Herman Buelens

Hypoxia-Controlled Winter Metabolism in Honeybees (Apis mellifera)

Abstract Experiments during three winters have revealed a metabolism controlling function of bee-induced hypoxia in the winter cluster. Permanent low oxygen levels around 15% were found in its core. This hypoxia was actively controlled, probably via indirect mechanisms. Varying ambient oxygen levels demonstrated a causal relationship between lowered oxygen and reduced metabolic rate (MR). Under deeper ambient hypoxia the bees switched to ultra low MR (ULMR), optional-occasional at 15% oxygen, obligatory at 7.5% oxygen. This dormancy status resembled deep diapause in insects. It stayed reversible after at least several days, and was terminated under normal oxygen at 15°C. Reduced MR via core-hypoxia is essential in water conserving thermoregulation of the wintering cluster. It allows bees to reconcile warm wintering in alert state—for defence of stores—with energy saving and longevity. Two further hypotheses discussed are that winter MR of bees might be related to insect diapause, and that in-body hypoxia might be functional in insect diapause.

University Assistants' Conceptions of Knowledge, Learning and Instruction

way teachers design their learning environment, how they define their tasks and how they interact with students (Kember, 1997; Tillema, 1994, 1995). However, no research seems to take all three conceptions into account at the same time. Moreover, conceptions of knowledge and learning have been studied predominantly among a student population, whereas conceptions of instruction have been examined mostly among a teacher population (Hativa, 1997). It therefore remains unclear how and to what extent conceptions of instruction are associated with conceptions of knowledge and learning. With the present research an attempt was made to fill this gap. Conceptions of knowledge, learning and instruction were questioned among the same population of first and second-year research and teaching assistants. Being (Ph.D.) students as well as beginning teachers, this subject population allowed us to link up with the student-based literature on conceptions of learning and knowledge and with the teacher-based literature on conceptions of instruction.

Peer-assessment: a valuable tool to differentiate between student contributions to group work?

This paper aims to report experiences with peer assessment (PA) during the first year of operation in a pharmacy practice (PP) course. PA was carried out twice. The range and standard deviation of scores were larger during the second assessment, suggesting a more critical way of rating. This indicates that gaining experience with PA is a necessary condition for this tool to enable students to assess each other’s contribution to group work. A significant correlation was observed between scores awarded by peers and external tutors, indicating that students assessed one another in the same way as external tutors. In conclusion, PA can be a valuable tool to differentiate between student contributions to group work if students are properly trained to conduct such an assessment. It is recommended that PA be integrated at an earlier stage of the curriculum to allow students to gain the required expertise.

Avoiding compliance and resistance through collaboration? A Belgian teaching portfolio case

In this paper, the authors describe the implementation process of a teaching portfolio at a Belgian university. The case is intriguing because it departs substantially from what others have described as the typical antagonistic way in which academic developers interact with formal leaders. Rather than being caught in an edgy game of compliance and resistance, the actors present themselves as partners in a collaborative process throughout three consecutive phases. To interpret this process, reference is made to a collaborative framework from a social psychology perspective that could help avoid compliance and resistance.

Intragroup social influence processes in intergroup behavior

In line with a social-support-for-shared-self-interest interpretation of competitive intergroup behavior Schopler, Insko, Graetz, Drigotas, Smith and Dahl (1993) observed that, in the face of consistent cooperative outgroup behavior, two ingroup members behaved competitively when this strategy had been suggested by another (role-playing) ingroup member. Because a comparable amount of competitive PDG-choosing was observed in a no-suggestion condition with two subjects and one neutral role player (single no-suggestion condition), Schopler et al. assumed that the two subjects, motivated by greed, each initiated and supported competitive suggestions. Within the boundaries of Schopler et al.s research paradigm, the present experiment aimed to test this assumption by adding a no-suggestion cooperative feedback condition with two neutral role players, rendering impossible any form of explicit social support. In this double no-suggestion condition a significant reduction of competitive responding was observed, compared to a single no-suggestion condition. Additionally it was observed that the single no-suggestion condition yielded less competition than a manipulated (explicit) competitive suggestion condition. Finally, the new condition still produced more competition than a manipulated (explicit) cooperative suggestion condition. As a whole, our results are in line with predictions derived from the social-support-for-shared-self-interest-hypothesis. Nevertheless, alternative interpretations, calling for further research, are also proposed. Copyright

Educational Enhancement in the Disciplines: Models, Lessons and Challenges from Three Research-Intensive Universities

In this chapter, we argue for the centrality of the unique languages, cultures and traditions of the academic disciplines to university teaching and learning and for the need to redefine the relationship between disciplinary and educational experts when enhancing education in research-intensive universities. We propose a conceptual framework that privileges the discipline as a key factor in designing educational enhancement strategies, while acknowledging institutional and national contexts. This framework guides an examination of three specific case studies from three different research-intensive universities (University of Copenhagen (UCPH), University of Leuven (KU Leuven), University of Oxford), each with its own history of educational development and enhancement strategies over the past several decades. We outline the method for writing and interrogating those cases. The cases highlight challenges associated with efforts to enhance teaching and learning in research-intensive universities and the role the disciplines can play in those efforts. We conclude with recommendations for educational enhancement practice drawn from this analysis of multi-institutional cases.