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Additional file 2: Cell-bead co-incubation duration is not critical in the T-cell selection process. The cell-bead co-incubation time, ranging from 30 minutes to 60 minutes, during T cell selection did not affect T cell activation, CAR-T proliferation, and CAR transduction efficiency. (a) CD25 expression percentage in CD3+ cells, (b) CD69 expression percentage in CD3+ cells, and (c) live cell diameter before CD3+ T cell selection and after 48-hour T cell activation. In (a), (b), and (c), an unpaired t-test was used, and a two-tailed P value was calculated between 30 minutes and 45 minutes, 30 minutes and 60 minutes, and 45 minutes and 60 minutes; ns, P>0.3000. (d) Changes in CD25 expression percentage in CD3+ cells, (e) CD69 expression percentage in CD3+ cells, and (f) live cell diameter in the CAR-T manufacturing process. (g) Expansion fold of CAR-T cells after retroviral transduction. (h) CAR expression percentage in CD3+ cells at days 6 and 9 after retroviral transduction.

Additional file 1: Cell density in cell-bead co-incubation is not critical in the T cell selection process. Description: During the cell-bead co-incubation step, cell density (ranging from 4*106 to 10*106 cells/mL) did not affect T cell activation, CAR-T proliferation, and CAR transduction efficiency. (a) CD25 expression percentage in CD3+ cells, (b) CD69 expression percentage in CD3+ cells, and (c) live cell diameter before CD3+ T cell selection and after 48-hour T cell activation. In (a), (b), and (c), an unpaired t-test was used, and two-tailed P value was calculated between 4*106 cells/mL and 7*106 cells/mL, 4*106 cells/mL and 10*106 cells/mL, and 7*106 cells/mL and 10*106 cells/mL; ns, P>0.3000. (d) Changes of CD25 expression percentage in CD3+ cells, (e) CD69 expression percentage in CD3+ cells, and (f) live cell diameter in the CAR-T manufacturing process. (g) Expansion fold of CAR-T cells after retroviral transduction. (h) CAR expression percentage in CD3+ cells at days 6 and 9 after retroviral transduction.

This chapter deals with the outline of historical development of Chinese education from the mid-19th century to the year 2000 in its introduction. Referring to Confucian influences upon schooling in pre-modern China, it describes what kinds of interactions with foreign cultures and education have taken place. This historical reflection is followed by descriptive and explanatory discussions on the recent development of education in the era after the mid-20th century. The second part of this chapter is a chronological table of educational development from 1850 to 2000, which provides significant background on educational ideas, practices, conflicts, and dilemmas in pre-modern and modern China. After the chronological table, there are 111 texts written by respective authors on selected Chinese modern educators, some of whom are conservative, while others are radical not only in the educational sphere but in political dimensions. Of the 111 compiled in this chapter, only 4 are female. There could be many more female educators who devoted their careers to girls’ education and the liberation of women. A large number have been excluded but deserve to be invited. Nonetheless, these texts are a contribution to the continuing challenge of developing biographical studies that will support not only educational but social scientific research into modern Asia.