Bibliometric analysis of the status and trend of biological soil crusts research from 1912 to 2023

Biological soil crusts(BSCs)play an important role in soil development and ecological function,and it is more important for quantitatively analyzing the processes and trends of BSCs to identify the advantages and disadvantages of BSCs research for the development and application of BSCs theory.Bibliometric analysis of 2,186 BSCs literatures from Web of Science showed an exponential growth trend,as China and the United States as the top 2 in terms of publication volume.High quality publications are mainly from European and American countries,such as the United States,Germany and Spain.The top 3 publishers are Journal of Arid Environments,Soil Biology&Biochemistry and Plant and Soil,and disciplines include ecology,environmental science,and soil science,etc..Research institutions mainly affiliate to the Chinese Academy of Sciences,United States Department of the Interior,United States Geological Survey,Hebrew University of Jerusalem,Consejo Superior de Investigaciones Cientificas,and Universidad Rey Juan Carlos.Authors mainly come from United States,Israel,Spain and China.Funds are mainly from the National Natural Science Foundation of China,Spanish Government,Chinese Academy of Sciences,and National Science Foundation of the United States.Biological soil crusts(biocrusts,cyanobacteria,lichens,moss crusts,bryophytes),drylands,climate change,photosynthesis and desert are high-frequency keywords.Future research will focus on the driving mechanisms of BSCs on global biogeochemical cycles,maintaining global biodiversity on important ecological processes,global C,N,and P cycles.The impact on biological invasion,sandstorms,and water balance,multifunctional and reciprocal mechanisms for maintaining the stability of desert and sandy ecosystems,and impact on the formulation of management policies for arid ecosystems,corresponding to global climate change,and the estimation of regional,local,and microscale distribution of BSCs based on machine deep learning modeling gradually focus on.The ecosystem service functions of BSCs,the soil and water conservation and soil stability mediated by BSCs in arid and semi-arid regions,and the excavation of stress resistant genes for BSCs will be emphasized.

Strategic Exploration on the Popularization of Sexual Science Knowledge among Normal Students under the Opening-Up Background

Through the development of interdisciplinary public elective courses of sexuality in the whole school, systematic education of sexology knowledge is carried out for normal students, so that normal students can understand the sexual knowledge of male and female students, such as reproductive structure, function, reproductive health care, sex and sexual psychology, so as to reduce the premarital sexual behavior of normal students, avoid premarital pregnancy, reduce the incidence of reproductive tract infection and sexually transmitted diseases, improve the ability of self-protection of normal students, cultivate good sexual psychology of normal students, and promote the physical and mental health of normal students.

A Comparative Analysis of Contemporary Methods of Final Disposition

This article illustrates the procedural specificities of the following eight contemporary methods of final disposition: (1) Natural Organic Reduction, (2) Alkaline Hydrolysis, (3) Plastination, (4) Body Farm, (5) Cryonics, (6) Memorial Reefs, (7) Organic Burial Pods, and (8) Space Funeral. After comparing the differences in the duration of body-processing time of all eight methods, Alkaline Hydrolysis was determined to take the shortest length of time to complete (6 - 8 hours), while Plastination was deemed to take the longest length of time to complete (1 year). Additionally, with regard to comparing the differences in cost to the consumer, Plastination and Body Farm were both deemed to be of the lowest cost ($0/body donation only), while Cryonics was deemed to be the most expensive ($200,000+ due to ongoing subfreezing storage and maintenance fees). Finally, after comparing the differences in each state’s set of sanctioned methods of final disposition, it was established that the seventeen states that restrict their residents’ options the most, permitting only two out of the eight contemporary options, include Alaska, Arkansas, Delaware, Indiana, Iowa, Kentucky, Louisiana, Massachusetts, Mississippi, Montana, Nebraska, New Hampshire, New Mexico, Pennsylvania, Rhode Island, South Dakota, and Wisconsin, and that the two states that restrict their residents the least, permitting six out of the eight contemporary options include California and Florida.

