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Are children from "Eastern" cultures less emotionally expressive and reactive than children from "Western" cultures? To answer this, we used a multi-level and multi-contextual approach to understand variations in emotion displays and cortisol reactivity among preschoolers living in China and the United States. One hundred two preschoolers from China (N = 58; 55% males) and the United States (N = 44, 48% males) completed three (i.e., control, interpersonal-related, and achievement-related) emotion-challenging paradigms over 3 days. Behavioral emotion expressions were coded, and salivary cortisol was sampled 30 minutes before and across 90 minutes post-task. Without considering context, Chinese preschoolers displayed fewer levels of positive and negative emotion expressions relative to their United States counterparts. However, Chinese preschoolers displayed similar levels of expressions as their United States counterparts during an achievement-related challenge that is more salient to their sociocultural emphases and showed higher negative emotion expressions in this challenge, relative to other contexts. Moreover, only the achievement-related challenge elicited increased cortisol levels among Chinese preschoolers, and this was correlated with higher levels of negative expressions. For US preschoolers, no cortisol increase was observed in any challenging paradigms, nor was cortisol associated with emotional expressions. Findings counter prior notions that East Asian children are generally less emotionally expressive. Instead, an achievement-related challenge elicited higher emotion expression and cortisol reactivity among Chinese preschoolers, suggesting that children's emotion expression and biological reactivity may be most responsive to contexts salient to their socio-cultural environments. We discuss the importance of considering cultural contexts when studying emotion regulation.

Purpose: This study aimed to investigate challenges in speech-in-noise (SiN) processing faced by school-age children with autism spectrum conditions (ASCs) and their impact on listening effort. Method: Participants, including 23 Mandarin-speaking children with ASCs and 19 age-matched neurotypical (NT) peers, underwent sentence recognition tests in both quiet and noisy conditions, with a speech-shaped steady-state noise masker presented at 0-dB signal-to-noise ratio in the noisy condition. Recognition accuracy rates and task-evoked pupil responses were compared to assess behavioral performance and listening effort during auditory tasks. Results: No main effect of group was found on accuracy rates. Instead, significant effects emerged for autistic trait scores, listening conditions, and their interaction, indicating that higher trait scores were associated with poorer performance in noise. Pupillometric data revealed significantly larger and earlier peak dilations, along with more varied pupillary dynamics in the ASC group relative to the NT group, especially under noisy conditions. Importantly, the ASC group's peak dilation in quiet mirrored that of the NT group in noise. However, the ASC group consistently exhibited reduced mean dilations than the NT group. Conclusions: Pupillary responses suggest a different resource allocation pattern in ASCs--An initial sharper and larger dilation may signal an intense, narrowed resource allocation, likely linked to heightened arousal, engagement, and cognitive load, whereas a subsequent faster tail-off may indicate a greater decrease in resource availability and engagement, or a quicker release of arousal and cognitive load. The presence of noise further accentuates this pattern. This highlights the unique SiN processing challenges children with ASCs may face, underscoring the importance of a nuanced, individual-centric approach for interventions and support.

The beauty of the sound is not only due to advanced singing voice but also depends on breathing techniques. This paper aims to study knowledge about the physiology of breathing and singing, including the effectiveness of conscious control in vocal training and innovative technologies. The authors used observation methods to achieve this goal. They developed mechanisms to set breathing that promote singing using modern technology. As a result, the authors identified the following indicators: body coordination, diaphragmatic respiratory training, inhalation and exhalation training, mixed respiratory training, as well as coordination of the vocal apparatus. Videos, Sing Sharp, Prana Breath, Erol Singer's Studio, and SwiftScales served as tools to provide instruction. The results showed that body coordination and mixed respiratory training significantly influence the sound's naturalness. The singing purity results from body coordination and the vocal apparatus. The study involved two groups of students: Group 1 included vocalists who studied according to the proposed technique; Group 2 united amateur performers. A specific efficiency and quality of singing characterized the performance of the students from Group 1 when playing folk (83%) and popular compositions (77%). The results showed that the students of Group 2 generally received average scores for the performance of folk (54%) and popular (53%) compositions. The practical significance of the work lies in the possibility of developing a singing voice with the help of breathing and modern technology.

The arrival of the metaverse, as a new generation of information technology, will bring great changes to people's production, life, and learning. The educational metaverse is regarded as a new form of educational development, which will bring a transformative impact on educational teaching activities. In this context, this study has developed a general architecture of educational metaverse system, which includes the physical layer, software layer, data layer, and application layer, based on the technical, theoretical, and architectural support and its digital ecology of educational metaverse system construction. The study has tried to construct a physiology virtual experimental teaching system and taken the rabbit's exercise of respiration regulation experiment as an example to start the research on the educational metaverse in physiology experimental teaching. Participants of the study were 120 students from the 2019 clinical medicine class at School A. By analyzing the learning outcome of students in the virtual experiment course of the educational metaverse, it is concluded that educational metaverse can promote both teaching and learning in the process of experimental teaching; this research has explored the path for the new form of Internet education, which is of great significance for promoting the efficient construction of new education infrastructure and the innovative development of education modernization.

Since pre-internship medical students appeared inefficient in acquiring fundamental knowledge in large classes, a hybrid instructional method of problem-and-lecture-based learning (PLBL) was designed to leverage the complementary strengths of PBL in reasoning under minimal guidance and LBL in immediate knowledge retention. We improved PBL (IPBL) in its instructional process and grading in a way that's feasible in large classes, divided in IPBL almost 50 students into 7-10 squads as a figure simulating student counts in classic PBL class to strive for each squad member to achieve the same level of knowledge, and applied IPBL to about half of the instructional contents while LBL to another half for their complementary strengths. In this case, PLBL led to more number of test questions correctly answered by all students in a class, more students in higher test score buckets, and higher student perception scores on the methodology. PLBL facilitates fundamental knowledge acquisition in large classes within 50 students prior to medical internships.

With the development of technology, people expect real-time communication with computers. Wearable devices, such as those for monitoring physiological signals, have rapidly developed and are now being applied in college and university evaluation. Due to the non-standard and unscientific practices in teaching, teachers may experience psychological obstacles when evaluating students. To ensure successful evaluation, we must motivate teachers to correctly understand and actively participate in the evaluation process, thus facilitating communication between people and computers. Emotion recognition based on multi-physiological signals, such as ECG, pulse, electromyography, electrodermal, and respiratory signals, is an effective method for achieving this. This dissertation conducts in-depth research on the methods for emotion recognition based on multi-physiological signals. It explores feature extraction methods, feature selection, and fusion to provide objective assessments of physiological and psychological activity states, which are used as a basis for accurate emotional judgments.

