ATR-FTIR imaging of albumen photographic prints     

Camilla Ricci  Simon Bloxham  Sergei G. Kazarian   《Journal of Cultural Heritage》2007,8(4):387-395

The preservation of early 20th century, late 19th century albumen prints is of great concern to collection managers and conservators of photographic materials. Attenuated Total Reflection Fourier Transform Infrared (ATR-FTIR) spectroscopic imaging is presented for the first time as analytical methodology for the study of albumen photographs. This paper shows the feasibility of obtaining FTIR images of samples from albumen photographs with a high spatial resolution using a Ge ATR objective coupled with an infrared microscope. The improved spatial resolution compared to FTIR images obtained by the reflection method is due to the high refractive index of the ATR crystal, which gives a high numerical aperture and hence, a higher spatial resolution. The technique reveals detailed information on the organic functional group distribution in the individual layers of embedded cross sections and is used complementary to visual microscopy and scanning electron microscopy/energy dispersed X-ray spectroscopy. The main results of the study are discussed with regard to their historical and artistic significance, and they are compared with data from historical and conservation literature.  相似文献   

采用扫描电化学显微镜和纳米电极研究电荷在液/液界面上的转移过程（英文）     

孙鹏  邵元华 《中国科学院大学学报》2006,23(3):427-431

应用扫描电化学显微镜研究电荷在液/液界面上的转移过程是目前电化学和电分析化学领域的研究热点之一。本文发展了一种制备金属纳米电极和SECM探头的方法.围绕着扫描电化学显微镜与纳米探头（金属、玻璃纳米管）的结合以及扫描电化学显微镜与极化的液/液界面的结合,本文研究了加速离子在可极化的液/液界面上的转移反应机理及其动力学,并对电子在液/液界面间的转移的Marcus理论做了较详细地探讨。  相似文献   

Technical investigation of an eighteenth-century Chinese Imperial carved lacquer screen     

Václav Pitthard  Sabine Stanek  Martina Griesser  Christiane Jordan  Silvia Miklin-Kniefacz 《文物保护研究》2014,59(5):S124-S126

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有机分子组装体系的扫描隧道显微镜研究     

裘晓辉  白春礼 《中国科学院研究生院学报》2003,20(1):107-111

利用长链烷烃取代基与石墨表面的较强相互作用,可以获得烷基取代的有机小分子(酞菁、卟啉、碱基)的高分辨STM图像。理论分析表明,这些分子的吸附稳定性来源于长链烷基与石墨间较强的范德华相互作用,以及长链烷烃链间的二维结晶能。分子在表面的吸附组装结构受到分子与基底间、吸附分子间,以及溶剂与分子间作用的共同影响。对于长链烷基取代的碱基分子在石墨表面的组装结构中,分子的排列方式不仅受到烷基链与石墨间较强的取向匹配的作用,碱基分子间形成的多个氢键以及芳环离域π键的作用也会影响分子的排列方式,并且是造成烷基取代碱基分子组装结构多样性的原因。扫描隧道谱研究表明,硫醇在Au表面的自组装分子膜对电流的整流作用,来自于分子中巯基与Au表面形成的双电层,而不对称取代的NtBuPc分子在石墨表面的LB膜的电流整流行为,来源于分子内部的不对称电子结构  相似文献   

Algorithm-improved high-speed and non-invasive confocal Raman imaging of 2D materials     

Sachin Nair  Jun Gao  Qirong Yao  Michael H G Duits  Cees Otto  Frieder Mugele 《国家科学评论(英文版)》2020,7(3):620

Confocal Raman microscopy is important for characterizing 2D materials, but its low throughput significantly hinders its applications. For metastable materials such as graphene oxide (GO), the low throughput is aggravated by the requirement of extremely low laser dose to avoid sample damage. Here we introduce algorithm-improved confocal Raman microscopy (ai-CRM), which increases the Raman scanning rate by one to two orders of magnitude with respect to state-of-the-art works for a variety of 2D materials. Meanwhile, GO can be imaged at a laser dose that is two to three orders of magnitude lower than previously reported, such that laser-induced variations of the material properties can be avoided. ai-CRM also enables fast and spatially resolved quantitative analysis, and is readily extended to 3D mapping of composite materials. Since ai-CRM is based on general mathematical principles, it is cost-effective, facile to implement and universally applicable to other hyperspectral imaging methods.  相似文献   

Integration of virtual microscopy podcasts in the histology discipline in osteopathic medical school: Learning outcomes     

Sumathilatha Sakthi-Velavan  Sarah Zahl 《Anatomical sciences education》2023,16(1):157-170

Virtual microscopy podcasts (VMPs) are narrative recordings of digital histology images. This study evaluated the outcomes of integrating the VMPs into teaching histology to osteopathic medical students. The hypothesis was that incorporating virtual microscopy podcasts as supplementary histology resources to the curriculum would have a positive impact on student performance and satisfaction. Sixty-one podcasts of dynamic microscopic images were created using screen recordings of the digital slides. The VMPs were integrated as supplementary histology resources in multiple courses during the first and second years of the medical curriculum for three classes, a total of 477 osteopathic medical students. A voluntary and anonymous survey was obtained from the students using a questionnaire that included two open-ended questions. The overall performance of the three classes on the histology content of the preclinical course examinations was compared to historical controls of the previous two classes that did not have access to the VMPs. Most students indicated that the podcasts enabled more efficient study time and improved their confidence in the histology content on examinations. The findings indicated a positive association between podcast viewing and efficient study time utilization and class performance. The class average scores of the three consecutive cohorts that used the VMPs progressively increased by 7.69%, 14.88%, and 14.91% compared to the controls. A summary of students' feedback and academic performance supported that integration of the VMPs into Histology teaching improved the learning experience. The findings align with previous studies on the effectiveness of multimedia-based teaching in histology laboratory modules.  相似文献   

