Current state and prospects of biotechnology in Central and Eastern European countries. Part I: Visegrad countries (CZ,H, PL,SK)

Innovation is a key determinant of sustainable growth. Biotechnology (BT) is one such industry that has witnessed a revolution in innovative ideas leading to the founding of many new companies based on providing products, solutions and services, stretching from the food industry to environmental remediation, and new medicines. BT holds much promise for the development of national and local economies, however, this requires a strategic approach involving actors within government, industry, and academia working in concert to maximize this potential. This first article reviews the current “state of play” in the field of BT within the Central Eastern European (CEE) countries. For the purposes of this article, CEE refers to the countries of Czech Republic, Hungary, Poland, and Slovakia (the so-called Visegrad – V4 countries). We examine the components that support the creation and development of a BT sector in CEE and also highlight the barriers to these objectives. Clearly setting priorities for the countries’ policy agenda, as well as the alignment of Smart Specialization Strategy will help to focus efforts. Recent investments in R&D infrastructure within CEE have been substantial, but conditions will need to be optimized to harness these largely European investments for effective use towards SME high-tech development.     

探索医学研究生的《分子生物学》教学改革

培养具有创新思维和独立创新能力的高素质人才,是医学研究生教育的培养目标,也是新的历史时期对培养高等医学人才 的要求。《医学分子生物学》课程对于研究生教学至关重要,已成为医学研究生的重要基础课程。我们在多年教学经验的基础上, 通过调整理论教学模式、优化知识结构、合理设置教学内容、扩展前沿知识领域、改善考核方式等多个举措,着重培养研究生的独 立科研创新能力,使得研究生《医学分子生物学》教学改革取得一定成效。     

案例教学法(CBM)在康复治疗师培训中的应用和评价

目的:探讨案例教学法在康复治疗师培训中的应用。方法:100名康复治疗师志愿者按从业时间分为低、中、高级治疗师,随后将不同资格的志愿者平均分配到传统教学法教学组(对照组)和案例教学法教学组(实验组),以脑性瘫痪的康复为主要内容开展培训。培训结束后,针对学员对基础知识的掌握和病例的分析进行考核。结果:实验组的学员基础知识的平均分高于对照组(P0.05),并且对病例的分析能力也显著高于对照组(P0.01)。调查问卷结果显示,多数实验组学员认为案例教学法能够调动学习积极性,并提高独立思考、分析问题的能力。结论:在康复医学教学中,案例教学法在激发学习兴趣、提高学习效率和学生综合素质方面优于传统的教学方法。     

医学院校生物学专业研究生课程体系改革初探

研究生教育作为我国高等教育体制中最高层次的教育,是培养具有高素质、创新型人才的核心环节。医学院校研究生的素 质教育与创新能力是决定其基础医学研究能力和临床专业技能的重要因素,而研究生课程体系的建设是决定研究生培养过程中 重要的一环。为了提高研究生的创新能力,我校对研究生课程体系进行了一系列的改革。通过总结国内外10 所知名院校生物学 专业研究生课程体系的特点,对比分析我校在此方面存在的不足,进一步明确生物学专业研究生培养的目标,并有针对性的提出 课程体系改革的措施,为后续研究生教育改革奠定基础。     

Pyrolysis biochar systems,balance between bioenergy and carbon sequestration

This study aimed to investigate the extent to which it is possible to marry the two seemingly opposing concepts of heat and/or power production from biomass with carbon sequestration in the form of biochar. To do this, we investigated the effects of feedstock, highest heating temperature (HTT), residence time at HTT and carrier gas flow rate on the distribution of pyrolysis co‐products and their energy content, as well as the carbon sequestration potential of biochar. Biochar was produced from wood pellets (WP) and straw pellets (SP) at two temperatures (350 and 650 °C), with three residence times (10, 20 and 40 min) and three carrier gas flow rates (0, 0.33 and 0.66 l min^?1). The energy balance of the system was determined experimentally by quantifying the energy contained within pyrolysis co‐products. Biochar was also analysed for physicochemical and soil functional properties, namely environmentally stable‐C and labile‐C content. Residence time showed no considerable effect on any of the measured properties. Increased HTT resulted in higher concentrations of fixed C, total C and stable‐C in biochar, as well as higher heating value (HHV) due to the increased release of volatile compounds. Increased carrier gas flow rate resulted in decreased biochar yields and reduced biochar stable‐C and labile‐C content. Pyrolysis at 650 °C showed an increased stable‐C yield as well as a decreased proportion of energy stored in the biochar fraction but increased stored energy in the liquid and gas co‐products. Carrier gas flow rate was also seen to be influential in determining the proportion of energy stored in the gas phase. Understanding the influence of production conditions on long term biochar stability in addition to the energy content of the co‐products obtained from pyrolysis is critical for the development of specifically engineered biochar, be it for agricultural use, carbon storage, energy generation or combinations of the three.     

