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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]