地球熔岩管道微生物研究对天体生物学的启示

天体生物学作为与深空探测相结合的交叉学科,旨在从地球极端环境类比、古代生命载体信息发掘和模拟等方面揭示地外行星体是否适合生命生存和繁衍,其中适宜的环境条件是评价所有天体是否宜居的重要条件。近年来在月球和火星等行星表面发现了大量由火山熔岩流形成的熔岩管道,这些巨型管状地下空间具有稳定的温度和防辐射等环境条件,为生物在地外星体上的生存提供了潜在的庇护场所。基于地球熔岩管道的天体生物学的类比研究可以为探索地外生命痕迹提供重要线索,本文综述了现阶段地球熔岩管道内微生物的研究进展、微生物痕量气体代谢在天体生物学研究中的潜力及天体生物学的研究进展,旨在为后续开展地球及地外熔岩管道的天体生物学研究提供思路。     

Exo/Astrobiology in Europe

The question of the chemical origins of life is engraved in the European scientific patrimony as it can be traced back to the pioneer ideas of Charles Darwin, Louis Pasteur, and more recently to Alexander Oparin. During the last decades, the European community of origin of life scientists has organized seven out of the twelve International Conferences on the Origins of Life held since 1957. This community contributed also to enlarge the field of research to the study of life in extreme environments and to the search for extraterrestrial life, i.e. exobiology in its classical definition or astrobiology if one uses a more NASA-inspired terminology. The present paper aims to describe the European science background in exo/astrobiology as well as the project of a European Network of Exo/Astrobiology.     

The science literacy crisis,philosophical issues,and the origin sciences

Since 1983, when the National Commission on Excellence in Education released its much-awaited report, A Nation at Risk, the United States has perceived itself to be in the midst of a serious education crisis. While nearly everyone is in agreement that most areas of the educational enterprise are in need of some revision and revitalization, problems related to science education have clearly received the lion's share of reform-minded attention. The present essay reviews the various symptoms of the so-called science literacy (education) crisis; speculates on the unique role that the philosophical underpinnings of the cosmic (Weisskopf, 1994) or origin sciences may play in these problems; and offers some suggestions as to how academic research scientists interested in these areas might more readily and effectively involve themselves in efforts to improve science education at all levels of the educational system.     

Too early? on the apparent conflict of astrobiology and cosmology

An interesting consequence of the modern cosmological paradigm is the spatial infinity of the universe. When coupled with naturalistic understanding of the origin of life and intelligence, which follows the basic tenets of astrobiology, and with some fairly incontroversial assumptions in the theory of observation selection effects, this infinity leads, as Ken Olum has recently shown, to a paradoxical conclusion. Olum's paradox is related, to the famous Fermi's paradox in astrobiology and “SETI” studies. We, hereby, present an evolutionary argument countering the apparent inconsistency, and show how, in the framework of a simplified model, deeper picture of the coupling between histories of intelligent/technological civilizations and astrophysical evolution of the Galaxy, can be achieved. This strategy has consequences of importance for both astrobiological studies and philosophy.     

On the evolution of the standard amino-acid alphabet

Although one standard amino-acid 'alphabet' is used by most organisms on Earth, the evolutionary cause(s) and significance of this alphabet remain elusive. Fresh insights into the origin of the alphabet are now emerging from disciplines as diverse as astrobiology, biochemical engineering and bioinformatics.     

Life at the dry edge: Microorganisms of the Atacama Desert

The Atacama Desert, located in northern Chile, is the driest and oldest Desert on Earth. Research aimed at the understanding of this unique habitat and its diverse microbial ecosystems begun only a few decades ago, mainly driven by NASA's astrobiology program. A milestone in these efforts was a paper published in 2003, when the Atacama was shown to be a proper model of Mars. From then on, studies have been focused to examine every possible niche suitable for microbial life in this extreme environment. Habitats as different as the underside of quartz rocks, fumaroles at the Andes Mountains, the inside of halite evaporates and caves of the Coastal Range, among others, have shown that life has found ingenious ways to adapt to extreme conditions such as low water availability, high salt concentration and intense UV radiation.     

Preparing K-12 students for the new interdisciplinary world of science

The increasing importance of interdisciplinary science brings with it the need to consider what impact this has on the educational process. Such considerations extend even to the earliest educational years of K-12, and also exhibit a strong overlap with many issues involved in improving science education across the board. I will offer some general remarks, followed by a focus on three educational objectives of importance to interdisciplinary science as well as to improved science education as a whole. I will close with a brief discussion of the challenges involved in implementing such ideas in the educational system.     

