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Identifying the factors that influence the citation of articles helps authors improve the impact and reach of their research. Analysis of publications in the Journal of Fish Biology between 2008 and 2021 revealed that variables such as the number of keywords, abstract length, number of authors, and page length were associated with higher impact papers. These trends applied to both review and regular papers. These findings suggest that papers that are more informative, have higher numbers of authors, and have more keywords are more likely to be cited. Adoption of some simple "best‐practice" behaviors can improve the likelihood that a paper is cited. [ABSTRACT FROM AUTHOR]

This article presents a simple, cognitive theory of science and learning. The first section of the paper develops the theory's two main propositions: (i) A wide range of scientific activities rely heavily on one type of reasoning, hypothetical thinking, and (ii) This type of reasoning is also useful to students for learning science content. The second section of the paper presents a taxonomy of multiple-choice questions that use hypothetical thinking and the third section of the paper tests the theory using data from a college biology course. As expected by the theory, student responses to 24 scientific reasoning questions were consistent with a one-dimensional psychometric construct. Student responses to the scientific reasoning questions explained 36% of the variance in exam grades. Several directions for additional research are identified, including studying the psychometric structure of scientific thinking in more detail, performing randomized, controlled experiments to demonstrate a causal relationship between scientific thinking and learning, and identifying the relative contribution of other factors to success in college.

Science should provide students an accurate and contemporary education on genetic influence, particularly how it impacts trait variability and developmental norms. Stories involving familial, racial, and sexual differences routinely appear in the popular media and sales of over-the-counter genetic tests are mounting. Unfortunately, research suggests genetic curricula in secondary education and university courses have little impact on genetic literacy; instead they appear to amplify genetic essentialism. This position paper reports on genetic essentialism, the impact of three components of science education (teachers, students, curriculum), and critiques existing genetic lessons in two prevalent scientific disciplines, biology and psychology. Two entrenched 19th century genetic paradigms (e.g., Mendelian inheritance and behavioral genetics) are specifically examined. The paper closes with specific recommendations for improving students' genetic literacy including important contemporary genetic science (e.g., epigenetics) and instructional approaches (e.g., learning progression, refutational teaching).

This paper explores the extent to which Biology syllabi are open to students' engagement with and acquisition of critical thinking skills in Tanzania's developing country context. It focuses on the Biology syllabus of Ordinary-level secondary education and that of Advanced-level secondary education. The paper reports the findings of a study whose primary objective was to explore the coherence of the two syllabi under review with the elements of critical thinking skills drawn from extant literature. The analysis also entailed exploring the coherence between the specific objectives of the syllabi linked with critical thinking skills and the assessment questions suggested. The study used the Atlas TI programme to analyse the data to achieve the research objectives. The findings revealed that the specific objectives in the syllabi under review focus mostly on lower order thinking (LOT) skills, according to Bloom's taxonomy of learning, rather than on higher order or critical thinking skills.

Despite the rapid growth of English Medium Instruction (EMI) programmes around the globe, the language goals in such programmes have not been clearly defined, making it difficult to evaluate their success. Accordingly, our paper reports on a study that attempted to identify the language goals, operationalised as the vocabulary expected of learners, by investigating the under-explored area of EMI assessment. We sampled a corpus of 16 sets of examination papers in two subject areas, namely, Biology and Geography, spanning eight years in Hong Kong. The examination papers, analysed for their vocabulary profiles, indicated that students were expected to learn beyond the K3 level (the most frequent 3,000 words in English) and master mid-frequency words (K4-K8) as well as academic words. Our findings suggest that the less frequent words were not often shared by the two subjects. Analysing academic words also enabled us to showcase how some words were common across the two subjects while others were more subject-specific. Pedagogical implications are discussed, highlighting the need for teachers and students to attend to target language goals in EMI, and to consider the subject-specific nature of vocabulary items in EMI.

Through the method of tracing-and-mapping, this paper traces the history of how menstruation has been conceptualized in English education policies since 1928, as well as how such conceptualizations have positioned young people. It explains how education policy in England has conceptualized menstruation as a (cis girls') biological process; a controllable problem; and a process that can be instructed on and learned. The paper unfolds how such conceptualizations positioned young people as passive non-agents. It also draws on feminist relational materialism, critical menstruation studies and childhood studies to experiment with different articulations of menstruation and agency. It concludes by reimagining menstruation education and young people's role in addressing menstrual stigma.

GCSE examinations (taken by students aged 16 years in England) are not intended to be speeded (i.e. to be partly a test of how quickly students can answer questions). However, there has been little research exploring this. The aim of this research was to explore the speededness of past GCSE written examinations, using only the data from scored responses to items from a sample of 340 GCSE components. Speededness was calculated as the average (mean) percentage marks lost from the longest string of unanswered items at the end of each student's examination paper. The potential impact of student ability on examination completion patterns was taken into account. The data suggested that most GCSEs analysed were unlikely to have been speeded. This method of exploring the speededness of exams using only scored responses has potential (although there are limitations), and it can flag potentially problematic components for further investigation.

