Ritsumeikan Asia Pacific University （APU） in Beppu city, Japan has a large body of students from well over 90 countries, especially from the Asia Pacific region, including Japanese, Korean, Chinese, Thai, Vietnamese...Ritsumeikan Asia Pacific University （APU） in Beppu city, Japan has a large body of students from well over 90 countries, especially from the Asia Pacific region, including Japanese, Korean, Chinese, Thai, Vietnamese, and Indonesian students. To improve analytical thinking skills among college students, a course on ＂bioethics＂ was introduced and offered in two consecutive semesters to undergraduate students for which 245 students registered at each semester. The course was taught in the form of 14 lecture and discussion sessions, each for 95 minutes based on the content of A Cross-Cultural Introduction to Bioethics （2006） edited by Darryl Macer, and reviewed a wide variety of ethical and bioethical issues. In the next semester, the students received a similar teaching content that was rearranged to reflect the 15 universal principles of bioethics and human rights covered in the Bioethics Core Curriculum （2008）. Case studies were also added to each unit of the Core Curriculum with the support of the UNESCO＇s Asia Pacific Regional Office, Bangkok （Case Studies for Bioethics 2010）. To evaluate the results of teaching and to compare the achieved objectives between the two groups of students, a short questionnaire was given to all students who finished the course and took up the final written examination. In the whole, 454 students （225 in group I and 229 in group 2） completed the course and took the final examination and 427 （218 in group 1 and 209 in group 2） responded to the questionnaire which inquired into their interest in the discussion of bioethical issues： why they believed they were important, and what they had learned through them. The results of the questionnaire have been examined and compared to evaluate the success of ＂bioethics＂ in stimulating the interest and thinking ability of the students and enriching their experience of a cross-cultural discussion over bioethical issues using universal principles as general guidance. The result of this examination was so impressive that from 2011 bioethics has been formalized into the reformed curriculum of our international school.展开更多
The gross anatomy and the histology of the alimentary tract of the larva of palm weevil, Rhynchophorus phoenicis were described in this study. The results showed that the alimentary system of the insect has three dist...The gross anatomy and the histology of the alimentary tract of the larva of palm weevil, Rhynchophorus phoenicis were described in this study. The results showed that the alimentary system of the insect has three distinct partS, the foregut, midgut and hindgut. In the foregut are oesophagus, crop and proventriculus （gizzard）. The crop was the biggest part of the alimentary system, suggesting that the larva consumes big amount of food. Muscular proventriculus was present at the base of the foregut and it is the place where the food of the larva is pulverized. The midgut was the longest part of the alimentary tract. The anterior portion of the midgut is located in the thoracic region while the distal part which is coiled is embedded in the abdominal segments. The midgut epithelium is characterized by columnar cells, goblet cells, villi, microvilli, cappilaries and peritrophic membranes. The membrane helps to protect the midgut cells from damage from abrasive food particles. The hindgut forms the posterior part of the alimentary system and it consists of the ileum and rectum which terminates in the anus. There no villi but temporary folds of submucosa and mucosa layers. There are adipose cells, goblet cells, intestinal glands, circular and longitudinal muscles in this region.展开更多
文摘Ritsumeikan Asia Pacific University （APU） in Beppu city, Japan has a large body of students from well over 90 countries, especially from the Asia Pacific region, including Japanese, Korean, Chinese, Thai, Vietnamese, and Indonesian students. To improve analytical thinking skills among college students, a course on ＂bioethics＂ was introduced and offered in two consecutive semesters to undergraduate students for which 245 students registered at each semester. The course was taught in the form of 14 lecture and discussion sessions, each for 95 minutes based on the content of A Cross-Cultural Introduction to Bioethics （2006） edited by Darryl Macer, and reviewed a wide variety of ethical and bioethical issues. In the next semester, the students received a similar teaching content that was rearranged to reflect the 15 universal principles of bioethics and human rights covered in the Bioethics Core Curriculum （2008）. Case studies were also added to each unit of the Core Curriculum with the support of the UNESCO＇s Asia Pacific Regional Office, Bangkok （Case Studies for Bioethics 2010）. To evaluate the results of teaching and to compare the achieved objectives between the two groups of students, a short questionnaire was given to all students who finished the course and took up the final written examination. In the whole, 454 students （225 in group I and 229 in group 2） completed the course and took the final examination and 427 （218 in group 1 and 209 in group 2） responded to the questionnaire which inquired into their interest in the discussion of bioethical issues： why they believed they were important, and what they had learned through them. The results of the questionnaire have been examined and compared to evaluate the success of ＂bioethics＂ in stimulating the interest and thinking ability of the students and enriching their experience of a cross-cultural discussion over bioethical issues using universal principles as general guidance. The result of this examination was so impressive that from 2011 bioethics has been formalized into the reformed curriculum of our international school.
文摘The gross anatomy and the histology of the alimentary tract of the larva of palm weevil, Rhynchophorus phoenicis were described in this study. The results showed that the alimentary system of the insect has three distinct partS, the foregut, midgut and hindgut. In the foregut are oesophagus, crop and proventriculus （gizzard）. The crop was the biggest part of the alimentary system, suggesting that the larva consumes big amount of food. Muscular proventriculus was present at the base of the foregut and it is the place where the food of the larva is pulverized. The midgut was the longest part of the alimentary tract. The anterior portion of the midgut is located in the thoracic region while the distal part which is coiled is embedded in the abdominal segments. The midgut epithelium is characterized by columnar cells, goblet cells, villi, microvilli, cappilaries and peritrophic membranes. The membrane helps to protect the midgut cells from damage from abrasive food particles. The hindgut forms the posterior part of the alimentary system and it consists of the ileum and rectum which terminates in the anus. There no villi but temporary folds of submucosa and mucosa layers. There are adipose cells, goblet cells, intestinal glands, circular and longitudinal muscles in this region.
