The interrelationships among fatness measures, plasma triglycerides and high density lipoproteins (HDL) were examined in 131
normal adult subjects: 38 men aged 27–46, 40 men aged 47–66, 29 women aged 27–46 and 24 women aged 47–66. None of the women
were taking estrogens or oral contraceptive medication. The HDL concentration was subdivided into HDL2b, HDL2a and HDL3 by a computerized fitting of the total schlieren pattern to reference schlieren patterns. Anthropometric measures employed
included skinfolds at 3 sites, 2 weight/height indices and 2 girth measurements. A high correlation was found among the various
fatness measures. These measures were negatively correlated with total HDL, reflecting the negative correlation between fatness
measures and HDL2 (as the sum of HDL2a and2b). Fatness measures showed no relationship to HDL3. There was also an inverse correlation between triglyceride concentration and HDL2. No particular fatness measure was better than any other for demonstrating the inverse correlation with HDL but multiple
correlations using all of the measures of obesity improved the correlations. Partial correlations controlling for fatness
did not reduce any of the significant correlations between triglycerides and HDL2 to insignificance. The weak correlation between fatness and triglycerides was reduced to insignificance when controlled for
HDL2.
Presented (in part) at the Annual Meeting of the Oil Chemists' Society in St. Louis, MO, May 1978. 相似文献
The oxidation behaviour of Ni3Al alloys with and without chromium additions was studied after long-term exposure in an air furnace over a wide temperature range from 560–1300C. The chromium-containing alloy exhibited a better oxidation resistance below 1150C. Above this temperature the penetration depth of oxides into and along the grain boundaries in the chromium-containing alloy became larger than that in the alloy without chromium. Also the penetration depth increased drastically at 1150C for both alloys. Through energy dispersive X-ray spectroscopy, X-ray diffraction and X-ray photoelectron spectroscopy analyses, the compositions and structures of the oxide scales for both alloys were also identified. 相似文献
3D movies/videos have become increasingly popular in the market; however, they are usually produced by professionals. This paper presents a new technique for the automatic conversion of 2D to 3D video based on RGB-D sensors, which can be easily conducted by ordinary users. To generate a 3D image, one approach is to combine the original 2D color image and its corresponding depth map together to perform depth image-based rendering (DIBR). An RGB-D sensor is one of the inexpensive ways to capture an image and its corresponding depth map. The quality of the depth map and the DIBR algorithm are crucial to this process. Our approach is twofold. First, the depth maps captured directly by RGB-D sensors are generally of poor quality because there are many regions missing depth information, especially near the edges of objects. This paper proposes a new RGB-D sensor based depth map inpainting method that divides the regions with missing depths into interior holes and border holes. Different schemes are used to inpaint the different types of holes. Second, an improved hole filling approach for DIBR is proposed to synthesize the 3D images by using the corresponding color images and the inpainted depth maps. Extensive experiments were conducted on different evaluation datasets. The results show the effectiveness of our method.
Over the last few years, there has been a growing interest in augmented reality (AR) technology for education. However, current AR education applications are often used as a new type of knowledge display platform, and they cannot fully participate in educational activities to improve educational results. To enable AR technology to participate in educational activities more effectively, according to learning-by-doing theory, we explore the form of a future experimental course and propose a new AR-based multimedia environment for experimental education. The framework of the multimedia environment consists of three components: the AR experiment authoring tool, the AR experiment application, and the management application. In this AR-based multimedia environment, teachers can independently create AR experiments using the what you see is what you get (WYSIWYG) editing method. Students can manipulate the AR-based experimental object to complete the experiment in class. Moreover, teachers can observe students’ experimental behaviour, obtain evaluations in real time, and even guide students remotely. We also present an application case of a chemistry experiment and obtain results of the usability test, demonstrating improvements in AR technology participation in educational activities.
