识“微”见远，立德树人——微生物学核心课程建设

微生物学作为生物学专业的基础课,在构建学生知识体系、课堂价值观引领方面具有重要作用。为实现"金课"建设目标,微生物学理论课在建设过程中,秉承着夯实基础、注重前沿的理念,在课程内容设计上注重不同课程的衔接和过渡,在教学方法上通过开展特色专题讲座、建设精品教材、应用"对分易"平台、举办"我是主讲人"等活动,以识"微"见远的理念,提升教学质量,延伸教学效果。与此同时,深刻认识到对人才培养而言,既要育智,更要育人。因此在教学中注重结合专业内容,激发学生的社会责任感和使命感;以榜样力量给予学生学习的目标与指引,立德树人,进而实现课程全方位育人的目标。     

自然科学课程思政的教学探索——以微生物学为例

课程思政是近年来在我国高校广泛推广的一种新的教学理念,其核心思想是将高校思想政治教育融入到各类课程教学之中。高校课程可以分为思想政治课程、通识教育课程、哲学社会科学课程、自然科学课程,其中自然科学课程与思政教育关系最为松散,思政元素的融入也最为困难。本文从微生物学融入课程思政的教学实践出发,分析高校自然科学类课程实施课程思政的必要性及难点,探索思政资源的挖掘路径,通过调查研究评估课程思政的教学效果,以及对课程思政的实践进行教学反思。此外,对专业课教师关于课程思政的观点分歧也做了初步探讨。本文旨在为微生物学相关课程实施课程思政提供理论支撑、实证数据以及教学经验,并可为其他自然科学类课程参鉴。     

Pollen consumed by the solitary bee Tetrapedia diversipes (Apidae: Tetrapediini) in a tropical agroecosystem

Pollen analysis of the larval food supply is an important tool for identifying the plants that provide the floral resources used by bees. The present study documents the pollen sources consumed by larvae of the solitary bee Tetrapedia diversipes in a tropical agroecosystem. A total of 60 pollen types were recorded with three families being the most important. Euphorbiaceae (60.5%), Malpighiaceae (16.8%) and Asteraceae (12.2%) pollen had the greatest representation in the samples examined. The pollen of Dalechampia dioscoreifolia predominated in the diet of the larvae of T. diversipes (RF?=?56.35%) and indicates the importance of this plant in maintaining populations of this solitary bee.     

Rapid development of a restored oyster reef facilitates habitat provision for estuarine fauna

Oyster reef restoration has become a principal strategy for ameliorating the loss of natural Crassostrea virginica populations and increasing habitat provision. In 2014, a large‐scale, high‐relief, 23‐ha subtidal C. virginica reef was restored at the historically productive Half Moon Reef in Matagorda Bay, TX, using concrete and limestone substrates. Encrusting and motile fauna were sampled seasonally until 17 months postrestoration at the restored reef and at adjacent unrestored sites. Restored oysters developed rapidly and were most abundant 3 months postrestoration, with subsequent declines possibly due to interacting effects of larval settlement success on new substrate versus post‐settlement mortality due to competitors and predators. Oyster densities were 2× higher than in a restored oyster population in Chesapeake Bay that was reported to be the largest reestablished metapopulation of native oysters in the world. Resident fauna on the restored reef were 62% more diverse, had 433% greater biomass, and comprised a distinct faunal community compared to unrestored sites. The presence of three‐dimensional habitat was the most important factor determining resident faunal community composition, indicating that substrate limitation is a major hindrance for oyster reef community success in Texas and other parts of the Gulf of Mexico. There were only minor differences in density, biomass, and diversity of associated fauna located adjacent (13 m) versus distant (150 m) to the restored reef. The two substrate types compared had little influence on oyster recruitment or faunal habitat provision. Results support the use of reef restoration as a productive means to rebuild habitat and facilitate faunal enhancement.     

美国奥巴马政府新医改法案及启示

对美国医改法案中巨额医保资金的来源、法案即时生效的主要条款、法案的主要内容等进行了简要梳理,以期为我国医药卫生体制改革工作提供参考。     

Interactions between visitors and Formosan macaques (Macaca cyclopis) at Shou‐Shan Nature Park,Taiwan

