Objective To explore the localization of neural specific transcription factor LMO3 mRNA in the central nervous system of the mice.Methods Five male adult mice,weighing 60-80 g,were sacrificed,and the brain and spinal cord were fixed and sliced.In situ hybridization histochemistry staining method with digoxigen-lablled cRNA probe was used in detection of LMO3 mRNA.Results The expression of LMO3 mRNA could be observed in cerebrum,cerebellum,thalamus,brain stem and spine.They were localized in somatic and dendritic profiles at most regions of adult mouse central nervous system.The intense hybridization signal could be seen in Ⅱ-Ⅵ layers of cerebrum,piriform cortex,entorhinal cortex,hippocampus CA1 and dentate gyrus,substantia nigra,motor nucleus of trigeminus,nucleus of hypoglossal,red nucleus,paraventricular nucleus,gigantocellular reticular nucleus,lateral reticular nucleus.The moderate staining was detected in olfactory bulb,hippocampal CA2,amygdala nucleus,cingulated anterior cortex,piriform nucleus etc..The faint signal showed in globus pallidus,spinal nucleus of trigeminal,interposed cerebellar nucleus,ambiguous nucleus,lateral cerebellar nucleus,Purkinje cell of cerebellum,thalamus,caudate putamen,amygdaloid body,nuclei raphe.Conclusion The wide presence of LMO3 mRNA in adult mice central nervous system suggests a role of regulation for this gene in learning,memory and olfaction besides in dopamine neurotransmitter regulation.

Self-supporting,as a important dimensionality of self,is especially emphasized in Chinese traditional culture,but today it is only in the early exploring study stage.Since self,as a totally localized concept,has different meanings,structures,psychological functions and expressions in different cultures,so we can't employ the concepts,theories or tools existed in western courtry to study the Self-Supporting Consciousness in China,though they are used widely in western countries.When exploring Chinese's concept of self,studies should be on the basis of actual conditions and do some analysis and researches with multi-trait and multi-methods,in that phenomenological methods are especially necessary.

Objective: To explore the relationship between the cognitive style of field dependence-independence and self-supporting levels in primary school students.Methods: One hundred and twenty grade 4 to 6 primary school students were examined by the Self-supporting Behavior Questionnaire for 6 to 12 Years Old Children,and then the subjects were divided into two groups,of which the high-self-supporting group includes the top 27% according to the questionnaire total score,and the low-self-supporting group includes the bottom 27%.Both the groups were tested by the Embedded Figures Test.Results: ①The high self-supporting group get significantly higher score in the Embedded Figures Test than the low self-supporting group;and the field-independence group get significantly higher scores in the scholastic self-supporting and self-determination subscales of the Self-supporting Behavior Questionnaire than the field-dependence group;②the score of Embedded Figures Test was significantly correlated with the scores of scholastic self-supporting,self-supporting in daily life,self-determination,self-action,responsibility undertaking,and the total score of the Self-supporting Behavior Questionnaire.Conclusion: Children's self-supporting levels were related to their cognitive style,namely,the high self-supporting children were inclined to field-independence cognitive style,and vice versa.

Objective:To explore the relationship between Parental Rearing Behavior and self-supporting levels in pri-mary school students.Methods:①79 grade 5 to 6 primary school students were examined by the Self-supporting Behav-ior Questionnaire for 6 to 12 Years Old Children and EMBU scale;②And then the subjects were divided into two groups,of which the high-self-supporting group includes the top 27% according to the questionnaire total score,and the low-self-supporting group includes the bottom 27%.Results:①Compared with the low self-supporting group,the high self-supporting group get significantly higher score of the emotional warmth and understanding of father and mother;compared with the high self-supporting group,the low self-supporting group get significantly higher score of refusal of mother,rejec-tion and punishment of father and mother;②Self-supporting of children was negatively correlated with refusal of mother,rejection and punishment of father and mother;positively with emotional warmth and understanding of father and mother.Conclusion:Children's self-supporting levels were related to parental style.

