Four suggestions for addressing public concern regarding synthetic biology

The following essay was written by Mr. Alex Hatch, a junior undergraduate student majoring in Biological Engineering at Utah State University. Mr. Hatch submitted a 1000-1200 word essay to the 5^th Annual Bioethics Contest sponsored by the Institute of Biological Engineering (IBE). A group of professionals in Biological Engineering assessed and ranked the essays in a blinded process. Five semi-finalists were invited to present their essays at a session at the annual meeting of IBE in Cambridge, MA on March 6, 2010. Five judges scored all the presentations and selected Mr. Hatch's contribution as the overall winner (first place).     

Synthetic biology: enormous possibility,exaggerated perils

The following essay was written by a freshman undergraduate student majoring in Bioengineering at the University of Maryland, Mr. Zachary Russ. Mr. Russ was one of 94 students who submitted a 1000 to 1200 word essay to the 3rd Annual Bioethics Essay Contest sponsored by the Institute of Biological Engineering (IBE). A group of professionals in Biological Engineering assessed and ranked the essays in a blinded process. Five semi-finalists were invited to present their essays at a session at the annual meeting of IBE in Chapel Hill, NC on March 8, 2008. Five judges scored the presentations at the annual meeting and selected Mr. Russ's contribution as the overall winner (1st Place). Below is his essay.     

Mapping the moral boundaries of biological engineering

The following essay was written by a sophomore undergraduate student majoring in Bioengineering at the University of Maryland, Mr. Zachary Russ. Mr. Russ was one of 174 students who submitted a 1000–1200 word essay to the 4th Annual Bioethics Contest sponsored by the Institute of Biological Engineering (IBE). A group of professionals in Biological Engineering assessed and ranked the essays in a blinded process. Five semi-finalists were invited to present their essays at a session at the annual meeting of IBE in Santa Clara, CA on March 21, 2009. Five judges scored all the presentation at the annual meeting and selected Mr. Russ's contribution as the overall winner (1st Place).     

A comparative study of eubacterial communities by PCR-DGGE fingerprints in anoxic and aerobic biotrickling filters used for biogas desulfurization

Bioprocess and Biosystems Engineering - Biological desulfurization has proven to be a process that is technically and economically feasible on using biotrickling filters that can be performed under...     

In-vitro evaluation of Polylactic acid (PLA) manufactured by fused deposition modeling

October 10th, 2016 marked the 9th anniversary for the Journal of Biological Engineering (JBE), the official journal of Institute of Biological Engineering (IBE), published by BioMed Central. We are entering into the 10th year of its exciting and productive history. In this editorial, a brief history of JBE is summarized, along with a series of analyses on average number of citations, breakdown of topical subjects, geographical representations and so forth for all published articles in JBE. Future prospects and new directions of JBE are also described in this editorial.     

Influence of the Monitored Youth Mentoring Program for adolescents with behavioural problems and behavioural disorders

This aimed to measure the influence of the Monitored Youth Mentoring Program (MYMP) for adolescents with behavioural problems and behavioural disorders. The MYMP commenced in 1997 and was completed in 2003. The model of the program was for one university student of Pedagogy to mentor one pupil between the ages of 13 and 17 years, demonstrating risk seeking behaviours for a whole school year. The specimen group was made up of 141 pupils, approximately 20 pupils from each year level. The short-term goal was to influence positive change in participants demonstrating risk seeking behaviour. The long-term goal was to enhance the respective school's programs to enable preventative approaches to lessen negative and risk seeking behaviours amongst pupils with behavioural problems and behavioural disorders. The research results demonstrate statistically significant success of the applied program in two measured variables. Firstly, learning success (p < 0.05), and secondly a decrease in truancy and disciplinary misdemeanours (p < 0.05). Both of which were observed in participants with behavioural problems. The program was not as successful for participants with behavioural disorders, but not without some effect. Although the program can be generally described as achieving a medium level of success, the fact that there was a lack of progressive worsening in participant's behaviour is a substantial bi-product of the program. The mentors involved in the program made it extremely clear by their feedback that, MYMP positively enhanced their formal Pedagogy training, through hands-on practise that they otherwise would not have received through their academic programs. They were provided with vital exposure to a preventative program and managed to gain insight into the possibilities of introducing early intervention and prevention into Croatian schools.     

