Catalogue - page 32

Affiche du document L'Expérience de mort imminente

L'Expérience de mort imminente

Steven Laureys

2h15min45

  • Sciences de la vie et de la nature
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181 pages. Temps de lecture estimé 2h16min.
L’expérience de mort imminente est l’un des événements les plus marquants qu’une personne puisse connaître. Beaucoup la considèrent comme une preuve de la vie après la mort ou d’une conscience cosmique plus vaste. Mais que dit la science ? Depuis qu’il a entamé son voyage de découverte à travers le cerveau, Steven Laureys, le neurologue de renommée mondiale, s’est passionné pour les expériences de mort imminente. Avec un esprit ouvert, il tente de comprendre ce qui se passe exactement dans notre cerveau : quels processus contribuent à ces expériences uniques qui dépassent notre compréhension ? Que savons-nous de la conscience ? Pour mieux comprendre ce qu’est l’expérience de mort imminente, le docteur Laureys s’est soumis lui-même à des expérimentations qui ont placé son cerveau dans une zone entre la vie et la mort. Découvrez dans ce livre les conclusions auxquelles ses recherches l’ont mené. « Un voyage captivant à travers les mystères profonds de notre conscience et ce qui pourrait se trouver au-delà. » Pr Kevin Nelson MD, neurologue « Ce livre changera votre façon de penser à l’existence et à ce que signifie vraiment vivre. » Arnaud Delorme PhD, chercheur CNRS Le professeur Steven Laureys, directeur de recherche au Fonds de la recherche scientifique (FNRS), fondateur du Coma Science Group et de l’unité de recherche GIGA Consciousness à l’université de Liège et professeur invité à la Harvard Medical School, a publié plus de 500 articles scientifiques. Il a récemment été récompensé par la prestigieuse Chaire d’excellence en recherche du Canada en neuroplasticité. En tant qu’expert mondialement reconnu du cerveau et auteur à succès, il rend la science complexe accessible à tous. 
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Affiche du document Vultures of the World

Vultures of the World

L. Bildstein Keith

1h56min15

  • Sciences de la vie et de la nature
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155 pages. Temps de lecture estimé 1h56min.
In Vultures of the World, Keith L. Bildstein provides an engaging look at vultures and condors, seeking to help us understand these widely recognized but underappreciated birds. Bildstein''s latest work is an inspirational and long overdue blend of all things vulture. Based on decades of personal experience, dozens of case studies, and numerous up-to-date examples of cutting-edge science, this book introduces readers to the essential nature of vultures and condors. Not only do these most proficient of all vertebrate scavengers clean up natural and man-made organic waste but they also recycle ecologically essential elements back into both wild and human landscapes, allowing our ecosystems to function successfully across generations of organisms. With distributions ranging over more than three-quarters of all land on five continents, the world''s twenty-three species of scavenging birds of prey offer an outstanding example of biological diversity writ large. Included in the world''s species fold are its most abundant large raptors—several of its longest lived birds and the most massive of all soaring birds. With a fossil record dating back more than fifty million years, vultures and condors possess numerous adaptions that characteristically serve them well but at times also make them particularly vulnerable to human actions. Vultures of the World is a truly global treatment of vultures, offering a roadmap of how best to protect these birds and their important ecology.
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Affiche du document Vultures of the World

Vultures of the World

L. Bildstein Keith

3h18min45

  • Sciences de la vie et de la nature
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265 pages. Temps de lecture estimé 3h19min.
In Vultures of the World, Keith L. Bildstein provides an engaging look at vultures and condors, seeking to help us understand these widely recognized but underappreciated birds. Bildstein''s latest work is an inspirational and long overdue blend of all things vulture. Based on decades of personal experience, dozens of case studies, and numerous up-to-date examples of cutting-edge science, this book introduces readers to the essential nature of vultures and condors. Not only do these most proficient of all vertebrate scavengers clean up natural and man-made organic waste but they also recycle ecologically essential elements back into both wild and human landscapes, allowing our ecosystems to function successfully across generations of organisms. With distributions ranging over more than three-quarters of all land on five continents, the world''s twenty-three species of scavenging birds of prey offer an outstanding example of biological diversity writ large. Included in the world''s species fold are its most abundant large raptors—several of its longest lived birds and the most massive of all soaring birds. With a fossil record dating back more than fifty million years, vultures and condors possess numerous adaptions that characteristically serve them well but at times also make them particularly vulnerable to human actions. Vultures of the World is a truly global treatment of vultures, offering a roadmap of how best to protect these birds and their important ecology.
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Affiche du document Engineering in the Life Sciences, 9–12

Engineering in the Life Sciences, 9–12

Rodney L. Custer

4h24min00

  • Sciences de la vie et de la nature
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352 pages. Temps de lecture estimé 4h24min.
When the authors of this book took part in Project INFUSE, the National Science Foundation–funded teacher development program, they noticed something. Life science teachers were highly receptive to engineering ideas related to everything from genomic testing to biofuels. But they also saw that teachers struggled to develop age-appropriate, standards-based lessons. The teachers asked for help facilitating the kind of open-ended design challenges that are useful to presenting engineering concepts in quick, engaging ways. Out of that intensive interaction came Engineering in the Life Sciences, 9–12. It’s designed to help you understand both what to teach and how to teach it. The authors designed it specifically to be • Content-rich. Six fully developed lessons show how to use engineering concepts to enhance life science courses. The lessons draw on each of the major content areas in biological sciences, including structures and processes, ecosystems, heredity, and biological evolution. • Standards-based. This book will help you see how to weave the engineering thread from the Next Generation Science Standards into and throughout your content. • Engaging. Lesson titles include “Designer DNA,” “Ecosystem Board Game,” and “B-pocalypse,” which is about battling the decline in bees needed to pollinate crops. • Practical. Inspired by extensive field testing, the authors made the lessons easy to use in diverse settings. The book is packed with detailed advice on managing engineering-oriented activities and conducting assessments. You also get idea-starters, teaching tips, and case studies to inform your own lessons. Full of both sound science and innovative approaches, Engineering in the Life Sciences, 9–12 brings fresh meaning to the terms “teacher-tested” and “classroom-ready.” It is specifically designed to address the curriculum and pedagogical needs of life science educators.
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Affiche du document Matter and Energy for Growth and Activity: Teacher Edition

