Objective To explore the effect and mechanism of Kruppel-associated box(KRAB) type zinc-finger protein Apak on the transcription of ribosomal RNA(rRNA) under hypoxic conditions.Methods Real-time quantitative PCR(qRT-PCR) was used to detect the level of rRNA and the effect of Apak on the transcription of rRNA.The expression and phosphorylation level of proteins were examined by Western blotting.Immunofluorescence assay was used to observe the location of Apak.Results Under hypoxia (0.3%O2),the transcription level of rRNA increased first and then decreased in Apak wild type cells.In Apak knock-out cells,the transcription level of rRNA kept decreasing under hypoxic conditions.The repression of Apak on rRNA synthesis and the nucleolus location of Apak disappeared,and the expression and phosphorylation level of Apak were down-regulated under hypoxic conditions for 3 h.Conclusion Under hypoxic conditions,the disapperance of Apak repression on rRNA transcription could lead to a temporary increase in rRNA.

Traditional teaching approach is a method which lack of overall quality cultivation among students. However, the teaching approach which is combined with counter examples can stimulate their study interests, enhance critical thinking ability and promote theory-practice combination. Counter-example teaching approach has been applied in nursing education in these years and It plays an active role in improving nursing educational quality. This paper aims to provide reference to formulate a scheme of cultivating all-round developed nurses through summarizing the advantages and disadvantages, and application process of counter-example teaching approach used in nursing education.

Objective To evaluate the effect of "health education mobile classroom " in the outpatient department of children's hospital, and to analyze the needs of the outpatient and family members on health education. Methods Through the retrospective analysis of the information of the outpatient and emergency patients in the children's specialist hospital to determine the content, the venue and the time period of the "health education mobile classroom". Selection and training the health educator to implement the health education. At the same time, push the training content through the mobile APP to the patient's family, to expand the education audience. To compare and analyze the patient satisfaction of the hospital and the satisfaction with the dimensions of the project. In the evaluation of the effect of health education and the influencing factors, the relationship between income, occupation and children is positively related, and age is negatively related to it. Results After the implement of this project, the satisfaction of the patient had increased for 3.65%(P=0.001). Overall assessment of the audience was very satisfied with (3.94 ± 0.25) points. In each dimension analysis, the satisfaction of the "training method"was the highest, at (3.94 ± 0.26) points. Satisfied with the attitude of the trainers and comprehensive ability were more than 3.80 points. Conclusions The "health education mobile classroom" can improve patient satisfaction in the outpatient department and emergency of children's specialist hospital. Audience has a certain degree of acceptance and satisfaction with this health education mode.