数字切片在组织胚胎学实验教学中的应用

传统的组织胚胎学实验课以观察玻璃切片为主,玻璃切片在实验教学使用中存在易褪色、不易永久保存和使用时受时间和空间限制等缺陷,利用全自动显微镜扫描系统将玻璃切片制作为数字切片,结合显微数码互动系统和校园网络系统应用于组织胚胎学实验教学,不仅能有效解决优质典型玻璃切片片源不足带来的教学问题,也有利于教师的备课讲解、学生的复习与讨论以及师生间的互动,推动了组织胚胎学实验教学和考试模式的改革。该文主要介绍组织胚胎学数字切片的特点、应用及发展前景。     

植物学实验教学中数字切片的应用

为了克服传统玻璃切片在植物学实验教学中的局限性, 利用全自动显微镜扫描系统将玻璃切片制作为数字切片, 建立数字切片库, 并与数码显微互动系统相结合, 应用于植物学实验教学中, 不仅有利于提高课堂教学的效率和质量, 而且有利于发展学生的自主学习能力和提高实验技能, 促进相关教学资源的分类管理和持续利用, 有效推动植物学实验教学的改革。以实验教学实践为例, 介绍数字切片的制作过程、应用和不足, 以期为更好地利用现代化手段改革传统教学技术和方法提供帮助。     

浅谈病理学实验教学中多种教学手段的运用体会

病理学是一门直观性很强的形态学学科,在医学教育和临床医疗中都发挥着重要作用。传统的病理实验教学模式大多为验证性实验教学,教学形式单调,不利于学生对各种知识点的理解及纵向和横向知识的融合。笔者所在的病理教研室尝试综合利用多媒体辅助教学、数字切片和显微数码互动系统改变传统的病理学实验教学模式,旨在提高病理实验教学的效果和质量。     

全新的教学方式——Motic数码互动实验室

<正>数码互动实验室系统是一种全新的教学方式,通过先进的数码、网络技术.提供清晰的多画面实时显示和丰富的交互手段。通过此系统教师只需一台电脑就可以同时控制学生端多台数码显微镜.并可对每一台数码显微镜的实时图像进行单独调整,及时掌握学生实验的最新动态.并给予指导。数码互动实验室以其声像并茂.师生互动的教学特点,改变了以往传统教学方     

基于数字化切片的虚拟人体组织学实验教学的应用效果探讨

目的探讨使用基于数字化切片的虚拟实验教学对组织胚胎学实验课的教学效果及提升学生学习成绩的影响。方法以新疆医科大学2017级护理本科专业学生为研究对象,对照班级采用数码显微互动系统授课,实验班级采用数码显微互动系统结合数字化切片虚拟人体组织学实验教学授课,通过发放调查问卷及实验考试的方式对教学效果进行评价。结果问卷调查结果显示,94.7%(54/57)的实验班级学生认为采用数字化切片的虚拟人体组织学教学便于观察,丰富了学习方式及内容,有利于学习效率及成绩的提高。实验考试结果显示,实验班级学生实验成绩(90.53±7.62)明显高于对照班级学生实验成绩(81.46±10.36)。结论基于数字化切片的虚拟人体组织学实验教学是对现有组织胚胎学实验教学的创新和有益补充,对于改善教学效果,提升教学质量,丰富教学资源都具有无可比拟的优势和卓越的应用前景。     

显微数码互动系统在组胚实验教学中的应用

组织学与胚胎学实验课教学是以形态学为其主要内容的医学各专业课程中的重要基础课。显微数码互动系统是将现代高科技信息技术融进其实验教学的全过程,使得教学的图像更清晰,具有语音交流,图形捕获,信息贮存,资讯共享等功能,使传统教学中难以解决的问题迎刃而解,提高了教学质量,有利于学生综合素质的提高以及创新能力的培养。     

全新的教学方式——Motic数码互动实验室

数码互动实验室系统是一种全新的教学方式,通过先进的数码、网络技术．提供清晰的多画面实时显示和丰富的交互手段。通过此系统教师只需一台电脑就可以同时控制学生端多台数码显微镜,并可对每一台数码显微镜的实时图像进行单独调整,及时掌握学生实验的最新动态,并给予指导。     

浅谈数码显微镜多媒体互动在临床检验实验教学中的应用优势

临床检验是医学检验的专业课程,也是实验诊断学中重要组成之一。本课程相当大一部分是显微镜下形态及有形成分相关内容。显微镜多媒体技术能够将文字图像等信息综合在一起传达给学生,并且实现显微镜下图像共享。临床检验的教学中合理使用显微镜多媒体互动,能节约时间资源、降低教师劳动强度、激发学生学习兴趣、提升教学效果和教学质量。     

