Enhancing teaching effectiveness in biochemistry labs: Author reflections and improvement strategies.

This article details the outcome of a joint reflective approach undertaken by the authors to identify common difficulties experienced by 2nd-year undergraduate Biochemistry students in laboratory classes. Difficulties experienced in laboratories can affect the development of hand skills, an understanding of how to correctly operate laboratory equipment and the linkage between didactic content and their experimental demonstration. These difficulties covered were identified based on their common appearance across multiple cohorts and are grouped into five broad areas. The context of the laboratory exercises is detailed and the common difficulties experienced by students are outlined. The potential causes of these difficulties are then discussed along with the approaches and strategies that were implemented to help resolve future occurrences. The approach and resources developed to address these difficulties may help other Biochemistry educators who are facing similar experiences with their undergraduate students.

Responsiveness in interracial interactions.

Perceived responsiveness-feeling understood, validated, and cared for-is critical for wellbeing and successful relationships, yet these feelings are experienced less frequently in interracial interactions than in same race-interactions. In this article, we synthesize recent research on responsiveness in interracial interactions and relationships. We first highlight how responsiveness differs in interracial versus same-race contexts. We next discuss the role of cross-race partners' goals and motivations in responsiveness, with particular attention to the ways in which self-presentation goals undermine responsiveness as well as emerging research on goals and motivations that may facilitate responsiveness in interracial interactions. Finally, we discuss how a contextual factor, the salience of race, influences responsiveness in interracial interactions.

An analysis of Lilienfeld et al.'s (2015) problematic psychological terms.

The language psychologists and other mental health professionals utilize impacts the formation of public perceptions concerning the practice of psychology. Psychologists from Warren, Calkins, Dunlap, Gardiner, and Ruckmich to Lilienfeld et al. have raised concerns about the clarity and use of problematic psychological terms. This study measured 309 mental health professionals' (1) recognition and use of 50 psychological terms identified as problematic by Lilienfeld et al., and (2) explored the jangle fallacy by providing potentially synonymous word-pairs for participants to rate for synonymity. Results of Part I indicated that 34 out of the 50 terms were not recognized as problematic by a significant majority of participants. Participants disagreed about whether or not six terms were problematic, and the remaining 10 terms were rated by a majority to be problematic. Results of Part II indicated a disagreement between participants regarding the synonymity of four word-pairs, and agreement regarding the synonymity (or lack thereof) of the remaining 16 word-pairs. These findings support the suggestion by Lilienfeld and colleagues that greater attention is needed in regard to problematic psychological terminology, including synonymous or jangling terminology.

Fazer análise em língua estrangeira? / Psychoanalysis in a foreign language? / ¿Psicoanálisis en lengua extranjera? / L'analyse en langue étrangère ?

Este artigo discute a questão da língua escolhida para fazer análise. O trabalho parte dos entraves no trabalho psicanalítico na língua materna de um analisando para pensar clínica e teoricamente a escolha de uma língua estrangeira como potente para expressar e se aprofundar na vida emocional dos sujeitos. O objetivo é problematizar os casos de pessoas polilíngues, bilíngues e as que só falam a língua materna, pensando a língua como um meio de manifestação da vida psíquica em psicanálise. Por meio de casos clínicos discutimos o uso da língua materna e de uma língua estrangeira para fazer análise, os mal-entendidos vinculares em casais interculturais e entre os migrantes no processo de elaboração do luto pela terra abandonada e a insegurança quanto à nova língua a ser aprendida no país de acolhimento.

This article discusses the language chosen for analysis. Beginning from the obstacles in psychoanalysis in the mother tongue of an analysand, analizing clinically and theoretically, the choice of a foreign language as a powerful way to express and deepen the peoples' emotional life. The objective of this paper is to examine cases of polylingual, bilingual and those who only speak their mother tongue, in which language is used as a means of expression of psychic life in psychoanalysis. Clinical cases are used to discuss subjects as: the usage of the mother tongue and a foreign language for analysis, the misunderstandings in intercultural couples, and migrants in the process of mourning the abandoned country as well as coping with the insecurities that arise from the need of learning a new language in the host country.

