Washback of Task-based Communicative Language Test (II)

The essay aims at revealing the washback effect of task-based communicative language test (TBCLT) in a vocational college, with the further purpose to work out some ways to promote positive washback ef...     

Test-Run of the Live Global Classroom

How can we make it possible for instructors and students from different countries and regions to meet"face-to-face"and experience live teaching and learning?The most economic and efficient solution is the"live global classroom".This paper provides an example of the live global classroom approach conducted cooperatively by the American Alliance for International Education and the University of Science and Technology Beijing,which was aimed at educating undergraduate engineering students over the Internet.In this paper,we introduce the background for the live global classroom,the demands of the"Plan for Educating and Training Outstanding Engineers"in China,the operational model,the technical requirements for the project and its current organizational challenges.Internationalized e-learning is expected to lead the trend of remote teaching,not only in language learning but also in engineer educating in China.     

电大向开放大学转型过程中的文化构建

随着社会的发展,电大向开放大学转型成为未来电大发展的必然趋势,本文通过阐述转型期电大文化的本质属性并以电大文化和传统校园文化的区别比较为前提,研究电大的"文化传承——文化构建——文化辐射"这一过程的意义,最后分析转型期电大文化构建面临的困境,旨在为现阶段电大向开放大学转型的文化建构提供参考。     

智慧教育转型与变革

智慧教育不仅是智能技术在教育中的应用,更是智能时代教育的全面转型与变革。文章结合智能时代的三大发展趋势:即人机物三元融合、主动智能服务与人机结合的分布式认知,从基础环境、智能形态、培养模式、教育生态、育人目标五个维度提出了智慧教育转型与变革的关键所在,包括拥有主动智能的教育环境、人机协同的教育智能、大规模个性化的人才培养模式、虚实融合的教育新生态和智能时代的创新人才培养。在此基础上,面向智慧教育转型与变革的实践落地,提出了三点关键建议,包括建立数据无缝流转的生态体系、推进教育公共服务模式创新、高度重视专业性的教育服务,期望为智能时代智慧教育的转型与变革提供一定的参考与应用启示。     

基于nRF24E1的智能家居组网技术研究

给出了以nRF24E1芯片的智能家居无线组网新方法。设计一个主节点节点和多个从节点节点构成的星型结构智能家居网络。介绍了智能家居无线组网系统的总体结构和工作原理,给出了硬件电路和软件设计方案。该组网方案针对智能家居设计,具有成本低,结构简单,可靠性强,功能易扩展,实用性强等优点。     

Gay–straight alliance (GSA) members’ engagement with sex education in Canadian high schools

This paper offers an examination of gay–straight alliance (GSA) members’ engagement with sex education, sexual health, and prejudice and discrimination in Canadian public high schools. It explores how five students’ (four straight and one gay-identifying) participation in GSAs served as a springboard for learning about and challenging stereotypes; prejudice; and discrimination directed at lesbian, gay, bisexual, trans, and queer/questioning (LGBTQ) people. Queer theory provided the theoretical underpinnings of the study, offering a lens through which to examine the heteronormative underpinnings of education, and a means to interpret how homophobic discourses circulate in school and society. Empirical data were obtained via observational notes from visits to nine GSAs and semi-structured interviews with the five GSA members. Findings suggest that straight allies can use their heterosexual privilege to address LGBTQ issues with their peers. Through GSA involvement, participants learned to interrogate and combat stereotypes about LGBTQ people and HIV-related myths, as well as to engage in queer discussion and political action.     

Deregulation of microRNA expression in thyroid tumors简

MicroRNAs (miRNAs or miRs) are endogenous non-coding RNAs that negatively regulate gene expression by binding to the 3′ non-coding regions of target mRNAs, resulting in their cleavage or blocking their translation. miRNAs may have an impact on cell differentiation, proliferation, and survival, and their deregulation can be inclined to diseases and cancers, including thyroid tumors. The purpose of this review is to summarize the existing findings of deregulated miRNAs in different types of thyroid tumors and to exhibit their potential target genes, especially to demonstrate those involved in tumor invasion and metastasis. In addition, new findings of circulating miRNA expression profiles, single nucleotide polymorphism (SNP) in thyroid tumors, and the correlation of somatic mutations with deregulated miRNA expression in thyroid tumors were all included in this review.     

