波部东风螺（Babylonia formosae Habei）形态解剖的研究

本文通过形态解剖及组织切片观察对波部东风螺（BabyloniaformasaeHabei)的消化系统和神经系统做了较为详细的研究主要结果如下： 1. 波部东风螺的消化道依序由口、喉、食道、胃、肠、直肠和肛门构成。食道前段为宽大的嗉囊，消化道在胃部转折向前，肠宽且直。食道、胃和肠的内表面均生有顺消化道延伸的脊，外观近似，但组织结构和细胞组成均有明显区别。肌肉质的长吻生于喉部，呈内翻状态，喉管位于吻内。 2. 齿舌囊位于吻腔之后，喉管的下方。齿舌包被在齿舌软骨的表面，可伸入吻腔切刮食物，其齿片较少，但强而有力，中央齿三个，呈刺状；侧齿一对，较小，为一个小突起；边缘齿两对，外大内小，呈镰刀状。齿...The thesis is about the digestive system and nervous system of Babylonia formosae Habei. We have made an exhaustive research about it by means of shape dissection and section of tissues for microscopic examination. The main results are as follows:1.The alimentary canal of Babylonia formosae Habei is composed of mouth larynx, esophagus, stomach, intestines and anus in order. There is a magnanimous ...学位：理学硕士院系专业：海洋与环境学院海洋学系_海洋生物学学号：19962701

The effect of low glucose and high lactic acid on the survival of Hela

目的:探讨低糖高乳酸环境对宫颈癌细胞生存的影响,以及对EGFR-mTOR通路的调节作用。方法:将Hela细胞培养于常糖(葡萄糖10mmol/L); 、低糖(葡萄糖3mmol/L)、高乳酸(葡萄糖10mmol/L,乳酸2.5mmol/L)、低糖高乳酸(葡萄糖3mmol/L,乳酸2.5mmol/; L)4种环境下,CCK-8法测定Hela细胞的生长抑制率,流式细胞术测定细胞周期。荧光实时定量PCR法检测EGFR和mTOR; mRNA水平表达。结果:与常糖组相比,高乳酸组的细胞抑制率显著升高(P<0.01),48h细胞G_1/G_0期比例显著升高(P<0.01),细胞; 凋亡率、EGFR和mTOR; mRNA表达水平均无变化。与常糖组相比,低糖组的细胞抑制率显著升高(P<0.01),48h细胞凋亡率显著降低(P<0.01),细胞各周期比例变化; 与常糖组无差异,EGFR表达水平降低(P<0.05)。与常糖组相比,低糖高乳酸组的细胞抑制率显著升高(P<0.01),但低于低糖组(P<0.01; )和高乳酸组(P<0.05),48h G_1/G_0期比例显著升高(P<0.01),细胞诱导凋亡率显著升高(P<0.01),EGFR和mTOR; mRNA表达水平均显著升高(P<0.01)。结论:Hela细胞在低糖高乳酸环境中的存活状况好于单纯低糖和单纯高乳酸环境,且伴随着EGFR和mTO; R基因表达水平上升。Objective:To explore the effect of the low glucose and high lactic acid; environment of survival of cervical carcinoma cells,and the regulation; of EGFR-mTOR signal way.Methods:Hela cells were cultured in four; conditions:normal glucose (glucose 10mmol/L),low glucose (glucose; 3mmol/L),high lactic acid (lactic acid 2.5mmol/L) and low glucose add; high lactic acid (glucose 3mmol/L,lactic acid 2.5mmol/L).Growth; inhibition rate of Hela cell was determined by CCK-8.Flow cytometry; (FCM)were performed to evaluate the cell cycle.The expression levels of; EGFR and mTOR mRNA were detected using real-time quantitative polymerase; chain reaction (real-time PCR).Results:Compared with those in regular; sugar environment,the cell growth inhibition rates were significantly; increased in high lactic acid environment(P<0.01).At 48h,the rate of; G_1/G_0 was significantly increased (P<0.01),while the apoptosis rate of; the cells and the expressions of EGFR and mTOR mRNA had no; change.Compared with those in regular sugar environment,the cell growth; inhibition rates were significantly increased in high lactic acid; environment,(P<0.01),while lower than those in low glucose; environment(P<0.01) and in high acid environment(P<0.05).The rates of; G_1,G_2 and S phase had no change.The expressions of EGFR mRNA was; reduced (P<0.05).The cell growth inhibition rates were significantly; increased in high lactic acid add low glucose environment (P<0.01).At; 48h,the apoptosis rate and the rate of G_1/G_0 were significantly; increased (P<0.01),while the EGFR and mTOR expression levels were also; increased (P<0.05).Conclusion:Hela in the low glucose add high lactic; acid survives better than those in low glucose and in high lactic acid; environment,while the expression of EGFR and mTOR is increased.泉州市科技计划立项项目; 国家面上项

