教学课程资源库 更多>>

关键词： 急性淋巴细胞白血病   DNA测序   基因突变   预后  

摘要： 目的:分析成人急性淋巴细胞白血病(ALL)患者的基因突变特征及其意义。方法:收集134例初治成人ALL患者的临床资料及16种基因突变的DNA测序结果,统计分析基因突变特征及其临床意义。结果:134例ALL患者中,31例(23.13%)检测到基因突变,其中114例B-ALL患者中检测到19例(16.67%),19例T-ALL患者中检测到11例(57.89%)及1例T/B双表型ALL,T-ALL基因突变发生率显著高于B-ALL(χ^2=13.574,P<0.01)。共检测到12种基因突变,突变率从高到低依次为IL7R、NOTCH1、FLT3、TP53、FBXW7、PAX5、IKZF1、CREBBP、JAK3、JAK1、PHF6、PTEN。108例非移植可随访患者中,基因突变组(23例,21.30%)与无突变组(85例,78.70%)的1年总生存率(49.7%vs 67.4%)与中位无复发生存时间(214 d vs 260 d)差异均无统计学意义。NOTCH1基因突变组(4例,3.77%)与无突变组(102例,96.23%)的1年生存率差异有统计学意义(50.0%vs 65.8%,χ^2=9.840,P<0.01)。结论:成人ALL患者可能存在多种基因突变,其中IL7R、NOTCH1基因突变最常见,NOYCH1基因突变可能提示预后不良,基因突变检测有助于理解ALL发病机制及评估成人ALL患者的预后。

关键词： 啤酒酵母   基因工程   育种   菌种  

摘要： 啤酒酵母的质量控制决定了啤酒的质量,基因工程育种技术具有定向性,可以对啤酒酵母进行育种、改良及风味改进。利用基因工程技术,在不改变酵母原有特性的基础上,能赋予酵母新的特性。可以有效利用麦芽汁中的营养物质,降低不利的副产物生成量,改良发酵性能等。该文简述基因工程育种的主要方法及在啤酒酵母育种中的应用情况。

关键词： 残余宿主DNA   实时荧光定量PCR   重组诺如病毒VLP疫苗   汉逊酵母  

摘要： 目的建立汉逊酵母表达的重组诺如病毒基因工程疫苗中残余宿主DNA实时荧光定量PCR(real-time quantitative PCR,qPCR)检测方法,并进行验证。方法采用磁珠法提取汉逊酵母基因组DNA,获得标准品,建立q PCR标准曲线,并进行专属性、线性、准确度、精密度和耐用性验证。结果专属性验证结果显示,与对照制剂(注射用水、缓冲液、Vero细胞和CHO细胞培养上清DNA)相比,建立的方法对汉逊酵母DNA具有特异性扩增曲线;线性验证中5次试验标准曲线相关系数(R2)均>0.98;准确度验证试验不同浓度样品的加标回收率在95.12%~105.72%之间,均在70%~130%范围内;重复性和中间精密度验证试验相对标准偏差(RSD)均小于30%;耐用性验证中,Proteinase K不同消化温度下检测结果的RSD为20.75%,不同蛋白浓度供试品检测结果的RSD为27.11%,均符合《中国药典》三部(2015版)要求。结论建立的方法专属性、线性、准确度、精密度和耐用性均符合要求,可用于检测重组诺如病毒类病毒颗粒(virus-like particle,VLP)疫苗中残余宿主DNA。

关键词： 胚胎干细胞   视网膜色素上皮细胞   视网膜变性疾病   诱导分化  

摘要： 视网膜变性疾病导致视力下降,是视网膜色素上皮(RPE)细胞或感光细胞引起不可逆性损害或凋亡所造成的功能异常,从而导致的致盲性眼病,常引起视觉障碍甚至失明。人胚胎干细胞(hESCs)是一种能够多向分化的细胞。凭借适当的方法,hESCs可分化为各种视网膜细胞。由于人体RPE细胞无法再生,研究表明运用干细胞源性RPE细胞移植治疗视网膜病变的临床治疗方法具有实用前景,且近年来已取得突破性进展。多因素的限制、方法的选择以及诱导条件的复杂等使诱导分化RPE的效率和移植后存活率存在较大差异且不稳定,所以现阶段研究重点在于如何综合不同培养方法,取其利去其弊,提高hESCs定向分化效率以及细胞数量与质量,降低培养污染以及免疫排斥反应等。本文将对目前存在多种培养方法进行举例归纳总结,针对不同角度作出综述。

