RESUMEN
Fluid Mechanics courses comprise both theoretical and laboratory modules. In developing nations, computer-assisted techniques are not commonly applied in Fluid Mechanics instruction. Forced by the COVID-19 pandemic, South American universities are, however, using them for online teaching. This contribution presents an 8-semester (2016–2019) educational intervention over an undergraduate Fluid Mechanics course. It mainly blends physical (hands-on) and virtual experiments (computer fluid dynamics-based simulations) for the laboratory module, which are complemented by flipped classroom-based prompts for the theoretical module. The intervention follows design-based research as a research method and is guided via conjecture mapping and fidelity of implementation standards. Our results suggest that the intervention improves fluid mechanics laboratory instruction, although improvements depend upon the participation of other educational actors such as teaching assistants and laboratory technicians to some extent. Laboratory report grades (the assessment instrument) follow the Gompertz probability distribution. Following UNESCO standards, a portion of the intervention output is shared as open educational resources. This contribution encourages upscaling the educational intervention through the formation of cooperative clusters to build common-pool Fluid Mechanics resources. Learning scientists have underlined the need to better understand laboratory instruction processes. They have been addressed in very few instances in developing countries. We believe that this study has the potential to provide valuable insights on the matter. © 2022 Wiley Periodicals LLC.
RESUMEN
Background: According to preliminary sequences from 2010, 99.7% of the nucleotide sequences of the modern human and Neanderthal genomes are identical, compared to humans sharing around 98.8% of sequences with the chimpanzee. In contrast, the difference between chimpanzees and modern humans is approximately 1,462 mtDNA base pairs. Materials and Methods: Neanderthal-inherited genetic material is found in all non-African populations and was initially reported to comprise 1 to 4% of the genome. This fraction was later refined to 1.5 to 2.1%. We had gone through many researches of Neanderthals affected gene flow in humans. Results: It is estimated that 20% of Neanderthal DNA currently survives in modern humans. Modern human genes involved in making keratin, a protein constituent of skin, hair, and nails, have especially high levels of introgression. For example, approximately 66% of East Asians contain a POUF23L variant introgressed from Neanderthals, while 70% of Europeans possess an introgressed allele of BNC2. Our finding shines a light on an enzyme called dipeptidyl peptidase4 (DPP4). Scientists already know the protein allows another coronavirus, which causes Middle Eastern respiratory syndrome (MERS), to bind to and enter human cells. The new analysis, of DPP4 gene variants among COVID-19 patients, suggests the enzyme also provides SARS-CoV-2 with a second door into our cells, along with its usual infection route via the angiotensin-converting enzyme 2 (ACE2) receptor on cell surfaces. Conclusion: Most Europeans, Asians, and Native Americans harbor a handful of genes from Neanderthals, up 1.8% to 2.6% of their DNA. Studies of ancient DNA in Neanderthal fossils have shown the hominin's DPP4 gene subtly differs from the typical human one. Conclusion: The hominin's DPP4 gene inherited from Neanderthals plays a major role in Immune System Disorders and Lower Immune response in many diseases. This gene plays a major role in affecting humans with COVID-19 and spreading it through the world. All humans contain this gene from 1 to 4%. East Asians, Europeans, Middle and south Americans conveys more, hence, native Africans contain less amounts of hominin's DPP4 gene. Therefore, East Asians, Europeans, Middle and south Americans are prone to severe COVID-19.