scholarly journals CCR5 and Biological Complexity: The Need for Data Integration and Educational Materials to Address Genetic/Biological Reductionism at the Interface of Ethical, Legal, and Social Implications

2021 ◽  
Vol 12 ◽  
Author(s):  
Jacob Bauss ◽  
Michele Morris ◽  
Rama Shankar ◽  
Rosemary Olivero ◽  
Leah N. Buck ◽  
...  
Keyword(s):  
Educational Material ◽  
Public Understanding ◽  
Social Implication ◽  
Educational Materials ◽  
Hiv Resistance ◽  
Educational Environments ◽  
Bioinformatics Databases ◽  
Environmental Responses ◽  
Biological Reductionism

In the age of genomics, public understanding of complex scientific knowledge is critical. To combat reductionistic views, it is necessary to generate and organize educational material and data that keep pace with advances in genomics. The view that CCR5 is solely the receptor for HIV gave rise to demand to remove the gene in patients to create host HIV resistance, underestimating the broader roles and complex genetic inheritance of CCR5. A program aimed at providing research projects to undergraduates, known as CODE, has been expanded to build educational material for genes such as CCR5 in a rapid approach, exposing students and trainees to large bioinformatics databases and previous experiments for broader data to challenge commitment to biological reductionism. Our students organize expression databases, query environmental responses, assess genetic factors, generate protein models/dynamics, and profile evolutionary insights into a protein such as CCR5. The knowledgebase generated in the initiative opens the door for public educational information and tools (molecular videos, 3D printed models, and handouts), classroom materials, and strategy for future genetic ideas that can be distributed in formal, semiformal, and informal educational environments. This work highlights that many factors are missing from the reductionist view of CCR5, including the role of missense variants or expression of CCR5 with neurological phenotypes and the role of CCR5 and the delta32 variant in complex critical care patients with sepsis. When connected to genomic stories in the news, these tools offer critically needed Ethical, Legal, and Social Implication (ELSI) education to combat biological reductionism.

scholarly journals Creation of Educational Resources: A Research Scientist's Role

2004 ◽  
Vol 213 ◽  
pp. 545-548
Author(s):  
Carol A. Christian
Keyword(s):  
Science Education ◽  
Direct Interaction ◽  
Informal Science Education ◽  
Public Understanding ◽  
Science Museums ◽  
Educational Materials ◽  
Product Creation ◽  
Understanding Of Science ◽  
Science Educators

Material and resources for use in science education must contain accurate, up-to-date data and research results. Clearly when curricula and other materials for use in informal science education and for public understanding of science are developed, the direct interaction and influence of research scientists is beneficial. What is the role of scientists in resource development? In colleges and universities, educational materials are scientist-centric since scientists are the principal science educators and therefore create the specific courseware they need. In a pre-college educational environment, and in science museums (for example), appropriate product creation is driven by experienced educators and other experts. The research scientist, drawn from a research environment, may not be the best instigator of those resources.

scholarly journals Design of an Educational Virtual Assistant Software

2021 ◽  
Vol 16 (11) ◽  
pp. 308
Author(s):  
Dominik Halvoník ◽  
Peter Psenak
Keyword(s):  
Neural Network ◽  
Software Architecture ◽  
Software Design ◽  
Educational Material ◽  
Point Of View ◽  
Specific Task ◽  
Educational Materials ◽  
E Learning ◽  
Detailed Interpretation

Despite the great creators’ efforts of e-learning educational materials, it is not possible to define the content of these materials specifically for all students. Based on this, it is necessary to provide in e-learning education the possibility of a more detailed interpretation of specific parts of the educational material that may be unclear to specific students. Based on this fact, we decided to take the first step in the form of software design, which will represent a virtual assistant in teaching computer science. The role of this assistant will be the ability to answer technical questions related to the presented curriculum. From an architectural point of view, it will be a set of micro-services, each of which will serve a specific task. The prerequisite is the use of decision trees to determine a specific micro-service, which will be implemented in the form of a neural network. Main aim of this paper is to provide detail description of global software architecture for such a virtual assistant

scholarly journals Home schooling through online teaching in the era of COVID-19: Exploring the role of home-related factors that deepen educational inequalities across European societies