Valid and reliable authentic assessment of culminating student performance in the biomedical sciences

There is increasing pressure, both from institutions central to the national scientific mission and from regional and national accrediting agencies, on natural sciences faculty to move beyond course examinations as measures of student performance and to instead develop and use reliable and valid authentic assessment measures for both individual courses and for degree-granting programs. We report here on a capstone course developed by two natural sciences departments, Biological Sciences and Chemistry/Biochemistry, which engages students in an important culminating experience, requiring synthesis of skills and knowledge developed throughout the program while providing the departments with important assessment information for use in program improvement. The student work products produced in the course, a written grant proposal, and an oral summary of the proposal, provide a rich source of data regarding student performance on an authentic assessment task. The validity and reliability of the instruments and the resulting student performance data were demonstrated by collaborative review by content experts and a variety of statistical measures of interrater reliability, including percentage agreement, intraclass correlations, and generalizability coefficients. The high interrater reliability reported when the assessment instruments were used for the first time by a group of external evaluators suggests that the assessment process and instruments reported here will be easily adopted by other natural science faculty.     

The teaching of ecology in Spain

The design of an interactive computer program in microbial genetics is described. The program is divided into three stages: background information, questions, and the simulation. The results of simulated conjugation experiments with Escherichia coli allow eight chromosomal genes to be sequenced. These genes can be mapped relative to eight different sites of F plasmid insertion and transfer orientation. The simulation requires the student to choose appropriate donor and recipient strains of the bacterium, and to specify the constituents of selective media on which the progeny of each cross are grown. The simulation mimics the experimental errors which can affect the results and hence their interpretation. The value of this simulation is that it permits the student to work at his own pace and to develop an understanding of techniques for studying microbial genetics.     

Grand challenges for biological engineering

Biological engineering will play a significant role in solving many of the world's problems in medicine, agriculture, and the environment. Recently the U.S. National Academy of Engineering (NAE) released a document "Grand Challenges in Engineering," covering broad realms of human concern from sustainability, health, vulnerability and the joy of living. Biological engineers, having tools and techniques at the interface between living and non-living entities, will play a prominent role in forging a better future. The 2010 Institute of Biological Engineering (IBE) conference in Cambridge, MA, USA will address, in part, the roles of biological engineering in solving the challenges presented by the NAE. This letter presents a brief outline of how biological engineers are working to solve these large scale and integrated problems of our society.     

The development of STEAM educational policy to promote student creativity and social empowerment

ABSTRACT

The Science, Technology, Engineering, Arts, and Mathematics (STEAM) movement argues that broad-based education that promotes creativity recognizes student learning diversity, increases student engagement and can potentially enhance Science, Technology, Engineering, and Mathematics (STEM) learning by embracing cross-cutting translational skills common to STEM and arts and design disciplines. This article describes and discusses the advocacy strategy designed at Rhode Island School of Design to promote STEAM education policy. Recommendations presented include (a) recognition of the arts (and design) as core subjects alongside STEM; (b) addressing issues of equity/resources to deliver arts education; (c) calling for research into potential outcomes of STEAM educational models; and (d) funding for professional development and latitude for teachers to explore interdisciplinary learning.     