通识教育中融入人类遗传学的教学实践

通识教育已经成为大学高等教育的重要组成部分,强调通专结合的办学理念,要求践行“以人为本”的教育实践。在教学实践中存在不少困难和困惑,需要不断总结和发展中国特色的通识教育体系。本文凝练了在人类生物学教学实践中如何融入人类遗传学知识的通识教学理念、案例和分析,以“人是什么”为切入点引入贴近生活的教学内容。通过现代进化基因组学知识,解析人类自身发展的过去、现在和未来所涉及的生物学核心问题。剖析人的经典属性及其与通识教育的特殊关联,进而引出基于问题的深层次思考。     

Metformin add‐on vs. antipsychotic switch vs. continued antipsychotic treatment plus healthy lifestyle education in overweight or obese youth with severe mental illness: results from the IMPACT trial

Antipsychotics are used for many psychiatric conditions in youth. Although developmentally inappropriate weight gain and metabolic abnormalities, which are risk factors for premature cardiovascular mortality, are especially frequent in youth, optimal strategies to reduce pediatric antipsychotic‐induced overweight/obesity are unclear. The Improving Metabolic Parameters in Antipsychotic Child Treatment (IMPACT) was a randomized, parallel group, 24‐week clinical trial which enrolled overweight/obese, psychiatrically stable youth, aged 8‐19 years, with a DSM‐IV diagnosis of severe mental illness (schizophrenia spectrum disorder, bipolar spectrum disorder or psychotic depression), at four US universities. All of them had developed substantial weight gain following treatment with a second‐generation antipsychotic. The centralized, computer‐based randomization system assigned participants to unmasked treatment groups: metformin (MET); antipsychotic switch (aripiprazole or, if already exposed to that drug, perphenazine or molindone; SWITCH); or continued baseline antipsychotic (CONTROL). All participants received healthy lifestyle education. The primary outcome was body mass index (BMI) z‐score change from baseline, analyzed using estimated least squares means. Altogether, 127 participants were randomized: 49 to MET, 31 to SWITCH, and 47 to CONTROL. BMI z‐score decreased significantly with MET (week 24: –0.09±0.03, p=0.002) and SWITCH (week 24: –0.11±0.04, p=0.003), while it increased non‐significantly with CONTROL (week 24: +0.04±0.03). On 3‐way comparison, BMI z‐score changes differed significantly (p=0.001). MET and SWITCH were each superior to CONTROL (p=0.002), with effect sizes of 0.68 and 0.81 respectively, while MET and SWITCH did not differ. More gastrointestinal problems occurred in MET than in SWITCH or CONTROL. The data safety monitoring board closed the perphenazine‐SWITCH arm because 35.2% of subjects discontinued treatment due to psychiatric worsening. These data suggest that pediatric antipsychotic‐related overweight/obesity can be reduced by adding metformin or switching to a lower risk antipsychotic. Healthy lifestyle education is not sufficient to prevent ongoing BMI z‐score increase.     

How to work with children and animals: A guide for school‐based citizen science in wildlife research

Engaging school students in wildlife research through citizen science projects can be a win–win for scientists and educators. Not only does it provide a way for scientists to gather new data, but it can also contribute to science education and help younger generations become more environmentally aware. However, wildlife research can be challenging in the best of circumstances, and there are few guidelines available to help scientists create successful citizen science projects for school students. This paper explores the opportunities and challenges faced when developing school‐based citizen science projects in wildlife research by synthesising two sources of information. First, we conducted a small, school‐based citizen science project that investigated the effects of supplementary feeding on urban birds as a case study. Second, we reviewed the literature to develop a database of school‐based citizen science projects that address questions in wildlife ecology and conservation. Based on these activities, we present five lessons for scientists considering a school‐based citizen science project. Overall, we found that school‐based citizen science projects must be carefully designed to ensure reliable data are collected, students remain engaged, and the project is achievable under the logistical constraints presented by conducting wildlife research in a school environment. Ultimately, we conclude that school‐based citizen science projects can be a powerful way of collecting wildlife data while also contributing to the education and development of environmentally aware students.     

“工业微生物”课程思政元素引入及评价

把立德树人作为中心,把思政工作贯穿全程是新时期高等教育的重要使命。课程思政元素引入是当前高校教育实现"立德树人"根本任务的重要观念与方法。通过问卷调查方式,从学生层面了解到高校教育课程思政建设的重要性及需求必要性。在课程实施思政建设过程中,以经典案例为依托,结合课程实际知识点,融入思政元素,并通过改革教学方式方法,实现课程思政功能。案例与课程应具有较强相关性,且必须典型。思政元素应多元、有效、智趣,且亲和性突出。因此,高校专业课程应有效融合不同教学方法,引入恰当有趣的思政元素,高效实现课程思政功能,达到课程育人的目的。