Microscopy Images as Interactive Tools in Cell Modeling and Cell Biology Education          下载免费PDF全文

Tania C. Ara��jo-Jorge  Tania S. Cardona  Cl��udia L. S. Mendes  Andrea Henriques-Pons  Rosane M. S. Meirelles  Cl��udia M. L. M. Coutinho  Luiz Edmundo V. Aguiar  Maria de Nazareth L. Meirelles  Solange L. de Castro  Helene S. Barbosa  Mauricio R. M. P. Luz 《CBE life sciences education》2004,3(2):99-110

The advent of genomics, proteomics, and microarray technology has brought much excitement to science, both in teaching and in learning. The public is eager to know about the processes of life. In the present context of the explosive growth of scientific information, a major challenge of modern cell biology is to popularize basic concepts of structures and functions of living cells, to introduce people to the scientific method, to stimulate inquiry, and to analyze and synthesize concepts and paradigms. In this essay we present our experience in mixing science and education in Brazil. For two decades we have developed activities for the science education of teachers and undergraduate students, using microscopy images generated by our work as cell biologists. We describe open-air outreach education activities, games, cell modeling, and other practical and innovative activities presented in public squares and favelas. Especially in developing countries, science education is important, since it may lead to an improvement in quality of life while advancing understanding of traditional scientific ideas. We show that teaching and research can be mutually beneficial rather than competing pursuits in advancing these goals.  相似文献   

Evaluation of virtual microscopy in medical histology teaching     

Sylvia Mione  Martin Valcke  Maria Cornelissen 《Anatomical sciences education》2013,6(5):307-315

Histology stands as a major discipline in the life science curricula, and the practice of teaching it is based on theoretical didactic strategies along with practical training. Traditionally, students achieve practical competence in this subject by learning optical microscopy. Today, students can use newer information and communication technologies in the study of digital microscopic images. A virtual microscopy program was recently introduced at Ghent University. Since little empirical evidence is available concerning the impact of virtual microscopy (VM) versus optical microscopy (OM) on the acquisition of histology knowledge, this study was set up in the Faculty of Medicine and Health Sciences. A pretest‐post test and cross‐over design was adopted. In the first phase, the experiment yielded two groups in a total population of 199 students, Group 1 performing the practical sessions with OM versus Group 2 performing the same sessions with VM. In the second phase, the research subjects switched conditions. The prior knowledge level of all research subjects was assessed with a pretest. Knowledge acquisition was measured with a post test after each phase (T1 and T2). Analysis of covariance was carried out to study the differential gain in knowledge at T1 and T2, considering the possible differences in prior knowledge at the start of the study. The results pointed to non‐significant differences at T1 and at T2. This supports the assumption that the acquisition of the histology knowledge is independent of the microscopy representation mode (VM versus OM) of the learning material. The conclusion that VM is equivalent to OM offers new directions in view of ongoing innovations in medical education technology. Anat Sci Educ 6: 307–315. © 2013 American Association of Anatomists.  相似文献   

HistoViewer: An interactive e‐learning platform facilitating group and peer group learning     

Bjoern Sander  Mariola Monika Golas 《Anatomical sciences education》2013,6(3):182-190

Understanding tissue architecture and the morphological characteristics of cells is a central prerequisite to comprehending the basis of physiological tissue function in healthy individuals and relating this to disease states. Traditionally, medical curricula include courses where students examine glass slides of cytological or tissue samples under a light microscope. However, it is challenging to implement group and peer group learning in these courses and to give students sufficient time to study specimens. An increasing number of medical schools have thus started to implement digital slide viewers, so‐called virtual microscopes, in histology and histopathology. These websites are mostly based on standard commercial software and offer limited adaptation to the special needs of first‐year students. An e‐learning platform has therefore been developed for use in cytology and histology courses. This virtual microscopy tool is coupled to a central database in which students can label and store the positions of individual structures for later repetition. As learning in pairs and peer groups has been shown to provide a high learning outcome, identified structures can be shared and discussed with students' peers or faculty via a built‐in communication module. This website has the possibility of opening an arbitrary number of frames which all can actively be moved and changed in magnification to enable the comparison of specimens and thus encourage a more global understanding of related tissues. HistoViewer is thus suggested as an e‐learning tool combining several modern teaching concepts. © 2013 American Association of Anatomists.  相似文献   

Development and evaluation of an interactive electronic laboratory manual for cooperative learning of medical histology     

Mohammed K. Khalil  Debbie L. Kirkley  Jonathan D. Kibble 《Anatomical sciences education》2013,6(5):342-350

This article describes the development of an interactive computer‐based laboratory manual, created to facilitate the teaching and learning of medical histology. The overarching goal of developing the manual is to facilitate self‐directed group interactivities that actively engage students during laboratory sessions. The design of the manual includes guided instruction for students to navigate virtual slides, exercises for students to monitor learning, and cases to provide clinical relevance. At the end of the laboratory activities, student groups can generate a laboratory report that may be used to provide formative feedback. The instructional value of the manual was evaluated by a questionnaire containing both closed‐ended and open‐ended items. Closed‐ended items using a five‐point Likert‐scale assessed the format and navigation, instructional contents, group process, and learning process. Open‐ended items assessed student's perception on the effectiveness of the manual in facilitating their learning. After implementation for two consecutive years, student evaluation of the manual was highly positive and indicated that it facilitated their learning by reinforcing and clarifying classroom sessions, improved their understanding, facilitated active and cooperative learning, and supported self‐monitoring of their learning. Anat Sci Educ 6: 342–350. © 2013 American Association of Anatomists.  相似文献