Matter and Energy for Growth and Activity: Teacher Edition

Project 2061

2h44min15

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219 pages. Temps de lecture estimé 2h44min.
How do our bodies manage to heal wounds, build the stamina to run marathons, and give us the energy—even while we’re sleeping—to keep us alive and functioning? Matter and Energy for Growth and Activity prompts high school students to explore fascinating questions like these. It takes a new approach to teaching essential ideas about food, human body systems, matter and energy changes, and chemical reactions. Developed by a team of scientists and science educators and then tested in classrooms, the 14 phenomena-based lessons in this book follow a coherent sequence. They unfold in two main sections: (1) making sense of the matter changes involved in human growth and (2) making sense of the energy changes involved in human growth and activity. Matter and Energy is unique because it does the following: • Targets important ideas about changes in both physical and biological systems within the same unit. The book first engages students in seeing the usefulness of the ideas in making sense of phenomena in simple physical systems. Then it shows how to apply these ideas to make sense of related phenomena in complex biological systems. This interdisciplinary approach reflects the way science is practiced in the real world. • Supports all three dimensions of the Next Generation Science Standards. Disciplinary core ideas, crosscutting concepts, and science practices are all integrated in this unit. • Emphasizes important relationships between mathematics and science. Students interpret data sets and graphs to provide evidence for claims. They also do simple computations to explain puzzling phenomena—for example, why does energy have to be added to ignite a marshmallow even though the burning marshmallow releases lots of energy? • Builds on the middle school unit Toward High School Biology (also published by NSTA Press). Together the two units help students deepen their understanding of matter and energy changes in plants and animals and the role of chemical reactions in the growth, repair, and activity of living organisms. Matter and Energy for Growth and Activity, Student Edition provides all the student handouts with the teaching tips and sample answers found in the Teacher Edition removed. A set of online resources includes the interactive media, videos, and handouts required to use these experiential lessons. Between both books, you have the support you need to help your students turn abstract ideas into applicable knowledge—a critical first step in learning.
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Affiche du document Coral Conservation

Coral Conservation

Ann Thornton

3h37min30

  • Sciences de la vie et de la nature
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  • Livre epub
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290 pages. Temps de lecture estimé 3h37min.
Coral Conservation: Global evidence for the effects of actions provides an essential resource for anyone dedicated to conserving or restoring corals. This comprehensive synthesis of global scientific evidence examines the effectiveness of conservation and restoration actions targeting stony, soft and cold-water coral species inhabiting a diverse range of marine habitats in tropical, temperate and arctic waters from shallow coasts to the deep sea.Addressing the urgent threats posed by climate change, invasive species, overfishing, and habitat destruction, this work summarizes evidence from actions in three core themes: protecting healthy reefs, mitigating human impacts, and undertaking active restoration. From establishing Marine Protected Areas to innovative techniques like coral gardening, the synopsis summarizes the evidence for practical actions and offers insights into their outcomes and applicability.Designed to guide decision-makers—resource managers, conservationists, policymakers, and local advocates—as well as those curious to learn about actions that could help corals, this accessible guide provides succinct information to support evidence-based conservation.By identifying the existing evidence and highlighting gaps in the knowledge, Coral Conservation can support practitioners and policymakers to allocate resources effectively by prioritising actions that work. By doing more of what works, we can reverse the loss of coral species and restore these vital habitats for the benefit of current and future generations.The authors consulted an international group of coral experts and conservationists to produce this synopsis. Funding was provided by A.G. Leventis Foundation and Oceankind.Coral Conservation is the 25th publication in the Conservation Evidence Series Synopses, and is freely available from the online Conservation Evidence database (www.conservationevidence.com) ensuring that users have ongoing access to updated research and assessments. Others in the series include Eel Conservation in Inland Habitats, Biodiversity of Marine Artificial Structures, Sub-tidal Benthic Invertebrate Conservation, Marine and Freshwater Mammal Conservation, and Marine Fish Conservation. 
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Affiche du document Uncovering Student Ideas in Life Science, Volume 1

Uncovering Student Ideas in Life Science, Volume 1

Page Keeley

1h55min30

  • Sciences de la vie et de la nature
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154 pages. Temps de lecture estimé 1h55min.
Author Page Keeley continues to provide K–12 teachers with her highly usable and popular formula for uncovering and addressing the preconceptions that students bring to the classroom—the formative assessment probe—in this first book devoted exclusively to life science in her Uncovering Student Ideas in Science series. In this volume, Keeley addresses the topics of life and its diversity; structure and function; life processes and needs of living things; ecosystems and change; reproduction, life cycles, and heredity; and human biology. Using the probes as diagnostic tools that identify and analyze students’ preconceptions, teachers can easily move students from where they are in their current thinking to where they need to be to achieve scientific understanding. At the same time, use of the probes deepens the teacher’s understanding of the subject matter, suggests instructional implications, and expands assessment literacy. Using the student-learning data gained through the probes to inform teaching and learning is what makes the probes formative. Each probe is supported by extensive Teacher Notes, which provide background information on the purpose of the probes, related concepts, explanations of the life science ideas being taught, related ideas in the national science standards, research on typical student misconceptions in life science, and suggestions for instruction and assessment.
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Affiche du document Scientific Argumentation in Biology

Scientific Argumentation in Biology

Sharon Schleigh

3h04min30

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246 pages. Temps de lecture estimé 3h04min.
“Individuals who are proficient in science should be able to understand the language of science and participate in scientific practices, such as inquiry and argumentation. Empirical research, however, indicates that many students do not develop this knowledge or these abilities in school. One way to address this problem is to give students more opportunities to engage in scientific argumentation as part of the teaching and learning of science. This book will help teachers with this task.” —Authors Victor Sampson and Sharon Schleigh Develop your high school students’ understanding of argumentation and evidence-based reasoning with this comprehensive book. Like three guides in one, Scientific Argumentation in Biology combines theory, practice, and biology content. It starts by giving you solid background in why students need to be able to go beyond expressing mere opinions when making research-related biology claims. Then it provides 30 thoroughly field-tested activities your students can use when learning to: • propose, support, and evaluate claims; • validate or refute them on the basis of scientific reasoning; and • craft complex written arguments. Detailed teacher notes suggest specific ways in which you can use the activities to enrich and supplement (not replace) what you’re doing in biology class already. Scientific Argumentation is an invaluable resource for learning more about argumentation and designing related lessons. You'll find it ideal for helping your students learn standards-based content; improve their biological practices; explain, interpret, and evaluate evidence; and acquire the habits of mind to become more proficient in science.
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Affiche du document Rainwater Analysis, Grade 5

Rainwater Analysis, Grade 5

Janet B. Walton

3h13min30

  • Sciences de la vie et de la nature
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258 pages. Temps de lecture estimé 3h13min.
What if you could challenge your fifth graders to design rainwater recycling systems to provide water for a fictional community garden? With this volume in the STEM Road Map Curriculum Series, you can! Rainwater Analysis outlines a journey that will steer your students toward authentic problem solving while grounding them in integrated STEM disciplines. As are the other volumes in this series, this book is designed to meet the growing need to infuse real-world learning into K–12 classrooms. The book is an interdisciplinary module that uses project- and problem-based learning. Using their own school building and grounds as a design lab, student teams will be challenged to develop rainwater collection and delivery systems. They will draw on Earth and environmental science, mathematics, the engineering design process, and English language arts to do the following: • Create a rain gauge, measure rainfall, and analyze rainwater data to determine the best location for a water collection system.• Explore volume calculations in real-world scenarios and use a spreadsheet to conduct repetitive volume calculations.• Identify how water is distributed throughout the Earth’s four spheres and research irrigation and water collection systems used in agriculture.• Study poetry, biographical texts, and persuasive writing related to module topics. • Present a proposal for a rainwater collection and storage system, including a message about watershed conservation for their local community and a public service advertising campaign. The STEM Road Map Curriculum Series is anchored in the Next Generation Science Standards, the Common Core State Standards, and the Framework for 21st Century Learning. In-depth and flexible, Rainwater Analysis can be used as a whole unit or in part to meet the needs of districts, schools, and teachers who are charting a course toward an integrated STEM approach
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Affiche du document Toward High School Biology

