ABSTRACT
Quercus mongolica Fisch. ex Ledeb is the main species of coniferous and broadleaved mixed forests in northeast and north China, which has high ornamental, economic, and ecological value. The appropriate reference genes must be selected for quantitative real-time PCR to reveal the molecular mechanisms of stress responses and their contribution to breeding of Q. mongolica. In the present study, we chose 11 candidate reference genes (TUA, CYP18, HIS4, RPS13, ACT97, TUB1, UBQ10, UBC5, SAND, PP2A, and SAMDC) and used four programs (GeNorm, NormFinder, BestKeeper, and RefFinder) to assess the expression stability of the above genes in roots, stems, and leaves under five abiotic stress factors (cold, salt, drought, weak light, and heavy metal). The findings revealed that under various experimental environments, the most stable genes were different; CYP18, ACT97, and RPS13 ranked the highest under most experimental environments. Moreover, two genes induced by stress, CMO and P5CS2, were chosen to demonstrate the reliability of the selected reference genes in various tissues under various stress conditions. Our research provides a significant basis for subsequent gene function studies of Q. mongolica.
Subject(s)
Quercus , Gene Expression Regulation, Plant , Genes, Plant , Plant Breeding , Quercus/genetics , Real-Time Polymerase Chain Reaction , Reproducibility of Results , Stress, Physiological/geneticsABSTRACT
The recent COVID-19 pandemic has presented challenges to post-secondary education, including that campuses have been closed, removing face-to-face instruction options. Meanwhile, this crisis has also presented unique opportunities to create a "tipping point" or conditions that foster innovative teaching practices. In light of such a "danger-opportunity," the feasibility of introducing microlearning (ML), a technology-mediated teaching and learning (T&L) strategy, has recently been revisited by some institutions. ML offers learning opportunities through small bursts of training materials that learners can comprehend in a short time, according to their preferred schedule and location. Initially considered as "add-on" complementary online learning resources to provide learners with an active and more engaging learning experience through flexible learning modes, the possibility of an institution-wide implementation of ML has been further explored during the COVID-19 lockdown. This paper presents an exploratory case study examining two post-secondary education institutions' ML introductions. Using the SAMR model as the lens, their approaches to adopting ML are examined through analysis of quantitative questionnaires and qualitative teacher reflections. Overall, ML appears to be a promising direction that may not only be able to help institutions survive, but possibly offer an enhanced teaching and learning experience, post-pandemic. However, its current implementations face many challenges, both practical and pedagogical, and their impacts have yet to achieve transformation. With the insights gained, some possible strategies for moving the adoption of ML to the next level are offered.
ABSTRACT
Flipped classroom teaching has become a significant trend in education in recent years, but there remain significant challenges in persuading some teachers to adopt this novel method. Through the lens of Ertmer's first- and second-order barriers to change, this paper presents a study began with the need to understand barriers to the adoption of flipped classroom in Hong Kong public secondary schools. Data collected from a questionnaire with open-ended opinion polls for secondary teachers in Hong Kong and their accompanying comments and feedback revealed that both first-order and second-order barriers were hindering their adoption of flipped classrooms into their teaching practices. While the first-order barriers are being resolved with school and government initiatives, a programme of professional development for teachers, as one of the most tangible approaches to capacity building, was provided throughout 2014-2015 school-year as a strategic intervention. Based on the feedback received, some attributes of effective teachers' capacity building are discussed, and a set of recommendations for catalysing teachers embracement of flipped classroom are given.
ABSTRACT
OBJECTIVE: To study clinical effects of fibular osteotomy for the treatment of knee osteoarthritis. METHODS: From January 2015, 12 patients (15 knees) with knee osteoarthritis were treated with fibular osteotomy. The main symptom was interval inside pain. All the patients were female with an average age of 61.3 years old. Early postoperative ambulation of joints was carried out after surgery, and the corresponding radiographic assessment before and after operations were performed with record. Finally, the following indicators were analyzed:VAS, KSS, HSS, respectively before, 2 days and 2 months after the operation. RESULTS: The average hospitalization time was (6.0±2.4) days, and the time of unilateral operation was (33.3±8.4) minutes without significant bleeding. There were no obvious complications such as wound infection, delayed healing and nerve damage. All the patients could walk around 1 day after operations with a chief complaint of the obvious reduction or disappear of the interval medial knee pain. The VAS score, HSS score and KSS clinical score were significantly improved 2 days after surgery compared to the scores before operation. These above scores and functional score were significantly improved 2 months after operation compared to the scores before operation. X ray films of the weight bearing knees were taken 2 days after surgery, showing increased height of medial joint space to some extent compared to that before operation. CONCLUSIONS: A fibular osteotomy has been proved to significantly reduce the postoperative pain and facilitate the good recovery of joint function with the advantages of simple surgical procedures and slighttrauma. Therefore, it is an effective method for the treatment of knee osteoarthritis with varus deformity.
