A | B | C | D | E | F | G | H | I | J | K | L | M | N | O | P | Q | R | S | T | U | V | W | X | Y | Z | |
---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
1 | Program schedule for Summer School in Biotechnology 2023 | |||||||||||||||||||||||||
2 | Time | Week 1 | Week 2 | Week 3 | ||||||||||||||||||||||
3 | Monday | Tuesday | Wednesday | Thursday | Friday | Saturday | Monday | Tuesday | Wednesday | Thursday | Friday | Saturday | Monday | Tuesday | Wednesday | Thursday | Friday | Saturday | ||||||||
4 | Morning sessions | Introduction of the Center and Laboratories | Practical: DNA isolation and quantification | Practical: SNP detection using RT-PCR | Lecture: Insights protein structure and function | Tutoring: Virtual cloning in Snapgene | Why CV is important? Practical guide to prepare a better CV | Lecture: Diving into microbiology world: types of microorganisms | Practical: Antimicrobial activity and antibiotic sensitivity assay | Practical: Taq pol expression in E.coli | Practical: Taq pol purification by manual Ni affin chromatography | Lecture and Tutorial: Primer designing: dos and donts | How to make a better presentation | Assignment and group work explanation | Lecture: Protein identification by Western blot and ELISA | Practical: Reverse transcription expression | Lecture: one step vs two step PCR reaction pros and cons | Video and flashmob | ||||||||
5 | Laboratory safety instruction and qualification | Practical: DNA visualization on agarose gel | Lecture: Sequencing systems and their applications | Lecture: Recombinant proteins and application | Tutoring: Uniprot database and retrieving protein sequence | Motivation letter: tell your story | Practical: Analysing bacteria strains using Gram-staining | Lecture: From genes to proteins. Translation process | Lecture: Protein electrophoresis and staining | Practical: Protein functionality assessment: running PCR with purified Taq pol | CAT Science accelerator program | Group work: Searching for project ideas | Practical: Taq pol identification by ELISA | Practical: Two step PCR: Reverse transcription and amplification with purified hommade enzymes | Group work: Presentation finalization | |||||||||||
6 | Opening Ceremony and Pizza party | Lecture: PCR, primers and Taq polymerase | Tutoring: Introduction with NCBI database and DNA sequence | Lecture: Plasmids and gene cloning | Group work: Virtual cloning and designing vector contructs | Practical: Compotent cell preparation | Lecture: Recombinant protein expression in E.coli | Lecture: Introduction to protein purification methods | Practical: Acrylamide gel preparation for protein electrophoresis | Lecture: Liquid chromatography system and HPLC | Demo day | |||||||||||||||
7 | Break | Lunch | Lunch | Lunch | Closing Ceremony and awarding certificates | |||||||||||||||||||||
8 | Afternoon sessions | Lecture: Where is our genes? Insights DNA&RNA structure and function. | Practical: Gene amplification with PCR followed by visulaization | Case study: Genomic surveilance of SARS-CoV-2 in Uzbekistan | Practical: Plasmid isolation and visualization | Practical: Restriction of plasmid to map the insert | Practical: Chemical transformation of plasmid with Taq pol gene | Practical: Selection of positive transformants: Colony PCR | Practical: Buffer preparation for cell lysis and chromatography | Practical: Sample preparation and running protein gel | Lecture: Protein quantification methods and standart curve | Host project example I: Our experience on test kit development for SARS-CoV-2 | Lecture: Running PCR with RNA samples and reverse transcription | Practical: Reverse transcriptase purification and buffer exchange using LC system | Prefinal assignment feedback | |||||||||||
