When Chinese Masks Meet Phylogenetics

2016 ◽  
Vol 78 (3) ◽  
pp. 241-247 ◽  
Author(s):  
Claudia A. M. Russo ◽  
Bárbara Aguiar ◽  
Carolina M. Voloch ◽  
Alexandre P. Selvatti
Keyword(s):  
Biological Sciences ◽  
Undergraduate Students ◽  
Data Matrix ◽  
Complex Objects ◽  
Single Character ◽  
Topological Pattern ◽  
Hands On ◽  
Character Matrix ◽  
The Common ◽  
Character Coding

Phylogenetics has a central role in the biological sciences. We suggest a hands-on exercise to demonstrate the task of character coding and its importance in phylogenetic systematics. This exercise is appropriate for undergraduate students in life sciences and related courses. The teacher must provide a single group of masks in which color patterns, textures, and formats provide the characters to fill the data matrix. (The masks could be replaced by a set of other complex objects.) In this case, because there is no actual phylogeny, students will not be concerned with recovering the correct topology. Character coding is the aim of the exercise. After the character matrix is completed, a phylogenetic tree is drawn and the students interpret the evolution of a single character, starting from the common ancestor, based on the topological pattern of the tree and on the data matrix. In sequence, the students name and provide a full diagnosis for the group of masks as revealed by the topological pattern. The comparison between group results is also educational: there will be some common patterns between trees, but others will differ as in biological systematics.

scholarly journals Undergraduate biological sciences and biotechnology students’ reflective essays focus on descriptive details of experiential learning experiences

2020 ◽  
Vol 44 (1) ◽  
pp. 99-103
Author(s):  
Patricia A. Halpin ◽  
Ann E. Donahue ◽  
Kathryn M. S. Johnson
Keyword(s):  
Biological Sciences ◽  
Experiential Learning ◽  
Undergraduate Students ◽  
Learning Experiences ◽  
Career Readiness ◽  
Qualitative Assessment ◽  
Learning Gains ◽  
Hands On ◽  
Apprenticeship Model ◽  
Enhance Student Learning

Experiential learning experiences (ELEs), opportunities for students to apply knowledge and skills critically in a hands-on environment, are fundamental to the apprenticeship model of biological and biotechnological sciences. ELEs enhance student-learning gains, increase career readiness, and provide important networking opportunities. However, students do not often recognize the benefits of ELEs. Reflection is a highly effective tool to articulate learning gains and connect new content with established knowledge. Therefore, senior undergraduate students ( n = 23), majoring in biological sciences or biotechnology, wrote required reflective essays about their ELE, in response to an intentionally vague prompt. Qualitative assessment of the reflective essays identified themes present in the reflective essays that typically included descriptions of what students did, with whom they worked, and what they learned during their ELE, but lacked critical analysis or deep reflection about their experience. Differences were also present between different types of ELEs. These results provide a foundation for guiding students to deeper reflection, ultimately resulting in greater benefits from their ELEs. To promote more robust reflection, and, therefore, theoretically enhance learning gains from ELEs, we suggest multiple iterations of reflection, instructor feedback and coaching, and ELE-specific prompts that focus on the placement of ELEs within students’ personal and professional trajectory.

Integrating Disciplines in a Plant Chemistry Laboratory Module to Enhance Interdisciplinary and Scientific Thinking in Undergraduate Students

2019 ◽  
Author(s):  
Lucas Busta ◽  
Sabrina E. Russo
Keyword(s):  
Critical Thinking ◽  
Medicinal Plant ◽  
Systems Thinking ◽  
Undergraduate Students ◽  
Core Competencies ◽  
Chemistry Laboratory ◽  
Scientific Thinking ◽  
Written Communication ◽  
Plant Chemistry ◽  
Hands On

Here, we describe a hands-on medicinal plant chemistry laboratory module (Phytochemical Laboratory Activities for iNtegrative Thinking and Enhanced Competencies; PLANTEC) for undergraduates that targets the development of core competencies in (i) critical thinking and analysis of text and data, (ii) interdisciplinary and systems thinking, (iii) oral and written communication of science, and (iv) teamwork and collaboration.<br>

scholarly journals Satire in Shrestha’s Ghintang Ghishi Twank

2020 ◽  
Vol 11 (1) ◽  
pp. 73-81
Author(s):  
Man Kumar Rai
Keyword(s):  
Positive Change ◽  
The State ◽  
The Political ◽  
Poor People ◽  
Political Leaders ◽  
Common People ◽  
The People ◽  
Hands On ◽  
Special Occasion ◽  
The Common