STEM education is on demand more than ever as the workforce relies on 21st century skills and STEM disciplines. This paper presents a framework (IMS-TEAM) for integration of mathematics and science with the use of technology and modeling in an authentic context. The activity based on this framework is designed for and implemented with forty-four 8th grade students in Turkey. The study was conducted to investigate the impact of the activity as well as the IMS-TEAM framework. A qualitative methodology was utilized. Data analysis revealed that different components of our conceptual framework fostered the integration of mathematics and science affecting the nature of students' engagement with the activity. Different frameworks are required to be adapted to different environments with the consideration of learners and teachers. Future research investigating the effectiveness of IMS-TEAM framework adapted to different content and disciplines would provide more evidence on the effectiveness of the framework.

This research focuses on "BioScientist," a digital game-based, inquiry-based learning program embedded in the biology curriculum that develops inquiry skills in 8th-grade students. The aim of this paper is to demonstrate a combination of elements of digital game-based learning (DGBL) with inquiry-based learning (IBL) through "BioScientist" and to report on its implementation. We examined whether inquiry skills and biology learning motivation change due to "BioScientist." A total of 257 eighth graders participated in the research (N[subscript exp.] = 132, N[subscript control] = 125). Students in the experimental group used "BioScientist" at home and in the classroom. The teachers in the control group did not change their teaching practices. Students' inquiry skills were measured using the Inquiry Skills Test, and their biology learning motivation was measured using the Biology Motivation Questionnaire II. The experimental group and teachers were asked to evaluate "BioScientist." The results indicated "BioScientist" digital game is suitable for developing inquiry skills, with the effect size being close to medium (Cohen's d = 0.46). However, biology learning motivation was not developed. Student feedback on the "BioScientist" game and its use for learning is favourable. Based on the teachers' responses, "BioScientist" can be used well in teaching biology. This research provides evidence that combining elements of digital game-based and inquiry-based learning is effective in developing inquiry skills. The game can be effectively integrated into the teaching practice, in line with the content of the biology curriculum. [Correct pagination for this article is 462-478, not 1-17.]

The Society for the Study of Species Biology has announced the recipient of the 17th Plant Species Biology Best Paper Award. The winning paper, titled "Environmental and genetic effects on phenotypic differences between Elaeocarpus photiniifolia ecotypes in dry and mesic habitats on a Japanese oceanic island," explores how different environmental conditions have led to reproductive isolation and genetic differentiation in a specific plant species. Another paper, titled "The epiphytic orchid Vanda falcata is predominantly associated with a single Tulasnellaceae fungus in adulthood, and Ceratobasidiaceae fungi strongly induce its seed germination in vitro," investigates the symbiotic relationships between orchids and mycorrhizal fungi at different stages of growth. Both papers are featured in recent issues of Plant Species Biology. [Extracted from the article]

A structural/cross-sectional micro-analytic perspective prevails in the Socio-constructivist research of peer knowledge construction. This paper proposes an alternative micro-sequential approach that focuses on the transitions between events during the activity. From this micro-sequential perspective, the study aimed to (a) explore the socio-cognitive interaction of symmetrical dyads of sixth and seventh graders solving a table comprehension task; (b) compare this interaction between symmetrical dyads of basic and advanced levels of competence. Participants were 148 sixth and seventh graders (74 dyads) from public schools in Rosario and nearby areas (Argentina). The dyads were symmetrical because their integrants had similar specific levels of competence (comprehension of a frequencies table) but differed in basic and advanced compositions. The interaction was coded using a system of mutually exclusive and exhaustive categories. An analysis of transition probabilities was performed among all codes, to identify activated/inhibited and inter-subjective/intra-subjective sequences. Transitions between statements aimed at solving the task formed the core of interactivity, as they comprise the codes that play a greater role in the elaboration of the task (shared by both symmetrical conditions). However, only the basic symmetry dyads showed an activating effect of the social feedback units. Transitions between cognitive questions and statements were also registered. Opinion questions were the most activated (inter-subjective) compared to demonstration and evaluation questions. Although these transitions were inter-subjective, they also differed according to the condition of symmetry. The work allows drawing conclusions about the relevance of a micro-sequential approach to interaction, since these results could not have been constructed from a classical structural perspective.

Many research institutions and funders have recently stated their commitment to actively support and promote 'Equality, Diversity and Inclusion' (EDI) in various aspects of health research including Patient and Public Involvement (PPI). However, translating this commitment into specific research projects presents significant challenges that existing approaches, practical guidelines and initiatives have not adequately addressed. In this paper, we explore how the lack of clear justifications for the EDI commitment in existing guidelines inadvertently complicates the work of those involved with PPI and we stress the need for conceptual clarity for any EDI effort to yield meaningful results. Our focus centres on the first principle of the EDI discourse, 'equality', particularly in the form of 'equality of opportunity' as outlined in current guidance provided by the National Institute of Health Research in the United Kingdom. We examine challenges related to justifying and implementing a general, unspecified commitment to equality of opportunity and explain that this reflects a lack of consensus regarding the moral value of PPI in research -- a profound problem that remains unaddressed. We then discuss how the presence of several opposing moral perspectives on PPI, makes determining the most appropriate way of addressing barriers to involvement complex and controversial, raising ethical implications for the work of health researchers, PPI specialists and coordinators. Finally we make suggestions on how future research can enrich the concept of 'equality of opportunity' in PPI and improve practice. While our primary focus is on the NIHR, a strong advocate of PPI in research, this analysis will point to normative and ethical considerations that may be relevant to other research institutions and funding organisations aiming to promote equality of opportunity in their public and patient involvement strategies.

