一起农村小学甲型H3N2流感暴发流行的调查分析

目的了解甲型H3N2流感暴发流行特征,为制定预防措施提供依据。方法对和温村小学239名学生流感发病及流感疫苗接种情况进行调查,对发病者逐一个案调查登记,采集患者咽拭子标本送百色市疾病预防控制中心实验室检测确诊。结果该校学生流感发病33例,发病率为13.81%,学前班及1~6年级共7个班均有病例发生,发病班级为100%。发病者中,男性18例,女性15例,男女性别比为1.2∶1,男女发病率分别为14.52%(18/124)、13.04%(15/115),(χ2=0.11,P0.05),男女发病率差异无统计学意义。患者咽拭子标本5人份,经实验室检测甲型H3N2流感病毒核酸阳性率为100%。结论该校学生无流感疫苗免疫接种史,易感人群积累,是本次甲型H3N2流感暴发流行的根本原因。应在每年秋冬流感流行季节前一个月,加强中小学校学生流感疫苗接种,提高易感人群免疫力,防止甲型H3N2流感扩散蔓延。     

慢性疲劳综合征中学生运动前后尿液差异代谢物的比较

目的：探讨慢性疲劳综合征（CFS）中学生运动前后尿液的差异代谢物及其代谢通路特征,阐述慢性疲劳综合征的代谢机制。方法：依据美国疾病预防控制中心关于CFS的筛选标准,选取8名17~19岁男性CFS中学生作为受试对象,同时选择来自同一学校的8名同龄、同性别健康中学生作为对照组。受试者进行一次改良的哈佛台阶运动（上下台阶30次/min,持续3 min）,采集运动前后的尿液,以液相-质谱联用（LC-MS）法检测其差异代谢物;采用多维统计法对所检测到的代谢物进行主成分分析（PAC）和正交偏最小二乘判别分析（OPLS-DA）;通过MetPA数据库分析与差异代谢物相关的代谢通路。结果：与对照组相比较,运动前CFS组筛选出肌酸、吲哚乙醛、植物鞘氨醇和焦谷氨酸4个差异代谢物,其含量均显著下降（P<0.05或P<0.01）;运动后CFS组检测出11个差异代谢物,依次是壬二酸、甲基腺苷、乙酰肉碱、癸酸、皮质酮、肌酸、左炔诺孕酮、泛酸、焦谷氨酸、黄嘌呤核苷和黄尿酸,其中除甲基腺苷和肌酸比对照组显著升高（P<0.05）外,其他9个差异代谢物均较对照组显著降低（P<0.05或P<0.01）。将上述15个差异代谢物分别输入MetPA数据库进行代谢通路权重得分分析,结果显示,运动前CFS组只检测出精氨酸-脯氨酸代谢通路紊乱,标记代谢物为肌酸;而运动后检测出精氨酸-脯氨酸代谢、泛酸与辅酶A生物合成、类固醇激素生物合成3条代谢通路存在障碍,标记代谢物依次是：肌酸、泛酸和皮质酮。结论：运动干预前,CFS中学生的精氨酸-脯氨酸代谢通路紊乱被检出;施加运动后,又检测出其类固醇激素生物合成代谢通路与泛酸和辅酶A代谢通路也存在代谢紊乱情况。     

News and Views

We surveyed the sleep‐wake patterns and lifestyle habits in a sample of Japanese first to third year junior high school children (n=638, age 12 to 15 yrs), of whom 29.3% were evening type, 64.1% intermediate type, and 6.6% morning type in preference. The morningness‐eveningness (M‐E) score was lower (more evening typed), 16.1 vs. 15.4 in first compared to third year students. There were significant gender differences, with girls showing a greater evening preference. Evening preference was associated with longer sleep latency, shortened sleep duration during schooldays and weekends, bad morning feeling, and episodes of daytime sleepiness. In contrast, morning preference was associated with higher sleep drive and better sleep‐wake parameters and lifestyle habits. Our results suggest the morning preference should be promoted among junior high school children to increase the likelihood of more regular sleep‐wake patterns and lifestyle habits.     

Students’ Investigations in Temperature and Pressure

Why does a balloon deflate when it is left in a cold car; or why does one have to pump up his or her bike tires in the spring after leaving them in the garage all winter? To answer these questions, students must understand the relationships among temperature, pressure, and volume of a gas. The purpose of the Predict, Share, Observe, and Explain (PSOE) activity is for students to connect the relationships among temperature, pressure, and the amount of gas. Students have many everyday experiences with these relationships, such as pumping up a basketball, but may have never thought of air in terms of pressure and temperature.     