Parenting style plays an important role in children's externalizing behaviors. Differences in physiological regulation among children may lead to variations in whether or to what extent parenting style influences them. The present study aimed to investigate the effect of parenting styles on young children's development of externalizing behaviors and to consider the moderating role of children's physiological regulation (resting respiratory sinus arrhythmia [resting RSA]). Participants included 119 Chinese parent-child dyads (55 girls, T1 M[subscript age] = 4.62 years, SD[subscript age] = 0.27 years; T2 M[subscript age] = 5.73 years, SD[subscript age] = 0.29 years). At T1, parents reported their parenting styles and children's externalizing behaviors; at T2, children's externalizing behaviors were measured again by parental reports, and children's resting RSA was measured. Authoritarian parenting predicted children's development of externalizing behaviors from T1 to T2, and this effect was moderated by children's resting RSA. For children with low resting RSA, authoritarian parenting positively predicted their development of externalizing behaviors, but no significant relation was found among children with high resting RSA. Permissive parenting was associated with children's externalizing behaviors T1 but not with the development of externalizing behaviors from T1 to T2. The present study demonstrates the crucial role of resting RSA in early childhood and supports the diathesis-stress model by revealing that children with poor physiological regulation are vulnerable to authoritarian parenting and thus develop high externalizing behaviors.

A physiology laboratory course plays an important role in improving the scientific abilities of medical students. This study involved a teaching reform based on problem-based self-designed experiments in a physiology laboratory course. The study subjects were divided into two groups, i.e., students enrolled in 2019 were assigned to the traditional course control group (n = 146) and students enrolled in 2021 were assigned to the improved course test group (n = 128). Students in the test group were required to conduct self-designed experiments based on the questions for each experimental theme, in addition to completing the specified experimental items. At the end of the course, the differences in academic achievements between the two groups were compared. The results showed that compared to the control group, the students in the test group spent less time finishing the specified experimental items (P < 0.05). More students in the test group obtained good results in the operation assessment for the specified experiments (P < 0.05), and a significant increase in the number of winners in discipline-wise competitions, participants in scientific research projects, and academic publications was observed in the test group. Most of the students in the test group agreed that the self-designed experiment promoted their scientific thinking, helped them better understand theoretical knowledge, and improved their hands-on operation and team cooperation abilities. Our research showed that our teaching reform promoted students' self-directed learning and problem-solving abilities, stimulated their enthusiasm for scientific research, and was conducive to the cultivation of innovative medical talents.

Interactive learning environments have become important components for teaching pianists, which determines the relevance of the research topic. The study was conducted in Faculty of Piano of the Shenyang Conservatory of Music, and 87 first-year undergraduates participated in it. A positive effect of interactive teaching aids on professional skills development in pianists, including the psychophysiological component of performing skills, was revealed. The novelty of the study is the theoretical substantiation of the influence of interactive learning environments on pianists' professional skills, which can be used for professional selection and improving the quality of musicians' training.

In recent years, online learning has been widely used than before. However, it depends on student's learning initiative and lacks of teacher-student interaction, which cannot bring desired learning performance. In our physiology teaching practice to "5 + 3" integration medical student, we tried to combine online and classroom learning to form the blended learning. This study assessed the effectiveness of the blended learning on students' learning initiative and performance in the physiology study. It included 180 full-time students from clinical medical specialty across two academic years. These students were divided into the experimental classes receiving blended learning and the control classes receiving traditional learning. We carried out three classroom tests and one questionnaire survey. It found that the students of blended learning who mastered most of the content were as twice as the students of traditional learning. The average accuracy of classroom tests was above 90% from the students of the blended learning, which was higher than the approximate rate of 80% of from the students of the traditional learning. Both the times of preparing lessons and answering questions in class increased in the blended learning practice. In addition, students of blended learning were relatively unaffected by playing with the mobile phones in the class. It found that students acquired more knowledge, performed better in the classroom tests and their learning initiative was excited in the blended learning. This study provides the effect assessment and contributes to improve the teaching effect of the blended learning.

To evaluate the teaching effect of problem-based learning (PBL) combined with lecture-based learning (LBL) compared with that of LBL alone in renal pathology education for trainees receiving standardized training. A total of 65 undergraduate medical students who received standardized training in Xijing Hospital from January 2016 to November 2019 were randomly divided into a PBL+LBL group (33 subjects) and an LBL alone group (32 subjects). The teaching effect was evaluated using the subjects' diagnostic accuracy of renal pathology, knowledge of renal pathology and teaching satisfaction assessment. The diagnostic accuracy of renal pathology, knowledge of renal pathology and teaching satisfaction assessment in PLB+LBL group (81.0%, 79.99 ± 6.65 and 89.4%, respectively) were significantly higher than those in the LBL alone group (58.5%, 62.89 ± 10.31 and 58.9%, respectively). While teaching renal pathology to undergraduate medical students receiving standardized training, the PBL+LBL group benefited from a teaching effect and gave a better teaching satisfaction.

Physiology is a critical subject that bridges basic and clinical medicine. The reform of physiology education is crucial to improving the quality of teaching and supporting student learning; however, there is a lack of comprehensive data documenting the current state of physiology education in medical programs in China. This study conducted an online survey among experienced teachers from the top 100 medical schools in the Chinese mainland in 2022. A total of 89 valid questionnaires were included in this study. In 57.3% of the surveyed medical schools, 70% of the physiology teachers have a Ph.D. degree, while the number of faculty members with a medical background has tended to decrease in 53.9% of the surveyed medical schools. Of the 89 medical schools, 62 have implemented physiology course integration, with 69.4% of the respondents believing that curriculum integration could enhance students' knowledge acquisition and application. The lecture hours per term are 50-70 and 71-90 in 49.4% and 42.7% of the 89 medical schools, respectively. The ratio of course duration of lecture to laboratory was 2:1 in 47.2% of the surveyed medical schools, while the ratio was between 1:1 and 2:1 in 47.2% of the surveyed medical schools, and only 5.6% of medical schools opted for a 1:1 course arrangement. For teaching methods, about 60% of medical schools used problem-based learning, case-based learning, and task-based learning (PBL/CBL/TBL) for clinical medicine students only, and 25.4% of medical schools applied PBL/CBL/TBL to all students. This study is conducive to promoting dialogue and communication among physiology teachers, administrators, and researchers.

The online flipped classroom (OFC) has emerged as a new teaching method in universities worldwide, which combines asynchronous and synchronous online learning. OFC differs from the traditional flipped classroom as it does not involve face-to-face interaction between teachers and students. Instead, the class meeting is conducted online, and it is focused on active and collaborative learning (e.g., discussion rather than lecturing). To evaluate the effectiveness of the Physiology OFC, we compared it with online live teaching (OLT) offered in the same school and semester. We analyzed the exam scores of the Physiology course as well as the scores for other courses offered in the same semester and after the Physiology course. We categorized the top 27% of the exam takers as high-achieving students and the bottom 27% as low-achieving students. Our analysis found no statistically significant difference between OFC and OLT in terms of overall exam scores for all students. However, high-achieving students in OFC scored higher on the total exam score and short answer questions, but the score of case study questions (CSQs) of low-achieving students was lower. Furthermore, students in OFC scored higher in Medical Immunology and courses dominated by logical thinking such as Pharmacology and Diagnostics than students in OLT. In conclusion, our findings suggest that OFC can achieve the same teaching effectiveness as OLT, with a more positive impact on high-achieving students. The positive impact extends beyond the Physiology course to other courses where logical thinking is critical. However, the lower performance of low-achieving students in CSQs highlights the need for further research to determine the reasons for their lower performance and potential strategies to improve their learning outcomes.