For plant identification in school biology, many digital and analogue identification methods have been developed to make this demanding and little motivating process more student-orientated. In this experimental field study, we examine two empirically developed tools: the digital identification app "ID-Logics' and the paper-based key, generated by the online platform 'Eikes Baumschule'. In line with Self-Determination Theory (SDT), an evaluation study with 251 students was conducted to investigate the effect of both tools on students' intrinsic motivation. The results of the study were unexpected, as the different media regarding the SDT did not present themselves as projected: While both tools influence students' intrinsic motivation positively, each displays specific effects regarding enjoyment, perceived competence, and perceived autonomy. Taking these effects into account, each tool under investigation offers different advantages and disadvantages for plant identification in the field. The resulting opportunities and challenges, for plant identification, of both tools are discussed critically against the background of SDT, and future directions for research on intrinsic motivation in the context of species identification are mapped. Furthermore, this study shed light on the process of species identification and thus indicates recommendations for practical use in biology lessons.

The use of drawing as an assessment tool to reveal students' conceptions in biology specifically on human organs and organ systems is not new, however, there is a deficit in the literature that attempted to explore and reflect on its usefulness and relevance specifically, in eliciting students' preconceptions related thereto. Making use of a convergent mixed methods design, this paper presents the first phase of a sequential study on the development and implementation of a teaching sequence on human organ systems, that is the use of drawing in aggregating preconceptions on human organs and organ systems from among 138 pre-service teachers. The drawings underwent content and thematic analysis informed by the level of the biological quality of drawings. Results showed that a great majority of the participants possess limited and inconsistent conceptions that needed to be addressed systematically. Taking into consideration the purpose of eliciting and nature of students' preconceptions, as well as the inherent strengths and limitations of drawing as a tool for assessment, a reflection on the relevance of drawing as a tool in eliciting students' preconceptions is provided.

Addressing the challenges facing society and the world will require an understanding of the biases and limitations of science. To combat these challenges, here, we advocate for the incorporation of ideologically aware (IA) material into postsecondary biology curricula. IA materials communicate to students how biases, assumptions, and stereotypes inform approaches to and outcomes of science. By engaging with IA materials, student awareness of the impact of science on social problems is expected to increase. In this paper, we situate this IA approach with two other pedagogical approaches that incorporate societally relevant content: culturally relevant pedagogy and socioscientific issues. We then call for research to test ways of supporting instructor implementation of IA material, to evaluate the impact of IA topics on student academic and sociopsychological outcomes, and to explore how to implement IA material in different cultural and social settings. Throughout, we focus on IA topics in the context of postsecondary biology classrooms but encourage the incorporation of IA materials across scientific disciplines and educational settings. Our hope is that greater inclusion of IA materials will create more transparent, scientifically accurate, and inclusive classrooms.

Purpose: This study aims to evaluate the current situation of education for sustainable development, climate change education and environmental education in a nationwide context. Methodologically, this study calls for more research to go beyond case studies and take a similar approach to examine university curricula and facilitate cross-country comparisons. Design/methodology/approach: This paper examines the status of climate and sustainability curricula in Taiwan's higher education system. Using the course catalog for the 2020-2021 academic year, the authors constructed a unique data set that includes 1,827 courses at 29 major universities in Taiwan. In each institution, the authors search for course titles that include "climate," "sustainable/sustainability" and "environment/environmental" as keywords and code the courses according to their disciplines. Findings: The finding highlights the variations across institutional types and subject matters. Public universities have an average of 4.94 related courses per 1,000 students, whereas private universities have only 3.13. In general, the relevant courses are more concentrated in the STEM and bioscience fields. The curricula, however, are seriously constrained by the disciplinary structure and foster few transdisciplinary perspectives. Originality/value: The authors seek to go beyond case studies and offer one of the most comprehensive curricula samples at the national level. Taiwan adds an important data point, as the current literature focuses heavily on the USA and Europe.

Purpose: This paper presents two educational gamified virtual labs and investigates different methods of including gamified elements in virtual labs used for teaching. The purpose of this study is to investigate if immersive gamified virtual labs can be used as effective pedagogical tools by properly incorporating them into higher education curricula to assist low-risk active learning and student engagement. Design/methodology/approach: This research design comprises two gamified virtual labs including nine essential experiments of biology and chemistry integrated into the higher education curriculum of the Foundation of Science at an international University. Students filled in a survey after participating in the lab to shed light on appropriate ways of using gamification approaches in virtual labs. Findings: From the predominant findings of the study, gamified virtual labs increase student involvement thereby enhancing knowledge development with active learning and may be a potentially suitable pedagogical tool for low-risk interactive learning. Research limitations/implications: Limitations of the study include findings based on gamified virtual labs but not comparing the gamified virtual labs to simple virtual simulations to further investigate the pedagogical approach and understand the student perceptions in a simple virtual simulation and a gamified virtual lab. Practical implications: The findings of this study will provide evidence that gamified virtual labs integrated into higher education curricula as supplementary tools for laboratory experimentation improve the educational delivery process. Originality/value: This research highlights an appropriate way of integrating 3D virtual labs into practical curricula while discussing the benefits.

