organic, Inorganic, and Biochemistry

    Science.gov (United States)

    Schaller, Chris P.; Graham, Kate J.; McIntee, Edward J.; Jones, T. Nicholas; Johnson, Brian J.

    2016-01-01

    A foundation-level course is described that integrates material related to reactivity in organic, inorganic, and biochemistry. Designed for second-year students, the course serves majors in chemistry, biochemistry, and biology, as well as prehealth-professions students. Building on an earlier course that developed concepts of nucleophiles and…

  3. French courses for Beginners

    CERN Multimedia

    HR Department

    2009-01-01

    French courses for beginners (level 0) will take place from 13 July to 27 August 2009. •\tTimetable: Mondays, Tuesdays, Wednesdays, Thursdays (11:00 to 13:00 or 13:30 to 15:30) •\tDuration: 56 hours (8 hours a week) •\tPrice: 728 CHF For registration and further information on the courses, please consult our Web pages: http://cern.ch/Training or contact Mrs. Dumeaux, tel. 78144.

  4. French courses for Beginners

    CERN Multimedia

    HR Department

    2009-01-01

    French courses for beginners (level 0) will take place from 13 July to 27 August 2009. •\tTimetable: Mondays, Tuesdays, Wednesdays, Thursdays (11:00 to 13:00 or 13:30 to 15:30) •\tDuration: 56 hours (8 hours a week) •\tPrice: 728 CHF For registration and further information on the courses, please consult our Web pages: http://cern.ch/Training or contact Mrs. Dumeaux: Tel. 78144.

  5. French courses for Beginners

    CERN Multimedia

    HR Department

    2009-01-01

    French courses for beginners (level 0) will take place from 13 July to 27 August 2009. •\tTimetable: Mondays, Tuesdays, Wednesdays, Thursdays (11.00 to 13.00 or 13.30 to 15.30) •\tDuration: 56 hours (8 hours a week) •\tPrice: 728 CHF For registration and further information on the courses, please consult our Web pages: http://cern.ch/Training or contact Mrs. Dumeaux : Tel. 78144.

  6. Dynamic Proteomics Emphasizes the Importance of Selective mRNA Translation and Protein Turnover during Arabidopsis Seed Germination*

    Science.gov (United States)

    Galland, Marc; Huguet, Romain; Arc, Erwann; Cueff, Gwendal; Job, Dominique; Rajjou, Loïc

    2014-01-01

    During seed germination, the transition from a quiescent metabolic state in a dry mature seed to a proliferative metabolic state in a vigorous seedling is crucial for plant propagation as well as for optimizing crop yield. This work provides a detailed description of the dynamics of protein synthesis during the time course of germination, demonstrating that mRNA translation is both sequential and selective during this process. The complete inhibition of the germination process in the presence of the translation inhibitor cycloheximide established that mRNA translation is critical for Arabidopsis seed germination. However, the dynamics of protein turnover and the selectivity of protein synthesis (mRNA translation) during Arabidopsis seed germination have not been addressed yet. Based on our detailed knowledge of the Arabidopsis seed proteome, we have deepened our understanding of seed mRNA translation during germination by combining two-dimensional gel-based proteomics with dynamic radiolabeled proteomics using a radiolabeled amino acid precursor, namely [35S]-methionine, in order to highlight de novo protein synthesis, stability, and turnover. Our data confirm that during early imbibition, the Arabidopsis translatome keeps reflecting an embryonic maturation program until a certain developmental checkpoint. Furthermore, by dividing the seed germination time lapse into discrete time windows, we highlight precise and specific patterns of protein synthesis. These data refine and deepen our knowledge of the three classical phases of seed germination based on seed water uptake during imbibition and reveal that selective mRNA translation is a key feature of seed germination. Beyond the quantitative control of translational activity, both the selectivity of mRNA translation and protein turnover appear as specific regulatory systems, critical for timing the molecular events leading to successful germination and seedling establishment. PMID:24198433

  7. Utrecht Radiative Transfer Courses

    Science.gov (United States)

    Rutten, R. J.

    2003-01-01

    The Utrecht course ``The Generation and Transport of Radiation'' teaches basic radiative transfer to second-year students. It is a much-expanded version of the first chapter of Rybicki & Lightman's ``Radiative Processes in Astrophysics''. After this course, students understand why intensity is measured per steradian, have an Eddington-Barbier feel for optically thick line formation, and know that scattering upsets LTE. The text is a computer-aided translation by Ruth Peterson of my 1992 Dutch-language course. My aim is to rewrite this course in non-computer English and make it web-available at some time. In the meantime, copies of the Peterson translation are made yearly at Uppsala -- ask them, not me. Eventually it should become a textbook. The Utrecht course ``Radiative Transfer in Stellar Atmospheres'' is a 30-hour course for third-year students. It treats NLTE line formation in plane-parallel stellar atmospheres at a level intermediate between the books by Novotny and Boehm-Vitense, and Mihalas' ``Stellar Atmospheres''. After this course, students appreciate that epsilon is small, that radiation can heat or cool, and that computers have changed the field. This course is web-available since 1995 and is regularly improved -- but remains incomplete. Eventually it should become a textbook. The three Utrecht exercise sets ``Stellar Spectra A: Basic Line Formation'', ``Stellar Spectra B: LTE Line Formation'', and ``Stellar Spectra C: NLTE Line Formation'' are IDL-based computer exercises for first-year, second-year, and third-year students, respectively. They treat spectral classification, Saha-Boltzmann population statistics, the curve of growth, the FAL-C solar atmosphere model, the role of H-minus in the solar continuum, LTE formation of Fraunhofer lines, inversion tactics, the Feautrier method, classical lambda iteration, and ALI computation. The first two sets are web-available since 1998; the third will follow. Acknowledgement. Both courses owe much to previous

  8. [Biological agents].

