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This study addresses the longstanding absence of a comprehensive phylogenetic backbone for the apple tribe Maleae, a deficiency attributed to limited taxon and marker sampling. We conducted an extensive taxon sampling, incorporating 563 plastomes from a diverse range of 370 species encompassing 26 presently recognized genera. Employing a range of phylogenetic inference methods, including RAxML and IQ-TREE2 for Maximum Likelihood (ML) analyses, we established a robust phylogenetic framework for the Maleae tribe. Our phylogenomic investigations provided compelling support for three major clades within Maleae. By integrating nuclear phylogenetic data with morphological and chromosomal evidence, we propose an updated infra-tribal taxonomic system, comprising subtribe Malinae Reveal, subtribe Lindleyinae Reveal, and subtribe Vauqueliniinae B.B.Liu (subtr. nov.). Plastid phylogenetic analysis also confirmed the monophyly of most genera, except for Amelanchier, Malus, Sorbus sensu lato, and Stranvaesia. In addition, we present a comprehensive taxonomic synopsis of Photinia and its morphological allies in the Old World, recognizing 27 species and ten varieties within Photinia, three species and two varieties within Stranvaesia, and two species and three varieties within Weniomeles. Furthermore, we also lectotypified 12 names and made two new combinations, Photinia microphylla (J.E.Vidal) B.B.Liu and Weniomeles atropurpurea (P.L.Chiu ex Z.H.Chen & X.F.Jin) B.B.Liu.

The advent of new technology is breaking the boundaries of traditional teaching and learning patterns with virtual worlds (VW) creating new frontiers in education. Previous research has explored the use of VW within educational settings. However, limited studies have investigated the transition processes that educators experience by adopting VW based online tools during the COVID-19 pandemic. This qualitative exploratory study investigated 18 Chilean lecturers' teaching experiences using a three-dimensional computer-mediated environment: Second Life. Findings suggest that changing from traditional to virtual teaching context is a complex process, which (re)shaped the lecturers' various senses of identity and agency towards different instructional approaches resulting in the sense of in-betweenness with multiple digital competencies. These changes indicated that they taught in an 'in-between' mode mapped by different teaching mediations. The participants' teaching experiences of shaping a sense of in-betweenness could provide a unique theoretical lens to explore instructors' teaching experiences from traditional to a technology-mediated online setting.

BackgroundPhosgene is a chemical material widely used worldwide. No effective method has been developed to reverse its pathological injuries. Some studies have shown that neuronal inflammation in lung tissue is involved, but the specific mechanism has not been reported.ObjectiveTo analyze the expression alterations of whole transcriptome gene sequencing bioinformatics and protein expression profile in lung tissue after phosgene aspiration lung injury (P-ALI) and find the main factors and pathways affecting the prognosis of P-ALI.MethodsRat models of P-ALI were made by phosgene. Rats were divided into a P-ALI group and a blank group. Hematoxylin-eosin (HE) staining and lung wet/dry ratio measurement were used to evaluate the lung injury. The levels of inflammatory factors were measured by ELISA. High-throughput sequencing was used to measure the expression profile of each gene. Protein expression profiles were determined by label-free relative quantification of the differential proteome.ResultsLung injury such as the disordered structure of alveolar wall and inflammatory factors (IL-1β, IL-18, and IL-33) were significantly increased in the P-ALI group (p < 0.05). There were 225 differentially expressed lncRNAs, including 85 upregulated and 140 downregulated genes. They were also the genomes with the most significant changes in transcriptome gene expression, mainly constituting cytoplasmic, synaptic structures and transporters, and involved in amino acid and carbon metabolism. There were 42 differentially expressed circRNAs, including 25 upregulated genes and 17 downregulated genes, mainly involved in cell composition, growth, differentiation, and division. There were only 10 differentially expressed miRNAs genes, all upregulated and mainly involved in the inflammatory response pathway. Proteome identification showed 79 differentially expressed proteins. KEGG enrichment analysis showed that it was mainly involved in the N-glycan biosynthesis pathway.ConclusionWe discovered that differentially regulated genes (lncRNAs, circRNAs, and miRNAs) were primarily associated with neuronal reflexes and synaptic signaling, including neurotransmitter transmission, ion signaling pathway conduction, neuronal projection, and synaptic vesicle circulation. They affected inflammatory factors and other metabolic pathways. This finding could be explored in future studies.

