鸭源大肠杆菌与多杀性巴氏杆菌融合菌株DB4免疫原性的研究

本研究旨在评价融合菌株DB4的免疫原性以及对亲本大肠杆菌ZYD2(O78)株、亲本多杀性巴氏杆菌YB2(5∶A)株的攻毒保护力。制作DB4蜂胶灭活疫苗分为一免组、二免组对鸭进行免疫,对两组鸭的血清抗体效价、IL-4和IFN-γ水平、外周血淋巴细胞增殖活性、白细胞吞噬活性进行测定,并于首免后2周以大肠杆菌ZYD2(O78)、多杀性巴氏杆菌YB2(5∶A)攻毒。结果显示,DB4能够诱导鸭产生两种亲本抗体,效价达1∶29、1∶28,同时能刺激淋巴细胞增殖活性和白细胞吞噬活性,免疫后刺激指数增加3倍,与对照组差异显著(P0.05),白细胞吞噬率升高30%,血清中IL-4和IFN-γ含量分别高于对照组33.5、12.5 ng/L,可抵抗亲本菌株的攻击,保护率80%,表明DB4具有良好的免疫原性,可应用于研制大肠杆菌和多杀性巴氏杆菌二联疫苗。     

肽聚糖对鲫鱼嗜水气单胞菌灭活疫苗免疫增强效果的研究

为了探讨肽聚糖在鱼类抗嗜水气单胞菌(Aeromonas hydrophila,AH)感染中的免疫佐剂作用,用添加A3α肽聚糖的饲料投喂接种F-AH疫苗的彭泽鲫(Carassius auratusvar.pengze);通过测定鲫白细胞吞噬活性、血清和体表黏液溶菌酶活性、抗体效价以及活菌攻毒后的免疫保护率,证明肽聚糖与F-AH疫苗联合使用,鲫体表黏液和血清溶菌酶活性、白细胞吞噬活性、抗体效价以及活菌攻毒后的免疫保护率均显著提高,表明A3α肽聚糖是F-AH疫苗的良好佐剂,能增强鱼类F-AH疫苗免疫应答。     

大蒜提取物对小鼠免疫调节作用机理初探

通过小鼠的免疫调节作用试验,显示大蒜提取物对小鼠的迟发型变态反应( DTH) 、脾细胞Ig MPFC 及碳粒廓清吞噬指数均有显著或极显著差异。证明大蒜提取物具有较强的调节小鼠体液免疫、细胞免疫和吞噬细胞吞噬功能的作用,并对其增强免疫作用的机理进行了初步探讨。     

米糠多糖对环磷酰胺诱导免疫抑制鸡外周血T淋巴细胞增殖活性及疫苗免疫效果的影响

为探讨米糠多糖(RBS)对鸡免疫抑制状态的调节作用,将100只7日龄健康蛋用公雏鸡随机分为对照组、环磷酰胺(CTX)组和CTX RBS低、中、高3个剂量组。从7日龄起,肌肉注射CTX,1日1次,连注3 d,从10日龄起,CTX RBS组灌服RBS,1日1次,连续5 d。14日龄时各组鸡进行新城疫疫苗免疫。在10,21,28,35日龄,测定外周血T淋巴细胞增殖反应活性和ND HI抗体效价。结果显示,CTX组鸡的外周血T淋巴细胞增殖活性和ND HI抗体效价均显著低于对照组(P<0.01);CTX RBS中、高剂量组鸡外周血T淋巴细胞的增殖活性均显著高于CTX组(P<0.05或P<0.01),但低于对照组(P<0.05或P<0.01);CTX RBS中、高剂量组鸡的血清ND抗体效价均显著高于CTX组(P<0.05或P<0.01),且与对照组差异不显著(P>0.05)。证实,肌肉注射CTX可使健康雏鸡外周血T淋巴细胞的增殖反应活性和NDHI抗体效价显著降低,导致受试鸡免疫抑制;雏鸡口服一定剂量的RBS对CTX引起的细胞免疫和体液免疫抑制具有一定的拮抗作用。     