Based on a sample survey of high schools in Province S of China, this study used quantitative statistical analysis to explore the ideal matching mode of sleep time and high academic performance and established a multi-level early warning mechanism for schools that sacrifice student sleep for high academic performance. The results showed that "students achieve the best academic performance when they sleep for eight hours or more." This is an ideal matching mode for schools to ensure the healthy development of students and build a good educational environment. Teachers, schools, education administrators, and parents should hold correct educational values and view comprehensively the relationship between students' sleep time and academic performance. For schools that sacrifice students' sleep time and blindly pursue high grades, a multi-level early warning mechanism should be established and their rectification should be supervised.

China's Clinical Medicine Level Test (CMLT) was designed to evaluate the key factors that affect the learning outcome of medical students prior to entering clinical practice. In this study, we systemically analyzed the performance of a cohort of medical students at Jinan University School of Medicine participating in the recent CMLT. The analytical results of the medical students' written and objective structured clinical examination (OSCE) scores showed that their academic performance was predominantly associated with students' internship allocations, although other demographic characteristics such as sex, age, geographical origin of students, and grade point average (GPA) might be sporadically related to the students' OSCE performance at different OSCE stations. To explore the inherent reasons behind this, a survey was implemented among the medical students who participated in the examination to further interpret the factors influencing the students' learning outcome. The findings of this questionnaire manifested that intrinsic motivation and identified regulation acted as the major motivational profiles for the medical students from three different internship sites, whereas external regulation emerged as the crucial factor to make the students perform well academically in the CMLT. The result of this study suggested that strengthening the quality control of the clinical learning environment and improving medical administration may still be the most effective approaches to ensure the quality of clinical medical education.

The body is the very basis of children's self-growth and their understanding of the world. However, children's body experiences of growing up have rarely been studied. This paper uses a hermeneutic phenomenological approach to study the body experience of 35 kindergarten children aged 5-6 from Nanjing, China. We found that children's body experiences can be grouped into two themes: the experience of body through physical changes, that is, children's experience of their physical changes; and the experience of body through actions, that is, children's experience of using their bodies to learn different skills and knowledge. Children's body experiences are multi-dimensional, ambivalent, and socially interactive throughout different events growing up. Even the same event involves multiple and contradictory experiences, which are influenced by both internal and external sources. Suggestions are discussed to address the problem of children's body experiences being neglected by adults.

Due to the COVID-19 pandemic during spring semester 2020, teachers and students were forced to engage in online instruction. However, there is little evidence on the feasibility of online physiology teaching. This study demonstrated a 3-wk preliminary online physiology course based on Rain Classroom assisted by the mobile application WeChat. Eighty-seven nursing undergraduate students attended an online physiology course during the spring semester of the 2019-2020 academic year from March 9 to March 29. We determined the effects of the online physiology learning based on in-class tests, preclass preparation, and review rates for the course materials. We also measured the students' perceptions and attitudes about online learning with a questionnaire survey. Posttest scores from the first week to the third week in online physiology course (7.22 ± 1.83, 7.68 ± 2.09, and 6.21 ± 2.92, respectively) exceeded the pretest scores (5.32 ± 2.14, 6.26 ± 2.49, and 3.72 ± 2.22, respectively), and this finding was statistically significant (all P < 0.001). Moreover, the pretest scores were significant positive predictors of final grade (all P < 0.01). In addition, the percentage of preclass preparation increased in 3 wk, from 43.68% to 57.47% to 68.97%. From the first week to the third week, the review rate increased from 86.21% to 91.95%; however, the second week was the lowest of all (72.41%). Finally, students' perceptions about their online physiology learning experiences were favorable. In conclusion, online physiology instruction based on Rain Classroom assisted by WeChat was an effective strategy during the COVID-19 pandemic.

The Internet and 5G era makes e-learning a vital part of modern education, and extensive evidence has shown that peer teaching and flipped classroom contribute to increased success in medical teaching. However, the applicability of these pedagogies in laboratory courses remains largely unexplored. This study aimed to evaluate the academic performance, proficiency in procedural skills, and perception of nursing students in physiology laboratory classes delivered with nontraditional classroom (NTC) pedagogies comprising the combination of e-learning, peer teaching, and flipped classroom. Each class was subdivided into two equal halves by successive student identification (ID) number and randomly assigned to the control or NTC group. Compared to the control class, NTC teaching significantly enhanced mean score of six preclass tests (67.77 ± 9.83 vs. 62.94 ± 9.70), with "B" graders increased obviously, suggesting that preclass e-learning was more effective than textbook-based preview, especially for general grasp of the topic. Similarly, average scores on postclass quizzes in the NTC group were improved (79.40 ± 9.12 vs. 74.43 ± 8.88). Lesser time cost and higher success rates were observed in trachea, artery, and heart catheterizations in the NTC group, although no disparities were found in ureteral intubation. The majority (~74%) of students supported the reform and shared positive experiences with NTC methodology. They reported that virtual experiments and self-paced procedural skill videos affected pre- and in-class learning outcomes most, respectively. These findings indicated that NTC pedagogy was workable to improve students' subject scores and proficiency in complicated and direct-viewing procedural skills and was favorable to students.

The Coronavirus Disease 2019 pandemic has changed the way most people live and work, including the way in which students undertake study. To protect students during the pandemic, most schools in China adopted a study-at-home model. Under these circumstances, the pathophysiology teaching team at Tongji University considered how to reform teaching methods to minimize the impact of the pandemic on students' curriculum studies. This article describes our teaching reforms in detail, notably a combination of online education resources, online discussion courses, and a WeChat study group. We compared the effects of the reformed and traditional teaching approaches, including student performance and student evaluation of the reformed teaching methods. Analysis showed that although students were generally worried about the impact of the pandemic on their curriculum studies, their overall performance was not affected by the reformed teaching methods. Of interest, compared with traditional teaching, the proportion of students with higher final test scores ([more than or equal to]90 points) actually increased. The revised teaching methods promoted the learning of some students externally and internally and enhanced their enthusiasm for medical study and their academic performance. These approaches could be applied as a reference for future course arrangements after the pandemic.