Este artículo discute el tema del idioma elegido para el análisis. El trabajo parte de los obstáculos en el trabajo psicoanalítico en la lengua materna de un analizando, para pensar clínica y teóricamente, la elección de una lengua extranjera como una forma poderosa de expresar y profundizar sobre la vida emocional de los sujetos. El objetivo es problematizar los casos de personas polilingües, bilingües y aquellos que solo hablan su lengua materna, pensando en el idioma como un medio de manifestación de la vida psíquica en psicoanálisis. A través de casos clínicos se discute el uso de la lengua materna y la lengua extranjera para el análisis, los malentendidos entre parejas interculturales y los migrantes en proceso de duelo por la tierra abandonada y la inseguridad sobre la nueva lengua a aprender en el país de acogida.

Cet article aborde la question du langage choisi pour l'analyse. Cet ouvrage part des obstacles dans le travail psychanalytique dans la langue maternelle d'un analysant à penser cliniquement et théoriquement, le choix d'une langue étrangère comme moyen puissant d'exprimer et d'approfondir la vie émotionnelle des sujets. L'objectif est de problématiser les cas des polylingues, des bilingues et de ceux qui ne parlent que leur langue maternelle, en pensant le langage comme moyen de manifestation de la vie psychique en psychanalyse. À travers des cas cliniques, nous discutons de l'utilisation de la langue maternelle et d'une langue étrangère pour l'analyse, des incompréhensions entre couples interculturels et migrants en train de faire le deuil de la terre abandonnée et de l'insécurité face à la nouvelle langue à apprendre dans le pays d'accueil.

Not deconstructing serial homology, but instead, the a priori assumption that it generally involves ancestral anatomical similarity: An answer to Kuznetsov's paper.

I am very thankful to Kuznetsov for his comments on our recent paper about serial structures published in this journal. I hope this is just the beginning of a much wider, and holistic, discussion on the evolution of serial homologous structures, and of so-called "serial structures" in general, whether they are truly serial homologs or the secondary result of homoplasy. Strangely, Kuznetsov seems to have missed the main point of our paper, what is particularly puzzling as this point is clearly made in the very title of our paper. For instance, he states that "Siomava et al. claim that the serial homologues are false because they are ancestrally anisomeric (dissimilar)' and that" Siomava et al., (Siomava et al., Journal of Morphology, 2020, 281, 1110-1132) expected that if serial homology was true, then the serial homologs would be identical at the start and then only diverge. " However, our paper clearly did not state this. Instead, we stated that (a) serial homology is a real phenomenon, and (b) ancestral dissimilarity is actually likely the norm, and not the exception, within serial homology. In particular, our paper showed that, as clearly stated in its title and abstract, within the evolution of serial homologues these structures "many times display trends toward less similarity while in many others display trends toward more similarity, that is, one cannot say that there is a clear, overall trend to anisomerism." Serial homology is therefore a genuine and much widespread phenomenon within the evolution of life in this planet. It is clearly one of the most important issues-and paradoxically one of the less understood, precisely because of the a priori acceptance of long-standing assumptions that have never been empirically tested, some of them repeated in Kuznetsov's paper-within macroevolution and comparative anatomy.

Health literacy of hearing-impaired adolescents, barriers and misunderstandings they encounter, and their expectations.