Influence of casein phosphopeptide-amorphous calcium phosphate application,smear layer removal,and storage time on resin-dentin bonding

The aim of this study is to evaluate the influence of Tooth Mousse (TM) application, smear layer removal, and storage time on resin-dentin microtensile bond strength (μTBS). Dentin specimens were divided into two groups: (1) smear layer covered; (2) smear layer removed using 15% EDTA for 90 s. In each group, half the specimens were treated once with TM for 60 min. After bonding procedures using a two-step self-etching adhesive (Clearfil SE Bond (CSE); Kuraray Medical, Tokyo, Japan), an all-in-one adhesive (G-Bond (GB); GC Corp, Tokyo, Japan), and a total-etch adhesive (Adper Single Bond 2 (SB); 3M ESPE, St. Paul, MN, USA), the specimens were stored for 3 d or 6 months in deionized water at 37 °C, and μTBS was tested and analyzed. With the exception of SB (no TM application) and GB, the μTBS was significantly increased for CSE and SB using EDTA pre-conditioning and 3 d of storage (P≤0.001). Bond strength of GB decreased significantly when using EDTA (3 d storage, P<0.05). TM application only increased the μTBS of GB (no EDTA) and SB (with EDTA) after 3 d (P≤0.02). Comparing the adhesives after 3 d of storage, CSE exhibited the greatest μTBS values followed by GB and SB (P≤0.02). The factors of adhesive, EDTA, and TM did not show any significant impact on μTBS when specimens were stored for 6 months (P>0.05). The additional application of TM and EDTA for cavity preparation seems only to have a short-term effect, and no influence on μTBS of dentin bonds after a period of 6 months.     

The polyadenylation code: a unified model for the regulation of mRNA alternative polyadenylation

The majority of eukaryotic genes produce multiple mRNA isoforms with distinct 3′ ends through a process called mRNA alternative polyadenylation (APA). Recent studies have demonstrated that APA is dynamically regulated during development and in response to environmental stimuli. A number of mechanisms have been described for APA regulation. In this review, we attempt to integrate all the known mechanisms into a unified model. This model not only explains most of previous results, but also provides testable predictions that will improve our understanding of the mechanistic details of APA regulation. Finally, we briefly discuss the known and putative functions of APA regulation.     

辅助生殖技术学龄前单双胎子代的认知发展存在差异么?(英文)简

Objective： To explore whether there exist differences in cognitive development between singletons and twins born after in vitro fertilization （IVF） or intracytoplasmic sperm injection （ICSI）. Methods： A total of 566 children were recruited for the study, including 388 children （singletons, n=175; twins, n=213） born after IVF and 178 children （singletons, n=87; twins, n=91 ） born after ICSI. The cognitive development was assessed using the Chinese-Wechsler Intelligence Scale for Children （C-WISC）. Results： For all pre-term offspring, all the intelligence quotient （IQ） items between singletons and twins showed no significant differences no matter if they were born after IVF or ICSI. There was a significant difference in the cognitive development of IVF-conceived full-term singletons and twins. The twins born after IVF obtained significantly lower scores than the singletons in verbal IQ （containing information, picture ＆ vocabulary, arithmetic, picture completion, comprehension, and language）, performance IQ （containing maze, visual analysis, object assembly, and performance）, and full scale IQ （P〈0.05）. The cognitive development of full-term sin- gletons and twins born after ICSI did not show any significant differences. There was no significant difference between the parents of the singletons and twins in their characteristics where data were collected, including the age of the mothers, the current employment status, the educational backgrounds, and areas of residence. There were also no consistent differences in the duration of pregnancy, sex composition of the children, age, and height between sin- gletons and twins at the time of our study although there existed significant differences between the two groups in the sex composition of the full-term children born after ICSI （P〈0.05）. Conclusions： Compared to the full-term singletons born after IVF, the full-term twins have lower cognitive development. The cognitive development of full-term singletons and twins born after ICSI did not show any significant differences. For all pre-term offspring, singletons and twins born after IVF or ICSI, the results of the cognitive development showed no significant differences.