   The objective of this article is to analyze the use of satire in three poems, from Rupesh  Shrestha’s volume of poems Ghintang Ghishi Twank in order to examine use of the suffering of voiceless people. The poems depict absurdities of the society and hypocrisy of the leaders which are the causes of poor people‟s pains. This poems exhibit how follies, vices and absurdities are hurdle in transforming society into prosperous one. The poet has berated them with the aim of bringing positive change in the society and in the lives of the common people. The poet mocks at the political changes which have brought change only in the lives of political leaders, not in the lives of the people who have been ignored by the state for long. Despite many anxieties, they enjoy dancing and playing sticks in their hands on the special occasion of Gaijatra. The poems are collection of sharp words which are used to butt the corrupt politicians. For this, the elements of Juvenalian satire have been used as tools for analysis of the selected poems. This study highlights upon the anxieties of marginalized people; demonstrates the shameful act of politicians; and exposes the absurdities prevailed in the society. It indicates that the political and social absurdities are subject to be poked in order to reform a society.

scholarly journals O ENSINO DE CIÊNCIAS BIOLÓGICAS - UMA EXPERIÊNCIA TEÓRICO-PRÁTICA COM ALUNOS DO ENSINO MÉDIO DE ESCOLAS PÚBLICAS

2016 ◽  
Vol 7 (2) ◽  
pp. 99-104
Author(s):  
Alexsandra Martins Da Silva ◽  
Camila Zanesco ◽  
Angélica Ribolli Cazarotto ◽  
Felipe Tecchio Borsoi ◽  
Camila Dervanoski ◽  
...  
Keyword(s):  
Biological Sciences ◽  
High School Students ◽  
Public Schools ◽  
Undergraduate Students ◽  
Personal Growth ◽  
Teaching And Learning ◽  
Practical Experience ◽  
School Students ◽  
Santa Catarina ◽  
The University

Resumo: Este trabalho foi uma iniciativa do projeto “Ciências Biológicas – Uma Forma de Integrar e Construir a Prática Experimental”, cuja ação de destaque foi o incentivo ao ensino de Ciências Biológicas para alunos de ensino médio de dois municípios. Foram oferecidas aulas teóricas e práticas em laboratórios da Universidade Federal da Fronteira Sul (UFFS), promovendo o contato de alunos e professores de escolas públicas com a universidade. Neste contexto, foi possível aproximá-los de atividades, materiais e equipamentos de prática científica e de ensino nas áreas de Ciências Biológicas, visando melhorias das condições de aprendizagem e estimulando os jovens dessas escolas para a participação no meio acadêmico-científico, aumentando a interação universidade/escola pública. Foram atendidas 15 turmas, totalizando cerca de 320 estudantes, que presenciaram as aulas de “Microscopia, células e tecidos”, “Tipagem sanguínea” e “Biodecomposição de alimentos orgânicos”. Esse trabalho possibilitou que os alunos tivessem contato prévio com o mundo das ciências e os incentivou para ingressar na universidade. Já os professores que acompanharam os alunos se sentiram instigados a manter a criatividade em sala de aula. Para os acadêmicos envolvidos, o projeto possibilitou o crescimento pessoal, instigando os mesmos a desenvolver aptidões, além do que lhes é ensinado em sala de aula. Palavras-chave: Práticas laboratoriais, ensino-aprendizagem, escola pública, extensão universitária.   The teaching of Biological Sciences - a theoretical and practical experience with students of high public schools Abstract: This article promotes the project ‘Ciências Biológicas – Uma Forma de Integrar e Construir a Prática Experimental’ (Biological Sciences – a way to integrate and to build experimental practices).  This initiative encouraged the teaching of biological sciences to high school students of two municipalities. Theoretical and practical classes were offered in the university labs of Universidade Federal Fronteira Sul –UFFS (Chapecó, Santa Catarina State, Brazil) in order to promote the contact of students and teachers of public schools with the university. In this context, it was possible to put the students in contact with procedures, equipments scientific and teaching practices in the areas of Biological Sciences. These activities aimed at improving learning and stimulating the students from the schools in which were part of the academic and scientific community, and as a result, to promote the interaction between university and public schools. Fifteen student groups took part in the project, which totaled around 320 students who had lessons on microscopy, cells and tissues, blood typing and biological decomposition of organic food. This project encouraged students that had a previous contact with the world of science to enter university. In addition, the teachers who accompanied the students were encouraged to continue being creative in their classes. For the undergraduate students involved, the project enabled personal growth and encouraged them to develop skills beyond what they were taught in the classroom. Key-words: Laboratory Practices, Teaching and Learning, Public School, University Extension.   La enseñanza de Ciencias Biológicas - una experiencia teórica y práctica con los estudiantes de la escuela secundaria en escuelas públicas Resumen: En este artículo, se hace un relato de un trabajo que tuvo una iniciativa del proyecto ‘Ciências Biológicas – Uma Forma de Integrar e Construir a Prática Experimental’ (Ciencias Biológicas – Una Forma de Integrar y Construir la Práctica Experimental), cuya acción principal fue el incentivo a la enseñanza de Ciencias Biológicas para alumnos de enseñanza media de dos municipios. Se les ofreció clases teóricas y prácticas en los laboratorios de la Universidade Federal da Fronteira Sul – UFFS (Santa Catarina, sur de Brasil) promoviendo el contacto de alumnos y profesores de escuelas públicas con la universidad. En este espacio, fue posible aproximarlos a actividades, materiales y equipamientos de la práctica científica y de la enseñanza en las áreas de Ciencias Biológicas, buscando mejorías en las condiciones de aprendizaje y estimular los jóvenes de esas escuelas a la participación en el medio académico-científico, aumentando la interacción universidad/escuela pública. Han sido atendidos 15 grupos y cerca de 320 estudiantes, que fueron testigos de las lecciones de “Microscopía, células y tejidos”, “Tipo sanguíneo”, y “Biodescomposición de alimentos orgánicos”. Ese trabajo ha posibilitado que los alumnos tuvieran un contacto previo con el mundo de las ciencias y los ha incentivado a ingresar a la universidad. Por otro lado, los docentes que han acompañado a los alumnos se han sentido instigados a mantener la creatividad en las clases. Para los académicos involucrados, el proyecto ha posibilitado el crecimiento personal, instigándolos a crear aptitudes, más allá de lo que les es enseñado en el salón de clase. Palabras-clave: Extensión Universitaria, Popularización de la Ciencia, Escuela Secundaria, Enseñanza Científica.

