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关键词： 表观修饰   胚胎干细胞   胞嘧啶甲基化   CXXC1  

摘要： CXXC1是CXXC锌指蛋白因此又被称为Cfp1。它是一种表观调节子,调控组蛋白和DNA甲基化。Cfp1参与哺乳动物胚胎形成、细胞分化等过程的调节。Cfp1通过调控DNA甲基转移酶1(DNMT1)蛋白维持胞嘧啶甲基化。Cfp1作为组蛋白H3K4甲基转移酶Set1的组成单位与未甲基化的Cp G岛结合定位H3K4me3到染色质上,从而调控染色质的结构。敲除Cfp1的胚胎干细胞中胞嘧啶甲基化和组蛋白H3K4me3水平的降低导致异染色质的水平降低。

关键词： 细胞工程   基因工程   育种   克隆  

摘要： 近年来,随着细胞工程在制药、医疗、动物繁殖、植物育种等各领域的应用,细胞工程技术也被广泛地应用到各个领域中,并给各领域的发展带来了巨大的动力。常用的细胞工程技术包括动植物细胞培养技术、动植物细胞融合技术、克隆技术、干细胞移植技术等,细胞工程技术通常会与基因工程技术联用,如细胞生物反应器、转基因育种等。本文对上述的细胞工程技术在植物领域、动物领域、制药领域、医疗领域的具体应用进行了叙述并对未来细胞工程技术发展的阻力和美好前景进行了展望和讨论。

关键词： 转基因作物   种植面积   公顷   创新   中国   生物技术应用   生物育种   服务组织  

摘要： 近期，国际农业生物技术应用服务组织理事会主席邓炳祥在北京举行的“农作物生物育种产业化高层研讨会·2018”上介绍说，2017年全球共有24个国家和地区种植转基因作物，种植面积达到1．898亿公顷，较2016年增长3％，是1996年的12倍。

关键词： 转基因作物   商业化   发展态势  

摘要： 转基因作物的商业化在全球发展不平衡,少数国家种植转基因作物90%以上的面积。尽管转基因作物种植面积在发展中国家增速加快,但转基因作物种子市场价值被少数发达国家垄断的格局依旧存在。具有复合性状的第二代转基因作物和改善产品营养与品质的第三代转基因作物的增长呈主要特性。受转基因作物市场需求、政府审批与监管等因素的影响,种植国家可能出现种植、退出和再种植的现象,从而导致种植国家数量的波动变化。为缩小与发达国家的差距,我国应加强具有重要应用价值和自主知识产权的转基因技术的研发,特别是第二代转基因作物与第三代转基因作物的研发。以保障粮食安全和主要农产品有效供给为目标,制定合理的转基因农作物审批政策和严格的安全监管政策。

关键词： 噬菌体   食源性病原菌   食品安全控制   基因工程  

摘要： 近年来,噬菌体在食品科学领域中的应用受到国内外研究学者的广泛关注。噬菌体的自身特性表明,其可作为一种杀菌/抑菌的生物制剂来控制食源性病原菌对食品的污染,是保障食品安全的理想工具。此外,基因工程技术的发展进一步促进了噬菌体及其产物的安全、高效使用及噬菌体产品的出现。本文就噬菌体在食品安全控制中的研究进展以及应用前景等方面进行综述。

关键词： 花青素   花青素苷   类黄酮   二氢黄酮醇4-还原酶   基因工程  

摘要： 花青素苷是影响植物花瓣呈色的重要色素,而花色是决定花卉观赏价值和商业价值的一个重要因素。在花青素苷的生物合成过程中,二氢黄酮醇4-还原酶(DFR)是花青素苷生物合成下游途径中的第一个关键的酶。因此,DFR在高等植物花色的形成过程中发挥极其重要的作用,是形成花青素苷的一个非常重要的调控点。DFR对3种二氢黄酮醇底物具有选择特异性,但决定DFR底物特异性的分子机制目前仍不十分清楚。该文简单概述了花青素苷生物合成途径及其转录调控机制,并结合作者的工作重点综述了DFR的底物特异性以及克隆的DFR基因在植物基因工程中的应用。

关键词： Stereotypes   Bioethics   High school   Pedagogy   Media   Visual tools   Teens  

摘要： Teaching bioethics with visual education tools, such as movies and comics, is a unique way of explaining the history and progress of human research and the art and science of medicine to high school students. For more than a decade, bioethical concepts have appeared in movies, and these films are useful for teaching medical and research ethics in high schools. Using visual tools to teach bioethics can have both interpretational and transformational effects on learners that will enhance their overall understanding of complex moral and legal issues in medicine and research. High school students are uniquely suited to learn bioethics because they will soon become legal adults. As adults, they will make moral decisions that may affect their health and wellbeing as well as that of their communities and societies. However, not all visual education tools are appropriate for bioethics pedagogy in high school. Bioethics film and comic producers must consider the specifics of student age, race, gender, belief, level of education, and sexual orientation. Such tools must not be dominated by either dystopic or utopic genres, must aim for objectivity, and must consider the complexity of ethical decision making. It is critical that the teacher, who is the final arbiter regarding the use of visual tools in the classroom, determines that the visual learning tool is acceptable for students in any particular education context. In addition, during the conceptualization and creation of these tools, bioethics film and comic producers must work harder to ensure that these visual tools are devoid of any form of stereotyping.

关键词： Empirical bioethics   Empirical methodology   Ethical analysis   Consensus   Delphi method  

摘要： This paper responds to the commentaries from Stacy Carter and Alan Cribb. We pick up on two main themes in our response. First, we reflect on how the process of setting standards for empirical bioethics research entails drawing boundaries around what research counts as empirical bioethics research, and we discuss whether the standards agreed in the consensus process draw these boundaries correctly. Second, we expand on the discussion in the original paper of the role and significance of the concept of 'integrating' empirical methods and ethical argument as a standard for research practice within empirical bioethics.

关键词： Methodology for empirical bioethics   Qualitative research  

摘要： This article provides a commentary on Standards of practice in empirical bioethics research by Ives and colleagues (in this Issue). There is much to admire in the paper, and in the demanding consensus-building process on which it reports. I discuss the problems and limits of methodological standardisation, and a central conceptual tension that appears to have divided participants. I suggest that the finished product should be understood as a record of a methodological conversation, rather than being used as a disciplinary tool to limit the evolution of empirical bioethics.