BACKGROUND: Adults who are deaf or hard of hearing (D/HoH) have lower levels of health literacy compared to their counterparts who can hear. It is unclear, however, whether or not this inequality manifests in adolescence. OBJECTIVE OR HYPOTHESIS: This study aims to determine levels of health literacy among D/HoH adolescents and to identify barriers and misunderstandings they encounter as well as their expectations when applying for healthcare services. METHODS: This descriptive study was conducted with 88 D/HoH adolescents over the age of 15. The Health Sciences Faculty granted approval for the study. RESULTS: Of the adolescents, 70.5% had inadequate, 19.3% had limited, 2.3% had adequate and 8% had excellent health literacy levels. Those who had difficulty in communicating with the doctor (25%), those who misused the prescribed medication (13.6%) and those who could not use the medication without help (43.2%) had low THLS scores (<0.05). Those who stated that they did not understand what the nurses said (43.2%) or the health education materials (56.8%) and had significantly low THLS scores (<0.05). Of these adolescents, 55.7% expected their prescriptions or care procedures to be given to them in writing, and 87.5% expected that these would be explained to them in sign language. A significant relationship was observed between hearing disability and health literacy (R = 0.659, R2 = 0.434) (p < 0.01). CONCLUSION: Most D/HoH adolescents have a significantly lower level of health literacy, which is more likely linked with poor communication and misunderstandings concerning medication instructions.

Mechanical misconceptions: Have we lost the "mechanics" in "sports biomechanics"?

Biomechanics principally stems from two disciplines, mechanics and biology. However, both the application and language of the mechanical constructs are not always adhered to when applied to biological systems, which can lead to errors and misunderstandings within the scientific literature. Here we address three topics that seem to be common points of confusion and misconception, with a specific focus on sports biomechanics applications: (1) joint reaction forces as they pertain to loads actually experienced by biological joints; (2) the partitioning of scalar quantities into directional components; and (3) weight and gravity alteration. For each topic, we discuss how mechanical concepts have been commonly misapplied in peer-reviewed publications, the consequences of those misapplications, and how biomechanics, exercise science, and other related disciplines can collectively benefit by more carefully adhering to and applying concepts of classical mechanics.

The Biology and Evolution of the Three Psychological Tendencies to Anthropomorphize Biology and Evolution.

At the core of anthropomorphism lies a false positive cognitive bias to over-attribute the pattern of the human body and/or mind. Anthropomorphism is independently discussed in various disciplines, is presumed to have deep biological roots, but its cognitive bases are rarely explored in an integrative way. Conversely, I present an inclusive, multifaceted interdisciplinary approach to refine the psychological bases of mental anthropomorphism. I have integrated 13 conceptual dissections of folk finalistic reasoning into four psychological inference systems (physical, design, basic-goal, and belief stances); the latter three are truly teleological and thus prone to anthropomorphisms. I then have integrated the genetic, neural, cognitive, psychiatric, developmental, comparative and evolutionary/adaptive empirical evidence that converges to support the nature of the distinct stances. The over-reactive calibration of the three teleological systems prone to anthropomorphisms is framed as an evolved design feature to avoid harmful ancestral contexts. Nowadays, these stances easily engage with scientific reasoning about bio-evolutionary matters with both negative and positive consequences. Design, basic-goal, and belief stances benefit biology by providing cognitive foundations, expressing a high-powered explanatory system, promoting functional generalization, fostering new research questions and discoveries, enabling metaphorical/analogical thinking and explaining didactically with brevity. Hence, it is neither feasible nor advantageous to completely eliminate teleology from biology. Instead, we should engage with the eight classes of problems in bio-philosophy and bio-education that relate to the three stances: types of anthropomorphism, variety of misunderstandings, misleading appeal, legitimacy controversy, gateway to mysticism, total prohibition and its backfire effect. Recognizing the distinction among design, basic-goal, and belief stances helps to elucidate much of the logic underlying these issues, so that it enables a much more detailed taxonomy of anthropomorphisms, and organizes the various misunderstandings about evolution by natural selection. It also offers a solid psychological grounding for anchoring definitions and terminology. This tripartite framework also shed some light on how to better deal with the over-reactive stances in bio-education, by organizing previous pedagogical strategies and by suggesting new possibilities to be tested. Therefore, this framework constitutes a promising approach to advance the debate regarding the psychological underpinnings of anthropomorphisms and to further support regulating and clarifying teleology and anthropomorphism in biology.