What are definitions of life good for? Transdisciplinary and other definitions in astrobiology

The attempt to define life has gained new momentum in the wake of novel fields such as synthetic biology, astrobiology, and artificial life. In a series of articles, Cleland, Chyba, and Machery claim that definitions of life seek to provide necessary and sufficient conditions for applying the concept of life—something that such definitions cannot, and should not do. We argue that this criticism is largely unwarranted. Cleland, Chyba, and Machery approach definitions of life as classifying devices, thereby neglecting their other epistemic roles. We identify within the discussions of the nature and origin of life three other types of definitions: theoretical, transdisciplinary, and diagnostic definitions. The primary aim of these definitions is not to distinguish life from nonlife, although they can also be used for classificatory purposes. We focus on the definitions of life within the budding field of astrobiology, paying particular attention to transdisciplinary definitions, and diagnostic definitions in the search for biosignatures from other planets.     

Education for science and science for education: more than a play upon words

In the celebration of the Oswaldo Cruz Institute centenary, we wanted to stress our concern with the relationship between two of its missions: research and education. What are the educational bases required for science and technology activities on health sciences for the future years? How can scientists collaborate to promote the popularization of academic knowledge and to improve a basic education for citizenship in an ethic and humanistic view? In this article we pointed out to need of commitment, even in the biomedical post-graduation level, of a more integrated philosophy that would be centered on health education, assuming health as a dynamic biological and social equilibrium and emphasizing the need of scientific popularization of science in a cooperative construction way, instead of direct transfer of knowledge, preserving also macro views of health problems in the development of very specific studies. The contemporary explosion of knowledge, particularly biological knowledge, imposes a need of continuous education to face the growing illiteracy. In order to face this challenge, we think that the Oswaldo Cruz Institute honors his dialectic profile of tradition and transformation, always creating new perspectives to disseminate scientific culture in innovator forms.     

Biology in the secondary science curriculum

The search for a model of balanced science has not so far been based on a detailed analysis of the nature and effects of the science curriculum. The present paper attempts to begin to fill the gap, from the perspective of biology, using data from the Assessment of Perform-ance Unit (APU). It is shown that, in England, the uptake of the subject as an option outstrips that of the other sciences, with pupils quoting its intrinsic interest as their motivation. Biology serves to attract to science pupils of all abilities and girls in particular. The other sciences are not so successful in this sphere. However, performance data show that the study of biology is not as effective in enhancing science performance as are the physical sciences.     

Extremophile Microalgae: the potential for biotechnological application

Microalgae are photosynthetic microorganisms that use sunlight as an energy source, and convert water, carbon dioxide, and inorganic salts into algal biomass. The isolation and selection of microalgae, which allow one to obtain large amounts of biomass and valuable compounds, is a prerequisite for their successful industrial production. This work provides an overview of extremophile algae, where their ability to grow under harsh conditions and the corresponding accumulation of metabolites are addressed. Emphasis is placed on the high-value products of some prominent algae. Moreover, the most recent applications of these microorganisms and their potential exploitation in the context of astrobiology are taken into account.     

Implications for educational practice of the science of learning and development

Abstract

This article draws out the implications for school and classroom practices of an emerging consensus about the science of learning and development, outlined in a recent synthesis of the research. Situating the review in a developmental systems framework, we synthesize evidence from the learning sciences and several branches of educational research regarding well-vetted strategies that support the kinds of relationships and learning opportunities needed to promote children’s well-being, healthy development, and transferable learning. In addition, we review research regarding practices that can help educators respond to individual variability, address adversity, and support resilience, such that schools can enable all children to find positive pathways to adulthood.     

An international basic science and clinical research summer program for medical students

An important part of training the next generation of physicians is ensuring that they are exposed to the integral role that research plays in improving medical treatment. However, medical students often do not have sufficient time to be trained to carry out any projects in biomedical and clinical research. Many medical students also fail to understand and grasp translational research as an important concept today. In addition, since medical training is often an international affair whereby a medical student/resident/fellow will likely train in many different countries during his/her early training years, it is important to provide a learning environment whereby a young medical student experiences the unique challenges and value of an international educational experience. This article describes a program that bridges the gap between the basic and clinical research concepts in a unique international educational experience. After completing two semester curricula at Alfaisal University in Riyadh, Kingdom of Saudi Arabia, six medical students undertook a summer program at St. Boniface Hospital Research Centre, in Winnipeg, MB, Canada. The program lasted for 2 mo and addressed advanced training in basic science research topics in medicine such as cell isolation, functional assessment, and molecular techniques of analysis and manipulation as well as sessions on the conduct of clinical research trials, ethics, and intellectual property management. Programs such as these are essential to provide a base from which medical students can decide if research is an attractive career choice for them during their clinical practice in subsequent years. An innovative international summer research course for medical students is necessary to cater to the needs of the medical students in the 21st century.     

