基于NATPT的可扩展组播过渡方案

为了解决IPv4到IPv6过渡时期因特网的组播通信问题,提出了一种适于基于网络地址翻译和协议翻译(NATPT)的可扩展组播过渡方案(TMS).该方案将原边界路由器上实施的NATPT技术进行了扩展,并与IPv6域内的中心节点路由器(RP)进行消息通信以支持过渡网络中的组播服务.在通信过程中,NATPT路由器充当中继节点,连接IPv4方的应用层组播和IPv6方的网络层组播.利用佐治亚理工开发的网络拓扑生成工具GT-ITM进行了模拟实验,实验结果表明TMS方案可以明显的降低组播成员的传输延迟,降低网络的链路强度,能够较好的支持组播服务的平滑过渡.     

安塞油田长6油层组精细地层划分与对比

目的 在油田开发中、后期,为研究砂体展布、沉积微相、储层非均质性以及最终预测有利含油区块提供基础数据。方法 利用测井曲线和岩心资料,分析了研究区近200口探井长6油层组的岩、电特征,对安塞油田延长组长6油层组进行了精细划分与对比,并利用该成果分析了长6;q小层的沉积微相及砂体展布特点。结果 长6油层组自上而下划分为长61^1-1、长61^1-2、长61^1-3、长61^2长62和长63等6个不同级别的小层,各小层厚度不等;其中,长61^1-2小层砂体发育,属水下分流河道微相,为安塞油田延长组长6油层组的主力产层。结论 长6油层组精细地层划分与对比对油田开发具有重要意义。     

Analysis of components of conserved “backbone sequences”among genomes of Shigella spp. strains

Difference in the genomic compositions of prokaryotes is the basis of the diversity in their biological characters. However, besides their flora-or strain-specific genes,those floras with closer relationship in the evolution also have conserved “backbone sequences”, which reveal the marks of their origin and evolution, and these “backbone sequences”are just the basis of their elementary living abilities and common biological properties. Shigella is very closely related to E. coli in the origin and evolution, and may turn out to belong to the same genus. In this study, a microarray containing E. coli K-12 whole genome and Sf301 specific ORFs is used to investigate the genomic components of four Shigella strains. The results indicate that 16%-22% K-12 ORFs sequences are not detected in the genome of Shigella strains while the genome of Shigella contains at least 2800 conserved ORFs, which compose the common “backbone sequences”.Advanced analysis indicated that the “backbone sequences”are the essential components in maintaining the normal physiological activities of intestinal bacteria. Furthermore,only 20% Sf301-specific ORFs exist in other strains simultaneously, which demonstrate the great genome heterogeneity and the genetic diversity among the strains.     

Caffeine as a psychomotor stimulant: mechanism of action

The popularity of caffeine as a psychoactive drug is due to its stimulant properties, which depend on its ability to reduce adenosine transmission in the brain. Adenosine A₁ and A_2A receptors are expressed in the basal ganglia, a group of structures involved in various aspects of motor control. Caffeine acts as an antagonist to both types of receptors. Increasing evidence indicates that the psychomotor stimulant effect of caffeine is generated by affecting a particular group of projection neurons located in the striatum, the main receiving area of the basal ganglia. These cells express high levels of adenosine A_2A receptors, which are involved in various intracellular processes, including the expression of immediate early genes and regulation of the dopamine- and cyclic AMP-regulated 32-kDa phosphoprotein DARPP-32. The present review focuses on the effects of caffeine on striatal signal transduction and on their involvement in caffeine-mediated motor stimulation.Received 8 July 2003; received after revision 7 September 2003; accepted 6 October 2003     

"分层"教学模式在高校体育教学俱乐部中的应用研究

目前高校体育教学俱乐部中人数较多,学生素质存在明显的个体差异,分层教学能够体现因 材施教,区别对待的教学原则,可以有效地提高学生的锻炼兴趣、发展个性、培养特长和增强体育意识。 有利于优化课堂教学及提高教学效益。     

The neurotrophic factors in non-neuronal tissues

Although neurotrophic factors are defined as molecules that maintain neuronal cells, they possess a range of functions outside the nervous system. For example, glial cell line-derived neurotrophic factor is essential for ureteric branching in kidney morphogenesis and for regulating the fate of stem cells during spermatogenesis. Leukemia inhibitory factor, a member of the interleukin-6 (IL-6) ciliary neurotrophic factor family, inhibits differentiation of embryonic stem cells, induces tubulogenesis in the embryonic kidney, and regulates sperm differentiation. Other IL-6 family members are important in cardiac differentiation and they have pleiotropic functions in the hematopoietic and immune systems. Although neurotrophin receptors have been found on a number of non-neuronal tissues, they represent mostly truncated receptor isoforms that are incapable of signal transduction and may have scavenger or dominant negative functions. However, several examples can be presented of essential non-neuronal functions played by neurotrophins in e.g., cardiac, hair follicle, and vascular differentiation, and the maintenance of immune cells.     

我国高等体育师范教育若干问题的探析

为探讨高师如何培养适应素质教育之要求的教师,运用资料文献法、走访调查等方法,在论述高等师范教育之“师范性”的涵义和分析我国现阶段高师体育专业教育中存在的问题的基础上,提出培养适应素质教育要求之教师的若干构思;加强师范生的职业道德素质与教育理念的培养;课程改革和建设应调整专业课程结构和内容,重视未来教师体育科学教学能力的培养;实现师范性与学术性在更高水平上整合。     

Role of Cys221 and Asn116 in the zinc-binding sites of the Aeromonas hydrophila metallo-β-lactamase

The CphA metallo--lactamase produced by Aeromonas hydrophila exhibits two zinc-binding sites. Maximum activity is obtained upon binding of one zinc ion, whereas binding of the second zinc ion results in a drastic decrease in the hydrolytic activity. In this study, we analyzed the role of Asn116 and Cys221, two residues of the active site. These residues were replaced by site-directed mutagenesis and the different mutants were characterized. The C221S and C221A mutants were seriously impaired in their ability to bind the first, catalytic zinc ion and were nearly completely inactive, indicating a major role for Cys221 in the binding of the catalytic metal ion. By contrast, the binding of the second zinc ion was only slightly affected, at least for the C221S mutant. Mutation of Asn116 did not lead to a drastic decrease in the hydrolytic activity, indicating that this residue does not play a key role in the catalytic mechanism. However, the substitution of Asn116 by a Cys or His residue resulted in an approximately fivefold increase in the affinity for the second, inhibitory zinc ion. Together, these data suggested that the first zinc ion is located in the binding site involving the Cys221 and that the second zinc ion binds in the binding site involving Asn116 and, presumably, His118 and His196.Received 3 March 2003; received after revision 4 August 2003; accepted 25 August 2003     

高师体育教学中学生创新能力的培养

面向21世纪的核心问题是培养和造就富有创新精神和创新能力的高素质人才,作为师范教育组成部分的高师体育,要以“健康第一”的思想为先导,在教师素质提高的同时,建立以重视体育与健康教育相结合,注重培养学生体育能力及学生个性发展的教学内容和方法,为培养出健康的高素质创新型人才,全面实现素质教育创造条件。