    Science.gov (United States)

    Amano, Koichi

    2009-03-01

    There are two types of biological agents for the treatment of rheumatoid arthritis (RA); monoclonal antibodies and recombinant proteins. Among the latter, etanercept, a recombinant fusion protein of soluble TNF receptor and IgG was approved in 2005 in Japan. The post-marketing surveillance of 13,894 RA patients revealed the efficacy and safety profiles of etanercept in the Japanese population, as well as overseas studies. Abatacept, a recombinant fusion protein of CTLA4 and IgG, is another biological agent for RA. Two clinical trials disclosed the efficacy of abatacept for difficult-to-treat patients: the AIM for MTX-resistant cases and the ATTAIN for patients who are resistant to anti-TNF. The ATTEST trial suggested abatacept might have more acceptable safety profile than infliximab. These biologics are also promising for the treatment of RA for not only relieving clinical symptoms and signs but retarding structural damage.

  9. Biological preconcentrator

    Science.gov (United States)

    Manginell, Ronald P [Albuquerque, NM; Bunker, Bruce C [Albuquerque, NM; Huber, Dale L [Albuquerque, NM

    2008-09-09

    A biological preconcentrator comprises a stimulus-responsive active film on a stimulus-producing microfabricated platform. The active film can comprise a thermally switchable polymer film that can be used to selectively absorb and desorb proteins from a protein mixture. The biological microfabricated platform can comprise a thin membrane suspended on a substrate with an integral resistive heater and/or thermoelectric cooler for thermal switching of the active polymer film disposed on the membrane. The active polymer film can comprise hydrogel-like polymers, such as poly(ethylene oxide) or poly(n-isopropylacrylamide), that are tethered to the membrane. The biological preconcentrator can be fabricated with semiconductor materials and technologies.

  10. Ionizing radiation induced biological response and its public health implication

    International Nuclear Information System (INIS)

    Koeteles, Gy.

    1994-01-01

    Several sources of ionizing radiation exist in natural and artificial environment of humanity. An overview of their biological effects and the biological response of man is present. Emphasize is given to the differences caused by high and low doses. The interrelation of radiology, radiation hygiene and public health is pointed out. Especially, the physical and biological effects of radiation on cells and their responses are discussed in more detail. (R.P.)

  11. Six Classroom Exercises to Teach Natural Selection to Undergraduate Biology Students

    Science.gov (United States)

    Kalinowski, Steven T.; Leonard, Mary J.; Andrews, Tessa M.; Litt, Andrea R.

    2013-01-01

    Students in introductory biology courses frequently have misconceptions regarding natural selection. In this paper, we describe six activities that biology instructors can use to teach undergraduate students in introductory biology courses how natural selection causes evolution. These activities begin with a lesson introducing students to natural…

  12. Using the Scientific Method to Motivate Biology Students to Study Precalculus

    Science.gov (United States)

    Fulton, James P.; Sabatino, Linda

    2008-01-01

    During the last two years we have developed a precalculus course customized around biology by using the scientific method as a framework to engage and motivate biology students. Historically, the precalculus and calculus courses required for the Suffolk County Community College biology curriculum were designed using examples from the physical…

  13. Improving Exam Performance in Introductory Biology through the Use of Preclass Reading Guides

    Science.gov (United States)

    Lieu, Rebekah; Wong, Ashley; Asefirad, Anahita; Shaffer, Justin F.

    2017-01-01

    High-structure courses or flipped courses require students to obtain course content before class so that class time can be used for active-learning exercises. While textbooks are used ubiquitously in college biology courses for content dissemination, studies have shown that students frequently do not read their textbooks. To address this issue, we…

  14. English and French courses

    CERN Multimedia

    2014-01-01

    If one of your New Year’s resolutions is to learn a language, there is no excuse anymore!   You can attend one of our English or French courses and you can practise the language with a tandem partner! General and Professional French Courses The next session will take place from 27 January to 4 April 2014. These courses are open to all persons working on the CERN site, and to their spouses. Oral Expression This course is aimed at students with a good knowledge of French who want to enhance their speaking skills. Speaking activities will include discussions, meeting simulations, role-plays etc. The next session will take place from 27 January to 4 April 2014. Writing professional documents in French These courses are designed for non-French speakers with a very good standard of spoken French. The next session will take place from 27 January to 4 April 2014. Cours d’anglais général et professionnel La prochaine session se déroulera du 3 mars a...

  15. Biological Dialogues: How to Teach Your Students to Learn Fluency in Biology

    Science.gov (United States)

    May, S. Randolph; Cook, David L.; May, Marilyn K.

    2013-01-01

    Biology courses have thousands of words to learn in order to intelligently discuss the subject and take tests over the material. Biological fluency is an important goal for students, and practical methods based on constructivist pedagogies can be employed to promote it. We present a method in which pairs of students write dialogues from…

  16. [Biological and social correlates of favorable and unfavorable neurosis course].

    Science.gov (United States)

    Sarsembaev, K T

    2003-01-01

    Four hundred ninety seven patients with neurosis of Astana (Kazakhstan) community, 116 men and 381 women, have been studied. The patients were traced in 5-year follow up study. Favorable and unfavorable types of the disorder were established, the latter being characterized by transforming into neurotic personality development. The influence of endogenous and environmental factors on neurosis prognosis was examined. To elaborate adequate measures for preventing neurotic personality development, criteria for favorable and unfavorable prognosis of neurotic disorders were suggested.