关键词： Alaska   Rural healthcare   Indigenous health   Bioethics  

摘要： With by far the lowest population density in the United States, myriad challenges attach to healthcare delivery in Alaska. In the "Size, Population, and (In)Accessibility" section, we characterize this geographic context, including how it is exacerbated by lack of infrastructure. In the "Distributing Healthcare" section, we turn to healthcare economics and staffing, showing how these bear on delivery-and are exacerbated by geography. In the "Health Care in Rural Alaska" section, we turn to rural care, exploring in more depth what healthcare delivery looks like outside of Alaska's major cities. This discussion continues in the "Alaska's Native Villages" section, which specifically analyzes healthcare in Alaska's indigenous villages, some of the smallest and most isolated communities in the United States. Though many of the ways we could improve Alaskan health care for Alaskan residents are limited by its unique features, the "Justice and Healthcare Delivery" and "Technology and Telemedicine" sections consider ways in which certain policies and technology-including telemedicine-could mitigate the challenges developed in previous sections.

摘要： We must resist thoroughly reframing climate change as a health issue. For human health-centric ethical frameworks omit dimensions of value that we must duly consider. We need a new, an environmental, research ethic, one that we can use to more completely and impartially evaluate proposed research on mitigation and adaptation strategies.

关键词： Cultural diversity   Moral relativism   Moral imperialism   Global bioethics   Indigenous African values   Reproductive autonomy   Reproductive rights  

摘要： One of the major concerns of advocates of common morality is that respect for cultural diversity may result in moral relativism. On their part, proponents of culturally responsive bioethics are concerned that common morality may result in moral imperialism because of the asymmetry of power in the world. It is in this context that critics argue that global bioethics is impossible because of the difficulties to address these two theoretical concerns. In this paper, I argue that global bioethics is possible if we adopt a culturally responsive and self-critical attitude towards our moral values and those of others. I use the example of women's reproductive autonomy in indigenous African culture to show that the difference between the leading Euro-American and indigenous African construal of autonomy is that the former ascribes greater weight on individual self-determination while the latter emphasizes responsibilities towards the community. One develops dignity in virtue of their capacity for communing with others. Hence, women have rights, but as members of the community, they also have obligations including the duty to procreate. The involvement of the family in reproductive decisions does not contravene women's dignity and human rights. In applying the principle of autonomy in this communitarian context, one has to be sensitive to these ontological and moral specificities. The aim of global bioethics should not be to reach common grounds at all costs;any common norms should be the result of a negotiated democratic dialogue between cultures and not the result of imposition by the preponderant culture(s).

关键词： Moral development   Ethics   Nursing education   Nursing students  

摘要： Background: The nurse accompanies individuals throughout their lives and, when in the hospital environment, provides care to those who face illness or injury. Nurses witness numerous situations involving ethical dilemmas that require a prompt and effective response based on ethical and moral principles. Objectives: This study aimed to determine whether bioethics education in nursing influences the level of moral competence and opinion of nursing students about three ethical dilemmas. Methods: A longitudinal study was conducted through the application of the MCTxt (Moral Competence Test extended) questionnaire, composed of three ethical dilemmas (worker, doctor and judge), on two separate occasions (before and after students completed the Bioethics and Nursing Ethics curricular unit, which covered a total of 32 h). Participants: 122 s-year students from a Portuguese nursing school. Results: Nursing students showed a moral competence stagnation (1.2-point difference between the two assessments), although this did not reach statistical significance (p = 0.268). Regarding performance for each of the dilemmas, students showed an increase in performance for the worker's and judge's dilemmas and a sharp decrease in performance for the doctor's dilemma. Conclusions: The support of students by morally competent teachers and monitors, the development of methods that provide the development of critical judgement and decision-making ability, and the increase of hours for the Bioethics course unit seem crucial factors to develop nursing students' moral competence.