Providing hands-on practical education without access to laboratories during the COVID-19 pandemic has required creativity and innovation. In this paper, co-authored by academic staff and students, we describe an at-home mobile phone-based 'spectrophotometer' experiment used in an introductory undergraduate biology course. Using colour picker apps, a smartphone can be used to quantify concentration, which was used to compare the strengths of different brands of tea. The protocol is designed to be low-cost and safe to perform outside of a laboratory. Students used the methods to learn important biochemical methods such as preparing dilutions, constructing calibration curves, normalising data and testing a hypothesis. We reflect on the experience of developing and using the protocol from a staff and student perspective, which highlights the advantages of this approach in terms of student independence and inclusivity. We also suggest alternative experiments that could be performed using the protocol. We encourage biology educators to think creatively about the possibilities for using mobile phones or at-home experiments in their teaching. Our experience suggests that at-home experiments like this protocol will have value even after the pandemic is over, particularly in terms of inclusivity.

Learning Science, Technology, Engineering, and Mathematics (STEM) subjects in an online medium can be difficult and tedious. Lengthy facts with technical terms, complex images, and explanations are among the reasons that make STEM subjects less desirable among the current generation and degrade the students' learning experience. Students can be assisted with learning applications that are not only mobile but also integrated with features that are enjoyable to trigger students' interest in STEM. Game elements and augmented reality (AR) are two technologies that are capable of improving students' learning experience. However, there are limited guidelines for designing mobile learning applications that are based on game elements and AR. Moreover, the existing guidelines mostly focus on usability but not the overall learning experience. Therefore, this paper aims to design a model of a mobile learning application that integrates AR and game elements to improve the student learning experience. The model consists of three elements; content, pedagogy/technology, and interaction that was initially verified by the subject matter experts. A mobile application prototype called m-BioP was developed based on the model and tested heuristically. A complete version of m-BioP was evaluated in an experimental study with 30 respondents using the User Experience Questionnaire (UEQ). Respondents were biology students aged between 16 and 23 years that were recruited by purposive sampling. The results were positive on almost all features of m-BioP with values higher than 0.8 on the pragmatic and hedonic scale, thus approving the developed model. Based on the evaluation, the only aspect that requires improvement is the design of the videos. The model can be used by academicians and learning content creators as a guideline to design and develop mobile learning applications that are able to provide STEM students with a better learning experience.

Cyprinid fish play a major role in riverine ecosystems because of their high abundance, variety of life-history patterns, and habitat requirements. The nase (Chondrostoma nasus) is an algivorous, rheophilic, lithophilic, and oxyphilic species and is very pollution-sensitive. Thus, it represents a good indicator for habitat quality in the lower rhithral and upper potamal zones of the European river system. Due to its high level of ecological requirements, the species is very sensitive to human disturbance, leading to habitat loss and river fragmentation, climatic disruption causing a modification of hydrological and thermal regimes, organic and inorganic chemical water pollution, as well as sediment deposition. Its populations are declining in most of its distribution areas. This paper aims to synthesise the scientific knowledge on the different aspects of the nase ecology thanks to consultation of the scientific literature by addressing the following themes: European repartition, morphology and identification, reproduction and life cycle, diet, movement dynamics of adults and juveniles, and the characteristics of spawning grounds and habitats of juveniles and adults. We also provide an overview of the impact of human activities and climate shifts on natural ecology and conservation and present restoration measures based on the results of some studies that have successfully improved their habitats and/or preserved their populations. A series of key research questions are identified that should stimulate new research on this species as well as conservation measures for sustainable conservation. This paper may be particularly of interest to researchers in aquatic and fisheries sciences, river managers, and environmental conservationists. [ABSTRACT FROM AUTHOR]

This document is an editorial titled "Next generation chemical risk assessment: integration of advances in toxicology, biology and computation." It discusses the potential for recent advancements in toxicology, such as high-throughput screening assays, omics technology, and machine learning algorithms, to improve risk assessment by enhancing hazard characterization, dose-response assessment, and exposure assessment. The editorial acknowledges the challenges and uncertainties associated with implementing next-generation risk assessment, including the development of predictive indicators for various chemicals and understanding toxicological mechanisms. The document also mentions a research topic on next-generation chemical risk assessment, which includes papers on database and computational algorithms, high-throughput assays, and the application of deep learning in predicting drug-induced liver injury. The editorial concludes by acknowledging the contributions of the authors, reviewers, and journal staff. [Extracted from the article]

The official position of the Church of England (CofE) regarding human sexuality affirms a heteronormative ideal of human relationship that finds fulfilment in marriage with an orientation towards procreation. Official publications by the CofE justify the male/female partnership in several ways, but it is the recurring appeal to human biology that is of interest in this paper. This paper will critique a natural law approach in which prescriptive statements are derived from biology to justify heterosexual relationships. This paper will pay attention to Issues in Human Sexuality (1991) because of the status afforded to it by the CofE; it was essentially used as an official statement on human sexuality; ordinands have been asked to abide by its theology; and because its theology is explicitly affirmed in subsequent CofE documents. Although Issues has been superseded and the CofE is in a new phase of debate, claims about biology remain. [ABSTRACT FROM AUTHOR]

