Identifying Potential for Improvement in Computer Science Degree Programs from the Student Perspective

[EN] We want to pick up students where they are – but we don't even know where they are since we may not know enough about the status of our students and their needs and wishes. In this paper we share experiences on a workshop that we performed together with students to let them reflect on their situation and thus gain insights into what students need and want to study successful – and to foster their self-reflection competences accordingly. A student-centered workshop can help other faculties and teachers learn about their students’ perspectives on their organizational processes and their teaching. In addition, such a workshop helps students to identify deficits in their metacognitive skills. Based on the results of the workshop, we were able to identify various starting points for improving teaching as well as administrative and organizational processes.Böttcher, A.; Thurner, V.; Hammer, S. (2024). Identifying Potential for Improvement in Computer Science Degree Programs from the Student Perspective. Editorial Universitat Politècnica de València. https://doi.org/10.4995/HEAd24.2024.1718

Diel differences in catches of Western Baltic Spring Spawning Herring Larvae (Clupea harengus)

Comparative night and day catches of herring larvae were taken during the Rügen-Herring-Larval-Survey (RHLS) in 2007 and 2008 in the Greifswalder Bodden which is the main spawning area of the Western Baltic Spring Spawning Herring. The quantities and the size composition of larvae caught during night and day were examined. During night more larvae were caught compared to the samples taken at daytime, especially with larvae larger than 25 mm. This indicates avoidance reactions, which increase with the developmental stage of the larvae. The differences of the night and day catches are relatively constant until a length of about 25 mm, thus the night/day effect does not influence estimations concerning larvae smaller than 25 mm (e.g. N20 index). There might be an impact on estimations for larger larvae due to the night/day effect. For further research other aspects like cloud coverage at night, phase of the moon, underwater visibility and turbidity should be taken into account. These aspects might influence the avoidance reactions

Differential Gene Transcription of Extracellular Matrix Components in Response to In Vivo Corneal Crosslinking (CXL) in Rabbit Corneas

Purpose: We studied changes in gene transcription after corneal crosslinking (CXL) in the rabbit cornea in vivo and identified potential molecular signaling pathways. Methods: A total of 15 corneas of eight male New-Zealand-White rabbits were deepithelialized and equally divided into five groups. Group 1 served as an untreated control. Groups 2 to 5 were soaked with 0.1% riboflavin for 20 minutes, which in Groups 3 to 5 was followed by UV-A irradiation at a fluence of 5.4 J/cm(2). Ultraviolet A (UVA) irradiation was delivered at 3 mW/cm(2) for 30 minutes (Group 3, standard CXL protocol), 9 mW/cm(2) for 10 minutes (Group 4, accelerated), and 18 mW/cm(2) for 5 minutes (Group 5, accelerated). At 1 week after treatment, corneal buttons were obtained; mRNA was extracted and subjected to cDNA sequencing (RNA-seq). Results: A total of 297 differentially transcribed genes were identified after CXL treatment. CXL downregulated extracellular matrix components (collagen types 1A1, 1A2, 6A2, 11A1, keratocan, fibromodulin) and upregulated glycan biosynthesis and proteoglycan glycosylation (GALNT 3, 7, and 8, B3GALT2). Also, CXL activated pathways related to protein crosslinking (transglutaminase 2 and 6). In 9.1% of the significantly different genes, CXL at 3 mW/cm(2) (Group 1) induced a more distinct change in gene transcription than the accelerated CXL protocols, which induced a lower biomechanical stiffening effect. Conclusions: Several target genes have been identified that might be related to the biomechanical stability and shape of the cornea. Stiffening-dependent differential gene transcription suggests the activation of mechano-sensitive pathways.Gelbert Foundation (Geneva, Switzerland)Univ Zurich, Ctr Appl Biotechnol & Mol Med, Lab Ocular Cell Biol, Zurich, SwitzerlandUniv Geneva, Lab Ocular Cell Biol, Geneva, SwitzerlandFdn Asile Aveugles, Hop Ophtalm Jules Gonin, Lausanne, SwitzerlandUniv Fed Sao Paulo, Paulista Sch Med, Dept Ophthalmol, Sao Paulo, BrazilELZA Inst AG, Dietikon Zurich, SwitzerlandUniv Southern Calif, Los Angeles, CA 90089 USAUniv Fed Sao Paulo, Paulista Sch Med, Dept Ophthalmol, Sao Paulo, BrazilWeb of Scienc

Integrating phylogeographic patterns of microsatellite and mtDNA divergence to infer the evolutionary history of chamois (genus Rupicapra)