Motic数码互动实验室

数码互动实验室系统是一种全新的教学方式，通过先进的数码、网络技术，提供清晰的多画面实时显示和丰富的交互手段。通过此系统教师只需一台电脑就可以同时控制学生端多台数码显微镜，并可对每一台数码显微镜的实时图像进行单独调整，及时掌握学生实验的最新动态，并给予指导。     

全新的教学方式——Motic数码互动实验室

<正>数码互动实验室系统是一种全新的教学方式,通过先进的数码、网络技术,提供清晰的多画面实时显示和丰富的交互手段。通过此系统教师只需一台电脑就可以同时控制学生端多台数码显微镜,并可对每一台数码显微镜的实时图像进行单独调整,及时掌握学生实验的最新动态,并给予指导。数码互动实验室以其声像并茂,师生互动的教学特点,改变了以往传统教学方式,目前在全国多所中学得到了广泛的应用,和DIS实验室一起成为数字化实验教学的装备新标准。     

Use of virtual slide system for quick frozen intra-operative telepathology diagnosis in Kyoto,Japan

We started to use virtual slide (VS) and virtual microscopy (VM) systems for quick frozen intra-operative telepathology diagnosis in Kyoto, Japan. In the system we used a digital slide scanner, VASSALO by CLARO Inc., and a broadband optic fibre provided by NTT West Japan Inc. with the best effort capacity of 100 Mbps. The client is the pathology laboratory of Yamashiro Public Hospital, one of the local centre hospitals located in the south of Kyoto Prefecture, where a full-time pathologist is not present. The client is connected by VPN to the telepathology centre of our institute located in central Kyoto. As a result of the recent 15 test cases of VS telepathology diagnosis, including cases judging negative or positive surgical margins, we could estimate the usefulness of VS in intra-operative remote diagnosis. The time required for the frozen section VS file making was found to be around 10 min when we use x10 objective and if the maximal dimension of the frozen sample is less than 20 mm. Good correct focus of VS images was attained in all cases and all the fields of each tissue specimen. Up to now the capacity of best effort B-band appears to be sufficient to attain diagnosis on time in intra-operation. Telepathology diagnosis was achieved within 5 minutes in most cases using VS viewer provided by CLARO Inc. The VS telepathology system was found to be superior to the conventional still image telepathology system using a robotic microscope since in the former we can observe much greater image information than in the latter in a certain limited time of intra-operation and in the much more efficient ways. In the near future VS telepathology will replace conventional still image telepathology with a robotic microscope even in quick frozen intra-operative diagnosis.     

Reviewing the curriculum

The potential use of IT in secondary biology teaching is enormous, although it is a huge undertaking and fairly daunting to newcomers. Computer learning packages and the web can offer a variety of opportunities for learning, ranging from non-interactive content provision to highly interactive student-centred learning experiences. The learning materials in use in New South Wales (NSW) schools include information web sites, computer learning packages as tutorial or revision material, computer learning packages made by the students, virtual field trips, simulations, and virtual laboratories. In addition, students and teachers are using the web for communicating amongst themselves via email, newsgroups and discussion lists, videoconferencing for both local and global communications, and telecollaborative projects. This article will focus on materials used in student learning, and on the forms of electronic communication in use within the school system. A list of resources is provided.     

Taking practical learning in STEM education home: Examples from do‐it‐yourself experiments in plant biology

Practical teaching can give authentic learning experiences and teach valuable skills for undergraduate students in the STEM disciplines. One of the main ways of giving students such experiences, laboratory teaching, is met with many challenges such as budget cuts, increased use of virtual learning, and currently the university lockdowns due to the COVID‐19 pandemic. We highlight how at‐home do‐it‐yourself (DIY) experiments can be a good way to include physical interaction with your study organism, system, or technique to give the students a practical, authentic learning experience. We hope that by outlining the benefits of a practical, at‐home, DIY experiment we can inspire more people to design these teaching activities in the current remote teaching situation and beyond. By contributing two examples in the field of plant biology we enrich the database on experiments to draw inspiration from for these teaching methods.     