师范院校生物学专业进行中学生物教师培训实践与探索

从现行中学生物课程改革面临的问题出发,探讨了对中学生物教师进行培训的必要性,对培训内容及其实施效果进行分析,最后提出师范院校对中学生物教师进行培训的具体实施意见。     

Evolution Education in Utah: A State Office of Education–University Partnership Focuses on Why Evolution Matters

Several groups of people are essential for effectively teaching the theory of evolution in public schools. Teachers of course are at the leading edge of educating students. However, school district administrators, school boards, state education officers, and university professors all play critical roles in this endeavor. Whereas scientific discoveries and teacher training typically occur at the university level, it is school district leaders and teachers who actually disseminate this information in a way that creates an educated population of students. In this study, we introduce a partnership focused on strengthening evolution education in Utah’s public schools. Our program centers on the importance of evolution as an applied science and one that can be readily integrated throughout the biology curriculum. Our 2-day workshop—conducted in each Utah school district—brings together elected school board members, school district administrators, public school science teachers, and university professors to overcome barriers that can arise when teaching the theory of evolution as part of the 7–12 public school curriculum.     

An Environmental Approach to Obesity Prevention in Children: Medical College of Georgia FitKid Project Year 1 Results

Objective: To test the hypothesis that third grade children (mean age = 8.7, SD = 0.5) who attended an 8‐month after‐school program would exhibit favorable changes in body composition, cardiovascular fitness, blood pressure, total cholesterol, and high‐density lipoprotein‐cholesterol compared with children in control condition. Research Methods and Procedures: Subjects were 61% African‐American, 31% white, and 8% other racial background from 18 public schools. Sixty‐eight percent were eligible for free or reduced price lunch. Percentage body fat and bone mineral density were assessed by DXA, cardiovascular fitness by heart rate response to a step test, resting blood pressure with a Dinamap, and non‐fasting total cholesterol and high‐density lipoprotein‐cholesterol by finger stick. Data pre‐ and post‐intervention were available for 447 children. Children in the nine intervention schools who attended at least 40% of the after‐school sessions were compared with control subjects. Results: Compared with the control subjects and after controlling for race, sex, free/reduced price lunch status, and school‐level covariates, youths in the intervention group showed a relative reduction of percentage body fat [?0.76 (95% confidence interval (CI), ?1.42, ?0.09)], a greater relative gain in bone mineral density [0.008 (95% CI, 0.001, 0.005)], and a greater relative reduction in heart rate response to the step test [?4.4 (95% CI, ?8.2, 0.6)]. The other outcome variables showed non‐significant trends in favor of the intervention subjects. Discussion: These results are promising in light of the potential impact on the emerging childhood obesity epidemic. The Medical College of Georgia FitKid Project has the potential to be institutionalized because it is built on the existing infrastructure in most public schools in the U.S.     

Linking the experiential,affective and cognitive domains in biology education: a case study – microscopy

A greater emphasis in school curricula on the technology of science would encourage teachers to engage their students more in practical work. This in turn might be expected to improve students’ attitudes towards science and enhance cognitive outcomes. The paper presents findings from a study on first-year university students’ school experience of, attitudes towards, and knowledge of, microscopy. The findings reinforce the general expectations alluded to above. They also draw attention to the importance of the lower secondary science experience – often a suboptimal one owing to a poor resource base – to the formation of student attitudes and cognitive development with respect to science.     

Coastal residents,stingray style: Selecting the best intertidal creeks for seasonal living

Graphing and calculating percentages are integral skills in a STEM curriculum. Teaching students how to create graphs allows them to identify numerical trends and to express results in a clear and concise manner. In this activity, students will remain engaged in the lesson by moving around the room and then work together to generate their own data. Students will act like stingrays and determine the costs and benefits of selecting different habitats. The skills honed in the activity will enable students to compare actual stingray data with in-class data and to express the results graphically. This activity aligns with Ocean Literacy Principles, Common Core Standards, and National Science Education Standards. The Next Generation Science Standard of including the analysis and interpretation of data to provide evidence for the effects of resource availability on organisms in an ecosystem is also incorporated.