2021 ◽  
pp. 147490412110233
Author(s):  
Kostas Dimopoulos ◽  
Christos Koutsampelas ◽  
Anna Tsatsaroni
Keyword(s):  
Technology Use ◽  
Online Teaching ◽  
Home Schooling ◽  
Information And Communications Technology ◽  
The European Union ◽  
Related Factors ◽  
School Conditions ◽  
Educational Environments ◽  
Teachers And Students

The COVID-19 pandemic has forced governments worldwide to produce solutions to the abruptly interrupted work in education. School systems appear to have responded rapidly, creating home schooling and online educational environments, where teachers and students would interact with safety. In this paper, we attempt a synthesis of Sen’s capability approach, Bourdieu’s theory of capital and Bernstein’s framework in order to theorize the relationships between home and school conditions and practices, and to analyse the data of the 2nd Survey of Schools: ICT in Education (a survey conducted in 2019 on behalf of the European Commission collecting data regarding digitalization in education and digital technologies in learning in the European Union). The survey is complemented by a second set of indicators provided by Eurostat to further investigate the availability and functionality of household space per family in selected European countries. We find significant differences in important social and environmental conversion factors, likely limiting children’s capability to benefit from digital schooling. The most important differences are found in regard to parents’ familiarity with information and communications technology use, while inequalities in environmental factors, such as overcrowded housing, are also existent. Overall, there are large inequalities within and between countries in Europe, which need to be addressed by policymakers.

Are Healthcare Providers Providing Appropriate Educational Material for People with Low Back Pain?

2021 ◽  
pp. 21
Author(s):  
Dalia Alemam
Keyword(s):  
Saudi Arabia ◽  
Low Back Pain ◽  
Back Pain ◽  
Healthcare Providers ◽  
Educational Material ◽  
Self Management ◽  
Low Back ◽  
Contributing Factors ◽  
Educational Materials ◽  
Military Hospitals

Introduction: One of the contributing factors to the burden of low back pain (LBP) is the failure to provide patients with appropriate education and advice about diagnosis and management. To date, no information exists about whether the content of patients’ information and educational material provided in physiotherapy clinics in Saudi Arabia is in line with the Clinical Practice Guidelines and contemporary practice. Therefore, the aim of this study was to investigate the content of educational material provided by physiotherapy clinics, hospitals, or distributed by healthcare associations to people with LBP in Saudi Arabia, to determine whether this information is adequate to reassure patients and inform self-management. This study also seeks to explore whether these materials are consistent with CPGs for people with LBP. Methodology: A sample of educational items (English or Arabic) in Saudi Arabia was collected. Content analysis was conducted to analyze data based on manifest content. Result: Seventeen educational materials were included, originating from diverse sources; the Ministry of Health hospitals (n = 10), military hospitals (n = 4), private hospitals (n = 2), and multidisciplinary healthcare association (n = 1). Six main sub-themes were identified: epidemiological/anatomical data about LBP (n = 6); causes/risk factors (n = 10); exercise (n = 14) and physical activity-related recommendations (n = 3); treatment-related recommendations (n = 2); general health and lifestyle-related recommendations (n = 8); and postural and ergonomics-related recommendations (n = 13). Ultimately, one theme was formulated, namely, the content of educational materials was hindering reassurance and self-management for people with LBP. The items reviewed were heavily influenced by the biomedical model of pain. Conclusion: The educational materials reviewed failed to properly report information about LBP from a biopsychosocial perspective and were inadequate to assure patients or inform self-management.

REQUIREMENTS FOR THE DEVELOPMENT OF ELECTRONIC EDUCATIONAL MATERIALS

2020 ◽  
Vol 20 (1) ◽  
pp. 9-17
Author(s):  
Aizhan Ibirayim kyzy ◽  
◽  
Askerbүbү Solpubashova ◽  
Salidin Kaldybaev ◽  
◽  
...  
Keyword(s):  
Electronic Materials ◽  
Educational Material ◽  
Educational Process ◽  
School Education ◽  
Quality Of Education ◽  
Kyrgyz Republic ◽  
Educational Materials ◽  
High Quality ◽  
E Learning

In the system of school education of the Kyrgyz Republic, the problem of developing electronic educational material and introducing it into the educational process of schools is becoming urgent. This goal allows the further implementation of the issue of computerization of school education. This article focuses on the quality of education. To achieve high-quality modern training, the use of electronic materials is required. Electronic materials must be designed in accordance with the rules. Therefore, the content of this article is aimed at revealing the importance of e-learning, at developing electronic materials, at characterizing the requirements for compiling electronic materials and the requirements for using electronic educational materials.

