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This study investigated children's cooperative problem solving (CPS) behaviors during play in classrooms and associated influencing factors (school, age, and gender) in a Chinese kindergarten and U.S. early learning center. Four- and five-year-old participants (n = 39) were from one Chinese kindergarten and one U.S. center. They were video recorded during free play in the classrooms. The video footage (n = 2340 min) was coded using the coding system adapted from Ramani's work ("Merrill-Palmer Quarterly" 58:159-190, 2012), and a two-way MANOVA and multiple regression were conducted. The results indicated significant school and age differences in terms of children's CPS-related behaviors; in addition, school predicted the children's frequency of coordinate behavior, and age predicted the children's use of physical demonstration, explanation, and imitation.

This study aimed to investigate the online teaching experiences of preservice teachers during the pandemic. Due to COVID-19, preservice teachers were required to work with children and families remotely to gain practicum experiences. Three preservice teachers' work (family reflection papers, lesson reflection papers, video recordings of teaching, eBooks, and teaching movies) from two courses were analyzed using constant comparative analysis. The study findings indicated that preservice teachers struggled with maintaining children's active engagement and identifying appropriate time to scaffold children's learning since they could not observe the learning process of the children. However, they were able to overcome the challenges by employing different strategies (modeling, child-centered approach, and patience), with these attempts reflecting their pedagogical resilience.

Many researchers have investigated the cooperative problem solving (CPS) of children during play; however, there is a lack of studies focused on teachers' beliefs about how to support the development of children's CPS in classrooms. This study aims to investigate the pedagogical beliefs of Chinese (n = 3) and US (n = 3) teachers about the CPS of children during play and their decision-making capabilities in supporting children to advance this skill in classrooms. A semi-structured interview was conducted with the integration of video-stimulated recall approach in order to achieve this aim. Results confirm that the Chinese and US teachers believe that children are competent and have the autonomy to decide how to solve problems with their peers. The beliefs are similar across the teachers, whereas their execution of these beliefs varies, which reflects their cultural uniqueness in scaffolding and creating classroom environments.

Berberine is an alkaloid extracted from medicinal plants such as Coptis chinensis and Phellodendron chinense . It possesses anti-inflammatory, anti-tumour and anti-oxidation properties, and regulates Glc and lipid metabolism. This study explored the mechanisms of the protective effects of berberine on barrier function and inflammatory damage in porcine intestinal epithelial cells (IPEC-J2) induced by LPS. We first evaluated the effects of berberine and LPS on cell viability. IPEC-J2 cells were treated with 5 μg/ml LPS for 1 h to establish an inflammatory model, and 75, 150 and 250 μg/ml berberine were used in further experiments. The expression of IL-1β, IL-6 and TNF-α was measured by RT-PCR. The key proteins of the NF-κB/MAPK signalling pathway (IκBα, p-IκBα, p65, p-p65, c-Jun N-terminal kinase (JNK), p-JNK, p38, p-p38, ERK1/2 and p-ERK1/2) were detected by Western blot. Upon exposure to LPS, IL-1β, IL-6 and TNF-α mRNA levels and p-IκBα p-p65 protein levels were significantly enhanced. Pre-treatment with berberine reduced the expression of inflammatory factors and was positively correlated with its concentration, and dose dependently inhibited the expression of IκBα, p-IκBα, p-p65, p-p38 and JNK. These results demonstrated that pre-treating intestinal epithelial cells with berberine was useful in preventing and treating diarrhoea induced by Escherichia coli in weaned pigs.

The article focuses on the benefits of implementing the project approach in toddler classrooms, emphasizing the importance of child-initiated learning and in-depth investigations specifically tailored to young children. Topics discussed include the phases of project-based learning, practical tips for teachers working with toddlers, and the role of collaboration with experts and families in enriching children's learning experiences in these early education settings.

Ixeris dentata var. albiflora is considered as a potential therapeutic agent against mithridatism, calculous, indigestion, pneumonia, hepatitis, and tumors as well as good seasoned vegetable in Far East countries. Phytoene synthase (PSY), phytoene desaturase (PDS) ξ-carotene desaturase (ZDS), lycopene β-cyclase (LCYB), lycopene ε-cyclase (LCYE), ε-ring carotene hydroxylase (CHXB), and zeaxanthin epoxidase (ZDS) are vital enzymes in the carotenoid biosynthesis pathway. We have examined these seven genes from I. dentata that are participated in carotenoid biosynthesis utilizing an Illumina/Solexa HiSeq 2000 platform. In silico analysis of the seven deduced amino acid sequences were revealed its closest homology with other Asteracea plants. Further, we explored transcript levels and carotenoid accumulation in various organs of I. dentata using quantitative real time PCR and high-performance liquid chromatography, respectively. The highest transcript levels were noticed in the leaf for all the genes while minimal levels were noticed in the root. The maximal carotenoid accumulation was also detected in the leaf. We proposed that these genes expressions are associated with the accumulation of carotenoids. Our findings may suggest the fundamental clues to unravel the molecular insights of carotenoid biosynthesis in various organs of I. dentata.

We have previously reported that the valproic acid (VPA)‐induced disruption pattern of hippocampal adult neurogenesis differs between developmental and 28‐day postpubertal exposure. In the present study, we performed brain region‐specific global gene expression profiling to compare the profiles of VPA‐induced neurotoxicity between developmental and postpubertal exposure. Offspring exposed to VPA at 0, 667, and 2000 parts per million (ppm) via maternal drinking water from gestational day 6 until weaning (postnatal day 21) were examined, along with male rats orally administered VPA at 0, 200, and 900 mg/kg body weight for 28 days starting at 5 weeks old. Four brain regions—the hippocampal dentate gyrus, corpus callosum, cerebral cortex, and cerebellar vermis—were subjected to expression microarray analysis. Profiled data suggested a region‐specific pattern of effects after developmental VPA exposure, and a common pattern of effects among brain regions after postpubertal VPA exposure. Developmental VPA exposure typically led to the altered expression of genes related to nervous system development (Msx1, Xcl1, Foxj1, Prdm16, C3, and Kif11) in the hippocampus, and those related to nervous system development (Neurod1) and gliogenesis (Notch1 and Sox9) in the corpus callosum. Postpubertal VPA exposure led to the altered expression of genes related to neuronal differentiation and projection (Cd47, Cyr61, Dbi, Adamts1, and Btg2) in multiple brain regions. These findings suggested that neurotoxic patterns of VPA might be different between developmental and postpubertal exposure, which was consistent with our previous study. Of note, the hippocampal dentate gyrus might be a sensitive target of developmental neurotoxicants after puberty. Global gene expression profiling was performed in four different brain regions in rats after developmental or postpubertal 28‐day valproic acid (VPA) exposure. Developmental VPA exposure had specific effects on each of the four brain regions, while postpubertal VPA exposure had common effects among multiple brain regions. Our results suggested that the neurotoxic pattern of VPA might differ between developmental and postpubertal exposure. They also suggested that the hippocampal dentate gyrus might be particularly vulnerable to postpubertal exposure to developmental neurotoxicants. [ABSTRACT FROM AUTHOR]