9 | Lecture: DNA and RNA isolation methods and application | Lecture: Real time PCR and application in infection tracking | Tutoring: Evolution at DNA level and alignment of DNA sequences | Lecture: Restriction and ligation and virtual cloning platforms | Lecture: Compotent E.coli cell preparation | Practical: Culture media preparation and colony transfer for starting culture | Practical: Cell lysis and heat denaturation | Practical: Protein staining with Coomassie R-250 and discussion of results | Practical: Quantification of purified Taq pol using Lowry assay | Host project example II: Sweet proteins - future or not? Our research on brazzein protein. | Practical: Culturing E.coli expressing MMLV reverse transcriptase | Group work: Assignment improvement and draft presentation preparation | ||||||||||||||
10 | Lecture: DNA&RNA quantification and visualization | Lecture: Our genome and diseases with focus SNPs | Group work: Alignment of VOC strains of SARS-CoV-2 and discussion | Tutoring: Installation and getting started with Snapgene program | Lecture: Chemical transformation of plasmids | Bowling day | Lecture: Antimicrobial resistance and solutions: Lactic acid bacteria | Tutorial: Standart curve in Excel and calculation of protein concentration | Movie night | Host project example III: Our experience on developing probiotic mask as cosmetics | Group work on assignment | Group work on assignment | ||||||||||||||
11 | Responsible people | Muminov M. | Abdurakhimov A. | Esonova G. | Muminov M. | Muminov M. | Razzoqova R. | Sohibnazarova X. | Muminov M. | Muminov M. | Muminov M. | Abdurakhimov A. | Dalimova D. | Abdurakhimov A. | Muminov M. | Muminov M. | Esonova G. | Razzoqova R. | ||||||||
12 | Abdurakhimov A. | Esonova G. | Abdurakhimov A. | Vladimir T. | Ermatova H. | Fayzullayeva M. | Muminov M. | Ermatova H. | Razzoqova R. | Abdujabborova M. | Muminov M. | Abdujabborova M. | Sohibnazarova X. | ReyimberganovaZ | Shukurov Sh. | Muminov M. | Riskiyev B. | |||||||||
13 | Muminov M. | Ermatova H. | Razzoqova R. | |||||||||||||||||||||||
14 | ||||||||||||||||||||||||||
15 | Expected start date: Beginning of August | |||||||||||||||||||||||||
16 | ||||||||||||||||||||||||||
17 | So'rovnomani quyidagi link orqali to'ldirishingiz mumkin: | https://forms.gle/aqjJxYyGjf7Qibbu5 | ||||||||||||||||||||||||
18 | ||||||||||||||||||||||||||
19 | ||||||||||||||||||||||||||
20 | Program description: | Dastur tavsifi: | ||||||||||||||||||||||||
21 | ||||||||||||||||||||||||||
22 | Goal: The main goal of this project is to provide in-depth knowledge and practical skills used in clinical and scientific laboratories for undergraduate and master's students majoring in biology, especially, those who study in regions. By doing so, we hope to boost their competitiveness, contribute to their professional development, and provide them with an opportunity to discover themselves in an academic environment. The project will also increase group work skills, creativity and allows students to interact with some English. | Maqsad: Loyihaning asosiy maqsadi biologiya va unga aloqador yo‘nalishida tahsil olayotgan bakalavriat va magistratura talabalariga, ayniqsa, hududlarda tahsil olayotgan talabalarga klinik va ilmiy laboratoriyalarda qo‘llaniladigan metodikalar yuzasidan chuqur bilim va amaliy ko‘nikmalar berish. Shunday qilib, biz ularning raqobatbardoshligini oshirishga, ularning kasbiy rivojlanishiga hissa qo'shishga va akademik muhitda o'zlarini kashf qilish imkoniyatini berishga umid qilamiz. Loyiha, shuningdek, guruhda ishlash ko'nikmalarini, ijodkorlikni oshiradi va talabalarga ba'zi ingliz tili bilan muloqot qilish imkonini beradi. | ||||||||||||||||||||||||
