Can the science of Prosocial be a part of evolution education?

We provide a brief overview of Prosocial: Using Evolutionary Science to Build Productive, Equitable, and Collaborative Groups by Paul Atkins, David Sloan Wilson, and Steven Hayes. The book offers a range of promising content for evolution education, and yet also highlights core conceptual challenges in modern evolution science discourse that educators and researchers aiming to improve evolution education may find beneficial to strategically engage with as a scientific community. We discuss these challenges and opportunities with a view towards implications for evolution education research and practice

Prognostic simulation and analysis of the impact of climate change on the hydrological dynamics in Thuringia, Germany

International audienceThe impact of predicted climate change on the hydrological dynamics and long term hydrological balance in the federal German state Thuringia was investigated and analysed. For this study the prognostic climate data, provided by the statistical regionalisation approach WETTREG, which is based on results of the global climate model ECHAM5/MPI-OM, was used. This regional climate model provides synthetic climate time series for the existent precipitation and climate station in Germany from 2000 to 2100. This data was processed with the hydrological model J2000g which we used for the regionalisation of the climatological time series data and for the computation of potential and actual evapotranspiration, runoff generation and groundwater recharge. In this study we analysed the two emission scenarios A2 and B1, defined by the Intergovernmental Panel on Climate Change (IPCC) and their impact on the temporal and spatial distribution of temperature, precipitation, evapotranspiration and runoff generation for the time frame 2071?2100 for the entire area of the German state of Thuringia. For this purpose we compared simulation with the scenario data with simulation results based on reference data from 1971?2000. The comparison showed an increase of the mean annual temperature of 1.8 (B1) to 2.2 (A2) °C which is much more distinct during winter. The mean annual precipitation is decreasing only slightly but, the seasonal spatio-temporal rainfall distribution which has major impact on the hydrological water balance is changing significantly. This pattern change results in more precipitation during winter and less in summer. Actual evapotranspiration was computed higher for both scenarios compared to the evapotranspiration of the reference period 1971?2000. As a follow up a decrease in the runoff generation was simulated which was again very variable in space and time. The overall trends worked out in this study showed that it is likely that the extremes of flooding in winter and dry spells in summer might occur more often in Thuringia because of the changing weather conditions due to climate change

Educational potential of teaching evolution as an interdisciplinary science

Evolution education continues to struggle with a range of persistent challenges spanning aspects of conceptual understanding, acceptance, and perceived relevance of evolutionary theory by students in general education. This article argues that a gene-centered conceptualization of evolution may inherently limit the degree to which these challenges can be effectively addressed, and may even precisely contribute to and exacerbate these challenges. Against that background, we also argue that a trait-centered, generalized, and interdisciplinary conceptualization of evolution may hold significant learning potential for advancing progress in addressing some of these persistent challenges facing evolution education. We outline a number of testable hypotheses about the educational value of teaching evolutionary theory from this more generalized and interdisciplinary conception

Are humans a cooperative species? Challenges & opportunities for teaching the evolution of human prosociality

Evolutionary anthropologists commonly describe humans as a highly cooperative species, based on our evolved socio-cognitive capacities. However, students and the general public may not necessarily share this view about our species. At the same time, fostering our ability to cooperate is considered a key foundation for achieving sustainable development, and students’ understanding of the conditions that enable or hinder cooperation is therefore an important learning goal in sustainability education. In this article, we describe a small classroom activity that explored students’ and preservice biology teachers’ preconceptions about the human capacity to cooperate around shared resources in comparison to the capacity of our closest relative, the chimpanzee. Results indicate that students and teachers had limited knowledge about the evolved human capacity for cooperation around shared resources in small groups, most often viewing chimpanzees as more capable of cooperation and sustainable resource use. Based on the results of this classroom intervention, we highlight important learning opportunities for educators in biology on teaching human evolution and human behavior, particularly as related to current challenges of sustainable development

Cooperation as a causal factor in human evolution: a scientific clarification and analysis of German high school biology textbooks

Many evolutionary anthropologists view cooperation as core to the evolutionary success of our species. Concurrently, many sustainability scientists view cooperation as core to the future sustainable development of our species. When it comes to biology education, however, it is unclear how or if students are being engaged in these scientific perspectives. This article offers an overview of scientific perspectives regarding cooperation as a central causal factor in shaping human behaviour, cognition, and culture during human evolution. Against this background, we analysed 23 German high school biology textbooks with the aim to understand if and how cooperation is presented as a causal factor in human evolution and behaviour. Overall, the role of cooperation, especially the emotional and motivational aspects of cooperative behaviour, and the role of a cooperative social and cultural environment in shaping human traits, appears to be significantly deemphasized compared to the role of individual brain size and ‘intelligence’ in the evolution of our species. Furthermore, in sections on behavioural ecology, humans are hardly ever presented as an example of a highly cooperative species. Overall, textbooks show a diversity of strengths and weaknesses, from which we identify several learning opportunities in the appropriate integration of cooperation science within biology education

Mycophenolate mofetil as second line immunosuppressant in myasthenia gravis - a long-term prospective open-label study

<p>Abstract</p> <p>Background</p> <p>The preferred immunosuppressive drug for long term treatment of myasthenia gravis (MG) is azathioprine (AZA). Mycophenolate mofetil (MMF) was suggested as an effective and safe second line alternative to AZA.</p> <p>Methods</p> <p>In a prospective open-label study, 11 patients with acetylcholine receptor antibody (AchR-ab) positive MG (n = 4 ocular MG, n = 7 generalized MG) were treated with MMF which replaced AZA. Reasons for the change of immunosuppressant therapy were side effects (n = 9) or unresponsiveness under AZA (n = 3).</p> <p>Results</p> <p>Mean duration of MMF treatment was 16.9 months (6-46 months). During MMF treatment AZA side effects resolved in 8/9 patients, concomitant therapy could be discontinued in 4 patients and reduced in 5 patients, and 5 patients remitted and 3 remained in remission. One MMF-refractory patient required add-on IVIG therapy and another with ocular MG showed signs of generalization after 20 months of MG treatment. One patient was diagnosed with bronchial carcinoma after 10 months of MMF treatment.</p> <p>Conclusion</p> <p>Due to its favourable spectrum of side effects compared to AZA MMF might serve as a second-line immunosuppressant in those MG patients who have not tolerated AZA.</p