Toward High School Biology

AAAS

5h35min15

  • Sciences de la vie et de la nature
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447 pages. Temps de lecture estimé 5h35min.
Would you like to challenge your middle school students to explain a range of phenomena—from how nylon thread can form from two clear, colorless liquids to how a snake that eats only eggs can make body structures such as skin and scales that don’t look anything like an egg? Would your students enjoy building molecular models to understand how an herbicide prevents weeds from growing? If so, then Toward High School Biology is the curriculum for you. This 19-lesson unit helps students connect core ideas about chemical reactions to the biological phenomena of growth and repair in plants and animals. Students first investigate easily observed changes in physical science contexts, such as the rusting of a metal bicycle. Then, they explore more complex changes that take place inside living organisms, such as the production of human muscles. Legos, ball-and-stick models, videos, and a variety of print manipulatives help students grasp the underlying science principles. Developed by a team of scientists and science educators, Toward High School Biology was field tested extensively. Results show that students who used the unit had significant learning gains compared with students who used other materials. The unit’s lessons support the Next Generation Science Standards and integrate all three dimensions of science learning, with a strong emphasis on supporting students in developing evidence-based explanations. The goal of the unit is to help students overcome many common conceptual difficulties and provide the foundation in biochemistry that students will need for high school biology and beyond.
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Affiche du document Discovery Engineering in Biology

Discovery Engineering in Biology

Rebecca Hite

5h49min30

  • Sciences de la vie et de la nature
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466 pages. Temps de lecture estimé 5h49min.
Show your students how amazing it can be to just “see what will happen” when they blend biology, engineering, and serendipity. Focusing on innovations sparked by accidental or unexpected observations, the case studies in this resource are a lively way to integrate engineering and experimentation into your biology classes. Middle and high school students will learn fundamental science processes while using their natural curiosity to explore ideas for new applications and products. They’ll also find out that small, plant-eating mammals called pikas helped scientists find new ways to survive extreme weather events and that algae can be used as airplane fuel. The book’s 20 easy-to-use investigations help you do the following: • Use real-world case studies to bring accidental inspirations to life. Each investigation starts with an actual scientific discovery that students explore through primary documents or historical accounts. • Let students be the innovators. The investigations task your classes to investigate biological concepts, do research, examine data, create models, and use their own personal ideas to design new products or problem-solving applications. • Apply the material in flexible, interesting ways. You can implement the investigations in part or as a whole, and you can use them to teach one or more science concepts while exposing students to the unpredictable nature of science. Students will be intrigued by investigations with titles such as “Vindicating Venom: Using Biological Mechanisms to Treat Diseases and Disorders” and “Revealing Repeats: The Accidental Discovery of DNA Fingerprinting.” Discovery Engineering in Biology is not only ideal for the classroom. It’s also perfect for informal education at STEM camps, science centers, and more. You’ll help your students see that just as there is no one way to do science, there are many paths that lead to innovations in engineering. And who knows what might happen? Maybe your students will engineer the next amazing survival product inspired by pikas!
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Affiche du document Toward High School Biology

Toward High School Biology

AAAS

2h21min00

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188 pages. Temps de lecture estimé 2h21min.
Through 19 carefully sequenced lessons and activities, this unit gets middle schoolers ready for next-level learning. Students explore what happens at the molecular level so they can understand how living things grow and repair their body structures. Using Legos, ball-and-stick models, videos, and print manipulatives helps them retain what they learn so they can apply that knowledge later. Both effective and engaging, Toward High School Biology • Draws on a research-based development approach. Multiple cycles of design and revision based on results from classroom field tests, feedback from teachers, expert scientific input, and criteria-based evaluations ensure the high quality of the unit. • Takes an interdisciplinary approach. Lessons focus on phenomena related to chemical reactions that take place in both physical and life science contexts, from the rusting of a metal bicycle to the production of muscles in humans. • Supports the Next Generation Science Standards. All three dimensions of science learning—science and engineering practices, disciplinary core ideas, and crosscutting concepts—are carefully integrated in each chapter. • Is refreshingly easy to use. The Student Edition should be used in conjunction with the Teacher Edition, which provides complete lesson plans and instructions for carrying out the activities. Complementary video demonstrations and tutorials are available online. Toward High School Biology, Student Edition provides the materials you need to guide your students through these investigations. With lesson details, teacher facilitation pages, and handouts, your students will be ready to start investigating.
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Affiche du document Cybernétique et régulations physiologiques