Possibilidades de inserção da psicologia no trabalho com os cuidadores de crianças com deficiência / Psychology insertion possibilities in working with caregivers of children with disabilities

Este artigo fala sobre o trabalho realizado com o grupo de cuidadores das pessoas com deficiência beneficiadas com o Programa de Natação Adaptada, oferecido em parceria com o Departamento de Educação Física da Universidade Federal Fluminense entre 2013 e 2015. A partir do que Vinciane Despret (2011) chama de mal-entendido, procuramos pensar a inserção do profissional de psicologia neste espaço. Durante nosso trabalho foi preciso modificar nossa proposta de intervenção algumas vezes, dentre as mudanças, destacamos a proposta de desvincular a figura do cuidador da pessoa que é cuidada. Em seguida, pensamos no trabalho de intervenção em conjunto com a equipe da Educação Física, numa tentativa de ampliar as possibilidades de cuidado. Quando pensamos em cuidado como um processo, como proposto por Annemarie Mol (2008), foi possível aceitar um espaço de intervenção que fugisse do ambiente asséptico normalmente utilizado pela Psicologia. Esta mudança possibilitou o surgimento de afetos e articulações que não eram possíveis anteriormente.

This article is about the work with the caregivers of the people with disability who attend the Adapted Swimming Program, offered in partnership with Federal Fluminense University's Physical Education Department between 2013 and 2015. From what Vinciane Despret calls a misunderstanding, we try to formulate the insertion of the psychology professional in this space. During our work we had to modify our intervention proposition a few times, initially thinking about separating the caregiver's figure from the person who is 'receiving' care. Then, we thought about an intervention made with the P.E. team. When we took care as an ongoing process, as proposed by Annemarie Mol, we could accept an intervention space that escaped the aseptic environment normally used by Psychology. This change allowed the unfold of affections and articulations that were not possible before.

Este artículo habla sobre el trabajo realizado con el grupo de cuidadores de personas con discapacidad beneficiadas con el Programa de Natación Adaptada, que se ofrece en asociación con el Departamento de Educación Física de la Universidad Federal Fluminense entre 2013 y 2015. A partir de lo que Vinciane Despret llama malentendido, procuramos pensar en la inserción del profesional de psicología en este espacio. Durante el trabajo se tuvo que modificar nuestra propuesta de intervención algunas veces, reflejando en primer lugar sobre separar la figura del cuidador a la de la persona que es cuidada. Por último, pensamos en un trabajo de intervención en conjunto con el equipo de Educación Física. Cuando tomamos el cuidado como un proceso, tal como es propuesto por Annemarie Mol, podemos aceptar un espacio de intervención que se aleja del ambiente aséptico normalmente utilizado por la Psicología. Este cambio hizo posible el surgimiento de afecciones y articulaciones que no eran posibles anteriormente.

Fifty psychological and psychiatric terms to avoid: a list of inaccurate, misleading, misused, ambiguous, and logically confused words and phrases.

The goal of this article is to promote clear thinking and clear writing among students and teachers of psychological science by curbing terminological misinformation and confusion. To this end, we present a provisional list of 50 commonly used terms in psychology, psychiatry, and allied fields that should be avoided, or at most used sparingly and with explicit caveats. We provide corrective information for students, instructors, and researchers regarding these terms, which we organize for expository purposes into five categories: inaccurate or misleading terms, frequently misused terms, ambiguous terms, oxymorons, and pleonasms. For each term, we (a) explain why it is problematic, (b) delineate one or more examples of its misuse, and (c) when pertinent, offer recommendations for preferable terms. By being more judicious in their use of terminology, psychologists and psychiatrists can foster clearer thinking in their students and the field at large regarding mental phenomena.

Clear up the Misunderstandings in Bioethics / 中华医学教育探索杂志

Nowadays, there are several misunderstandings in the bioethics: the misunderstanding on the different choices when confronted with the globalization, the misunderstanding on the relationship between the bioscience and morality, which includes the judgment whether the bioethics is harmful or beneficent to human being, whether man can take place of God, and so on. Where do these misunderstandings lies? How to clear up the misunderstandings. If we do not make these misunderstandings clear, not only the development of humanities will be influenced, but also the public will be misled.