分析如何提高独立学院生物制药专业本科毕业论文质量

本科毕业论文的写作是高校教学计划的关键构成部分。而生物制药专业作为难度较高的兴起专业之一,学生毕业论文的写作质量与其学生对专业的认识、写作基本功、实习管理及创新意识等方面有十分重要的联系。基于此,本文首先分析了当前独立学院生物制药专业本科毕业论文质量评价体系的现状,然后探索了优化生物制药专业学生毕业论文质量的措施,提出了构建新的毕业论文评价体系的构想。     

生物类本科毕业论文“讨论”存在的问题与指导实践

"讨论"是学生毕业论文写作的重要环节,但也是常常被忽视、存在问题较多的环节之一。指出了生物类大学生论文"讨论"过程中经常发生的几个问题,并提出了解决这些问题的具体措施,为今后改进本科毕业论文写作质量提供参考。     

生物技术专业本科毕业论文实验的探索与实践——以产油微生物的分离与鉴定为例

毕业论文作为本科教学过程中的一个重要环节,具有不可替代的作用。以产油微生物的分离与鉴定为例,从毕业论文选题、实验准备及实验实施等方面介绍百色学院生物技术专业毕业论文实验的有关探索。通过综合运用所学理论知识和实验技能,学生能够顺利完成本科毕业论文实验,筛选到具有工业应用价值的产油微生物菌株,达到了生物技术专业本科毕业论文实践教学的目的。     

微生物学实验四阶段递进教学实践与探讨

针对微生物学实验教学中存在的一些问题,采用"兴趣培养—参与研究—主持项目—能力形成"递进式教学模式,在基础性实验、综合性实验、大学生创新实验和毕业论文实验4个阶段进行了初步教学改革探索。在开设微生物基础性实验之后,采用"双导师制",以教师的科研项目为依托和纽带,将微生物综合性研究型实验、大学生创新实验项目和毕业论文实验等循序渐进地结合起来,取得了良好的教学效果。实践证明微生物学实验分阶段递进教学,既提高了学生独立思考、解决实际科研问题的能力,也培养了学生综合创新的能力。     

提升生物工程专业毕业论文质量的研究与实践

通过对盐城师范学院生物工程专业5届学生268篇毕业论文进行调研分析,总结出在指导教师、论文选题研究类型及领域、论文研究内容创新性、论文的过程管理四个方面存在着问题。学院从增加教师数量、提高教师工程实践能力、加强校企合作、完善管理制度以及提高学生认识这五方面进行探索实践,逐步提高生物工程专业毕业论文质量。     

科研快讯

学术腐败染高校毕业生网上高价“跪求”学术论文[科学网2007年4月23日报道:“急购本科古代史毕业论文。”“跪求金融硕士论文一篇”……眼下又到了大学应届生撰写设计毕业论文的紧张阶段,《每日经济新闻》4月22日在百度贴吧搜索发现,网上买卖毕业论文的帖子达2300多条,代写毕业论文的“枪手”们也迎来了一年的“黄金旺季”,一篇本科毕业论文最少800元。]“代写论文、代发论文三年老品牌”“我们的目标是让您:顺顺利利毕业,高高兴兴找工作,快快乐乐评职称!”……不少专门从事代写业务的     

关于生态学本科毕业设计(论文)教学的思考

本科毕业设计(论文)是本科实践教学的重要环节,对于提高本科教育质量和学生综合素质具有至关重要的作用。针对本科毕业设计(论文)方面存在选题盲目、时间安排不合理、写作不规范、缺乏创新等问题,利用新办专业在管理与课程设置方面处于调整阶段的优势,从课程培育、毕业论文时间延长、与在研课题相结合和全过程管理等方面,对如何提高本科毕业设计(论文)质量的方式、方法进行了深入的探讨。     

指导本科生毕业论文实践的体会

本文从选题、文献资料的检索、课题的设计、基本操作技能培训、实验的原则、实验数据的处理、论文的撰写、答辩及答辩课件的制作等诸多环节入手,阐述了教师指导本科生毕业论文工作的一些方法、技巧,为指导高校毕业生毕业论文的实践工作提供参考。     

论文写作要点

摘要中英文摘要为报道性文摘,用第三人称书写。本刊要求中文摘要控制在200字左右,外文摘要不超过250个实词。摘要内容要简明扼要,客观如实反映自己的工作内容,包括:目的、方法、结果。书写时注意语法一定要正确,符合中英文表达方式,特别是英文摘要最好请英文水平较好的专家审定     

论文写作要点

摘要中英文摘要为报道性文摘,用第三人称书写。本刊要求中文摘要控制在200字左右,外文摘要不超过250个实词。摘要内容要简明扼要,客观如实反映自己的工作内容,包括:目的、方法、结果。书写时注意语法一定要正确,符合中英文表达方式,特别是英文摘要最好请英文水平较好的专家审定     

Little intervention,big results: intentional integration of information literacy into an introductory-level biology lab course

Abstract

Information literacy refers to a set of skills that allow its user to find appropriate resources and use them to develop, define and defend arguments. In many undergraduate programms, including biology and STEM related fields, students are expected to utilise these skills in writing lab reports, paper analyses, and in developing testable hypotheses. Here, we describe the development of a formalised information literacy module for an introductory biology laboratory course and a rubric to measure the effectiveness of this module, including suggestions for implementation. Our data show that while short-term gains were not made using previously published IL tests, application of a tailored rubric to writing assignments did show significant improvement in the students’ ability to find relevant sources, define the purpose of their work and explore that focus. The results of our evaluation demonstrate that even modest additions of formal instruction in information literacy to a course can significantly improve student gains in this area.     

