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Table S1. The detailed information of NUPTs in the nuclear genome of A. officinalis. (DOCX 44 kb)

Research has shown that learners do not always engage in appropriate metacognitive and self-regulatory processes while learning complex historical topics. However, little research exists to guide the design of technology-rich learning environments as metacognitive tools in history education. In order to address this issue, we designed a metacognitive tool using a bottom-up approach. Thirty-two undergraduate students read an historical narrative text either with or without the benefit of the metacognitive tool. Results from process and product data suggest that learners using the metacognitive tool had better recall and that the tool helped them (a) notice that particular events in an historical narrative text are unexplained, and (b) generate hypothetical causes to explain the occurrence of such events. We discuss the implications of these findings for the development of the MetaHistoReasoning Tool, a technology-rich learning environment that assist learners in terms of regulating their learning while they accomplish authentic tasks of historical inquiry.

Objective To investigate the proper methods of acupuncture and moxibustion for controlling body weight and their objects.

Objective: To investigate if acupuncture has an inhibitory effect on fatty toxicity and its possible mechanism.Methods: Thirty-four patients with simple obesity were clinically treated with acupuncture for 3 courses. Before and after treatment, body mass index(BMI) and fat percentage (F%) were determined, and serum insulin and adiponectin were measured by enzyme linked immunoassay, blood lipid and sugar by biochemical colorimetry and eight kinds of free fatty acids (FFAs) by high performance liquid chromatography. Twenty normal persons were selected as a control.Results: The total efficacy rate was 88.2%. Acupuncture could increase the decreased insulin sensitivity index(ISI) in the patients(t=−5.103,P=0.000). The correlation of a decrease in F% with an increase in unsaturated fatty acid after acupuncture was of significance (r=0.402,P=0.019) and its correlation with an increase in the ratio between unsaturated fatty acid and saturated fatty acid was also of significance (r=0.348,P=0.044). The correlation between increases in high density lipoprotein and in eicosapentaenoic acid was of significance (r=0.352,p=0.041). The correlation between a decrease in BMI and an increase in high density lipoprotein was of significance (r=0.357),P=0.038). Adiponectin level significantly rose after acupuncture (compared with pre-treatment,P=0.000). The correlation between a decrease in FFAs and an increase in adiponectin was of significance (r=−0.349,P=0.043).Conclusion: Acupuncture can lower the levels of free fatty acids in the patients and increase their sensitivity to insulin to inhibit the fatty toxicity. The inhibitory effect of acupuncture on fatty toxicity is somewhat related to a rise in adiponectin level.

Medical students’ metacognitive and self-regulatory behaviors are examined as they diagnose patient cases using BioWorld, a technology rich learning environment. BioWorld offers an authentic problem-based environment where students solve clinical cases and receive expert feedback. We evaluate the effectiveness of key features in BioWorld (the evidence table and visualization maps) to see whether they promote metacognitive monitoring and evaluation. Learning outcomes were assessed through novice/expert comparisons in relation to diagnostic accuracy, confidence, and case summaries. More specifically we examined how diagnostic processes and learning outcomes were refined or improved through practice at solving a series of patient cases. The results suggest that, with practice, medical students became more expert-like in the processes involved in making crucial clinical decisions. The implications of these findings for the design of features embedded within BioWorld that foster key metacognitive and self-regulatory processes are discussed.

Learning through historical inquiry requires that students engage in domain-specific metacognitive strategies. For example, students need to be aware that causes of historical events are often unknown or uncertain and they need strategies for resolving such ambiguity. In this paper, we provide an overview of the theoretical, instructional, and empirical foundations of the MetaHistoReasoning Tool Training Module. This computer-based learning environment is designed to facilitate the acquisition of metacognitive strategies that are critical in learning through historical inquiry. We review findings pertaining to (1) the classes of self-explanations generated and (2) the accuracy of categorizations made by students. We discuss these findings in terms of developing an artificial pedagogical agent capable of appropriately delivering instructional explanations and effectively prompting self-explanations.

The deteriorating patient activity (DPA) is a low-fidelity educational simulation that prepares medical students to effectively approach emergency situations This paper outlines how we have captured and represented expertise in rapidly changing emergency situations to develop a dynamic and adaptive computerized model of the DPA to enhance medical teaching and learning.