This is a brief introduction of the Workshops on “Scientific Methods: Survival Skills for Young Biomedical Investigators,” that I gave in 2012 and 2018 at the School of Life Sciences Peking University. I have a long-standing friendship and collaboration with Professors Zhai Zhonghe and Ding Mingxiao (former Dean of the School of Life Sciences) to study intermediate filaments and membrane specialization. Professor Ding did two sabbaticals in my lab in NYU School of Medicine, which were productive, fun and memorable. Three of us co-supervised a graduate student, Feng-Xia Liang, who is now a Professor and Director of the Microscopy Core Laboratory at NYU School of Medicine. Professor Deng Hongkui, after making a ground-breaking discovery at NYU of the T cell receptor of AIDS virus, returned to PKU in 2002 and also became a wonderful friend.


Inaddition to doing research https://scholar.google.com/citations?user=fZ4YI_MAAAAJ&hl=en, I was always curious as towhy some students can get experiments to work seemingly easily and obtain good results,while others fumble. After working on this for three or four years, it finally occurredto me in 2000 that the problem lies in the fact that the latter type ofstudents excessively trusts “authorities”, e.g., the professor, textbook,experimental protocol book. They think as long as they follow a publishedprotocol (a form of authority), even if they don’t understand it, theexperiment should work. However, in real life doing experiments without athorough and critical understanding of the protocol often fails, and thiscauses endless frustration. By incorporating the concept of “risk assessmentand management”, I came up with a way of teaching experimental design – as Iexplained in detail in Lecture One (How to get any lab techniques to work) – that greatly increases thechance of success. Subsequently, I developed three additional talks to dealwith how to read papers and generate ideas (Lecture Two), how to write papers(Lecture Three), and how to give a talk (Lecture Four). I believe these fourtopics represent essential skills that a young biomedical investigator must masterin order to be able to do research.

Thevideotapes of the two workshops included here were recorded in 2012 (all fourlectures) and 2018 (when I gave only Lectures 1 and 2). Viewing the twoworkshops that were given six years apart helps a viewer to more easilyunderstand some of the concepts that are discussed in, e.g., Lecture One.Personally, I think my slide making skill has improved a little bit over theyears, and the number of words I can utter per minute decreased in in the latertalk probably as a result of aging.    






孙同天   细胞生物学

Tung-Tien (Henry) Sun is Professor Emeritus of Cell Biology, Dermatology, Urology and Biochemistry & Molecular Pharmacology at New York University School of Medicine. After receiving his PhD in biochemistry from the University of California, Davis (1974) and postdoctoral training in cell biology from Howard Green in MIT (1974-1977), he was recruited by late Irwin M. Freedberg in 1978 to join the newly established Department of Dermatology at Hopkins as an assistant professor. He was promoted in 1981 to associate professor of Dermatology, Cell Biology and Ophthalmology at Johns Hopkins Medical School, before he moved to NYU. The major discoveries that he and his collaborators made include: (i) establishing keratins as major epithelial intermediate filaments; that antibodies (such as the monoclonal antibodies AE1 and AE3 that he made) are useful surgical pathological tools for the positive identification of the keratin-positive carcinoma; and that specific keratin pairs are markers for different pathways and stages of epithelial differentiation (e.g., K5/K14, K1/K10 and K6/K16 pairs as markers for keratinocyte basal cells, keratinization, and hyperplasia); (ii) localizing corneal epithelial stem cells and hair follicular stem cells in the corneal limbus and hair bulge, respectively (with George Cotsarelis and Robert Lavker), and (iii) identification of uroplakins as major urothelial differentiation markers. For a list of his publications see https://scholar.google.com/citations?user=fZ4YI_MAAAAJ&hl=en. He was elected Fellow of AAAS (1992) and member of Academia Sinica, Taiwan (2002); delivered named lectures at the American Academy of Dermatopathologists (1986), Univ. of Toronto Med Sch (1986), Stanford Med Sch (1987), Harvard Med Sch (1991), Japanese Society for Investigative Dermatology (1998), Johns Hopkins Med Sch (2001) and British Society of Cell Biology (2003); received Montagna Award in dermatological research (1989); Alcon Award in ophthalmological research (1993); Wu Award in urological research (1999); and he held adjunct and honorary professorships at many universities including Cornell, UPenn, National Taiwan University and Peking University. For his CV see http://sun-lab.med.nyu.edu/files/sun-lab/u2/tung-tien-sun-cv-apr-2017-rev2.pdf.


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    地理学以地球表层的人地关系作为研究的核心,强调整体性和个体性,而“自然地理学”是地理学的重要分支之一,它是研究地球表层的自然景观及其组成要素和自然现象在空间上相互依存与相互作用机理的一门综合性很强的学科。 本门课程是《自然地理学概论》的下篇——地质过程与生物循环。具体讲授的内容包括:(1)地球表层系统内物质循环过程中的固体地球物质循环和地球化学生物循环过程;各个循环过程的主要驱动力及特点。(2)地球表层系统的整体特征,包括地球表层系统的圈层结构、时间结构、地域结构和时空尺度;地球表层系统的功能,分为圈层之间的相互作用和人与环境的相互作用;地球表层系统的概念模型,分为地球表层系统的驱动力量和控制过程。 与本门课程同时开放的《自然地理学概论》上篇——太阳辐射与气候形成,主要介绍太阳能在大气、陆地和海洋之间的传输转化过程,以及由其引起的大气和海洋运动、地球表层气候形成等,欢迎同学们选择学习!
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    保护生物学又称保育生物学,是一门研究自然及地球上生物多样性的学科,目的是要保护各种生物物种、栖息地和整个生态系统,避免其受到物种过快灭绝及生物交互作用崩溃的威胁,他结合了多个学术领域,包括科学、经济学和自然资源管理等等。 世界各地既有的生物系统有迅速衰退的趋势,使得保护生物学被称为“有时限的学科”,当人们对于生态、族群、物种之维持及恢复等相关议题有更多的关心时,将能有效地影响生物多样性及其相关学科,进而达到保护生物的目的,美丽而珍贵的地球只有一个,因此保护生物是我们每一个人的责任。










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