In recent years, the field of bionics has attracted the attention of numerous scholars. Some models combined with biological vision have achieved excellent performance in computer vision and image processing tasks. In this paper, we propose a new bio-inspired lightweight contour detection network (BLCDNet) by combining parallel processing mechanisms of bio-visual information with convolutional neural networks. The backbone network of BLCDNet simulates the parallel pathways of ganglion cell–lateral geniculate nucleus and primary visual cortex (V1) area, realizing parallel processing and step-by-step extraction of input information, effectively extracting local features and detailed features in images, and thus improving the overall performance of the model. In addition, we design a depth feature extraction module combining depth separable convolution and residual connection in the decoding network to integrate the output of the backbone network, which further improves the performance of the model. We conducted a large number of experiments on BSDS500 and NYUD datasets, and the experimental results show that the BLCDNet proposed in this paper achieves the best performance compared with traditional methods and previous biologically inspired contour detection methods. In addition, BLCDNet still outperforms some VGG-based contour detection methods without pre-training and with fewer parameters, and it is competitive among all of them. The research in this paper also provides a new idea for the combination of biological vision and convolutional neural networks. [ABSTRACT FROM AUTHOR]

Theory is a critical component of the biological research process, and complements observational and experimental approaches. However, most biologists receive little training on how to frame a theoretical question and, thus, how to evaluate when theory has successfully answered the research question. Here, we develop a guide with six verbal framings for theoretical models in biology. These correspond to different personas one might adopt as a theorist: 'Advocate', 'Explainer', 'Instigator', 'Mediator', 'Semantician' and 'Tinkerer'. These personas are drawn from combinations of two starting points (pattern or mechanism) and three foci (novelty, robustness or conflict). We illustrate each of these framings with examples of specific theoretical questions, by drawing on recent theoretical papers in the fields of ecology and evolutionary biology. We show how the same research topic can be approached from slightly different perspectives, using different framings. We show how clarifying a model's framing can debunk common misconceptions of theory: that simplifying assumptions are bad, more detail is always better, models show anything you want and modelling requires substantial maths knowledge. Finally, we provide a roadmap that researchers new to theoretical research can use to identify a framing to serve as a blueprint for their own theoretical research projects.

Ervin Bauer (1890-1938) outlined the paradigm of theoretical biology from the perspective of biophysics and bioenergetics. His molecular-based biological theory is centered on the principle of sustainable non-equilibrium, which is continuously produced and maintained by all biological systems throughout their life. Ervin Bauer became the victim of Stalin's Great Terror. Here we present two of the fundamental works of Ervin Bauer in English translation: the paper "The definition of living beings on the basis of their thermodynamic properties, and the fundamental biological principles that follow from it" published in Naturwissenschaften (1920) and the excerpts from his magnum opus "Theoretical Biology" (1935). These works became a bibliographical rarity. A complete English translation of "Theoretical Biology" is an important task for the future., Competing Interests: Declaration of competing interest The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper., (Copyright © 2024 The Author(s). Published by Elsevier B.V. All rights reserved.)

To celebrate the 40th anniversary of Molecular Biology and Evolution, the Society for Molecular Biology and Evolution (SMBE) is publishing a series of virtual issues in 2024. These virtual issues feature selected papers from the society's journals, Molecular Biology and Evolution and Genome Biology and Evolution. Each virtual issue is accompanied by a Perspective that highlights the contributions of the journals to a specific topic in molecular evolution. The August Perspective, titled "Lessons from extremophiles: genomic innovations and functional adaptations across the eukaryotic tree of life," was written by H.B. Rappaport and Angela M. Oliverio and appears in Genome Biology and Evolution. The virtual issues include noteworthy papers on Genomic Innovations in Extremophiles and can be found on SMBE's 40th anniversary site. [Extracted from the article]

Ervin Bauer was the only biologist who recognized that the best way to develop theoretical biology on an equal footing with theoretical physics was to follow the method that has ensured the great successes of modern theoretical physics: the general method of science. Following this method, he succeeded to find the universal principle of biology. From this principle he managed to derive all the basic equations of biology, that of metabolism, reproduction, growth, responsiveness and successfully explained all the fundamental phenomena of life. In this paper, I introduce Bauer's theoretical biology and discuss whether he understood it within the framework of the modern physical worldview, or in a broader framework. I point out that the theoretical biology of Ervin Bauer is the first to go beyond the physical worldview, to establish a deeper, biological worldview, and thus to represent a major advance in our understanding of the nature of life, with a significance even greater than that of the Copernican turn. Clarifying the difference between the living and the non-living, it is important to consider the difference between machines and living organisms. It is well known that machines are the manifestations of a dual control; globally, their behavior is controlled by their given structure, while locally, their behavior is governed by the physical laws. Based on Bauer's theoretical biology, it is pointed out that living organisms manifest a three-level causality; the 'additional', biological level corresponds to the autonomous, time-dependent control of their structures., Competing Interests: Declaration of competing interest The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper., (Copyright © 2024 Elsevier B.V. All rights reserved.)

Ervin Bauer (1890-1938) was the first to build a general molecular-based biological theory. He defined the basic principles of theoretical biology from a thermodynamic perspective, focusing on the capacity of biological systems to produce and support the state of sustainable non-equilibrium. His central work "Theoretical Biology" (1935) was written long before modern advances in molecular biology, genetics, and information theory. Ervin Bauer and his wife Stefánia were executed in Stalin's Great Terror. This paper presents a brief introduction to Ervin Bauer's life and includes his short biography., Competing Interests: Declaration of competing interest The author declares that she has no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper., (Copyright © 2024 Elsevier B.V. All rights reserved.)