Can medical students teach? A near-peer-led teaching program for year 1 students

The General Medical Council states that United Kingdom graduates must function effectively as educators. There is a growing body of evidence showing that medical students can be included as teachers within a medical curriculum. Our aim was to design and implement a near-peer-led teaching program in an undergraduate medical curriculum and assess its acceptability among year 1 students. Students received six tutorials focusing on aspects of cardiac, respiratory, and blood physiology. Tutorials ran alongside standard module teaching. Students were taught in groups of ～30 students/group, and an active teaching approach was used in sessions where possible. Using anonymous evaluations, student feedback was collected for the program overall and for each tutorial. The program was voluntary and open to all first-year students, and 94 (of 138) medical students from year 1 at Brighton and Sussex Medical School were recruited to the study. The tutorial program was popular among students and was well attended throughout. Individual tutorial and overall program quantitative and qualitative feedback showed that students found the tutorials very useful in consolidating material taught within the module. Students found the small group and active teaching style of the near-peer tutors very useful to facilitating their learning experience. The end-of-module written examination scores suggest that the tutorials may have had a positive effect on student outcome compared with previous student attainment. In conclusion, the present study shows that a near-peer tutorial program can be successfully integrated into a teaching curriculum. The feedback demonstrates that year 1 students are both receptive and find the additional teaching of benefit.     

On extending the usefulness of projectors in teaching biology

This paper reports the design of an interactive computer program in microbial genetics. The computer program is divided into three stages, background information, simulation, and data treatment. The results obtained from the simulation allow four genes to be sequenced along the bacterial chromosome. The simulation mimics experimental errors, the production of exconjugants and backmutants. The data can be analysed using options contained in the program. The simulation is of particular educational value because it allows the student to work at his own pace and to develop his ability to analyse data in relation to a complex conceptual model.     

一类具有时滞的生化反应模型的Hopf分支

在生物化工用肺炎杆菌与甘油转化为1,3-丙二醇的过程中会出现振荡现象,本文对出现振荡的机理进行了研究,根据生物意义,在模型中引入了时滞项,经分析和计算得到了产生Hopf分支的分支值以及分支值随控制参数变化的规律,并利用时滞微分方程的数值解法绘制了周期解的图形和相图。为这一过程的振荡机理研究提供了理论依据。并可用于指导工艺控制。     

RADBIOMOD: A simple program for utilising biological modelling in radiotherapy plan evaluation

PurposeRadiotherapy plan evaluation is currently performed by assessing physical parameters, which has many limitations. Biological modelling can potentially allow plan evaluation that is more reflective of clinical outcomes, however further research is required into this field before it can be used clinically.MethodsA simple program, RADBIOMOD, has been developed using Visual Basic for Applications (VBA) for Microsoft Excel that incorporates multiple different biological models for radiotherapy plan evaluation, including modified Poisson tumour control probability (TCP), modified Zaider–Minerbo TCP, Lyman–Kutcher–Burman normal tissue complication probability (NTCP), equivalent uniform dose (EUD), EUD-based TCP, EUD-based NTCP, and uncomplicated tumour control probability (UTCP). RADBIOMOD was compared to existing biological modelling calculators for 15 sample cases.ResultsComparing RADBIOMOD to the existing biological modelling calculators, all models tested had mean absolute errors and root mean square errors less than 1%.ConclusionsRADBIOMOD produces results that are non-significantly different from existing biological modelling calculators for the models tested. It is hoped that this freely available, user-friendly program will aid future research into biological modelling.     

Enhanced succinic acid production under acidic conditions by introduction of glutamate decarboxylase system in E. coli AFP111

Bioprocess and Biosystems Engineering - Biological synthesis of succinic acid at low pH values was favored since it not only decreased investment cost but also simplified downstream purification...     

A student-centred,problem-based curriculum: 5 years' experience.

In 1987, the University of Sherbrooke''s school of medicine implemented a student-centred, problem-based learning (PBL) curriculum. The experience of the first 5 years is reviewed; program goals, the schedule of learning activities, the instructional format and assessment of student learning are described. The new program is more demanding of teachers and requires better faculty training in pedagogy. No new financial resources have been available. The preclinical reform has led to revision of the clerkship, where sessions on clinical reasoning are now based on the PBL philosophy. Student reactions to the program are reported. The Sherbrooke experience has demonstrated that it is both possible and feasible to shift from a traditional to a problem-based curriculum.     

