Surface plasmon resonance analysis to evaluate the importance of heparin sulfate groups' binding with human aFGF and bFGF

Human acidic and basic fibroblast growth factors (aFGF and bFGF) are classic and well characterized members of the heparin-binding growth factor family. Heparin is generally thought to play an extremely important role in regulating aFGF and bFGF bioactivities through its strong binding with them. In order to unravel the mechanism of the interactions between heparin and FGFs, and evaluate the importance of heparin sulfate groups' binding with FGFs, surface plasmon resonance analyses were performed using IAsys Cuvettes System. Heparin and its regioselectively desulfated derivatives were immobilized on the cuvettes. aFGF and bFGF solutions with different concentrations were pipetted into the cuvettes and the progress of the interaction was monitored in real-time by Windows-based software, yielding kinetic and equilibrium constants for these interactions. In addition, in order to reduce the delicate difference among the cuvettes, inhibition analyses of mixtures of FGFs and immobilized native heparin by modified heparins were also done. The data from these two methods were similar, indicating that all sulfate groups at 2-O, 6-O and N- in heparin were required for the binding to aFGF; and that their contribution to the binding was in the order 2-O, N- and 6-O-sulfate group. In contrast, definite contribution of the 6-O-sulfate group to the binding with bFGF was most apparent, while the other two sulfate groups appeared to be necessary in the order 2-O and N-sulfate group. These methods established here can be used for analysing the effect of sulfate groups in heparin on the binding with other human FGF members or other heparin-binding proteins. The project supported by the Scientific Research Foundation for Returned Overseas Chinese Scholars, State Education Ministry of China and Zhejiang Provincial Natural Science Foundation of China (301306)     

Biomechanics of increased spin velocity of flying discs during forehand throws by skilled and unskilled throwers

We aimed to assess the relationship between throwing distance and kinematic release parameters of the flying disc in unskilled throwers, and to assess the relationship between kinetic variables acting on flying discs and the change in spin velocity during long forehand throws by skilled and unskilled throwers. Ten skilled and eleven unskilled throwers performed throws at maximum effort. Reflective marker positions on the disc and body were recorded with a 3D motion capture system during the throws to derive kinematic variables of a disc and kinetic variables acting on the disc. The analysis interval was from maximum external shoulder rotation to disc release. Significant correlations were observed between the throwing distance and spin velocity in skilled (r = 0.722, P < 0.05) and unskilled throwers (r = 0.794, P < 0.01), between the change in spin velocity and the angular impulse of moments of force, in unskilled throwers (r = 0.703, P < 0.05), and between the change in spin velocity and the angular impulse of torque among skilled throwers (r = 0.680, P < 0.01). Therefore, a strategy for increasing spin velocity in unskilled throwers could be used to generate a larger torque, similar to that observed in skilled throwers.     

Engagement in learning: a comparison between Asian and European international university students

Drawing on research on both engagement in learning and approaches to learning, we examine the associations between international students’ approaches to learning, factors in the teaching/learning environment and self-assessed academic outcomes. A total of 307 students responded to our survey. Their experience of the purposefulness of their course assignments and the relevance of their studies was related to students having a deep approach to learning and being organised in their studies. Moreover, students applying a deep approach to learning and being organised in studying seemed to perceive their study success more positively. Furthermore, the better students’ perception of how well their courses were organised and aligned with other studies, the lower their stress level was. The Asian students in our study exhibited a slightly more surface approach to learning, and were more organised in their studies than the European students, but the differences were very small.     

Classification of children with learning problems and the establishment of special classes in Delaware from the 1930s to the mid-1940s

ABSTRACT

This study focuses on J. E. Wallace Wallin, who recognised the rights of children with disabilities to receive an education, and who tackled the scientific classification of children and the provision of special classes in the state of Delaware from the 1930s to the middle of the 1940s. This study intends to clarify how Wallin recognised and classified children who exhibited learning problems, and how he provided an educational environment for them. Wallin advocated the democratic philosophy of providing differentiated education based on the individual differences among children. He classified children with learning problems as “mentally deficient”, “backward”, and “special subject-matter disabilities”. He also recommended special educational treatment in not only special classes but also regular classes. He insisted that regular class teachers and special class teachers share the responsibility of educating children with disabilities. However, in addition to tailoring education based on the diversity exhibited by children with learning problems, it is essential to tailor it for disabled children in public school special classes established in their communities. In terms of both human and material resources, it was difficult to address learning problems suitably in regular classes while improving the quality and quantity of education in special classes.