低糖高乳酸环境下吉非替尼诱导HeLa细胞EGFR-TKI耐药的研究

目的探讨低糖高乳酸微环境对表皮生长因子酪氨酸激酶抑制剂(EGFR-TKI)抑制HeLa细胞的影响和可能机制。方法HeLa细胞在常糖(葡萄糖10; mmol/L)和低糖高乳酸(葡萄糖3 mmol/L +乳酸2.5 mmol/L)环境下培养,并分别给予2.67; mumol/L吉非替尼干预。采用CCK-8法测定HeLa细胞生长抑制率,流式细胞术检测细胞周期,荧光定量RT-PCR检测EGFR和mTOR; mRNA水平的表达。结果与常糖组比较,低糖乳酸组24 h和72 h细胞抑制率均显著升高(P < 0.01),48; h细胞抑制率略高于常糖组。与吉非替尼阴性组比较,常糖+吉非替尼组和低糖乳酸+吉非替尼组在24、48、72 h三个时点细胞抑制率均显著上升(P <; 0.01)。与常糖组相比,低糖乳酸组48 h细胞诱导凋亡率显著上升(P <; 0.01),低糖乳酸+吉非替尼组细胞诱导凋亡率较低糖乳酸组显著降低(P < 0.01)。与常糖组比较,低糖乳酸组存活细胞的EGFR和mTOR; mRNA表达水平上调(P < 0.05)。常糖+吉非替尼组的EGFR和mTOR mRNA水平均上调(P <; 0.05)。与低糖乳酸组比较,低糖乳酸+吉非替尼组的EGFR和mTOR mRNA上调水平有显著差异(P <; 0.01)。结论高乳酸低糖环境下吉非替尼可大幅度上调存活HeLa细胞EGFR和mTOR表达水平,可能是诱导HeLa细胞抵抗EGFR-TKI的机制; 。泉州市第一医院青年科研; 泉州市科技计划项目; 国家面上项

糖尿病胃肠病中医诊疗标准

文章所讨论的糖尿病胃肠病中医诊疗标准是在中华中医药学会2007年发布的《糖尿病中医防治指南》的基础上,研究、整合、优化以往中医糖尿病标准方面的研究成果,结合临床实际,研究而形成的能够被学术界普遍认可的诊疗标准。文章对糖尿病胃肠病的临床表现、理化检查、鉴别诊断、处理原则、辨证施治、成药治疗、辅助疗法、西医治疗等分别进行阐述,旨在进一步推广和发挥中医药在治疗糖尿病胃肠病时的特色与优势,规范糖尿病胃肠病的诊疗行为,促进糖尿病胃肠病中医药临床疗效的进一步提升

