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Objective To explore the effects of circular RNA circATP2B1 on proliferation and invasion of gastric cancer cells and its potential molecular mechanism. Methods From July 2018 to February 2021, 44 cases of gastric cancer tissue specimens and paracancerous tissue specimens were collected from the Department of Gastrointestinal Hepatobiliary Surgery of Quanzhou First Hospital Affiliated to Fujian Medical University. Four gastric cancer cell lines (SGC7901, HS-746T, MGC803, BGC823) and normal gastric mucosal epithelial cells (GES-1) were selected. The expression of circATP2B1 in gastric cancer tissues and cell lines was examined by RT-PCR. The gastric cancer cells with the lowest expression of circATP2B1 were divided into control group (transfected with negative control plasmid) and experimental group (transfected with circATP2B1 over expression plasmid). MTT and Transwell experiment were used to detect the proliferation activity and invasion ability of gastric cancer cells in each group. Bioinformatics and dual luciferase reporter gene experiments were used to analyze the possible molecular mechanism of circATP2B1, and RT-qPCR and Western blot were used to detect the expression of circATP2B1 downstream genes. Results The expression of circATP2B1 in gastric cancer tissue was significantly lower than that in adjacent tissues (0.92±0.08 vs. 3.62±0.23, P＜0.01). The expression of circATP2B1 in gastric cancer cell lines was significantly lower than that in GES-1 cells (P＜0.01)and HS-746T cells had the lowest expression level (P＜0.01). Compared with the control group, the proliferation activity of HS-746T cells in the experimental group was significantly reduced (P＜0.05), and the invasion ability was significantly reduced (P＜0.01). Bioinformatics and dual luciferase reporter gene experiments showed that circATP2B1 can target miR-452-5p (P＜0.01), and miR-452-5p can target protocadherin 9 (PCDH9) (P＜0.01). Compared with the control group, the expression of miR-452-5p in HS-746T cells in the experimental group decreased significantly (1.00±0.04 vs. 0.24±0.05, P＜0.01), and the expression of PCDH9 gene increased significantly(P＜0.01). Conclusions The circATP2B1 is low expressed in gastric cancer tissues and cell lines, and circATP2B1 positively regulates PCDH9 gene expression through binding miR-452-5p, thereby reducing the proliferation and invasion of gastric cancer cells HS-746T.

All-embracing, all-round, all-encompassing parenting is an inevitable requirement for the implementation of the fundamental task of cultivating moral integrity and building a strong nation of talents. This paper constructs the “One, Two, Three, Four” Civic and Political Parenting Work Model based on the idea of three-pronged parenting. It establishes the evaluation index system based on its educational value. The weights of the evaluation indexes are solved by the structural entropy weighting method. Finally, a comprehensive evaluation of the effectiveness of the educational value of the university’s civic and political education work is carried out by combining with the TOPSIS method. In addition, this paper introduces the multiple linear regression model with great likelihood estimation to analyze the influencing factors of the educational value effectiveness of the work of ideological and political education in colleges and universities. It also takes ten colleges and universities in the university city of S province as research objects. It explores the educational value and effectiveness of their ideological and political education, as well as the influencing factors, respectively. The results of the study show that in the educational value effectiveness of the educating work, the difference in the weights of all-employee, all-round and all-directional educating is only 0.0061, and the relative proximity of the colleges and universities with the best performance of the educational value effectiveness is 0.654. For every 1 percentage point of enhancement to the construction of the faculty, the educational value effectiveness of ideological and political education work increases by 1.641 percentage points. Civic education needs to pay attention to the level of faculty construction to help teachers clarify the focus of civic education in order to promote the high-quality development of civic education.

Vegetation, being a core component of ecosystems, is known to be influenced by natural and anthropogenic factors. This study used the annual mean Normalized Difference Vegetation Index (NDVI) as the vegetation greenness indicator. The variation in NDVI on Hainan Island was analyzed using the Theil–Sen median trend analysis and Mann–Kendall test during 2000–2019. The influence of natural and anthropogenic factors on the driving mechanism of the spatial pattern of NDVI was explored by the Multiscale Weighted Regression (MGWR) model. Additionally, we employed the Boosted Regression Tree (BRT) model to explore their contribution to NDVI. Then, the MGWR model was utilized to predict future greenness patterns based on precipitation and temperature data from different Shared Socioeconomic Pathway (SSP) scenarios for the period 2021–2100. The results showed that: (1) the NDVI of Hainan Island forests significantly increased from 2000 to 2019, with an average increase rate of 0.0026/year. (2) the R2 of the MGWR model was 0.93, which is more effective than the OLS model (R2 = 0.42) in explaining the spatial relationship. The spatial regression coefficients of the NDVI with temperature ranged from −10.05 to 0.8 (p < 0.05). Similarly, the coefficients of Gross Domestic Product (GDP) with the NDVI varied between −5.98 and 3.28 (p < 0.05); (3) The natural factors played the most dominant role in influencing vegetation activities as a result of the relative contributions of 83.2% of forest NDVI changes (16.8% contributed by anthropogenic activities). (4) under SSP119, SSP245, and SSP585 from 2021 to 2100, the NDVI is projected to have an overall decreasing pattern under all scenarios. This study reveals the trend of greenness change and the spatial relationship with natural and anthropogenic factors, which can guide the medium and long-term dynamic monitoring and evaluation of tropical forests on Hainan Island. [ABSTRACT FROM AUTHOR]