SHANGHAI INSTITUTE OF BIOLOGICAL SCIENCES

The Shanghai Institute of Biological Sciences(SIBS) under the Chinese Academy of Sciences(CAS) was formally founded on July 3, 1999. It wasbased on eight CAS research institutes and tworesearch centers in the Shanghai area, namely, theShanghai institutes of Biochemistry, Cell Biology,Materia Medica, Physiology, Brain Research, PlantPhysiology, Entomology, and Biotechnology, aswell as the Shanghai Life Sciences Research

南京师范大学2005年-2015年科技论文产出统计与分析——基于Web of Science、ESI、InCites数据库

利用Web of Science、ESI、In Cites数据库,对南京师范大学2005年-2015年的科研产出从发文量、被引量、高被引论文、载文期刊、第一作者、通讯作者、合作地区与机构、ESI学科等多方面进行全面分析.得到下面的结论:1.我校发文量发展水平高于全球平均水平;2.篇均被引高于全球平均水平,并且2011年后有进一步提高,在2013年-2014年发表23篇高被引论文;3.按第一作者统计,我校有40人发文数大于等于10篇,有35人引文数超100次,按通讯作者统计,我校有64人发文数大于15篇,有67人被引数超100次;4.我校零引用论文有1 592篇占27.3%,被引数≤7的低引用论文有2 654篇占45.6%;5.我校有3个学科已经进入ESI学科,依次是工程学、化学、动植物学,另外数学、农业科学、材料科学、地理学、物理学等学科也有希望进入ESI 1%学科.

Beyond Logic of Discovery and Paradigmatic Consensus： A Reanalysis of the Popper-Kuhn Debate in the Philosophy of Science

There is no patina of doubt that the central philosophical theories of Karl Popper and Thomas Kuhn concerning the nature, substance and method for acquiring scientific knowledge constitute milestones in 20th century philosophy of science. Just as Popper＇s fundamental work on the subject, The Logic of Scientific Discovery, marked a decisive break with inductivist epistemologies, Kuhn＇s magnum opus, The Structure of Scientific Revolutions （1962, enlarged ed. 1970）, inaugurated the coming of age of the historical turn in the philosophy of science. Some scholars seem to consider the main doctrines of both philosophers as irreconcilables or contradictories. This explains why, for example Popper and Popperians such as Imre Lakatos and John Watkins describe themselves as ＂critical rationalists＂, whereas they refer to Kuhn as an ＂irrationalist＂ or ＂relativist＂-appellations that the latter has consistently rejected. The debate between Popper and Kuhn, especially as contained in an important work, Criticism and the Growth of Knowledge （1970）, highlights some of the knotty problems connected with philosophical appraisals of science. It also demonstrates the strengths and weaknesses of logistic approaches in the philosophy of science, on the one hand, and of historically informed socio-psychological analysis of science, on the other. In this paper, we reexamine the Popper-Kuhn controversy from an experimentalist perspective. In other words, we argue that the ideas of testing and normal science can be systematically accommodated by fine-structure dissection of empirical research through which scientists learn about the world, based on the assumption that the progress of science is the growth of experimental knowledge-a fact often neglected in theory-dominated philosophies of science. Taking discovery of the cosmic background radiation by Arno Penzias and Robert Wilson as example, the paper argues that important scientific discoveries have been accomplished even in the absence of theory in any obvious sense, a situation that conflicts with the theory-dominated models of Popper and Kuhn. Thus, it offers an account of how practicing scientists learn from research to control errors and avoid blind alleys. The paper affirms, in conclusion, that going beyond the theories of Popper and Kuhn requires that philosophers of science should take what scientists learn from experiments seriously when theorising about science, by taking into account normal testing or error detection and control strategies through which scientific knowledge is acquired and extended

A retrospective view on the history of natural sciences in XX-XXI

The presented paper is dedicated to a new ret-rospective view on the history of natural sci-ences in XX-XXI cc, partially including the sci-ence philosophy (mainly, the problems of the scientific realism, i.e. the correspondence of science to reality) and also a novel scheme for different classes of sciences with different ob-jects and paradigms. There are analyzed the chosen “great” and “grand” problems of phys-ics (including the comprehension of quantum mechanics, with a recently elaborated new chapter, connected with time as a quantum obs- ervable and time analysis of quantum processes) and also of natural sciences as a whole. The particular attention is paid to the interpretation questions and slightly to the aspects, inevitably connected with the world- views of the res- earchers (which do often constitute a part of the interpretation questions).