Bringing Conservation Medicine into the Veterinary Curriculum: The Tufts Example

The Center for Conservation Medicine at Tufts University School of Veterinary Medicine (TuftsCCM), has helped to define the concept of conservation medicine as a new science that examines the interaction between human, animal, and environmental health. One the Center’s main objectives in pursuing this new science has been to incorporate conservation medicine and ecosystem health principles into the veterinary curriculum. Environmental influences on disease dynamics in animals has always had a place in veterinary medicine, but often has not been adequately explored. Many opportunities exist within a traditional veterinary curriculum to strengthen this perspective, and to bring depth and new meaning to the understanding of disease and the role of animals in ecosystem health. The Tufts program is designed to reach both the general veterinary student and the student interested in a career in conservation medicine through core teaching, elective opportunities, research opportunities, and extracurricular seminars and workshops. The core curriculum exposes every veterinary student to an ecosystem health perspective of veterinary medicine that helps them realize the impact that this approach can have on their professional lives, regardless of their chosen specialty. Committed conservation medicine students benefit from specialty courses, a wide range of experiential and field research opportunities and active mentoring. Future challenges call for development of more graduate opportunities, continued interdisciplinary collaboration with other educational institutions, and continued curricular integration of this new paradigm of health and disease into veterinary medical education.     

Using Learning Outcome Measures to assess Doctoral Nursing Education

Education programs at all levels must be able to demonstrate successful program outcomes. Grades alone do not represent a comprehensive measurement methodology for assessing student learning outcomes at either the course or program level. The development and application of assessment rubrics provides an unequivocal measurement methodology to ensure a quality learning experience by providing a foundation for improvement based on qualitative and quantitatively measurable, aggregate course and program outcomes. Learning outcomes are the embodiment of the total learning experience and should incorporate assessment of both qualitative and quantitative program outcomes. The assessment of qualitative measures represents a challenge for educators in any level of a learning program. Nursing provides a unique challenge and opportunity as it is the application of science through the art of caring. Quantification of desired student learning outcomes may be enhanced through the development of assessment rubrics designed to measure quantitative and qualitative aspects of the nursing education and learning process. They provide a mechanism for uniform assessment by nursing faculty of concepts and constructs that are otherwise difficult to describe and measure. A protocol is presented and applied to a doctoral nursing education program with recommendations for application and transformation of the assessment rubric to other education programs. Through application of these specially designed rubrics, all aspects of an education program can be adequately assessed to provide information for program assessment that facilitates the closure of the gap between desired and actual student learning outcomes for any desired educational competency.     

Microcomputer simulation of steady-state enzyme kinetics for educational purposes

A BASIC program to assist the instruction of steady-state enzymekinetics has been developed for the IBM PC microcomputer. Itspurpose is to simulate laboratory experiments in order to minimizethe time required to obtain kinetic data from which studentsdeduce kinetic mechanisms and determine kinetic constants ofenzyme-catalyzed reactions. The program randomly selects a kineticscheme from various sequential, ping pong, and iso reactionsequences as well as values for the kinetic constants. The schemeand kinetic constants are unknown to the student at this time;the only thing he or she knows is the stoichiometry of the catalyzedreaction which can have two or three substrates and products.The student is prompted to enter values for concentrations ofsubstrates and products; several different concentrations foreach substrate and product can be entered in a single experiment.The program then calculates, displays and prints (if desired)the corresponding initial steadystate velocities. The studentcan perform as many experiments as desired until enough informationis obtained to determine the kinetic mechanism and to calculatevalues for the kinetic constants. Received on March 10, 1986; accepted on May 6, 1986     

以“环境微生物学”为载体的环境生态工程专业本科生科创能力培养

环境生态工程是一个设立较晚的新专业,其基本的教学体系和专业课程设计还有待摸索和完善。"环境微生物学"作为环境生态工程专业普遍设置的专业必修课,其授课内容和形式如何适应专业整体的培养需求是一个值得探讨的问题。我们结合所在学校、学院的特点和优势,提出将融入海洋特色和生态学思想的"环境微生物学"作为载体,结合课上理论教学、学生课堂报告、课下专题培训和实验技能培养等形式,培养环境生态工程专业本科生的科创能力。这可为同专业开设"环境微生物学"课程的教师提供教学参考,也可以为其他院校环境生态工程专业本科生科创能力的培养提供借鉴。