猪瘟兔化弱毒疫苗不同免疫方法的免疫效果试验

将猪瘟兔化弱毒疫苗按后海穴和常规肌肉免疫注射,对免疫效果进行比较试验。选60 日龄健康三元杂交猪100 头,分为4 组。A 组:后海穴全量注射疫苗2 m L/ 头,30 头;B 组:后海穴半量注射疫苗1 m L/ 头,30 头;C 组:肌肉全量注射疫苗2 m L/ 头,30 头;D 组:不注射疫苗健康对照,10 头。免疫后30 d 测定血凝( HA) 效价,结果显示,A 组与C 组相比,差异极显著( P< 0 .01) ;B 组与C 组相比,差异显著( P< 0 .05) ;A 组与B 组相比,差异极显著( P< 0 .01) 。试验结果还表明,后海穴穴位注射安全可靠,免疫猪无不良反应,免疫后血清抗体效价显著提高。     

猪囊虫TS21抗原DNA接种小鼠的免疫应答

将 4 0只BALB/c小鼠随机分为 2组 ,A组以VR10 2 0免疫作为对照 ,B组以TS2 1抗原基因的真核表达型质粒VTS2 1免疫。用ELISA检测免疫小鼠IgG总量和特异性抗体水平 ,MTT比色法检测小鼠脾淋巴细胞伴刀豆蛋白A(ConA)刺激的增殖反应及IL 2的诱生活性 ,常规法检测外周血免疫细胞数量的动态变化。结果显示 ,VTS2 1免疫小鼠血清的IgG含量和特异性抗体效价显著高于对照组小鼠 ;免疫小鼠脾淋巴细胞ConA刺激增殖反应和IL 2诱生活性均比对照组小鼠显著增强 ;免疫小鼠的淋巴细胞、巨噬细胞等免疫细胞的数量也显著超过对照组。免疫小鼠的细胞和体液免疫反应显著增强 ,表明VTS2 1具有很强的免疫激活作用 ,有进一步研制开发成为猪囊虫病DNA疫苗的潜力     

囊素对猪口蹄疫灭活疫苗的免疫增强作用

用提取的天然囊素(10μg/mL)和O型口蹄疫灭活疫苗协同免疫45日龄仔猪,研究了其对O型口蹄疫灭活疫苗免疫效果及仔猪增重的影响。将32头健康45日龄仔猪随机分为4组,0.5 mL疫苗 囊素免疫2次(Ⅰ)组1、.0 mL疫苗 囊素免疫2次(Ⅱ)组1、.0 mL疫苗 囊素免疫1次(Ⅲ)组和1.0 mL疫苗免疫2次(Ⅳ)组(疫苗对照组),用液相阻断酶联免疫吸附试验(LB-ELISA)检测各组猪免疫前及一免后第14、28、42、60、74、881、02 d的口蹄疫血清抗体效价并称重。结果,Ⅱ组抗体水平显著高于Ⅳ组(P<0.01),Ⅰ组、Ⅲ组和Ⅳ组间差异不显著(P>0.05);一免后第60~110 d仔猪平均日增重囊素组明显高于对照组(P<0.05)。结果表明,囊素可以提高口蹄疫灭活疫苗的免疫原性,提高猪增重,促进生长发育。     

中药对鸡新城疫灭活疫苗免疫效果的影响

手工乳化制备含 2 0 g/L人参皂甙、4 0g/L海藻多糖、4 0 g/L黄芪多糖、4 0 g/L芦荟多糖的鸡新城疫灭活油乳剂疫苗 ,注射免疫 2 1日龄粤黄鸡 ,即日起连续 3d按体重胸肌注射环磷酰胺 4 0mg/kg ,每日 1次 ;免疫后第 7、14、2 1、2 8、4 2d采血检测鸡新城疫HI抗体效价 ,免疫后第 14、2 8d采血检测红细胞CR1受体 (RBC CR1)花环率、免疫器官指数和血清超氧化物歧化酶 (SOD)活性。结果表明 ,人参皂甙、海藻多糖在免疫后期能提高鸡新城疫HI抗体效价 ,而黄芪多糖、芦荟多糖作用不明显 ;人参皂甙、黄芪多糖、芦荟多糖能显著提高鸡RBC CR1花环率 (P <0 .0 5 ) ,海藻多糖作用不显著 (P >0 .0 5 ) ;海藻多糖、芦荟多糖能显著提高血清SOD活性 (P <0 .0 5 ) ,人参皂甙、黄芪多糖作用不显著 (P >0 .0 5 ) ;人参皂甙、海藻多糖能显著提高免疫器官指数 (P <0 .0 5 ) ,黄芪多糖、芦荟多糖作用不显著 (P >0 .0 5 )。     

