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動態視覺化易於解說與展演抽象概念和程序過程，經常作為促進個體認知理解的一項途徑。然而，其所伴隨的瞬變效應可能不利於學習者在短時間內進行感知及認知處理，以致無法顯現預期的學習效果。相關研究建議體現動態視覺化，意即結合手勢等體現模擬的展演方式，有助於個體在動態視覺化過程中進行有意義的學習。因此，本研究旨在探討體現模擬、圖像動畫與靜態圖示等不同展演方式對七年級學生在學習代數式基本運算的認知面與情意面之影響。研究方法採用準實驗設計，對96位七年級學生隨機提供一種展演方式進行自主學習， 並透過前、後測與學習感受問卷分析效果。結果發現：一、體現模擬或圖像動畫能明顯幫助學生在基本題、迷思概念及近遷移和遠遷移的學習效果；但靜態圖示在遠遷移部分則未能顯現學習效果；二、對高數學學習成就學生來說，體現模擬在基本題方面的學習效果會明顯優 於圖像動畫，在遠遷移方面的學習效果則會明顯優於靜態圖示；三、對低數學學習成就學生來說，體現模擬或圖像動畫在基本題方面的學習效果均明顯高於靜態圖示；四、展演方式與數學學習成就兩變項對學生在學習感受上具有明顯的交互作用。根據本研究結果，對體現動 態視覺化在數學教學與學習上的應用與方向提出建議。 Mathematical objects are artifacts of abstract thinking achieved by both conceptual and procedural knowledge. Mathematical thinking is usually communicated and constructed with external representations such as texts, symbols, or diagrams. Since it is difficult to demonstrate the dynamic nature of mathematical objects using static representations, teachers and instructional designers often apply dynamic visualization to present abstract or complex content in digital learning materials. While this illustrates abstract concepts and procedures with mathematical discipline, the accompanying transient effects may impede perceptual and cognitive processing over the short term, such that the intended learning effect may not be achieved. These transient effects are more pronounced for mathematical content with a high intrinsic cognitive load which require the integration of concepts and procedures. Relevant studies have suggested that the learning effect of dynamic visualization can be enhanced using physical experiences such as moving the body while learning. This includes demonstrating learning content using embodied simulation, which means combining gestures and actions in the process of dynamic visualization. This approach is termed embodied dynamic visualization. To facilitate the connection between physical gestures and procedural knowledge in the creation of mathematical meaning, this study adopted conceptual metaphor theory to develop related research instruments, including learning materials for embodied simulation. In addition to determining whether students can successfully integrate mathematical concepts and the processes of calculation in the cognitive process of procept formation, we investigated affective factors. Affective factors which have been shown to affect learning outcomes include aspects of cognitive load, mental effort, self-efficacy, learning strategies, and degree of initiative. Therefore, this study applied a quasi-experimental design to explore the effects of different demonstration methods (i.e., embodied simulations, instructional animations, and static illustrations) on the cognition and emotions of seventh-grade students learning algebraic manipulation. Criteria for inclusion in the experiment were participation in the whole process of the instructional experiment and a score of less 85% in the pre-test (to ensure the subjects had not already mastered the basic concepts and problem-solving skills relevant to algebraic manipulation). Based on these criteria, we recruited 96 seventh grade students, who were randomly provided with embodied simulations, instructional animations, or static illustrations. They were expected to engage in self-regulated learning of content related to algebraic manipulation. Data on both cognitive and affective aspects was collected and analyzed. For the former, students’ comprehension of algebraic manipulation was evaluated using a pre-test and a post-test. For the latter, students completed a self-reported questionnaire on their learning perceptions. Cronbach’s α for these two aspects were .743 and .887, respectively, thereby confirming reliability. Our results were as follows: (1) Students’ overall learning outcomes can be significantly enhanced by including embodied simulation, instructional animation, or static illustration. All three types of demonstration helped students solve problems related to basic algebraic manipulation. They also increased the positive learning effects on misconceptions and near-transfer problems as well as far-transfer problems. However, static illustrations did not have a significant effect on the learning performances of the seventh-grade students in solving far-transfer problems. This type of demonstration illustrates the algorithm and structure of algebraic manipulation; however, the procedure and approach to calculation are not shown. Therefore, students must depend on their own imagination to determine how these algebraic expressions are calculated based on the result alone. This places a high cognitive demand on students and may thus hinder the learning effects on far-transfer and other applications relevant to algebraic manipulation. (2) For high-performing students, exposure to embodied simulation enabled the students to perform significantly better on basic questions related to algebraic manipulation than did exposure to instructional animation. Moreover, students exposed to embodied simulation performed significantly better on far-transfer problems than did students exposed to static illustration. This indicates the value of using different gestures to simulate the operations involved in the calculation process, such as distribution