Biotechnology Training Research Articles

Welcome to Biofuels

Professor of Bacteriology, and has been a faculty member at the University of Wisconsin-Madison for more than 20 years. During this time, his research program has focused on solar energy utilization by photosynthetic bacteria, studying the process and control of photosynthesis and how cells divert the energy captured from sunlight into different pathways. He has been a member of various federal research panels, has served on several editorial boards and advisory committees in microbiology, and helped author reports for the Department of Energy on solar energy generation and the conversion of plant biomass into biofuels. He has experience in leading crossdisciplinary research programs such as the National Institute of General Medical Sciences Biotechnology Training Program. More recently, he was named head of the US Department of Energy Office of Science-funded Great Lakes Bioenergy Research Center.

A methods‐based biotechnology course for undergraduates

This new course in biotechnology for upper division undergraduates provides a comprehensive overview of the process of drug discovery that is relevant to biopharmaceutical industry. The laboratory exercises train students in both cell-free and cell-based assays. Oral presentations by the students delve into recent progress in drug discovery. Combination of lectures, hands-on experiments, oral presentations, and accurate recording of laboratory data provides students a thorough training in biotechnology that better prepares them for the job market.

Food biotechnology and education

It is clear that the future of our children will be marked by the development of two scientific disciplines: computing and biotechnology. Regarding the first, during recent years considerable progress have been done in many countries around the globe aimed at enhancing the teaching in these subjects and, at the same time, encouraging the use of computers in classrooms. On the contrary, training in biotechnology is absent in many secondary schools of the planet. This formative deficiency generates citizens whose opinion on the marketing of biotechnological products is easily manipulated by both defenders and opposers of biotechnology. This situation is of particular relevance when the item in question is food biotechnological applications that provoke an intense social debate and more specifically the so-called genetically modified foods (GM foods). In this article we report a survey carried out with 500 young Spanish consumers in order to discover their attitudes to GM foods. The work has been focused on the study of the perception of GM foods and their labelling. The results indicate that they are moderately receptive to GM foods but like to be informed through labelling. However, the most important conclusion of the survey is the lack of sufficient knowledge about food biotechnology and genetic engineering on the part of young Spaniards. It is therefore very important that an unbiased presentation of the scientific basis of biotechnology should be introduced in secondary education. In this sense, the project BIOEDUCAR is an important tool to introduce unbiased information about food biotechnology in the Latin America and Spanish secondary schools.

The Impact of Consumer Food Biotechnology Training on Knowledge and Attitude

Objective: Consumer education is an important aspect in the adoption of any new technology. The objective of this work was to determine whether consumer’s knowledge and attitudes would be influenced by a face-to-face presentation involving food biotechnology.Materials and Methods: Participants (576) were requested to complete a pre-test prior to receiving a 45–80 minute presentation, which was then followed by a post-test. Participants included members from a community organization, undergraduate and graduate college students and cooperative extension educators (county agents).Results: Following training, 98% to 99% correctly indicated that fruits and vegetables contain chromosomes and that foods from biotech crops were currently sold in grocery stores. Prior to training, only 31% felt that these crops were properly regulated by federal agencies, and only 25% were confident that bioengineering was unlikely to make an existing food allergenic. Following training, 83% felt that these crops were properly regulated, and 63% believed that biotechnology was unlikely to add new allergens to our food supply. In addition, 90% of those trained would eat or serve genetically-modified foods to their family, and 90% believed that they or their family would benefit from genetically-modified foods within the next five years.Conclusions: It is apparent from these results that when provided sound, science-based information, participants are more accepting of this technology and the regulatory process.

FACTORS INFLUENCING THE INTENT OF NORTH CAROLINA AGRICULTURAL EDUCATORS TO ADOPT AGRICULTURAL BIOTECHNOLOGY CURRICULUM

In North Carolina, secondary agricultural education programs can now offer a state adopted integrated biotechnology course entitled Biotechnology and Agriscience Research. Empirical evidence was needed to identify and describe factors related to the intent of agricultural educators to adopt this curriculum in order to assist teachers during this transition. North Carolina agricultural educators were randomly surveyed to determine their self-perceived level of knowledge, actual level of knowledge and perceived importance of integrated science competencies in the course. This descriptive correlational study described how agricultural educators perceived the course in fulfilling program needs, perceived barriers to teaching the course, and the likelihood of agricultural educators in North Carolina adopting the course. Exploratory research was conducted to identify factors that best predicted the intent of agricultural educators to adopt the course. Agricultural educators accurately perceive that they lack biotechnology knowledge but they support its importance and recognize the benefits of integrated curriculum in agricultural education. Agricultural educators perceive that funding, equipment and teacher knowledge are the largest barriers to adopting integrated science curriculum. Agricultural educators most likely to teach biotechnology have less years of teaching experience, have attended some biotechnology training, and perceive that the curriculum will fulfill their program needs.

