Predator Ecology

Predator-prey interactions form an essential part of ecological communities, determining the flow of energy from autotrophs to top predators. The rate of predation is a key regulator of that energy flow, and that rate is determined by the functional response. Functional responses themselves are emergent ecological phenomena – they reflect morphology, behavior, and physiology of both predator and prey and are both outcomes of evolution and the source of additional evolution. The functional response is thus a concept that connects many aspects of biology from behavioral ecology to eco-evolutionary dynamics to food webs, and as a result, the functional response is the key to an integrative science of predatory ecology. In this book, I provide a synthesis of research on functional responses, starting with the basics. I then break the functional response down into foraging components and connect these to the traits and behaviors that connect species in food webs. I conclude that contrary to appearances, we know very little about functional responses, and additional work is necessary for us to understand how environmental change and management will impact ecological systems

Forcing a change: a learn-by-doing workshop on circadian rhythms to understand the complexities of human physiology

Physiology is an integrative science that requires an understanding of the organism as a whole to acquire a deep comprehension of its functions and avoid misconceptions that may impair further learning. Thus it is necessary to develop resources that promote the integrative vision that Physiology requires. Chronobiology is a challenging discipline and one of the least addressed concepts in Physiology curricula. The activity here presented proposes a workshop with a theoretical-practical perspective in the context of the Neuroscience Conferences held annually at our university. All conference presentations are neuroscience-related topics, in combination with practical activities, some of them analyzing variables of the students themselves. We chose to assess this informal teaching scenario to involve the students with a scientific perspective while learning and hoping to increase their appreciation for different topics related to neuroscience. Specifically for this activity on chronobiology, the evaluation was carried out via a survey study including quantitative and qualitative questions and semistructured personal interviews. In general, the results reveal a very positive opinion from students regarding aspects such as the teaching methodology, the organization before and during the activity or the added value of the experience for their future professional performance. Some of the students stated they were more aware of the importance of their circadian system and even changed some of their personal daily routines after the activity. Such positive feedback encourages us to continue working in this theoretical-practical format in the future, as it contributes to improving students’ perception of their own learning.

ANALISIS KRITIS PENDIDIKAN KARAKTER DALAM PEMBELAJARAN IPA TERPADU DAN KAITANNYA DENGAN MUTU PENDIDIKAN

Penelitian ini membahas analisis kritis terhadap kondisi mutu pendidikan di Indonesia yang masih meprihatinkan, dimana kondisi ini memiliki hubungan dengan krisis karakter yang terjadi pada anak didik di Indonesia pada tahun belakangan. Salah satu upaya menanggulangi krisis karakter adalah melalui pendidikan karakter yang dapat diintegrasikan dalam pembelajaran. Penelitian ini bertujuan untuk menganalisis secara kritis bagaimana pendidikan karakter dalam pembelajaran IPA terpadu dapat menjadi solusi dalam meningkatkan mutu pendidikan di Indonesia. Penelitian ini menggunakan metode kualitatif dengan jenis deskriptif agar dapat menghasilkan deskriptif yang sistematis dan objketif mengenai fakta dan unsure yang ada dalam penelitian. Berdasarkan hasil analisis diperoleh bahwa Sesuai Kurikulum 2013 pembelajaran IPA di SMP tidak lagi berSifat disiplin ilmu melainkan integrative science atau terpadu. Perubahan kurikulum ini merupakan salah satu upaya pemerintah dalam meningkatkan mutu pendidikan. Melalui pembelajaran IPA secara terpadu pembelajaran tidak hanya terfokus pada kognitif melainkan juga pada skill dan sikap. Ketiga aspek ini merupakan komponen yang harus dimiliki siswa untuk dapat membentuk karakter baik pada siswa. Dengan terbentuknya karakter baik pada siswa diharapkan akan meningkatkan mutu pendidikan di Indonesia. Karena pembentukkan karakter yang baik pada anak merupakan tujuan dari pendidikan nasional dan ketercapaian tujuan pendidikan nasional merupakan tolak ukur mutu pendidikan.

Interview with professor of philosophy Hans-Martin Sass. November 15-18, 2020

Hans-Martin Sass, Honorary Professor of Philosophy (Ruhr University, Bochum, Germany). Founder and board member of the Centre for Medical Ethics (CME), Bochum, Germany. Honorary Senior Research Fellow at Kennedy Institute of Ethics at Georgetown University, Washington, DC. Honorary Professor of the Bioethics Research Centre, Beijing. He has written more than 60 books and pamphlets, more than 250 articles in professional journals. Editor of the Ethik in der Praxis/ Practical ethics, Muenster: Lit. Founder and co-editor of the brochures “Medizinethische Materialien”, Bochum: ZME. He has lectured in Argentina, Austria, Belgium, Bulgaria, Brazil, Canada, Croatia, the Chech Republic, India, Iran, Israel, Italy, Japan, France, the Netherlands, the Philippines, Poland, Portugal, Russia, Spain, Switzerland and Taiwan. The interview devoted to exposition of the concept of bioethics in America and Germany, as well as the professor`s attitude to the idea of the integrative concept of bioethics. The concept of integrative bioethics has been developed in different countries, a component of this concept is the idea of the need for discussion on bioethics in various sectors of society (not only medical). Equally important in this concept are the definitions of bioethics and the bioethical imperative proposed by Fritz Jahr in 1926. The scientist`s article, which was discovered in 1997, contains a new format of bioethical ideas, as well as a valuable opportunity to enhance understanding the term of bioethics as an integrative science. Interview has been conducted by Hanna Hubenko as a part of the joint international course «Integrative Bioethics». At the meeting it was discussed the experience of cooperation and plans for the future. Cooperation and feedback between scientists remains an unconditional prerogative, also in a pandemic situation (to be continued).