Background: Timely and effective removal of respiratory secretions is of great significance for tracheotomized patients. The purpose of this study is to investigate the effectiveness of capsaicin nebulization to stimulate cough to promote early clearance of respiratory secretions in tracheotomized patients after hemorrhagic stroke. Method: This study implemented a randomized controlled design. Sixty-three patients who were tracheotomized following a hemorrhagic stroke completed this randomized controlled trial. In the control group, 33 cases were given a routine care after tracheotomy. In the intervention group, 30 cases were given a capsaicin solution nebulization in addition to the routine care. The daily sputum output and the number of sputum suctioning were observed. The differences in sputum viscosity, cough function, and Clinical Pulmonary Infection Score (CPIS) were compared between the two groups before and after the intervention. Vital sign changes during capsaicin nebulization and suctioning were compared between the two groups in a pilot study. Results: The daily sputum output of the capsaicin intervention group was significantly higher than that of the control group (p < 0.05). The number of sputum suctioning of capsaicin group was less than that of the control group after intervention (p < 0.05). The CPIS score of the capsaicin group was lower than that of the control group (p < 0.05) after a 1-week intervention. Patients' heart rate, respiratory rate, and oxygen saturation during capsaicin nebulization were not statistically different from those during routine sputum suctioning (p > 0.05). Conclusions: Capsaicin atomization-induced cough can effectively promote sputum excretion of hemorrhagic stroke patients undergoing tracheotomy and has a good safety profile. The Clinical Trial registration number of this study is ChiCTR2000037772 (http://www.chictr.org.cns).

In higher education, it is a great challenge for instructors to teach international medical students (IMSs) efficiently. These students usually have different learning obstacles and learning style preferences from domestic students. Thus it is necessary to use teaching modalities targeting the specific characteristics of IMSs. Accordingly, we have developed a teaching modality composed of classical teacher-centered approach (TCA), enriched with components of student-centered approach (SCA) and online interactions targeting the learning characteristics of IMSs, which we defined as TESOT (an acronym made of the underlined words' initials). Aside from the online interactions that provide both answers to questions raised by students and guidance throughout a course, this modality contains additional in-classroom components (i.e., pre-lecture quiz, student-led summary, and post-lecture quiz). The effectiveness of this modality was tested in the nervous system module of the Physiology course for IMSs. The final exam scores in the nervous system module in the year taught with TESOT were higher than those earned by students taught with a classical TCA modality in preceding 2 yr. The improvement of teaching effectiveness is attributable to increasing communication, bridging course contexts, and meeting diverse learning style preferences. These results indicate that TESOT as an effective teaching modality is useful for enhancing efficiency of teaching IMSs.

The present large-scale mixed-method study examined English language classroom anxiety and enjoyment in Chinese young students in relation to gender and grade level. Quantitative and qualitative data were collected from 709 primary and secondary school students from a province in south China. Major findings were: (1) Around one third of the participants felt anxious when speaking English while more than half felt joyful in the English class. The same pattern applied for male and female students and those in grades 4 to 8; (2) significant gender difference in anxiety occurred in grade 4 and that in enjoyment occurred in grade 8; (3) the students tended to be more anxious and less joyful in the English class as their grade levels increased, with grade 7 being a dividing year of the (inverted) u-curve; (4) anxiety and enjoyment were significantly correlated with each other for students in grades 4 to 8; (5) both learner- and teacher-related variables were identified as causes for anxiety and enjoyment; and (6) the students reacted differently when feeling anxious or joyful in class: When feeling/becoming anxious, they often suffered a lot (e.g., becoming dumbfounded, sweating, trembling, and not knowing what to do or say, etc.); when feeling joyful, they often became more attentive and active in class and studied English harder. It is hence clear that English language classroom anxiety and enjoyment are two independent dimensions of emotion and that fostering positive emotions facilitates SL/FL learning.

Traditional oral examination (TOE) is criticized for the shortage of objectivity, standardization, and reliability. These perceived limitations can be mitigated by the introduction of structured oral examination (SOE). There is little evidence of the implementation of SOE in physiology laboratory courses. The purpose of this study was to investigate the effect of SOE in laboratory-based learning sessions. Second-year medical students (n = 114) attended a 16-wk physiology laboratory course. They were initially assessed by TOE in the middle of the academic term. The students' perspectives on this assessment were measured by a modified three-point Likert-type scale questionnaire. Following this, faculty members prepared topics for SOE; nine topics were included from each laboratory course. The correct answers and scoring criteria were discussed among the faculty before the SOE event. One week after the last laboratory course, SOE was carried out for each student. As with the TOE process, student feedback was collected via a modified three-point Likert-type scale questionnaire. The mean laboratory homework score from the first four and last four laboratory courses was also calculated. Paper exams were also conducted after TOE and SOE. The results show that SOE is more acceptable to students than TOE. Significant differences (P < 0.05) were observed in terms of uniformity of questions asked, syllabus coverage, and anxiety levels. In addition, SOE improved students' performance in the laboratory course explored here. We contend that SOE shows promise as an effective assessment tool in laboratory-based physiology learning sessions.

Background: Limited research has examined health and fitness indicators among individuals with different categories of intellectual disabilities (ID). The purpose of this brief report was to examine differences in health and physical fitness indicators among individuals with different levels of ID. Method: Individuals (n = 203) with mild, moderate, and severe ID completed a health and fitness screening. The health screening included blood pressure and lung capacity. Fitness measures were body composition, balance, and strength. We conducted multivariate analysis of covariance (MANCOVA) to examine level differences, controlling for age and gender. Results: Individuals with severe ID had significantly lower lung capacity than those with moderate ID, who had lower than those with mild ID. Individuals with mild ID had significantly higher handgrip strength than those with moderate ID, who had higher strength than those with severe ID. Conclusions: Lung capacity and handgrip strength are sensitive health and physical fitness risk markers for ID levels in China.

Peer instruction has been used extensively in lecture courses; however, there is little evidence of its use in laboratory courses. The purpose of the present study was to describe the implementation of the peer instruction method in a physiology laboratory course in China. Second-year medical students attended a 6-wk physiology laboratory course in the fall semester of the 2016-2017 school year. In the six new physiology laboratory classes, peer instruction strategies were used to substitute for the traditional short, didactic lectures. The effects of peer instruction were measured by in-class quizzes and confidence levels. The students' evaluations of peer instruction were measured by a Likert scale questionnaire. Peer instruction significantly improved the mean score on quizzes (0.53 [plus or minus] 0.50 vs. 0.68 [plus or minus] 0.47, P [less than] 0.001) and confidence levels (2.36 [plus or minus] 0.66 vs. 2.80 [plus or minus] 0.45, P [less than] 0.001). Furthermore, for individual incorrect answers, 39.07% changed to correct answers after peer instruction, whereas, for correct answers, 6.61% were changed to an incorrect response. Overall, significantly more students changed their answers from incorrect to correct than from correct to incorrect [X[superscript 2] : 333.11; degrees of freedom (df): 1; P [less than] 0.001]. Therefore, the positive effects of peer instruction were higher than the negative effects (X[superscript 2] : 244.55; df: 1; P [less than] 0.001). Moreover, student evaluations of peer instruction were highly positive. In conclusion, the implementation of peer instruction to the physiology laboratory course is an effective strategy to enhance students' performance on in-class quizzes and confidence levels. In addition, the attitude of students toward peer instruction was favorable.

