Objective To study the expression of BCL10 and associated chromosomal aberration in primary cutaneous marginal zone B-cell lymphoma (PCMZL). Methods Tissue specimens were collected from 17 patients with PCMZL. Immunohistochemistry was used to detect the expression of BCL10. Fluorescence in situ hybridization (FISH) was performed to examine the presence of API2-MALT1 fusion gene and chromosomal aberration in BCL10, MALT1 as well as IgH genes in these cases. Results Of these patients,94.1% (16/17) expressed BCL10 protein. The cytoplasmic expression of BCL10 was observed in 64.7% (11/17) of the patients, and nuclear expression in 29.4% (5/17). As shown by FISH test, neither API2-MALT1 fusion gene nor chromosomal aberration in BCL10, MALT1 or IgH genes was present in these patients. Conclusions Compared with MALT lymphomas originating from tissues other than skin, PCMZL is uncommonly associated with chromosomal abnormalities; it is possible that there are unknown factors contributing to its tumorigenesis. Nuclear BCL10 is unrelated to the presence of chromosomal aberration in BCL10, MALT1 or IgH genes. Further follow-up is required to clarify the association between nucle ar BCL10 and poor prognosis of PCMZL.

Objective To observe morphological characteristics and activity distribution of T. asahii biofilm. Methods The morphological characteristics of T. asahii biofilm were observed under an inverted microscope and scanning electron microscope, and activity was measured and quantitatively analyzed by 2,3-bis (2-methoxy-4-nitro-5-sulfophenyl)-5-[(phenylamino) carbonyl]-2H-tetrazo-lium hydroxide (XTT) assay and viable count, respectively. Spatial distribution of dead/vital cells, activity and thickness of biofilm at different layers were assessed under a confocal laser scanning microscope (CLSM) following double staining with FDA/PI. Results T. asahii formed a biofilm in vitro on the surface of polystyrene materials. Under a scanning microscope, the biofilm displayed a complex three-dimensional structure which composed of spores, pseudohy-pha and true hypha. As time prolonged, the activity and quantity of biofilm increased. The results of XTT assay were correlated with those of viable count (r = 0.94, P < 0.01). The activity was of no obvious difference between different layers of the biofilm. The thickness of biofilm varied from 14.3 μm to 31 μm. Conclusions The structure of T. asahii biofilm in vitro is more complex than that of planktonic T. asahii. The activity is of no significant difference between different layers of T. asahii biofilm.

Objective:To explore the application effect of blended learning on the teaching of nursing research course for undergraduate nursing students.Methods:From March to July 2019, a total of 118 undergraduate nursing students from Batch 2016 of a university in Xinjiang were collected in this study and divided into two groups randomly: the experimental group ( n = 60) and the control group ( n = 58). At the end of the course, the final examination scores of the nursing students were compared, and questionnaires were used to evaluate the critical thinking, self-directed learning ability and satisfaction of nursing students. SPSS 21.0 was used for independent-sample t-test and chi-square test. Results:After the implementation of the course, the scores of nursing research theory and practice of nursing students in the experimental group were (78.97±6.57) points and (83.02±3.50) points respectively, which were better than those of nursing students in the control group (75.48±7.76) points and (81.48±3.86) points. The total scores of critical thinking ability and self-directed learning ability of nursing students in the experimental group (294.67±25.15) and self-directed learning ability (277.67±30.84) were higher than those in the control group (222.03±18.77) and (203.81±33.19). The satisfaction degree of nursing students in the experimental group (93.33%) was better than that in the control group (60.34%), with statistical significance ( P<0.05). Conclusion:The application of blended learning in nursing research teaching can improve the final examination results of nursing students, and contribute to the improvement of nursing students' critical thinking ability, self-directed learning ability and course satisfaction.