Astrobiology and Biological Chirality

The emerging discipline of astrobiology could gain valuable support from research dealing with the problems of biological chirality. The most profitable fields of common interest are: (a) living organisms under extraterrestrial conditions, (b) extraterrestrial signatures of life and (c) origin(s) of biological chirality. These areas of complementary and overlapping fields are analysed on the basis of selected references. Presented at: National Workshop on Astrobiology: Search for Life in the Solar System, Capri, Italy, 26 to 28 October, 2005.     

Origins of Life Research: a Bibliometric Approach

This study explores the collaborative nature and interdisciplinarity of the origin(s) of life (OoL) research community. Although OoL research is one of the oldest topics in philosophy, religion, and science; to date there has been no review of the field utilizing bibliometric measures. A dataset of 5647 publications that are tagged as OoL, astrobiology, exobiology, and prebiotic chemistry is analyzed. The most prolific authors (Raulin, Ehrenfreund, McKay, Cleaves, Cockell, Lazcano, etc.), most cited scholars and their articles (Miller 1953, Gilbert 1986, Chyba & Sagan 1992, W?chtersh?user 1988, etc.), and popular journals (Origins of Life and Evolution of Biospheres and Astrobiology) for OoL research are identified. Moreover, interdisciplinary research conducted through research networks, institutions (NASA, Caltech, University of Arizona, University of Washington, CNRS, etc.), and keywords & concepts (astrobiology, life, Mars, amino acid, prebiotic chemistry, evolution, RNA) are explored.     

Communication and data-intensive science in the beginning of the 21st century

The advent of data-intensive science has sharpened our need for better communication within and between the fields of science and technology, to name a few. No one mind can encompass all that is necessary to be successful in controlling and analyzing the data deluge we are experiencing. Therefore, we must bring together diverse fields, communicate clearly, and build crossdisciplinary methods and tools to realize its potential. This article is a summary of the communication issues and challenges as discussed in the Data-Intensive Science (DIS) workshop in Seattle, September 19-20, 2010.     

Analogies in science and science teaching

Analogies are often used in science, but students may not appreciate their significance, and so the analogies can be misunderstood or discounted. For this reason, educationalists often express concern about the use of analogies in teaching. Given the important place of analogies in the discourse of science, it is necessary that students are explicitly shown how they work, perhaps based on the structure-mapping theory we outline here. When using an analogy, the teacher should very clearly specify both its components and its limitations. Great care is required in developing an analogy to ensure that it is understood as intended and that misconceptions are minimized. This approach models the behavior of a scientist, which helps to develop student understanding of the practice of science.     

Plans of mice and men: from bench science to science policy

The transition from bench science to science policy is not always a smooth one, and my journey stretched as far as the unemployment line to the hallowed halls of the U.S. Capitol. While earning my doctorate in microbiology, I found myself more interested in my political activities than my experiments. Thus, my science policy career aspirations were born from merging my love of science with my interest in policy and politics. After receiving my doctorate, I accepted the Henry Luce Scholarship, which allowed me to live in South Korea for 1 year and delve into the field of science policy research. This introduction into science policy occurred at the South Korean think tank called the Science and Technology Policy Institute (STEPI). During that year, I used textbooks, colleagues, and hands-on research projects as my educational introduction into the social science of science and technology decision-making. However, upon returning to the United States during one of the worst job markets in nearly 80 years, securing a position in science policy proved to be very difficult, and I was unemployed for five months. Ultimately, it took more than a year from the end of the Luce Scholarship to obtain my next science policy position with the American Society for Microbiology Congressional Fellowship. This fellowship gave me the opportunity to work as the science and public health advisor to U.S. Senator Harry Reid. While there were significant challenges during my transition from the laboratory to science policy, those challenges made me tougher, more appreciative, and more prepared to move from working at the bench to working in the field of science policy.     

我国生物物理学的奠基与交叉学科的建立

20世纪50年代上半叶,生物物理学作为一门新的独立学科应运而生.1958年,以中国科学院生物物理研究所的成立为主要标志,开始了我国生物物理学的发展历程.本文将介绍我国生物物理学科的奠基与前期发展,以及放射生物学、生物控制论、宇宙生物学和仿生学等交叉学科的建立过程.