Females of a number of primate species display their fertile period by behavioural and/or morphological changes. Traditionally, the fertile period in human females has been considered to be concealed. However, this presumption has rarely been tested. One of the possible mechanisms for assessing menstrual cycle phase is through the sense of smell. In this study possible changes in odour across the menstrual cycle were investigated. Samples of body odour were acquired from 12 women (aged 19–27 yr), none of whom were using hormonal contraceptives. Samples were collected using cotton pads worn in the armpit for 24 h, from the menstrual, follicular and luteal cycle phases. Our experimental sample of 42 males (age 19–34 yr) repeatedly rated these odour samples for their intensity, pleasantness, attractiveness and femininity. Raw subjective smell ratings from each man were transformed to z‐scores. Subsequently, these z‐scores were tested by the general linear mixed‐model analysis (PROC MIXED, SAS) with the female's ID nested within the subject's ID as a random factor to account for the repeated measures of the subjects. Significant changes across the cycle were found for ratings of pleasantness [F(2,689) = 702; p = 0.001], attractiveness [F(2,546) = 6.35; p = 0.002] and intensity [F(2,530) = 3.57; p = 0.028]. Odour from women in the follicular (i.e. fertile) phase was rated as the least intense and the most attractive. Subsequent post hoc analysis revealed significant differences in intensity, pleasantness and attractiveness between the menstrual phase and the follicular phase, and in pleasantness and attractiveness between the menstrual and luteal phases. Significant difference between the follicular and the luteal phase was found only for attractiveness. Our results suggest that men can potentially use smell as a mechanism for monitoring menstrual cycle phase in current or prospective sexual partners. Therefore, the fertile period in humans should be considered non‐advertized, rather than concealed.

Background Investigations of evolution knowledge and acceptance and their relation are central to evolution education research. Ambiguous results in this field of study demonstrate a variety of measuring issues, for instance differently theorized constructs, or a lack of standardized methods, especially for cross-country comparisons. In particular, meaningful comparisons across European countries, with their varying cultural backgrounds and education systems, are rare, often include only few countries, and lack standardization. To address these deficits, we conducted a standardized European survey, on 9200 first-year university students in 26 European countries utilizing a validated, comprehensive questionnaire, the “Evolution Education Questionnaire”, to assess evolution acceptance and knowledge, as well as influencing factors on evolution acceptance. Results We found that, despite European countries’ different cultural backgrounds and education systems, European first-year university students generally accept evolution. At the same time, they lack substantial knowledge about it, even if they are enrolled in a biology-related study program. Additionally, we developed a multilevel-model that determines religious faith as the main influencing factor in accepting evolution. According to our model, knowledge about evolution and interest in biological topics also increase acceptance of evolution, but to a much lesser extent than religious faith. The effect of age and sex, as well as the country’s affiliation, students’ denomination, and whether or not a student is enrolled in a biology-related university program, is negligible. Conclusions Our findings indicate that, despite all their differences, most of the European education systems for upper secondary education lead to acceptance of evolution at least in university students. It appears that, at least in this sample, the differences in knowledge between countries reflect neither the extent to which school curricula cover evolutionary biology nor the percentage of biology-related students in the country samples. Future studies should investigate the role of different European school curricula, identify particularly problematic or underrepresented evolutionary concepts in biology education, and analyze the role of religious faith when teaching evolution.

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V této studii analyzujeme obsahovou správnost tématu evoluce člověka ve 14 českých dějepisných učebnicích. Zaměřujeme se na tři klíčové oblasti – pojetí vývoje člověka, druhovou analýzu a pojetí druhu H. sapiens . Upozorňujeme na řadu zastaralých informací a opakujících se nepřesností, které učebnice dějepisu obsahují, jako je kupříkladu čistě lineární schéma evolučního vývoje nebo uvádění neandertálce jako poddruhu Homo sapiens .Upozorňujeme, jak a proč mohou tyto miskoncepce později komplikovat relevantní pochopení evoluce ve výuce přírodopisu a biologie.