CRISPR基因编辑技术虚拟仿真教学软件的构建及应用

CRISPR基因编辑技术逐渐成为一个强有力的分子技术,已越来越广泛地应用于科学研究和临床试验.在高校教学实践中,为了解决该实验原理复杂、操作难度大、周期长、成本高等问题,构建了CRISPR基因编辑仿真教学软件.该软件包括原理演示和实训操作2个模块.原理部分通过3D技术呈现出每个分子的结构,并以动画的形式演绎CRISPR...     

Performance and energy modeling for live migration of virtual machines

Live migration of virtual machine (VM) provides a significant benefit for virtual server mobility without disrupting service. It is widely used for system management in virtualized data centers. However, migration costs may vary significantly for different workloads due to the variety of VM configurations and workload characteristics. To take into account the migration overhead in migration decision-making, we investigate design methodologies to quantitatively predict the migration performance and energy consumption. We thoroughly analyze the key parameters that affect the migration cost from theory to practice. We construct application-oblivious models for the cost prediction by using learned knowledge about the workloads at the hypervisor (also called VMM) level. This should be the first kind of work to estimate VM live migration cost in terms of both performance and energy in a quantitative approach. We evaluate the models using five representative workloads on a Xen virtualized environment. Experimental results show that the refined model yields higher than 90% prediction accuracy in comparison with measured cost. Model-guided decisions can significantly reduce the migration cost by more than 72.9% at an energy saving of 73.6%.     

Use of animation in teaching cell biology

To address the different learning styles of students, and because students can access animation from off-campus computers, the use of digital animation in teaching cell biology has become increasingly popular. Sample processes from cell biology that are more clearly presented in animation than in static illustrations are identified. The value of animation is evaluated on whether the process being taught involves motion, cellular location, or sequential order of numerous events. Computer programs for developing animation and animations associated with cell biology textbooks are reviewed, and links to specific examples of animation are given. Finally, future teaching tools for all fields of biology will increasingly benefit from an expansion of animation to the use of simulation. One purpose of this review is to encourage the widespread use of animations in biology teaching by discussing the nature of digital animation.     

Teaching computer interfacing with virtual instruments in an object-oriented language.

LabVIEW is a graphic object-oriented computer language developed to facilitate hardware/software communication. LabVIEW is a complete computer language that can be used like Basic, FORTRAN, or C. In LabVIEW one creates virtual instruments that aesthetically look like real instruments but are controlled by sophisticated computer programs. There are several levels of data acquisition VIs that make it easy to control data flow, and many signal processing and analysis algorithms come with the software as premade VIs. In the classroom, the similarity between virtual and real instruments helps students understand how information is passed between the computer and attached instruments. The software may be used in the absence of hardware so that students can work at home as well as in the classroom. This article demonstrates how LabVIEW can be used to control data flow between computers and instruments, points out important features for signal processing and analysis, and shows how virtual instruments may be used in place of physical instrumentation. Applications of LabVIEW to the teaching laboratory are also discussed, and a plausible course outline is given.     

Cryopreservation of rat precision-cut liver and kidney slices by rapid freezing and vitrification

Precision-cut tissue slices of both hepatic and extra-hepatic origin are extensively used as an in vitro model to predict in vivo drug metabolism and toxicity. Cryopreservation would greatly facilitate their use. In the present study, we aimed to improve (1) rapid freezing and warming (200 degrees C/min) using 18% Me(2)SO as cryoprotectant and (2) vitrification with high molarity mixtures of cryoprotectants, VM3 and VS4, as methods to cryopreserve precision-cut rat liver and kidney slices. Viability after cryopreservation and subsequent 3-4h of incubation at 37 degrees C was determined by measuring ATP content and by microscopical evaluation of histological integrity. Confirming earlier studies, viability of rat liver slices was maintained at high levels by rapid freezing and thawing with 18% Me(2)SO. However, vitrification of liver slices with VS4 resulted in cryopreservation damage despite the fact that cryoprotectant toxicity was low, no ice was formed during cooling and devitrification was prevented. Viability of liver slices was not improved by using VM3 for vitrification. Kidney slices were found not to survive cryopreservation by rapid freezing. In contrast, viability of renal medullary slices was almost completely maintained after vitrification with VS4, however vitrification of renal cortex slices with VS4 was not successful, partly due to cryoprotectant toxicity. Both kidney cortex and medullary slices were vitrified successfully with VM3 (maintaining viability at 50-80% of fresh slice levels), using an optimised pre-incubation protocol and cooling and warming rates that prevented both visible ice-formation and cracking of the formed glass. In conclusion, vitrification is a promising approach to cryopreserve precision-cut (kidney) slices.