23 | Covered topics: The intensive Summer School on Biotechnology is a 3-week research-based and hands-on activity program that includes protein extraction, purification, DNA and/or RNA separation, and subsequent analysis using PCR&RT-PCR, ELISA, and other techniques. | Qamrab olingan mavzular: Biotexnologiya bo'yicha intensiv yozgi maktab - bu 3 haftalik tadqiqotga asoslangan va amaliy faoliyat dasturi bo'lib, oqsillarni ekstraksiya qilish, tozalash, DNK va/yoki RNKni ajratish va PCR va RT-PCR, IFA va boshqa usullar va metodikalarni o'z ichiga oladi. | ||||||||||||||||||||||||
24 | Mentors: Most of the program mentors are young scientists, including myself, and we routinely use this type of technologies in our research, and all of the mentors have extensive expertise and experience in molecular biology, biochemistry, biotechnology and microbiology. Our team includes scientists who were involved in the development of an RT-PCR test system for the detection of the SARS-CoV-2 virus and vaccine development in Uzbekistan. | Mentorlar: Dastur murabbiylarining aksariyati yosh olimlar, shu jumladan men ham, biz tadqiqotimizda ushbu turdagi texnologiyalardan muntazam foydalanamiz va barcha murabbiylar molekulyar biologiya, biokimyo, biotexnologiya va mikrobiologiya bo‘yicha katta tajriba va tajribaga ega. Jamoamiz tarkibiga O‘zbekistonda SARS-CoV-2 virusini aniqlash RT-PCR test tizimini va vaksina yaratishda ishtirok etgan olimlar kiradi. | ||||||||||||||||||||||||
25 | Our approach: Enrolled students (around 15) will be grouped into smaller groups (3 students per group) during the program to provide a more hands-on activity experience, and assistant graduates will be assigned to the team to support them with their experiments. The students will spend the first two weeks learning and conducting various techniques connected to biotechnology, molecular biology, and microbiology, and in the third week they additionally work on their group projects that is assigned based on their interests. Graduate students from the center will support them with their projects and provide valuable feedback as they develop their ideas. Finally, in the end of the third week they present their project and defend it. Throughout the course, there will be social activities such as an opening day, a bowling day, and a closing ceremony to allow students to engage with the mentors and exchange ideas outside the classroom. There will also be sessions on improving their CV, motivational letter, and presentation skills. They will also learn about the CAT Science Accelerator Program, which may be useful if they later want to develop any entrepreneurial project. As a result, these students will not only have theoretical and practical skills in the methods described above but will also have the opportunity to develop their creativity, get a sense of doing small projects, and expand their ability to work in a group. | Bizning yondashuvimiz: Ro‘yxatdan o‘tgan talabalar (taxminan 15 nafar) dastur davomida kichikroq guruhlarga (har bir guruhda 3 nafar talaba) birlashtirilib, amaliy mashg‘ulotlarni ko‘proq o‘tkazishadi va yordamchi bitiruvchilar ularni tajribalari bilan qo‘llab-quvvatlash uchun jamoaga biriktiriladi. Talabalar dastlabki ikki haftani biotexnologiya, molekulyar biologiya va mikrobiologiya bilan bog'liq bo'lgan turli xil texnikalarni o'rganish va o'tkazish bilan o'tkazadilar va uchinchi haftada ular qo'shimcha ravishda o'zlarining qiziqishlari asosida tayinlangan guruh loyihalari ustida ishlaydilar. Markazda ishlovchi talabalar loyihalarni shakllantirishga ko'maklashishadi va g‘oyalarini ishlab chiqishda qimmatli o'z fikr-mulohazalarini bildiradilar. Nihoyat, uchinchi haftaning oxirida talabalar o'z loyihalarini taqdim etadilar va uni himoya qiladilar. Kurs davomida talabalarga ustozlar bilan muloqot qilish va sinfdan tashqarida fikr almashish