What Beginner Biology Teacher Candidate know Genetics and Gene?

Misconceptions as barrier to understanding biology hence, to promote meaningful learning, it is necessary to overcome these difficulties with the heIp of different instructional methods rather than traditional instructional methods.  Therefore it could be very intersting find out  “how students prior knowledge genetic effect genetic knowledge of pupils during class education?”The preliminary investigations have been shown that usually the students have some difficulties in understanding the microscopic level genetic topics: such as the fertilization process and its products, the genetic variation, the mitotic cell cycle and the meiotic cell cycle. The findings of this study have been shown that students mostly have fragmented basic genetic knowledge at the beginning of teachinh process. They have basic understanding of DNA, genes and chromosomes, but lack detail. It could be intersting to work out if students’ prioviously knowledge about genetics concepts education could effect their knowledge in genetics permanently. Keywords: Gene education, DNA, misconceptio

Condition for gapless color-antitriplet excitations in NJL models

We present an exact condition for the existence of gapless quasiparticle excitations in NJL models of color superconducting quark matter with a quark-quark interaction in the scalar color-antitriplet channel. The condition can be represented by a rotated ellipse in the plane of mass and chemical potential differences for the paired quark fields.Comment: Accepted for publication in PRC. 5 pages, 4 figures; Corrected typos and added one more term to the series expansion in (19

A Formal Reasoning Ability and Misconceptions Concerning Genetic in Middle School Students

The aim of his study was to detect the misconceptions about heredity in secondary school (Middle school) 8th Grade pupils’ Science courses. In order to perform a beneficial and useful science education it was necessary. The space of study was 8th grade  pupils that the data obtained from research assessed via appreciated statistical methods.As a results the findings of this research has been shown that pupil generally have many misconceptions could come from environment and family effects. To detect students’ alternate view just before starting in the science education in the class may be useful for teaching and learning activities. Also a constructive approach designated according to students’ misconception could be useful for education. Keywords: Heredity, DNA, misconceptions, biology educatio

How Do Biology Teacher Candidates Know Particulate Movements & Random Nature of Matter and Their Effects to Diffusion

The previous researches results seem to suggest that some aspects of learning of diffusion and osmosis concepts such as membranes, kinetic energy of matter, and elements of the particulate and random nature of matter could lead to misconceptions. The concept of diffusion is very common in science instruction, and understanding the concept is an important precursor to instruction in life science and physical science. The leaening of concentration and tonicity processes of diffusion and osmosis, life forces influence on diffusion and osmosis, and random nature of matter were difficult learning for students. İt appears that misconceptions may play a larger role students learn diffusion and osmosis concepts. What could be take place the active role of the student learning without misconceptions of difussion and osmosis? İt is possible suggest, students should actively engaged in constructing knowledge. During each phase of the learning, students should actively manipulating materials, recording data, or analyzing results. Students should encourage discussing findings in groups and with the class. The teacher acts as a facilitator via making connections betvveen concepts. Students may debate and argue relationships betvveen concepts and their contens this may provides paying their attention experiences with the concepts. Because of its importance of diffusion and osmosis, it may be benefial to investigate misconceptions of high school students. The purpose of this study vvas to investigate students' understanding about scientifically acceptable content knowledge by exploring the relationship betvveen knowledge of diffusion and osmosis and a student's confidence in their content knowledge following instruction. Keywords: Diffusion, concentration, membranes, random nature of matter

Integration of maternal genome into the neonate genome through breast milk mRNA transcripts and reverse transcriptase

Human milk samples contain microvesicles similar to the retroviruses. These microvesicles contain mRNA transcripts and possess reverse transcriptase activity. They contain about 14,000 transcripts representing the milk transcriptome. Microvesicles are also enriched with proteins related to “caveolar-mediated endocytosis signaling” pathway. It has recently been reported that microvesicles could be transferred to other cells by endocytosis and their RNA content can be translated and be functional in their new location. A significant percentage of the mammalian genome appears to be the product of reverse transcription, containing sequences whose characteristics point to RNA as a template precursor. These are mobile elements that move by way of transposition and are called retrotransposons. We thought that retrotransposons may stem from about 14,000 transcriptome of breast milk microvesicles, and reviewed the literature. The enhanced acceptance of maternal allografts in children who were breast-fed and tolerance to the maternal MHC antigens after breastfeeding may stem from RNAs of the breast milk microvesicles that can be taken up by the breastfed infant and receiving maternal genomic information. We conclude that milk microvesicles may transfer genetic signals from mother to neonate during breastfeeding. Moreover, transfer of wild type RNA from a healthy wet-nurse to the suckling neonate through the milk microvesicles and its subsequent reverse transcription and integration into the neonate genome could result in permanent correction of the clinical manifestations in genetic diseases

Promoting Environmentally Sustainable Attitudes and Behaviour Vocational High School Students for Career Development

This research explores interconnection between environmental values and environmental responsibility among vocational High School students. It is aimed to find out the reply of whether and to which degree the environmental values influence the development of the environmental responsibility of vocational schools students? A questionnaire is containing ten basic environmental issues have been applied to 126 students from Selçuk University, Vocational High schools from Turkey. Students were tested on a five point Likert type scales which examined environmental responsibility and environmental values. The results of present study confirmed positive linear dependence between environmental values and environmental responsibility. On the basis of findings, it is possible to speculate that students who believe that without environmental protection, display a desirable attitudes towards environmental responsibility is impossible It has been shown that there is a high degree of good relationship between students environmental values and their environmental responsibility. Education used to offer young health staff candidate a clear vision and well de-fined goals regarding their behavior in their workplace. But a better environmental curriculum and teaching techniques in schools may effectively influence the formation of environmental values among vocational school students for their future work practice. Keywords: Vocational education, environmental issues, education, health staf