  17. Biological basis of tree-ring formation: a crash course

    Directory of Open Access Journals (Sweden)

    Cyrille Barthélémy Karl Rathgeber

    2016-05-01

    Full Text Available Wood is of crucial importance for man and biosphere. In this mini review, we present the fundamental processes involved in tree-ring formation and intra-annual dynamics of cambial activity, along with the influences of the environmental factors. During wood formation, new xylem cells produced by the cambium are undergoing profound transformations, passing through successive differentiation stages, which enable them to perform their functions in trees. Xylem cell formation can be divided in five major phases: (1 the division of a cambial mother cell that creates a new cell; (2 the enlargement of this newly formed cell; (3 the deposition of its secondary wall; (4 the lignification of its cell wall; and finally, (5 its programmed cell death. In most regions of the world cambial activity follows a seasonal cycle. At the beginning of the growing season, when temperature increases, the cambium resumes activity, producing new xylem cells. These cells are disposed along radial files, and start their differentiation program according to their birth date, creating typical developmental strips in the forming xylem. The width of these strips smoothly changes along the growing season. Finally, when climatic conditions deteriorate (temperature or water availability in particular, cambial activity stops, soon followed by cell enlargement, and later on by secondary wall deposition. Without a clear understanding of the xylem formation process, it is not possible to comprehend how annual growth rings and typical wood structures are formed, recording seasonal variations of the environment as well as extreme climatic events.

  18. Genome Annotation in a Community College Cell Biology Lab

    Science.gov (United States)

    Beagley, C. Timothy

    2013-01-01

    The Biology Department at Salt Lake Community College has used the IMG-ACT toolbox to introduce a genome mapping and annotation exercise into the laboratory portion of its Cell Biology course. This project provides students with an authentic inquiry-based learning experience while introducing them to computational biology and contemporary learning…

  19. Environmental biology

    International Nuclear Information System (INIS)

    Tschumi, P.A.

    1981-01-01

    Environmental biology illustrates the functioning of ecosystems and the dynamics of populations with many examples from limnology and terrestrial ecology. On this basis, present environmental problems are analyzed. The present environmental crisis is seen as a result of the failure to observe ecological laws. (orig.) [de

  20. Biological timekeeping

    DEFF Research Database (Denmark)

    Lloyd, David

    2016-01-01

    , the networks that connect differenttime domains and the oscillations, rhythms and biological clocks that coordinate andsynchronise the complexity of the living state.“It is the pattern maintained by this homeostasis, which is the touchstone ofour personal identity. Our tissues change as we live: the food we...

  1. Scaffolded biology.

    Science.gov (United States)

    Minelli, Alessandro

    2016-09-01

    Descriptions and interpretations of the natural world are dominated by dichotomies such as organism vs. environment, nature vs. nurture, genetic vs. epigenetic, but in the last couple of decades strong dissatisfaction with those partitions has been repeatedly voiced and a number of alternative perspectives have been suggested, from perspectives such as Dawkins' extended phenotype, Turner's extended organism, Oyama's Developmental Systems Theory and Odling-Smee's niche construction theory. Last in time is the description of biological phenomena in terms of hybrids between an organism (scaffolded system) and a living or non-living scaffold, forming unit systems to study processes such as reproduction and development. As scaffold, eventually, we can define any resource used by the biological system, especially in development and reproduction, without incorporating it as happens in the case of resources fueling metabolism. Addressing biological systems as functionally scaffolded systems may help pointing to functional relationships that can impart temporal marking to the developmental process and thus explain its irreversibility; revisiting the boundary between development and metabolism and also regeneration phenomena, by suggesting a conceptual framework within which to investigate phenomena of regular hypermorphic regeneration such as characteristic of deer antlers; fixing a periodization of development in terms of the times at which a scaffolding relationship begins or is terminated; and promoting plant galls to legitimate study objects of developmental biology.

  2. Biological digestion

    International Nuclear Information System (INIS)

    Rosevear, A.

    1988-01-01

    This paper discusses the biological degradation of non-radioactive organic material occurring in radioactive wastes. The biochemical steps are often performed using microbes or isolated enzymes in combination with chemical steps and the aim is to oxidise the carbon, hydrogen, nitrogen and sulphur to their respective oxides. (U.K.)

  3. New safety course!

    CERN Multimedia

    HR Department

    2009-01-01

    Do you need to know how to use the portable breathing apparatus ("Biocell") in order to work at CERN? If so, you will need to sign up for a new course on how to use this personal protection system. The training starts with a refresher on how the Biocell works. You will then have an opportunity to use a training unit in realistic conditions simulating a tunnel incident: darkness, non-toxic smoke, the noise of a gas leak, an audible alarm to signal oxygen deficiency, and flashing hazard lights. Once you have participated in this 90-minute training session (in French or English), you will know how to use your Biocell in the event of an emergency. In the near future, completion of the course will become mandatory in order to obtain access rights for the LHC and SPS tunnels. Register for the Biocell course through the Safety training catalogue. Contact: mailto:safety.training@cern.ch

  4. New safety course!

    CERN Multimedia

    DG Unit

    2009-01-01

    Do you need to know how to use the portable breathing apparatus ("Biocell") in order to work at CERN? If so, you will need to sign up for a new course on how to use this personal protection system. The training starts with a refresher on how the Biocell works. You will then have an opportunity to use a training unit in realistic conditions simulating a tunnel incident: darkness, non-toxic smoke, the noise of a gas leak, an audible alarm to signal oxygen deficiency, and flashing hazard lights. Once you have participated in this 90-minute training session (in French or English), you will know how to use your Biocell in the event of an emergency. In the near future, completion of the course will be made mandatory in order to obtain access rights for the LHC and SPS tunnels. Register for the Biocell course through the Safety training catalogue.Contact: mailto:safety.training@cern.ch

  5. EVALUATION OF COURSE EVALUATIONS

    DEFF Research Database (Denmark)

    Friis-Hansen, Peter; Houbak, Niels; Klit, Peder

    2005-01-01

    and we have seen excellent lectures obtaining poor evaluations due to circumstances out of their control. On the other hand, with the analysis at hand, it is much easier to focus on specific needs for improvements. The effect of ‘chasing the bad performance’ over the past few years will be shown....... have for more than 10 years been evaluating the courses they attend. During the last 5 years, this evaluation has been electronic as an integral part of our CampusNet computing and course admini¬stra¬tion system. At the MEK department we have a committee in charge of our educational activities. One...... obligation is – two times a year – to go through in detail the evaluations for each of our 100+ courses and for each of the 50+ teachers. A rather tedious job, where the outcome seldom justifies the resources spent. The electronic version has opened up for further analysis of the evaluation data...