Mitochondria, responsible for cellular energy synthesis and signal transduction, intricately regulate diverse metabolic processes, mediating fundamental biological phenomena such as cell growth, aging, and apoptosis. Tumor invasion and metastasis, key characteristics of malignancies, significantly impact patient prognosis. Tumor cells frequently exhibit metabolic abnormalities in mitochondria, including alterations in metabolic dynamics and changes in the expression of relevant metabolic genes and associated signal transduction pathways. Recent investigations unveil further insights into mitochondrial metabolic abnormalities, revealing their active involvement in tumor cell proliferation, resistance to chemotherapy, and a crucial role in tumor cell invasion and metastasis. This paper comprehensively outlines the latest research advancements in mitochondrial structure and metabolic function. Emphasis is placed on summarizing the role of mitochondrial metabolic abnormalities in tumor invasion and metastasis, including alterations in the mitochondrial genome (mutations), activation of mitochondrial-to-nuclear signaling, and dynamics within the mitochondria, all intricately linked to the processes of tumor invasion and metastasis. In conclusion, the paper discusses unresolved scientific questions in this field, aiming to provide a theoretical foundation and novel perspectives for developing innovative strategies targeting tumor invasion and metastasis based on mitochondrial biology. [ABSTRACT FROM AUTHOR]

Horizontal mitochondrial transfer (HMT) has emerged as a novel phenomenon in cell biology, but it is unclear how this process of intercellular movement of mitochondria is regulated. A new study in PLOS Biology reports that ADP released by stressed cells is a signal that triggers HMT. [ABSTRACT FROM AUTHOR]

The Earth and life sciences are replete with portmanteau (blended) words and neologisms. Researchers at the interfaces between the traditional disciplines within the Earth and life sciences have coined dual titles for 'new' disciplines, such as geobiology/biogeology and ecohydrology/hydroecology. An upsurge in such coinage over the last few decades reflects a healthy willingness of many researchers to cross traditional disciplinary boundaries and to include the human sphere within their domains. However, some of the titles cause confusion because their meanings are not self-evident; rather, they sometimes demand extra research to reveal their meanings, thus rendering science less 'open' at a time when Open Science is being vigorously encouraged. After discussing the question of disciplinary neologisms, the paper probes the interchangeability of 15 dual 'new' discipline titles and concludes that six are more-or-less synonymous, three are nonsynonymous, and six are indeterminate for varying reasons. We question the usefulness of some, but by no means all, disciplinary neologisms, given that their meanings are not immediately apparent. Looking beyond portmanteau titles and other neologisms, the paper discusses the rise of interdisciplinary and transdisciplinary research, as seen in the concepts of the Critical Zone, multifunctional landscapes, and Earth System Science, the last of which supports a conceptual model of the planet as an interdependent set of spheres from global to local scales that has the advantages of combining the biotic, abiotic, and human spheres. [ABSTRACT FROM AUTHOR]

This paper introduces a novel plasmon refractive index nanosensor structure based on Fano resonance. The structure comprises a metal–insulator–metal (MIM) waveguide with an inverted rectangular cavity and a circle minus a small internal circle plus a rectangular cavity (CMSICPRC). This study employs the finite element method (FEM) to analyze the sensing characteristics of the structure. The results demonstrate that the geometrical parameters of specific structures exert a considerable influence on the sensing characteristics. Simulated experimental data show that the maximum sensitivity of this structure is 3240 nm/RIU, with a figure of merit (FOM) of 52.25. Additionally, the sensor can be used in biology, for example, to detect the concentration of hemoglobin in blood. The sensitivity of the sensor in this application, according to our calculations, can be 0.82 nm∙g/L. [ABSTRACT FROM AUTHOR]

The brown marmorated stink bug Halyomorpha halys (Stål, 1855), native to East Asia, is an extremely polyphagous pest that infests more than 300 plant species from 49 families. In Europe and North America, this pest causes enormous damage to the production of economically important crops (tree fruit, vegetables, field crops, and ornamental plants). Global warming favours its spread, as the rise in temperature results in the appearance of further generations of the pest. Halyomorpha halys (nymph and adult) causes damage typical of the Pentatomidae family by attacking host plants throughout their development (buds, stems, fruits, and pods). Ripe fruits are often disfigured, and later suberification and necrotic spots form on the fruit surface, making them accessible to plant pathogens that cause fruit rot and rendering them unmarketable. The increasing global importance of the pest suggests that more coordinated measures are needed to contain its spread. Understanding the biology and ecology of this species is crucial for the development of reliable monitoring and management strategies. Most insecticides available for the control of H. halys have a broad spectrum of modes of action and are not compatible with most integrated pest management systems, so biological control by natural enemies has recently been emphasised. Preventing excessive population growth requires early identification and effective control measures that can be developed quickly and applied rapidly while respecting the environment. This paper presents a comprehensive review of the latest findings on the global distribution of this important pest, its potential spread, biology and ecology, key host plants of economic importance, monitoring methods, and effective biological control strategies, as well as future perspectives for sustainable H. halys control measures. [ABSTRACT FROM AUTHOR]

