Finding out how they find it out: an empirical analysis of inquiry learners' need for support

Inquiry learning environments increasingly incorporate modelling facilities for students to articulate their research hypotheses and (acquired) domain knowledge. This study compared performance success and scientific reasoning of university students with high prior knowledge (n=11), students from senior high-school (n=10), and junior high-school (n=10) with intermediate and low prior knowledge respectively, in order to reveal domain novice's need for support in such environments. Results indicated that the scientific reasoning of both groups of high-school students was comparable to that of the experts. As high-school students achieved significantly lower performance success scores, their expert-like behaviour was rather ineffective; qualitative analyses substantiated this conclusion. Based on these findings, implications for supporting domain novices in inquiry learning environments are advanced

On hawser force criteria for navigation lock design: Case study of maritime locks in port of Antwerp

The first part of this paper offers a general reflection upon the issue of mooring line forces and ship behaviour during filling/emptying of (maritime) navigation locks. The philosophy behind the so-called hawser force criterion and the classical approach to deal with it in design studies, is described first. Secondly, some innovations in the definition, verification and validation of the design criteria are highlighted. In the second part of this paper, a case study is presented focusing on two maritime locks in the Port of Antwerp (Belgium): the Zandvliet lock (L x W = 500m x 57m) and the Berendrecht lock (L x W = 500m x 68m). To illustrate and comment upon the hawser force issues, results of scale modelling, in situ measurements and numerical modelling are discussed, in comparison to published hawser force criteria

Scaffolding learning by modelling: The effects of partially worked-out models

Creating executable computer models is a potentially powerful approach to science learning. Learning by modelling is also challenging because students can easily get overwhelmed by the inherent complexities of the task. This study investigated whether offering partially worked-out models can facilitate students’ modelling practices and promote learning. Partially worked-out models were expected to aid model construction by revealing the overall structure of the model, and thus enabling student to create better models and learn from the experience. This assumption was tested in high school biology classes where students modelled the human glucose-insulin regulatory system. Students either received support in the form of a partial model that outlined the basic structure of the glucose-insulin system (PM condition; n = 26), an extended partial model that also contained a set of variables students could use to complete the model (PM+ condition; n = 21), or no support (control condition; n = 23). Results showed a significant knowledge increase from pretest to posttest in all conditions. Consistent with expectations, knowledge gains were higher in the two partial model conditions than in the control condition. Students in both partial model conditions also ran their model more often to check its accuracy, and eventually built better models than students from the control condition. Comparison between the PM and PM+ conditions showed that more extensive support further increased knowledge acquisition, model quality, and model testing activities. Based on these findings, it was concluded that partial solutions can support learning by modelling, and that offering both a structure of a model and a list of variables yields the best result

<i>Melav2</i>, an <i>elav</i>-like gene, is essential for spermatid differentiation in the flatworm <i>Macrostomum lignano</i>

BackgroundFailure of sperm differentiation is one of the major causes of male sterility. During spermiogenesis, spermatids undergo a complex metamorphosis, including chromatin condensation and cell elongation. Although the resulting sperm morphology and property can vary depending on the species, these processes are fundamental in many organisms. Studying genes involved in such processes can thus provide important information for a better understanding of spermatogenesis, which might be universally applied to many other organisms.ResultsIn a screen for genes that have gonad-specific expression we isolated an elav-like gene, melav2, from Macrostomum lignano, containing the three RNA recognition motifs characteristic of elav-like genes. We found that melav2 mRNA was expressed exclusively in the testis, as opposed to the known elav genes, which are expressed in the nervous system. The RNAi phenotype of melav2 was characterized by an aberrant spermatid morphology, where sperm elongation often failed, and an empty seminal vesicle. Melav2 RNAi treated worms were thus male-sterile. Further analysis revealed that in melav2 RNAi treated worms precocious chromatin condensation occurred during spermatid differentiation, resulting in an abnormally tightly condensed chromatin and large vacuoles in round spermatids. In addition, immunostaining using an early-spermatid specific antibody revealed that melav2 RNAi treated worms had a larger amount of signal positive cells, suggesting that many cells failed the transition from early spermatid stage.ConclusionWe characterize a new function for elav-like genes, showing that melav2 plays a crucial role during spermatid differentiation, especially in the regulation of chromatin condensation and/or cell elongation

De uitbreiding van luchthaven Schiphol

Recentelijk is er veel discussie over een beoogde uitbreiding van luchthaven Schiphol. De debatten tussen voor- en tegenstanders van deze plannen lopen soms hoog op. Bestuurskundige Berichten laat beide partijen aan het woord om te vertellen wat hun visie is op de uitbreiding van Nederland&apos;s belangrijkste luchthave

Four cycles of BEP versus an alternating regime of PVB and BEP in patients with poor-prognosis metastatic testicular non-seminoma; a randomised study of the EORTC Genitourinary Tract Cancer Cooperative Group.

We have investigated whether an alternating induction chemotherapy regimen of PVB/BEP is superior to BEP in patients with poor-prognosis testicular non-seminoma. A total of 234 eligible patients were randomised to receive an alternating schedule of PVB/BEP for a total of four cycles or four cycles of BEP. Poor prognosis was defined as any of the following: lymph node metastases larger than 5 cm, lung metastases more than four in number or larger than 2 cm, haematogenic spread outside the lungs, such as in liver and bone, human chorionic gonadotrophin > 10,000 IU l-1 or alphafetoprotein > 1000 IU l-1. The complete response (CR) rates to PVB/BEP and BEP were similar, 76% and 72% respectively (P = 0.58). In addition, there was no significant difference in relapse rate, disease-free and overall survival at an average follow-up of 6 years. The 5-year progression-free and survival rates in both treatment groups were approximately 80%. The PVB/BEP regime was more toxic with regard to bone marrow function; the frequencies of leucocytes below 1000 microliters-1, leucocytopenic fever and platelets below 25,000 microliters-1, throughout four cycles were 28% vs 5% (P < 0.001), 16% vs 5% (P = 0.006), and 10% vs 1% (P = 0.001) respectively. Neuropathy also occurred more often in the PVB/BEP arm: 47% vs 25% (P = 0.001). This study shows that an alternating regimen of PVB/BEP is not superior to BEP and that it is more myelo- and neurotoxic