Evaluation of canine training aids containment for homemade explosive and components by headspace analysis and canine testing

While canines are most commonly trained to detect traditional explosives, such as nitroaromatics and smokeless powders, homemade explosives (HMEs), such as fuel–oxidizer mixtures, are arguably a greater threat. As such, it is imperative that canines are sufficiently trained in the detection of such HMEs. The training aid delivery device (TADD) is a primary containment device that has been used to house HMEs and HME components for canine detection training purposes. This research assesses the odor release from HME components, ammonium nitrate (AN), urea nitrate (UN), and potassium chlorate (PC), housed in TADDs. Canine odor recognition tests (ORTs) were used with analytical data to determine the detectability of TADDs containing AN, UN, or PC. Headspace analysis by gas chromatography/mass spectrometry (GC/MS) with solid-phase microextraction (SPME) or online cryotrapping were used to measure ammonia or chlorine, as well as other unwanted odorants, emanating from bulk AN, UN, and PC in TADDs over 28 weeks. The analytical data showed variation in the amount of ammonia and chlorine over time, with ammonia from AN and UN decreasing slowly over time and the abundance of chlorine from PC TADDs dependent on the frequency of exposure to ambient air. Even with these variations in odor abundance, canines previously trained to detect bulk explosive HME components were able to detect all three targets in glass and plastic TADDs for at least 18 months after loading. Detection proficiency ranged from 64% to 100% and was not found to be dependent on either age of material.     

高等职业教育技术应用型人才培养模式探究

本文从我国高等职业教育人才培养模式构建的理论基础和遵循的原则入手,结合我国的实际情况,从培养目标、课程体系、师资队伍、培养途径等方面进行探讨,提出构建我国高等职业教育技术应用型人才培养模式的具体措施。     

数学教学中的素质教育

数学学科的特点 ,决定了数学教学在素质教育中的不可替代的作用。在教学中 ,介绍数学发展史 ,能帮助学生树立正确的人生观、价值观 ;解数学题是做“思维体操” ,能使学生形成良好的思维习惯及一丝不苟的学习作风 ;在教学中教会学生观察、类比、联想、归纳、审美的方法能培养创新精神。     

焦氏头针结合言语训练对脑卒中后失语症患者语言功能的影响

目的 观察焦氏头针结合言语训练对脑卒中后失语症(post-stroke aphasia,PSA)患者语言功能康复的影响.方法 将60例PSA患者随机分为治疗组(焦氏头针联合言语训练)及对照组(神经系统电刺激仪联合言语训练),每组30例,每周治疗6次,共治疗6周.治疗前后分别采用汉语标准失语症检查(China reha-bilitation research center aphasia examination,CRRCAE)量表评定语言功能,采用日常生活交流能力(communi-cation abilities in daily living,CADL)量表评定交流能力,采用简易智力状态检查(mini-mental state examination,MMSE)量表评定认知功能,并通过波士顿诊断性失语症检查法(Boston diagnostic aphasia examination,BDAE)评价临床疗效.结果 与治疗前比较,治疗后两组患者CRRCAE量表各领域评分均明显升高(P<0.05),CADL、MMSE评分也明显升高(P<0.05);治疗组治疗前后MMSE量表评分差值明显大于对照组(P<0.05),CRRCAE量表的听、说、朗读、抄写评分差值显著大于对照组(P<0.05).结论 焦氏头针结合言语训练的治疗方案能够提高PSA患者语言功能、日常生活交流能力以及认知功能,尤其在改善听、说、朗读及抄写方面疗效显著.     

针刺结合康复训练治疗中风偏瘫痉挛状态临床观察

目的 观察针刺结合康复训练对脑卒中后偏瘫肢体痉挛状态的临床疗效。方法 将70例偏瘫肢体痉挛状态患者,随机分为治疗组和对照组,每组35例。两组均进行康复训练治疗,治疗组另加针刺治疗（头针+肢体穴位电针）。每周治疗6 d,休息1 d,每天1次,连续治疗4周为1个疗程,1个疗程后评价治疗效果。结果 治疗１个疗程后,两组患者Brunnstrom运动功能分级较治疗前显著改善（P＜0.05）,且治疗组优于对照组（P＜0.05）;改良Barthel评分指数较治疗前明显提高（P＜0.05）,且治疗组高于对照组（P＜0.05）;改良Ashworth评分较治疗前均明显减少（P＜0.05）,治疗组优于对照组,但差异无统计学意义（P=0.051）。结论 两种治疗方法均可改善脑卒中偏瘫肢体痉挛状态,而针刺结合康复训练在缓解脑卒中患者偏瘫肢体痉挛状态,降低肌张力,改善偏瘫肢体运动功能,提高日常生活能力方面显著优于单纯康复训练治疗。     

通督调任灸法联合任务导向性训练治疗脑卒中上肢偏瘫疗效观察

目的 观察通督调任灸法联合任务导向性训练对脑卒中患者上肢运动功能和生活质量的影响。方法 将60例脑卒中上肢偏瘫患者随机分为研究组和对照组,每组30例。对照组开展任务导向性训练,研究组在对照组治疗基础上加用通督调任灸法,疗程均为4周。采用Fugl-Meyer量表评估上肢模块（Fugl-Meyer assessment-upper extremity,FMA-UE）、Wolf运动功能测试表（Wolf motor function test,WMFT）、改良Barthel指数（modified Barthel index,MBI）评价两组患者治疗前后的上肢运动功能及生活质量,并比较两组临床疗效。结果 两组患者治疗后FMA-UE评分、WMFT评分、MBI均较治疗前显著增加（P＜0.05）,且研究组增加程度显著大于对照组（P＜0.05）;研究组疗效优于对照组（P＜0.05）。结论 通督调任灸法联合任务导向性训练可提高脑卒中患者上肢运动功能和生活质量。     

