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In university laboratories, physics thinking dominated by science and technology is in a dominant position. Usually, university laboratory managers summarize the causes of accidents and carry out safety education or inspection according to the conclusions. This kind of summary management method is essentially based on physical thinking, and its main disadvantage is that it can not cover all the hidden dangers, and accidents will continue to happen. Biological thinking comes from biological system, and its characteristics of co-existence with risk are highly compatible with laboratory safety management. By applying biological thinking to laboratory safety management, this paper gives full play to the advantages of biological thinking to solve laboratory safety problems, and carries out safety education by using biological thinking, in order to enhance the safety awareness of teachers and students, expand the scope of hidden danger prevention, and provide unified thinking methods for some specific operations in current management.
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| 科 Family | 属数 Number of genus | 种数 Number of species | 占总种数比例 Percentage of total species (%) | 属 Genus | 种数 Number of species | 占总种数比例 Percentage of total species (%) |
|---|---|---|---|---|---|---|
| 鹅膏菌科Amanitaceae | 2 | 11 | 5.26 | 鹅膏菌属 Amanita | 10 | 4.78 |
| 小菇科 Mycenaceae | 2 | 12 | 5.74 | 丝盖伞属 Inocybe | 5 | 2.39 |
| 多孔菌科 Polyporaceae | 8 | 14 | 6.70 | 蜡蘑属 Laccaria | 5 | 2.39 |
| 红菇科 Russulaceae | 3 | 23 | 11.00 | 小皮伞属 Marasmius | 6 | 2.87 |
| 小菇属 Mycena | 11 | 5.26 | ||||
| 光柄菇属 Pluteus | 5 | 2.39 | ||||
| 红菇属 Russula | 17 | 8.13 | ||||
| 栓菌属 Trametes | 5 | 2.39 |
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