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Matcha was prepared from 36 tea cultivars grown in the same tea garden according to the shading requirements for fresh leaves to be used for the production of matcha and its 11 quality indexes such as sensory quality, major physicochemical properties and chroma values were analyzed. In order to select tea cultivars suitable for the manufacturing of matcha, a comprehensive evaluation model of matcha quality was established by cluster analysis (CA), principal component analysis (PCA) and multiple linear regression analysis. The CA results showed that the 36 cultivars could be divided into three groups. Matcha from group I had the best quality with green color, fresh and mellow taste, and low phenol/ammonia ratio. Matcha from group II had high phenol/ammonia ratio and strong astringent taste. Matcha from Group III, consisting of etiolated and albino cultivars, had poor color and aroma quality. The PCA results showed that the cumulative contribution rate of the first five principal components was 88.152%. Comprehensive evaluation of matcha using the evaluation function constructed based on the first five principal components showed that the top 10 cultivars were Zhongcha 102, Taicha 12, Zhongcha 108, Fuding Dahao, Meizhan, Fuding Dabai, Fuyun 6, Zi Mudan, Maolv and Yingshuang. The model describing the relationship between sensory quality and physicochemical properties established by multiple linear regression analysis was as follows: y = 3.167|a*| + 46.850 (R2 = 0.710, P < 0.001). The scores of matcha cultivars evaluated by this model were highly consistent with the comprehensive evaluation results based on principal components, indicating that the a* value of dried tea could be used as a representative index to evaluate the quality of matcha. The results of this study can provide a reference for evaluating the suitability of tea cultivars for matcha manufacturing.

Functional movement disorder (FMD) is a common subtype of functional neurological disorder (FND). Currently, multi⁃disciplinary team (MDT) is recommended for FMD. In addition to drug and psychological treatment, rehabilitation treatment is also of great value. Rehabilitation treatment improve the motor control function of patients through the comprehensive application of physical therapy, non ⁃ invasive nerve stimulation therapy and occupational therapy, enhance the activities of daily living (ADL). This article reviews the progress of rehabilitation treatment for FMD, so as to provide theoretical basis for accurate rehabilitation treatment for FMD.

In this study, the starch components, digestible sugar contents (glucose content produced by starch digestion) and expected glycemic index (eGI) values of 65 glutinous rice varieties were analyzed by an in vitro enzyme digestion method. The results showed that starch composition varied greatly among the 65 varieties, with total starch contents ranging from 70.63% to 76.72%, resistant starch contents ranging from 0.17% to 3.79%, rapidly digestible starch contents ranging from 40.51% to 52.37%, and slowly digestible starch contents ranging from 19.92% to 32.47%. Glucose was released quickly from digested glutinous rice starch and the release process lasted for a long time. The amount of sugar released increased sharply within 30 min after meals and then decreased continuously, and the glucose content was minimum during 60–90 min and increased slightly during 90–180 min. eGI values ranged from 67.1 to 79.1, and 80% of the varieties had eGI values above 70, belonging to high sugar varieties. The eGI value of Bananuo 18 was the highest, and that of Dehui 2290 was the lowest. Starch content was correlated with the amount of released glucose and eGI. Rapidly digestible starch contributed to the rapid increase of blood glucose in the early stage, and slowly digestible starch and resistant starch were beneficial to the slow increase of blood glucose. The results can provide data reference for people who need to control their blood glucose levels and pay attention to the quality of glutinous rice.

Study objectiveTo determine the effect of dexmedetomidine on acute kidney injury (AKI) following endovascular aortic repair (EVAR) for Stanford type B aortic dissection (TBAD).DesignRandomized, double-blind, placebo-controlled, pilot study.SettingUniversity Hospital.Patients102 TBAD patients undergoing EVAR procedures were enrolled. Patients with dissection involving aortic arch or renal artery were excluded.InterventionsPatients were randomly assigned, in a 1:1 ratio, to a dexmedetomidine group (intravenous dexmedetomidine 0.4 μg/kg/h immediately after anesthesia induction and 0.1 μg/kg/h after extubation, which was maintained until 24 h) or a normal saline control group.MeasurementsThe primary outcome was the incidence of AKI within the first two days after surgery, based on the Acute Kidney Injury Network (AKIN) criteria. The secondary outcomes included serum cystatin C and estimated glomerular filtration rate on postoperative days 1, 2, and 7, and in-hospital need for renal replacement therapy (RRT). Long-term outcomes included RRT and all-cause mortality.Main resultsNinety-eight patients completed the study (dexmedetomidine, n = 48; control, n = 50). AKIN stage 1 AKI occurred in 3/48 (6.3%) patients receiving dexmedetomidine, compared with 11/50 (22%) patients receiving normal saline (odds ratio = 0.24, 95% CI: 0.07 to 0.89, P = 0.041). This difference remained significant after adjusting for baseline covariates (adjusted odds ratio = 0.21, 95% CI: 0.05 to 0.84; P = 0.028). Dexmedetomidine led to a lower serum cystatin C on postoperative day 1 (median [IQR] mg/L: 1.31 [1.02-1.72] vs. 1.58 [1.28-1.96]). There were no between-group differences in other secondary or long-term outcomes. During the follow-up (median = 28.4 months), 1 patient in the dexmedetomidine group and 3 patients in the control group required RRT.ConclusionsDexmedetomidine reduced the incidence of AKI in TBAD patients after EVAR procedures. The long-term benefits of dexmedetomidine in this patient population warrant further investigation.Trial registrationChiCTR-IPR-15006372.

Through play and physical activities (PAs), children have many opportunities to develop gross motor skills that require the use of large muscles for movement and control. Young children use gross motor skills as they engage in daily tasks such as sitting upright, maintaining control and balance while seated, walking down the hallway, moving forward and backward using a variety of locomotion strategies (i.e., tiptoe, gallop, and march), and manipulating objects (i.e., playing with balls, and carrying books and backpacks). The National Association for Sport and Physical Education (NASPE; 2002, 2010) recommends that preschoolers engage in at least 120 min of structured and unstructured PAs each day, recognizing that motor development occurs when children are provided with multiple opportunities for PA. Given the impact of motor skills on other areas of development, and the need to ensure that young children engage in high levels of PA, it is critical that teachers consider ways to intentionally embed opportunities to engage in and practice motor skills into the preschool day for all young children and particularly for those who may be experiencing delays. The purpose of this article is to provide early education practitioners with strategies for creating more opportunities for children to engage in gross motor activities within their already busy preschool day. Strategies for creating brief gross motor opportunities by inserting physical activity breaks throughout the day and enhancing the gross motor opportunities inherent in regularly occurring transitions are described. [For the corresponding grantee submission, see ED595406.]

Children develop many school readiness skills such as motor and cognitive skills during the preschool years. The development of these skills requires repeated opportunities to practice. Many preschool teachers may not be aware that motor development provides a foundation for cognitive development, and they may be unsure how they can support motor and cognitive development simultaneously for children in inclusive classes. The purpose of this article is to highlight motor and cognitive skills that develop during the preschool years, followed by ideas on how to merge Fundamental Motor Skills (FMS) and Basic Relational Concepts during large and small groups activities. Readers will learn new ways to implement lessons in their classroom that facilitate motor and cognitive development so that children can gain basic conceptual knowledge while also gaining important motor skills.