Conflict adaptation is key in how children self-regulate and assert cognitive control in a given situation compared with a previous experience. In the current study, we analyzed event-related potentials (ERPs) to identify age-related differences in conflict adaptation. Participants of different ages (5-year-old children, 10-year-old children, and adults) were subjected to a stimulus-stimulus (S-S) conflict control task (the flanker task) and a stimulus-response (S-R) conflict control task (the Simon task). The behavioral results revealed that all age groups had reliable conflict adaptation effects (CAEs), with faster response times on current incongruent trials preceded by incongruent trials (iI trials) compared with current incongruent trials preceded by congruent trials (cI trials). There were also faster response times on current congruent trials preceded by congruent trials (cC trials) compared with current congruent trials preceded by incongruent trials (iC trials). Moreover, children demonstrated higher CAE related RTs compared with adults. Electrophysiological results showed that both 10-year-old children and adults had reliable CAEs in the flanker task during conflict detection, with a less N2 amplitude on cI trials compared with iI trials. We also found smaller ERP related CAE values in adults compared with children in the Simon task. Our findings suggest a developmental improvement of conflict adaptation that could lead to a state of relative equilibrium, allowing individuals to better assimilate and accommodate potential environmental conflicts. The results may also indicate that the development of conflict adaption is affected by the specific characteristic of the different types of conflict.

Purpose: To create a high-stress shooting among the crowd (SAC) program and to examine its effectiveness in reducing SWAT trainees' stress level and their shooting performance in a simulated hostage-rescue situation. Method: After the SAC program was created, it was evaluated using a pretest and posttest experimental design: 98 young male SWAT trainees were randomly divided into experiment and control groups, with the former group trained in hostage rescue, shooting with real persons (high stress), and the latter group trained with "dummy" men (low stress); training for both lasted three days. Their shooting performance was assessed by a tactical shooting test in both high- and low-stress tests in a counterbalanced order, before and after the training, and monitored during the training, as were their stress levels by a set of physical (heart rate [HR] and heart rate recovery time [HRRt]), psychological (salivary cortisol and a-amylase), and self-reported anxiety measures. Results: The SAC program created needed high-stress for hostage rescue situations as reflected in increased physical, psychological, and anxiety scores and reduced shooting performance. Even with short SAC training, SWAT trainees' capacity in handling high stress and tactical shooting performance were significantly improved. HR, HRRt, and anxiety tests have been found to be effective in monitoring stress and should be a part of future SWAT training. Conclusion: A SAC program involving real people was created, and its effectiveness was confirmed using a pretest and posttest experimental design.

Research on self-efficacy has been a productive field while limited studies have explored language learners' formation of academic self-efficacy. This quantitative study developed an instrument with two questionnaires for assessing English as a foreign language (EFL) learners' formation of self-efficacy and academic self-efficacy. It further investigated the complex relationship among learners' sources of self-efficacy, academic self-efficacy and their English proficiency. The participants were 700 EFL learners at a comprehensive university in China, who took a compulsory language course for improving their overall English proficiency. The results validated the two questionnaires and further confirmed the correlations among the three constructs. It is very striking to see that the 'social persuasion' played the most significant and positive role for predicting learners' academic self-efficacy and all aspects of English proficiency. Moreover, 'physiological states' were found as a negative predictor for explaining learners' achievements in English listening and reading. The research highlights the importance of socio-cultural factors during learners' formation of academic self-efficacy in China, particularly the significant roles played by the influential social agents. Implications are provided for reducing EFL learners' physiological stress and sustaining their academic self-efficacy for improving their language proficiency.

Hematology is difficult for students to learn. A beneficial education method for hematology clerkship training is required to help students develop clinical skills. Foreign medical students often encounter communication issues in China. To address this issue, Chinese post-graduates from our institute are willing to assist with educating foreign students. Therefore, we propose a mixed team-based learning method (MTBL) which might overcome communication problems in hematology clerkship. Twenty-two foreign medical Students attended a 2-week hematology clerkship in Fujian Medical University Union Hospital. Twenty-one foreign African medical students were assigned randomly into two groups. Fourteen foreign African medical students were assigned to MTBL group. Each MTBL team included two foreign African medical students and one Chinese post-graduate. Seven foreign African medical students were assigned to lecture-based learning method (LBL) group, which had a foreign medical classmate from Hong Kong or Chinese intern volunteers to serve as translators. The practice test scores of MTBL were significantly higher than LBL group (p < 0.05). The MTBL group had increased motivation to prepare before class, an engaged classroom atmosphere, and an improvement in their understanding of difficult topics. Interestingly, the Chinese post-graduates also benefited from this setting, as they found that this interaction improved their communication in the English language. The mixed team-based learning method overcomes communication problems in hematology clerkship. Foreign medical students and Chinese post-graduates alike can benefit from MTBL.

Pathophysiology is a scientific discipline that studies the onset and progression of pathological conditions and diseases, and pathophysiology is one of the core courses in most preclinical medical curricula. In China, most medical schools house a Department of Pathophysiology, in contrast to medical schools in many developed countries. The staff in Chinese Departments of Pathophysiology generally consists of full-time instructors or lecturers who teach medical students. These lecturers are sometimes lacking in clinic knowledge and experiences. To overcome this, in recent years, we have been trying to bring new trends in teaching pathophysiology into our curriculum. Our purpose in writing this article was to share our experiences with our colleagues and peers worldwide in the hope that the insights we have gained in pathophysiology teaching will be of some value to educators who advocate teaching reform in medical schools.

Student-centered learning is generally defined as any instructional method that purportedly engages students in active learning and critical thinking. The student-centered method of teaching moves the focus from teaching to learning, from the teachers' conveying course concepts via lecture to the understanding of concepts by students. The student-centered method has been used extensively in lecture courses in China; however, there is little evidence of its use in laboratory courses. The purpose of the present study was to describe the implementation of a student-centered method in a pathophysiology laboratory course. The use of student-centered learning strategies in an undergraduate laboratory course was well received by both students and teachers. Here, students had to take on responsibility for their own learning and, thus, became more accountable. Moreover, they reported increased active learning, skill development, information collection, and retention. In addition, mean scores for the quiz were significantly higher in the student-centered method compared with the traditional teaching method. The shift from teacher-centered delivery to a student-centered model led to a positive change, in which the learners drove the process and were guided, not directed, by the teacher.

This article reviews the results of a school-based self-management intervention for Chinese obese children at risk for metabolic syndrome. Twenty-eight Chinese obese children (M age?=?10 years) and their parents participated in the study. Metabolic syndrome risk factors were measured pre- and post-intervention. The risk factors included Body Mass Index, waist circumstance, systolic blood pressure, diastolic blood pressure, triglycerides, high-density lipoprotein cholesterol, low-density lipoprotein cholesterol, High-sensitivity C-reactive Protein, fasting plasma glucose, and fasting blood insulin. After 6 months of school-based self-management intervention, all risk factors with the exception of triglycerides and fasting plasma glucose changed significantly in the healthful direction (p?

Aim: This paper describes Chinese university students' understanding of the meaning of the alcohol-related flushing response and how they reacted to their own and someone else's flushing in a group drinking situation. Method: The researcher surveyed 530 Chinese university students about their understanding of flushing and their perception of how people respond to a person who visibly flushes while drinking alcohol. Findings: Most students did not know about the physiological cause of flushing. There were significant gender differences in both reactions to and perception of responses to a person who flushes. There was no direct relationship between flushing and drinking behaviour. Conclusions: This description of flushing behaviour and responses to a flushing person is discussed in terms of educational opportunities to change behaviours that could reduce the cancer related risks of this visibly at-risk group.