Anatomy and physiology of a scientific paper

Writing and publishing a scientific paper in academic journals is a highly competitive, time-consuming stepwise process. The road to scientific writing and publication is rarely straightforward. Scientific writing has uniform format, which is perplexing for the novice science writers due to its inflexible anatomy (structure) and physiology (functions). Many obstacles are allied with the scientific writing path which can be minimized by applying some simple guidelines and practices. The scientific papers have an almost similar format but, original articles are divided into distinct sections and each segment contains a specific type of information. The basic anatomy of scientific papers is mainly comprised of the structure of the various components of a scientific paper, including title, abstract, introduction, methods, results, discussion, conclusion, acknowledgments and references. However, the physiology of a scientific paper is difficult to understand. Early career researchers and trainees may be less familiar with the various components of scientific papers. In this study, we applied an observational approach to describe the essential steps to facilitate the readers and writers to understand the basic characteristics, anatomy and physiology of writing the various sections of a scientific paper for an academic science journal.     

Style in medical journals.

A study of medical journals from 1962 showed a constant preoccupation with style. Editors and contributors on both sides of the Atlantic revile unnecessary obscurity and complexity and the use of jargon, barbarisms, vogue words, and weak impersonal constructions. They bewail the pompous use of verbiage and the "medspeak" typified by acronyms and neologisms created by affixation. Suggestions for possible causes of poor medical style range from editorial demands for compression and a general ignorance of the principles of good writing to faulty logic and the subordination of communication to status seeking. The consequences of bad writing may include the fragmentation of knowledge, an increase in the importance of abstracting services, a trend towards free glossy medical newspapers, and, as remedial measures, workshops and courses in medical writing. Some implications for English language teachers working with foreign medical graduates and preclinical students are discussed.     

The Opinion Editorial: teaching physiology outside the box

Improving the public understanding of science is an important challenge for the future professional scientists who are our current undergraduates. In this paper, we present a conceptual model that explores the role of mass media as community gatekeepers of new scientific findings. This model frames the benefits for undergraduate science students to learn about media genres so that they can learn to communicate science more effectively to nonprofessional audiences. Informed by this Media Role model, we then detail a novel writing task for undergraduate physiology students, the Opinion Editorial (Op-Ed), and an accompanying Peer Review. The Op-Ed genre was directly taught to the students by a professional journalist. As an assessment task, students presented a recent, highly technical paper as an Op-Ed. This was assessed by both faculty members and peers using a detailed assessment rubric. Most students were able to replicate the features of Op-Eds and attained high grades on their writing tasks. Survey data from final-year physiology students (n = 230) were collected before and after the implementation of the Op-Ed/Peer Review. These indicated that most students were aware of the importance of scientists to effectively communicate their knowledge to nonprofessional audiences, that the Op-Ed writing task was challenging, and that they believed that their ability to write to nonprofessional audiences was improved after explicit teaching and feedback.     

Grip force variability and its effects on children's handwriting legibility, form, and strokes

A comprehensive understanding of the underlying biomechanical processes during handwriting is needed to accurately guide clinical interventions. To date, quantitative measurement of such biomechanical processes has largely excluded measurements of the forces exerted radially on the barrel of the writing utensil (grip forces) and how they vary over time during a handwriting task. An instrumented writing utensil was deployed for a direct measurement of kinematic and temporal information during a writing task, as well as forces exerted on the writing surface and on the barrel of the pen. The writing utensil was used by a cohort of 35 students (19 males), 16 in first grade and 19 in second grade, as they performed the Minnesota Handwriting Assessment (MHA) test. Quantitative grip force variability measures were computed and tested as correlates of handwriting legibility, form, and strokes. Grip force variability was shown to correlate strongly with handwriting quality, in particular for students classified by the MHA as nonproficient writers. More specifically, static grip force patterns were shown to result in poor handwriting quality and in greater variation in handwriting stroke durations. Grip force variability throughout the writing task was shown to be significantly lower for nonproficient writers (t-test, p<0.01) while the number of strokes and per-stroke durations were shown to be higher (p<0.03). The results suggest that grip force dynamics play a key role in determining handwriting quality and stroke characteristics. In particular, students with writing difficulties exhibited more static grip force patterns, lower legibility and form scores, as well as increased variation in stroke durations. These findings shed light on the underlying processes of handwriting and grip force modulation and may help to improve intervention planning.     

The credibility of movement‐writing

The author first defended the credibility of movement‐writing in Chapter 2, Section 3, of a B.Litt.¹ thesis entitled Social Anthropology and [the] Dance, [Oxford, U.K., 1972]. Seven theoretical criteria from Nelson Goodman's Languages of Art [1969] were used to illustrate to examiners who knew nothing about movement‐writing in any form that Laban's system was not merely a mnemonic device. The guts of the chapter are revived in the following essay because of long‐standing, still‐existing confusion about the relations between movement‐writing and research and between “notation” and “writing” with regard to human movement studies.