Physical activity (PA) is crucial for preschool‐aged children's health and development. However, limited evidence exists regarding the feasibility of implementing home‐based interventions and how program components influence parent cognitions and practices and child PA. This study evaluated the feasibility and potential efficacy of a family‐based PA intervention on objectively measured PA, fundamental movement skills (FMS), parental efficacy, support, goal setting and parent–child co‐activity. Guided by social cognitive theory, an 8‐week cluster randomised controlled trial was conducted in Hong Kong. The trial included parental workshops, FMS training, PA homework, social media activity sharing and exercise equipment provision. Data were collected at baseline (Time 1; April 2019) and at the end of the intervention period (Time 2; approximately 2 months later) from 108 parent–child pairs in five preschools. The intervention led to increased moderate‐to‐vigorous PA and FMS in children, along with improved parental self‐efficacy, goal setting, supportiveness and co‐participation. However, parental PA did not show significant changes. Parents expressed high satisfaction, supporting the need for tailoring interventions to address the unique needs and preferences of young children and their parents. Reinforcing the parental role and providing informative materials and training can promote healthy lifestyles in early childhood. [ABSTRACT FROM AUTHOR]

Online teaching and learning have become widespread with the emergence of the Internet and other new technologies. However, online environments pose new challenges to those seeking to develop or choose suitable teaching approaches, and this is especially true in the case of language courses. Using survey and interview data, this study examines online language teachers' teaching practices, their adjustments toward online teaching, and the professional development (PD) that they received and expected to receive in a virtual high school in the United States. The findings suggest that online teachers generally used more non-content-related teaching practices than content-related teaching practices in online language courses; and that instructors in Chinese -- the only language course that offered weekly synchronous sessions -- exhibited more frequent use of content-related teaching practices than teachers of other world languages. The study also sheds light on teachers' adjustment to the online environment, which impacts their management, social, and pedagogical roles. Lastly, our analysis of the PD that teachers felt they needed, as against what they actually received, underscores the need for more PD in the areas of online-course design and content-related technology integration. The results of this study could be useful to online language teachers and researchers, and point the way to improvements in teacher education vis-à-vis online language teaching.

The use of text chat in synchronous computer-mediated communication (SCMC) could help remedy the widely reported lack of active involvement in online language learning. However, the nuances and complexities of learners' text-chat actions warrant further examination. This exploratory study used observational data collected from 40 students in a graduate-level Academic English course at eight time points across a semester to analyze the functions of text-chat interaction in an SCMC setting and to capture how their text chat changed over time. This led to the identification of five functions of text-chat interaction (i.e. cognition, metacognition, socio-affect, organization, and technology), suggesting that cognitively meaningful learning occurred immediately through such interaction. Over time, there was a decline in the quantity of text-chat interactions. In addition, the patterns of chat between students and the teacher were somewhat different from those observed among students. In the former case, text quantity diminished, especially in the category of cognition; but in the latter, students engaged in more text chat with their peers to show affect, cognitive agreement, and disagreement over time. The study's findings regarding the complex dynamics of an authentic process in SCMC language classrooms have considerable practical value in facilitating interaction in similar language-learning contexts. [ABSTRACT FROM AUTHOR]

This study examined the synchronous computer-mediated communication of 48 fifth-grade students and their teachers in a public school for large numbers of English learners during a school year. We collected all participants' discussion threads in the first 2 months and last 2 months of the year-long activity. Students' language complexity was assessed through descriptive statistics and content analysis of student posts. In addition, an epistemic engagement framework using a combination of top-down and bottom-up coding schemes was developed to further examine students' collaborative engagement in knowledge construction. The results suggest that well-designed online synchronous computer-mediated communication among linguistically diverse upper elementary students is related to increased complexity in language use and sophistication in interaction.