This study, using conversation analysis as the research methodology, probes into the use of "nage" (literally "that") as a practice of managing awkward, sensitive, or delicate issues in radio phone-in medical consultations about sex-related problems. Through sequential manipulation and turn manipulation, the caller uses stand-alone "nage," either as a pronoun referring to a sex organ or sex-related problem or as a filler, to delay or to build up to the explicit mentioning of the names of sex organs or sex-related problems. In addition, "nage" also makes a compounded occurrence as "'nage'+noun." Both in the stand-alone form and the compounded form, "nage" as a delicate issue managing practice in some sense helps the caller to distance him- or herself from sex-related topics, which are normatively avoided in conversations, and simultaneously helps the caller to portray him- or herself as a victim rather than an agent of the sex-related problems.

To modernize its stagnant, traditional curriculum and pedagogy, the Medical School of Wuhan University in China adopted (with modifications) the University of Chicago's medical curriculum model. The reform effort in basic sciences was integrating histology and physiology into one course, increasing the two subjects' connection to clinical medicine, and applying new pedagogies and assessment methods. This study assessed the results of the reform by comparing the attitudes and academic achievements of students in the reform curriculum (n = 41) and their traditional curriculum peers (n = 182). An attitude survey was conducted to obtain students' views of their respective histology and physiology instruction. Survey items covered lectures, laboratory teaching, case analyses and small-group case discussions, assessment of students, and overall quality of the courses and instruction. A knowledge test consisting of questions from three sources was given to measure students' mastery of topics that they had learned. Results showed that reform curriculum students were rather satisfied with their course and new teaching methods in most cases. When these students' attitudes were compared with those of their traditional curriculum peers, several significant differences favoring the reform were identified regarding physiology teaching. No other significant difference was found for physiology or histology teaching. Reform curriculum students outperformed their peers on four of five subcategories of the knowledge test questions. These findings support the benefits of integration and state-of-the-art teaching methods. Our study may offer lessons to medical schools in China and other countries whose medical education is in need of change.

The emotional reactivity hypothesis holds that, over the course of phylogeny, the selection of animals with less reactive temperaments supported the development of sophisticated social-cognitive skills in several species, including humans (Hare, 2007). In the ontogenetic human case, an emotional reactivity hypothesis predicts that children with less reactive temperaments will reach certain milestones in theory-of-mind (ToM) development more quickly. We examined relations between temperament and false-belief understanding in 102 preschool-age children from China and the United States. Temperament was measured via parental ratings of behavior as well as with physiological measures of children's reactivity (hypothalamic-pituitary-adrenocortical axis reactivity gauged via salivary cortisol). In accord with an emotional reactivity hypothesis, children with certain reactive temperaments--specifically, those who were more aggressive and those who were both socially withdrawn and physiologically reactive--evidenced poorer social-cognition. However, our findings also force amendment to the ontogenetic emotional reactivity hypothesis. For the majority of children in both countries, physiological reactivity predicted more advanced ToM, perhaps by facilitating social engagement and attention to social stimuli. Moreover, children who were withdrawn from social interaction yet nonreactive, especially Chinese children of this temperament, evidenced advanced ToM. Thus, some forms of social disengagement may foster social-cognitive development in certain sociocultural contexts. (Contains 3 tables and 1 figure.)

In this study, novel and old scientific innovations (NSI and OSI) were selected as materials to explore the electrophysiological correlates of scientific innovation induced by heuristic information. Using event-related brain potentials (ERPs) to do so, college students solved NSI problems (for which they did not know the answers) and OSI problems (for which they knew the answers). A new experimental paradigm (heuristic information learning-problems testing model) was adopted to make subjects actively find a solution. The results showed that the P3 amplitude was higher for OSI than for NSI between 360 and 430 ms after onset of the problem stimuli. This finding most likely reflects an automatic matching process based on the known answer retrieval, which would be easier for OSI than NSI problems. However, the N4 amplitude was higher for NSI than for OSI between 430 and 500 ms and a greater negativity in the NSI (in comparison with OSI) developed between 500 and 900 ms. This pattern could reflect the generation of novel solutions due to the application of heuristic information (retrieved from memory) during NSI problems solving.

BACKGROUND: Pushing is a typical workplace activity that may result in musculoskeletal disorders (MSDs). A convenient method of assessing the risk of MSDs is to determine the association between the force applied and the subjective rating of force exertion. OBJECTIVES: This study aimed to determine the relationship between the subjective rating of force exertion and the force applied to both a fixed and a movable handle. It also aimed to confirm that the participants could apply a higher one-handed push force at shoulder height than at elbow height. METHODS: A one-handed pushing experiment was conducted. In the push-to-scale session, the participants pushed a handle fixed on a rig on four levels on the CR-10 scale. The push force was measured. In the force-rating session, the participants rated their force exertions when pushing a movable handle with metal blocks suspended on the two sides. The subjective ratings on the CR-10 were recorded. RESULTS: The one-handed push force at shoulder height was significantly higher than that at elbow height. More effort was needed to push on a movable handle than a fixed one. Two regression models were established to describe the relationship between the push force and the subjective ratings of pushing for each of the fixed and movable handles, respectively. The correlation coefficient results showed that these models are adequate to describe the relationship between the one-handed push force and the ratings of the CR-10 scale. CONCLUSION: Participants applied a higher one-handed push force at shoulder height than at elbow height was confirmed. Participants needed more efforts to push the movable handle under the same CR-10 level than the fixed handle. The predictive models developed in this study may be used to estimate the push force for one-handed pushing tasks when assessing the risk of MSDs. [ABSTRACT FROM AUTHOR]

Droughts can affect ecosystem CO2 fluxes directly or indirectly by changing plant community composition. However, it is unknown whether shifts in plant community composition buffer or amplify the response of ecosystem CO2 fluxes to droughts with different seasonal timing, as plant phenology and physiology of the different plant functional types respond differently to droughts. To identify the interaction of drought timing and plant community composition in regulating ecosystem CO2 fluxes, we conducted a three‐year manipulative experiment in which extreme droughts occurring in the early, mid and late growing seasons were separately imposed on experimental plot communities comprising graminoids, shrubs and their combination in a semi‐arid grassland of Inner Mongolia, China. Overall, mid‐season drought caused the largest negative effects regardless of plant community composition. In addition to decreasing aboveground biomass, mid‐season drought suppressed fluxes by reducing leaf photosynthetic rate, while early‐season and late‐season drought reduced fluxes mainly by shortening growing season length. All three community compositions had consistent responses to early‐season and mid‐season droughts. However, ecosystem CO2 fluxes in the combination community were less negatively affected by late‐season drought than in either shrub or graminoid communities because the growing season length was shortened less. Synthesis. Our results highlight that it is important to account for interactions of seasonal timing and plant community composition when predicting magnitude and pathways of drought effects on ecosystem carbon cycling. [ABSTRACT FROM AUTHOR]

