This study aimed to explore the value of animal energy metabolism monitoring system (AEMMS) to evaluate the energy metabolism of acute alcohol liver injury in rat with the treatment of acupuncture.Tirty rats were randomly divided into the control group,the model group and the EA group.The model group and the EA group were gavaged with 50％ ethanol for the establishment of the animal model of acute alcoholic liver injury.EA was given by needling Zusanli (ST-36) 30 min after intragastic administration every day in the EA group.The treatment of acupuncture continued 3 days.In addition,the RER,heat,feeding and drinking were continuously recorded for 96 h in each group at the same time by AEMMS.As a result,the RER,feeding and drinking indices significantly decreased in rats with ALI with an increase in the heat index.There was an up-going tendency of the RER,feeding and drinking indices,and a declined tendency of the heat index in the model rats after EA treatment.It was concluded that AEMMS presented a practical value in the study of the energy metabolism of rats with ALI with the treatment of acupuncture.

Objective: In order to understand the current situation and influencing factors of teaching quality in a Medical University in Yunnan, thus improving the teaching quality of the teachers. Methods: The self-made evaluation forms for teachers' teaching quality which include 9 first-level indicators were adopted. In December 2016, a survey was conducted on some students from grade 2013 to 2016 about the teachers who gave them lectures from September to December 2016, involving 7 different majors, 23 teachers and 18 courses. SPSS 21.0 was used for data analysis. Enumeration data were described by frequencies and percentages. Univariate and multivariate Logistic regression analyses were used for satisfaction. Results: There were 1 542 valid questionnaires collected in this survey. Univariate Logistic regression analysis showed that there were 6 factors related to the overall satisfaction of teachers' classroom teaching quality, which were "whether the courses are professional (OR=1.430)", "curriculum difficulty (OR=1.731)", "curriculum progression (OR=1.620)", "learning time after class (OR=1.141)", "interest before class (OR=1.565)", and "interest after class (OR=2.291)", respectively. Conclusion "courses are professional", "courses are too easy", and "the progression of courses is slow " are favorable factors for high satisfaction degree, while "courses are set up by the departments that the students belong", "learning time used after class is too short", and "interest for study is decreased after class" may be unfavorable factors for high satisfaction degree.