ABSTRACT
Objective To investigate the expression of NLRP3 in different time point of HIBD neonatal rats and to search for critical time points and alleviate HIBD dysfunction.Methods 96 newborn rats of 7 days old were randomly divided into HIBD group(n=48) and Sham operation group(n=48).HIBD model was prepared by referring to Rice method.Brain tissue was taken after 6 h,24 h,72 h,7 d.Brain injury was detected by HE stain.The expression and distribution of NLRP3 and Caspase-1 were detected by immune fluorescence and Western blot,and IL-1β and IL-18 were detected by ELISA.Results HE staining and immunofluorescence showed that NLRP3 protein (HIBD group (0.63±0.07),Sham group(0.43±0.04)) was increased significantly since 6 h in HIBD group,and its downstream protein Caspase-1,IL-1β and IL-18 were successive activated.The results showed IL-1β (HIBD group(732.28± 108.42)pg/ml,Sham group(584.58± 36.35) pg/ml) was increased significantly since 6 h in HIBD group;Caspase-1 (HIBD group(0.67±0.09),Sham group(0.30±0.05)),IL-18 (HIBD group(683.84±31.83) pg/ml,Sham group(571.32±50.91) pg/ml) was increased significantly since 24 h in HIBD group(P＜0.05).Conclusion NLRP3 and its downstream inflammatory cytokines IL-1 β and IL-18 are up-regulated when HIBD occurs.The change of NLRP3protein expression in group HIBD is earlier than changes of neuron.NLRP3 signal may mediate and participate in the occurrence and development of HIBD.
ABSTRACT
Objective To improve the classroom environment and students' learning effect and in-novation of classroom teaching mode. Method We took stomatology students of Grade 2012 (control group, 60 people) and Grade 2013 (experimental group, 69 people) as research subjects, and in the control group, the traditional teaching method was used, while the experimental group was based on the mixed mode of the flipped classroom. By comparison of the result of questionnaire survey and final examination between the experimental group and control group, we made clear the difference between blended classroom teaching and traditional classroom teaching. SPSS 16.0 was used for statistical analysis and the data was made t test and rank sum test, and the result was showed by rate and (x±s). Result The classroom performance of the control group was (14.78±4.27), and the experimental result was (14.49±4.49), in the experimental group, the internal and external performance of the experimental group was (22.19±7.21), the experimental result was (7.12±1.33). By comparison of the result of examination between the experimental group (49.01±7.28) and control group (46.32 ±7.44), medical immunology test scores were significantly different (P<0.05), and the experimental group was better than the control group. It showed that the mixed teaching model had more advantages in improving the academic performance. The results of questionnaire survey showed that flipped classroom teaching was better than traditional classroom teaching in ability training which included self learning ability (68.18%, 45 people), analysis and problem solving skills (68.18%, 45 people), team work and communication skills (56.06%, 37 people), ability of retain knowledge (46.97%, 31 people), however students who liked and accepted this new teaching model only accounted for about 30.00%. Conclusion Inte-gration of flipped classroom mode with traditional mode will enhance the students' learning efficiency and achievements, as well as promote students' ability.