Cu-Zn-Al-Zr甲醇合成催化剂的UVDR、TPD和TPR表征

在 Cu- Zn- Al甲醇合成催化剂中添加适量的氧化锆助剂 ,制得 Cu- Zn- Al- Zr催化剂及表征其特性 .实验结果表明 ,Cu- Zn- Al- Zr催化剂最佳反应温度为 2 30℃ ,比 Cu- Zn- Al低约 10℃ ;热处理前后甲醇得率分别比 Cu- Zn- Al高 16%和 38% .UVDR表征显示 ,反应后催化剂在 5 98nm处观测到在 Zn O晶格介面上的 Cu+;CO- TPD表征显示 ,经 4 5 0℃热处理后的催化剂只在 182℃～ 197℃处出现一个由 Cu0 位贡献的吸附峰 ,热处理前在 2 61℃～ 2 74℃处由 Cu+位贡献的吸附峰消失 .Cu-Zn- Al- Zr催化剂对 CO的吸附量和 Cu+含量均大于 Cu- Zn- Al催化剂 ,这与该催化剂具有较好的低温活性和较高的热稳定性密切相

幼稚園教師教學基本能力研究

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國民中學社會學習領域課程統整精神實踐之質性研究----以台中市三位合科教師為例

[[abstract]]A Quality Research of Junior High School Social Studies Learning Areas Curriculum Integration Spirit Practice----- the Examples by Taichung City Three Interdisciplinary Teaching Teacher Abstract This research aims to discuss the curriculum integration process of Social Studies Learning Areas teachers in junior high school. With document analytic method, inspection method, and in-depth interview, the research analyzes three Social Studies Learning Areas teachers with different specialty in Taichng City. This research will keep on with the spirit of the grounded theory until every category of the acquisition of information and research analysis reaches “saturation”. The goals of the research are as follows: 1. To realize the curriculum integration teaching process of Social Studies Learning Areas teachers with different specialty. 2. To discuss how the Social Studies Learning Areas teachers carry out the integration spirit of Grade 1~9 Curriculum when teaching. 3. To analyze how the Social Studies Learning Areas teachers with different specialty deal with the process of pressure transformation from the very beginning to the present time when teaching. 4. To realize the Social Studies Learning Areas teachers’ attainment and suggestions of curriculum integration teaching. The research adopted the way of sampling to start the research in the late September of 2005 and end up in January of 2006. Meanwhile, the collection and analysis of the information were conducted. By triangulation, document analysis, observing and thinking about the journals, the reliability of quality research is obtained. Finally, accord to the results and findings of this research, the following conclusions are gained: 1. The curriculum integration teaching process. A. The attempt of curriculum integration depends on teacher’s personal attitude, and is irrelevant with personal background. B. The resources of curriculum integration teaching knowledge are much fewer than those of professional subject. C. The traditional evaluation doesn’t meat the multi-dimensional evaluation need of Grade 1~9 Curriculum. D. The main consideration of choosing curriculum integration teaching is class managements. 2. How the curriculum integration teaching fulfills the curriculum integration spirit of Grade 1~9 Curriculum. A. The three teachers with different specialty have insufficient knowledge about “integration”. B. The three teachers only reach the extent of “multidisciplinary “when Curriculum integration teaching is conducted. C. The Citizen teacher develops more critical thinking and coordinating abiding than History & Geography teachers when teaching. D. When students ask non-specialty or surpassing questions, the three teachers will acknowledge that they are unable to answer and have to loop up some information in common. 3. The pressure and countermeasure of curriculum Integration teaching. A. The three teachers had the pressure of preparing the curriculum at first, but that’s not necessarily the main pressure source. B. The more curriculum integration teaching experiences they get, the less pressure they take. 4. The attainment, suggestions, and expectance of curriculum integration teachers. A. The 3 of them all abstain “the self-growth” in the process of curriculum integration. B. The curriculum integration teaching experiences make it easier for them to integrate the knowledge of other subjects and to give more multi-dimensional examples. C. Increasing teaching hours and returning back to separate-subject teaching are curriculum integration teachers’ common thoughts. D. Better teachers’ development and in-service training are curriculum integration teachers’ common expectance. This research also makes proposal to education Institution, teachers’ teaching and the following researches according to the above research conclusions.

使用各種用具的比較

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