Research on the Cultivation of College Students’ Innovation Ability and the Development of Self-Survival Innovation Team from the Perspective of Green Ecology

Self-survival innovation teams composed of college students are considered incubators for future entrepreneurs. Stability is the prerequisite for team survival, while sustainable development is the necessary condition for their continuous progress. The development of members and the team are interrelated. In the continuous development of the team, the members, who contribute to the development of the team, change iteratively, while the team provides opportunities and platforms for the development of the members. However, at present, there are few researches on the sustainable development of the team and the data analysis on the correlation between the member development and the team construction. Therefore, in order to make a systematic analysis on the sustainable development ability of the team, this paper adopts questionnaires to obtain relevant information about college students and their innovation team. SPSS software (25.0) is used to make statistical analysis on the current development of college students’ individual ability and innovation team. Based on this, the paper puts forward analysis strategies for the personal development of college students and the construction of self-survival innovation team.

Low Transcriptomic Plasticity of Antarctic Giant Isopod Glyptonotus antarcticus Juveniles Exposed to Acute Thermal Stress

The Western Antarctic Peninsula (WAP) is among the areas of the planet showing some of the most significant increases in air and water temperature. It is projected that increasing temperature will modulate coastal ecosystems at species ecological performance and molecular composition. The main way that the organisms can cope with large thermal variation is by having a reversible phenotypic plasticity, which provides the organisms with a compensatory physiological response when facing challenging conditions. The giant Antarctic isopod Glyptonotus antarcticus is one of most common species in Antarctic waters. This species has a larval development inside of the maternal marsupium, where juveniles have a short period to acclimate to environmental conditions after birth. In this sense, we hypothesize that juveniles exposed to unusual temperature increases even for short periods, would not respond adequately showing a narrow phenotypic plasticity. We experimentally assessed if early juveniles of G. antarcticus have the molecular plasticity when exposed to increased temperature at 5°C during 1, 6, 12 and 24 h. Sequenced libraries were compared between control (0°C) and each experimental treatment to detect differentially expressed transcripts. The main molecular pathways affected by thermal stress were antioxidant, proteases, endopeptidases and ubiquination transcripts which were up-regulated and mitochondrial respiratory chain, cuticle, cytoskeleton and a molt transcript which were down-regulated. Regarding the HSP transcript, only 3 were up-regulated at least in two points of the stress kinetic, without classical Hsp70 and Hsp90 transcripts. This study shows that juveniles of G. antarcticus do not show molecular phenotypic plasticity to cope with acute short-term heat stress, even for one or few hours of exposure with an absence of an eco-physiological capacity to respond. This may have consequences at the ecological population level, showing a reduced individual ability to survive decreasing population recruitment.

Factors Driving BIM Learning Performance: Research on China’s Sixth National BIM Graduation Design Innovation Competition of Colleges and Universities

With the popularization and rise in BIM technology usage, BIM education for undergraduate students in architecture, engineering, and construction (AEC) related disciplines has emerged as a priority. This study assesses the BIM learning outcomes of students participating in the National BIM Graduation Design Innovation Competition of Colleges and Universities. In total, 2777 valid questionnaire responses were obtained for this study. The Cronbach’s alpha coefficient method and principal component factor analysis method were used to verify the reliability of the data set (Cronbach’s alpha = 0.962, KMO = 0.965). The t-test (ANOVA) was used to verify that gender, school type, major, grade, study duration and use BIM related software, as well as other demographic attributes, displayed significant inter-group differences. Seven common factors affecting BIM learning performance were obtained by exploratory factor analysis: (1) ability of the instructor, (2) school (college) atmosphere, (3) teamwork, (4) individual ability, (5) understanding of BIM industry applications, (6) social environment incentives, and (7) achievement demand. Finally, the results of an ordered logistic regression revealed that the demographic attributes of participants, the comprehensive ability of the instructor, teamwork, individual ability, and achievement demand significantly affects BIM learning performance. Based on these findings, this paper puts forward suggestions for improving BIM learning performance and provides theoretical support for BIM education and learning in AEC related undergraduate majors.

Flexible and Modular Brain Network Dynamics Characterize Flow Experiences During Media Use: A Functional Magnetic Resonance Imaging Study

Flow is thought to occur when both task difficulty and individual ability are high. Flow experiences are highly rewarding and are associated with well-being. Importantly, media use can be a source of flow. Communication scholars have a long history of theoretical inquiry into how flow biases media selection, how different media content results in flow, and how flow influences media processing and effects. However, the neurobiological basis of flow during media use is not well understood, limiting our explanatory capacity to specify how media contribute to flow or well-being. Here, we show that flow is associated with a flexible and modular brain-network topology, which may offer an explanation for why flow is simultaneously perceived as high-control and effortless, even when the task difficulty is high. Our study tests core predictions derived from synchronization theory, and our results provide qualified support for the theory while also suggesting important theoretical updates.

Effectiveness of Differentiated Instruction in Higher Education

The main purpose of differentiated learning is to provide opportunities for continuous development to any learner and relies on the existence of significant differences between learners. Teaching environment and instruction strategies created according to readiness, learning style, age and interests increase the learner’s motivation, involvement, the degree of achievement of the result, which lies in the formation of knowledge, skills and attitudes according to individual ability. The differentiation theory is employed in two different formats, the first based on teaching activities designed to take into account all learners’ modalities, when the student achieves maximum understanding of the issue with the activity corresponding to his/her dominant modality, and the second format is designed to form groups according to the learning modality and to select appropriate assignments for them; the weakness of the latter is the recognition of the student’s modality by the teacher. According to studies, the desired result is given by the mixed use of both formats.