Research has been widely conducted to understand international student mobility, particularly from Global South to North. However, there is little attention paid to international doctoral students' research and learning experiences in non-traditional destinations, particularly in the Chinese context. Drawing upon the concept of Communities of Practice, we administered semi-structured interviews with six international doctoral students and their supervisors at a prestigious Chinese university to understand how they experienced intercultural research and supervision in 'shi men', a culturally and pedagogically informed collective and semi-closed learning community. Our research findings help elucidate how the different social and academic practices have created various types of 'shi men'. Each of these academic families reflects the unique features of doctoral learning in China and has implications for international doctoral students' overall learning experience. This timely study offers distinct insights into cross-cultural learning, research, and supervision practices in China.

Drawing upon notions of a global higher education policy field and recently theorised conceptions of 'global-local' imbrications in social space, this article explores the complex tensions that characterise the enactment of internationalisation policies in Chinese higher education (HE) and their contrasting effects upon domestic and international students. Ten domestic Chinese and ten international students attending an elite university in China were interviewed. The article reveals that although the Chinese government and universities ostensibly sought to introduce internationalisation policies that 'managed' domestic and international students 'similarly', comparisons of domestic and international students' experiences revealed different ways of recruiting, educating, and hosting domestic and international students; these left the former feeling the system was inequitable and encouraged lower standards, and the latter feeling the system was opaque and difficult to navigate. The study cautions that the political imperative to increase the number of international students as a measure of internationalisation adversely influences efforts to develop sustainable international HE in China, even as the limitations of this approach are increasingly recognised.

International doctoral students are an influential group in knowledge creation and cross-national engagement. Existing studies have mainly focused on this cohort's learning and research experiences in developed countries. However, relatively few studies have explored these students' experiences in non-traditional learning destinations. Drawing upon Bourdieu's concepts of field, capital and habitus, and the notion of global-national-local imbrications, this study explores international doctoral students' academic learning experiences in what can be understood as the Chinese academic sub-field. By interviewing 35 international doctoral students in a Chinese university, findings suggest that these students encountered certainty and uncertainty initially before some were able to navigate the Chinese academic sub-field more strategically. As a result, students progressively developed an in-between cosmopolitan habitus; this included as a result of exposure to both Chinese and international academic logics through learning with Chinese academic returnees. Students' experiences suggest that the Chinese academic sub-field can be understood as something of an in-between field that imbricates the global, national, and local within higher education contexts.

Students as partners (SaP) is gaining attention in higher education (HE) as universities worldwide rethink pedagogical practices through a relationship-rich lens. Many studies have examined partnership practices, conceptions of learner-teacher partnerships and its application in various (mainly anglophone) contexts. However, relatively few studies have explored SaP issues in non-anglophone contexts (e.g., China). In this study, we interviewed 20 lecturers at a Chinese university to understand how they perceived the role of students in teaching and learning. Our reflexive thematic analysis found that many lecturers were open to, and some already practising forms of, partnership practices. But pragmatic, structural and cultural issues caused hesitation, particularly the cultural heritage of Confucian education and global HE competition drivers rewarding research outputs over teaching practices. This study is an initial step in exploring academics' perceptions of SaP in a changing Chinese HE system with a strong policy focus on student-centred approaches.

With the growing trend of globalisation and the internationalisation of higher education, China actively recruits more international students to study at Chinese universities. Notably, international doctoral students are a significant cohort in this trend. Although many studies have investigated international students' learning experiences in China, few have explored their motivations to pursue doctoral degrees in China. To fill this gap, through the push-pull model, we explored the motivation of 55 international doctoral students from three Chinese universities. The findings show that various national, institutional, and individual factors comprehensively influenced their choice to pursue doctoral studies in Chinese universities. Their experiences also reflect that China is progressively establishing a systematic mechanism to attract international doctoral students by taking advantage of economic development and Chinese academic returnees. While these advantages attract international doctoral students to study in China, Chinese universities may still play an alternative role in international doctoral education. This study contributes to international higher education and doctoral education. Implications and suggestions for future studies are discussed.