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Tebuconazole is an effective but potentially carcinogenic fungicide. Tebuconazole residues in loquat and sugarcane were investigated, together with an analysis of their dietary risk. Solid-phase extraction and high-performance liquid chromatography-tandem mass spectrometry showed fortified recoveries of 87% to 98%, with standard deviations ≤ 6.4%. The tebuconazole residues were below 6.34 mg kg−1 for whole loquat and 0.80 mg kg−1 for sugarcane. Based on the final residue test, the chronic hazard index was 90.74% in whole loquat and sugarcane, while the acute hazard index ranged from 66.32% to 109.49% for loquat and 33.37% to 76.93% for sugarcane. The assessment of potential dietary risk showed that while loquats may represent an acute risk to human health, whereas sugarcane consumption was safe. A 21-day pre-harvest interval is proposed to comply with maximum residue limit regulations and the observed risks when using 430 g/L tebuconazole for treating sugarcane. These findings offer guidance for tebuconazole formulation and use. [ABSTRACT FROM AUTHOR]

Purpose: Based on the theorized concept "Curriculum Safety Zone (CSZ)," this study was conducted to identify the factors for breaking CSZ by contrasting the experiential accounts of two pre-service teacher groups who taught within or outside of their CSZ. Method: Pre-service teachers (n = 14) from a sport-centered PETE program were trained to teach a Health-First curriculum module and their peers (n = 14) a traditional sport module. Each group taught their respective module to 14 intact 7th grade classes in 14 schools in China. A mixed-methods design was used. Quantitative data on learner knowledge gain were collected from the learners. Qualitative data included lesson observation fieldnotes, social-media posts, and interview responses and were gathered from the pre-service teachers. Results: Learners in the Health-First schools gained more knowledge than those in the Comparison schools (t26 = 2.92, p =.007, Cohen's d = 1.10). Qualitative evidence was triangulated using a Health-First vs. Comparison contrasting approach with open-, axial-, and selective-coding to generate themes. The themes were Confidence in Doubt, Lesson Plans to the Rescue, Professional Development is Necessary But..., and Student Learning Save the Day! A grounded theory was developed using the themes and interpreted using the Interconnection Model of Teacher Professional Growth. Conclusion: Breaking CSZ requires a synergistic effort with carefully designed professional development, detailed lesson plans, an effective support network, and, most important of all, a powerful curriculum that can elicit observable and measurable learner achievement. [ABSTRACT FROM AUTHOR]

A cohort of 516 patients at two community-based methadone maintenance treatment (MMT) clinics in Guangdong province, China, was interviewed at initiation of treatment and at 1, 3, and 6 months of follow-up to collect demographic information, drug use experience, social support, and changes of quality of life (QOL) over treatment. Covariance analysis and generalized estimation equation model were used to compare the QOL scores over time and to identify factors possibly influencing QOL scores. The results suggested that MMT is effective at improving QOL scores in physical, psychological, and social domains. Being currently employed, having good family relationships, job as the source of income, and particularly a longer time in treatment were significantly associated with QOL improvements in at least one domain. The study's limitations are noted. [ABSTRACT FROM AUTHOR]