  6. The potential of standards-based agriculture biology as an alternative to traditional biology in California

    Science.gov (United States)

    Sellu, George Sahr

    schools. Thoron & Meyer (2011) suggested that research into the contribution of integrated science courses toward higher test scores yielded mixed results. This finding may have been due in part to the fact that integrated science courses only incorporate select topics into agriculture education courses. In California, however, agriculture educators have developed standards-based courses such as Agriculture Biology (AgBio) that cover the same content standards as core traditional courses such as traditional biology. Students in both AgBio and traditional biology take the same standardized biology test. This is the first time there has been an opportunity for a fair comparison and a uniform metric for an agriscience course such as AgBio to be directly compared to traditional biology. This study will examine whether there are differences between AgBio and traditional biology with regard to standardized test scores in biology. Furthermore, the study examines differences in perception between teachers and students regarding teaching and learning activities associated with higher achievement in science. The findings of the study could provide a basis for presenting AgBio as a potential alternative to traditional biology. The findings of this study suggest that there are no differences between AgBio and traditional biology students with regard to standardized biology test scores. Additionally, the findings indicate that co-curricular activities in AgBio could contribute higher student achievement in biology. However, further research is required to identify specific activities in AgBio that contribute to higher achievement in science.

  7. [Classification of organisms and structuralism in biology].

    Science.gov (United States)

    Vasil'eva, L I

    2001-01-01

    Structuralism in biology is the oldest trend oriented to the search for natural "laws of forms" comparable with laws of growth of crystal, was revived at the end of 20th century on the basis of structuralist thought in socio-humanitarian sciences. The development of principal ideas of the linguistic structuralism in some aspects is similar to that of biological systematics, especially concerning the relationships between "system" and "evolution". However, apart from this general similarity, biological structuralism is strongly focused on familiar problems of the origin of diversity in nature. In their striving for the renovation of existing views, biological structuralists oppose the neo-darwinism emphasizing the existence of "law of forms", that are independent on heredity and genetic "determinism". The trend to develop so-called "rational taxonomy" is also characteristic of biological structuralism but this attempt failed being connected neither with Darwin's historicism nor with Plato's typology.

  8. Moodle 20 Course Conversion

    CERN Document Server

    Wild, Ian

    2011-01-01

    With clear instructions and plenty of screenshots, this book provides all the support and guidance you will need as you begin to convert your teaching to Moodle. Step-by-step tutorials use real-world examples to show you how to convert to Moodle in the most efficient and effective ways possible. Moodle Course Conversion carefully illustrates how Moodle can be used to teach content and ideas and clearly demonstrates the advantages of doing so. This book is for teachers, tutors, and lecturers who already have a large body of teaching material and want to use Moodle to enhance their course, rathe

  9. Applied medical image processing a basic course

    CERN Document Server

    Birkfellner, Wolfgang

    2014-01-01

    A widely used, classroom-tested text, Applied Medical Image Processing: A Basic Course delivers an ideal introduction to image processing in medicine, emphasizing the clinical relevance and special requirements of the field. Avoiding excessive mathematical formalisms, the book presents key principles by implementing algorithms from scratch and using simple MATLAB®/Octave scripts with image data and illustrations on an accompanying CD-ROM or companion website. Organized as a complete textbook, it provides an overview of the physics of medical image processing and discusses image formats and data storage, intensity transforms, filtering of images and applications of the Fourier transform, three-dimensional spatial transforms, volume rendering, image registration, and tomographic reconstruction.

  10. Analysis of undergraduate cell biology contents in Brazilian public universities.

    Science.gov (United States)

    Mermelstein, Claudia; Costa, Manoel Luis

    2017-04-01

    The enormous amount of information available in cell biology has created a challenge in selecting the core concepts we should be teaching our undergraduates. One way to define a set of essential core ideas in cell biology is to analyze what a specific cell biology community is teaching their students. Our main objective was to analyze the cell biology content currently being taught in Brazilian universities. We collected the syllabi of cell biology courses from public universities in Brazil and analyzed the frequency of cell biology topics in each course. We also compared the Brazilian data with the contents of a major cell biology textbook. Our analysis showed that while some cell biology topics such as plasma membrane and cytoskeleton was present in ∼100% of the Brazilian curricula analyzed others such as cell signaling and cell differentiation were present in only ∼35%. The average cell biology content taught in the Brazilian universities is quite different from what is presented in the textbook. We discuss several possible explanations for these observations. We also suggest a list with essential cell biology topics for any biological or biomedical undergraduate course. The comparative discussion of cell biology topics presented here could be valuable in other educational contexts. © 2017 The Authors. Cell Biology International Published by John Wiley & Sons Ltd on behalf of International Federation of Cell Biology.

