EUK 134, a synthetic superoxide dismutase (SOD)/catalase mimetic, exhibits potent antioxidant activities, and inhibits the formation of β-amyloid and related amyloid fibril. EUK 134 shows potent catalase and SOD activities, and protects human fibroblasts against cytotoxicity by glucose and glucose oxidase. EUK 134 (20 μM) prevents Aβ-induced microglial proliferation in vitro. In SK-N-MC cells, EUK134 protects neuronal cells against H(2)O(2) toxicity by attenuating oxidative stress through inhibition of MAPK pathway, and also results in decreased expression of pro-apoptotic genes p53 and Bax as well as enhanced expression of anti-apoptotic Bcl-2 gene. EUK 134 significantly inhibits amyloid formation at two molar ratios of 1:1 and 5:1 (drugs to protein). EUK 134 (2.5 mg/kg), in a middle cerebral artery occlusion model, significantly reduces brain infarct size, and apparently prevents further infarct growth. EUK-134 prevents oxidative stress and attenuates rat brain damage induced by systemic administration of systemic kainic acid (KA). References Baker K, et al. J Pharmacol Exp Ther. 1998, 284(1), 215-221. Jekabsone A, et al. J Neuroinflammation. 2006, 3, 24. Mohammadi M, et al. Basic Clin Pharmacol Toxicol. 2011, 108(6), 378-384. Bahramikia S, et al. Eur J Pharmacol. 2013, 707(1-3), 17-25. Rong Y, et al. Proc Natl Acad Sci U S A. 1999, 96(17), 9897-9902.
根据BOEG主编给出的定义如下（摘自其13年卷首语）： The IAEG has defined engineering geology as the science devoted to the investigation, study and solution of engineering and environmental problems that may arise as the result of the interaction between geology and the works or activities of humanity, as well as of the prediction of and development of measures for the prevention or remediation of geological hazards. So, engineering geology is much more than simply the application of geology to civil engineering. Further to this, much work has been done by Robert Tepel to answer the question ‘What is engineering geology really all about?’ On page 12 of the December 2012 edition of AEG News, he restated his conclusion that “Engineering geology benefits humanity by discovering, defining, and analyzing geologically-sourced risks or conditions that impact, or might impact, humans as they utilize and interact with their built and natural environments.” In summary, engineering geologists “help people recognize and manage, and make informed decisions about, geologically-sourced risks.” It is in this exciting and broad field that the Bulletin seeks to publish. 无独有偶，王思敬院士也在中国工程地质学13年卷首语“工程地质的世纪演化与前景”一文中 对工程地质学科的发展进行了总体的评述。他指出：“工程地质学一词自身说明它是一门新兴的交叉学科。在高层次上地球科学（地质学）同工程技术学科（土木工程学）的交叉融合构建了工程地质学科。这就注定了它的多元融合发展途径。”“我国工程地质科学面临的挑战在于学科核心价值的多学科融合。敢于迎接挑战，凝炼核心价值方可获得外延的拓展。善于外延空间拓展又需加强核心内涵的凝炼。这才是工程地质学界的出路。”“工程地质学的应用性强自不待言，但是它的应用目标是以对地球地质规律识知为基础的，具有自 然科学的特征。同时，要深入研究工程地质作用的理化机理和动力过程，才能做出工程问题的可靠决策。” 由此可见，工程地质学绝非地质学在土木工程学中的应用，而有其自身的核心价值。这个核心价值就是“人类工程活动工程地圈动力学过程”。工程地质研究既可以非常微观达到nano尺度，也可以宏观达到地圈尺度，这也是工程地质学与其相邻学科岩土力学、岩土工程的显著区别。
Ecosystem News 2-2012.pdf The latest research regarding Beijing’s urban vegetation In the process of rapid urbanization, human activities play an important role in determining the urban plant species composition, origin, life form and other features of the urban landscape; in turn, urban vegetation can have a far-reaching impact on the urban ecosystem. In a recent systematic field investigation, researchers at the Beijing Urban Ecosystem Research Station studied the number of invasive and naturalized plant species in each district/county in Beijing, where they also gathered information about the factors influencing these species. The researchers then used the data from 214 sampling sites to investigate changes in plant diversity alongside the factors driving these changes through an examination of the quantitative relationships between plant diversity/abundance and land use type, geographical and socio-economic factors across the whole city. Based on the results, the researchers provided some suggestions to the related official agencies for future urban green space construction and design. Contact: Huafeng Wang The latest CEM newsletter: Ecosystem News 2-2012.pdf Map of sampling sites in Beijing
Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR) http://www.coe.int/t/dg4/linguistic/cadre_en.asp Developed through a process of scientific research and wide consultation, this document provides a practical tool for setting clear standards to be attained at successive stages of learning and for evaluating outcomes in an internationally comparable manner. It is the result of extensive research and ongoing work on communicative objectives, as exemplified by the popular 'Threshold level' concept. The Common European Framework of Reference (CEFR) provides a basis for the mutual recognition of language qualifications, thus facilitating educational and occupational mobility. It is increasingly used in the reform of national curricula and by international consortia for the comparison of language certificates. A European Union Council Resolution (January 2002) recommended the use of this Council of Europe instrument in setting up systems of validation of language competences. The Common European Framework divides learners into three broad divisions which can be divided into six levels: A Basic User A1 Breakthrough or beginner A2 Waystage or elementary B Independent User B1 Threshold or intermediate B2 Vantage or upper intermediate C Proficient User C1 Effective Operational Proficiency or advanced C2 Mastery or proficiency The CEFR describes what a learner is supposed to be able to do in reading, listening, speaking and writing at each level. level description A1 Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type. Can introduce him/herself and others and can ask and answer questions about personal details such as where he/she lives, people he/she knows and things he/she has. Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help. A2 Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment). Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters. Can describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need. B1 Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc. Can deal with most situations likely to arise whilst travelling in an area where the language is spoken. Can produce simple connected text on topics which are familiar or of personal interest. Can describe experiences and events, dreams, hopes ambitions and briefly give reasons and explanations for opinions and plans. B2 Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialisation. Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party. Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options. C1 Can understand a wide range of demanding, longer texts, and recognise implicit meaning. Can express him/herself fluently and spontaneously without much obvious searching for expressions. Can use language flexibly and effectively for social, academic and professional purposes. Can produce clear, well-structured, detailed text on complex subjects, showing controlled use of organisational patterns, connectors and cohesive devices. C2 Can understand with ease virtually everything heard or read. Can summarise information from different spoken and written sources, reconstructing arguments and accounts in a coherent presentation. Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in the most complex situations.