"Cap-Tag"-Novel Methods for the Rapid Purification of Oligosaccharides Prepared by Automated Solid-Phase Synthesis Financial support from the donors of the Petroleum Research Fund, administered by the ACS (ACS-PRF 34649-G1), Merck (Predoctoral Fellowship for E.R.P.), Boehringer-Ingelheim (Predoctoral Fellowship for E.R.P.), and the NIH (Biotechnology Training Grant for M.C.H.) is gratefully acknowledged. Funding for the MIT-DCIF Inova 501 was provided by the

React or get capped and tagged! Two capping reagents, designated A-Tag and F-Tag, mark unconverted oligosaccharides during automated synthesis for simple separation from the desired products. A-Tagged molecules are removed by an isocyanate scavenger resin after reduction to the amine, and those with an F-tag by filtration through fluorous silica gel. R=oligosaccharide.

Oxidosqualene Cyclase Residues that Promote Formation of Cycloartenol, Lanosterol, and Parkeol We are grateful to Bridget M. Joubert for advice regarding mutagenesis. We thank Elizabeth A. Hart for an authentic parkeol standard, and for chromatographic and spectroscopic information. This research was funded by the National Institutes of Health (grant no. AI 41598) and the Robert A. Welch Foundation (grant no.

A sterol biosynthetic intermediate from sea cucumbers is parkeol (1). By mutation of residues at two positions, the enzyme lanosterol synthase was changed enough to make parkeol as its major product, along with lanosterol (2) and lanost-24-ene-3β,9α-diol (3) as by-products.

Biotechnology training at California State University, Hayward: a model program

The Biotechnology Certificate Program (BCP) at California State University, Hayward was initiated in 1986 in response to industry demands for qualified employees in the molecular life sciences. This 9-month post-baccalaureate program includes laboratory courses in recombinant DNA techniques, protein chemistry, PCR, DNA sequencing, animal cell culture as well as two lecture courses in molecular biology. Rigorous selection at both entry and exit stages of the program ensures knowledgeable graduates with a greater than 90% employment placement. Corporate participation has been a cornerstone of the BCP and we anticipate continued cooperation in the future as the program evolves to meet the expanding needs of the biotechnology industry. Journal of Industrial Microbiology & Biotechnology (2000) 24, 364–366.

Bioinformatics in the community college

Biotechnology is becoming an information-based field. In this article we describe some resources available to instructors, show how these resources are used in the biotechnology training program, and provide examples of activities used by non-science majors to increase their understanding of biology. We discuss some of the challenges we have encountered using these tools in the classroom. Journal of Industrial Microbiology & Biotechnology (2000) 24, 314–318.

Development of biotechnology in India.

India has embarked upon a very ambitious program in biotechnology with a view to harnessing its available human and unlimited biodiversity resources. It has mainly been a government sponsored effort with very little private industry participation in investment. The Department of Biotechnology (DBT) established under the Ministry of Science and Technology in 1986 was the major instrument of action to bring together most talents, material resources, and budgetary provisions. It began sponsoring research in molecular biology, agricultural and medical sciences, plant and animal tissue culture, biofertilizers and biopesticides, environment, human genetics, microbial technology, and bioprocess engineering, etc. The establishment of a number of world class bioscience research institutes and provision of large research grants to some existing universities helped in developing specialized centres of biotechnology. Besides DBT, the Department of Science & Technology (DST), also under the Ministry of S&T, sponsors research at universities working in the basic areas of life sciences. Ministry of Education's most pioneering effort was instrumental in the creation of Biochemical Engineering Research Centre at IIT Delhi with substantial assistance from the Swiss Federal Institute of Technology, Zurich, Switzerland to make available state-of-the-art infrastructure for education, training, and research in biochemical engineering and biotechnology in 1974. This initiative catalysed biotechnology training and research at many institutions a few years later. With a brief introduction, the major thrust areas of biotechnology development in India have been reviewed in this India Paper which include education and training, agricultural biotechnology, biofertilizers and biopesticides, tissue culture for tree and woody species, medicinal and aromatic plants, biodiversity conservation and environment, vaccine development, animal, aquaculture, seri and food biotechnology, microbial technology, industrial biotechnology, biochemical engineering and associated activities such as creation of biotechnology information system and national repositories. Current status of intellectual property rights has also been discussed. Contribution to the India's advances in biotechnology by the industry, excepting a limited few, has been far below expectations. The review concludes with some cautious notes.

Scientific research and training in biotechnology in Latin America and the Caribbean: the UNU/BIOLAC experience

It is well known that the number of researchers in Biotechnology in Latin America and the Caribbean is too small to cope with the needs of research and to successfully confront the number of short and long-term problems. The United Nations University created its Biotechnology Program for Latin America and the Caribbean, UNU/BIOLAC, and the results of the efforts aiming to the promotion of a shared sense of direction within the region´s scientific community are presented and discussed herein.