狂蝇蛆病对驯鹿体内抗氧化系统的影响

为探讨驯鹿狂蝇蛆病与机体氧自由基代谢的关系,分别对感染驯鹿和健康驯鹿血清中的微量元素硒(Se)、锌(Zn)、铜(Cu)、谷胱甘肽过氧化物酶(GSH-Px)、超氧化物歧化酶(SOD)、铜锌超氧化物歧化酶(CuZn-SOD)、过氧化氢酶(CAT)和脂质过氧化终末产物丙二醛(MDA)的含量进行了测定。结果表明,感染组驯鹿血清Se含量极显著低于对照组(P<0.01),而血清Zn、Cu含量差异不显著;感染组驯鹿血清GSH-Px活性极显著低于对照组(P<0.01);SOD活性显著低于对照组(P<0.05),CuZn-SOD显著低于对照组(P<0.05);CAT活性差异不显著;MDA含量显著高于对照组(P<0.05)。表明机体患病后产生大量氧自由基,导致抗氧化能力降低,引发脂质过氧化损伤。     

复方丁氨丙磷溶液对小鼠免疫机能的影响

为研究复方丁氨丙磷溶液对机体免疫机能的影响,将48只小白鼠随机分成阴性对照组、阳性对照组、低剂量给药组和高剂量给药组共4组。连续给药7d后,采用碳廓清法、流式细胞术和分光光度法分别检测各组小鼠单核巨噬细胞吞噬功能、外周血淋巴细胞CD4 、CD8 和CD19 细胞百分含量以及血清溶血素。结果表明,高剂量给药组小鼠吞噬指数显著(P<0.05)高于阴性对照组;各给药组小鼠外周血淋巴细胞CD4 细胞百分率和CD4 /CD8 值均明显(P<0.05)高于阴性对照组,且血清溶血素含量均极显著(P<0.001)高于阴性对照组和阳性对照组。试验结果表明,复方丁氨丙磷溶液是通过增强机体非特异性防御机能和特异性细胞免疫反应以及特异性体液免疫功能来增强机体免疫功能的。     

The ABCs of Case Teaching

This article builds on the work of scholars who have introduced case teaching to their classes, as well as on the work of scholars who have researched the effectiveness of various teaching methods. It uses lessons learned from collective experience and study to make case teaching accessible to faculty and students. Its purpose is to de-mystify the aura surrounding what case teaching is and who can do it. It does so by providing anecdotal and empirical evidence of case teaching effectiveness, and practical suggestions to the uninitiated for how to get started.     

And . . . Action! Using Film to Learn about Foreign Policy

Here we recount the experience of designing and executing an experimental summer course, at two different universities, that used popular films as primary texts to facilitate active learning about foreign policy. One course, designed for non–political science majors, was offered at the introductory level as credit/no credit; the other, intended for students with some background in political science and international affairs, was offered as an upper-level graded course. We held many of the films and readings constant across the two courses so that we could track similarities and differences between the courses. Here we report on why and how we designed the movie courses and what films and readings we used. We also evaluate the courses by drawing on the assessment mechanisms we employed as well as the students' evaluations. In short, although there are some important trade-offs involved in designing a movie course, we found the experience to be a positive one that prioritized student learning in a relaxed and novel way and achieved with some success the procedural and conceptual learning goals that we set forth.     

The Uses and Limits of the Model United Nations in an International Relations Classroom

The Model United Nations, already a mainstay of many undergraduate institutions, not only provides a useful framework for particular classes, but also offers an opportunity to integrate several elements of an undergraduate international studies curriculum. However, it is not without challenges for the instructor. To use the Model United Nations format effectively requires the instructor to plan carefully, coordinate activities with the other elements of a class, and never allow the "game" to overwhelm the learning. When done correctly, the excitement generated by the Model United Nations can be a key for opening the world to students who might otherwise have drifted through the mandatory introduction to international relations. The process of student teaching student, both within and across courses, is beneficial for the experienced student and the novice alike, encouraging peer interaction and cooperative learning. As an instructional device, the Model UN is not a panacea, but a valuable supplement to more conventional teaching methods.     