Currently 1677 species are listed under the U.S. Endangered Species Act (ESA), yet only a small percentage have been delisted due to recovery. In the fall of 2021, the U.S. Fish and Wildlife Service proposed delisting 23 species due to extinction. Tracking changes in species 'recovery status over time is critical to understanding species' statuses, informing adaptive management strategies, and assessing the performance of the ESA to prevent further species loss. In this paper, we describe four key obstacles in tracking species recovery status under the ESA. First, ESA 5‐year reviews lack a standardized format and clear documentation. Second, despite having been listed for decades, many species still suffer major data gaps in their biology and threats, rendering it difficult if not impossible to track progress towards recovery. Third, many species have continued declining after listing, yet given the above (1 & 2), understanding potential causes (proximate and/or ultimate) can be difficult. Fourth, many species currently have no path to clear recovery, which represents a potential failing of the process. We conclude with a discussion of potential policy responses that could be addressed to enhance the efficacy of the ESA. [ABSTRACT FROM AUTHOR]

A full understanding of protein structure is key to unraveling how these systems work, how mutations affect their function, and discovering new hotspots for drug discovery. Research tackling this field began with the analysis of globular proteins. In recent years, as technology has improved, research efforts have broadened their focus to include the study of multidomain proteins and the analysis of conformational variability, flexibility, and dynamic systems. Here, we have selected five recent examples that integrate complementary structural methods to provide insight into the behavior of modular, flexible, and transient contacts. We also describe the structural application of domains derived from single-chain antibodies, which are instrumental in overcoming the size limitation of cryogenic electron microscopy (cryoEM) studies. As these methods are continuously developed, they will lead to the interrogation of more complex systems, revealing how large signaling and transcriptional machines are assembled in the context of health and disease., Competing Interests: Declaration of competing interest The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper., (Copyright © 2023 Elsevier Ltd. All rights reserved.)

The development of biological concepts in the 19th century was followed by the emergence of approaches to formulate the principles of theoretical biology. Ervin Bauer in 1920, and in more detail in 1935, suggested the basic principle that can be accepted as the fundamental law of biology: "The living systems are never in equilibrium; at the expense of their free energy they constantly perform work to avoid the equilibrium required by the laws of physics and chemistry under existing external conditions." Many researchers interpreted biology with the help of physical quantities but Bauer was the first to build a general and already molecular-based biological theory. The main point of Bauer's concept is not the non-equilibrium, but the function of organism producing the non-equilibrium, the capacity for self-adaptation, and the power for changing its functions in such a way that the system gets the state of non-equilibrium always anew. We will discuss Bauer's theorem, the contemporaneous objections, and the divergent opinions about his work by succeeding generations of scientists., Competing Interests: Declaration of competing interest The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper., (Copyright © 2023 Elsevier B.V. All rights reserved.)

Since 2012, the National Nanoscience Teaching and Training Platform (NNPTTP), funded by the South African Department of Science and Innovation (DSI), has been responsible for overseeing Africa's first-ever master's in nanoscience program. For over a decade, the NNPTTP has seen the cooperation of four partner universities across South Africa, namely, the University of Johannesburg (UJ), University of the Free State (UFS), University of the Western Cape (UWC), and Nelson Mandela University (NMU), culminating in over 250 graduates trained in either nanophysics, nanochemistry, or nanobiology. Originally established to train professionals for a nanotechnology-based industry, both in South Africa and internationally, the program and platform has evolved into a testament to scientific collaboration. This paper discusses the program's framework, successes and challenges, related research, and future plans. [ABSTRACT FROM AUTHOR]

Biomimetics is an emerging field that allows mimicry of living organisms in nature to develop different techniques so as to solve hard and complex problems related to optimization. The different techniques developed in this field takes inspiration from biology or nature. Biology acts as a powerful tool for imitating, copying, learning, understanding and inspiring the development of new systems and models. The different techniques discussed in this paper include techniques based on evolutionary algorithms, neural network and swarm intelligence. All these techniques are biologically inspired and provide good accuracy. The accuracy of all these algorithms can be increased by using them in hybrid form with other techniques and using different datasets. The comparative analysis of these techniques is done using advantages, disadvantages and applications of these techniques. [ABSTRACT FROM AUTHOR]

Space and time, which should properly be taken conjointly, are both communicatively produced and created with certain contextual perspectives—they are not independent physical entities. The standpoint of production makes the relationship between space and time comprehensible. They can either be mental-subjective, physical-objective, or social-intersubjective. Social and intersubjective (or E-series) spacetime might shed new light on biological thinking. For general readers, this paper provides a clue regarding an alternative conceptualization of spacetime based on biology. [ABSTRACT FROM AUTHOR]

This paper presents the results of a study of basic population parameters of the black scorpionfish caught in the waters of the coasts of the Crimean Peninsula, its grown rate, and its nutritional spectrum. The modern food supply of scorpionfish from the southeastern part differs from that in 1940–1950: in the Sevastopol region, scorpionfish mainly consume fish, and in the waters of Feodosia they consume crustaceans. The main changes in food items, depending on the fish age, are associated with the components—decapods and fish. In the southeastern part of Crimea, small fish species predominate in the diet of scorpionfish, which affected the higher growth rate of the object studied. Black scorpionfish at the age of 6 years and older in these waters consume mainly decapods. In Sevastopol waters, the diet does not change significantly depending on age, so the fish component in the stomach of black scorpionfish of older age groups cause it to grow faster. However, no significant differences in the growth rate of fish from the two areas were obtained. The data presented in the paper on the physical and chemical parameters of water, as well as the distribution of bottom aquatic vegetation in the two main study areas, demonstrate small differences in the quality of the environment and are satisfactory for the bottom predator studied. The average age of the scorpionfish from Karadag was 5.9 years old, the most numerous age group was 4 years; the average age of individuals from the water area was 3.72, and the most numerous age group was 3 years. In the Sevastopol region, scorpionfish up to 5 years of age are larger than in the Feodosia region, and from 6 years of age it is the other way around. Despite this, the condition factor of fish from the waters of southeastern Crimea was higher in most cases. [ABSTRACT FROM AUTHOR]