Objective:To explore the relationship between self-supporting levels and mental locus of control(internalexternal locus of control)in primary school students.Methods:193 grade 5 to 6 primary school students were examined by the Self-supporting Behavior Questionnaire for 6 to 12 Years Old Children and Multidimentional Measure of Children’s Perception of Control(MMCPC);and then the subjects were divided into two groups,of which the high-self-supporting group includes the top 27%according to the self-supporting behavior questionnaire total score,and the low-self- supporting group includes the bottom 27%.Results:①The high self-supporting group get significantly lower score in unknown control and powerful others’control subscales than the low self-supporting group,and get significantly higher score in internal locus of control than the low self-supporting group;②Except social self-supporting,the other dimentions in Self-supporting Behavior Questionnaire were negatively correlated with unknown control and powerful others’control; were positively correlated with the internal control.Conclusion:Children’s self-supporting level were closely related to mental locus of control.the high self-supporting children were inclined to the internal control,and vice versa.

Objective: To explore the relationship between self-supporting levels and the early parent-child attachment in primary school students. Methods: 193 grade 5 to 6 primary school students were examined by the Self-supporting Behavior Questionnaire for 6 to 12 Years Old Children and Adult Attachment Questionnaire (AAQ 3.1); and then the subjects were divided into two groups, of which the high-self-supporting group included the top 27% according to the self-supporting behavior questionnaire total score, and the low-self-supporting group included the bottom 27%. Results: ①The low-self-supporting group got significantly higher score in mother negative loving, father negative loving, mother rejecting, father rejecting, mother anger and father anger subscales than the highself-supporting group; ②The children’s self-supporting behaviors were negatively correlated with mother negative loving, father negative loving, mother rejecting, father rejecting, mother anger and father anger. Conclusion: Children’s self-supporting levels were closely related to the early parent-child attachment. The refusal, rejection, negative loving, and anger of parents might play a passive role in the development of children’s self-supporting behavior.

Objective:To explore the relationship between the self-supporting levels and self-concept in primary school students.Methods:193 grade 5 to 6 primary school students were examined by the Self-supporting Behavior Questionnaire for 6 to 12 Years Old Children and Tennessee Self-concept Scale,and then the subjects were divided into two groups,of which the high-self-supporting group includes the top 27% according to the questionnaire total score,and the low-self-supporting group includes the bottom 27%.Results:①The high self-supporting group get significantly higher score in all subscales of Tennessee Self-concept Scale than the low self-supporting group;②All subscales of Tennessee Self-concept Scale were significantly positively correlated with all dimentions of Self-supporting Behavior Questionnaire.Conclusion:Children's self-supporting behaviors were closely related to self-concept.The higher level of self-supporting,the more positive their self-concept.

Objective To evaluate the effect of the Danhong injection combined with irbesartan in treatment ofearly diabetic nephropathy. Methods 64 patients with early diabetic nephropathy were randomly divided into two groups and the control group 32 cases,two groups were given control of blood sugar and ensure water and electrolyte balance,support therapy,in which 32 cases were also observed red Danhong injection,Ecuador irbesartan treatment,2weeks before evaluation. Results The total effective rate in treatment group was higher than the control group( x2 =6.38 ,P ＜0. 05) ,after 12 weeks of treatment,two groups of urinary protein decreased significantly compared with before treatment, including observation of urine protein was ( 0. 6± 0. 1 ) g/24h, the control group was ( 0. 7 ± 0. 3 ) g/24h,and decreased urine protein level of the observation group was better than the control group( t = 2. 74,P ＜ 0. 05 ). And in the course of treatment, side effects and serious adverse events were not found. Conclusion Danhong injection combined irbesartar, could improve the clinical symptoms, reduce microalbuminuria in treatment of early diabetic nephropathy is worthy of wider application.

Based on an analysis of the problems emerged from a clinical course that uses English to teach selected chapters of Obstetrics and Gynecology for the students enrolled in a seven-year program in medical science,our paper proposes methods to improve the quality in teaching.The students need to strengthen English in medical areas and be well-prepaired before class.The instructor needs to improve English and make sufficient preparations for the teaching.These conditions are conductive to satisfactory educational effectiveness of teaching Obstetrics and Gynecology in English.

Clinical noviciate teaching in obstetrics and gynecology is an important component of China's higher education in medical sciences.It is necessary to strengthen the training of instructors,motivate students' interest in learning and adopt various types of teaching methods.These measures can improve the quality of clinical teaching in obstetrics and gynecology and enhance its educational effectiveness.