Simultaneous strain and temperature measurement using a superstructure fiber Bragg grating

Author name used in this publication: Xiao-Ming Tao2000-2001 > Academic research: refereed > Publication in refereed journalVersion of RecordPublishe

Highly stable fiber Bragg gratings written in hydrogen-loaded fiber

Author name used in this publication: Xiao-Ming Tao2000-2001 > Academic research: refereed > Publication in refereed journalVersion of RecordPublishe

Dialogic Reading With Attention-Deficit-Hyperactivity Disorder (ADHD) Kindergarteners: Does Reading With Parents or Siblings Enhance Their Language Development?

Dialogic reading (DR) is an interactive reading approach that enhances the language development of children. This study aims to extend DR to the shared reading context involving children with attentiondeficit-hyperactivity disorder (ADHD) and their older siblings and to examine the effects of DR with parents/siblings on the language development of Chinese children with ADHD. This study included 850 Chinese kindergarteners with ADHD and their parents/older siblings. These children were pretested on their Chinese receptive vocabulary, expressive vocabulary, character reading, listening comprehension, and reading interest and were randomly assigned to four groups, namely, dialogic reading with parents (PR-DR), dialogic reading with siblings (SR-DR), parent reading control (PR-C), and sibling reading control (SR-C). After a 12-week intervention period, they were posttested on the same measures. Results show that both DR with parents and siblings effectively enhanced language skills and reading interest in children with ADHD. In addition, those children who read with their older siblings demonstrated greater improvements in their expressive vocabulary, character reading skills, morphological awareness, phonological awareness, and reading interest yet achieved a smaller growth in their listening comprehension compared with those who read with their parents. These findings showed the positive effects of DR on the language development of children with ADHD and highlight the importance of involving siblings in home literacy activities to facilitate the language development of these children

Growth of long-period gratings in H₂-loaded fiber after 193-nm UV inscription

2000-2001 > Academic research: refereed > Publication in refereed journalVersion of RecordPublishe

Quantum-mechanical analysis of effect of alloying elements on ε-martensite start temperature of steels

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A scheme for demodulation of fiber grating sensors with high resolution

2000-2001 > Academic research: refereed > Publication in refereed journalVersion of RecordPublishe

Regulation of human cardiac KCNQ1/KCNE1 channel by epidermal growth factor receptor kinase

The aim of the present study was to investigate whether/how the recombinant human cardiac I Ks could be regulated by epidermal growth factor receptor kinase in HEK 293 cells stably expressing hKCNQ1/hKCNE1 genes using the approaches of perforated patch clamp technique, immunoprecipitation and Western blot analysis. It was found that the broad spectrum isoflavone tyrosine kinase inhibitor genistein and the selective epidermal growth factor receptor kinase inhibitor tyrphostin AG556 suppressed the recombinant I Ks, and their inhibition was countered by the protein tyrosine phosphatase inhibitor orthovanadate. The Src-family kinase inhibitor PP2 reduced the current, but the effect was not antagonized by orthovanadate. Immunoprecipitation and Western blot analysis revealed that tyrosine phosphorylation level of hKCNQ1 protein was decreased by genistein or AG556, but not by PP2. These results provide the novel information that epidermal growth factor receptor kinase, but not Src-family kinases, regulates the recombinant cardiac I Ks stably expressed in HEK 293 cells via phosphorylating KCNQ1 protein of the channel. © 2009 Elsevier B.V. All rights reserved.postprin