scholarly journals ECS1@IYCr2014: Conveying a vision of modern crystallography

2014 ◽  
Vol 70 (a1) ◽  
pp. C1311-C1311
Author(s):  
Roberta Oberti ◽  
Serena Tarantino ◽  
Michele Zema ◽  
Marco Milanesio ◽  
Rita Berisio ◽  
...  
Keyword(s):  
Modern Science ◽  
Faculty Members ◽  
Special Focus ◽  
Scientific Institutions ◽  
The Social ◽  
Hands On ◽  
Stable Periodic ◽  
Preparatory Course ◽  
The Common ◽  
Widespread Interest

The first edition of the ECA European Crystallography School (ECS1), to be held in Pavia (Italy) during the course of IYCr2014, has found good balance between two apparently diverging goals: (i) to help students and young researchers to find their way in modern science, while keeping a special focus on the molecular and crystalline structure to interpret properties and functionality of materials; (ii) to raise the social and academic awareness of the great advances that crystallography has allowed and will allow to many branches of sciences. Students may choose between two formulae, i.e. a 6-day course with lectures and hands-on sessions held by renowned scientists, covering the state-of-the-art of crystallographic methods, theories and applications, at the same time indicating their future perspectives and cutting-edge aspects, or a 10-day Erasmus Intensive Programme, including a 3-day preparatory course and granting 3 ECTS credits. IYCr2014 is a unique opportunity to stimulate and ignite widespread interest in crystallography; therefore, some frontier seminars will be open to University faculty members, students, and to the general public. Efforts will be made to create a nice and friendly environment, with the goal to provide chances for future collaborations. Students will be invited to bring a poster showing their research results, projects or scientific interests. This will allow students to discuss their ideas with experienced crystallographers and favour aggregation. The programme received good support from scientific institutions and vendors, and a great response from the students: more than 110 pre-registrations from 33 countries were already received at the time this abstract was prepared, showing that there is a real need for both fundamental and advanced teaching in crystallography. We hope that this format will be continued and improved so as to provide a stable, periodic rendezvous for students and researchers under the common theme of crystallography.

