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Heat stress during the grain filling is one of most critical factors impacting grain yield in winter wheat. In a two-year field experiment, we studied the effects of 24-Epicastasterone and KH2PO4 on heat-stressed wheat applied during different times. A completely randomized block design was used with three reagents, that is, 24-Epicastasterone, KH2PO4 and H2O and three spraying times, that is, pre-heat, under-heat and post-heat. Two cultivars, that is, Huaimai 33 and Annong 0711 were subjected to a 7 d post-flowering heat stress using plastic tents. Our study suggests that greater grain weight in heat-stressed plants was achieved through sustaining leaf greenness and higher assimilates supplies to grains. When heat-stressed plants sprayed either with 24-Epicastasterone or KH2PO4 could sustain a relatively higher leaf photosynthetic capacity by up-regulating antioxidant enzymes with reduced damage on lipid membranes and leaf chlorophyll. We also found that KH2PO4 was relatively more effective in improving leaf physiology and grain yield of heat-stressed plants than 24-Epicastasterone. Further analysis showed that pre-heat or post-heat was more pronounced in protecting plants from heat injury than spraying the plants under heat stress. Thus, spraying KH2PO4 either prior to or post stress incidence is recommended to protect wheat crops from terminal heat stress.

Unpredicted variability in temperature is associated with frequent extreme low-temperature events. Wheat is a leading crop in fulfilling global food requirements. Climate-driven temperature extremes influence the vegetative and reproductive growth of wheat, followed by a decrease in yield. This review describes how low temperature induces a series of modifications in the morphophysiological, biochemical, and molecular makeup of wheat and how it is perceived. To cope with these modifications, crop plants turn on their cold-tolerance mechanisms, characterized by accumulating soluble carbohydrates, signaling molecules, and cold tolerance gene expressions. The review also discusses the integrated management approaches to enhance the performance of wheat plants against cold stress. In this review, we propose strategies for improving the adaptive capacity of wheat besides alleviating risks of cold anticipated with climate change.

Past work has shown systematic differences between Easterners’ and Westerners’ intuitions about the reference of proper names. Understanding when these differences emerge in development will help us understand their origins. In the present study, we investigate the referential intuitions of English- and Chinese- speaking children and adults in the U.S. and China. Using a truth-value judgement task modelled on Kripke's classic Gödel case, we find that the cross-cultural differences are already in place at age seven. Thus, these differences cannot be attributed to later education or enculturation. Instead, they must stem from differences that are present in early childhood. We consider alternate theories of reference that are compatible with these findings and discuss the possibility that the cross-cultural differences reflect differences in perspective-taking strategies

The integration of theory and practice is a fundamental pedagogical principle whose validity has long since been proven in the practice of education. However, in the process of concrete implementation, often this or that problem would crop up. The question of how this principle can be conscientiously implemented is one that has a great significance for strengthening the construction of the humanities.