Cybernétique et régulations physiologiques

Bernard Calvino

3h33min45

  • Sciences de la vie et de la nature
285 pages. Temps de lecture estimé 3h34min.
Ce livre présente l’étude des régulations des grandes fonctions de l’organisme humain, qui constitue le principal objet de la physiologie. Il invite le lecteur à investiguer ce champ de recherche en l’abordant à l’aide d’une grille de lecture particulière, celle de la cybernétique.La cybernétique est née de la confrontation entre les mathématiques, la physique et la physiologie, au cours de rencontres rassemblant des scientifiques venus d’horizons très divers (mathématiciens, physiciens, ingénieurs, physiologistes, psychologues…), en s’appuyant sur une démarche commune : étudier les systèmes complexes grâce au formalisme basé sur les principes de cette discipline (la boîte noire, l’homéostat, la régulation – en constance ou en tendance –, la rétroaction – feed-back en anglais –, le servomécanisme, la communication, l’information). Seront ainsi abordées tout au long de l’ouvrage les notions physiologiques suivantes : la notion de milieu intérieur ; les trois grandes voies de communication de l’organisme (les voies de communication endocrinienne, nerveuse et immunitaire) ; les intercommunications entre ces voies rencontrées dans les systèmes neuroendocriniens (complexe hypothalamo-hypophysaire, notion d’axe de régulation neuroendocrine) ; la neuro-immuno-endocrinologie ; la régulation de plusieurs paramètres du milieu intérieur (calcémie et pression artérielle) ; les processus physiologiques associés au stress.À la différence d’un ouvrage de physiologie traditionnel, ce livre traite de l’organisme dans son ensemble, et non pas de l’étude d’une fonction physiologique d’organes particuliers. Cette approche globale nécessite un mode de représentation spécifique pour décrire les réactions d’équilibre et les systèmes autorégulés, ce qui sera réalisé ici en appliquant les concepts et la méthodologie cybernétique aux régulations physiologiques.Il est destiné aux étudiants, enseignants, chercheurs en biologie et sera utile également en médecine.IntroductionCybernétique et physiologie 1Pourquoi la cybernétique ? 1La physiologie, science des régulations du milieu intérieur 6Pour une physiologie d’organisme 7Références 9Chapitre 1 • Les systèmes vivants, des systèmes homéostasiques 111.1 La représentation des systèmes vivants 121.1.1 Les théories vitalistes 121.1.2 Les théories mécanistes et matérialistes 131.2 La thermodynamique des systèmes vivants 161.2.1 Quelques notions de thermodynamique 161.2.2 Les systèmes vivants : des systèmes ouverts hors d’équilibre 181.3 L’homéostasie et son approche cybernétique 211.3.1 La notion d’organisation et de niveau d’organisation 211.3.2 La notion d’homéostasie 231.3.3 Régulateurs en constance, régulateurs en tendance 241.3.4 Délai d’action et efficacité d’un homéostat 331.4 La notion de servomécanisme 341.5 Les systèmes de communication dans l’organisme : la théorie de l’information 371.5.1 L’information : sens commun et sens cybernétique 371.5.2 Les systèmes d’information dans l’organisme 39Références 43Chapitre 2 • Le milieu intérieur 452.1 La signification physiologique du milieu intérieur 462.1.1 L’importance physiologique de l’eau 462.1.2 Milieu intérieur et homéostasie 462.1.3 Milieu intérieur et milieu intracellulaire 502.2 Les différents compartiments du milieu intérieur 502.2.1 L’osmose et les mouvements d’eau entre compartiments 522.2.2 Le compartiment interstitiel 532.2.3 Le compartiment plasmatique 552.2.4 Le compartiment lymphatique endovasculaire 572.3 Les mouvements d’eau et de solutés entre les compartiments plasmatique et interstitiel 592.3.1 L’échangeur capillaire 602.3.2 Les mécanismes associés aux mouvements d’eau et de solutés 61Références 65Chapitre 3 • Le système de communication hormonal – Un système de communication public 673.1 Le système de communication hormonal : une voie de communication publique, mais spécifique 683.2 La glande endocrine, émetteur du message hormonal 743.2.1 Caractéristiques générales des émetteurs endocriniens 743.2.2 La synthèse et le stockage de l’hormone 753.2.3 La sécrétion de l’hormone 793.3 Le transmetteur de la voie de communication hormonale : le compartiment plasmatique de dilution de l’hormone 813.3.1 Concentration et formes circulantes de l’hormone dans le plasma 813.3.2 Volume de dilution et durée de vie du messager hormonal 833.3.3 Débits relatifs au compartiment de l’hormone : sécrétion et élimination de l’hormone 853.4 Les récepteurs de la voie de communication hormonale, les tissus cibles des hormones 863.4.1 La cellule cible, une voie de communication à l’échelle cellulaire 873.4.2 Réception hormonale extracellulaire 883.4.3 Réception hormonale intracellulaire 92Références 95Chapitre 4 • Le calciostat – Un exemple d’homéostat régulépar une voie de communication hormonale 974.1 L’ion calcium 984.1.1 Les fonctions de l’ion calcium dans l’organisme 984.1.2 Le métabolisme phosphocalcique 994.2 Le calcisotat, données de base 1024.2.1 Caractéristiques générales 1024.2.2 Le contexte physiologique du mode d’action du calciostat 1034.3 Le système réglé du calciostat 1044.3.1 Les trois compartiments du système réglé du calciostat 1044.3.2 Les échangeurs du système réglé du calciostat 1074.4 Le système réglant du calciostat 1134.4.1 La voie de communication hormonale de la calcitonine (CT) 1134.4.2 La voie de communication hormonale de la parathormone (PTH) 1154.4.3 La voie de communication hormonale du 1-25-Di-Hydroxy Cholé-CalciFérol (1-25-DHCCF) 1194.5 La régulation en constance du calciostat : maintien de l’homéostasie de la calcémie 1224.5.1 Dans le cas d’une hypercalcémie 1244.5.2 Dans le cas d’une hypocalcémie 124Chapitre 5 • Le système de communication nerveux – Une voie de communication privée 1275.1 Présentation du système nerveux 1285.1.1 Organisation générale du système nerveux 1285.1.2 Caractéristiques générales de la communication nerveuse 1305.1.3 Les cellules gliales 1305.2 La voie de communication nerveuse à l’échelle systémique 1345.2.1 Le capteur-transducteur-émetteur 1355.2.2 Le transmetteur 1355.2.3 Le récepteur-effecteur 1375.2.4 Le système nerveux végétatif (SNV) 1375.3 Le potentiel d’action : messager physique de la voie de communication nerveuse 1405.3.1 La nature du potentiel d’action 1405.3.2 Le seuil de déclenchement du potentiel d’action 1455.4 La voie de communication nerveuse à l’échelle du neurone 1455.4.1 L’architecture du neurone 1455.4.2 Les caractéristiques de la voie de communication neuronale 1475.5 La voie de communication nerveuse à l’échelle de la synapse 1525.5.1 Les caractéristiques de la voie de communication synaptique 1535.5.2 Le fonctionnement d’une synapse en 10 étapes 1565.5.3 La voie de communication synaptique, une cible neuropharmacologique 1655.5.4 Les peptides neuromodulateurs 165Conclusion 169Références 171Chapitre 6 • Le barostat – un exemple d’homéostat régulé par une voie de communication nerveuse 1736.1 La pression artérielle moyenne 1746.1.1 Caractérisation physiologique de la pression artérielle moyenne (PAM) 1746.1.2 Les sources de variation de la pression artérielle moyenne : le domaine d’action du barostat 1756.2 Le système réglé du barostat 1766.2.1 Le compartiment du système réglé 1766.2.2 Définition de la grandeur réglée : la pression artérielle moyenne 1766.3 Le système réglant du barostat 1786.3.1 L’émetteur de la voie de communication du barostat 1796.3.2 Le transmetteur de la voie de communication du barostat 1796.3.3 Les récepteurs-effecteurs de la voie de communication du barostat 1816.4 La régulation en constance du barostat 1816.4.1 Cas d’une diminution de la PAM 1826.4.2 Cas d’une augmentation de la PAM 1836.5 Régulation à long terme de la PAM et hypertension chronique 183Chapitre 7 • Interdépendances entre les voies de communication nerveuse et hormonale – Interactions neuro-endocrines 1897.1 Le cerveau endocrine : les neurones neurosécréteurs de l’hypothalamus 1907.1.1 La naissance de la neuroendocrinologie 1907.1.2 La notion d’axe hypothalamo-hypophysaire 1917.2 Les neurones magnocellulaires et la neurohypophyse 1957.3 Les neurones parvocellulaires et l’adénohypophyse : les cinq axes hypothalamo-hypophysaires 1977.3.1 Organisation anatomique et fonctionnelle d’un axe hypothalamo-hypophysaire 1977.3.2 Description des axes hypothalamo-hypophysaires 2007.4 Les cellules endocrines du lobe intermédiaire et leurs hormones peptidiques 2097.5 La capsule surrénale : un organe à l’interface des systèmes de communication nerveux et hormonal 2127.5.1 La cortico surrénale 2127.5.2 La médullosurrénale 215Références 220Chapitre 8 • Le système immunitaire – inter-relations entre les trois voies de communication nerveuse, immunitaire et endocrine : la neuro-immuno-endocrinologie 2238.1 Les organes effecteurs du système immunitaire 2258.2 Les cellules effectrices du système immunitaire 2268.2.1 La réponse immunitaire innée 2278.2.2 La réponse immunitaire acquise 2308.3 Un exemple d’interdépendance entre les voies de communication nerveuse et immunitaire : le lien entre inflammation et douleur 2348.3.1 Inflammation aiguë 2358.3.2 Rôle de la « soupe inflammatoire » dans le développement de la douleur inflammatoire 2378.3.3 L’inflammation neurogène 2408.3.4 Inflammation chronique 2428.4 Un exemple d’interdépendance entre les voies de communication nerveuse, hormonale et immunitaire : le stress, réaction de l’organisme aux situations d’urgence 2438.4.1 La notion de stress 2448.4.2 La phase d’alarme : mobilisation de la voie de communication du SNVO et de la médullosurrénale 2468.4.3 La phase de résistance 2488.4.4 La régulation en constance de l’axe corticotrope au cours du stress 2538.4.5 L’interrelation entre les deux voies de communication nerveuse et immunitaire 259Références 264Conclusion générale 265Vers un langage unifié des trois voies de communication au sein de l’organisme 266La chronobiologie 268La chronobiologie sous l’éclairage de la cybernétique 272La chronopharmacologie : une conséquence de l’influence des rythmes biologiques 273L’intérêt de la modélisation cybernétique dans l’apprentissage de la physiologie 274Références 275
Accès libre
Affiche du document Crop Germplasmics