Thoughts and Highlights Involving an Urban Museum Education Partnership and a University

2021 ◽  
pp. 186-204
Author(s):  
Bryna Bobick
Keyword(s):  
Higher Education ◽  
Elementary Students ◽  
Undergraduate Students ◽  
Museum Education ◽  
Art Museum ◽  
Urban Art ◽  
Hands On ◽  
Museum Professionals ◽  
University Museum ◽  
The University

This chapter examines the partnership between an urban art museum and a university. It involves museum educators, art education faculty, and undergraduate students. It specifically explores the development of hands-on museum activities for elementary students created by the university participants. The chapter is written from a higher education perspective. It provides a description of all facets of the partnership from its planning to the completion of the museum activities. The partnership provided the university students authentic museum experiences and ways to make professional connections with museum professionals. Recommendations for those who wish to develop university/museum partnerships are shared.

scholarly journals Merging Undergraduate Teaching, Graduate Training, and Producing Research: Lessons from Three Collaborative Experiments

2018 ◽  
Vol 52 (1) ◽  
pp. 117-122 ◽  
Author(s):  
Toby W. Bolsen ◽  
Bailey R. Fairbanks ◽  
Eduardo E. Aviles ◽  
Reagan G. Pritchett ◽  
Justin T. Kingsland ◽  
...  
Keyword(s):  
Undergraduate Students ◽  
Graduate Training ◽  
Original Data ◽  
The United States ◽  
Undergraduate Teaching ◽  
Crime And Punishment ◽  
Professional Goals ◽  
Hands On ◽  
Public Audience ◽  
Social Scientific

ABSTRACTTeaching undergraduate students, mentoring graduate students, and generating publishable research are distinct tasks for many political scientists. This article highlights lessons for merging these activities through experiences from an initiative that sparked a series of collaborative-research projects focused on opinions about crime and punishment in the United States. This article describes three collaborative projects conducted between 2015 and 2017 to demonstrate how to merge undergraduate teaching, graduate training, and producing research. By participating in these projects, students learned about social-scientific research through hands-on experiences designing experiments, collecting and analyzing original data, and reporting empirical findings to a public audience. This approach is an effective way to engage students and generate research that can advance professional goals.

scholarly journals Appearance of Congenital Hand Anomalies

2020 ◽  
pp. 145749692090398
Author(s):  
N. N. Nietosvaara ◽  
A. J. Sommarhem ◽  
J. M. Puhakka ◽  
R. E. S. Tan ◽  
J. Schalamon ◽  
...  
Keyword(s):  
High School Students ◽  
Standard Deviation ◽  
School Students ◽  
Dorsal Aspect ◽  
Hands On ◽  
Normal Hand ◽  
Game Format ◽  
The Common ◽  
Ranking Order ◽  
Hand Anomalies

Background and Aims: Impact of appearance of congenital hand anomalies has not previously been reported. The purpose of this study was to describe the common perception about how different congenitally malformed hands look. Material and Methods: We developed a questionnaire in a game format to evaluate the appearance of different hands. Altogether 1450 (954 females) 4- to 84-year-old residents (296 children) of two European and one Asian (n = 102) country were asked to rate the appearance of different looking hands on a five-point pictorial Likert-type scale. Standardized photographs of the dorsal aspect of 17 different congenitally malformed non-operated hands and a normal hand were presented to respondents. Significance of age, gender, nationality, and profession of the respondents was assessed. Results: The respondents’ ranking order of the hands was nearly consistent. The normal hand (mean = 4.43, standard deviation = 0.85, Md = 5) and clinodactyly (mean = 4.37, standard deviation = 0.86, Md = 5) were perceived to have the best appearance. Symbrachydactyly (mean = 1.42, standard deviation = 0.68, Md = 1) and radial club hand (mean = 1.40, standard deviation = 0.68, Md = 1) received the lowest scores. Adults rated the appearance of hands higher than children regarding 14 hands, females higher than men regarding 15 hands, and Europeans higher than Asians in 4 hands (p < 0.05, respectively). Europeans rated four-finger hand (mean = 3.21, standard deviation = 1.18, Md = 3) better looking than six-finger hand (mean = 2.92, standard deviation = 1.18, Md = 3, p < 0.005), whereas Asians gave higher scores to six-finger hand (mean = 2.66, standard deviation = 1.26, Md = 3) compared to four-finger hand (mean = 2.51, standard deviation = 1.14, Md = 2). Medical doctors and nurses gave higher scores compared to the other profession groups, school children, and high school students in five hands (p < 0.05). Conclusion: A normal hand is perceived distinctly better looking than most congenitally different hands. Different malformations’ appearance was ranked very coherently in the same order despite of participants’ age, gender, nationality, or profession. Asians seem to prefer an additional digit to a four-finger hand.

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