"Det europeiska miraklet". Synen på västerlandets uppsving i historialäroböcker för gymnasiets A-kurs

Sammanfattning: David Kidner undersöker synen på västerlandets uppsving i historialäromedel för gymnasiets A- kurs. Frågeställningarna var följande: Tar läroboken uttryckligen upp frågan om varför Europa kom att dominera världen, och i sådana fall, vilket eller vilka perspektiv väljer man att lyfta fram? och Vilken ide förmedlar läroboken som helhet till läsaren om varför Europa kom att dominera världen? Resultatet visar att frågan om västerlandets uppsving inte diskuteras i tillräckligt stor utsträckning för att uppfylla kursplanens mål. Vidare förmedlas en eurocentrisk bild av västerlandets uppsving vilket resulterar i en förklaringsmodell som framställer européer som överlägsna andra. Resultatet stämmer överens med med tidigare forskning om synen på väst/europas förhållande till andra kulturer i läromedel. Kidner menar att detta är problematiskt därför att det framställer européer och Europa som bättre än andra. Detta är potentiellt skadligt för skolelever och samhällets syn på "de andra" och sig själva. Kidner förespråkar att de grundläggande orsakerna om västerlandets uppsving tydliggörs och nyanseras i läroböckerna så att elevers uppfattning om sig själva och andra inte snedvrids

Teachers matter for metacognition : facilitating metacognition in the primary school through teacher-pupil interactions

Despite the ubiquity of Structured Thinking Activities (STAs) throughout primary school education in the UK and beyond, little is known about the ways that activities such as learning logs are used to support pupils to think about and manage their own thinking (i.e., engage with metacognition). Here we investigated how pupils engaged with STAs throughout a school year by conducting an in-depth case study of one Scottish primary four classroom, examining factors that facilitated and/or inhibited pupil metacognition. By triangulating data from participant observation, interviews and document analysis, we found that pupils were often un-motivated to engage with STAs, with responses provided during written and oral activities typically revealing superficial references to classroom topics of interest. Whilst factors such as the classroom culture and the timing of activities were found to influence pupil engagement with STAs, observational data indicated that teacher-pupil interactions are essential for eliciting metacognition from pupils (i.e., via discussions that occurred as part of the STAs). Our findings suggest that teachers play a critical role in encouraging elaboration from pupils in relation to descriptions of their own thinking and learning, particularly when pupils’ initial responses are broad or superficial. We discuss the critical importance of teacher talk for metacognition, emphasising the ‘dual role’ that teachers must play when facilitating metacognition within the classroom.PostprintPeer reviewe

The genomes of two key bumblebee species with primitive eusocial organization

Background: The shift from solitary to social behavior is one of the major evolutionary transitions. Primitively eusocial bumblebees are uniquely placed to illuminate the evolution of highly eusocial insect societies. Bumblebees are also invaluable natural and agricultural pollinators, and there is widespread concern over recent population declines in some species. High-quality genomic data will inform key aspects of bumblebee biology, including susceptibility to implicated population viability threats. Results: We report the high quality draft genome sequences of Bombus terrestris and Bombus impatiens, two ecologically dominant bumblebees and widely utilized study species. Comparing these new genomes to those of the highly eusocial honeybee Apis mellifera and other Hymenoptera, we identify deeply conserved similarities, as well as novelties key to the biology of these organisms. Some honeybee genome features thought to underpin advanced eusociality are also present in bumblebees, indicating an earlier evolution in the bee lineage. Xenobiotic detoxification and immune genes are similarly depauperate in bumblebees and honeybees, and multiple categories of genes linked to social organization, including development and behavior, show high conservation. Key differences identified include a bias in bumblebee chemoreception towards gustation from olfaction, and striking differences in microRNAs, potentially responsible for gene regulation underlying social and other traits. Conclusions: These two bumblebee genomes provide a foundation for post-genomic research on these key pollinators and insect societies. Overall, gene repertoires suggest that the route to advanced eusociality in bees was mediated by many small changes in many genes and processes, and not by notable expansion or depauperation

Preventive digital mental health interventions for children and young people: a review of the design and reporting of research

Abstract: Digital health interventions (DHIs) have frequently been highlighted as one way to respond to increasing levels of mental health problems in children and young people. Whilst many are developed to address existing mental health problems, there is also potential for DHIs to address prevention and early intervention. However, there are currently limitations in the design and reporting of the development, evaluation and implementation of preventive DHIs that can limit their adoption into real-world practice. This scoping review aimed to examine existing evidence-based DHI interventions and review how well the research literature described factors that researchers need to include in their study designs and reports to support real-world implementation. A search was conducted for relevant publications published from 2013 onwards. Twenty-one different interventions were identified from 30 publications, which took a universal (n = 12), selective (n = 3) and indicative (n = 15) approach to preventing poor mental health. Most interventions targeted adolescents, with only two studies including children aged ≤10 years. There was limited reporting of user co-design involvement in intervention development. Barriers and facilitators to implementation varied across the delivery settings, and only a minority reported financial costs involved in delivering the intervention. This review found that while there are continued attempts to design and evaluate DHIs for children and young people, there are several points of concern. More research is needed with younger children and those from poorer and underserved backgrounds. Co-design processes with children and young people should be recognised and reported as a necessary component within DHI research as they are an important factor in the design and development of interventions, and underpin successful adoption and implementation. Reporting the type and level of human support provided as part of the intervention is also important in enabling the sustained use and implementation of DHIs

Evidence for Antisense Transcription Associated with MicroRNA Target mRNAs in Arabidopsis

Antisense transcription is a pervasive phenomenon, but its source and functional significance is largely unknown. We took an expression-based approach to explore microRNA (miRNA)-related antisense transcription by computational analyses of published whole-genome tiling microarray transcriptome and deep sequencing small RNA (smRNA) data. Statistical support for greater abundance of antisense transcription signatures and smRNAs was observed for miRNA targets than for paralogous genes with no miRNA cleavage site. Antisense smRNAs were also found associated with MIRNA genes. This suggests that miRNA-associated “transitivity” (production of small interfering RNAs through antisense transcription) is more common than previously reported. High-resolution (3 nt) custom tiling microarray transcriptome analysis was performed with probes 400 bp 5′ upstream and 3′ downstream of the miRNA cleavage sites (direction relative to the mRNA) for 22 select miRNA target genes. We hybridized RNAs labeled from the smRNA pathway mutants, including hen1-1, dcl1-7, hyl1-2, rdr6-15, and sgs3-14. Results showed that antisense transcripts associated with miRNA targets were mainly elevated in hen1-1 and sgs3-14 to a lesser extent, and somewhat reduced in dcl11-7, hyl11-2, or rdr6-15 mutants. This was corroborated by semi-quantitative reverse transcription PCR; however, a direct correlation of antisense transcript abundance in MIR164 gene knockouts was not observed. Our overall analysis reveals a more widespread role for miRNA-associated transitivity with implications for functions of antisense transcription in gene regulation. HEN1 and SGS3 may be links for miRNA target entry into different RNA processing pathways