新工科背景下生物工程五层次实践教学体系的构建

强化实践教学，提升创新能力是新工科建设的关键任务之一。文中结合天津大学化工学院生物工程专业培养方案的修订内容，不断改进实践教学体系和课程内容，建立了基础实验、综合实验、课程设计、科研实践、实习实训等五层次的教学改革体系，为培养具有实践能力和创新精神的卓越创新人才，提出了创新的教学改革模式，为新工科建设提出了新的设想和新的方案。     

通过改进实验器具促进师范院校动物学实践教学的体会

动物学是师范院校生物科学专业的基础课程之一,其教学内容包括理论教学和实践教学,而实践教学是理论联系实际、训练学生观察和动手能力的重要教学环节。因此通过引导学生改进昆虫毒瓶和昆虫展翅板等教具,既调动了学生的学习积极性,也培养了学生的科研能力和创新能力,使动物学实践教学取得了良好的教学效果。     

青藏高原山水林田湖草生态保护修复模式——以拉萨河流域为例

山水林田湖草生态保护与修复是推进生态文明建设的必然要求。青藏高原是我国生态屏障区、水源涵养区和生态脆弱区,生态地位独特、生态保护责任重大。为此,中央及地方政府高度重视青藏高原生态文明建设,积极开展山水林田湖草生态保护修复试点工程。从青藏高原山水林田湖草生态保护与修复试点的特殊性出发,以拉萨河流域为例梳理了其主要的生态保护修复工程项目,提炼了青藏高原山水林田湖草生态保护与修复的技术路线,从参与主体、整合要素、运行保障、实施目标等方面总结了青藏高原多部门跨区、多要素综合、多渠道协作、多目标耦合的山水林田湖草联动治理模式,从山、水、林、田、湖、草六大生态要素出发归纳了青藏高原生态保护修复的分类指导-精准施策的实践框架,以期对青藏高原山水林田湖草生态建设情况有一个清晰的认识,并为全国其他地区系统开展山水林田湖草生态保护修复工作提供借鉴。     

Construction of an Affordable and Easy-to-Build Zebrafish Facility

In vivo biomedical research is pivotal to translate in vitro findings into clinical advances. Small academic institutions with limited resources find it virtually impossible to build and maintain typical rodent facilities for research. Zebrafish research has been demonstrated to be a valuable alternative for in vivo research in pharmacology, physiology, development and genetic studies. This article demonstrates that a functional zebrafish facility can be built in an easy and affordable manner. We demonstrate that such a facility could be built in about one working day with minimal tools and expertise. The cost of the 27 1.8 L fish tank zebrafish facility constructed in this study was approximately $1,500. We estimate that the maintenance of an initial working 150 fish colony for 3 months is $1,000. This project involved students, who were introduced to aquaculturing of zebrafish for research proposes.     

基于“平台”理念，打造实用型课程——谈研究生“细胞生物学大实验”课程建设

实验课课程建设是研究生培养的重要组成部分,为适应当前研究生教学环境的变化和研究生人才培养的需要,学校开设了名为“细胞生物学大实验”的综合性实验课程。该文介绍了该课程设立的背景、课程的教学目标、教学内容、实施过程和考核方式以及教学效果。     

Detecting un-authorized genetically modified organisms (GMOs) and derived materials

Genetically modified plants, in the following referred to as genetically modified organisms or GMOs, have been commercially grown for almost two decades. In 2010 approximately 10% of the total global crop acreage was planted with GMOs (James, 2011). More than 30 countries have been growing commercial GMOs, and many more have performed field trials. Although the majority of commercial GMOs both in terms of acreage and specific events belong to the four species: soybean, maize, cotton and rapeseed, there are another 20 + species where GMOs are commercialized or in the pipeline for commercialization. The number of GMOs cultivated in field trials or for commercial production has constantly increased during this time period. So have the number of species, the number of countries involved, the diversity of novel (added) genetic elements and the global trade. All of these factors contribute to the increasing complexity of detecting and correctly identifying GMO derived material. Many jurisdictions, including the European Union (EU), legally distinguish between authorized (and therefore legal) and un-authorized (and therefore illegal) GMOs. Information about the developments, field trials, authorizations, cultivation, trade and observations made in the official GMO control laboratories in different countries around the world is often limited, despite several attempts such as the OECD BioTrack for voluntary dissemination of data. This lack of information inevitably makes it challenging to detect and identify GMOs, especially the un-authorized GMOs. The present paper reviews the state of the art technologies and approaches in light of coverage, practicability, sensitivity and limitations. Emphasis is put on exemplifying practical detection of un-authorized GMOs. Although this paper has a European (EU) bias when examples are given, the contents have global relevance.     

The Phenomenology of True Dreams in Maimonides

Maimonides' conception of true dreams posits an important role for the faculty of imagination within the growth of the intellectual self. However, unlike many modern theories of the dream, Maimonides requires one to subject the imagination to intellectual processes, in order to be able to harness the imagination for the practical knowledge. The imagination found in the dream images consists of objective graded levels based on the purity of the imagination from desire and the use of the intellect. The content of the dream is new piece of knowledge, a solution, a political agenda, or a vision for the future that needs to be contextualized within one's own life. Maimonides emphasizes the image as an intellectual object, specifically a single object and not the event. For Maimonides dreams do not give supernatural content nor are true dreams a universal part of daily life. They are extraordinary and do not have presentational immediacy.     

关于动物学实验课教学设计的新探讨

现代生物技术科学研究的快速发展与新成果的不断取得,使基础教学中动物学实验课的改革已成为必然。本文分析动物学实验课的特点,正是探讨如何应用现代教学设计理论来设计动物学实验课教学,以提高动物学实验课教与学的有效性。