Student perceptions of the cell biology laboratory learning environment in four undergraduate science courses in Spain

Cell biology is an academic discipline that organises and coordinates the learning of the structure, function and molecular composition of cells in some undergraduate biomedical programs. Besides course content and teaching methodologies, the laboratory environment is considered a key element in the teaching of and learning of cell biology. The aim of this study was to determine students’ opinions about the quality of the teaching and learning environment in cell biology laboratory practice. For this study, we used a short form of the Science Laboratory Environment Inventory (SLEI), which we adapted and translated into Spanish. The questionnaire, administered to students enrolled in four undergraduate programs, consisted of 24 questions divided into four scales: integration of content, clarity of laboratory rules, cohesion between students and teachers, and quality of laboratory infrastructures and materials. The results suggested that (1) students positively assessed the learning environment provided for cell biology practice, (2) the short Spanish form of the SLEI was a valid, reliable instrument for evaluating student satisfaction, laboratory activities, the degree of cooperation between students and teachers, and theoretical and practical organisation of content and (3) the questionnaire detected differential perceptions of the learning environment based on gender and the program studied.     

Studying studies on teacher reflection and action: An appraisal of research contributions

For decades a substantial body of research on teacher reflection and action has been conducted. This research contains a wealth of information on teachers’ thinking about their daily work in classrooms. But what do these studies tell us about the linkage between thought and action in actual teaching? How do they contribute to our understanding, or do they, in the very selection of their methods, ‘tell only half the story’? To address these concerns, we have engaged in a critical appraisal to learn about the scope and limitations of research contributions and identify criteria that may shed light on exactly what aspects of teacher learning and development are being studied.This appraisal uses an analytic framework to position the various studies that have been conducted. From our analysis, which focuses on the validity criterion of closeness between type of research question and data collection methods, we conclude that the research would profit from a set of more detailed criteria to address some of the limitations inherent in approaches to studying teacher reflection and action.     

The moral dimension in Chilean higher education’s expansion

Chilean higher education has expanded greatly in recent decades, primarily through drawing on the private contributions of students and families, and an increased number and variety of institutions. In the context of attempts to address criticism that the sector is not free, public or high-quality enough, this article examines the association between education and its moral and ethical dimensions, and their separate yet complementary consideration alongside economic development, through the two centuries of the Chilean state’s existence. Since the beginning of the current decade, discontent with the framing and performance of higher education as a whole has grown. The overview traces this process not as fresh crisis, but part of a social question pondered repeatedly in the past and supported with varying success through educational and political initiatives. This historical (and historiographic) approach illuminates the limits of conceiving of higher education as either an economic good or as a human right, and an overlooked need to support its benefits through policy. Not simply an interpenetration with economic thinking, but also a lack of sufficient appreciation of Chile’s fundamental and singular character, present as challenges in understanding expanded access’s function and its prospective contribution to growing debates around ethics and inequality.     

Supplementation with turmeric residue increased survival of the Chinese soft-shelled turtle (<Emphasis Type="Italic">Pelodiscus sinensis</Emphasis>) under high ambient temperatures

Turmeric residue (TR), containing residual levels of curcumin, is a solid by-product waste generated after the extraction and separation of curcumin from turmeric root. A feeding trial was conducted to evaluate the effects of TR on the survival of Chinese soft-shelled turtles (SSTs), Pelodiscus sinensis, under a high ambient temperature. A total of 320 female SSTs were assigned randomly to two diets: basal diet (the control group, n=160) and an interventional diet supplemented with 10% TR (the TR group, n=160). Our results demonstrated that supplementation of TR increased the SST survival rate by 135.5%, and superoxide dismutase (SOD) activity of SST liver by 112.8%, and decreased the malondialdehyde (MDA) content of SST liver by 36.4%, compared to the control group. The skin of the SST fed TR showed a golden color. High-performance liquid chromatography (HPLC) analysis indicated that the concentrations of curcumin in TR and the skin of the SST fed TR were (1.69±0.30) and (0.14±0.03) μg/g, respectively. Our observation suggests that supplementation of TR increased the survival rate of SST under high ambient temperatures. We speculated that the increased survival rate and tolerance at the high ambient temperature were associated with the anti-oxidation activity of curcumin from TR. Moreover, curcumin in TR could be deposited in SST skin, which made it more favored in the market of China. Our findings provide new knowledge and evidence to effectively reuse TR as a feed additive in animal and aquatic farming.     

Just-World Reasoning in Children''s Immanent Justice Judgments

The present study investigated the belief by Piaget that immanent justice responses occur when fairness judgments override conceptions of physical causality in young (6-8 years) children's understanding of a certain type of story. The structure of Piaget's stimulus stories was analyzed, and they were found to involve 3 narrative elements: motive valence, outcome valence, and causal connection. These 3 factors were crossed to create 8 types of stories, one of which (e.g., a character with a bad motive receives a negative outcome which is noncausally related to the previous motive) was the type used by Piaget. It was predicted that 2 types of stories would yield immanent justice responses: good motive/positive outcome/noncausal and bad motive/negative outcome/noncausal. Subjects received 4 stories and answered the Piagetian immanent justice questions and rated outcome fairness. Subjects were 48 each of children in grades 1, 3, and 5 and 38 college students. Results supported the prediction that children use the belief in a just world in immanent justice judgements.     

Topological realizability conditions and their interpretation for admittance matrices of an MTL system with mode delays

In a previous study by the authors regarding passive multiconductor transmission line (MTL) system quasi-TEM mode delay, we encounter longitudinal immittance matrix functions (LIMFs) whose behavior initially appears problematic, yet they are shown to be passive. This paper addresses the constraints on the realization of the admittance matrix and the physical interpretation of the realized circuits in the passive, common-ground microstrip system.