expansion or the merging of similar items. This enabled high-performing students to acquire basic operating rules and calculation skills more effectively. In addition, embodying the process of the calculation exerted a more positive learning effect for high-performing students solving far-transfer problems than did exposure to static illustrations. This is because embodied simulation not only offers a form of dynamic visualization, but also connects the elements of the calculation based on operation processes. In addition, the simulated gestures help students understand the meaning of the operations, thereby generating meaningful dynamic mental images. (3) For low-performing students, exposure to either embodied simulation or instructional animation resulted in significantly better performance in the solution of basic questions related to algebraic manipulation than did exposure to static illustration. This means that dynamic visualization methods such as embodied simulation or instructional animation help improve understanding of procedural knowledge of algebraic manipulation for low-performing students. However, a lack of sufficient prior knowledge or proficiency at solving basic problems hampered the learning effects for low-performing students in the topic of far-transfer problems. For these, the results of exposure to embodied simulation or static instruction did not differ from those of exposure to static illustration. (4) We found significant interaction effects in terms of students’ learning perceptions among the different forms of demonstration and high and low performance groups. That is, for different forms of demonstration, students’ learning perceptions differ according to their level of mathematics learning achievement. To be specific, for high-performing students, exposure to instructional animation enable the students to perceive significantly better on the degree of initiative than did exposure to embodied simulation.However, for low-performing students, exposure to instructional animation showed significantly better on the self-efficacy and learning strategies than did exposure to static illustration. Based on these results, we make the following recommendations for future studies into the use of dynamic visualization in mathematical instruction: (1) The current study focused on embodied simulation, instructional animation, and static illustration. It would be worth exploring whether other forms of dynamic visualization (such as an instructional video with a human instructor) could help students in the learning of algebraic manipulation, enabling them to successfully integrate the concept and process of algebraic manipulation. (2) In the current study, students studied algebraic manipulation using non-interactive demonstration. In future studies, it would be worth investigating the effects of interactive gestures on students’ learning performances and perceptions. (3) As the complexity of algebraic manipulation problems may have been too low for high-performing students, it would be worth exploring the effects of embodied simulation or interactive gestures on other algebraic topics of higher cognitive complexity, such as solving square-root equations or completing the square, as well as geometric calculation and geometric reasoning.

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It has been reported that Jumonji histone demethylase inihibitor（JIB-04） inhibits the occurrence and development of tumors, but the specific mechanism is still unclear. In this paper, hepatocellular carcinoma cells HepG2 and Huh7 were used as the models, and the effect of JIB-04 on the proliferation of hepatocellular carcinoma was explored and its mechanism was explained. CCK-8 assays and EDU staining assays showed that JIB-04 reduced the proliferation ability of HepG2 and Huh7 cells in a concentration-dependent manner, with the half-inhibitory concentrations being 0.7689 μmol/L and 0.7392 μmol/L, respectively. Flow cytometry analysis showed that JIB-04 could significantly activate the accumulation of ROS in cells. The levels of intracellular GSH and lipid peroxide MDA were detected by glutathione（GSH） detection kit and lipid peroxide malondialdehyde（MDA） detection kit, respectively. It was found that under 2 μmol/L JIB-04 treatment, the intracellular GSH of HepG2 and Huh7 cells decreased by 88.4% and 80.7%, respectively. Lipid peroxides increased 4.75-fold and 9.25-fold, respectively. qRT-PCR and Western blotting results showed that JIB-04 could significantly reduce the mRNA levels and protein levels of ferroptosis related factors GPX4 and SLC7A11, while ferroptosis related pathway protein MDM2 was significantly down-regulated and P53 protein was significantly up-regulated. Mechanistic analysis found that JIB-04 reduced histone demethylase KDM4C protein levels by about 58% and 51%. A chromatin immunoprecipitation assay showed that Tri-methylation level of histone H3 at lysine 9 at the promoter region of the MDM2 gene, was increased by 2.19-fold and 2.14-fold respectively in JIB-04 treated hepatocellular carcinoma cells. Meanwhile, qRT-PCR proved that MDM2 mRNA level was significantly down-regulated in hepatocellular carcinoma cells after JIB-04 treatment. In summary, this study initially reveals that JIB-04 could downregulate the expression of the specific demethylase KDM4C, and then affect the methylation level of H3K9me3 in the promoter region of MDM2 gene to inhibit the expression of MDM2 gene, reduce MDM2 protein binding to P53 protein, upregulate P53 protein expression and simultaneous downregulate ferroptosis related proteins SLC7A11 and GPX4. It leads to intracellular GSH depletion, ROS and lipid peroxide accumulation, and finally leads to ferroptosis of cells. [ABSTRACT FROM AUTHOR]

