Objective:To study the effects of IL 6、IL 1? and TNF? on the expression of c fos and c jun,which may provide the foundation for a further study in clinic.Methods:Used the a model of primary culture of human fetal cerebral neurons in serum free medium,by DNA RNA dot blot hybrdization.Results:The expression of c fos and c jun was increased between 15 min to 30 min after stimulation,reached a maximum at 1 h and declined over the subsequent 1 h.Conclusion:IL 6、IL 1? and TNF ? have induce the expression of c fos and c jun during development of human fetal cerebral neurons in vitro at the level of transcription.

Objective:To study the effects of Il 6?IL 1??TNF? on the growth and development of cultured human fetal cerebral neurons.Methods:Established the model of primary culture of human fetal cerbral neurons in SFFD,by morphological observation and MTT assay.Results:IL 6 and IL 1? both promote the survival of neurons and IL 6 also promote the outgrowth of neuritis and differentiation of neurons in culture.TNF ? continuously inhibit the survival of neurons.Conclusion:IL 6?IL 1??TNF? can effect the development of cultured neurons.IL 6 and IL 1? both may effect as neurotrophic factor in the survival?growth and development by indirect mechanism.TNF? directly show neurotoxin effect in culture.

Objective:To establish the nutrition literacy core items for preschool children in China.Methods:The framework system and preliminary items of nutrition literacy were established through literature review and experts consultation. E-Delphi method was used to determine the nutrition literacy items. Nine experts in the field of nutrition, child and adolescent health, health education were invited to score the importance of each nutrition literacy item via Email. The judgment basis and familiarity of experts towards the items, active coefficient, authority coefficient and harmony coefficient were evaluated and analyzed to generate the final list of nutrition literacy items.Results:In the first round of E-Delphi consultation, the active coefficient and authority coefficient were 88.9%(8/9) and(0.88±0.07).The harmony coefficient was 0.350 (χ 2=36.432, P=0.001). In the second round, the active coefficient and authority coefficient were 100% (9/9) and (0.89±0.11).The harmony coefficient was 0.347 (χ 2=34.330, P<0.001). After qualitative and quantitative analyses, we identified the final list of nutrition literacy items consisting of two scales (basic knowledge, lifestyles and dietary behaviors), six subscales (food knowledge, food characteristic, food choice, dietary behavior, dietary safety, and physical activity)with 14 items in total. Conclusion:The framework system and core items of nutrition literacy are established for Chinese preschool children, which could provide a reference basis for the implementation of nutrition education project and the establishment of standardized evaluation tools.

Objective:To establish the nutrition literacy core items for preschool children in China.Methods:The framework system and preliminary items of nutrition literacy were established through literature review and experts consultation. E-Delphi method was used to determine the nutrition literacy items. Nine experts in the field of nutrition, child and adolescent health, health education were invited to score the importance of each nutrition literacy item via Email. The judgment basis and familiarity of experts towards the items, active coefficient, authority coefficient and harmony coefficient were evaluated and analyzed to generate the final list of nutrition literacy items.Results:In the first round of E-Delphi consultation, the active coefficient and authority coefficient were 88.9%(8/9) and(0.88±0.07).The harmony coefficient was 0.350 (χ 2=36.432, P=0.001). In the second round, the active coefficient and authority coefficient were 100% (9/9) and (0.89±0.11).The harmony coefficient was 0.347 (χ 2=34.330, P<0.001). After qualitative and quantitative analyses, we identified the final list of nutrition literacy items consisting of two scales (basic knowledge, lifestyles and dietary behaviors), six subscales (food knowledge, food characteristic, food choice, dietary behavior, dietary safety, and physical activity)with 14 items in total. Conclusion:The framework system and core items of nutrition literacy are established for Chinese preschool children, which could provide a reference basis for the implementation of nutrition education project and the establishment of standardized evaluation tools.