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Kebis A Kukan M Grancic P Jakubovský J 《Journal of Zhejiang University. Science. B》2007,8(5):289-295
Background/aim： Currently, the liver is cold-preserved at 0-4 ℃ for experimental and clinical purposes. Here, we investigated whether milder hypothermia during the initial phase of the preservation period was beneficial for liver viability upon reperfusion. Methods： In the first set of experiments, rat livers were preserved either conventionally in clinically used histidine-trypthopan-ketoglutarate （HTK） solution （Group A： 45 min and Group B： 24 h） or by slow cooling HTK solution （from 13 ℃ to 3 ℃） during the initial 45 min of preservation （Group C： 24 h）. In the second set of experiments, additional groups of livers were evaluated： Group BB-preservation according to Group B and Group CC-preservation according to Group C. Further, some livers were preserved at 13 ℃ for 24 h. Livers were then reperfused using a blood-free perfusion model. Results： Bile production was approximately 2-fold greater in Group C compared to Group B. Alanine transaminase （ALT） and aspartate transaminase （AST） release into perfusate were 2-3-fold higher in Group B compared to Group C. No significant differences were found in ALT and AST release between Group C and Group A. Livers in Group CC compared to Group BB exhibited significantly lower portal resistance, greater oxygen consumption and bromosulfophthalein excretion into bile and lower lactate dehydrogenase （LDH） release into perfusate. Histological evaluation of tissue sections in Group BB showed parenchymal dystrophy of hepatocytes, while dystrophy ofhepatocytes was absent in Group CC. Livers preserved at 13 ℃ for 24 h exhibited severe ischemic injury Conclusion： These results suggest that the conventional way of liver preservation is not suitable at least for rat livers and that slow cooling of HTK solution during the initial phase of cold storage can improve liver viability during reperfusion. 相似文献
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The three authors have, between them, extensive experience of teaching English, Drama and Media, as well as teaching teachers in these fields. The article explores the implications of the apparently straightforward proposition that these three related domains, whose histories are so closely entangled, should enjoy parity. The proposition is explored with reference to the historical constitution of these elements of what we currently know as ‘English’; and to three vignettes illustrating work in schools which productively confuses the three domains. 相似文献
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This paper addresses a problem of major importance to educators: the motivation of students of differing sociocultural backgrounds. While the analysis builds on the earlier work of McClelland, the focus is by no means confined to that perspective. Indeed, achievement motivation is essentially redefined and a more comprehensive analysis is attempted in which personality, situation, and situation x personality factors are all concerned. The central thrust of the article, of course, is on what one can change about personality and situations to increase the achievement motivation of students. In this regard, various intervention studies are reviewed and evaluated, and new possibilities are suggested. There is a decided emphasis on the efficiency, practicality, and general appropriateness of concentrating on situations (or contextual) change rather than attempting to change enduring personality patterns. 相似文献
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Marie‐Anne Mittelhaëuser Anton A. Béguin Klaas Sijtsma 《Journal of Educational Measurement》2015,52(3):339-358
The purpose of this study was to investigate whether simulated differential motivation between the stakes for operational tests and anchor items produces an invalid linking result if the Rasch model is used to link the operational tests. This was done for an external anchor design and a variation of a pretest design. The study also investigated whether a constrained mixture Rasch model could identify latent classes in such a way that one latent class represented high‐stakes responding while the other represented low‐stakes responding. The results indicated that for an external anchor design, the Rasch linking result was only biased when the motivation level differed between the subpopulations to which the anchor items were administered. However, the mixture Rasch model did not identify the classes representing low‐stakes and high‐stakes responding. When a pretest design was used to link the operational tests by means of a Rasch model, the linking result was found to be biased in each condition. Bias increased as percentage of students showing low‐stakes responding to the anchor items increased. The mixture Rasch model only identified the classes representing low‐stakes and high‐stakes responding under a limited number of conditions. 相似文献
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