Data‐driven refinements of a genetics learning progression

Learning progressions are theoretical models that describe learning of scientific ideas and practices over time. These hypothetical progressions need to be tested and refined in order to productively inform instruction and assessment. In this paper, we report our attempts to revise a learning progression in genetics. In particular, we focused on two constructs that embody core ideas in classical genetics and one molecular construct. The revisions are based on analysis of pre‐ and postinterview data obtained from sixty 11th grade students before and after they engaged in a 10‐week unit that addressed these concepts. We found that while many of the students held ideas that aligned with the progression, there were several distinct dimensions of student reasoning that were not captured and led to substantial revisions of the constructs including: (a) the splitting of the construct dealing with meiosis (E) into two subconstructs (E1‐physical passage of genetic information and E2 – the role of sex cells), (b) the addition of new levels to constructs dealing with the universal nature and organization of the genetic code (A) and construct (F). For Construct A, the lower levels were expanded to include ideas about the localization of DNA in cells and to include ideas about the composition of DNA that were not captured in the progression. Revisions to Construct F included the expansion of existing levels and the addition of modes of inheritance such as codominance and incomplete dominance. The research we present offers insights about a methodological approach that can be used to test and refine progressions, as well as insights about student learning in genetics as we further describe and expand the stepping‐stone ideas in the progression and discuss further the multidimensional nature of learning progressions.     

Informational capital and the transition to university: First‐in‐family students' experiences in Austrian higher education

The agenda for widening participation in higher education has led to increasing numbers of students with a broader range of education and family backgrounds. However, transitioning to the university landscape remains a highly complex negotiation process, especially for first‐in‐family students, who cannot draw on previous experience from higher education in their families. Gaining access to informational capital—a combination of cultural and social capital—plays a crucial role in managing education transitions. We draw on rich empirical data obtained from 26 autobiographical narrative interviews with first‐in‐family university students in Austria to investigate how transitions to university are affected by informational capital. We also explore how access to informational capital was influenced by (1) institutional practices, such as initiatives to support students, especially first‐year students; and (2) cultural fit—the extent to which a student's cultural capital corresponded with the dominant cultural capital in the field of their chosen discipline or higher education establishment. Our findings show that gaining access to informational capital was strongly affected by the institutional practices at universities within the different disciplines, thus highlighting the importance of higher education institutions in supporting their students during transition processes. We conclude with policy implications for how higher education institutions can assist first‐in‐family students to succeed at university.     

Teaching Traditional Chinese Science as a Part of a NOS Curriculum in Hong Kong

Science & Education - Undergraduate courses on the nature of science (NOS) often involve teaching a set of core elements. Without extensive unpacking and reflection, the complexity of those NOS...     

法藏1078bis《悉董萨部落土地纠纷诉状》考释 ——兼论吐蕃在敦煌分配"籍田"(rkya zhing)的时间

P.t.1078bis《悉董萨部落土地纠纷诉状》是一件重要的文书,反映了吐蕃统治时期敦煌的一起土地归属纠纷.通过对该文书的汉译和写成时间、涉及人物及其重要事件的考释,可以认为文书内容反映了吐蕃统治敦煌时期处理民间纠纷的一般程序和基本办法,同时认为吐蕃曾在808年为敦煌部分农户分配"籍田"(rkya zhing)并征其赋役,以保证寺院或僧官系统的供给.     

中国发展知识经济的充分条件

文中提出了在中国发展知识经济的充分条件是和平的国际环境和稳定的国内环境，以及政府应采取一系列始终如一的正确方针政策和法规措施：精兵简政，削制减权，体制创新：中止经济休克疗法，全面整顿财政金融，建立经济新秩序；用好财政转移支付政策，促进区域经济协调发展；采用绿色核算制度，走可持续发展之路；建立公民财产申报登记制度，加大反腐力度，采取综合措施，促进国家经济形势发生根本性好转，为在中国发展知识经济奠定良好的基础和创造充分的条件。     

优化上市公司股权结构研究

文章针对由国企改制的上市公司存在的主要问题,提出了实现股权结构适度多元化的股权结构优化目标;结合我国的具体情况,提出要积极稳妥、整体有序地推进国有企业产权结构的优化,并分析了国有股减持的进度和顺序,最后探讨了国有股减持的方式及减持价格的确定。     

我国外汇储备高速增长利弊及对策建议

外汇储备的快速增长增强了我国的综合国力,提高了我国的国际资信,加速了国民经济的发展。同时可以增强中央银行干预外汇市场、支持本币汇率的能力,并可能最终实现人民币的可自由兑换。但外汇储备高速增长给人民币升值和通货膨胀带来压力,同时增加了储备资产管理的难度和风险。逐步探索人民币汇率新机制,充分发挥市场机制作用下人民币自由浮动汇率制度作用,加强金融监管,严防国际炒作,采取加强国际货币合作、签订区域性多边货币互换协议等措施可以在减少外汇储备前提下保持国内金融环境的稳定。     

企业核心员工激励问题分析

随着知识经济的发展,企业间的竞争更多的集中在对作为知识载体的核心人才的竞争。而在企业内的核心员工却往往因为激励不到位而积极性发挥不佳,甚至流动频繁,不仅给企业带来了经济和声誉上的损失,还会影响到企业的长期战略发展。分析了企业核心员工激励中存在的不足,研究了企业核心员工激励的策略。     

我国东部地区经济差距的解说

本文对我国业已存在并逐步扩大的东西部地区差距的形成原因分别从自然地理环境和客观经济基础、市场取向改革、区域发展政策、产业结构状况及资源转化效率等方面进行了系统的分析,并指出实际的原因则是众多因素共同作用和影响的结果,而且各种因素时而发生变化.     

论我国信息资源知识产权保护

本文分析我国信息资源产权保护的背景，初步阐述了我国信息知识亲牟的目标及相关制度。