  11. Chinese National Optical Education Small Private Online Course system

    Science.gov (United States)

    Zhang, XiaoJie; Lin, YuanFang; Liu, Xu; Liu, XiangDong; Cen, ZhaoFeng; Li, XiaoTong; Zheng, XiaoDong; Wang, XiaoPing

    2017-08-01

    In order to realize the sharing of high quality course resources and promote the deep integration of `Internet+' higher education and talent training, a new on-line to off-line specialized courses teaching mode was explored in Chinese colleges and universities, which emphasized different teaching places, being organized asynchronously and localized. The latest progress of the Chinese National Optical Education Small Private On-line Course (CNOESPOC) system set up by Zhejiang University and other colleges and universities having disciplines in the field of optics and photonics under the guidance of the Chinese National Steering Committee of Optics and Photonics (CNSCOP) was introduced in this paper. The On-line to Off-line (O2O) optical education teaching resource sharing practice offers a new good example for higher education in China under the background of Internet +.

  12. Course in fire protection training for nuclear power plant personnel

    International Nuclear Information System (INIS)

    Walker, K.L.; Bates, E.F.; Randall, J.D.

    1979-01-01

    Proposed Regulatory Guide 1.120, entitled ''Fire Protection Guidelines for Nuclear Power Plants,'' provides detailed requirements for the overall fire protection programs at nuclear power plant sites in the United States. An essential element in such a program in the training of plant fire brigade personnel is the use of proper firefighting techniques and equipment. The Texas A and M University Nuclear Science Center (NSC) in conjunction with the Fire Protection Training Division of the Texas Engineering Extension Service has developed a one-week course to meet this training need. The program emphasizes hands-on exercises. The course is designed for up to 18 students with all protective clothing provided. Fire instructors are certified by the State of Texas, and registered nuclear engineers and certified health physicists supervise the radiological safety exercises. The first course was conducted during the week of January 8--12, 1979

  13. Welding Course Curriculum.

    Science.gov (United States)

    Genits, Joseph C.

    This guide is intended for use in helping students gain a fundamental background on the major aspects of the welding trade. The course emphasis is on mastery of the manipulative skills necessary to develop successful welding techniques and on acquisition of an understanding of the specialized tools and equipment used in welding. The first part…

  14. Introduction to Statistics course

    CERN Multimedia

    CERN. Geneva HR-RFA

    2006-01-01

    The four lectures will present an introduction to statistical methods as used in High Energy Physics. As the time will be very limited, the course will seek mainly to define the important issues and to introduce the most wide used tools. Topics will include the interpretation and use of probability, estimation of parameters and testing of hypotheses.

  15. Calculus Courses' Assessment Data

    Science.gov (United States)

    Pauna, Matti

    2017-01-01

    In this paper we describe computer-aided assessment methods used in online Calculus courses and the data they produce. The online learning environment collects a lot of time-stamped data about every action a student makes. Assessment data can be harnessed into use as a feedback, predictor, and recommendation facility for students and instructors.…

  16. RUSSIAN LANGUAGE COURSES

    CERN Document Server

    2000-01-01

    Russian Language Courses will be given at CERN from mid-September. For details, please call the teacher, Mrs Mascha Mikhailova, tel. + 41 22 782 62 29. At CERN, please send an e-mail to esthel.laperriere@cern.ch.

  17. Course d'Orientation

    CERN Multimedia

    Course d'Orientation

    2012-01-01

      Tous à vos boussoles, cap sur une nouvelle saison! Le Club d’Orientation du CERN, en partenariat avec d’autres clubs de la région, vous propose à nouveau une série de courses comptant pour la coupe genevoise. Le coup d’envoi sera donné samedi 17 mars au Flon dans le canton de Vaud  avec une course longue distance. Puis le programme sera le suivant: Samedi 21 avril : Challex Samedi 28 avril : Vulbens Samedi 5 mai : Trelex Samedi 12 mai : Chancy Samedi 19 mai : Lausanne/Sauvabelin Samedi 2 juin: La Faucille Samedi 9 juin: Bonmont/La Rippe Finale Ces courses populaires ont lieu le samedi après-midi, elles sont ouvertes à tous, quel que soit le niveau, du débutant au sportif confirmé, en famille ou en individuel, en promenade ou en course. Pour participer aux épreuves sur le territoire français, il faut être en possession soit ...

  18. KITUBA, BASIC COURSE.

    Science.gov (United States)

    SWIFT, LLOYD B.; AND OTHERS

    A TEXT IS PRESENTED FOR KITUBA, A TRADE LANGUAGE SPOKEN ALONG THE LOWER CONGO RIVER AND ITS TRIBUTARIES. THE COURSE CONSISTS OF A PRIMER AND A FIVE SUBJECT-ORIENTED GROUP OF LESSONS. THE PRIMER INTRODUCES MAJOR GRAMMATICAL STRUCTURES, DEVELOPS ADEQUATE PRONUNCIATION, AND PRESENTS USEFUL VOCABULARY FOR A VARIETY OF SITUATIONS. THE LESSON GROUPS…

  19. XML Based Course Websites.

    Science.gov (United States)

    Wollowski, Michael

    XML, the extensible markup language, is a quickly evolving technology that presents a viable alternative to courseware products and promises to ease the burden of Web authors, who edit their course pages directly. XML uses tags to label kinds of contents, rather than format information. The use of XML enables faculty to focus on providing…

  20. Obligatory Radiation Protection Course

    CERN Multimedia

    SC Unit

    2008-01-01

    Since February 2008, participation in the radiation protection course has been a prerequisite for obtaining a CERN personal dosimeter for all Staff Members and Users. All Staff and Users holding a personal dosimeter were informed by the Bulletin and by a personal e-mail sent in February 2008 that they were required to participate in the course before the annual exchange of their dosimeter. Many people had not done so by that time and the Dosimetry Service exceptionally classified them for 2 months as short-term visitors (VCT), a category of monitored personnel to whom the training requirement does not presently apply. As all personnel concerned have since had time to participate in an RP course, this "grace period" will no longer be granted as of 1 October 2008 and the RP course must be completed before the personal dosimeter is exchanged. For newcomers to CERN, and for those returning to CERN after an absence of more than 1 year, one registration as a VCT for two months ...