Flood submergence has devastating effects on agricultural production in China, with rice being particularly vulnerable to its impacts. Previous studies on rice submergence stress have primarily focused on immediate yield reduction and short-term growth. In this study, a submergence stress experiment was carried out by using the method of potted rice flooding. The growth recovery characteristics of rice under different submergence stress were analyzed through the continuous observation of rice growth after the disaster. The results showed that submergence stress had a persistent effect on rice growth, which persisted until the recovery period after the disaster. The recovery ability of rice plants decreased with the aggravation of stress, leading to increased damage to the plant. The average yield decreased by 17.07% and 15.56% due to submergence stress during the jointing and booting stage, respectively. The current study pointed out that the growth traits of and, furthermore, the mechanism of physiological changes in rice during the recovery period need to be explored in order to understand the effects of flooding stress on rice. [ABSTRACT FROM AUTHOR]

Parallel evolution usually occurs among related species with similar morphological characters in adaptation to particular environments. Four wild almond species (Prunus) sharing the character of dry mesocarp splitting are distributed in China, most of which occur in arid Northwestern China. In the present study, we aimed to clarify the phylogenetic relationship, evolutionary history, and environmental adaptation of these wild almond species based on genome-wide SNP data and chloroplast genomes. Chloroplast phylogeny showed P. pedunculata and P. tenella were clustered with wild cherry species (Prunus), while P. mongolica and P. tangutica were clustered with wild peach species (Prunus). Genomic phylogeny suggested P. tenella formed an independent clade. An ABC-RF approach showed P. pedunculata was merged with P. tenella and, then, diverged from the ancestor of P. mongolica and P. tangutica. P. tenella was split from other wild almond species at ca. 7.81 to 17.77 Ma. Genetic environment association analysis showed precipitation variables contributed the most to genetic variations between P. mongolica from an arid environment and P. tangutica from a humid environment. Finally, a total of 29 adaptive loci were successfully annotated, which were related to physiological processes in response to abiotic stresses. Inconsistent genomic and chloroplast phylogenetic positions of P. tenella suggested this species could have originated from historical hybridization among different clades of Prunus. Physiological mechanisms promoted P. mongolica in adapting to the arid environment in Northwestern China. [ABSTRACT FROM AUTHOR]

Objective: As an experimental biological science, physiology has been taught as an integral component of medical curricula for a long time in China. The teaching effectiveness of physiology courses will directly affect students' learning of other medical disciplines. The purpose of this study is to investigate the current situation and changes in physiology teaching over 30 years in Chinese medical schools. Methods: National survey was conducted online on the platform SoJump via WeChat and the web. The head of the physiology department in medical school was asked to indicate the information of physiology education from three periods: 1991–2000, 2001–2010, and 2011–2020. The responses of 80 leaders of the Department of Physiology from mainland Chinese medical schools were included in the study for analysis. Results: The survey showed that the class hours, both of theory and practice, had been decreased. During the past 20 years, the total number of physiology teachers, the number of physiology teachers who had been educated in medical schools, and the number of technicians had been reduced, whereas teachers with doctor's degrees had been increased. In addition to traditional didactic teaching, new teaching approaches, including problem-based learning/case-based learning/team-based learning, integrated curriculum and formative evaluation systems, had been employed, mostly for more than 5 years, in some medical schools. Conclusion: The present study has provided historical data regarding the current status of physiology education in China and that in the past thirty years by showing that physiology education in China has developed quickly,even it faces many challenges. [ABSTRACT FROM AUTHOR]

In the context of China's rapid development and accelerated pace of life, people generally face increased pressure, leading to a sharp increase in psychological problems. More than half of the population is sub‐healthy, and patients with mental illness are also increasing year by year. Mental stress is a common cause of psychological and physiological disorders, triggering emergency stress states. Psychotherapy has been developing as an important intervention method, and psychological relief based on relaxation and stress reduction has gradually become a research hotspot. Behavioral therapy and cognitive therapy are common psychological treatments, while relaxation induction methods include breathing training, meditation, music, etc. Virtual reality technology is used in psychological research to improve therapeutic effects. Among them, virtual reality exposure therapy (VRET), which treats anxiety by creating virtual scenes, has attracted attention. And in virtual reality exposure therapy treatment, the patient's psychological state can be grasped by monitoring these physiological reactions. This article will discuss the key technologies for psychological decompression based on VRET, aiming to gain an in‐depth understanding of its principles, applications, etc. [ABSTRACT FROM AUTHOR]

Post-harvest fruit rot caused by Alternaria species is one of the most important threats to the fruit industry. Post-harvest rot on sweet cherry (Prunus avium) fruit was observed in the fruit markets of the Haidian district of Beijing, China. The fungal isolates obtained from the infected sweet cherry fruits matched the descriptions of Alternaria alternata based on the morphology and multi-gene (ITS, endo-PG, and Alta1) sequence analysis. Pathogenicity tests indicated that ACT-3 was the most virulent isolate, exhibiting typical post-harvest fruit rot symptoms. Physiological studies revealed that the optimal conditions for the growth of ACT-3 were temperature of 28℃, water activity of 0.999, and pH of 8 with 87, 85, and 86mm radial growth of ACT-3 on a potato dextrose agar (PDA) medium, respectively, at 12days post-inoculation (dpi). Moreover, the fungus showed the highest growth on a Martin agar medium (MAM) modified (85mm) and a PDA medium (84mm) at 12 dpi. The proliferation of the fungus was visualized inside the fruit tissues by confocal and scanning electron microscope (SEM), revealing the invasion and destruction of fruit tissues. Alternaria mycotoxins, tenuazonic acid (TeA), and alternariol (AOH) were detected in five representative isolates by HPLC analysis. The highest concentrations of TeA (313 μg/mL) and AOH (8.9 μg/mL) were observed in ACT-6 and ACT-3 isolates, respectively. This study is the first to present a detailed report on the characteristics and proliferation of A. alternata associated with sweet cherry fruit rot and the detection of toxic metabolites. [ABSTRACT FROM AUTHOR]

Objective: To determine whether the brain-derived neurotrophic factor (BDNF) Val66Met polymorphism is associated with cognitive impairment (CI) in community-dwelling Chinese older adults, and to investigate whether this relationship is modified by the Apolipoprotein E (APOE) ε4 allele. Methods: The study is a secondary analysis of 703 participants aged ≥60 years randomly enrolled from the Beijing Longitudinal Study of Aging II prospective cohort. The education-adjusted Mini-Mental State Examination and the Clinical Dementia Rating Scale were used to measure the cognitive performance of the subjects. The main effects and interactions (additive and multiplicative) of the BDNF Met and the APOE ε4 alleles on CI were estimated by logistic regression models. Results: In total, 84 out of 703 older adults aged ≥60 years old had CI. No significant difference was observed in the risk of CI between participants with the BDNF Met allele and that of subjects without the BDNF Met allele (p = 0.213; p = 0.164). Individuals carrying both the BDNF Met and APOE ε4 alleles had an almost 1.5-fold increased odds of CI compared with carriers of the BDNF Met allele but without the APOE ε4 allele. The additive association indicated a positive interaction of both BDNF Met and APOE ε4 alleles with wide CIs (p = 0.021; p = 0.018). Conclusion: The results suggest that the APOE ε4 allele may be a potential modifier for the association of the BDNF Val66Met polymorphism with CI in community-dwelling older adults. [ABSTRACT FROM AUTHOR]

