The Legal Regulation of Floats and Gliders—In Quest of a New Regime?

This article analyzes the legal status of unmanned instruments (particularly, floats and gliders) for observation purposes in the ocean environment. These new kinds of instruments are being deployed by the thousands into the oceans, not the least as part of the Argo Project of the International Oceanographic Commission. Their uncontrolled drifting has raised legal questions, especially when such instruments enter waters subject to the jurisdiction of foreign states. The authors argue that the current international legal framework is insufficient to address the pertinent issues, and that a new legal regime is needed.     

Evolutionary Ethics: An Irresistible Temptation: Some Reflections on Paul Farber‘s The Temptation of Evolutionary Ethics

In his recent The Temptation of Evolutionary Ethics, Paul Farber has given a negative assessment of the last one hundred years of attempts in Anglo-American philosophy, beginning with Darwin, to develop an evolutionary ethics. Farber identifies some version of the naturalistic fallacy as one of the central sources for the failures of evolutionary ethics. For this reason, and others, Farber urges that though it has its attraction, evolutionary ethics is a temptation to be resisted. In this discussion I identify three major, historically relevant forms of the naturalistic fallacy, the (1) the deductive, (2) genetic, and (3) open question forms and argue that none of them pose an intrinsic problem for evolutionary ethics. I conclude that on this score at least there is no reason to resist temptation.     

Enhancing Bioinformatics and Genomics Courses: Building Capacity and Skills via Lab Meeting Activities

Reading, writing, publishing, and publicly presenting scientific works are vital for a young researcher's profile building and career development. Generally, the traditional educational curricula do not offer training possibilities to learn and practice how to prepare, write, and present scientific works. These are rather a part of lab meeting activities in research groups. The lack of such training is more critical in some developing countries because this adds to the rare opportunities to discuss and become involved in the exchanges on state of the art scientific literature. Here the authors relate their experience in introducing a weekly 1-day lab meeting in the framework of two previously organized 3-month courses on “Bioinformatics and Genome Analyses”. The main activities which are developed during these lab meetings include scientific literature follow up as well as preparing and presenting oral and written scientific reviews. These activities prove to be useful for a student's self-confidence building, for enhancing their active participation during the lectures and practical sessions, as well as for the positive impact on running the whole course program. Incorporation of such lab meeting activities in the course program significantly improves the capacity building of the participants, their analytical and critical reading of scientific literature, as well as communication skills. In this work it is shown how to proceed with the different steps involved in the implementation of lab meeting activities, and to recommend their regular institution in similar courses.     

Causing Physical Change to Create Art

The presentation involves students in a hands-on analysis of artifacts to create a time line of their local area's past societies. This exercise is more of a unit rather than a one-time activity. Procedures, ideas, and background for developing your own unit are presented in this article. The purpose of this unit is to engage students in applying the scientific method to archaeological research. Students will gain experience in designing and conducting their own investigations.     

A-Level ‘Questions’ in Biology—The Nature of the Influence

The purpose of keeping animals in schools and the main problems encountered in their maintenance are summarised. Many teachers prefer animals which are kept typically in research laboratories over animals which can be collected from the student's environment. However, small animals of economic importance can combine some of the advantages of both of these groups of animals. Chickens, bees, plant pests and their natural enemies have been tried out in the Agriculture as Environmental Science Curriculum Project and can be used for observation and measurement as well as to stress the aspect of relevance to real life problems. In their maintenance, standard equipment and methods can often be used and help the teacher to solve some of the main problems of keeping animals.

Two curriculum units, on a fruit fly and on honey bees, are described. Reasons for a widespread negative image of rural studies are discussed, and positive, effective outcomes, reported in the evaluation of an environmental science course, are used to substantiate the advantages of keeping animals of economic importance in schools.     