Scientific research and training in biotechnology in Latin America and the Caribbean: the UNU/BIOLAC experience

Scientific research and training in biotechnology in Latin America and the Caribbean: the UNU/BIOLAC experience

Needs and means for education and training in biotechnology: perspectives from developing countries and Europe

A plenary discussion session on 'Biotechnology education and training programs' at the Xth International Conference on The global Impacts of Applied Microbiology in 1995 gave an opportunity to identify current priorities for biotechnology in developing countries. The discussion focused on three major areas: the nature of the skills required; education and training for the various categories of staff; the role of the scientific community in informing the decision makers about biotechnology and its prospects. Comparable discussions are taking place in Europe and elsewhere in the industrialized world. They are exemplified by developments arising from a White Paper on 'Growth, Competitiveness, Employment' published by the European Commission in 1993 which included a reinforcement of the work of the European Initiative for Biotechnology Education (EIBE) for teachers in schools. There are also widespread anxieties about the effects of deficiencies in the amount of attention being given to microbiology in undergraduate courses.

Flexible training in biotechnology

Flexible training in biotechnology

Biotechnology in the High School Biology Curriculum: The Future Is Here!

G ENE cloning, genetic engineering, gene splicing, recombinant DNA, and human genome are buzzwords of perhaps the most exciting era in human and scientific history-the biotechnology era (Micklos 1990). Biotechnology has very quickly become an important subject for biology teachers to include in their courses. Leading authorities in the teaching of biotechnology have, through their research and experience, reported what a student should know about biotechnology and its importance to general science literacy. While most educators agree that students should be exposed to the marvels of modem biology, teachers are concerned as to where such units will fit in an already overcrowded list of course objectives (Dixon 1988). Johnson (1989) emphasized that in addition to knowing the history of biotechnology, the high school graduate should have at least a conceptual knowledge of the molecules of life. The student should know that the proteins, of which living matter are constructed, are composed of amino acids according to a transferable code preserved in molecules of DNA. Such knowledge is needed to understand the modern technologies used to build products and processes based on molecular biology. Steggles (1987) believes that the incorporation of biotechnology into the school curriculum is a necessity if this most recent and promising technology is to achieve its maximum potential through intelligent decision making. The search of literature currently shows no clear direction for the infusion of biotechnology into the high school biology curriculum. I determined that a study, based on a survey of biology teachers about biotechnology in the high school biology curriculum, was both necessary and timely. The study's intent is to make available information regarding the perceptions these teachers have as to the appropriate content areas in biotechnology for a high school biology curriculum and the instructional methods that would best convey this information. Biology teachers can then appropriately infuse the specific areas into the course objectives to fit their individual class situations. Personal information about each participant was also gathered and correlated with the survey results to determine how the amount of biotechnology training and the moral/ethical belief in biotechnology influence its implementation into the high school biology curriculum. The research design for the study was a descriptive survey collected from Outstanding Biology Teacher Award (OBTA) recipients throughout the U.S. and Canada. The National Association of Biology Teachers (NABT) provided lists of winners for the past five years that included 250 biology teachers. The fiveyear period represents the time biotechnology publications have been written for the high school biology curriculum. Although the OBTA winners may not be typical of all high school biology teachers in the country, teachers who are members of professional organizations and award winners are excellent change agents for innovations. These teachers show an exceptional desire to keep abreast of the new materials in their subject disciplines (Tye 1981). Therefore, it was assumed that OBTA winners had some experience or knowledge of the biotechnology movement in biology, especially noting the NABT involvement in biotechnology education.

Analysis of rate-limiting reactions in cephalosporin biosynthesis.

Annals of the New York Academy of SciencesVolume 665, Issue 1 p. 16-26 Analysis of Rate-limiting Reactions in Cephalosporin Biosynthesisa LI-HONG MALMBERG, LI-HONG MALMBERG Department of Chemical Engineering and Materials Science University of Minnesota Minneapolis, Minnesota 55455 Li-Hong Malmberg was supported by an NIGMS biotechnology training grant from the National Institutes of Health (No. GM 08347-01A1).Search for more papers by this authorDAVID H. SHERMAN, DAVID H. SHERMAN Department of Microbiology and Institute for Advanced Studies in Biological Process Technology University of Minnesota St. Paul, Minnesota 55108Search for more papers by this authorWEI-SHOU HU, Corresponding Author WEI-SHOU HU Department of Chemical Engineering and Materials Science University of Minnesota Minneapolis, Minnesota 55455To whom all correspondence should be addressed.Search for more papers by this author LI-HONG MALMBERG, LI-HONG MALMBERG Department of Chemical Engineering and Materials Science University of Minnesota Minneapolis, Minnesota 55455 Li-Hong Malmberg was supported by an NIGMS biotechnology training grant from the National Institutes of Health (No. GM 08347-01A1).Search for more papers by this authorDAVID H. SHERMAN, DAVID H. SHERMAN Department of Microbiology and Institute for Advanced Studies in Biological Process Technology University of Minnesota St. Paul, Minnesota 55108Search for more papers by this authorWEI-SHOU HU, Corresponding Author WEI-SHOU HU Department of Chemical Engineering and Materials Science University of Minnesota Minneapolis, Minnesota 55455To whom all correspondence should be addressed.Search for more papers by this author First published: October 1992 https://doi.org/10.1111/j.1749-6632.1992.tb42570.xCitations: 9 a This work was partially supported by a grant from the National Science Foundation (No. ECE8552670). AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Citing Literature Volume665, Issue1Biochemical Engineering VII: Cellular and Reactor EngineeringOctober 1992Pages 16-26 RelatedInformation