Crop Germplasmics

Xu Liu (Editor-in-Chief) and Yunbi Xu (English Editor-in-Chief)

6h58min30

  • Sciences de la vie et de la nature
558 pages. Temps de lecture estimé 6h58min.
Crop germplasmics is a scientific field dedicated to the study of diversity of crops and their wild relatives, as well as its utilization. It encompasses theories, technologies, and management systems involved in the formation, conservation, research, and utilization of crop diversity. This book introduces the theoretical and technical frameworks of crop germplasmics, providing a comprehensive overview of the discipline. The book begins with an Introduction that outlines the main themes, followed by a detailed exploration of fundamental theories. Subsequent chapters delve into specific theories, technical methods, and significant advancements within the workflow of germplasm. Topics covered include investigation and collection, safe conservation, phenotypic evaluation, genotyping and gene mining, germplasm enhancement, multi-omics research, big data construction, sharing and utilization, value assessment, property rights protection, and efficient management. The book emphasizes a seamless integration of academic rigor and accessibility, reflecting the cutting-edge and forward-looking nature of the discipline’s development. It serves as a valuable reference for professionals working with germplasm, as well as for postgraduate teaching, crop genetics and breeding, and basic research.Editorial Board of Crop Germplasmics. . . . . . . . . . . . . . . . . . IIIPreface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . VCHAPTER 1Introduction: Crop Germplasmics. . . . . . . . . . . . . . . . . . . . . 11.1 Purposes, Importance and Development of Crop Germplasmics. . . . . 11.1.1 Purposes and Importance of Crop Germplasmics. . . . . . . . 11.1.2 Development of Crop Germplasmics . . . . . . . . . . . . . 21.2 Concepts, Connotation and Roles of Crop Germplasmics. . . . . . . . 41.2.1 Basic Concepts and Connotation. . . . . . . . . . . . . . . 41.2.2 Categories of Crop Germplasm. . . . . . . . . . . . . . . . 41.2.3 Formation of Crop Germplasm. . . . . . . . . . . . . . . . 51.2.4 Roles of Crop Germplasm. . . . . . . . . . . . . . . . . . 71.2.5 Improvement of the World’s Agricultural Development by Crop Germplasm . . . . . . . 111.3 Theories, Tasks and Research Directions of Crop Germplasmics. . . . 121.3.1 Basic Theories of Crop Germplasmics. . . . . . . . . . . . 121.3.2 Basic Features of Crop Germplasm. . . . . . . . . . . . . 131.3.3 Extended Features of Crop Germplasm. . . . . . . . . . . 151.3.4 Research Directions of Crop Germplasmics . . . . . . . . . 161.3.5 Features of Research on Crop Germplasm. . . . . . . . . . 191.4 History, Status and Trend of Research in Crop Germplasmics . . . . . 201.4.1 History of Crop Germplasmics. . . . . . . . . . . . . . . 201.4.2 Developmental Status and Trend of Crop Germplasmics . . . 26References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28CHAPTER 2Basic Theories of Germplasmics . . . . . . . . . . . . . . . . . . . . 292.1 Introduction to the Theory of the Centres of Origin of Crops . . . . 292.1.1 The Centres of Origin of Crops . . . . . . . . . . . . . . 292.1.2 Methods for Determining the Centres of Origin of Crops . . . 332.1.3 Crop Domestication . . . . . . . . . . . . . . . . . . . 372.1.4 Impacts of the Centres of Origin of Crops in Germplasm Research . . . .. . 432.2 The Law of Homologous Series in Variation . . . . . . . . . . . . 442.2.1 Theoretical Overview . . . . . . . . . . . . . . . . . . 442.2.2 Convergent and Divergent Evolution . . . . . . . . . . . . 452.2.3 Research Methods in Genetic Evolution . . . . . . . . . . 472.2.4 Crop Diffusion and Differentiation . . . . . . . . . . . . . 492.2.5 Impacts of the Law of Homologous Series in Variation on Crop Germplasm . . .. . . . . 512.3 The Theory of Synergistic Evolution of Crop Germplasm and Cultural Environments. . . . . . 532.3.1 The Preference for Waxy Food Promoted the Accumulation of Waxy Genes in Crops .. 542.3.2 Steaming-Based Cooking Methods Can Promote the Evolution of Crops to Match the Steamed Taste Quality . . . . . . . . 562.3.3 The Preference for Vegetables and Fruits and the Diversification of Preferences Promoted the Formation of Germplasm of Characteristic Crops . . . . . . . . . . . . . . . . . . 572.3.4 The Best Use of the Materials Gives Rise to New Crop Germplasm . . .. 592.3.5 Impacts of the Theory of Syngergistic Evolution of Crop Germplasm and Cultural Environments on Germplasm Research . . . . . . . . . . . . . . . . . . . . . . . . 61References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62CHAPTER 3Investigating and Collecting of Crop Germplasm . . . . . . . . . . . . . 733.1 A Brief History of Investigating and Collecting of Crop Germplasm. . .. . . 733.1.1 Brief History of Crop Germplasm Investigatingand Collecting Outside of China . . . . . . . . . . . . . . 733.1.2 Brief History of Crop Germplasm Investigating and Collecting in China. . 743.1.3 Brief History of Introducing Foreign Crop Germplasm to China . . . 743.2 Theoretical Basis of Crop Germplasm Investigation and Collecting . .. . . . . 753.2.1 Unbalanced Distribution of Crop Germplasm . . . . . . . . 763.2.2 The Long-Term and Continuity of Germplasm Variation . . . .. . . 773.2.3 Regional Specificity of Germplasm Influenced by Human Activities . . . .. 783.3 Investigating and Collecting Techniques Applied to Crop Germplasm . . .. . 803.3.1 Selection of Priority Areas for Investigating and Collecting. . . . . . . . . . . . . . . . . . . . . . 813.3.2 Investigating Techniques of Crop Germplasm . . . . . . . . 813.3.3 Collecting Methods of Crop Germplasm . . . . . . . . . . 833.3.4 Specimen Collecting Methods . . . . . . . . . . . . . . . 853.4 Introduction of Crop Germplasm . . . . . . . . . . . . . . . . . 853.4.1 The Importance of Germplasm Introduction . . . . . . . . 853.4.2 Principles of Germplasm Introduction . . . . . . . . . . . 863.4.3 Technologies of Germplasm Introduction . . . . . . . . . . 