The role of attainability and external focus of attention on standing long jump performance

BACKGROUND: External focus of attention (FOA) promotes enhanced performance and learning in comparison to internal FOA; however, several dimensions associated with external FOA appear to have varying influence on motor skill performance. AIM: The purpose of this study was to investigate whether an attainability aspect of external FOA elicits enhanced standing long jump performance. METHOD: Fifteen healthy males performed standing long jumps in the following conditions: without a visual target (Tno), target placed at maximum distance (Tmax), and a target placed 10% beyond maximum distance (Tmax+10). Jump distances were measured, and kinetic data were recorded using a force platform. RESULTS: One-way ANOVA showed significantly greater jump distances for Tmax+10 compared to Tno and Tmax (p < 0.01). Additionally, the impulse of the ground reaction force (GRFimpulse) in the anterior-posterior direction was significantly greater for Tmax and Tmax+10 compared to Tno (p < 0.05). CONCLUSION: Thus, an external FOA tailored to individual ability benefits standing long jump performance. Overall, the findings support the approach of adopting an external FOA with an emphasis on targets that are specific to the individual and based on attainability.

Stress-related emotional and behavioural impact following the first COVID-19 outbreak peak

The COVID-19 pandemic poses multiple psychologically stressful challenges and is associated with an increased risk for mental illness. Previous studies have focused on the psychopathological symptoms associated with the outbreak peak. Here, we examined the behavioural and mental-health impact of the pandemic in Israel using an online survey, during the six weeks encompassing the end of the first outbreak and the beginning of the second. We used clinically validated instruments to assess anxiety- and depression-related emotional distress, symptoms, and coping strategies, as well as questions designed to specifically assess COVID-19-related concerns. Higher emotional burden was associated with being female, younger, unemployed, living in high socioeconomic status localities, having prior medical conditions, encountering more people, and experiencing physiological symptoms. Our findings highlight the environmental context and its importance in understanding individual ability to cope with the long-term stressful challenges of the pandemic.

Does Ethnic Diversity Impact on Risk Perceptions, Preparedness, and Management of Heat Waves?

Detrimental health impacts of heatwaves, including excess mortality, are increasing worldwide. To assess risk perceptions, protective knowledge and behaviors concerning heatwaves in Israel, a study was initiated, comparing attitudes of majority (Jewish) and minority (Arab) populations. A quantitative survey was disseminated through an internet panel, to a representative sample of 556 individuals (79% Jews; 21% Arabs). Overall, 74% consider heatwaves a problem, 93% believe that heatwaves' frequencies will increase, 27% are very concerned about the effects of heatwaves. Higher levels of awareness to heatwaves were found among Jewish compared to Arab respondents; 90 vs. 77% (respectively) could name heatwaves' symptoms (p &lt; 0.001); 81 vs. 56% (respectively) reported knowing how to protect themselves (p &lt; 0.001); 74 vs. 47% (respectively) reported knowing what to do when someone suffers from heat stroke (p &lt; 0.001). Arab compared to Jewish respondents presented higher levels of concern about heatwaves' effects (3.22 vs. 3.09 respectively; t −2.25, p = 0.03), while knowledge of protective measures was higher among Jews compared to Arabs (3.67 vs. 3.56 t = 2.13 p = 0.04). A crucial component of enhancing preparedness to heatwaves is empowerment of minority as well as majority groups, to strengthen their capacity to implement protective behavior and elevate their self-belief in their individual ability and fortitude.

ON THE ISSUE OF STUDENTS’ READINESS TO CARRY OUT INDEPENDENT EDUCATIONAL ACTIVITIES

В основе деятельностной парадигмы образования, в отличие от знаниевой, лежат такие ключевые понятия, как «компетенция», «компетентность». При этом акцент делается не только на фундаментальности образования, но и прежде всего на развитии личности, ее способности ориентироваться в потоке информации и самостоятельно приобретать ее. Соответственно, основным направлением в реализации образовательных программ вузов является формирование способности выпускников эффективно действовать в различных жизненных ситуациях, опираясь на полученные знания, навыки и умения.В условиях интеграции образования это находит прямое отражение в изменении требований к подготовке специалистов. Система подготовки переходит на прогностически опережающую основу, соответственно, традиционные подходы, когда в качестве основной цели рассматривалось приобретение знаний, в нынешних условиях претерпевают значительные изменения. Если перевести это в плоскость сегодняшних требований к подготовке специалиста, то предполагается, что в современной образовательной организации процесс обучения должен приобретать характер инициативной деятельности обучающихся, без совокупности черт самостоятельности нельзя подготовить активную личность, специалиста, необходимого современной рыночной экономике. В этой связи значимость самостоятельной работы в профессиональном образовании, несомненно, значительно повышается. The activity-based paradigm of education, in contrast to the knowledge-based one, is based on such key concepts as “competence” and “expertise”. At the same time, the emphasis is not only on the fundamental nature of education, but primarily on the development of the individual, ability to navigate the flow of information and independently acquire it. Accordingly, the main direction in the implementation of educational programs of universities is the formation of the ability of graduates to effectively act in various life situations basing on the acquired knowledge, skills and abilities.In the context of the integration of education, this is directly reflected in the changing requirements for the training of specialists. The training system is moving to a prognostically advanced basis, respectively, the traditional approaches (when the main goal was the acquisition of knowledge) are undergoing significant changes in the current conditions.If one translates this into the plane of today’s requirements for the training of a specialist, it suggests that in a modern educational organization, the learning process should acquire the character of an initiative activity of students, without a set of features of independence, it is impossible to prepare an active person, a specialist necessary for a modern market economy. In this regard, the importance of independent work in professional education undoubtedly significantly increases.