Deep learning questions can help selection of high ability candidates for universities

Selection of students for places at universities mainly depends on GCSE grades and predictions of A-level grades, both of which tend to favour applicants from independent schools. We have therefore developed a new type of test that would measure candidates’ ‘deep learning’ approach since this assesses the motivation and creative thinking that we look for in university students. We recruited 526 applicants to Oxford University and gave them a short commentary test and a learning style questionnaire. Specific deep learning approach questions correlated with results in the new test, and both predicted whether the candidate subsequently obtained a place at Oxford. Furthermore high scores on one open-ended commentary question, demanding arguments in favour of a case, produced a greater than 70% chance of obtaining a first class degree at the end of their course irrespective of the candidates’ type of school attended or GCSE scores. Candidates from State schools scored as well as those from Independent schools in both tests. Thus our test seemed to index candidates’ potential to succeed at a highly selective university, and might usefully be added to current selection procedures for such universities.     

Auflösung der Vorbereitungsfragen zur Facharztprüfung aus Heft 3–4/2009

Aufl?sung

Aufl?sung der Vorbereitungsfragen zur Facharztprüfung aus Heft 3–4/2009     

Defining laboratory medicine: a circle cannot be squared

At the down of the third millennium, it is rather misleading to consider the “whole population” as a conceptual entity, whereby the population is actually composed by single individuals, who differ broadly in terms of age, sex, ethnic origin, occupation, health, wellbeing, lifestyle and risk factors. While reaffirming strongly that laboratory medicine shall aim to provide data that could be translated into actionable information on “BOTH” an individual and universal level, we confute and refuse the naive and too simplistic approach that the common beneficence shall always be prioritized over the individual good, since the common good is just the sum of many individual beneficences.     

Size and shape based chromosome separation in the inertial focusing device

In this paper, we use a spiral channel inertial focusing device for isolation and purification of chromosomes, which are highly asymmetric. The method developed is proposed as a sample preparation process for transchromosomic research. The proposed microfluidics-based chromosome separation approach enables rapid, label-free isolation of bioactive chromosomes and is compatible with chromosome buffer. As part of this work, particle force analysis during the separation process is performed utilizing mathematic models to estimate the expected behavior of chromosomes in the channel and the model validated with experiments employing fluorescent beads. The chromosome sample is further divided into subtypes utilizing fluorescent activated cell sorting , including small condensed chromosomes, single chromosomes, and groups of two chromosomes (four sister chromatids). The separation of chromosome subtypes is realized based on their shape differences in the spiral channel device under high flow rate conditions. When chromosomes become aligned in the shear flow, the balance between the inertial focusing force and the Dean flow drag force is determined by the chromosome projection area and aspect ratio, or shape difference, leading to different focusing locations in the channel. The achieved results indicate a new separation regime in inertial microfluidics that can be used for the separation of non-spherical particles based on particle aspect ratios, which could potentially be applied in fields such as bacteria subtype separation and chromosome karyotyping.     

畅想无线网络的应用

2005年7月,美国国家自然科学基金会NSF资助了一个项目。这个项目的目标是:整合大学、公司和政府中无线移动和传感器网络研究者的研究成果,创新网络结构,并且整理这些成果成为一个连贯的议程。这个计划极大地促进了无线网络的研究发展。这些研究者汇聚在一起,被称为NSF无线移动计划编制组WMPG。不久前,工作组发表了该项目的报告。从本期起,本刊将选择报告中的重点内容进行连续登载。     

Learning history through textbooks: are Mexican and Spanish students taught the same story?

Teaching history, compared to other school subjects is characterised from country to country by widely varying content. This has been commented on by both historians (Ferro and Ahonen) and psychologists ( J of Narrative and Life History 4 (1994) 295). In this paper, some of the events that occurred in 1492 and their representation in history textbooks have been selected in order to analyse the content of Mexican and Spanish textbooks. These two countries have been selected because it is anticipated that they will offer very different views about these controversial historical topics and some of the characters involved, such as Columbus. The analysis of textbook content indeed showed two different views of the same event by Mexico and Spain. This paper discusses the influence of these views in the formation of different national identities.     

¿Por qué prospera un país? Un análisis cognitivo de las explicaciones en historia

Resumen

En el presente trabajo se analizan los requisitos cognitivos necesarios para alcanzar los dos tipos de explicación que suelen admitirse en la historia y en las ciencias sociales: la causal y la intencional. Se estudian también las diferencias entre ambas y los sesgos propios de cada una de ellas. Se presenta, además, una investigación realizada con sujetos adolescentes en la que se muestran las dificultades para acceder a una explicación causal que integre los distintos aspectos de la realidad histórica. Estas dificultades no se superan hasta los diecisiete-dieciocho años y no en todos los casos.     

A computer-based spatial learning strategy approach that improves reading comprehension and writing

This article explores the effectiveness of a computer-based spatial learning strategy approach for improving reading comprehension and writing. In reading comprehension, students received scaffolded practice in translating passages into graphic organizers. In writing, students received scaffolded practice in planning to write by filling in graphic organizers and in translating them into passages. Based on a cluster-randomized sampling process, 2,468 students distributed in 12 schools and 69 classrooms participated in the study. Schools were randomly assigned to the computer-based instruction (CBI) group or traditional instruction (TI) group. Teachers assigned to the CBI treatment integrated the applications into the language arts curriculum during one school semester. A standardized test was used to measure reading comprehension and writing. The data were analyzed through a statistical multilevel model. The findings showed that students in the CBI group improved their reading and writing skills significantly more than students under TI—yielding an effect size d = 0.30.