Linguodidactic functions of the peer review method in teaching students written speech utterance

2020 ◽  
pp. 58-68
Author(s):  
Denis V. Kretov
Keyword(s):  
Foreign Language ◽  
Peer Review ◽  
Teaching Method ◽  
Educational Material ◽  
Foreign Language Teaching ◽  
Foreign Languages ◽  
Cognitive Tasks ◽  
Cognitive Activities ◽  
Selected Functions

The peer review method is one of the problem learning methods. Its essence lies in the mutual study of each other’s written works by students in order to comment and evaluate them for further revision. Like any teaching method, the peer review method has linguodidactic properties – characteristics that underlie it, essential for the methods of teaching foreign languages and distin-guishing this method from others. Also, the method of peer review has specific linguodidactic functions – an external manifestation of the linguodidactic properties of the teaching method, which show what educational and cognitive tasks are solved by using this method in practice in foreign language teaching. Based on the analysis of the literature, the following linguodidactic functions of this method are identified: a) the development of student mentoring in teaching; b) sharing of responsibility by students for mastering the educational material; c) the use of blended learning in the implementation of the peer review method; d) changing the role of a teacher from a “bearer of knowledge” to a moderator of educational and cognitive activities of students; e) changing the ratio between classroom and extracurricular educational and cognitive activities of students; f) reduction of the terms of checking students’ training written works. The work describes in detail each of the selected functions.

scholarly journals Neurobiological studies within the framework of highly technological teaching

2018 ◽  
Vol 44 ◽  
pp. 00002 ◽  
Author(s):  
Marianna Ababkova ◽  
Veronica Leontyeva
Keyword(s):  
Educational Material ◽  
Educational Process ◽  
Biological Feedback ◽  
Educational Materials ◽  
Current State ◽  
Objective Feedback ◽  
Psychophysiological State ◽  
Textual Material ◽  
Psychological Activity ◽  
Adaptive Resource

Modern highly technological teaching widely uses neurotechnologies related to creating new educational products, expanding the content of education and establishing objective feedback with students. One of the most promising neurotechnologies in the sphere of education is the method of biological feedback (BFB) based on studying the current psychophysiological state of students and using this information for further correction of the educational process, improving its quality and efficiency. This article presents the results of the studies based on the method of biological feedback to investigate the influence of the form of presentation of the educational material on the current psychophysiological state of students. During the BFB-studies, we used the PEN method developed by Hans and Sybil Eysenck to form focus groups of students and the CMS method to process the results of the studies. The research resulted in quantitative values of parameters of the current psychophysiological state of students reflecting the degree of intensity of such properties as the general adaptive resource, the degree of mobility (instability) of psychological processes, neuroticity, psychic productivity etc. (a total of 19 parameters).The study’s results based on the biological feedback method showed that studying educational materials that are different in form influences the parameters of the current psychophysiological state of students. The indicators of reserve of control of psychological activity, regulating and adapting the psychological sphere, as well as the indicators of reserve of syndromologicaladaptiveness of the current state if students study the textual material on their own, will improve as compared to studying graphical material only. Different types of educational material can cause anxiety and increased apprehension, with textual material contributing the least to these effects.

scholarly journals Scientific and methodological foundations of hygienic assessment and examination of digital educational content

2021 ◽  
Vol 100 (10) ◽  
pp. 1035-1042
Author(s):  
Vladislav R. Kuchma ◽  
Olga I. Yanushanets ◽  
Natalya A. Petrova
Keyword(s):  
Educational Material ◽  
Expert Assessment ◽  
Visual Analyzer ◽  
Visual Fatigue ◽  
Educational Materials ◽  
Educational Content ◽  
Modern School ◽  
Teaching Aids ◽  
Electronic Teaching ◽  
Designed Materials

