Integrative assessment of Evolutionary theory acceptance and knowledge levels of Biology undergraduate students from a Brazilian university

The integrative role that Evolutionary theory plays within Biology is recognised by most scientific authors, as well as in governmental education policies, including Brazilian policies. However, teaching and learning evolution seems problematic in many countries, and Brazil is among those. Many factors may affect teachers’ and students’ perceptions towards evolution, and studies can help to reveal those factors. We used a conceptual questionnaire, the Measure of Acceptance of the Theory of Evolution (MATE) instrument, and a Knowledge test to assess (1) the level of acceptance and understanding of 23 undergraduate Biology students nearing the end of their course, (2) other factors that could affect these levels, including course structure, and (3) the most difficult topics regarding evolutionary biology. The results of this study showed that the students, on average, had a ‘Very High Acceptance’ (89.91) and a ‘Very Low Knowledge’ (59.42%) of Evolutionary theory, and also indicated a moderate positive correlation between the two (r?=?0.66, p?=?.001). The most difficult topics were related to the definition of evolution and dating techniques. We believe that the present study provides evidence for policymakers to reformulate current school and university curricula in order to improve the teachers’ acceptance and understanding of evolution and other biological concepts, consequently, helping students reduce their misconceptions related to evolutionary biology.     

Peer acceptance of students with and without inclusion experience towards students with special needs in unisex schools of Tehran

This study assessed the level of peer acceptance towards students with disabilities in schools of Tehran, Iran (schools are all unisex in this country). The sample included 502 elementary school students in grades three through five (9–11 years old) who had a classmate with hearing impairment or physical disability (motor disability), and 120 boys and girls from schools without inclusive classrooms. Peer acceptance was measured through the use of the translated version of the Acceptance Scale developed by Voeltz (1980 Voeltz, L.M. 1980. Children's attitudes toward handicapped peers. American Journal of Mental Deficiency 84, no. 5: 455–464.[PubMed] , [Google Scholar]) which proved to be highly reliable (α = .83). The following factors were taken into consideration: (1) type of school, (2) nature of disability, and (3) gender. The findings with regard to the overall comparison between the two types of schools indicated that there was a significant difference between the two in favour of schools with inclusive classrooms (z = ?7.24, p < .001). The between-school comparison tests considering the type of disability and gender indicated that both of these factors do play a significant role in the degree to which his/her peers accept a student with disability. Nature of possible factors impacting the obtained differences in the results is discussed. The inclusion is young in this country and lots have to be done in this area; the outcomes from this study help provide a stronger research base which is vital for informed planning and expansion of future inclusive education efforts in the country.     

马克思主义需要理论对新建本科院校学生思想政治教育工作的启示

新建本科院校是我国高等教育的重要组成部分,在提高高等教育大众化多样化水平、推动地方科技创新和经济社会发展方面发挥着日益重要的作用,是建设高等教育强国的重要生力军。本文把马克思主义关于人的需要理论与大学生的现实需要的特点相结合,以期提高新建本科院校学生思想政治教育的针对性、主动性和实效性。     

The financial circumstances associated with high and low wellbeing in undergraduate students: a case study of an English Russell Group institution

Abstract

This article examines the relationship between a student’s mental wellbeing and their financial circumstances. In England, successive governments have adopted a strategy of shifting the cost of university from the state to the individual as a means of increasing participation in higher education. In recent years, some have attributed the significant rise in the number of students accessing university mental health services to this increased financial pressure. Drawing data from a large-scale questionnaire completed by undergraduate students at a London-based Russell Group institution (N = 1171), this article explores the interaction between financial factors such as part-time work, debt, bursary receipt and parental contribution, and a student’s score on a validated scale of mental wellbeing. Taking this further, it explores the relationship between a student’s wellbeing score and the extent to which they feel that their financial situation has impacted their university experience. Two main research questions will be addressed: which financial circumstances are associated with high and low mental wellbeing in students, and what role does a student’s perception of their financial circumstances play in relation to their wellbeing? The impact of demographic factors will also be explored. This article finds that, compared to students in the top 20% for wellbeing (Q5), students in the bottom 20% for wellbeing (Q1) were more likely to be in receipt of a bursary, less likely to receive parental financial support and less likely to be debt-free. Most notably, there was a clear relationship found between a student’s mental wellbeing and their financial wellbeing.     

Social acceptance and the choosing of favourite classmates: a comparison between students with special educational needs and typically developing students in a context of full inclusion

Empirical data on the effects of inclusion regarding the social participation of typically developing students and those with special educational needs are still controversial. While some studies suggest that the more extensive the inclusion, the higher the social position of students with special educational needs, evidence from other studies indicates that the full inclusion of students with special educational needs into ordinary schools is not sufficient, per se, to increase their social participation. In this study, we set out to investigate the social position of students with special educational needs and typically developing students studying in regular classroom environments in Italian primary and secondary schools. Given that being accepted is far from the same as being chosen, besides examining rates of acceptance and rejection, we also considered the choices made by students regarding their favourite classmates. The results demonstrated that students with special educational needs are significantly less accepted and are very rarely chosen as favoured classmates by their typically developing counterparts. The theoretical and practical implications of these results are discussed.     

