LO-2人正常肝细胞（附STR鉴定报告）、LO-2细胞

产品名称：LO-2人正常肝细胞、LO-2人正常肝细胞、LO-2人正常肝细胞、LO-2人正常肝细胞细胞介绍 L-02细胞建系鉴定于1980年。该细胞是一株正常肝细胞系，具有典型的肝细胞形态学特征，可用于多种实验研究。 细胞特性 1）来源：肝脏 2）形态：上皮细胞样，贴壁生长 3）含量：>1x10 6 个/mL 4）污染：支原体、细菌、酵母和真菌检测为阴性 5）规格：T25瓶或者1mL冻存管包装 运输和保存 可选择干冰运输及发送复苏存活细胞方式 （1）干冰运输，收到后立即转入液氮冻存或直接复苏； （2）存活细胞，收到后应继续生长，传代达到细胞生长状态良好时，再进行冻存。具体操作见细胞培养步骤。 细胞用途 ：仅供科研使用。                         细胞培养步骤 一．培养基及培养冻存条件准备： 1）准备RPMI-1640培养基(RPMI-1640:GIBCO,货号21875-091)；北美胎牛血清，20%；双抗1%。 2）培养条件： 气相：空气，95%；二氧化碳，5%。 温度：37摄氏度，培养箱湿度为70%-80%。 3）冻存液：90%血清，10%DMSO，现用现配。液氮储存。 二．细胞处理： 1）复苏细胞：将含有1mL细胞悬液的冻存管在37℃水浴中迅速摇晃解冻，加入4mL培养基混合均匀。在1000RPM条件下离心4分钟，弃去上清液，补加1-2mL培养基后吹匀。然后将所有细胞悬液加入培养瓶中培养过夜（或将细胞悬液加入10cm皿中，加入约8ml培养基，培养过夜）。第二天换液并检查细胞密度。 2）细胞传代：如果细胞密度达80%-90%，即可进行传代培养。 对于贴壁细胞，传代可参考以下方法： 1.弃去培养上清，用不含钙、镁离子的PBS润洗细胞1-2次。 2.加2ml消化液（0.25%Trypsin-0.53mM EDTA）于培养瓶中，置于37℃培养箱中消化1-2分钟，然后在显微镜下观察细胞消化情况，若细胞大部分变圆并脱落，迅速拿回操作台，轻敲几下培养瓶后加少量培养基终止消化。 3.按6-8ml/瓶补加培养基，轻轻打匀后吸出，在1000RPM条件下离心4分钟，弃去上清液，补加1-2mL培养液后吹匀。 4.将细胞悬液按1：2到1：5的比例分到新的含8ml培养基的新皿中或者瓶中。 3）细胞冻存：待细胞生长状态良好时，可进行细胞冻存。 下面T25瓶为例； 1．细胞冻存时，弃去培养基后，PBS清洗瓶底1-2次后加入1ml胰酶，细胞变圆脱落后，加入2ml完全培养基终止消化，可使用血球计数板计数。 2．1000RPM离心5分钟去掉上清。用血清重悬浮，加DMSO至最终浓度为10%。加入DMSO后迅速混匀，按每1ml的数量分配到冻存管中，注意冻存管做好标识。本公司按每个冻存管细胞数目大于1X10 6 个细胞冻存。 3．将冻存管置于程序降温盒中，放入-80度冰箱，至少2个小时以后转入液氮灌储存。记录冻存管位置以便下次拿取。

Introduction: While improved medical and surgical care for children with pina bifida has improved their survival, some may have lower cognitive, behavioral and educational performance. The paper assesses the effect of spina bifida on cognitive, behavioral, and educational outcomes in 5-11 year olds.

Methods: A cross-sectional study design was used where data were collected from parents/guardians and teachers using Behavior Rating Inventory of Executive Function, second edition (BRIEF2), Strengths and Difficulties Questionnaire (SDQ), and Teacher Academic Attainment Scale (TAAS).

Results: Nineteen parental and 13 teacher responses were received for children with spina bifida, and 8 parental and seven teacher responses for children without Spina Bifida. Overall, the majority of the sample were female. Children in both groups performed at a similar level across subscales of BRIEF2 with the exception of Working Memory. No group differences were found in SDQ scales as assessed by parents; teacher assessment of conduct problems. Hyperactivity/inattention and peer problems were higher for children with spina bifida. Anticipated matched analysis was not possible due to unequal number of participants between the groups. Children with spina bifida performed similarly as peers without spina bifida in all subjects across the curriculum with the exception of English, Mathematics, and History.

Discussion: Based on this small sample, a potential need for evidence-based interventions to assist children with spina bifida in the cognitive area of working memory and also in English, Mathematics and History is postulated. Larger longitudinal studies are required to confirm these findings.