863.4.4 Precautions with Foreign Introduction of Crop Germplasm . . . . . . . . . . . . . . . . . . . 883.5 Quarantine of Introduced Crop Germplasm. . . . . . . . . . . . . 893.5.1 Necessity of Quarantine . . . . . . . . . . . . . . . . . 893.5.2 Basis for Quarantine . . . . . . . . . . . . . . . . . . . 903.5.3 Transmission Pathway of Quarantine Pests . . . . . . . . . 913.5.4 Phytosanitary Measures . . . . . . . . . . . . . . . . . . 923.5.5 Quarantine and Inspection Technologies . . . . . . . . . . 953.6 Trends in Crop Germplasm Investigating and Collecting . . . . . . . 983.6.1 Achievements and Trends in Germplasm Investigating and Collecting in China. . 983.6.2 Achievements and Trends in Introducing Germplasm . . . . . 1033.6.3 Trends in Germplasm Investigation and Collecting . . . . . . 104References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105CHAPTER 4Conservation of Crop Germplasm . . . . . . . . . . . . . . . . . . . 1074.1 Concepts of Germplasm Conservation . . . . . . . . . . . . . . . 1074.1.1 Basic Concepts of Conservation . . . . . . . . . . . . . . 1074.1.2 Scope of Conservation Research . . . . . . . . . . . . . . 1074.2 Significance of Germplasm Conservation . . . . . . . . . . . . . . 1084.2.1 Maintaining Genetic Diversity and Integrity of Crop Germplasm . . . . . . . . . . . . . . . . . . . 1084.2.2 Broadening the Genetic Basis for Crop Breeding and Agricultural Technological Innovation . . . . . . . . . 1094.2.3 Playing a Critical Role in Crop Breeding, Agricultural Production, and Rural Revitalization . . . . . . . . . . . . 1094.3 Basic Principles of Germplasm Conservation . . . . . . . . . . . . 1114.3.1 Integrated Conservation . . . . . . . . . . . . . . . . . 1114.3.2 Prolonging the Longevity and Maintaining the Genetic Integrity of Germplasm. . . . . . . . . . . . . . . . . . . . . . 1144.3.3 Maintaining Genetic Evolutionary Potential of Germplasm . . 1244.4 Ex Situ Conservation Techniques . . . . . . . . . . . . . . . . . 1274.4.1 Seed Preservation . . . . . . . . . . . . . . . . . . . . 1274.4.2 Plant Preservation . . . . . . . . . . . . . . . . . . . . 1314.4.3 In Vitro and Cryo Preservation . . . . . . . . . . . . . . . 1344.4.4 DNA Preservation . . . . . . . . . . . . . . . . . . . . 1374.5 In Situ Conservation Technique . . . . . . . . . . . . . . . . . . 1384.5.1 Physical Isolation Protection Technology . . . . . . . . . . 1404.5.2 Mainstreaming Conservation Technology . . . . . . . . . . 1444.5.3 On-Farm Conservation Technology . . . . . . . . . . . . 1454.5.4 In Situ Conservation Monitoring and Early Warning . . . . . 1454.6 Research Progress and Trends . . . . . . . . . . . . . . . . . . 1474.6.1 Ex Situ Conservation . . . . . . . . . . . . . . . . . . . 1474.6.2 In Situ Conservation . . . . . . . . . . . . . . . . . . . 156References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159CHAPTER 5Phenotypic Evaluation (Phenotyping) of Crop Germplasm . . . . . . . . . 1635.1 Fundamental Principles and Methods for Phenotyping of Crop Germplasm .. . . . . . . 1635.1.1 Phenotyping: A Key to Crop Germplasm and Cultivar Development .. 1635.1.2 Fundamental Principles and Environmental Controls in Crop Germplasm Phenotyping . .. 1655.1.3 Major Phenotyping Methods in Crop Germplasm . . . . . . 1685.2 Phenotyping of Agronomic Traits . . . . . . . . . . . . . . . . . 1705.2.1 Overview of Agronomic Trait Phenotyping . . . . . . . . . 1705.2.2 Methods and Criteria for Phenotyping Agronomic Traits . . . 1745.3 Phenotyping of Resistance to Biotic Stress . . . . . . . . . . . . . 1755.3.1 Overview of Phenotyping Biotic Stress Resistance . . . . . . 1765.3.2 Technical Methods and Criteria for Phenotyping Crop Resistance to Diseases and Pests . . . . . . . . . . . . . . 1835.3.3 Types and Mechanisms of Resistance to Biotic Stresses . . . . 1875.4 Phenotyping of Resistance to Abiotic Stress . . . . . . . . . . . . . 1905.4.1 Overview of Phenotyping Crop Resistance to Abiotic Stress . . 1905.4.2 Major Methods and Indicators for Phenotyping Crop Stress Resistance. .. . . 1915.4.3 Types and Mechanisms of Crop Resistance to Abiotic Stresses. . . 1945.5 Phenotyping of Quality Traits . . . . . . . . . . . . . . . . . . 1955.5.1 Overview of Phenotyping Crop Quality Traits . . . . . . . 1955.5.2 Major Evaluation Methods, Indicators and Standards . . . . . 2005.6 Phenotyping of the Use Efficiency of Environmental Resources . . . . 2045.6.1 Overview of Phenotyping Use Efficiency of Environmental Elements by Crop Germplasm . .. . 2055.6.2 Major Phenotyping Methods, Indicators and Standards . . . . 2085.7 Progress and Development Trend of Phenotypic Evaluation . . . . . 2105.7.1 Advance of Phenotypic Evaluation of Crop Germplasm in China . . . 2105.7.2 Advances in Phenotypic Evaluation of Crop Germplasm in the World. . 2185.7.3 Prospect of Phenotypic Evaluation of Crop Germplasm . . . 221References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 222CHAPTER 6Genotyping and Gene Discovery in Crop Germplasm . . . . . . . . . . . 2256.1 Concept and Methods of Genotyping . . . . . . . . . . . . . . . 2256.1.1 Concept, Content, Significance of Genotyping . . . . . . . . 2256.1.2 Major Technical Methods of Genotyping . . . . . . . . . . 2266.2 Application of Genotyping in Crop Germplasm . . . . . . . . . . . 2296.2.1 Genetic Diversity Assessment . . . . . . . . . . . . . . . 2296.2.2 Analysis of Selection in Domestication and Improvement . . . 2326.2.3 Construction of Core Collection . . . . . . . . . . . . . . 2346.2.4 DNA Fingerprint Database for Famous Cultivars and Crucial Germplasm. .. . 2376.3 Gene Discovery and Allele Mining in Crop Germplasm . . . . . . . 2386.3.1 Gene Resource Discovery. . . . . . . . . . . . . . . . . 2386.3.2 Methods for Gene Discovery . . . . . . . . . . . . . . . 2406.3.3 Basic Strategies of Allele Mining . . . . . . . . . . . . . . 2456.4 Major Achievements in Gene Discovery and Allele Mining for Crop Improvement. .. 2466.4.1 Gene Discovery and Allele Mining for Yield . . . . . . . . 