Legal Discourse as a Multi-Dimensional Integrated Phenomenon and Legal Linguistics as a Syncretic Science

The article introduces legal discourse as part of a complex communicative activity. It is an integrative interdisciplinary phenomenon on the border of jurisprudence and linguistics. The research objective was to establish the constituent parts of legal discourse, which includes legal texts, related scientific literature, and other documents. Legal linguistics is a generalizing discipline that studies the interaction of language and law. The line between legal discourse and other discourses is hard to define. Legal discourse is characterized by unified subjects, procedures, circumstances, and impersonality, that is, the absence of recipient and sender, hence the abundance of impersonal verb forms and impersonal constructions. Legal texts are devoid of national marks, and the vocabulary has equivalents in other languages. The present research was the first to designate a set of texts that make up legal discourse, i.e. texts of laws, decrees, scientific literature on legal matters, various legal documents, judicial texts, texts of interrogations, court speeches, expert opinion, etc. Although legal discourse and legal linguistics have different subjects and tasks, they share the same object, i.e. the interaction of language and law. Legal linguistics is an integrative science based on linguistics and legal theory, which uses achievements of philosophy, psychology, sociology, ethics, cognitive linguistics, pragmalinguistics, linguistic conflictology, etc.

A Comprehensive Professional Development Approach for Supporting Science, Technology, and Engineering Curriculum in Preschool

The purpose of this chapter is to present initial findings of teacher practice outcomes to illustrate promising aspects of the readiness through integrative science and engineering (RISE) professional development (PD) approach for informing early childhood science, technology, and engineering (STE) curriculum and PD interventions. In this chapter, the framework grounding RISE STE curriculum, the home-to-school approach for developing meaningful RISE home-school connections (HSCs), and the structural components of RISE PD (which consisted of practice-based, individualized, and ongoing supports) are described. Sixty-two teachers (n = 37 RISE, n = 25 Control) and 347 primary caregivers participated in this randomized controlled trial study. Preliminary evidence of the positive impacts of the RISE intervention on teachers' STE attitudes, practice, and knowledge was obtained from teacher report. Evidence for positive HSCs was obtained from teacher and parent surveys, as well as on-going coach documentation of teachers' home-to-school practices.

A Model of Co-Construction for Curriculum and Professional Development in Head Start: The Readiness through Integrative Science and Engineering (RISE) Approach

Background/Context In the context of increasing accountability mandates in the preK–12 education system, the importance of professional development (PD) supports for early childhood educators is recognized. Education leaders emphasize the importance of partnering with teachers to inform the development of effective PD approaches. This partnering process is often referred to as co-construction. Co-construction with teachers is thought to be an essential element for ensuring that the learnings gained from any PD program are maintained once intensive supports are removed. However, guidance is scant concerning specific aspects of effective co-construction. Purpose of Study In this article, we document the process of co-construction within the Readiness through Integrative Science and Engineering (RISE) curriculum and PD approach. In so doing, we hope to illuminate processes potentially at work within the “black box” of PD. Setting/Participants The RISE project was implemented at two Head Start program sites that served a high proportion of dual language learning children and immigrant families in a large city in the northeastern United States. Participants were teachers and parent volunteers from these two programs. Research Design Using grounded theory methods, qualitative data on implementation across key RISE contexts were analyzed. Data collected across three years included digital audio- and video-recorded interactions among participants, written documentation of meeting agendas, planning notes, and meeting notes. Results Analyses resulted in the articulation of a three-step process: (1) setting the conditions for co-construction (establishing mutual respect and trust among partners, leveling roles and authority, and validating/naming partners’ expertise); (2) establishing joint activities as the core process (setting shared goals and agenda, building relationships, and validating co-constructed products); and (3) observing outcomes of co-construction (shifts in attitudes and interactional roles, appropriation of RISE concepts, and integration of RISE components). Conclusions/Recommendations The RISE model of co-construction comports with what others in the field have proposed about the importance of teacher input into their own professional learning, adding further dimensionality through systematic documentation and grounded theory analysis. We discuss how the RISE co-construction approach is similar to and distinct from other such efforts in the field of early childhood education, and we suggest future directions for research to document and test effective PD processes.