The Nature of Normal Science： Arthur Compton＇s Research Programme as an Exemplar

Thomas S. Kuhn＇s theory of normal science （NS）, aside from being a provocative philosophical reconstruction of the relatively conservative phase of scientific research, contains useful ideas for systematic analysis of specific episodes in the history of science. Therefore, although the theory has been looked at from different angles since the first edition of The Structure of Scientific Revolutions （TSSR） was published in 1962, its detailed exploration of the cumulative phase of research in mature science is of abiding relevance in the philosophy of science. This is because NS provides a compelling account of how and why members of scientific communities succeed, largely, to produce reliable knowledge about an incompletely known phenomenal world. Again, the theory elucidates special features of scientific research that differentiate it from other creative enterprises. In that regard, this paper reconstructs Arthur Compton＇s research into x-ray scattering as a good instantiation of NS. Discussion of Compton＇s convincing demonstration of the particulate properties of electromagnetic radiation within the framework of NS showcases the elucidatory power of Kuhn＇s theory with respect to selected episodes in science, and corroborates the notion that the bulk of scientific work is a conservative puzzle-solving activity with the potential for precipitating scientific revolutions. To the best of my knowledge, this is the first time that Compton＇s groundbreaking work on x-ray scattering has been analysed within the framework of Kuhn＇s philosophy of science.

Dissemination and Enrichment of Knowledge About Normal Birth to Bring About a Change to Society

The birth of a child is a pivotal time in the life of a mother,her family and society.The health and well-being of a mother and child at birth largely determines the future health and wellness of the entire family(World Health Organization(WHO),2005).Normal birth has enormous benefits for mothers,neonates,families,and societies.The growing supportive evidence for the promotion of normal birth certainly relies on multidisciplinary collaborations to continue spreading knowledge about the advantages of normal birth and enhancing the understanding of how knowledge about normal birth can change society.Knowledge about normal birth varies among different groups of healthcare professionals,and it would be useful to identify how it is clinically translated to become accessible to other professionals and research teams,consumers,the public,significant decision-or policy makers,the industry,funding bodies,and volunteer health teams.

基于课程思政的融合教学模式探索--以细胞生物学课程为例

立德树人是高等教育的根本任务,而将课程思政融入课堂教学是实现“三全育人”的重要途径。以杭州师范大学生物科学专业细胞生物学教学为例,构建思政视域下的课内外、校内外、线上线下资源充分混合,并将任务驱动教学、案例教学、实践教学等不同形式融合其中的教学模式。结合该校师范专业人才培养方案和教学大纲,将立德树人和“三位一体”的教育理念融入细胞生物学课重要知识点,有助于培养学生严谨科学作风和爱国情怀,与思政教育同向同行,形成协同效应。

研究性教学模式在地方高校生物科学专业人才培养中的应用研究

研究性教学强调将研究和教学相结合,通过研究项目、实践活动等方式培养学生的研究能力和创新思维。研究性教学是提升人才培养质量的重要途径,地方高校创新性应用型人才的培养改革势在必行。为更好提升地方高校学生创新和研究能力及教师教学水平,以南阳师范学院生物科学专业为例,探究新形势下在“平衡”教学与科研的同时,从以人为本因材施教、需求导向服务地方、提升研究性教学能力推动教学改革、完善奖励激励机制等方面构建生物科学专业研究性教学模式,为提升人才培养质量奠定基础,以更好地服务社会发展和地方经济。

基于大食物观的草地农业发展趋势及关键科学问题

大食物观下,国家食物安全的重点是饲料粮安全。草地农业是全球最重要的食物生产系统之一,既直接生产草畜产品,又间接地为食物生产提供生态保障,满足国家对食物安全、生态安全和边疆稳定不断增长的刚性需求。目前,草地农业保障国家食物安全的水平亟待提高,支撑国家高质量发展的能力亟待加强。种子是草地农业的物质基础,天然草原和栽培草地(也称“人工草地”)是草地农业生产食物的主要基地,草地保护为草地农业开展食物生产“保驾护航”,草地农业系统耦合促进食物生产的效益放大。草地农业是基础性战略产业,保障国家食物安全的水平依靠基础研究的创新。为此,本文分析了草类种质资源挖掘利用与种子生产控制、牧草优质高产栽培与转化、草原生态生产力维持与修复、草地有害生物管理、草地农业系统耦合与管理等5个方面的研究进展,并提出对应的关键科学问题。

经济发展新格局下建设生物制造产业科技创新平台的路径与对策——基于北欧两国经验的比较

为有效借鉴国外先进经验,在比较北欧国家瑞典和丹麦与中国生物制造产业发展异同点的基础上,系统分析两国围绕建设生物制造产业科创平台应对资源与环境可持续发展压力的创新举措。基于瑞典重点发展以生物质能为代表的森林生物技术中心、Testa中心和丹麦诺和诺德基金会建立生物可持续研究中心来发展生物制造产业技术的成功经验,提出加大政府引导力度、扩大资金投入、增强企业主体地位、探索创新运行管理模式、集聚国际优势团队打造成果转化长效机制等建设生物制造产业科创平台的路径与对策,以促进我国从生物制造大国向强国转变。

