大学与国家公园的合作伙伴关系：课堂、户外实验室与世界之窗

2016年美国国家公园系统庆祝其成立100周年。在过去的100年间,作为国家公园的合作伙伴,美国的大学一直致力于为国家公园提供科学、教育和培训方面的支持。在中小学阶段,国家公园就成为学生们的学习场所。大学生在读期间会以实习生和季节工的身份参加国家公园的实践。研究生在完成论文和论文项目时为国家公园提供必要的研究,而所有参与者也就成了传递国家公园价值的更好的老师。这种支持有助于实现公园保护目标、解决公园面临的问题。同时,为在校学生和毕业后的学生提供了丰富学习经验的平台。为此还成立了专门的行政机构,以促进学校与公园的沟通、签订合约、建立合作伙伴。美国的大学与国家公园共同创造了一种有利于学术研究和管理实践的强有力合作伙伴关系,为世界以及中国国家公园体制的建设树立了很好的榜样。     

Family Type and Investment in Education: A Comparison of Genetic and Stepparent Families

Data from the U.S. National Education Longitudinal Survey were examined to investigate postsecondary educational investment in two-parent families. Consistent with hypotheses derived from the logic of inclusive fitness theory, contrasting children with two genetic parents with children from stepparent households on a multivariate composite of investment indicators revealed that stepchildren receive significantly less parental support for pursuit of higher education. Univariate tests on the three measures comprising the multivariate composite indicated that relative to children with two genetic parents, stepchildren have parents who (1) delay the start of savings accounts for postsecondary education, (2) put aside less money for subsidizing the costs of higher education, and (3) expect to allocate fewer economic resources to support the first year of postsecondary schooling. Statistical control of child ability, resource availability, and number of family members sharing in parental resources was accomplished in a second multivariate analysis by using child achievement, familial socioeconomic status, and number of financial dependents in each family as covariates. Statistically equating genetic and stepparent families on these measures reduced, but did not eliminate, the investment differences.     

鞘翅目高级阶元分子系统学： 研究现状及存在的问题

鞘翅目是世界上物种最丰富的类群, 分为原鞘亚目（Archostemata Kolbe, 1908）、 藻食亚目（Myxophaga Crowson, 1955）、 肉食亚目（Adephaga Schellenberg, 1806）和多食亚目（Polyphaga Emery, 1886）。随着分子生物学的发展,分子系统学的技术被广泛应用于鞘翅目系统学研究中。本文综述了鞘翅目高级阶元的分子系统学的研究进展及存在问题。基于分子生物学手段, 分子分类学家提出了关于鞘翅目高级阶元分子系统学很多假说, 分子分析结果支持鞘翅目的4个亚目各为单系, 而亚目间的系统关系还不统一。基于分子手段对于亚目内的系统发育关系的研究也有了一定的进展, 比如： 分子系统学结果支持肉食亚目的水生类群和陆生类群分别为单系, 水生类群为一次起源。目前, 鞘翅目高级阶元分子系统学的研究还不够成熟和完善, 主要表现为： 材料选择有限且不均衡、 基因数目和适合度不理想, 以及一些关键节点研究的欠缺。     

The use of small groups in a large lecture microbiology course

In the fall of 1997, we started using small groups in our large (100–200 students) junior level introductory microbiology course. Students form five-person groups early in the semester, and work on projects within these groups throughout the semester. These projects involve exploration of concepts such as metabolism, protein synthesis, and viral reproduction strategies and the submission of a poster describing a disease of their choice at the end of the semester. We have refined the use of the small groups during the last three semesters, and student acceptance and performance have improved steadily. In the fall semester of 1998, a comprehensive assessment of the effectiveness of these group projects was performed. Students were chosen at random to participate in student consultation groups to discuss group projects. Furthermore, we utilized a master teacher-in-residence from the Rocky Mountain Teachers Education Collaborative (RMTEC). This teacher-in-residence attended our classes, spoke with students, helped with student consultation groups, and provided observations of student responses to group work activities. RMTEC also provided funds to hire a research assistant to conduct student consultation groups, analyze student evaluations of our course, and compare evaluations from before and after the implementation of group examinations. Additionally, the Center for Teaching and Learning at Colorado State University assisted with mid-semester evaluations in each subsequent semester. The results of our analysis show that small groups in large lectures can be an effective learning tool provided students are given well-designed activities with clearly defined, obtainable goals and clearly articulated guidelines. Our experience also shows that the manner in which the instructor presents the process to students affects students' willingness to participate in the process. It must be clearly articulated to students why he has incorporated active learning strategies into the course, what he hopes students will gain from the experience, and how he expects students to participate in these activities. We recognize the increase in workload on ourselves as instructors, but the benefits seem worth the additional time and effort. This paper describes the group process that we use and provides an evaluation of the effort. Journal of Industrial Microbiology & Biotechnology (2000) 25, 121–126. Received 24 March 1999/ Accepted in revised form 23 November 1999     

