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An interlaboratory comparison study was conducted by the Vitamin D Standardization Program (VDSP) to assess the performance of liquid chromatography – tandem mass spectrometry (LC-MS/MS) assays used for the determination of serum total 25-hydroxyvitamin D (25(OH)D), which is the sum of 25-hydroxyvitamin D2 (25(OH)D2) and 25-hydroxyvitamin D3 (25(OH)D3). A set of 50 single-donor samples was assigned target values for concentrations of 25(OH)D2, 25(OH)D3, 3-epi-25-hydroxyvitamin D3 (3-epi-25(OH)D3), and 24R,25-dihydroxyvitamin D3 (24R,25(OH)2D3) using isotope dilution liquid chromatography – tandem mass spectrometry (ID LC-MS/MS). VDSP Intercomparison Study 2 Part 1 includes results from 14 laboratories using 14 custom LC-MS/MS assays. Assay performance was evaluated using mean % bias compared to the assigned target values and using linear regression analysis of the test assay mean results and the target values. Only 53% of the LC-MS/MS assays met the VDSP criterion of mean % bias ≤ |±5%|. For the LC-MS/MS assays not meeting the ≤ |±5%| criterion, four assays had mean % bias of between 12 and 21%. Based on multivariable regression analysis using the concentrations of the four individual vitamin D metabolites in the 50 single-donor samples, the performance of several LC-MS/MS assays was found to be influenced by the presence of 3-epi-25(OH)D3. The results of this interlaboratory study represent the most comprehensive comparison of LC-MS/MS assay performance for serum total 25(OH)D and document the significant impact of the lack of separation of 3-epi-25(OH)D3 and 25(OH)D3 on assay performance, particularly with regard to mean % bias.

ABSTRACT A quasi-experimental design is based on the ARCS Theory (Attention, Relevance, Confidence, and Satisfaction) to investigate the effectiveness of game-based learning strategy in 3-dimension virtual reality scenario. The students are randomly assigned into two groups for quasi-experimental design. In game-based learning, the curriculum content is mapped into the game to provide a scenario learning environment. After implementation of quasi-experimental design, the pre-test and post-test results shown that 3D game-based learning system with software engineering curriculum could achieve a better learning achievement and motivation than using traditional instruction. The statistical test displayed that learning motivations of students have significant impact on learning achievement, and learning achievements of students with game-based learning are better than those who use traditional face-to-face teaching. After re-checked the questionnaire, this paper finds that game-based learning challenging and attractiveness can lead to learners' curiosity and immersion in learning activity. And the results show that 80% students are satisfaction, and 83% students are confidence for the course learning after use the game-based learning system. Lastly, the research results could provide to related educators as references

Interest in bringing p- and n-type monolayer semiconducting transition metal dichalcogenides (TMD) into contact to form rectifying pn diode has thrived since it is crucial to control the electrical properties in two-dimensional (2D) electronic and optoelectronic devices. Usually this involves vertically stacking different TMDs with pn heterojunction or, laterally manipulating carrier density by gate biasing. Here, by utilizing a locally reversed ferroelectric polarization, we laterally manipulate the carrier density and created a WSe 2 pn homojunction on the supporting ferroelectric BiFeO 3 substrate. This non-volatile WSe 2 pn homojunction is demonstrated with optical and scanning probe methods and scanning photoelectron micro-spectroscopy. A homo-interface is a direct manifestation of our WSe 2 pn diode, which can be quantitatively understood as a clear rectifying behavior. The non-volatile confinement of carriers and associated gate-free pn homojunction can be an addition to the 2D electron–photon toolbox and pave the way to develop laterally 2D electronics and photonics. Bringing together p- and n-type monolayers of semiconducting transition metal dichalcogenides results in the formation of atomically thin pn junctions. Here, the authors laterally manipulate carrier density to create a WSe 2 pn homojunction on a supporting ferroelectric BiFeO 3 substrate.

The purpose of this study was to examine the effects of 8-week core training on core endurance and running economy in college athletes. Twenty-one male college athletes were randomly divided into 2 groups: a control group (CON) (n = 10) and a core training group (CT) (n = 11). Both groups maintained their regular training, whereas CT attended 3 extra core training sessions per week for 8 weeks. The participants were assessed before and after the training program using sensory organization test (SOT), sport-specific endurance plank test (SEPT) and 4-stage treadmill incremental running test (TIRT). Compared with the pre-test, significant improvements were observed in post-test SOT (78.8 ± 4.8 vs. 85.3 ± 4.8, p = 0.012) and SEPT (193.5 ± 71.9 s vs. 241.5 ± 98.9 s, p = 0.001) performances only in CT. In the TIRT, the post-test heart rate values were lower than the pre-test values in CT in the first 3 stages. In stage 4, the post-test oxygen consumption (VO2) was lower than that in pre-test in CT (VO2: 52.4 ± 3.5 vs. 50.0 ± 2.9 ml/kg/min, p = 0.019). These results reveal that 8-week core training may improve static balance, core endurance, and running economy in college athletes.