The number of children and teenagers presenting at hospital emergency departments for evaluation of nonfatal traumatic brain injury related to sports and recreation activities grew by more than 60% between 2001 and 2009, according to a report from the Centers for Disease Control and Prevention released Oct. 6. This significant increase of 62% over 8 years – from 153,375 emergency visits in 2001 to 248,418 in 2009 – is likely due to increasing awareness of the severity of traumatic brain injury (TBI) and the importance of prompt medical attention for these children and adolescents, according to CDC officials. A primary strategy is to educate your patients and their families about prevention of TBIs, including concussions. Skills practice, strength and conditioning exercises, sportsmanship, and proper use of protective equipment are important strategies outlined in the report ( MMWR 2011 Oct. 7;60:1337-42 ). Secondary measures include teaching parents, coaches, and others in your community about the signs and symptoms of TBI and how to respond appropriately to a suspected injury. photoaged/FOTOLIA The parents of children who engage in athletic endeavors should educate themselves howto prevent and manage raumatic brain injuries. Physicians also play an essential role in deciding when an injured child or adolescent can return to his or her activity. An experienced health care provider should evaluate the patient and make the appropriate clearance call, according to the report. "Return to play is a critical decision because children and adolescents are at increased risk for both repeat concussion during sports- and recreation-related activities and for long-term sequelae, delayed recovery, and cumulative consequences of multiple TBIs (e.g., increased severity of future TBIs and increased risk for depression and dementia)," the authors wrote. Even though symptoms can initially appear mild, significant long-term effects can include impaired memory and learning, as well as changes to behavior and/or emotions. For these reasons, appropriate diagnosis, management, and education are critical. An online course for health care professionals is the latest addition to the CDC Heads Up initiative, a program to educate specific audiences (such as parents, coaches, school nurses) about concussions and mild TBIs. The " Heads Up to Clinicians: Addressing Concussion in Sports Among Kids and Teens " was developed with support from the CDC Foundation and the National Football League. Bicycling, football, playground activities, basketball, and soccer were associated with the overall greatest number of emergency department visits related to TBI in the report. The riskiest activities varied by patient age and gender. For example, playground activities and bicycling led the list for boys and girls 9 years or younger. For children aged 10-19 years, there was a split by gender: football and bicycling were associated with the most TBIs among boys, whereas soccer, basketball, and bicycling were the most common culprits among girls. Overall, boys accounted for 71% all sports- and recreation-related TBI visits to the ED over the 8 years of the study. Likewise, older children aged 10-19 years accounted for 71% of such ED visits. The report also revealed activities for which TBI accounted for more than 10% of all associated injury visits to the ED. For example, TBIs accounted for 15% of horseback riding injuries; 11% of ice skating injuries; 11% of golfing injuries; 11% of all-terrain vehicle injuries; and 10% of tobogganing/sledding injuries. The annual average number of 173,285 TBIs from 2001 to 2009 comprises almost 7% of the estimated 2.6 million sports- and recreation-related injuries treated each year among individuals aged 19 years and younger in the United States. Researchers from the CDC Division of Unintentional Injury Prevention compiled the report based on data from NEISS-AIP (National Electronic Injury Surveillance System–All Injury Program). The U.S. Consumer Product Safety Commission operates the NEISS-AIP using a nationally representative sample of 66 hospitals. The NEISS-AIP database tracks only hospital ED–reported injuries and does not include patients treated in other settings. This limitation underestimates the actual TBI rate from sports and recreation among children and adolescents, according to the CDC. In addition, TBIs are included in the data only if they are the principal diagnosis and primary body part injured. The inability to capture secondary TBIs is another limitation of the study. 来源:http://www.internalmedicinenews.com/news/adolescent-medicine/single-article/pediatric-adolescent-tbi-incidence-up-by-62/4f830e35ec.html
标签: Activities