健康教育在结直肠肿瘤围手术后患者生活质量的影响

目的:探讨健康教育对结直肠肿瘤患者围术期生活质量的影响。方法:选择我院收治的结直肠肿瘤患者104例随机分为两组,观察组52例患者围手术期给予健康教育,对照组52例给予传统宣教。观察并比较两组患者对疾病相关知识的掌握情况、住院天数、术后并发症的发生情况及造口袋更换次数等。结果:观察组患者对疾病相关知识、健康锻炼、饮食调理及自我防护等方面的了解程度以及对治疗的依从性均优于对照组,差异具有统计学意义(P0.05)。与对照组患者相比较,观察组患者术后并发症的发生率低、住院时间短,但自我护理时间长、更换造口袋频次高,两组比较差异显著且具有统计学意义(P0.05)。结论:对结直肠肿瘤患者围术期实施有针对性的健康教育有利于提高疗效,促进术后恢复,值得临床推广。     

微生物专业研究生实验课设计思路与特色

实验教学是研究生培养的重要环节,通过介绍中国农业大学微生物学专业研究生实验课程"现代微生物研究技术"的设计思路与特色,就教学团队的组建、实验内容的设置、课程的实施和教材的编写等方面的经验进行了总结。     

中美课程教学差异分析及启示——基于食品专业“微生物学”视角

以中国南昌大学食品学院开设的"微生物学"和美国University of Minnesota食品科学与营养系的Introductory Microbiology为研究对象,从课程安排、教学过程、实践环节和知识考察等方面对食品专业"微生物学"课程教学进行对比研究,以此窥豹一斑。研究发现,国内高校"微生物学"课程存在教学内容更新滞后、课堂讨论互动不足、考查方式多元化欠缺等问题,学生学习存在投入时间偏少、知识点掌握不牢固、考试后遗忘较快、应用知识解决问题能力较差等问题。要更好地开展食品专业"微生物学"教学,必须以学生为中心,及时更新教材内容,结合现代技术开展启发教学、案例教学,有效建构学生知识体系,施行课程助理制度,完善考核制度,提升教师自身工程化能力,从而助推提升教学质量。     

Fundamental role of start/stop regulators in whole DNA and new trinucleotide classification

The origin and logic of genetic code are two of greatest mysteries of life sciences. Analyzing DNA sequences we showed that the start/stop trinucleotides have broader importance than just marking start and stop of exons in coding DNA. On this basis, here we introduced new classification of trinucleotides and showed that all A+T rich trinucleotides consisting of three different nucleotides arise from start-ATG, stop-TGA and stop-TAG using their complement, reverse complement and reverse transformations. Due to the same transformations during generations of crossing-over they can switch from one form to the other. By direct process the start-ATG and stop-TAG can irreversibly transform into stop-TAA. By transformation into A+T rich trinucleotides and 16/32 C+G rich they can lose the start/stop function and take the role of a sense codon in reversible way. The remaining 16 C+G trinucleotides cannot directly transform into start/stop trinucleotides and thus remain a firm skeleton for structuring the C+G rich DNA. We showed that start/stops strongly enrich the A+T rich noncoding DNA through frequently extended forms. From the evolutionary viewpoint the start/stops are chief creators of prevailing A+T rich noncoding DNA, and of more stable coding DNA. We propose that start/stops have basic role as “seeds” in trinucleotide evolution of noncoding and coding sequences and lead to asymmetry between A+T and C+G rich DNA. By dynamical transformations during evolution they enabled pronounced phylogenetic broadness, keeping the regulator function.     

以职业教育为导向探究地方高师微生物学实验教学

针对地方性高等师范院校的人才培养目标,结合中学新课改下的微生物学实验教学,从强化师范生职业技能的角度对微生物学实验教学进行了改革.以培养学生的实践技能和创造性思维为出发点,从实验内容、教学方法、考核体系及毕业论文选题等方面入手,尝试建立一套适合地方性高等师范院校微生物学实验课程的教学体系.