Purpose Methods Results Conclusions Level of Evidence To compare the difference of angle of the lower portion of the posterior cruciate ligament (PCL) measured via magnetic resonance imaging (MRI) in patients with and without partial anterior cruciate ligament (ACL) tears and to investigate the effectiveness of the angle of the lower portion of the PCL in diagnosing partial ACL tears.From January 2022 to December 2022, a cohort of consecutive patients presenting with ACL tears who underwent ACL reconstruction and patients with isolated meniscus tears undergoing arthroscopic surgery were enroled for this study. The angle of the inferior portion of the PCL comprises α and β angles, and the posterior offset of the lateral condyle were measured on the MRI and compared between the partial ACL tear and control groups. Receiver operating characteristic curves, the areas under the curve (AUCs) and the 95% confidence intervals (CIs) were calculated to identify cutoff values for diagnosing partial ACL injuries.Following an assessment of cohort eligibility and matching for age and sex, 100 patients were included in this study. The mean age of the cohort was 46.1 ± 10.3 years. The AUC for the α angle was 0.88 (95% CI, 0.82–0.94), with a sensitivity of 0.74 and specificity of 0.84 for predicting partial ACL ruptures; the α angle cutoff value was 73.6° (diagnostic odds ratio (OR), 14.10; 95% CI, 5.33–37.28). The AUC for the β angle was 0.86 (95% CI, 0.79–0.93), with a sensitivity of 0.64 and a specificity of 0.92 for predicting partial ACL ruptures; the β angle cutoff value was 73.3° (diagnostic OR, 14.54; 95% CI, 5.76–36.68).A small α angle and a large β angle were associated with partial ACL tears. The angle of the distal portion of the PCL was simple to measure and reproducible, enhancing the diagnosis of partial ACL tears.Level III. [ABSTRACT FROM AUTHOR]

This study examined internal and external factors affecting pedagogical use of technology among 47 K-12 Chinese language teachers in the United States. Path analysis of the survey data was used to examine the relationships between the teachers' instructional use of technology, on the one hand, and on the other, their perceptions of three internal factors (i.e., technology's usefulness, its ease of use, and subjective norms) and one external factor (i.e., facilitating conditions). The results showed that these teachers' pedagogical use of technology could be predicted by two of the three internal factors (i.e., perceived usefulness and subjective norms) and by the external factor. Additionally, the external factor was found to have a significant influence on both perceived ease of use and subjective norms.

The Common Core State Standards emphasize the integration of technology skills into English Language Arts (ELA) instruction, recognizing the demand for technology-based literacy skills to be college- and career- ready. This study aims to examine how collaborative cloud-based writing is used in in a Colorado school district, where one-to-one computer access with netbooks and open source software is provided to all students. Specifically, this paper highlights how the middle school students’ online writing align with the specific domains of the Common Core ELA Standards. Implications for practices are also discussed based on the challenges and affordances of using cloud-based collaborative writing in the district.

This year-long, quasi-experimental study investigated the impact of the use of netbook computers and interactive science software on fifth-grade students’ science learning processes, academic achievement, and interest in further science, technology, engineering, and mathematics (STEM) study within a linguistically diverse school district in California. Analysis of students’ state standardized science test scores indicated that the program helped close gaps in scientific achievement between at-risk learners (i.e., English learners, Hispanics, and free/reduced-lunch recipients) and their counterparts. Teacher and student interviews and classroom observations suggested that computer-supported visual representations and interactions supported diverse learners’ scientific understanding and inquiry and enabled more individualized and differentiated instruction. Finally, interviews revealed that the program had a positive impact on students’ motivation in science and on their interest in pursuing science-related careers. This study suggests that technology-facilitated science instruction is beneficial for improving at-risk students’ science achievement, scaffolding students’ scientific understanding, and strengthening students’ motivation to pursue STEM-related careers.

Interactions are the central emphasis in language learning. An increasing number of K-12 students take courses online, leading some critics to comment that reduced opportunities for interaction may affect learning outcomes. This study examined the relationship between online interactions and learning outcomes for 466 students who were taking high-school level online language courses in a Midwestern virtual school. Regression analysis was employed to examine how three broad types of interactions, learner-instructor, learner-learner and learner-content (Moore, 1989), affected students' perceived progress and satisfaction. After controlling for demographic information, motivation and learning strategies, the results of multiple regression showed that learner-instructor and learner-content interactions had significantly positive effects on satisfaction, whereas learner-learner interaction did not affect satisfaction. Learner-content interaction was the only factor that affected perceived progress.

Over the past decade, the number of one-to-one laptop programs in schools has steadily increased. Despite the growth of such programs, there is little consensus about whether they contribute to improved educational outcomes. This article reviews 65 journal articles and 31 doctoral dissertations published from January 2001 to May 2015 to examine the effect of one-to-one laptop programs on teaching and learning in K-12 schools. A meta-analysis of 10 studies examines the impact of laptop programs on students' academic achievement, finding significantly positive average effect sizes in English, writing, mathematics, and science. In addition, the article summarizes the impact of laptop programs on more general teaching and learning processes and perceptions as reported in these studies, again noting generally positive findings.