生物科学类专业创新人才培养新模式的探索与实践——以浙江理工大学生命科学与医药学院为例

为积极探索高校人才培养模式的改革与创新,浙江理工大学生命科学与医药学院通过校企合作、科教融合、产教融合、虚实结合等系列“双螺旋”驱动,通过多维度聚焦、多元化协同,聚合新资源、引用新技术,重校企共建、强精准施策,以“两制”为载体,“三化”为路径,人才培养“全周期”赋能。提出了“双螺旋”驱动、“全周期”赋能的“全链式”培养体系,并形成了具有新动能、新支撑、新路径和新机制“四新”特质的新时代生物类创新人才培养新模式,促进生物科学类专业创新型人才培养。同时,将该模式在实践中不断完善,有效地解决了学生专业思想不稳定、新资源和新技术对教学支撑能力不足以及学生创新能力不足,无法满足迅猛发展的生物产业的现实需要等问题。

作物学学科研究进展与展望

作物学作为一门较为系统的学科,在19世纪中期到20世纪初形成并逐渐发展完善。作物学是农业科学的核心学科之一,由作物种质资源学、作物遗传育种学、作物栽培学和耕作学组成。作物学在保障国家粮食安全、生态安全、农产品供给、现代农业可持续发展中发挥着举足轻重的作用。分析了我国及宁夏作物学发展现状、存在的问题,对未来发展的关键科学问题进行了讨论。

应用型高校生物科学专业师范生“专创融合”培养模式的研究与实践

高校创新创业教育是推进高等教育综合改革的重要举措,是高校助推国家创新驱动发展战略的重要抓手,也是新时代教育强国战略的题中之义。文章构建了生物科学专业师范生“11533”专创融合培养模式,进行了实践,取得了一定成效,为应用型本科高校师范生的“双创能力”提升培养提供了借鉴,该人才培养模式的推广可助力教师教育高质量发展,为基础教育输送卓越师资力量。

生物科学和生物技术本科生遗传学实验课程教学改革研究

本文针对生物科学和生物技术专业本科生遗传学实验课程在课堂学时、教学内容、教学资源、交流平台、考核形式和开放性创新性实验等方面的教学现状进行分析,并提出相应的教学改革思路和措施。具体包括整合优化课程内容,开发新的实验内容;改革教学方法,搭建在线学习交流平台;更新教学资源和教学设备;改进考核方式;改进开放性实验运行方式,防范安全隐患;提升授课教师的专业素养。同时,对课程教学改革实践效果进行分析。本研究可为其他本科生实验类课程的教学改革提供参考。

“理工医”融合的一流生物专业建设探索与实践

一流专业建设是支撑一流高校建设的基础,是“双一流”建设的重要任务。专业是高校人才培养的基本单元,建设具有国际竞争力的一流专业,是提升高校建设水平和实力的主要途径,也是高校努力奋斗的目标。以中南大学建设具有“理工医”融合特色的一流生物科学专业为例,阐述了生物科学专业建设的改革思路与改革措施,旨在为其他院校的一流专业建设提供有益参考。

“教育科学研究方法”课程教学改革的实践探索

教师专业化时代要求教师成为研究者,教师成为研究者要从职前教育阶段开始培养。“教育科学研究方法”课程是师范生掌握教育科学研究方法和技能、形成教育科学研究能力的重要途径。改革“教育科学研究方法”课程的教学可以从三个方面来进行,教学目标方面知识-方法-精神三位一体,教学过程方面导-学-练-用系统推进,教学途径方面课堂教学、见习、实习、毕业论文全方位育人,提高“教育科学研究方法”课程的实践性,提高师范生教育科学研究能力培养的实效性。

基于生物科普的多元化科学试验项目探索

生物科普是提高科学素养的重要途径之一,而多元化的科学试验项目是实现这一目标的有效手段之一。本项目以生物科学理论为基础,通过线上与线下平台结合,设计出创意试验、科技制作及科学知识竞赛等内容丰富、种类多样、接受程度高的多元化生物科普活动。试验项目以人为本,具有可行性、趣味性和实用性,使参与者化被动接受为主动探索,在动手操作中探究科学问题。实践结果表明,多元化科学试验项目能够激发参与者的兴趣,拓宽其知识视野,提高其生物科学知识水平和科学探究能力,加强生物科普实践活动建设,从而有效强化创新意识和科学思维。