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Purpose: This cross-sectional study measured retinal vessel density (VD) in patients with digestive tract malignancy by optical coherence tomography angiography (OCTA), and compared them with healthy controls to explore the retinal microcirculation changes in patients with digestive tract malignancy. Methods: 106 eligible participants were divided into three groups: gastric cancer (GC) group (36 individuals), colorectal cancer (CRC) group (34 individuals), and healthy control group (36 individuals). Angio 6 × 6 512 × 512 R4 and ONH Angio 6 × 6 512 × 512 R4 modes were performed to collect retinal vessel density data centered on fovea and papillary, respectively. The retina was automatically segmented into different layers (superficial vascular plexus (SVP), the inner retinal layer, radial peripapillary capillary plexus (RPCP), deep vascular plexus (DVP)) and areas to analyze. Results: At the optic nerve head (ONH) region, the VD of the inner retinal layer increased in both GC and CRC groups in all quadrants and areas. In the papillary area, VD in the inner retinal layer, SVP, and RPCP increased in the GC and CRC groups. In the parapapillary area, VD in the inner retinal layer increased in the GC and the CRC groups. Significant increase in the global VD were found in the GC group of the RPCP and SVP. Regarding the macular region, no statistical differences were observed in each layer. Conclusions: The study suggested that retinal vessel density changed in patients with digestive tract malignancy, especially in the inner retinal layer of the ONH region, revealing the potential relevance of the relation between gastrointestinal cancer and retinal microcirculation.

The diel vertical variations of chlorophyll a (Chl-a) concentration are thought of primarily as an external manifestation of regulating phytoplankton’s biomass, which is essential for dynamically estimating the biogeochemical cycle in inland waters. However, information on these variations is limited due to insufficient measurements. Undersampled observations lead to delayed responses in phytoplankton assessment, impacting accurate evaluations of carbon export and water quality in dynamic inland waters. Here, we report the first lidar-observed diel vertical variations of inland Chl-a concentration. Strong agreement with r2 of 0.83 and a root mean square relative difference (RMSRD) of 9.0% between the lidar-retrieved and in situ measured Chl-a concentration verified the feasibility of the Mie–fluorescence–Raman lidar (MFRL). An experiment conducted at a fixed observatory demonstrated the lidar-observed diel Chl-a concentration variations. The results showed that diel variations of Chl-a and the formation of subsurface phytoplankton layers were driven by light availability and variations in water temperature. Furthermore, the facilitation from solar radiation-regulated water temperature on the phytoplankton growth rate was revealed by the high correlation between water temperature and Chl-a concentration anomalies. Lidar technology is expected to provide new insights into continuous three-dimension observations and be of great importance in dynamic inland water ecosystems.

The integration of ChatGPT as a supplementary tool for writing instruction has gained traction. However, uncertainties persist regarding how ChatGPT complements teacher assessment and the overall effectiveness of this combined approach. To address this, we conducted a mixed-methods investigation involving 46 undergraduate students from a research university in southern China, engaging them in a Chinese academic writing task. The intraclass correlation coefficient results revealed ChatGPT's efficiency in scoring students' writing, showing moderate to good consistency with teacher evaluations. A paired sample t-test unveiled significant differences in feedback quantity and types between ChatGPT and teacher assessments. Drawing from both interview data and quantitative findings, the study uncovers three ways in which ChatGPT complements teacher assessment, benefiting students with various writing proficiency levels: (1) fostering deeper comprehension of teacher assessments among students, (2) encouraging students to make judgments regarding feedback, and (3) promoting independent thinking about revisions. This study contributes to a more comprehensive understanding of the role of ChatGPT within the context of a combined assessment approach. It underscores that certain inherent weaknesses in ChatGPT's functioning can paradoxically lead to favorable outcomes. By shedding light on the synergy between ChatGPT and teacher assessments, this research seeks to inform and enhance writing instruction in higher education.