imkonini berish uchun ochilish kuni, bouling kuni va yopilish marosimi kabi ijtimoiy tadbirlar o'tkaziladi. Shuningdek, ularning CV, motivatsion xat va taqdimot ko'nikmalarini oshirish bo'yicha mashg'ulotlar bo'lib o'tadi. Shuningdek, ular CAT Science Accelerator dasturi haqida bilib olishadi chunki bitiruvchilar keyinchalik biron bir tadbirkorlik loyihasini ishlab chiqmoqchi bo'lsalar foydali bo'lishi mumkin. Natijada, bu o‘quvchilar yuqorida ko‘rsatilgan usullar bo‘yicha nafaqat nazariy va amaliy ko‘nikmalarga ega bo‘ladilar, balki o‘zlarining ijodiy qobiliyatlarini rivojlantirish, kichik loyihalarni amalga oshirish, guruhda ishlash qobiliyatini kengaytirish imkoniyatiga ega bo‘ladilar. | ||||||||||||||||||||||||
26 | Outcome: In turn, we believe the students will be more employable and have an initial understanding of a career as a scientist or laboratory worker that may pave their career path. In particular, it could provide a foundation for female students to generate their own income in the future, allowing them to become more economically independent. | Natija: O'z navbatida, talabalarning ish topish imkoniyati oshadi va olim yoki laboratoriya xodimi sifatida o'z karyeralari haqida dastlabki tushunchaga ega bo'lishadi. Ayniqsa, bu talaba qizlarning kelajakda o‘z mablag'larini topishlari uchun zamin yaratishi, ularning iqtisodiy jihatdan mustaqil bo‘lishiga imkon berishi mumkin. | ||||||||||||||||||||||||
27 | ||||||||||||||||||||||||||
28 | ||||||||||||||||||||||||||
29 | ||||||||||||||||||||||||||
30 | ||||||||||||||||||||||||||
31 | ||||||||||||||||||||||||||
32 | ||||||||||||||||||||||||||
33 | ||||||||||||||||||||||||||
34 | ||||||||||||||||||||||||||
35 | ||||||||||||||||||||||||||
36 | ||||||||||||||||||||||||||
37 | ||||||||||||||||||||||||||
38 | ||||||||||||||||||||||||||
39 | ||||||||||||||||||||||||||
40 | ||||||||||||||||||||||||||
41 | ||||||||||||||||||||||||||
42 | ||||||||||||||||||||||||||
43 | ||||||||||||||||||||||||||
44 | ||||||||||||||||||||||||||
45 | ||||||||||||||||||||||||||
46 | ||||||||||||||||||||||||||
47 | ||||||||||||||||||||||||||
48 | ||||||||||||||||||||||||||
49 | ||||||||||||||||||||||||||
50 | ||||||||||||||||||||||||||
51 | ||||||||||||||||||||||||||
52 | ||||||||||||||||||||||||||
53 | ||||||||||||||||||||||||||
54 | ||||||||||||||||||||||||||
55 | ||||||||||||||||||||||||||
56 | ||||||||||||||||||||||||||
57 | ||||||||||||||||||||||||||
58 | ||||||||||||||||||||||||||
59 | ||||||||||||||||||||||||||
60 | ||||||||||||||||||||||||||
61 | ||||||||||||||||||||||||||
62 | ||||||||||||||||||||||||||
63 | ||||||||||||||||||||||||||
64 | ||||||||||||||||||||||||||
65 | ||||||||||||||||||||||||||
66 | ||||||||||||||||||||||||||
67 | ||||||||||||||||||||||||||
68 | ||||||||||||||||||||||||||
69 | ||||||||||||||||||||||||||
70 | ||||||||||||||||||||||||||
71 | ||||||||||||||||||||||||||
72 | ||||||||||||||||||||||||||
73 | ||||||||||||||||||||||||||
74 | ||||||||||||||||||||||||||
75 | ||||||||||||||||||||||||||
76 | ||||||||||||||||||||||||||
77 | ||||||||||||||||||||||||||
78 | ||||||||||||||||||||||||||
79 | ||||||||||||||||||||||||||
80 | ||||||||||||||||||||||||||
81 | ||||||||||||||||||||||||||
82 | ||||||||||||||||||||||||||
83 | ||||||||||||||||||||||||||
84 | ||||||||||||||||||||||||||
85 | ||||||||||||||||||||||||||
86 | ||||||||||||||||||||||||||
87 | ||||||||||||||||||||||||||
88 | ||||||||||||||||||||||||||
89 | ||||||||||||||||||||||||||
90 | ||||||||||||||||||||||||||
91 | ||||||||||||||||||||||||||
92 | ||||||||||||||||||||||||||
93 | ||||||||||||||||||||||||||
94 | ||||||||||||||||||||||||||
95 | ||||||||||||||||||||||||||
96 | ||||||||||||||||||||||||||
97 | ||||||||||||||||||||||||||
98 | ||||||||||||||||||||||||||
99 | ||||||||||||||||||||||||||
100 |