<p>Abstract</p> <p>Background</p> <p>The chamois, distributed over most of the medium to high altitude mountain ranges of southern Eurasia, provides an excellent model for exploring the effects of historical and evolutionary events on diversification. Populations have been grouped into two species, <it>Rupicapra pyrenaica </it>from southwestern Europe and <it>R. rupicapra </it>from eastern Europe. However, a previous study of cytochrome b revealed that the two proposed species were non-monophyletic. The reconstruction of phylogenetic relationships between animal species often depends on the markers studied. To further elucidate the evolutionary history of chamois, we extended earlier studies by analysing DNA sequences of four mitochondrial regions (ND1, 12S, tRNApro and Control Region) and microsatellites (20 loci) to include all subspecies and cover its entire distribution range.</p> <p>Results</p> <p>We found discordant microsatellite (μsat) and mitochondrial (mt) DNA phylogenies. Mitochondrial phylogenies form three clades, West, Central and East (mtW, mtC and mtE), at variance with taxonomic classification. Our divergence age estimates indicate an initial separation into branches mtW-mtC and mtE 1.7 million years ago (mya), in the late Pliocene-early Pleistocene, quickly followed by the split of clades mtW and mtC. Clade mtW contains haplotypes from the Iberian peninsula and the western Alps, Clade mtC includes haplotypes from the Apennines and the Massif of Chartreuse and Clade mtE comprises populations to the east of the Alps. Divergence among populations within these three major clades is recent (< 0.5 mya). New microsatellite multilocus genotypes added to previously published data revealed differences between every pair of subspecies, forming three well defined groups (μsatW, μsatC and μsatE) also with a strong geographic signature. Grouping does not correspond with the mitochondrial lineages but is closer to morphology and taxonomic classification. Recent drastic reductions in population size can be noted for the subspecies <it>ornata </it>as an extremely low diversity.</p> <p>Conclusions</p> <p>The phylogeographic patterns for mtDNA and microsatellites suggest an evolutionary history with limited range contractions and expansions during the Quaternary period and reflect a major effect of the Alpine barrier on west-east differentiation. The contrasting phylogenies for mtDNA and microsatellites indicate events of hybridization among highly divergent lineages in the central area of distribution. Our study points to the importance of reticulate evolution, with periods of isolation and reduction of population size followed by expansions and hybridizations, in the diversification at the level of close species or subspecies.</p

Memes. Medien der Werteerziehung zwischen Meinungsfreiheit und Moral

Politische Internetmemes sind ein wertvoller Gegenstand im (Deutsch-)Unterricht, wie ausgehend von einem Beispiel gezeigt wird. Memes regen zur Auseinandersetzung mit literarästhetischen und linguistischen Fragestellungen an. In dreifacher Hinsicht lassen sich domänenspezifische Kompetenzen einer meme literacy einüben und erproben: Erstens ist die Bedeutungsentfaltung der multimodalen Sprach-Bild-Texte in der Kultur des Digitalen eine Herausforderung für interpretative Zugänge. Zweitens dokumentieren Memes die Aushandlungsprozesse gesellschaftlicher Wertvorstellungen und sind Anlass, über moralische Grenzen von gutem Geschmack und Humor zu reflektieren. Und drittens wird das den Memes inhärente Spiel zwischen Faktualität und Fiktionalität zur Herausforderung schulischer Bildung: Die genannte Differenzierung ist nicht mehr eindeutig bzw. für alle deutlich. Es gilt, die Folgeprobleme, die aus einer ungefilterten Rezeption entstehen können, zu thematisieren und im Kontext der politischen Bildung die Notwendigkeit einer reflektierten Meinungsbildungsfähigkeit herauszustellen. Gegebenenfalls müssen auch rechtlich-normative Fragestellungen, wie sie mit Art. 5 des GG verbunden sind, diskutiert bzw. vermittelt werden.   Abstract (english): Memes. Media of value education between freedom of opinion and morality Political memes on the internet are a valuable subject in (German) lessons, as will be exemplarily demonstrated. Memes stimulate the discussion of literary/aesthetic and linguistic issues. Domain-specific skills for meme literacy can be practiced and tested. First, deciphering the multimodal language-image texts in digital culture is challenging interpretative approaches. Second, memes document the process of negotiating social values and are an occasion to reflect on the moral boundaries of taste and humor. Also, the inherent play with facts and fiction in memes becomes a challenge for school education: The aforementioned differentiation is no longer clear or evident for everyone. It is necessary to address the problems that can ari-se from unfiltered reception and, in the context of political education, to emphasize the necessity of the ability to form reflected opinions. If necessary, legally-normative questions, such as those connected to Article 5 of the Grundgesetz (German Constitution), must also be discussed or communicated