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Expression of Lung Surfactant Proteins SP-B and SP-C and Their Modulating Factors in Fetal Lung of FGR Rats 被引量:6
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作者 邓飞涛 欧阳为相 +2 位作者 葛良芳 张莉 柴新群 《Journal of Huazhong University of Science and Technology(Medical Sciences)》 SCIE CAS 2015年第1期122-128,共7页
This study investigated the expression of lung surfactant proteins SP-B and SP-C, and their modulating factors TTF-1 and PLAGL2 in the fetal lung of rats with fetal growth restriction(FGR). The rat FGR model was est... This study investigated the expression of lung surfactant proteins SP-B and SP-C, and their modulating factors TTF-1 and PLAGL2 in the fetal lung of rats with fetal growth restriction(FGR). The rat FGR model was established by prenatal hypoxia in the first stage of pregnancy, 180 rats for experiment served as hypoxia group, and 197 healthy rats served as normal control group. The FGR incidence in hypoxia was compared with that in normal control group. The histological changes in the fetal lung were observed under the light microscope and electronic microscope in two groups. The SP-B, SP-C, TTF-1 and PLAGL2 proteins were determined in the fetal lung of two groups immunohistochemically. The expression levels of SP-B, SP-C, TTF-1 and PLAGL2 protein and m RNA in the fetal lung of two groups were detected by using Western blotting and RT-PCR respectively. The FGR rat model was successfully established by using hypoxia. Pathologically the fetal lung developed slowly, and the expression levels of SP-B, SP-C, TTF-1 and PLAGL2 protein and mR NA in the fetal lung were significantly reduced in hypoxia group as compared with those in normal control group. It was suggested that maternal hypoxia in the first stage of pregnancy could induce FGR, and reduce the expression of SP-B and SP-C, resulting in the disorder of fetal lung development and maturation. 展开更多
关键词 SP-B SP-C PLAGL2 TTF-1 fetal growth restriction lung development real-time PCR Western blot immunohistochemistry
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让课外阅读走进孩子的心灵
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作者 葛良芳 《安徽教育科研》 2021年第23期34-35,共2页
针对低年级段的学生特点,课标中明确提出:“喜欢阅读,感受阅读的乐趣。背诵优秀诗文50篇(段),课外阅读总量不少于5万字”的学生阅读目标。那么如何让刚入校的学生愿意去阅读,继而喜欢阅读、坚持去阅读呢?只有富有创意的、全体参与的持... 针对低年级段的学生特点,课标中明确提出:“喜欢阅读,感受阅读的乐趣。背诵优秀诗文50篇(段),课外阅读总量不少于5万字”的学生阅读目标。那么如何让刚入校的学生愿意去阅读,继而喜欢阅读、坚持去阅读呢?只有富有创意的、全体参与的持续活动才能引领着“阅读”走向“悦读”,从而让阅读真正在低年级扎下根。 展开更多
关键词 课外阅读 低年级 活动
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