Process-oriented ecological modeling approach and scientific workflow system

A scientific workflow system is designed specifically to organize, manage and execute a series of research steps, or a workflow, in a given runtime environment. The vision for scientific workflow systems is that the scientists around the world can collaborate on designing global-scaled experiments, sharing the data sets, experimental processes, and results on an easy-to-use platform. Each scientist can create and execute their own workflows and view results in real-time, and then subsequently share and reuse workflows among other scientists. Two case studies, using the Kepler system and BioVeL, are introduced in this paper. Ecological niche modeling process, which is a specialized form of scientific workflow system included in both Kepler system and BioVeL, was used to describe and discuss the features, developmental trends, and problems of scientific workflows.     

Die Entwicklung der Zellforschung

Obwohl erst im 17. Jahrhundert begonnen, hat die Zellforschung doch bald zur Formulierung allgemein-biologischer Theorien geführt und trägt auch heute ständig weiter zu fundamentalen Theorienbildungen bei. Die Entwicklung der Zellforschung verdient daher als Paradigma für die Gewinnung naturwissenschaftlicher Einsichten besonderes Interesse: An ihr können Grundbedingungen wissenschaftlichen Erkenntnisfortschrittes gut verdeutlicht werden als Wechselspiel von Methodenerweiterung und Konzeptualisierung des Neuentdeckten. Erst eineinhalb Jahrhunderte nach der Erstbeobachtung von Zellen gelang die Formulierung der “Zellentheorie”. Auf der durch sie geschaffenen, konzeptionellen Grundlage war es vielen biologischen und medizinischen Disziplinen möglich, von einem beobachtend-beschreibenden (“induktiven”) zu einem experimentierenderklärenden (“deduktiven”) Status vorzustoßen. Ein außergewöhnlicher Erfolg war dabei der Cytogenetik beschieden. Dagegen war der Versuch, in den subzellulären und submikroskopischen Bereich vorzudringen, nur teilweise erfolgreich (Polarisationsmikroskopie, Nägelis Micellartheorie). Ein breiter Durchbruch gelang in diesem Sektor erst um 1950 durch eine beinahe einmalige zeitliche Kumulierung methodischer Fortschritte, wobei vor allem Zellfraktionierung und Elektronenmikroskopie eine entscheidende Rolle spielten. Zusammen mit der vorausgegangenen Entwicklung “flankierender” Wissenschaften (insbesondere der Makromolekularen Chemie) wurde so die Etablierung der modernen Zellbiologie möglich. Einige ihrer bedeutendsten Aussagen werden diskutiert (Zellkompartimentierung und genetische Kontinuität ohne Nucleinsäuren; Zweiteilung der Organismenwelt nach der Zellorganisation; Evolution zellulärer Organismen und Symbiontentheorie). Abschließend wird versucht, Bedingungen und Erfordernisse von wissenschaftlichem Fortschritt allgemein zu formulieren und daran die heutige Wissenschaftswirklichkeit kritisch zu messen.     

现代教育理论在生物科技活动中的应用

以认知学习理论、建构主义理论、创新教育理论、多元智能理论、合作学习理论、服务学习理论为例,初步探讨了教育理论在生物科技活动中的应用。     

湖南工程学院生物工程专业实践 教学模式创新与实践

分析生物工程专业人才需求的现状与发展前景,构建了以社会需求为导向,以实践课程体系为载体,以能力培养为主线,以学生科技创新活动和教师科研为驱动,项目研究与能力培养相结合的创新实践教学模式.实践表明,创新实践教学模式极大提高了学生的学习兴趣和教师的工作热情.     

Using an Activity to Simulate the Dangers of Multitasking with Technology while Walking

People are increasingly trying to multitask while walking. Text messaging while walking is a significant area for concern. The number of text messages sent is expected to be more than 8 trillion in 2012. Texting is becoming so commonplace that people use this technology while engaged in other activities. The dangers of multitasking have hit the streets as people are becoming involved in more accidents while walking as they text on mobile phones. This simulation activity measures a student's ability to multitask by texting and walking. The activity simulates walking in the real world and is best suited for middle school students. Additional activities, after completing the simulation, will challenge middle school students to learn more about multitasking globally through scientific inquiry researched on the Internet. The students will use language arts skills to generate a report or presentation to share with classmates. Their findings will give the entire class a cultural perspective on accident statistical comparisons between different countries.