  1. Language Training: English Courses

    CERN Multimedia

    Françoise Benz

    2005-01-01

    General and Professional English Courses The next session will take place from 28 February to 24 June 2005 (2/3 weeks break at Easter). These courses are open to all persons working on the CERN site, and to their spouses. For registration and further information on the courses, please consult our Web pages: http://cern.ch/Training or contact Mr. Liptow: tel. 72957. Oral Expression The next session will take place from March to June 2005. This course is intended for people with a good knowledge of English who want to practise and maintain their speaking skills while extending their vocabulary. There will be a maximum of 10 participants in a class. Speaking activities will include discussions, meeting simulations, role-plays etc. depending on the needs of the students. Duration: 20 hours Price: 440 CHF (for a minimum of 8 students) Timetable will be fixed after discussion with the students. Writing Professional Documents in English The next session will take place from March to June 2005. T...

  2. Language Training: English Courses

    CERN Multimedia

    Françoise Benz

    2005-01-01

    General and Professional English Courses The next session will take place from 28 February to 24 June 2005 (2/3 weeks break at Easter). These courses are open to all persons working on the CERN site, and to their spouses. For registration and further information on the courses, please consult our Web pages: http://cern.ch/Training or contact Mr. Liptow: tel. 72957. Oral Expression The next session will take place from March to June 2005. This course is intended for people with a good knowledge of English who want to practise and maintain their speaking skills while extending their vocabulary. There will be a maximum of 10 participants in a class. Speaking activities will include discussions, meeting simulations, role-plays etc. depending on the needs of the students. Duration: 20 hours Price: 440 CHF (for a minimum of 8 students) Timetable will be fixed after discussion with the students. Writing Professional Documents in English The next session will take place from March to June 2005. Th...

  3. Biological radioprotector

    International Nuclear Information System (INIS)

    Stefanescu, Ioan; Titescu, Gheorghe; Tamaian, Radu; Haulica, Ion; Bild, Walther

    2002-01-01

    According to the patent description, the biological radioprotector is deuterium depleted water, DDW, produced by vacuum distillation with an isotopic content lower than natural value. It appears as such or in a mixture with natural water and carbon dioxide. It can be used for preventing and reducing the ionizing radiation effects upon humans or animal organisms, exposed therapeutically, professionally or accidentally to radiation. The most significant advantage of using DDW as biological radioprotector results from its way of administration. Indeed no one of the radioprotectors currently used today can be orally administrated, what reduces the patients' compliance to prophylactic administrations. The biological radioprotector is an unnoxious product obtained from natural water, which can be administrated as food additive instead of drinking water. Dose modification factor is according to initial estimates around 1.9, what is a remarkable feature when one takes into account that the product is toxicity-free and side effect-free and can be administrated prophylactically as a food additive. A net radioprotective action of the deuterium depletion was evidenced experimentally in laboratory animals (rats) hydrated with DDW of 30 ppm D/(D+H) concentration as compared with normally hydrated control animals. Knowing the effects of irradiation and mechanisms of the acute radiation disease as well as the effects of administration of radiomimetic chemicals upon cellular lines of fast cell division, it appears that the effects of administrating DDW result from stimulation of the immunity system. In conclusion, the biological radioprotector DDW presents the following advantages: - it is obtained from natural products without toxicity; - it is easy to be administrated as a food additive, replacing the drinking water; - besides radioprotective effects, the product has also immunostimulative and antitumoral effects

  4. Marine biology

    International Nuclear Information System (INIS)

    Thurman, H.V.; Webber, H.H.

    1984-01-01

    This book discusses both taxonomic and ecological topics on marine biology. Full coverage of marine organisms of all five kingdoms is provided, along with interesting and thorough discussion of all major marine habitats. Organization into six major parts allows flexibility. It also provides insight into important topics such as disposal of nuclear waste at sea, the idea that life began on the ocean floor, and how whales, krill, and people interact. A full-color photo chapter reviews questions, and exercises. The contents are: an overview marine biology: fundamental concepts/investigating life in the ocean; the physical ocean, the ocean floor, the nature of water, the nature and motion of ocean water; general ecology, conditions for life in the sea, biological productivity and energy transfer; marine organisms; monera, protista, mycota and metaphyta; the smaller marine animals, the large animals marine habitats, the intertidal zone/benthos of the continental shelf, the photic zone, the deep ocean, the ocean under stress, marine pollution, appendix a: the metric system and conversion factors/ appendix b: prefixes and suffixes/ appendix c: taxonomic classification of common marine organisms, and glossary, and index

  5. How to Mix the Ingredients for a Blended Course Recipe

    Directory of Open Access Journals (Sweden)

    Antoanela Naaji

    2015-12-01

    Full Text Available Over the last years, the growing ubiquity of Social Media, the emerging mobile technologies and the augmented reality become more deeply integrated into the teaching-learning process and also create new opportunities for reinventing the way in which educational actors both perceive and access learning. The major challenges in education that involve tremendous development and innovation are blended courses/ flipped classrooms integrating Social Media (SM, Open Educational Resources (OER and Massive Open Online Courses (MOOC (Johnson et al., 2014. This paper focuses on evaluating the e-learning experiences of various actors in the Romanian educational system. There is a tendency to use virtual learning environments with increasing frequency in higher education, many participants experiencing both online and blended courses. Another issue approached in this paper concerns the relevance of the components of online/ blended courses. In this context, the paper analyzes the importance of these elements with respect to various fields, such as: exact sciences, social sciences, humanistic studies, medical sciences, etc. In conclusion, we identify the most relevant elements in the development of online/ blended courses for various domains. The results will emphasize the standards required for evaluating the quality of online and blended courses.