Difficulties associated with the coding and categorization of students with emotional and behavioural disabilities in Alberta

In Canada, there is a recent trend toward non-categorization of services of students with emotional and behavioural disabilities (EBD). Yet in Alberta, the coding of students with EBD provides opportunities to diagnose students' learning difficulties but is hindered in this process, in large part, by being tied into special needs funding. Current coding and subsequent funding practices favour a medical model approach that provides opportunity to over- and misidentify students for higher funding levels. Though this is likely done with good intentions to get services otherwise denied, it may have led to a perverse situation of the practice of ‘coding for dollars’ for these students. In this article we discuss the Alberta EBD coding and funding model using administrative data as well as conclusion remarks from a seminar participated in by different stakeholders. Recommendations for policy changes will be addressed.     

Concern or comfort with social comparisons matter in undergraduate physics courses: Joint consideration of situated expectancy-value theory,mindsets, and gender

Guided by situated expectancy-value and mindset theories, we investigated the mediating roles of students’ experiences of social comparisons (social comparison concern, comfort being oneself) in relations between mindsets, motivation (self-efficacy, task values, and cost), and achievement in undergraduate physics. Gender differences in these mediational pathways were examined. We recruited a large sample (N = 1,218) of students in undergraduate physics courses, administered surveys twice during a semester, and obtained final course grades from university records. Multiple-group structural equation modeling revealed (1) protective roles of a growth mindset in motivation and performance via comfort being oneself, (2) detrimental roles of a fixed mindset in the same outcomes via social comparison concern, and (3) significant gender differences in these relations, such that a growth mindset is less beneficial, while a fixed mindset is more harmful for women (vs. men). Results suggest that social comparison concern acts as a mechanism of a fixed mindset for undermining women’s motivation and performance in physics to a greater extent than men. Scholarly contributions and implications are discussed.     

Comparison of the effects on writing attitudes and writing self-efficacy of three different training programs in students with learning disabilities

This study aimed to investigate the importance of self-efficacy and attitudes towards writing in writing training. It was also necessary to establish whether these constructs could be more enhanced through a specific intervention as part of the motivational factors, than through training which coaches other writing components such as cognitive processes or cognitive style. To achieve this, the first training program, focusing on the strategies for planning writing, was applied to 28 5th and 6th graders with learning disabilities (LD); a second program, focusing on writing strategies plus reflexive processes, was applied to 49 learning disabled students studying the same grades as in the first group. Finally, the third intervention tried to enhance writing skills using motivational strategies, and it was applied to 66 students in the same conditions as the other samples. All the training programs were compared to a control group, who received only the ordinary curriculum. Results show that there are difficulties in training self-efficacy and attitudes towards writing, but also that different training programs provide different results in these aspects.     

Coexistence of proangiogenic potential and increased MMP-9, TIMP-1, and TIMP-2 levels in the plasma of patients with critical limb ischemia

Journal of Zhejiang University-SCIENCE B - 本研究通过比较间歇性跛行 (IC)...     

严重肢体缺血患者血浆中促血管生成潜力与血浆MMP-9、TIMP-1和TIMP-2水平升高的相关性研究（英文）

本研究通过比较间歇性跛行(IC)和严重肢体缺血(CLI)患者的血液参数,选择合适的临床和生化特指标,以评估促血管生成的潜力和抑制血管生成的作用.结果表明,通过刺激下肢动脉疾病(LEAD)病人血浆中的血管生成,内皮生长因子A(VEGF-A)浓度会显著增加,同时依赖于循环受体sVEGFR-1和sVEGFR-2的抑制也会显著减少.与IC病人相比,CLI病人具有较高的VEGF-A、金属蛋白酶9(MMP-9)、金属蛋白酶组织抑制因子1(TIMP-1)和TIMP-2浓度.     

Exploring the potential common psychotherapeutic factors: use of cognitive behavioural therapy,mindful yoga and positive psychology in enhancing the well-being of students with SENs in Hong Kong

This study examined the effects of cognitive behavioural therapy (CBT), mindful yoga and positive psychology interventions and identified common psychotherapeutic elements that exert critical treatment effects on Hong Kong Chinese students with special educational needs (SENs). Forty-seven participants received CBT intervention while 42 and 41 participants received mindful yoga and positive psychology interventions, respectively (N = 130). Mixed ANOVAs revealed no significant interaction effect between time and intervention condition on any outcome variables. However, within-subjects ANOVA revealed significant improvements in some dimensions within each intervention, including areas of behavioural problems, positive feelings and positive relationships. Changes in negative automatic thoughts were also found to lessen negative emotions in all three interventions. This study ascertained the differential effects of the selected approaches in ameliorating negative emotion, reducing behavioural problems and enhancing positive relationships among students with SENs in various treatment approaches. In addition, this study highlighted several common psychotherapeutic elements, which could potentially serve as important factors and constitute the formulation of an integrative psychotherapeutic framework for enhancing the well-being of students with SENs in Hong Kong. Finally, implications for practice and the possible development of an integrative intervention model were discussed.