Transplanting Active Learning Abroad: Creating a Stimulating Negotiation Pedagogy Across Cultural Divides

For all of the ongoing attention paid by international relations scholars to reevaluating and improving their pedagogy, the effort to engage classes in new and productive ways can be exceptionally challenging when a western professor travels to a non-western society to teach advanced students. Professor Michael Fowler here explores the use of active-learning techniques in teaching international negotiation and conflict resolution abroad. Drawing especially on the author's experiences in working with officials in Laos and Vietnam, the article provides guidance for fashioning an effective active-learning course abroad, while referencing useful literature on negotiation teaching and scholarship. It assumes that certain readers will not be familiar with active-learning methods, but might want to incorporate them into future courses, and that others will be well-versed in this pedagogy, but will be looking to apply their customary techniques to the new circumstances of teaching advanced students abroad. This article includes material of interest to both groups.     

Negotiating in the European Council: A Model European Union Format for Individual Classes

This paper demonstrates the use of an in-class simulation to model negotiations in the European Council. Simulations are an increasingly popular way to teach the complex processes of policymaking and negotiations in the European Union (EU) where institutional procedures are difficult to understand and where intergovernmental and supranational issues often conflict. Advocates of active learning promote simulations to get students more involved and to reach an increasingly diverse student body. The simulation presented here has three separate sessions, each covering a different issue and lasting for a week (two class days) each. Modeling the European Council allows students to experience the intergovernmental side of policy decisions in the European Union while at the same time learning about the issues facing EU policymakers. It is a useful tool for teaching about the EU presidency and a worthwhile exercise for studying the national aspects of European integration. Student surveys indicate that students process the information they gain by role-playing better than information they receive in the traditional classroom. A simulation of the European Council gives students a base for understanding issues of European integration and can serve as a springboard for further study of EU institutions.     

Power Politics, Diplomacy and Role Playing: Simulating the UN Security Council's Response to Terrorism

In the International Organizations classroom, students learn a lot about the nuts and bolts of international organizations in theory, but do not always have the opportunity to understand how international organizations work in practice. Understanding negotiations, diplomacy and interstate relations is essential in understanding the strengths of weaknesses of international organizations. To this end, the use of in-class simulations, where each student represents a different country, can be an effective tool in teaching students about international organizations and global governance. This article describes a simulation run in an International Organizations class in the Fall 2002 semester. It involved a fictitious serious terrorist attack in Singapore during a performance of "Kiddush for Naomi" performed by the Israel Habima Theatre Company. The article describes the goals of the simulation, the preparation the students undertook throughout the semester, the implementation of the simulation itself, and the post-simulation debriefing and assessment of the students and lessons learned for future in-class simulations.     

Experiencing Globalization: Active Teaching and Learning in International Political Economy

This article explores the teaching and learning challenges for the discipline of international studies (IS) that arise from the contemporary social, economic, and political changes usually labeled "globalization." The focus is upon the challenge posed to IS by a transformation in the nature of the relationship of teachers and students to the subject matter that they study: that is, teachers and students increasingly experience and contribute to globalization in the course of their daily lives as they simultaneously teach and learn about it. Significantly for the study of globalization in IS, pedagogical debates surrounding active teaching and learning highlight the potential for strategies that actively engage students' interests and everyday experiences with the subject itself. On this basis, the article outlines some potential routes into the active teaching and learning of globalization in the field of international political economy, illustrating these with examples from classroom activities and exercises.     

Teaching Students How to Fail: Simulations as Tools of Explanation

Instead of always teaching students how to succeed—as is the norm in higher education—it might also be useful to teach them about failure. Understanding failure (that is, why actors fail to reach common objectives in inter-group settings) gives students deeper insight into how to resolve global problems, and the conditions under which success can be achieved. This enhances student awareness of complexity in world affairs, including the nature of inter-group relations. Simulations are a good way to teach students about the possibility of failure, and how to learn from it, because they allow students to go through the learning process on their own. In this article I discuss how a simulation I ran on Middle Eastern politics can be used as an example of how to instruct students about failure as much as about success.