Ecotourism involving feeding wildlife has raised public attention and is a controversial issue, especially concerning nonhuman primates. Between July 2002 and April 2005, the behavior of monkeys and tourists was collected through scan samplings, focal samplings and behavior samplings at the Shou‐Shan Nature Park located in Taiwan's second largest city—Kaohsiung. In addition, the number of tourists and monkeys was counted in different hours and places within the park. Four hundred visitors were interviewed using a questionnaire to gather data on sex, age, purpose and frequency of visit to the park. The number of tourists was significantly higher during weekends than in weekdays in all locations. Humans dominated in the initiation of interspecies interactions—the overall ratio of human‐initiated and monkey‐initiated interactions was 2.44:1. Human–monkey conflicts accounted for only 16.4% of the total interactions (n=2,166), and adult human males and adult male macaques participated in higher rates than other age/sex groups in these conflicts. Visitors showed more affiliative behavior (15.9%) than agonistic behavior (8%) toward the macaques. In response to visitors' threat or attack, the Formosan macaques mostly showed submissive behavior with bared teeth, squealed or ran away to avoid confrontation (69.1%)—only few responded with counteraggression (18.7%). This study for the first time provided evidence that food provisioning increased both the frequency and duration of aggression among Formosan macaques (P<0.001). During food provisioning, the average frequency and the duration of agonistic events of macaques were more than 4 times higher compared with those without food provisioning. The average frequency of food provision by tourists was 0.73 times/hr—more than twice the incident that monkeys grabbed the food from tourists (0.34 times/hr). If people refrain from feeding monkeys and destroying the city park's natural vegetation, monkeys can be used to educate public about nature conservation in an urban setting. Am. J. Primatol. 71:214–222, 2009. © 2008 Wiley‐Liss, Inc.     

Annual Review

In recent years, the science teaching community and curriculum developers have emphasised the importance of teaching inquiry and teaching science as inquiry. One way of developing learners' skills for planning and carrying out scientific research is by allowing them to perform independent research, guided by a teacher. It was recently discovered that there are considerable differences between experiments conducted by scientists and those conducted by students, with regard to the cognitive processes that the experimenters go through. Developing inquiry study activities that emphasise authentic inquiry was suggested in order to introduce students to cognitive activity that more closely resembles that of scientific professionals. This article describes the Biomind programme, intended for students of Grades 11 and 12 (ages 16 to 18 years) majoring in biology. The curriculum, developed by biology teachers, enables students to conduct independent research under teacher guidance. The curriculum emphasises the learning process, not just the outcome, and so students must reflect upon the work in progress. Moreover, the Biomind curriculum follows the principles of authentic inquiry. Biomind may improve students' scientific thinking abilities, expand the guidance aspect of teachers' work, and inspire curriculum developers to further emphasise inquiry.     

The commoner laboratory accidents—their prevention and treatment

The three common laboratory accidents, Cuts, Burns and Fainting, are considered from the aspects of First Aid treatment and prevention. Emphasis is placed upon the need for those in charge of school laboratories to give real consideration to the prevention of accidents and to the provisions for dealing with any that do occur.     

Ella Thea Smith and the Lost History of American High School Biology Textbooks

Two influential articles published in the 1970s suggested that pressure from Christian fundamentalists, subsequent to the Scopes trial of 1925, forced American high school biology textbook authors and publishers to significantly limit discussion of the topic of evolution. The conclusions reached by these studies have become foundational for historians examining the interplay between science and religion in the United States in the twentieth century. However, a reexamination of key twentieth century biology textbooks suggests that the narrative that the treatment of the theory of evolution was held hostage to anti-rational cultural forces is largely a myth, created first as part of a public relations effort by the Biological Sciences Curriculum Study (BSCS) to differentiate, defend, and promote its work, and later as part of an attempt by scholars to sound a warning concerning the rise of the religious right. A focus on this narrative has not only allowed biologists to sidestep uncomfortable questions regarding the race-biased and class-biased assumptions embedded within the concept of evolutionary progress, it has also limited reliance on the texts in question as reliable reflections of the cultural assumptions of educators and scientists. A reexamination of the most popular American biology textbooks from 1907 to 1963, particularly the work of Ella Thea Smith, provides evidence in support of these contentions.     

Evaluating regional water security through a freshwater ecosystem service flow model: A case study in Beijing-Tianjian-Hebei region,China

Freshwater ecosystem service is essential to human’s survival and development. Many studies have documented the spatial differences in the supply and demand of ecosystem services and proposed the concept of ecosystem services flows. However, few studies characterize freshwater ecosystem service flow quantitatively. Therefore, our paper aims to quantify the effects of freshwater ecosystem service flow on downstream areas. We developed a freshwater ecosystem service flow model and applied it in the Beijing–Tianjin–Hebei (BTH) region, China, for the year of 2000, 2005, and 2010. We assessed the regional water security with an improved freshwater security index by integrating freshwater service provision, consumption and flow; and found that most areas of the BTH region (69.2%) were affected by upstream freshwater flows. The areas achieving water security in the region also expanded to 66.9%, 66.1%, and 71.3%, which were 6.4%, 6.8% and 5.7% increments compared to no-flow situation, in 2000, 2005 and 2010, respectively. Setting quota for human water consumption is suggested to further improve water security. These results highlight the need to fully understand the connections between distant freshwater ecosystem service provision and local freshwater ecosystem service consumption. This approach may also help managers to choose more sustainable strategies for critical freshwater resource management across different regions.