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Since the onset of the coronavirus disease 2019 (COVID-19) pandemic, SARS-CoV-2 variants capable of breakthrough infections have attracted global attention. These variants have significant mutations in the receptor-binding domain (RBD) of the spike protein and the membrane (M) protein, which may imply an enhanced ability to evade immune responses. In this study, an examination of co-mutations within the spike RBD and their potential correlation with mutations in the M protein was conducted. The EVmutation method was utilized to analyze the distribution of the mutations to elucidate the relationship between the mutations in the spike RBD and the alterations in the M protein. Additionally, the Sequence-to-Sequence Transformer Model (S2STM) was employed to establish mapping between the amino acid sequences of the spike RBD and M proteins, offering a novel and efficient approach for streamlined sequence analysis and the exploration of their interrelationship. Certain mutations in the spike RBD, G339D-S373P-S375F and Q493R-Q498R-Y505, are associated with a heightened propensity for inducing mutations at specific sites within the M protein, especially sites 3 and 19/63. These results shed light on the concept of mutational synergy between the spike RBD and M proteins, illuminating a potential mechanism that could be driving the evolution of SARS-CoV-2.

Teacher candidates' sense of preparedness is integral to success as a teacher and longevity in the profession. Beyond preparing teacher candidates with content knowledge and pedagogy, elementary teacher preparation programs must be cognizant of teacher candidates' sense of preparedness and teacher candidates' concerns because of the impact each has on their future success. This yearlong study investigated elementary teacher candidate sense of preparedness across three U.S. institutions and across semesters. Qualitative data indicated that practical strategies during coursework and opportunities to apply theory to practice in actual classrooms had the biggest influence on feelings of preparedness. Teacher candidates felt well prepared to plan lessons and less prepared for classroom management, making accommodations and modifications, and assessment. While aspects of teacher candidates' sense of preparedness aligned with the study's theoretical framework, Fuller's concern theory, some teacher candidates never progressed to the concern with impact stage. Considerations for research and practice regarding teacher preparation programs are provided.

English translation teaching in colleges and universities has problems such as outdated models, lack of attractiveness, and low efficiency. In this paper, we construct an automatic translation scoring model for English teaching, convert the English translation scoring problem into a semantic similarity problem of multiple English phrases, combine the Bi-LSTM algorithm to realize lexical embedding encoding, and design a feature extraction algorithm mainly based on the Transformer encoder. The attention mechanism is introduced to interact with the English phrases with the translation similarity information and linguistic information, and the global optimal strategy is used to select the score as the final score of similarity and calculate the automatic translation scoring score. After the construction was completed, two classes of the same major in a university were used as the experimental class and the control class to conduct a controlled trial of the new teaching mode utilizing the model. It was found that after one semester of teaching, the translation scores of the experimental class and the control class were 94.63 and 82.77, respectively, and the gap between the two classes was 11.86 points, which was obvious compared to the pre-test gap. There is no significant change in the translation level of the control class, and the experimental class has made considerable progress, with its scores in the five dimensions being 12.7%, 6.7%, 26.6%, 13.9%, and 35.6% higher than those of the control class respectively. It can be concluded that the effectiveness of adopting the new teaching mode is remarkable. The students’ translation level has made tremendous progress, the model and the latest teaching mode are widely recognized and accepted by the students in the experimental class and produce greater attraction, and the students’ attitude towards translation learning is more positive. This study provides a useful exploration of the innovation of English translation teaching methods in colleges and universities and improves the efficiency and learning effect of English translation classrooms.