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The purpose of this study is to examine the current state of job crafting and career commitment of rural primary teachers and to analyze the relationship between the two variables as well as the influencing mechanisms through a questionnaire survey of 2,217 primary school teachers in Liaoning, Yunnan, Chongqing, Guangxi, and Guizhou. The research findings showed that rural primary teachers exhibited a moderate level of capacity for job crafting and career commitment; that job crafting positively predicted career commitment among rural primary teachers; and that teachers' self-efficacy and organizational support played mediating and moderating roles respectively in the relationship between the two variables

Clinical pharmacology is an important discipline that bridges clinical medicine and pharmacology. In the teaching practice, it is necessary to keep up with educational reform and adopt the seminar teaching method combined with case-based learning (CBL), so as to practically improve the benefits of both 'teaching' and 'learning'. The teaching of ideology and politics in the curriculum is the key to cultivate students' high sense of responsibility and noble medical ethics, and realize the goal of moral education. At present, in the teaching of clinical pharmacology of antineoplastic drugs, there are problems such as students' weak basic knowledge of oncology pharmacology, separation of 'teaching' and 'learning' due to the traditional teaching method, outdated teaching materials, and low motivation of students. Therefore, this paper takes this part of the course teaching as an example to initially explore the role of the innovative model of 'Seminar-CBL-Ideological and Political Education ' in the teaching practice of clinical pharmacology, with the hope of stimulating the students' interest in learning, cultivating students' correct outlook on the world, life, and values, achieving the goals of 'teaching' and 'learning', and providing reference for optimizing clinical pharmacology education.

Based on the baseline data of the China Education Panel Survey, this paper explored the relationship between teacher training and academic performance in urban and rural samples respectively and the impact of teacher training on the urban-rural gap of students' academic performance. The results showed that: firstly, there was a significant urban-rural gap in academic performance, and the gap in high quantiles and language subjects were even larger. Secondly, the results of unconditional quantile regression showed that teacher training could improve the performance of urban students with different academic levels and rural students with intermediate or above academic levels, but it cannot improve the performance of rural students with lower academic levels. In addition, the overall effect of teacher training in urban areas is significantly higher than that in rural areas. Thirdly, different quantiles of Oaxaca-Blinder decomposition found that the endowment effect and the coefficient effect of teacher training were the important causes of the urban-rural performance gap, but the relative sizes of the two were different according to the different grades and different quantiles of performance distribution. Therefore, to increase the training opportunities and improve the training quality of rural teachers as well as enhance the resource conversion rate of rural students are of great practical significance for narrowing the urban-rural performance gap.

The present study aims to explore an embodied approach to students' deep learning; specifically, how deep learning is interactively achieved through teachers' languaging dynamics and multimodal representations in interactive lecturing in L2 higher education (HE) contexts. The purpose is to understand how an instructor's embodied and multimodal pedagogical practices of interactive teaching facilitate students' active classroom engagement in lecture sessions that are often considered a form of passive knowledge transmission. The case study focuses on the languaging dynamics mobilised by the target teacher participant, who has been recognised as a representative of teaching excellence due to an international background and rich localised teaching experience. Aligned with the theoretical underpinnings of an embodied approach to learning from a constructivist perspective, this study focuses on the multimodal repertoire employed by the teacher's use of gestures to stimulate students' responses to the pedagogically designed high-order questions. We argue that this complementarity encourages thinking and active learning in the knowledge transfer. Further, this embodied interactive teaching mode with the affordances of gestures not only supports learning potential for information transmission but also affords action potentials for cognitive thinking and projected interaction for knowledge transformation in the active learning process.

This work was undertaken in order to study the microbial diversity in dairy products from ethnic minority habitats in Xilin Gol. Six fresh cow milk samples from Sunit Left Banner and East Ujimqin Banner (n = 3 for each region) were selected for metagenomic sequencing, and lactic acid bacteria (LAB) from these samples were isolated and identified by the traditional culture method. There results showed that a total of 165 microbial species were identified in the six milk samples, the dominant ones being Lactococcus lactis and Leuconostoc mesenteroides. Many microbial species were common to the two groups, and there was no significant difference in α- or β-diversity, but there were still significantly differential species identified between these groups. Fresh milk from Sunit Left Banner was dominated by Lactococcu phage BM13, while that from East Ujimqin Banner was dominated by Enterobacter sp. MGH8. A total of 1 408 048 genes and 412 metabolic pathways were annotated using the Uniprot database, whose functions were concentrated on amino acid metabolism and glycolic acid metabolism. A total of 47 strains were isolated from the six fresh milk samples, and L. lactis was the dominant strain, which was consistent with the metagenomic results. This study is expected to provide a theoretical basis for the safe production of fermented dairy products and the development of starter cultures.

We previously reported that maternal alcohol use increased the risk of sepsis in premature and term newborns. In the neonatal mouse, fetal ethanol (ETOH) exposure depleted the antioxidant glutathione (GSH), which promoted alveolar macrophage (AM) immunosuppression and respiratory syncytial virus (RSV) infections. In this study, we explored if oral liposomal GSH (LGSH) would attenuate oxidant stress and RSV infections in the ETOH-exposed mouse pups. C57BL/6 female mice were pair-fed a liquid diet with 25% of calories from ethanol or maltose–dextrin. Postnatal day 10 pups were randomized to intranasal saline, LGSH, and RSV. After 48 h, we assessed oxidant stress, AM immunosuppression, pulmonary RSV burden, and acute lung injury. Fetal ETOH exposure increased oxidant stress threefold, lung RSV burden twofold and acute lung injury threefold. AMs were immunosuppressed with decreased RSV clearance. However, LGSH treatments of the ETOH group normalized oxidant stress, AM immune phenotype, the RSV burden, and acute lung injury. These studies suggest that the oxidant stress caused by fetal ETOH exposure impaired AM clearance of infectious agents, thereby increasing the viral infection and acute lung injury. LGSH treatments reversed the oxidative stress and restored AM immune functions, which decreased the RSV infection and subsequent acute lung injury.