Background: Magnesium (Mg) is both an essential macro-element and a known catalyst, and it plays a vital role in various physiological activities and mechanisms in relation to chronic kidney disease (CKD). However, epidemiological evidence involving this is limited and not entirely consistent. This study aims to explore the association of serum Mg concentrations with the risk of CKD among general Chinese adults. Methods: A total of 8,277 Chinese adults were included in the wave of 2009 from the China Health and Nutrition Survey (CHNS). The primary outcome was the risk of CKD, which was defined as the estimated glomerular filtration rate (eGFR) < 60 mL/min/1.73 m2. Multivariable logistic regression model was used to examine the relationship of serum Mg concentrations with the risk of CKD. Results: Included were 8,277 individuals, with an overall CKD prevalence of 11.8% (n = 977). Compared with the first quartile of serum Mg, the multivariable-adjusted odds ratios (ORs) and 95% confidence intervals (CIs) for participants in the second, third, and fourth quartiles of serum Mg were 0.74 (0.58, 0.93), 0.87 (0.69, 1.11) and 1.29 (1.03, 1.61), respectively. Similar results were observed in our several sensitivity analyses. Restricted cubic spline analysis demonstrated a nonlinear (similar "J"-shaped) association between serum Mg concentrations and the risk of CKD (Pnonlinearity <0.001), with a threshold at around a serum Mg value of 2.2 mg/dL. Conclusions: Our results suggested a similar "J"-shaped association between serum Mg concentration and the risk of CKD among Chinese adults. Further large prospective studies are needed to verify these findings. [ABSTRACT FROM AUTHOR]

Drought is one of the main environmental factors affecting crop growth, and breeding drought-tolerant cultivars is one of the most economic and effective ways of increasing yields and ensuring sustainable agricultural production under drought stress. To facilitate the breeding of drought-tolerant wheat, this study was conducted to evaluate genotypic differences in the drought tolerance of 334 wheat genotypes collected from China and Australia with the aim of screening for drought-tolerant and -sensitive genotypes and to elucidate the corresponding physiological mechanisms. A hydroponic-air experiment (roots exposed to air for 7 h/d and continued for 6 d) showed significant genotypic differences in shoot and root dry weights among the genotypes. The relative shoot and root dry weights, expressed as the percentage of the control, showed a normal distribution, with variation ranges of 20.2–79.7% and 32.8–135.2%, respectively. The coefficients of variation were in the range of 18.2–22.7%, and the diversity index was between 5.71 and 5.73, indicating a rich genetic diversity among the wheat genotypes for drought tolerance. Using phenotypic differences in relative dry weights in responses to drought stress, 20 of each of the most drought-tolerant and drought-sensitive genotypes were selected; these were further evaluated in pot experiments (watering withheld until the soil moisture content reached four percent). The results showed that the trends in drought tolerance were consistent with the hydroponic-air experiment, with genotypes W147 and W235 being the most drought-tolerant and W201 and W282 the most sensitive. Significant genotypic differences in water use efficiency in response to drought were observed in the pot experiment, with the drought-tolerant genotypes being markedly higher and the two sensitive genotypes being no different from the control. A marked increase in bound water content in the drought stress plants was observed in the two drought-tolerant genotypes, while a decrease occurred in the free water. The reductions in photochemical efficiencies of PSII, transpiration rates, net photosynthesis rates, chlorophyll contents and stomatal conduction in the drought-sensitive genotypes W201 and W282 under drought stress were higher than the two tolerant genotypes. This study provides a theoretical guide and germplasm for the further genetic improvement of drought tolerance in wheat. [ABSTRACT FROM AUTHOR]

Legumes have important nutritional and economic values, but their production faces continuous cropping obstacles that seriously affect their yield formation. In order to reduce the negative impact of the continuous cropping obstacles of legumes, it is necessary to understand the response mechanisms of legumes to continuous cropping, the causes of continuous cropping obstacles and the measures to alleviate continuous cropping obstacles. This review aimed to identify the current knowledge gap in the field of continuous cropping obstacles of legumes and provide direction and focus for future research. The continuous cropping obstacles of legumes start with soil degradation, leading to oxidative stress in the plants. This triggers the expression of plant-hormone- and signal-molecule-related genes, activating the defense system and causing continuous cropping obstacles. Although there has been progress in researching these challenges in legume crops, many questions remain. We believe that the exploration of molecular mechanisms of legume crops responding to continuous cropping, rhizosphere signal exchange and soil environment repair mechanisms after long-term continuous cropping of soybean, and the excavation of candidate genes and functional loci related to continuous cropping obstacles in legume crops are breakthroughs for proposing effective continuous cropping obstacle management strategies in the future. [ABSTRACT FROM AUTHOR]

Background: Long-term nursing home (NH) care helps NH residents with their daily activities and improves their quality of life, but negatively affects their independent physical activities and increases the risk of dangerous events. Dangerous events in the elderly usually occur in the conversion of walking periods when forward striding has already happened, but the body has not yet entered a completely steady walking. Objectives: Compare the gait characteristics in Chinese long-term NH residents and community-living elderly during the walking Transitional Period (TP) and Stabilization Period (SP). Methods: 32 long-term NH residents and 33 age- and sex-matched community-living elderly were recruited. The 30-Second Chair Stand Test (30-s CST), Timed Up and Go Test (TUGT), and Modified Falls Efficacy Scale (MFES) were used to assess their body function. The Xsens MVN BIOMECH system was used to collect and analyze the gait parameters of participants. Results: Compared to community-living elderly, NH residents had fewer numbers of 30-s CST, took more time to complete TUGT, and lower MEFS scores. NH residents showed slower gait speed (P < 0.001), less peak hip flexion (P = 0.022) and extension (P = 0.003), knee internal rotation (P = 0.023), and ankle plantarflexion (P = 0.001) and internal rotation (P = 0.007) angles during walking. When walking progressed from TP to SP, NH residents showed increased ankle dorsiflexion (P < 0.001), decreased hip internal rotation (P < 0.001), and community-living elderly had increased hip extension (P = 0.005) angles. Conclusions: Chinese long-term NH residents had reduced lower extremities strength and postural balance, and higher fear of falling compared to community-living elderly. Their walking performance also showed high fall risk. Besides, long-term NH residents adopted a distal strategy to propel the body forward, which may be a compensatory measure to compensate for inadequate proximal joint control from forward walking to stable walking, and long-term NH residents have reduced postural stability during this process. [ABSTRACT FROM AUTHOR]