Premarital Sex, Social Support, Submissive Behaviors, and Loneliness Among Turkish University Students

The purpose of this study was to investigate whether differences in social support, submissive behaviors, and loneliness existed among Turkish university students who had had premarital sexual intercourse and those who had not. Using self-reported questionnaires, students who had experienced sexual intercourse were contrasted with those who had not. Data were gathered on 420 university students in Ankara, Turkey. MANOVA statistics were used in the data analysis. Results indicated that more than 75?% of the total respondents reported that they had never had sexual intercourse; the frequency of sexual intercourse was higher among males than females. It was found that students who had had sexual intercourse reported less perceived support from family. The two groups were not significantly different, however, in perceived support from friends, submissive behaviors and loneliness. Possible interpretations of these data and implications for future study are suggested.     

Disclosing biology teachers’ beliefs about biotechnology and biotechnology education

Teachers have been shown to frequently avoid addressing biotechnology topics. Aiming to understand the extent to which teachers’ scarce engagement in biotechnology teaching is influenced by their beliefs and/or by extrinsic constraints, such as practical limitations, this study evaluates biology teachers’ beliefs about biotechnology and biotechnology teaching. The findings of a survey administered to 93 secondary school teachers reveal that, in spite of holding positive beliefs about biotechnology, teachers overestimate the obstacles presented at biotechnology teaching, particularly concerning material and resource limitations. Implications of these findings for teacher training program design are discussed.     

社会主义和哲学(二)

在一定意义上,历史唯物主义就是马克思主义。历史唯物主义可以作为三种理论:作为对人生和宇宙最一般理解的一种哲学方法;作为一种由于其展现一种特定的历史阶段而可以归结为某些法则的政治经济学评论;作为一种关于所有劳动阶级向社会主义迈进的必需的和能用的政治活动的解释和说明。马克思主义现在和将来都不是拘泥于马克思和恩格斯的著作之内的。马克思主义这个名称即便是现在也是一个有多向旨趣而且内容复杂的理论的象征和纲要。     

Anatomy 3.0: Rediscovering Theatrum Anatomicum in the wake of Covid-19

The Covid-19 pandemic has challenged medical educators internationally to confront the challenges of adapting their present educational activities to a rapidly evolving digital world. In this article, the authors use anatomy education as proxy to reflect on and remap the past, present, and future of medical education in the face of these disruptions. Inspired by the historical Theatrum Anatomicum (Anatomy 1.0), the authors argue replacing current anatomy dissection laboratory (Anatomy 2.0) with a prototype anatomy studio (Anatomy 3.0). In this studio, anatomists are web-performers who not only collaborate with other foundational science educators to devise meaningful and interactive content but who also partner with actors, directors, web-designers, computer engineers, information technologists, and visual artists to master online interactions and processes in order to optimize students' engagement and learning. This anatomy studio also offers students opportunities to create their own online content and thus reposition themselves digitally, a step into developing a new competency of stage presence within medical education. So restructured, Anatomy 3.0 will prepare students with the skills to navigate an emergent era of tele and digital medicine as well as help to foreshadow forthcoming changes in medical education.     

A useful framework for teacher professional development for online and blended learning to use as guidance in times of crisis

Educational technology research and development -     

History of Spanish Mathematics Education Focusing on PhD Theses

This article offers an overview of mathematics education in Spain, analyzing the production of PhD theses over the last 30 years. This period has been divided into four cycles that describe the evolution of Spanish research in the field of mathematics education, together with changes in university and social politics. This paper also includes a forecast of the number of theses that will be produced over the next 7 years, thus predicting the future progress and development of this area of research.     

COLLEGE RANKINGS: Democratized College Knowledge for Whom?

Every fall the opening of the academic year is heralded by an ever increasing number of newsmagazines that rank colleges. In addition to the standard bearers of this market — U.S. News and World Report and Money — magazines that offer their readers advice on how to choose a college are proliferating. For example, one can find lists of the "best colleges" and "best buys" accompanied on newstands by the top jock schools (Sports Illustrated), the best party schools (Playboy), and the best colleges for Asian Americans (A. Magazine). This paper is a study of who uses the contentious and seemingly influential newsmagazine rankings of U.S. colleges and universities, and an analysis of what types of freshmen find these rankings useful in making their choice of college. Equally important, it is a discussion of why reputations are important and how they can serve as a hedge against uncertainty. Finally, the paper provides an analysis of the for-profit sector's encroachment into a critical educational equity arena-college access-embedded within a discussion of whether widely available college rankings result in democratized college knowledge.     

Engineering courses and accreditation in Portugal

The Accreditation System for Engineering Courses was launched by the Ordem dos Engenheiros (OE—Institute of Portuguese Engineers) in 1994. Although the process was not easily accepted at first, it eventually took hold as engineering schools became aware of the public's interest in the system. Today, accreditation is an 'open door' to the OE since it exempts applicants from writing the admission exam. In fact, it is a 'seal of quality'—a guarantee of the initial education quality on the engineer's path to professional practise. This paper describes our system and what we have learned from implementing it, from the experience of others and from our own mistakes; but note that what is written is not a Utopia— the system does work.