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Objective: To investigate the relationship between serum leucine-rich alpha-2 glycoprotein 1 (LRG1), glucose-regulated protein 78 (GRP78) and secondary acute lung injury (ALI) in patients with emergency sepsis. Methods: 155 patients with emergency sepsis who were treated in the emergency intensive care unit (EICU) of our hospital from January 2021 to October 2022 were retrospectively selected as observation group, patients were divided into ALI group (43 cases) and non-ALI group (112 cases) according to whether secondary ALI occurred, and 100 healthy subjects in our hospital during the same period were selected as control group. The levels of serum LRG1 and GRP78 were detected by enzyme-linked immunosorbent assay kit. The influencing factors of secondary ALI in patients with emergency sepsis were analyzed by univariate and multivariate logistic regression. The predictive value of serum LRG1 and GRP78 levels for secondary ALI in patients with emergency sepsis were analyzed by receiver operating characteristic (ROC) curve was used to analyze. Results: Compared with control group, the levels of serum LRG1 and GRP78 in observation group were increased (P<0.05). Univariate analysis showed that, ALI secondary to emergency sepsis was related to sepsis grade, EICU time, mechanical ventilation, sepsis-related organ failure assessment (SOFA) score, blood lactic acid, LRG1 and GRP78 (P<0.05). Multivariate logistic regression analysis showed that, septic shock, prolonged EICU time and increased SOFO score, blood lactic acid, LRG1 and GRP78 were independent risk factors for secondary ALI in patients with emergency sepsis (P<0.05). ROC curve analysis showed that, the area under the curve (AUC) of serum LRG1 and GRP78 levels alone and in combination in predicting ALI secondary to emergency sepsis were 0.790, 0.782 and 0.884 respectively, and the AUC of combined prediction was the largest (P<0.05). Conclusion: The increase of serum LRG1 and GRP78 levels in patients with emergency sepsis is closely relate to secondary ALI, and the combination of serum LRG1 and GRP78 levels has a higher value in predicting secondary ALI in patients with emergency sepsis. [ABSTRACT FROM AUTHOR]

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為培養學生能適應快速變遷的社會及面對未來挑戰，教學設計必須考慮相關的知識、技能、思維、態度等學習要素。而數學常展現於日常的活動、科技的發展、社會及經濟現象的解讀等生活及各種研究中，因此，「數學素養」一詞成為國民基本教育課程中的重要理念。然而，許多文獻都在探討數學素養的意涵及其目標，卻很少說明培養數學素養的教材設計。本研究從彙整現有文獻中的數學素養意涵，從而提出「知」識、應「用」、「觀」點與「學」習是數學素養的構成要素，而教材設計可從現實問題轉譯為數學問題，利用數學結果詮譯情境意義的學習迴圈，並配合APOS 理論之起源分解說明數學知識的認知發展，發展以數學「知」識為核心，發展具內含及外顯特質的「用」、「觀」、「學」之素養導向教材。在此架構中，素養教材設計不限於同時包含迴圈中的所有元素，且知」、「用」、「觀」、「學」是教材設計之方法而非必須依循的發展順序，教材設計者應考量學習者的認知及數學概念的發展，設計配合知識的應用、對數學的觀感、終身學習的思維及技能為導向的數學教材。本研究提供設計實例以說明教材設計的可能方向，並由此提出未來相關研究建議。 To help students’ adapt in a rapidly changing society, subject materials should incorporate learning components that feature knowledge, skills, thinking, and attitudes. Mathematics is commonly used in daily life, and it is vital for technological development and explaining economic phenomena. The term “mathematical literacy” is regarded as the main idea behind compulsory education in Taiwan. However, studies have often explored the objectives and implications of the mathematics curriculum rather than the design of subject materials for mathematical literacy. In this paper, based on a review of the literature, we propose that knowledge, application, disposition, and learning are the four components of mathematical literacy. Mathematical literacy-oriented subject materials can be designed based on a learning loop, which first translates real-life problems into mathematical problems and then uses the mathematical results to explain the context. This learning loop framework illustrates cognitive development of knowledge based on the genetic decomposition of APOS theory. The framework can be used to develop literacy-oriented mathematical subject materials with knowledge at the center, incorporating application, disposition, and learning and possessing implicit and explicit features. When designing teaching materials, some components can be excluded. The components of knowledge, application, disposition, and learning serve as the approach to teaching design rather than the sequence of cognitive development. The designers of subject materials should consider the development of both learners’ cognition and understanding of mathematical concepts. Moreover, the skills of knowledge application, mathematical perspective, and lifelong learning should be included in subject materials. Herein, several examples of possible directions for the design of subject materials are proposed, alongside suggestions for further investigations.

