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Evaluating the Efficacy of Multi-Focus Images in Digital Cytopathology
Full text linkdepartmental bulletin pape
ヒト血清アルブミンおよびα₁-酸性糖蛋白質の共存下における両蛋白結合サイトに対する長鎖脂肪酸と中鎖脂肪酸の影響
Full text linkThe effects of long-chain fatty acids (LFAs) and medium-chain fatty acids (MFAs) on warfarin (HSA site
I and AGP site) and diazepam (HSA site II and AGP site) binding in the presence of human serum
albumin (HSA) and α₁ -acid glycoprotein (AGP) were investigated.
Free warfarin and diazepam concentrations were determined by UHPLC using ultrafiltration.
The warfarin- free fraction slightly increased at [LFAs]/([HSA] or [AGP]) = 1 compared to [LFAs]/([HSA]
or [AGP]) = 0 (control), but decreased at [LFAs]/([HSA] or [AGP]) = 2 and 3. The diazepam-free fraction
gradually increased at [LFAs]/([HSA] or [AGP]) = 1, 2, and 3 compared with the control. In contrast, the
warfarin-free fractions at [MFAs]/([HSA] or [AGP]) = 1, 2, and 3 were slightly higher than those at
[MFAs]/([HSA] or [AGP]) = 0 (controls). The diazepam-free fraction at [MFAs]/([HSA] or [AGP]) = 1 was
markedly higher than that of the control.
The changes in the free fractions of warfarin and diazepam are likely to have been caused by
cooperative effects of LFAs on HSA, or by competitive or allosteric inhibition of LFAs and MFAs effects
on HSA and AGP .departmental bulletin pape
The Relationship between State Anxiety Scale and Physiological Stress Markers before Dental Procedures: A Cross-Sectional Analytical Study of Blood Pressure, Pulse Rate, Oxygen Saturation, and Salivary Amylase Activity
Full text link九州医療科学大学博士（医療薬学）【審査結果の要旨】doctoral thesi
「体育が好き」な児童を増やす授業
Full text link本研究は、小学生の「体育の好き嫌い」に影響を与える要因を明らかにするため、O県内の小学4〜6年生
197名を対象にアンケート調査を実施した。アンケートは、フェイスシートと体育スポーツに関する項目、
内容ごとに「体育授業での様子」「運動やスポーツの楽しさ」「自身の生活と性格」にまとめられた計58項目
で構成された。分析の結果、「体育授業での様子」から4つ、「運動やスポーツの楽しさ」から3つ、「自身
の生活や性格」から7つの因子が抽出された。さらに、「体育授業の好き嫌い」による因子得点の差異を調
べたところ、「運動有能感」や「肯定的な感情」など複数の因子において有意な差が見られた。departmental bulletin pape
対面，ビデオ，電話によるカウンセリングの印象 ――質問紙調査法を用いた比較――
Full text linkThis study aimed to compare impressions of face-to-face, video, and telephone counseling using a
questionnaire method. The participants included 106 undergraduate students aged 18-24 years. The
study employed a questionnaire (Kishi et al., 2007) comprising three factors:“ behavior of acceptance” (7
items), “positive cognition” (6 items), and “communication” (4 items)) . Participants rated their
impressions of face-to-face, video, or telephone counseling on a five-point scale. For “behavior of
acceptance”, the difference between face-to-face and telephone counseling was marginally significant
(face-to-face counseling > telephone counseling). For“ positive cognition”, face-to-face counseling scored
significantly higher than telephone counseling, and the difference between video and telephone
counseling was marginally significant (video counseling > telephone counseling). For“ communication”,
no significant differences were observed between face-to-face, video, and telephone counseling.
Additionally no significant differences were observed between face-to-face and video counseling for any
of these factors. These results suggest the following ; 1) the differences between face-to-face, video, and
telephone counseling were smaller compared to Kishi et al.’s(2007) findings, because the present study
assessed impressions solely through a questionnaire, and employed a between-participant design ; 2) no
significant differences were observed between face-to-face and video counseling, consistent with previous
studies’ findings.departmental bulletin pape