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Membrane fouling mechanisms by BSA in aqueous-organic solvent mixtures
Melike Begum Tanis-Kanbur,Navin Raj Tamilselvam,Jia Wei Chew 한국공업화학회 2022 Journal of Industrial and Engineering Chemistry Vol.108 No.-
To exploit the benefits of membrane-based separation for the pharmaceutical and chemical industries,the understanding of membrane fouling in organic solvents is crucial. Specifically for the separation ofbiocatalysts in the manufacture of pharmaceuticals, this study investigated membrane fouling by bovineserum albumin (BSA) in 10% v/v isopropanol (IPA), 10% v/v dimethyl sulfoxide (DMSO), 30% v/v IPA, and30% v/v DMSO, benchmarked against that in water. The presence of either IPA or DMSO worsened fouling,with the latter comparatively worse. To understand the fouling mechanisms, Field Emission ScanningElectron Microscopy (FESEM) images were taken to assess external fouling, Evapoporometry (EP) wasused to measure the pore-size distributions of the fouled membranes to examine internal fouling, a foulingmodel was applied to extract the fouling parameters, and the interfacial interaction energies werederived. Results indicate that the worst fouling in 30% v/v DMSO was due to both significant externalfouling and internal fouling, whereas the second-worst fouling by 30% v/v IPA was caused predominantlyby internal fouling. The magnitudes of the total DLVO- and XDLVO-based interaction energies were foundto be poorly related to the relative flux declines. This study provides valuable insights into membranefouling in different solvent environments.
Influence of nano alumina coating on the flexural bond strength between zirconia and resin cement
Akay, Canan,Tanis, Merve Cakirbay,Mumcu, Emre,Kilicarslan, Mehmet Ali,Sen, Murat The Korean Academy of Prosthodonitics 2018 The Journal of Advanced Prosthodontics Vol.10 No.1
PURPOSE. The purpose of this in vitro study is to examine the effects of a nano-structured alumina coating on the adhesion between resin cements and zirconia ceramics using a four-point bending test. MATERIALS AND METHODS. 100 pairs of zirconium bar specimens were prepared with dimensions of $25mm{\times}2mm{\times}5mm$ and cementation surfaces of $5mm{\times}2mm$. The samples were divided into 5 groups of 20 pairs each. The groups are as follows: Group I (C) - Control with no surface modification, Group II (APA) - airborne-particle-abrasion with $110{\mu}m$ high-purity aluminum oxide ($Al_2O_3$) particles, Group III (ROC) - airborne-particle-abrasion with $110{\mu}m$ silica modified aluminum oxide ($Al_2O_3+SiO_2$) particles, Group IV (TCS) - tribochemical silica coated with $Al_2O_3$ particles, and Group V (AlC) - nano alumina coating. The surface modifications were assessed on two samples selected from each group by atomic force microscopy and scanning electron microscopy. The samples were cemented with two different self-adhesive resin cements. The bending bond strength was evaluated by mechanical testing. RESULTS. According to the ANOVA results, surface treatments, different cement types, and their interactions were statistically significant (P<.05). The highest flexural bond strengths were obtained in nano-structured alumina coated zirconia surfaces (50.4 MPa) and the lowest values were obtained in the control group (12.00 MPa), both of which were cemented using a self-adhesive resin cement. CONCLUSION. The surface modifications tested in the current study affected the surface roughness and flexural bond strength of zirconia. The nano alumina coating method significantly increased the flexural bond strength of zirconia ceramics.
Understanding paraxial mesoderm development and sclerotome specification for skeletal repair
Tani Shoichiro,Ung-il Chung,Ohba Shinsuke,Hironori Hojo 생화학분자생물학회 2020 Experimental and molecular medicine Vol.52 No.-
Pluripotent stem cells (PSCs) are attractive regenerative therapy tools for skeletal tissues. However, a deep understanding of skeletal development is required in order to model this development with PSCs, and for the application of PSCs in clinical settings. Skeletal tissues originate from three types of cell populations: the paraxial mesoderm, lateral plate mesoderm, and neural crest. The paraxial mesoderm gives rise to the sclerotome mainly through somitogenesis. In this process, key developmental processes, including initiation of the segmentation clock, formation of the determination front, and the mesenchymal–epithelial transition, are sequentially coordinated. The sclerotome further forms vertebral columns and contributes to various other tissues, such as tendons, vessels (including the dorsal aorta), and even meninges. To understand the molecular mechanisms underlying these developmental processes, extensive studies have been conducted. These studies have demonstrated that a gradient of activities involving multiple signaling pathways specify the embryonic axis and induce cell-type-specific master transcription factors in a spatiotemporal manner. Moreover, applying the knowledge of mesoderm development, researchers have attempted to recapitulate the in vivo development processes in in vitro settings, using mouse and human PSCs. In this review, we summarize the state-of-the-art understanding of mesoderm development and in vitro modeling of mesoderm development using PSCs. We also discuss future perspectives on the use of PSCs to generate skeletal tissues for basic research and clinical applications.
Action Research : Effectiveness of learners-centred lesson toward less motivated learners
Tani, Seiji 慶北專門大學 1999 慶北專門大學 論文集 Vol.18 No.-
The purpose of this action research is to know whether lerner centred lesson is effective to motivate learners who lost motivation. The result in students' questionnaire shows that only 8 students (32%) out of 25 students wanted to continue to study in lerner centred lesson. Thus learner-centered lesson is not approved to be effective to raise motivation in this action research. There are some reasons for this I can think. Firstly, I was only thinking about attracting students' interest and I did not set goal of whole course. Considering that my whole course did not have final goal and consistency, my students could not have explicit objective of learning and expect what they would learn next. At the point, course based on a textbook can show learners clear purpose of learning and context of learning. That is why some students wanted to have textbook-based lesson and watch TV program or movies (each 4 students). Secondly, activities in this research could not satisfy my students because there is a gap in activities between what students feel fun and what they feel they fulfill learning. Although students wanted to have speaking activities which they can feel they are learning as well, I could not provide them with such activities. Thirdly, Korea has lecture typed class even in a language lesson, my students did not get used to other style of learning. Finally, due to finding a job, students did not have interest in learning Japanese at all. From the result of students' questionnaire, it was found out that my students preferred speaking activity in term of fun, and they liked activity of reading and writing in terms of learning. This is because they take time in reading and writing but can not in speaking and their level of Japanese is good enough to speak Japanese instantaneously. Therefore to match their needs and proficiency, it is necessary to have pre-activity when they have speaking activity like discussion or explaining something in Japanese. For instance, prepared speech, presentation of reports and skit playing might be useful. After I did learners-centered lesson, reaction of students were not so good as I expected. However, many my students were more alive in the classroom and studied Japanese more actively. I would like to do learner-centered lesson in the next year giving attention following points. First of all, I set a goal of a whole course for learner centered learning, and then make classroom activities in each lesson. Secondly, I will make prepared speaking activities, such as prepared speech or a skit in the run-up to high level speaking activity. Thirdly, I will introduce activity like Japanese word processor, which matches more with students' needs. Finally, lerner centered activity is introduced more early because my students do not need familiarization with it.