Introduction. In a modern school, digital educational materials are widely used, implemented through electronic teaching aids. However, teachers in the learning process are not guided by the appropriate recommendations of hygienists. The purpose of the study is to substantiate hygienically significant parameters of digital educational content presented on devices equipped with a screen. Materials and methods. Hygienic observational, expert-analytical and physiological-hygienic studies were carried out to assess 460 electronic educational materials. Results. A number of indicators have been established that characterize the readability of educational materials of a digital school, four of which are regulated by the current sanitary legislation, and the rest are of a recommendatory nature. The assessment of the textual material made it possible to establish that the educational materials did not comply with the regulated and recommended hygienic requirements in all respects. The expert assessment showed that the hygienically not rationally designed educational material presented on the screens causes discomfort of the visual analyzer after working with it. Working with such material contributes to visual fatigue, at the same time, the use of hygienically rationally designed materials is characterized by positive trends in the state of the visual analyzer. Conclusion. A hygienically not rationally designed educational material presented on screens causes discomfort in the visual analyzer and promotes visual fatigue. Hygienic assessment and examination of used and developed digital educational content should be carried out in terms of text, color, illustrative design and design of electronic educational material.

scholarly journals Universally Designed Educational Material for Students with and without Disabilities: Would Its Development Be Possible without the Contribution of IT Applications?

2018 ◽  
pp. 50 ◽  
Author(s):  
Konstantinos Gkyrtis ◽  
Maria Gelastopoulou ◽  
Vassilis Kourbetis
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
Online Courses ◽  
Educational Material ◽  
Massive Open Online Courses ◽  
Special Educational Needs ◽  
Educational Materials ◽  
School Students ◽  
E Learning ◽  
And Training

The Institute of Educational Policy, seeking to realize inclusive policies and practices planned the project: “Design and Development of Universally Accessible Educational Material.” Its objectives are the development of universally designed digital educational materials for nursery primary and secondary school students with disabilities or special educational needs. The project focuses on developing new open source digital educational material and software for special education in Greece, adopting and using the popular platform OpenEdX of asynchronous e-learning that allows the organization of Massive Open Online Courses (MOOCs), aimed at distance learning and training of the teachers of general and special education.

scholarly journals Genome-wide fitness assessment during diurnal growth reveals an expanded role of the cyanobacterial circadian clock protein KaiA

2018 ◽  
Vol 115 (30) ◽  
pp. E7174-E7183 ◽  
Author(s):  
David G. Welkie ◽  
Benjamin E. Rubin ◽  
Yong-Gang Chang ◽  
Spencer Diamond ◽  
Scott A. Rifkin ◽  
...  
Keyword(s):  
Environmental Changes ◽  
Continuous Light ◽  
Axial Rotation ◽  
Time Of Day ◽  
Negative Regulator ◽  
Photosynthetic Organisms ◽  
Environmental Responsiveness ◽  
Environmental Responses ◽  
Clock Protein

The recurrent pattern of light and darkness generated by Earth’s axial rotation has profoundly influenced the evolution of organisms, selecting for both biological mechanisms that respond acutely to environmental changes and circadian clocks that program physiology in anticipation of daily variations. The necessity to integrate environmental responsiveness and circadian programming is exemplified in photosynthetic organisms such as cyanobacteria, which depend on light-driven photochemical processes. The cyanobacterium Synechococcus elongatus PCC 7942 is an excellent model system for dissecting these entwined mechanisms. Its core circadian oscillator, consisting of three proteins, KaiA, KaiB, and KaiC, transmits time-of-day signals to clock-output proteins, which reciprocally regulate global transcription. Research performed under constant light facilitates analysis of intrinsic cycles separately from direct environmental responses but does not provide insight into how these regulatory systems are integrated during light–dark cycles. Thus, we sought to identify genes that are specifically necessary in a day–night environment. We screened a dense bar-coded transposon library in both continuous light and daily cycling conditions and compared the fitness consequences of loss of each nonessential gene in the genome. Although the clock itself is not essential for viability in light–dark cycles, the most detrimental mutations revealed by the screen were those that disrupt KaiA. The screen broadened our understanding of light–dark survival in photosynthetic organisms, identified unforeseen clock–protein interaction dynamics, and reinforced the role of the clock as a negative regulator of a nighttime metabolic program that is essential for S. elongatus to survive in the dark.

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