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Rail passengers want franker and more factual explanations of delays, a report suggests.
Our study demonstrates that students can be, and are, enthusiastic about learning factual explanations about the origin and diversification of life, including humans, and that contact with science education, particularly biology, determines their acceptance of evolutionary theory.
Most of the general faculty (97%) and many of the educators of prospective teachers (81%) and the students (76%) preferred factual explanations about the origin of life on Earth and its place in the universe (choice a, Fig. 3).
Our study demonstrates that students are enthusiastic about learning factual explanations about the origin and diversification of life, including humans, and that contact with biology courses determines their acceptance of evolutionary theory.
The nonmajors' views were similar between both institutions (Fig. 3b, Chi-square = 0.027, df = 1, P = 0.86): 76% of the combined student responders expressed appreciation for the factual explanations about the origin of life on Earth, and 24% considered that evolution and creationism are in harmony.
Figure 3c f summarizes the views of biology majors (RWU versus PC) according to their academic level: 68% of the combined freshman responders, 75% sophomores, 82% juniors, and 86% seniors favored the factual explanations about the origin of life on Earth.
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Aim for a short and factual explanation.
At PC, 74% of the combined student responders agreed that hearing about evolution makes them appreciate the factual explanation about the origin of life on Earth, and 26% considered that evolution and creationism are in harmony.
Fig. 3 Percentage of RWU (black bars) versus PC (white bars) students who think one of the following statements fits best their position concerning evolution: A = hearing about evolution makes me appreciate the factual explanation about the origin of life on Earth and its place in the universe, B = hearing about evolution makes no difference to me because evolution and creationism are in harmony.
Instantly, a box pops up with the actual language from the bill or a tape rolls with a factual explanation of what the provision in question really does.
Thus to ensure understanding before the interview the researchers gave a neutral, factual explanation of the design; this may have limited the participants responses.
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Since I tried Ludwig back in 2017, I have been constantly using it in both editing and translation. Ever since, I suggest it to my translators at ProSciEditing.

Justyna Jupowicz-Kozak
CEO of Professional Science Editing for Scientists @ prosciediting.com