  6. Collaboration between courses in the interdisciplinary course Food Microbiology

    DEFF Research Database (Denmark)

    Birk, Tina; Jensen, Lars Bogø; Andersson, Pernille Hammar

    2014-01-01

    Food Microbiology is an interdisciplinary 12.5 ETCS second-year) course in a CDIO-based Bachelor of Engineering program in Food Science at The Technical University of Denmark (DTU). The course was first offered in 2011. Each session in the Food Microbiology course combines theory and practice...... learning. The aims of this study were to test 1) the students’ perception combining theory with small laboratory exercises and 2) the students’ perception of how the course collaborates with and combines theories and practices from other current semester courses. The students evaluated the course...

  7. Structural Biology Fact Sheet

    Science.gov (United States)

    ... NIGMS NIGMS Home > Science Education > Structural Biology Structural Biology Tagline (Optional) Middle/Main Content Area PDF Version (688 KB) Other Fact Sheets What is structural biology? Structural biology is the study of how biological ...

  8. Graphics processing units in bioinformatics, computational biology and systems biology.

    Science.gov (United States)

    Nobile, Marco S; Cazzaniga, Paolo; Tangherloni, Andrea; Besozzi, Daniela

    2017-09-01

    Several studies in Bioinformatics, Computational Biology and Systems Biology rely on the definition of physico-chemical or mathematical models of biological systems at different scales and levels of complexity, ranging from the interaction of atoms in single molecules up to genome-wide interaction networks. Traditional computational methods and software tools developed in these research fields share a common trait: they can be computationally demanding on Central Processing Units (CPUs), therefore limiting their applicability in many circumstances. To overcome this issue, general-purpose Graphics Processing Units (GPUs) are gaining an increasing attention by the scientific community, as they can considerably reduce the running time required by standard CPU-based software, and allow more intensive investigations of biological systems. In this review, we present a collection of GPU tools recently developed to perform computational analyses in life science disciplines, emphasizing the advantages and the drawbacks in the use of these parallel architectures. The complete list of GPU-powered tools here reviewed is available at http://bit.ly/gputools. © The Author 2016. Published by Oxford University Press.

  9. Distance Education in Social Work: An Evaluation of an Undergraduate Course on Family Violence

    Science.gov (United States)

    Walsh, Christine Ann; Baynton, Myra

    2012-01-01

    Social work is a discipline that emphasizes personal contact and has traditionally been taught face-to-face. This paper examines whether online learning is appropriate for educating social workers about family violence. It describes a newly-developed online course in family violence and evaluates its effectiveness. Two surveys of the class and an…

  10. Measuring Student Engagement, Knowledge, and Perceptions of Climate Change in an Introductory Environmental Geology Course

    Science.gov (United States)

    McNeal, Karen S.; Spry, Jacob M.; Mitra, Ritayan; Tipton, Jamie L.

    2014-01-01

    This research examines a semester-long introductory environmental geology course, which emphasized climate science using an Earth systems approach and employed a multipronged teaching strategy comprising lecture, movie viewing, class dialogues, and journaling. Evidence of student engagement during various pedagogical approaches (e.g., movie…

  11. Forest and grassland carbon in North America: A short course for land managers

    Science.gov (United States)

    Chris Swanston; Michael J. Furniss; Kristen Schmitt; Jeffrey Guntle; Maria Janowiak; Sarah Hines

    2012-01-01

    This multimedia short-course presents a range of information on the science, management and policy of forest and grassland carbon. Forests and grasslands worldwide play a critical role in storing carbon and sequestering greenhouse gases from the atmosphere. The U.S. Forest Service, which manages 193 million acres of forests and grasslands, emphasizes the need for...

  12. Transforming the Online Course

    Science.gov (United States)

    Horodyskyj, L.; Ben-Naim, D.; Semken, S. C.; Anbar, A. D.

    2013-12-01

    Traditional large lecture classes are fundamentally passive and teacher-centered. Most existing online courses are as well, including massive open online courses (MOOCs). Research tells us that this mode of instruction is not ideal for student learning. However, the unique attributes of the online environment have thus far been mostly underutilized. We hypothesize that new tools and the innovative curricula they enable can foster greater student engagement and enhance learning at large scale. To test this hypothesis, over the past three years, Arizona State University developed and offered "Habitable Worlds", an online-only astrobiology lab course. The course curriculum is based on the Drake Equation, which integrates across disciplines. The course pedagogy is organized around a term-long, individualized, game-inspired project in which each student must find and characterize rare habitable planets in a randomized field of hundreds of stars using concepts learned in the course. The curriculum allows us to meaningfully integrate concepts from Earth, physical, life, and social sciences in order to address questions related to the possibility of extraterrestrial life. The pedagogy motivates students to master concepts, which are taught through interactive and adaptive inquiry-driven tutorials, featuring focused feedback and alternative pathways that adjust to student abilities, built using an intelligent tutoring system (Smart Sparrow's Adaptive eLearning Platform - AeLP). Through the combination of the project and tutorials, students construct knowledge from experience, modeling the authentic practice of science. Because the tutorials are self-grading, the teaching staff is free to dedicate time to more intense learner-teacher interactions (such as tutoring weaker students or guiding advanced students towards broader applications of the concepts), using platforms like Piazza and Adobe Connect. The AeLP and Piazza provide robust data and analysis tools that allow us to

  13. Rotating biological contactors: the Canadian experience

    Energy Technology Data Exchange (ETDEWEB)

    Cuenca, Manuel A. [Ryerson Polytechnical Univ., Toronto, ON (Canada). Chemical Engineering Dept.; Smith, Tom [CMS Rotordisk Inc., Concord, ON (Canada); Vianna, Arlinda C. [Servico Nacional de Aprendizagem Industrial (SENAI), Salvador, BA (Brazil)

    1993-12-31

    In fifteen years, Rotating Biological Contactors (RBC) have become one of the most attractive technologies for secondary wastewater treatment. The present work is a review of the evolution of RBC technology in the last twenty years. In addition, the status of the technology in Canada is described, emphasizing industrial facilities and landfill leachate treatment. An enumeration of the most relevant development areas is included. (author). 34 refs., 3 figs., 7 tabs.