Online learning is a well-established and growing, yet controversial and widely criticized, component of higher education. In this study, in-person and online versions of an undergraduate introductory biology class were compared to determine whether the online version of the course promoted student performance as well as the in-person course. Student survey responses were also analyzed to identify which teaching modality students perceived to be most effective at promoting learning, and to determine which components of the course were perceived by students to be most effective. No statistically significant difference was observed in exam scores or course grades between the two course modalities. Interestingly, some course components, such as completing virtual labs, were perceived to be more effective in the online version of the course, while others, such as participating in class discussions, were ranked as more effective for the in-person course offering; other components were ranked as similarly effective in both versions of the course. Therefore, this study provides evidence that online education can be effective if appropriately designed and implemented, and it provides a framework for strengthening the effectiveness of online education in the future. [ABSTRACT FROM AUTHOR]

The emerging field of genomic medicine offers an opportunity for biology and anatomy teachers to bring the topics of DNA, genetics, molecular processes, and evolution together into one experience. Through the genomic medicine paradigm, students see the unbroken connection between small biological topics such as mutations and their potential connection to disease phenotypes. In this paper, we present as a main example cystic fibrosis, which is an often-studied genetic disease in general biology class, for examination through the genomic medicine lens. Concepts such as genes, the plasma membrane, variation, mutations, the nucleus, and chromosomes can be used in a narrative and visual approach to genetics through the genomic medicine standpoint to engage and connect students with next-generation genomics and with the fundamental unit of life—the cell. It is through the genomic medicine lens that the cell's context and relationship to the evolving world takes place. [ABSTRACT FROM AUTHOR]

Pope Leo XIII's publication of Aeterni Patris (1879) was a major factor in the great revival of Thomistic thought in the late 19th and the first half of the 20th centuries. Among the authors that took up the challenge implicit in the Pope's document of bringing Aquinas and his thought into the intellectual debates of the times we find two interesting proposals. The first is that of Juan González Arintero, a Spanish Dominican, and the second one is that of Josef Donat, a Jesuit born and raised in the Austrian Empire. Arintero is mostly known in Catholic circles for his influential works on mysticism, but in fact he devoted much of his early work to the subject of evolution, and how it could interact with the Catholic faith in general, and with Thomism in particular. Donat is the author of a Summa Philosophiae Christianae, a collection that was widely read in Catholic seminaries well into the 20th century. In this paper we will focus on the differing ways in which these authors tackled the problems and questions presented by Darwinian evolutionism to the post-Aeterni Patris Thomism. [ABSTRACT FROM AUTHOR]

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South African National Senior Certificate examination reports consistently reflect poor performance in STEM (science, technology, engineering, and mathematics) subjects when compared to other subjects. This has resulted in a decline in the uptake of STEM subjects because many students perceive them as being difficult to learn. This phenomenon is not unique to South Africa, as many other African and developed countries are facing similar difficulties in terms of student participation in STEM subjects. Reasons for the low uptake of STEM subjects include perceived difficulty, perceived lack of ability, classroom experience of STEM subjects, and lack of enjoyment. Thus, STEM educators across the globe are confronted with the challenge of making the subjects attractive, accessible to, and relevant for students. Humanising the teaching of STEM subjects by building on Indigenous knowledges has been suggested as a way that secondary education could deal with these challenges, and turn them into STEM capabilities. The incorporation of Indigenous and other local knowledges into STEM subjects could promote authentic learning experiences, relevance, and inclusivity if teachers were prepared for this, and appropriate resources made available. In Africa, many children enrol in school while they are concurrently engaged in subsistence economic activities rooted in Indigenous practices. Leveraging the insights gained from these activities could humanise and enhance the relevance of school STEM curricula. Karanga beer brewing is one such activity that we participated in as children and, in this paper, we report our exploration of the science related to Karanga beer brewing and how it can be a way of humanising and promoting the relevance of school science and other STEM subjects. [ABSTRACT FROM AUTHOR]

Biologists use mathematical models as part of their research regularly. However, in schools, biology lessons rarely use mathematics, even if using it benefits understanding the biological content. Aiming for this integration, we designed an interdisciplinary educational comic with biological and mathematical content, where the chosen theme from biology was natural selection. This paper outlines the educational comic content and the principles used for the development based on the story, visual and content aspects. In addition, it focuses on how the content of natural selection is combined with the mathematical content in a way that we call a symbiotic approach. [ABSTRACT FROM AUTHOR]

Mitochondria are commonly perceived as "cellular power plants". Intriguingly, power conversion is not their only function. In the first part of this paper, we review the role of mitochondria in the evolution of eukaryotic organisms and in the regulation of the human body, specifically focusing on cancer and autism in relation to mitochondrial dysfunction. In the second part, we overview our previous works, revealing the physical principles of operation for proton-pumping complexes in the inner mitochondrial membrane. Our proposed simple models reveal the physical mechanisms of energy exchange. They can be further expanded to answer open questions about mitochondrial functions and the medical treatment of diseases associated with mitochondrial disorders. [ABSTRACT FROM AUTHOR]