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21.
A sequential and high-throughput single-cell manipulation system for a large volume of cells was developed and the successive manipulation for single cell involving single-cell isolation, individual labeling, and individual rupture was realized in a microhydrodynamic flow channel fabricated by using two-dimensional simple flow channels. This microfluidic system consisted of the successive single-cell handlings of single-cell isolation from a large number of cells in cell suspension, labeling each isolated single cell and the lysate extraction from each labeled single cell. This microfluidic system was composed of main channels, cell-trapping pockets, drain channels, and single-cell content collection channels which were fabricated by polydimethylsiloxane. We demonstrated two kinds of prototypes for sequential single-cell manipulations, one was equipped with 16 single-cell isolation pockets in microchannel and the other was constructed of 512 single-cell isolation pockets. In this study, we demonstrated high-throughput and high-volume single-cell isolation with 512 pocket type device. The total number of isolated single cells in each isolation pocket from the cell suspension at a time was 426 for the cell line of African green monkey kidney, COS-1, and 360 for the rat primary brown preadipocytes, BAT. All isolated cells were stained with fluorescence dye injected into the same microchannel successfully. In addition, the extraction and collection of the cell contents was demonstrated using isolated stained COS-1 cells. The cell contents extracted from each captured cell were individually collected within each collection channel by local hydrodynamic flow. The sequential trapping, labeling, and content extraction with 512 pocket type devices realized high-throughput single-cell manipulations for innovative single-cell handling, feasible staining, and accurate cell rupture. 相似文献
22.
Samuel R. Hodge Takahiro Sato Takahito Mukoyama Francis M. Kozub 《International Journal of Disability, Development & Education》2013,60(4):332-346
The purpose of this study was to assess the validity and reliability of the Physical Educators’ Judgments about Inclusion (PEJI) survey for analysing the judgments of Japanese (361 male, 170 female) physical education teacher education majors. A secondary purpose was to examine group differences in judgments as a function of gender and past experiences. Data were collected and psychometrical properties of the PEJI were assessed using a maximum-likelihood extraction method. Confirmatory factor analysis resulted in salient loadings for all items on three hypothesised dimensions, resulting in 47% explained variance for measuring judgments about: Inclusion versus Exclusion, Acceptance of Students with Disabilities, and Perceived Training Needs. Supported by the three interpretable factors that emerged, construct validity evidence is presented. Although most of the physical education teacher education majors sampled had yet to teach students with disabilities, they had formed preliminary judgments about doing so. 相似文献
23.
CHE Ai-lan IWATATE Takahiro ODA Yoshiya GE Xiu-run 《浙江大学学报(A卷英文版)》2006,7(11):1856-1863
INTRODUCTION It is well known that micro-tremor observation is one of the most convenient methods for investi- gating the dynamic characteristics of the surface ground and the affected structure (Bard, 1998; Dow- rick, 1997). Micro-tremor is a kind of geophysics information related to soil formation of site, corre- sponding to engineering geological condition. The frequency characteristics of micro-tremor can be obtained by spectral analyses of its signals, which can be used to probe into… 相似文献
24.
The purpose of this study was to examine oxygen consumption (VO(2)) during and after a single bout of low-intensity resistance exercise with slow movement. Eleven healthy men performed the following three types of circuit resistance exercise on separate days: (1) low-intensity resistance exercise with slow movement: 50% of one-repetition maximum (1-RM) and 4 s each of lifting and lowering phases; (2) high-intensity resistance exercise with normal movement: 80% of 1-RM and 1 s each of lifting and lowering phases; and (3) low-intensity resistance exercise with normal movement: 50% of 1-RM and 1 s each of lifting and lowering phases. These three resistance exercise trials were performed for three sets in a circuit pattern with four exercises, and the participants performed each set until exhaustion. Oxygen consumption was monitored continuously during exercise and for 180 min after exercise. Average VO(2) throughout the exercise session was significantly higher with high- and low-intensity resistance exercise with normal movement than with low-intensity resistance exercise with slow movement (P < 0.05); however, total VO(2) was significantly greater in low-intensity resistance exercise with slow movement than in the other trials. In contrast, there were no significant differences in the total excess post-exercise oxygen consumption among the three exercise trials. The results of this study suggest that low-intensity resistance exercise with slow movement induces much greater energy expenditure than resistance exercise with normal movement of high or low intensity, and is followed by the same total excess post-exercise oxygen consumption for 180 min after exercise. 相似文献
25.
Graduate adapted physical education (APE) courses have typically been taught using face-to-face formats where the instructor and learners physically meet in a classroom and engage in discussions and experiential exercises. However, because in-service physical educators have time demands associated with teaching, coaching, and family commitments, face-to-face meetings may not be feasible. Therefore, online learning may provide a more efficient and effective method for training in-service physical educators to become APE specialists. The purpose of this article is to disseminate guidelines for developing and implementing online coursework in APE within the theoretical framework of andragogy (adult learning). In this article, the authors describe characteristics and implementation of an online APE graduate course for in-service physical educators based on andragogy theory. Andragogy theory addresses the particular needs of adult learners and is based on the idea that there are significant differences in learning characteristics between children and adults (Knowles, 1989). This article first describes four components fundamental to andragogical instruction: experiential learning, self-directed learning, engagement, and transformative learning. The narratives provide information and characteristics about online APE course development for PE teachers’ professional development and how andragogy approach is a useful and beneficial approach to enhance learning. 相似文献