Explaining Differences in Education between Foster Children and Biological Children: a Sibling Rivalry Approach. Some Evidence from Indonesia

This paper aims at explaining differences in education between foster-children and the biological children of their new household by differences in return to education as suggested by the human capital investment model. Defining this return by the amount of the old-age support the care-givers expect to receive, we assume that foster-children have a lower return to education than biological children, as the former might provide old-age support for both their host and biological parents while the latter to their biological parents only. Given this assumption and if the credit constraints are binding, the model suggests that foster-children will receive less human capital investment if there are in presence of host children than if they are not.In contrast, if parents have aversion against inequality, the prediction reverses: foster-children will receive more human capital investment if there are in presence of host children than if they are not.Using data from Indonesia, we provide some evidence in favor of the credit constraints hypothesis.This suggests that financial support to families who care for both biological and foster-children will enhance the latter education as it would reduce the credit constraints and thus, the induced sibling rivalry.Foster-Children, Sibling Rivalry, Asia, Indonesia

Biological fieldwork provision in higher education

Fieldwork is regarded as an important component of many bioscience degree programmes. QAA benchmarks statements refer explicitly to the importance of fieldwork, although give no indication of amounts of field provision expected. Previous research has highlighted the importance of fieldwork to the learning of both subject-specific and transferable skills. However, it is unclear how the amount and type of fieldwork currently offered is being affected by the recent expansion in student numbers and current funding constraints. Here we review contemporary literature and report on the results of a questionnaire completed by bioscience tutors across 33 UK institutions. The results suggest, perhaps contrary to anecdotal evidence, that the amount of fieldwork being undertaken by students is not in decline and that on the whole, programmes contain reasonable amounts of fieldwork. The majority of programmes involved UK-based fieldwork, but a number of programmes also offered ‘exotic’ overseas fieldwork which was considered important in terms of student recruitment as well as exposing students to a diversity of field learning environments. Tutors were very clear about the benefits of fieldwork and the need to be proactive to maintain its provision

The Middle Eastern Biodiversity Network: Generating and sharing knowledge for ecosystem management and conservation

Despite prevailing arid conditions, the diversity of terrestrial and freshwater biota in the Middle East is amazingly high and marine biodiversity is among the highest on Earth. Th roughout the Region, threats to the environment are moderate to severe. Despite the outstanding economic and ecological importance of biological diversity, the capacity in biodiversity-related research and academic education is inadequate. The "Middle Eastern Biodiversity Network" (MEBN), founded in 2006 by six universities and research institutes in Iran, Jordan, Germany, Lebanon and Yemen was designed to fi ll this gap. An integrated approach is taken to upgrade biodiversity research and education in order to improve regional ecosystem conservation and management capacities. A wide range of activities are carried out in the framework of the Network, including capacity building in biological collection management and professional natural history curatorship, developing university curricula in biodiversity, conducting scientifi c research, organising workshops and conferences on Middle Eastern biodiversity, and translating the results of biodiversity research into conservation and sustainable development. Keywords: Middle Eastern biodiversity, nature museums, biodiversity research, biodiversity education, biodiversity conservation, biodiversity network

CUEBS News, volume 7, no. 3

Articles concerning undergraduate education in biological science

Educating the educators: Incorporating bioinformatics into biological science education in Malaysia

Bioinformatics can be defined as a fusion of computational and biological sciences. The urgency to process and analyse the deluge of data created by proteomics and genomics studies has caused bioinformatics to gain prominence and importance. However, its multidisciplinary nature has created a unique demand for specialist trained in both biology and computing. In this review, we described the components that constitute the bioinformatics field and distinctive education criteria that are required to produce individuals with bioinformatics training. This paper will also provide an introduction and overview of bioinformatics in Malaysia. The existing bioinformatics scenario in Malaysia was surveyed to gauge its advancement and to plan for future bioinformatics education strategies. For comparison, we surveyed methods and strategies used in education by other countries so that lessons can be learnt to further improve the implementation of bioinformatics in Malaysia. It is believed that accurate and sufficient steerage from the academia and industry will enable Malaysia to produce quality bioinformaticians in the future

More Schooling, More Children: Compulsory Schooling Reforms and Fertility in Europe

We study the relationship between education and fertility, exploiting compulsory schooling reforms in Europe as source of exogenous variation in education. Using data from 8 European countries, we assess the causal effect of education on the number of biological kids and the incidence of childlessness. We find that more education causes a substantial decrease in childlessness and an increase in the average number of children per woman. Our findings are robust to a number of falsification checks and we can provide complementary empirical evidence on the mechanisms leading to these surprising results.Instrumental Variables, Education, Fertility

More Schooling, More Children

We study the relationship between education and fertility, exploiting compulsory schooling reforms in Europe as source of exogenous variation in education. Using data from 8 European countries, we assess the causal effect of education on the number of biological kids and the incidence of childlessness. We find that more education causes a substantial decrease in childlessness and an increase in the average number of children per woman. Our findings are robust to a number of falsification checks and we can provide complementary empirical evidence on the mechanisms leading to these surprising results.Instrumental variables, education, fertility

More Schooling, More Children: Compulsory Schooling Reforms and Fertility in Europe

We study the relationship between education and fertility, exploiting compulsory schooling reforms in Europe as source of exogenous variation in education. Using data from 8 European countries, we assess the causal effect of education on the number of biological kids and the incidence of childlessness. We find that more education causes a substantial decrease in childlessness and an increase in the average number of children per woman. Our findings are robust to a number of falsification checks and we can provide complementary empirical evidence on the mechanisms leading to these surprising results.

What Is Safe Sex ? Understanding the Need for Sex Education Reform

Currently, the United States has no standardized requirement for sex education. This has precipitated a large gap in knowledge about safe sex and a lack of consensus in current social and educational policy. Debates about abstinence-only and comprehensive sex education have reached a standstill. In an effort to advance the discussion, this paper reveals that the neuroscience behind adolescent sexual risk taking provides underutilized evidence for comprehensive sex education programs. Research shows that adolescents have biological differences in their brain structure that result in a decision-making process different from that of adults, one that can preference rash decisions and potentially unsafe behavior. Therefore, current approaches to social and education policy for teens should change, to reflect this research and in-school curricula should evolve to more effectively reduce rates of unsafe sexual behaviors. Funding for such programs would more than pay for themselves with the resulting decrease in teen pregnancy and sexually transmitted diseases