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Leaf dark respiration (Rdark), an important yet rarely quantified component of carbon cycling in forest ecosystems, is often simulated from leaf traits such as the maximum carboxylation capacity (Vcmax), leaf mass per area (LMA), nitrogen (N) and phosphorus (P) concentrations, in terrestrial biosphere models. However, the validity of these relationships across forest types remains to be thoroughly assessed. Here, we analyzed Rdark variability and its associations with Vcmax and other leaf traits across three temperate, subtropical and tropical forests in China, evaluating the effectiveness of leaf spectroscopy as a superior monitoring alternative. We found that leaf magnesium and calcium concentrations were more significant in explaining cross-site Rdark than commonly used traits like LMA, N and P concentrations, but univariate trait-Rdark relationships were always weak (r2 ≤ 0.15) and forest-specific. Although multivariate relationships of leaf traits improved the model performance, leaf spectroscopy outperformed trait-Rdark relationships, accurately predicted cross-site Rdark (r2 = 0.65) and pinpointed the factors contributing to Rdark variability. Our findings reveal a few novel traits with greater cross-site scalability regarding Rdark, challenging the use of empirical trait-Rdark relationships in process models and emphasize the potential of leaf spectroscopy as a promising alternative for estimating Rdark, which could ultimately improve process modeling of terrestrial plant respiration.

In a single UAV-assisted mobile edge computing system, in order to enable the UAV to serve all user devices in a large area, the large area can be divided into a plurality of sub-areas and the UAV can be set to fly between the sub-areas with a fixed route to provide computing services for the user devices. Considering the scarcity of computational resources for user devices and the fact that users outside the coverage area of the UAV may choose to move to the coverage area for task offloading in order to maximize their own utility, the partial offloading problem of user devices can be transformed into the problem of maximizing the utility of each user device. The mixed-strategy game and the submodular game are used to determine the movement probability of user devices and the amount of offloaded data, so as to derive the optimal offloading strategy, and the existence of mixed-strategy Nash equilibrium and pure-strategy Nash equilibrium is proved, respectively. Simulation results show that the proposed scheme can effectively improve the utility of user device compared with classical schemes such as MBO (Binary Offloading Based on Mixed Strategy Game), and its convergence and stability are verified.

Objective: The aim of the study was to understand Chinese university students' psychological development during the COVID-19 outbreak. Method: Four online surveys, i.e., emotional adjustment, perceived social support, self-efficacy belief, and anxiety in English learning, were administered to 585 university students in China. The data were analyzed through a latent profile analysis. Results: Three profiles were identified--high adaptation, moderate adaptation, and low adaptation. The students with high adaptation (n = 276, 47.1%) possessed a more positive self-efficacy belief and demonstrated lower levels of anxiety. In contrast, the students with low adaptation (n = 82, 14%) possessed a less positive self-efficacy belief and demonstrated higher levels of anxiety. Conclusion: The findings highlight the need of psychological interventions to support the psychological development of vulnerable groups of learners within and beyond the COVID-19 pandemic.

The present study investigates the emotional experiences of seven student teachers through the process of lesson study in a pre-service language teacher education course at a university in Macau. Drawing on data from semi-structured interviews, individual reflections, and observational notes, the study reveals a variety of emotions experienced by the participants at different stages of the lesson study, including group lesson planning, micro-teaching, and collaborative and individual reflections. These different emotions served as a rich source of agency and activism for the student teachers, who developed both cognitively and emotionally in this process. In light of these findings, the paper calls for teacher educators to incorporate lesson study as a cognitively and emotionally contested site for pre-service teachers' professional learning. Different emotions and their regulation strategies should be considered for open discussion and explicit instruction in second language teacher education programmes. Research attention should be especially directed towards emotional dissonance among different participants (e.g., student teachers and teacher educators) in teacher education programmes.

Uveal melanoma (UM) is the most common intraocular tumor in adults. Recurrent mutations in BRCA1-associated protein 1 (BAP1) and splicing factor 3B subunit 1 (SF3B1) display a mutually exclusive pattern in UM, but the underlying mechanism is unknown. We show that combined BAP1 deficiency and SF3B1 hotspot mutation lead to senescence and growth arrest in human UM cells. Although p53 protein expression is induced, deletion of TP53 (encoding p53) only modestly rescues the observed senescent phenotype. UM cells with BAP1 loss or SF3B1 mutation are more sensitive to chemotherapeutic drugs compared with their isogenic parental cells. Transcriptome analysis shows that DNA-repair genes are downregulated upon co-occurrence of BAP1 deletion and SF3B1 mutation, thus leading to impaired DNA damage response and the induction of senescence. The co-occurrence of these two mutations reduces invasion of UM cells in zebrafish xenograft models and suppresses growth of melanoma xenografts in nude mice. Our findings provide a mechanistic explanation for the mutual exclusivity of BAP1 and SF3B1 mutations in human UM.

Despite the wide recognition of language teacher educators' contributions in the field of Teaching English to Speakers of Other Languages (TESOL), research on language teacher educators has only picked up the pace in the last decade, shedding light on their cognition, practices, and identities in relation to various personal, interpersonal, and contextual factors. This article provides a systematic and critical review of 69 empirical studies on university-based TESOL teacher educators from 2010 and 2020. A methodological review was also conducted to analyze the different research approaches employed by previous researchers. A synthesis of the identified research led to four major themes, namely: (1) a general professional state (including responsibilities, challenges and quality), (2) professional engagement (including teaching, practicum supervision, and research and publishing), (3) cognition (including beliefs, knowledge, and expertise), as well as (4) continuous learning and identity development. Through a critical discussion of the themes, the review argues against the implicit yet powerful discourse that characterizes language teacher educators as 'supermen/superwomen' and emphasizes the need to humanize them as "whole people" by recognizing their unique strengths and struggles as well as diverse learning needs. The review also proposes a new research agenda to stimulate and deepen future investigations on language teacher educators in TESOL.