Contamination and Health Risk Assessment of Multiple Mycotoxins in Edible and Medicinal Plants.

Edible and medicinal plants (EMPs) are widely used but are easily infected by harmful fungi which produce mycotoxins. Herein, 127 samples from 11 provinces were collected to investigate 15 mycotoxins based on geographic, demographic, processing, and risk characteristics. A total of 13 mycotoxins were detected, and aflatoxin B1 (0.56~97.00 µg/kg), deoxynivalenol (9.41~1570.35 µg/kg), fumonisin B1 (8.25~1875.77 µg/kg), fumonisin B2 (2.74~543.01 µg/kg), ochratoxin A (0.62~19.30 µg/kg), and zearalenone (1.64~2376.58 µg/kg) occurred more frequently. Mycotoxin levels and species were significantly different by region, types of EMPs, and method of processing. The margin of exposure (MOE) values was well below the safe MOE (10,000). AFB1 exposure from Coix seed and malt consumption in China was of high health concern. The hazard Index (HI) method showed the range of 113.15~130.73% for malt, indicating a public health concern. In conclusion, EMPs should be concerned because of the cumulative effects of co-occurred mycotoxins, and safety management strategies should be developed in follow-up studies.

Understanding Individual Differences in Metacognitive Strategy Use, Task Demand, and Performance in Integrated L2 Speaking Assessment Tasks.

This study investigated the concept of individual differences (IDs) in the use of metacognitive strategies (planning, problem-solving, monitoring, and evaluating) and its relationship with task demand and learner performance within Kormos' Bilingual Speech Production Model from the lens of Chinese English-as-foreign-language (EFL) learners in the context of integrated L2 speaking assessment. To measure metacognitive strategies, we administered an inventory on 134 Chinese EFL learners after they completed four integrated L2 speaking assessment tasks. Descriptive analysis and multiple linear regression were adopted for data analysis, and results show that: (a) IDs displayed variance in Chinese EFL learners' metacognitive strategy use; (b) among the four metacognitive strategies under investigation, problem-solving was reported to be used the most frequently in sharp contrast to monitoring, which had the lowest frequency; (c) metacognitive strategies worked interactively, responding to task demands involved in the four integrated L2 speaking assessment tasks; and (d) Chinese EFL learners' use of metacognitive strategies, in individual and interactive working modes, had no relationship with their speaking performance. These results are expected to present some insights into the role of IDs in metacognitive strategy use during L2 speech production under assessment conditions, which will add robust evidence to the existing literature on L2 speaking, in particular on metacognitive strategy use in L2 speaking assessment. In the meantime, the findings will provide some empirical validation support for Kormos' model, which will further provide some implications for L2 speaking instruction and L2 assessment.