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The current study explores Taiwanese preschool children's understanding of the value of caring in school. This study offers researchers and practitioners opportunities to study children's perspectives in a particular cultural setting and discuss the connectedness of culture and children's views on caring. Participatory research and qualitative methods were used, encompassing the collecting of children's speech, photography, and drawings. The findings regarding the understanding of caring indicated the following: (1) Children interpret caring among peers and from school surroundings; (2) children perceive teacher care in daily classroom routines; (3) children learn about values when outdoors, in learning areas, and during transition times; and (4) children exhibit the ability to distinguish non-caring behaviour. This study shows that for children caring was most frequently defined as helping others in need and as teacher care in daily routines. The children's views on caring were influenced by culture, and they created meanings for caring.

The molecular mechanisms of glioblastoma (GBM) are unclear, and the prognosis is poor. Spinster homolog 2 (SPNS2) is reportedly involved in pathological processes such as immune response, vascular development, and cancer. However, the biological function and molecular role of SPNS2 in GBM are unclear. SPNS2 is aberrantly low expressed in glioma. Survival curves, risk scores, prognostic nomograms, and univariate and multifactorial Cox regression analyses showed that SPNS2 is an independent prognostic indicator significantly associated with glioma progression and prognosis. Cell function assays and in vivo xenograft transplantation were performed that downregulation of SPNS2 promoted GBM cell growth, migration, invasion, epithelial–mesenchymal transition (EMT), anti‐apoptosis, drug resistance, and stemness, while overexpression of SPNS2 had the opposite effect. Meanwhile, the functional enrichment and signaling pathways of SPNS2 in the Cancer Genome Atlas (TCGA), Chinese Glioma Genome Atlas (CGGA), and RNA sequencing were analyzed by Gene ontology (GO), Kyoto Encyclopedia of Genes and Genomes (KEGG), and Gene set enrichment analysis (GSEA). The above results were related to the inhibition of the PTEN/PI3K/AKT pathway by SPNS2. In addition, we predicted that SPNS2 is closely associated with immune infiltration in the tumor microenvironment by four immune algorithms, ESTIMATE, TIMER, CIBERSORT, and QUANTISEQ. In particular, SPNS2 was negatively correlated with the infiltration of most immune cells, immunomodulators, and chemokines. Finally, single‐cell sequencing analysis also revealed that SPNS2 was remarkably correlated with macrophages, and downregulation of SPNS2 promotes the expression of M2‐like macrophages. This study provides new evidence that SPNS2 inhibits malignant progression, stemness, and immune infiltration of GBM cells through PTEN/PI3K/AKT pathway. SPNS2 may become a new diagnostic indicator and potential immunotherapeutic target for glioma. [ABSTRACT FROM AUTHOR]

A series of Co/Mn compensated Ca3Co1+xMn1-xO6 compounds were synthesized. The structure and magnetization were characterized, as well as the dielectric properties were studied. In Co/Mn compensated samples, the well-ranked Co/Mn ionic order is destroyed which manifests the suppression of the formation of the short-range magnetic order. As a result, the freezing anomaly around Tf = 150 K diminishes. For the two Co/Mn compensated samples, the critical field HSF that causes magnetic structure change from ↑↑↓↓ state to ↑↑↓↑ state also increases. The appearance of dielectric peak at the antiferromagnetic phase transition temperature clearly indicates the coupling effect between the spin dipole and electric dipole. The temperature corresponding to the dielectric peak increases with the increasing measurement frequency. The frequency dependence of ferroelectric peak identifies relaxor ferroelectric nature. In dielectric measurements associated with magnetic fields, Δε` and Δtanδ have the same sign elucidating intrinsic magnetodielectric effect of Ca3Co1+xMn1-xO6. For the Co/Mn compensated x = ±0.05 two samples, the suppressed magnetic short-range order also leads to a low diffusion exponent γ and the weak relaxor ferroelectric nature. The thermal activation process of the dipole response is characterized by the Vogel–Fulcher equation and the results confirm that the freezing process of Ca3Co1+xMn1-xO6 is mainly dominated by coupling of polar nanodomains. [ABSTRACT FROM AUTHOR]

It remains ambiguous how college students form perceptions of professional development by identifying their emotional reactions and reflecting on their experiences in a situated setting. College students undergo professional development by participating in field experiences and reflecting on their experiential learning. In addition, researchers have increasingly insisted that student emotional reactions to learning should be addressed in higher education. Therefore, this qualitative study explored the emotional reactions of six college juniors and how they made sense of professional development, analyzing the contents of their reflective papers in a field experience course. The findings indicated that 10 types of emotional reactions caused students to form perceptions regarding professional development. The three major themes of these perceptions were acquiring and applying professional knowledge, the importance of self-understanding, and discovering professional attitudes. The study elucidates how college student awareness of emotional reactions could facilitate reflecting on experiential learning.

Field experience makes a strong contribution to the learning of students. However, the procedure for conducting training sessions based on experiential teaching methods is relatively unclear, and the contents and aspects of students' reflections during such training are not well known. This study applied experiential teaching methods in a college field experience course and investigated reflections on the experiences of 13 students. The content of students' thoughts and other relevant data were analysed using Kolb's experiential learning model. The students' concepts formed during reflection might not immediately develop into the active experimentation process, indicating the challenges faced by students with the process of reflection during field experience.