  14. Biological analysis with a nuclear microprobe

    International Nuclear Information System (INIS)

    Cookson, J.A.; Legge, G.J.F.

    1975-01-01

    Most low-energy nuclear accelerators are now partly used on analytical studies in support of sciences other than nuclear physics. This paper gives a short review of such analytical techniques (X-ray analysis, elastic scattering analysis, nuclear reaction analysis, and the nuclear microprobe) with particular reference to biological applications and also emphasizes the role of the positional analysis that can be performed with a focused beam of ions - the nuclear microprobe. (author)

  15. [Biological treatment of rare inflammatory rheumatic diseases

    DEFF Research Database (Denmark)

    Baslund, B.

    2008-01-01

    The current status of the use of biological medicine in the treatment of adult onset morbus still, Wegeners granulomatosis and systemic lupus erythematosus (SLE) is reviewed. The need for controlled trials is emphasized. Anti-CD20 treatment for SLE patients with kidney involvement and patients wi...... with Wegeners granulomatosis seems promising. Anti-TNF and IL1 receptor antagonist can control disease activity in most patients with adult morbus still Udgivelsesdato: 2008/6/9...

  16. Rotating biological contactors: the Canadian experience

    Energy Technology Data Exchange (ETDEWEB)

    Cuenca, Manuel A [Ryerson Polytechnical Univ., Toronto, ON (Canada). Chemical Engineering Dept.; Smith, Tom [CMS Rotordisk Inc., Concord, ON (Canada); Vianna, Arlinda C [Servico Nacional de Aprendizagem Industrial (SENAI), Salvador, BA (Brazil)

    1994-12-31

    In fifteen years, Rotating Biological Contactors (RBC) have become one of the most attractive technologies for secondary wastewater treatment. The present work is a review of the evolution of RBC technology in the last twenty years. In addition, the status of the technology in Canada is described, emphasizing industrial facilities and landfill leachate treatment. An enumeration of the most relevant development areas is included. (author). 34 refs., 3 figs., 7 tabs.

  17. Biology Branch

    Energy Technology Data Exchange (ETDEWEB)

    Baldwin, W F

    1974-12-31

    Progress is reported on the following studies in biochemistry and molecular biology: study of long pyrimidine polynucleotides in DNA; isolation of thymine dimers from Schizosaccharomyces pombe; thermal stability of high molecular weight RNA; nucleases of Micrococcus radiodurans; effect of ionizing radiation on M. radiodurans cell walls and cell membranes; chemical modification of nucleotides; exonucleases of M. radiodurans; and enzymatic basis of repair of radioinduced damage in M. radiodurans. Genetics, development, and population studies include repair pathways and mutation induction in yeast; induction of pure mutant clones in yeast; radiosensitivity of bacteriophage T4; polyacrylamide gel electrophoresis of bacteriophage T4; radiation genetics of Dahibominus; and radiation studies on bitting flies. (HLW)

  18. Innovations in Undergraduate Chemical Biology Education.

    Science.gov (United States)

    Van Dyke, Aaron R; Gatazka, Daniel H; Hanania, Mariah M

    2018-01-19

    Chemical biology derives intellectual vitality from its scientific interface: applying chemical strategies and perspectives to biological questions. There is a growing need for chemical biologists to synergistically integrate their research programs with their educational activities to become holistic teacher-scholars. This review examines how course-based undergraduate research experiences (CUREs) are an innovative method to achieve this integration. Because CUREs are course-based, the review first offers strategies for creating a student-centered learning environment, which can improve students' outcomes. Exemplars of CUREs in chemical biology are then presented and organized to illustrate the five defining characteristics of CUREs: significance, scientific practices, discovery, collaboration, and iteration. Finally, strategies to overcome common barriers in CUREs are considered as well as future innovations in chemical biology education.

  19. Sensors an introductory course

    CERN Document Server

    Kalantar-zadeh, Kourosh

    2013-01-01

    Sensors: An Introductory Course provides an essential reference on the fundamentals of sensors. The book is designed to help readers in developing skills and the understanding required in order to implement a wide range of sensors that are commonly used in our daily lives. This book covers the basic concepts in the sensors field, including definitions and terminologies. The physical sensing effects are described, and devices which utilize these effects are presented. The most frequently used organic and inorganic sensors are introduced and the techniques for implementing them are discussed. This book: Provides a comprehensive representation of the most common sensors and can be used as a reference in relevant fields Presents learning materials in a concise and easy to understand manner Includes examples of how sensors are incorporated in real life measurements Contains detailed figures and schematics to assist in understanding the sensor performance Sensors: An Introductory Course is ideal for university stu...

  20. Cosmology. A first course

    Science.gov (United States)

    Lachieze-Rey, Marc

    This book delivers a quantitative account of the science of cosmology, designed for a non-specialist audience. The basic principles are outlined using simple maths and physics, while still providing rigorous models of the Universe. It offers an ideal introduction to the key ideas in cosmology, without going into technical details. The approach used is based on the fundamental ideas of general relativity such as the spacetime interval, comoving coordinates, and spacetime curvature. It provides an up-to-date and thoughtful discussion of the big bang, and the crucial questions of structure and galaxy formation. Questions of method and philosophical approaches in cosmology are also briefly discussed. Advanced undergraduates in either physics or mathematics would benefit greatly from use either as a course text or as a supplementary guide to cosmology courses.