点刺金津、玉液配合言语训练治疗脑卒中后构音障碍疗效观察

目的 通过运用点刺金津、玉液配合言语训练的方法对脑卒中后构音障碍患者进行治疗,观察该法的临床疗效。方法 按照入组顺序将120例分为治疗组和对照组,每组60例,治疗组采用点刺金津、玉液配合言语训练进行治疗,其中金津穴、玉液穴向舌根方向针刺1～1.2寸,点刺放血,每次每穴放血3~6滴,隔日1次,4周为1个疗程。对照组单纯使用言语训练方法治疗,4周为1个疗程。治疗前后采用Frenchay构音障碍评价量表对两组患者进行疗效评定。结果 两组治疗后Frenchay构音障碍评定量表a项数与治疗前比较,差异均有统计学意义（P<0.05）,两组差值比较,差异有统计学意义（P<0.05）;两组临床疗效分布比较,差异有统计学意义（P<0.05）。结论 点刺金津、玉液配合言语训练对脑卒中后构音障碍的改善优于单纯言语训练。     

基于SIRT1/PGC-1α通路探讨电针联合丰富康复训练对脑缺血大鼠氧化应激的影响

目的探讨电针联合丰富康复训练对脑缺血大鼠急性期神经损伤的保护机制。方法随机选取15只SD大鼠为假手术组,另将模型复制成功的大脑中动脉闭塞(middle cerebral artery occlusion,MCAO)模型大鼠60只随机分为模型组、电针组、丰富康复训练组(康复组)和电针联合丰富康复训练组(联合组),每组15只。假手术组和模型组不进行干预,电针组和联合组于“百会”“大椎”进行电针治疗;康复组和联合组予以丰富环境与康复训练,每次30 min,每日1次,连续治疗3 d。观察大鼠缺血侧皮质区脑血流量、组织形态学、阳性细胞率的动态变化,检测缺血侧皮质中丙二醛(malonic dialdehyde,MDA)、超氧化物歧化酶(superoxide dismutase,SOD)含量;RT-PCR检测沉默信息调节因子1(silent information regulator 1,SIRT1)、过氧化物酶体增殖物激活受体γ共激活因子1α(peroxisome proliferator-activated receptorγcoactivator-1α,PGC-1α)、B淋巴细胞瘤-2(B-cell lymphoma-2,Bcl-2)、半胱氨酸蛋白酶-3(cysteinyl aspartate specific proteinase-3,Caspase-3)及半胱氨酸蛋白酶-9(cysteinyl aspartate specific proteinase-9,Caspase-9)mRNA的表达水平。结果分组因素对缺血侧皮质中MDA、SOD水平和SIRT1、PGC-1α、Caspase-3、Caspase-9、Bcl-2 mRNA表达水平的主效应均有统计学意义(P<0.05)。与假手术组比较,模型组大鼠脑血流量,SOD水平,SIRT1、PGC-1α、Bcl-2 mRNA表达水平均显著降低(P<0.05),阳性细胞率,MDA水平,Caspase-3、Caspase-9 mRNA表达水平均显著升高(P<0.05);与模型组比较,各治疗组SOD水平,SIRT1、PGC-1α、Bcl-2 mRNA表达水平显著上升(P<0.05),MDA水平和Caspase-3、Caspase-9 mRNA表达水平显著降低(P<0.05);联合组与电针组、康复组比较,上述各指标表达水平均有统计学意义(P<0.05);电针联合丰富康复训练对缺血侧皮质MDA、SOD水平和SIRT1、PGC-1αmRNA表达水平的影响具有交互作用(P<0.05),对Caspase-3、Caspase-9、Bcl-2 mRNA表达水平的影响无交互作用(P>0.05)。结论电针联合丰富康复训练可通过调控SIRT1/PGC-1α通路,提高抗氧化能力,改善神经细胞损伤,发挥神经保护作用。     

危机谈判的训练设计与方法选择

危机谈判训练是一种以谈判沟通技巧为基础技能,针对不同案件类型展开的警务技能训练,也是一种基于危机现场警务运作模式展开的工作机制训练,因此,危机谈判训练方法也分为技能训练方法和工作机制的训练方法,其中后者可以类推到以工作机制为训练目标的警务指挥、应急指挥训练中。     

Can training improve eyewitness identification? The effect of internal feature focus on memory for faces

Evidence suggests that individuals rely on external features such as hair and face shape when processing and recognising unfamiliar faces. This is problematic in a forensic setting because hairstyle can be changed easily. In two studies we examined whether training individuals to focus more on the stable, internal features of the face (e.g. eyes, nose and mouth) and hence less on the changeable external features would improve identification accuracy. In Study 1, participants were instructed to focus on: (1) internal features, (2) external features, or (3) both internal and external features. Participants’ eye movements were monitored while they studied target faces, which they later tried to identify from an array that included the target with a changed appearance. In Study 2, participants were instructed to focus on: (1) internal features, (2) external features, or (3) given no instructions. Participants were required to identify target faces from line-ups, where they were presented either unchanged or with an altered hairstyle. Results suggested that training individuals to attend to internal features of unfamiliar faces may improve identification accuracy in the common situation where external features have changed between presentation and identification. However, internal feature focus may decrease identification accuracy when external features are unchanged.