2476.4.2 Gene Discovery and Allele Mining for Biotic and Abiotic Stress Tolerance .. . . . . 2476.4.3 Gene Discovery and Allele Mining for Nutrient Utilization Efficiency . . . .. . . 2506.4.4 Gene Discovery and Allele Mining for Quality Traits. . . . . 2516.4.5 Gene Discovery and Allele Mining for Adaptation . . . . . . 2526.5 Genomics Highlights Crop Founder Genotypes in Breeding . . . . . 2536.5.1 Founder Genotype in Breeding . . . . . . . . . . . . . . 2536.5.2 Basic Ideas and Strategy in Founder Genotype Research . . . 2546.5.3 Progress in Interpretation of Crop Founder Genotypes . . . . 2546.6 Trends in Genotyping and Gene Discovery in Crop Germplasm . . . 2566.6.1 High-Throughput and Accurate Genotyping of Crop Germplasm . 2566.6.2 Intelligent Processing of Big Data for Gene Discovery and Allele Mining . .. . 2576.6.3 Targeted Gene Discovery and Germplasm Enhancement . . . 258References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 259CHAPTER 7Crop Germplasm Enhancement . . . . . . . . . . . . . . . . . . . . 2637.1 Basic Theories and Methods . . . . . . . . . . . . . . . . . . . 2637.1.1 The Implication of the Crop Germplasm Enhancement. . . . 2637.1.2 Crop Genepools . . . . . . . . . . . . . . . . . . . . . 2637.1.3 The Basic Theories for Crop Germplasm Enhancement. . . . 2647.1.4 The Basic Methods of Crop Germplasm Enhancement . . . . 2667.2 Crop Germplasm Enhancement Using Landraces . . . . . . . . . . 2687.2.1 The Characteristics and Potential Value of Landraces. . . . . 2687.2.2 Germplasm Enhancement Strategies with Landraces . . . . . 2697.2.3 Application of Landraces in Crop Germplasm Enhancement. . 2707.3 Crop Germplasm Enhancement Using Wild Relatives . . . . . . . . 2797.3.1 Characteristics and Use Value of Crop Wild Relatives . . . . 2797.3.2 Strategies for Crop Germplasm Enhancement Using Wild Relatives. . . 2807.3.3 Detection and Tracking of Genetic Components of Crop Wild Relatives .. . . 2827.3.4 Using Wild Relatives for Crop Germplasm Enhancement . . . 2847.4 Research Hotspots and Trends of Crop Germplasm Enhancement . . . 2907.4.1 Achievements in Crop Germplasm Enhancement in China . . . 2907.4.2 The Future Development of Crop GermplasmEnhancement . . . . . . . . . . . . . . . . . . . . . . 291References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 296CHAPTER 8Crop Germplasmomics . . . . . . . . . . . . . . . . . . . . . . . . 3038.1 Crop Germplasm Genomics . . . . . . . . . . . . . . . . . . . 3038.1.1 Principles of Crop Germplasm Genomics (CGG). . . . . . . 3058.1.2 Fields, Strategies and Technologies of Crop Germplasm Genomics (CGG) .. . . . . 3078.1.3 Major Advances in Crop Germplasm Genomics (CGG) . . . . 3108.1.4 Issues and Prospects . . . . . . . . . . . . . . . . . . . 3148.2 Crop Germplasm Epigenomics . . . . . . . . . . . . . . . . . . 3158.2.1 Basic Principles of Crop Germplasm Epigenomics . . . . . . 3168.2.2 Experimental Design, Detection and Analysis Methods for Crop Germplasm Epigenomics . . . . . . . . . . . . . 3188.2.3 Progress in Crop Germplasm Epigenomics . . . . . . . . . 3208.2.4 Issues and Prospects . . . . . . . . . . . . . . . . . . . 3248.3 Crop Germplasm Transcriptomics . . . . . . . . . . . . . . . . . 3258.3.1 Principles of Crop Germplasm Transcriptomics . . . . . . . 3258.3.2 Research Contents of Crop Germplasm Transcriptomics . . . 3278.3.3 Research Design and Methodology of Crop Germplasm Transcriptomics . . .. . . . . 3288.3.4 Progress in Crop Germplasm Transcriptomics . . . . . . . . 3318.3.5 Problems and Prospects . . . . . . . . . . . . . . . . . 3358.4 Crop Germplasm Proteomics . . . . . . . . . . . . . . . . . . . 3368.4.1 Principles of Crop Germplasm Proteomics . . . . . . . . . 3378.4.2 Research Fields in Crop Germplasm Proteomics . . . . . . . 3388.4.3 Experimental Design and Key Techniques in Crop Germplasm Proteomics .. . . 3398.4.4 Major Advances in Crop Germplasm Proteomics. . . . . . . 3428.4.5 Challenges and Prospects . . . . . . . . . . . . . . . . . 3448.5 Crop Germplasm Metabolomics . . . . . . . . . . . . . . . . . . 3448.5.1 The Mechanisms Underlying Metabolic Variations in Crop Germplasm . .. . . . . . 3458.5.2 Research Foci of Crop Germplasm Metabolomics . . . . . . 3458.5.3 Experimental Designs, Strategies and Methods in Crop Germplasm Metabolomics .. .. . 3468.5.4 Advances in Crop Germplasm Metabolomics . . . . . . . . 3488.5.5 Problems and Prospects . . . . . . . . . . . . . . . . . . 3538.6 Crop Germplasm Phenomics . . . . . . . . . . . . . . . . . . . 3548.6.1 Principles of Germplasm Phenomics . . . . . . . . . . . . 3558.6.2 Phenotypic Research in Crop Germplasm . . . . . . . . . . 3568.6.3 Programs and Technologies for Crop Germplasm Phenomics Research .. . . . . . . 3568.6.4 Major Progress in Crop Germplasm Phenomics . . . . . . . 3608.6.5 Problems and Prospects of Crop Germplasm Phenomics Research. . . 364References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 365CHAPTER 9Big Data of Crop Germplasm . . . . . . . . . . . . . . . . . . . . . 3739.1 Concepts and Categories . . . . . . . . . . . . . . . . . . . . . 3749.1.1 Overview of Crop Germplasmic Big Data. . . . . . . . . . 3749.1.2 Framework of Crop Germplasmic Big Data System . . . . . 3769.2 Standards and Specifications of Crop Germplasmic Data . . . . . . . 3779.2.1 Overview of Big Data Standards . . . . . . . . . . . . . . 3789.2.2 Classification and Coding Standards for Crop Germplasm . . . . . . .. . . . 3789.2.3 Metadata Standards . . . . . . . . . . . . . . . . . . . 3799.2.4 Terminology and Descriptors . . . . . . . . . . . . . . . 3829.2.5 Data Standards for Crop Germplasm . . . . . . . . . . . . 3889.2.6 Data Quality Control Standards for Crop Germplasm . . . . 3899.3 Data Acquisition and Integration . . . . . . . . . . . . . . . . . 3909.3.1 Data Acquisition . . . . . . . . . . . . . . . . . . . . 3909.3.2 Data Submission . . . . . . . . . . . . . . . . . . . . 4049.3.3 Data Processing . . . . . . . . . . . . . . . . . . . . . 4079.3.4 Data Integration . . . . . . . . . . . . . . . . . . . . . 