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Monitoring fish phenotype during aquaculture is essential to promote the quality of fishery resources. However, the low-level visual information cannot accurately match the specific target in complex real-world scenarios. Semantic segmentation can be expected to segment the object outlines, due to the classifies images at the pixel level. It is still lacking on the segmentation of fish morphological feature. Phenotype segmentation without optimized or improved models can result in the coarse segmentation across multiple phenotypic scales, leading to the low accuracy of fish phenotype proportion. In this study, a VED-SegNet model was developed for the segmentation and measurement of fish phenotypes. This model was integrated the Cross Stage Partial Network and GSConv as the encoder (VoV-GSCSP) to extract more comprehensive semantic information on fish phenotypes. Secondly, the EMA (Efficient Multi-Scale Attention Module with Cross-Spatial Learning) was employed to create an enhanced structure. The information transfer between the encoder and decoder was selected for the efficient learning of feature maps without channel dimensionality reduction during convolution, resulting in the superior pixel information and enhanced model accuracy. Finally, the decoder was configured with four upsampling layers, enabling the classification of eight phenotypic categories. Experiments were conducted on a custom-built dataset of fish phenotype segmentation. It was found that the model performed optimally with an EMA channel dimension of 16, a batch size of 4, a learning rate of 1×10, and an image size of 512x512 pixels. The better performance was achieved in the mIoU (mean intersection over union) of 87.92% and an mPA (mean pixel accuracy) of 92.83%, with parameters and GFLOPs (Giga Floating Point Operations) at 30.9M and 440.95G. The inference speed reached the real-time levels with an FPS (Frames Per Second) of 30.44. In the extraction of fish phenotypic proportions, the model was closely aligned with the actual measurements, with the minimun mean absolute percentage error of 0.61% and the maximum of only 11.28%. These findings demonstrated that the VED-SegNet model was used to rapidly and accurately segment and extract the fish phenotypes, and then facilitate the contactless extraction of fish phenotype proportions in aquaculture. There was the great contribution to the intelligent evolution of the industry. Compared with the advanced semantic segmentation models, such as PSPNet, Deeplabv3+, Unet, and Segformer, the VED-SegNet model exhibited the highest accuracy and superior overall capability in segmenting fish phenotypes, achieving over 77% and 86% in IoU and PA metrics, respectively. This performance demonstrated that the VED- SegNet's balanced proficiency across various phenotypic indicators, in order to precisely monitor the fish growth curves and scientific management in aquaculture. The segmentation experiments showed that the superior performance was achieved in the fish phenotypic segmentation, particularly the enhanced robustness in segmenting fish fins with similar shapes and colors. This approach was effectively reduced the false negatives, due to a limited number of effective pixels with more precise and complete edge details. The advanced capability was obtained to segment the fish phenotypes, indicating more accurate determination of fish phenotypic proportions. In addition, a series of tests were conducted on the fish phenotypic segmentation under various aquaculture environments, including the scenarios with complex water quality and overlapping of multiple fish. The VED-SegNet model was maintained the effective segmentation performance in these complex and multi-fish overlapping scenarios. The VED-SegNet phenotypic intelligent segmentation model can be expected to facilitate the phenotypic segmentation of specific fish species, even in the complex environments and multi-fish overlapping scenarios. Additionally, this approach can be extend to the phenotypic segmentation and measurement of other fish species in the wide application scope. [ABSTRACT FROM AUTHOR]

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Copyright of Journal of Northern Agriculture / Beifang Nongye Xuebao is the property of Journal of Northern Agriculture Editorial and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Guihaia is the property of Guihaia Editorial Office and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)