4099.4 Data Analysis and Mining . . . . . . . . . . . . . . . . . . . . 4119.4.1 Classical Statistical Analysis . . . . . . . . . . . . . . . . 4119.4.2 Spatial Analysis . . . . . . . . . . . . . . . . . . . . . 4129.4.3 Big Data Mining in Crop Germplasm. . . . . . . . . . . . 4179.5 Big Data Platforms and Applications . . . . . . . . . . . . . . . 4209.5.1 Overall Architecture of the Big Data Platforms . . . . . . . 4209.5.2 Big Data Management Applications . . . . . . . . . . . . 4209.5.3 Applications of Big Data Research . . . . . . . . . . . . . 4249.5.4 Big Data Sharing Service . . . . . . . . . . . . . . . . . 4259.6 Conclusion and Outlook . . . . . . . . . . . . . . . . . . . . . 4269.6.1 Major Achievements . . . . . . . . . . . . . . . . . . . 4269.6.2 Challenging Issues . . . . . . . . . . . . . . . . . . . . 4279.6.3 Future Development . . . . . . . . . . . . . . . . . . . 427References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 428CHAPTER 10Utilization of Crop Germplasm . . . . . . . . . . . . . . . . . . . . . 43110.1 Utilization of Crop Germplasm in Basic Science . . . . . . . . . . . 43110.1.1 Contribution of Crop Germplasm to Genetics . . . . . . . . 43110.1.2 Contribution of Crop Germplasm to Cytogenetics . . . . . . 43210.1.3 Contribution of Crop Germplasm to Genomics . . . . . . . 43310.1.4 The Contribution of Germplasm to the Synthesis of New Species . . 43610.1.5 Prospects . . . . . . . . . . . . . . . . . . . . . . . . 43710.2 Utilization of Crop Germplasm in Breeding and Production . . . . . 43710.2.1 Utilization of Landraces . . . . . . . . . . . . . . . . . 43810.2.2 Utilization of Introduced Germplasm. . . . . . . . . . . . 44210.2.3 Utilization of Wild Relatives of Crops . . . . . . . . . . . 45010.3 Crop Germplasm Sharing and Utilization Platform . . . . . . . . . 45510.3.1 Concept and Significance of Sharing and Utilization . . . . . 45510.3.2 Principles and Methods of Crop Germplasm Sharing . . . . . 45610.3.3 Feedback on Germplasm Sharing and Utilization . . . . . . 45910.3.4 Construction and Operation of the Shared Service Platform . . 45910.4 Prospects of Crop Germplasm Utilization . . . . . . . . . . . . . 46510.4.1 Strengthen Public Awareness and Improve the Germplasm Conservation and Utilization .. . . . 46510.4.2 Accelerate the Efficient Use of Crop Germplasm by Providing Active Services .. . 46510.4.3 Lead the Development of Seed Industry by ImprovingGermplasm Enhancement Capability . . . . . . . . . . . . 466References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 466CHAPTER 11Value Assessment and Property Rights Protection of Crop Germplasm . . . 47111.1 Importance of Value Assessment and Protection of Property Rights . . 47111.1.1 Value Assessment Provides Important Evidence for Decision-Making on Conservation and Use of Germplasm . . . 47111.1.2 Protection of Property Rights is the Incentive Mechanism for Conserving and Innovative Use of Germplasm . . . . . . 47211.1.3 Access and Benefit-Sharing Constitute the Effective Mechanism for Protecting Sovereign Rights and Interests of Conservationists . . . . . . . . . . . . . . . . . . . . 47211.1.4 Value Assessment and Protection of Property Rights Will Strengthen the Roles of Ensuring Food Security by Crop Germplasm . . . . . . . . . . . . . . . . . . . 47211.2 Value Assessment of Crop Germplasm . . . . . . . . . . . . . . . 47311.2.1 Basic Concepts and Theories . . . . . . . . . . . . . . . 47311.2.2 Categories of Value of Crop Germplasm . . . . . . . . . . 47511.2.3 Methods of Valuating Crop Germplasm . . . . . . . . . . 47811.2.4 Analysis on Composition of Value of Crop Germplasm . . . . . . . . . . . . . . . . . . . . . . . 48111.2.5 Value Assessment Approach of Crop Germplasm . . . . . . 48211.2.6 Asset Management of Crop Germplasm . . . . . . . . . . 48511.3 Protection of Property Rights of Crop Germplasm . . . . . . . . . 48711.3.1 Basic Concepts and Theories . . . . . . . . . . . . . . . 48811.3.2 Affirmation of Fundamental Rights on Crop Germplasm . . . 49111.3.3 Exploration of Property Rights on Crop Germplasm . . . . . 49311.3.4 Protection of Intellectual Property Rights Over Crop Germplasm . . .. 49611.4 Access and Benefit-Sharing Mechanisms of Crop Germplasm . . . . . 50111.4.1 Basic Concepts . . . . . . . . . . . . . . . . . . . . . 50111.4.2 International Access and Benefit-Sharing of Germplasm . . . . 50211.4.3 Practices in Access and Benefit-Sharing of Crop Germplasm in China .. . . . . . 50611.5 Trends and Outlooks . . . . . . . . . . . . . . . . . . . . . . 50811.5.1 Strengthening Research and Application of Germplasm Valuation . . .. . . . 50811.5.2 Promotion of Property Right Protection for Germplasm . . . 50911.5.3 Promotion of Establishment and Implementation of Access and Benefit-Sharing System. . . . . . . . . . . . 510References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 511CHAPTER 12Management of Crop Germplasm. . . . . . . . . . . . . . . . . . . . 51312.1 International Management of Crop Germplasm . . . . . . . . . . . 51312.1.1 International Management System of Crop Germplasm. . . . 51412.1.2 International System for the Conservation and Utilization of Crop Germplasm…51512.1.3 International Operation System for Crop Germplasm. . . . . 51712.1.4 Cases of Crop Germplasm Management in Selected Countries . .. 51812.2 Management of Crop Germplasm in China . . . . . . . . . . . . . 52212.2.1 Management Systems of Crop Germplasm in China . . . . . 52312.2.2 Conservation and Utilization Systems of Crop Germplasm in China. . . . 52812.2.3 Operation System of Crop Germplasm in China . . . . . . . 53012.2.4 Operational Safeguard Mechanism . . . . . . . . . . . . . 53312.3 Trends in Crop Germplasm Management . . . . . . . . . . . . . 53312.3.1 Trends . . . . . . . . . . . . . . . . . . . . . . . . . 53412.3.2 Suggestions . . . . . . . . . . . . . . . . . . . . . . . 534References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 536Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 539
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