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Integrating intercultural competence in foreign language classrooms has been emphasized in China, yet scant explicit guidance currently exists on how to teach intercultural competence in college English courses. This study aimed at comparing and contrasting intercultural pedagogical approaches used by instructors in English courses for non-English majors, as well as teaching feedback provided by students enrolled in such courses. This study applied a sequential exploratory mixed research design. Methods such as face-to-face interviews and teaching and learning related document analyses were utilized to collect data, and generated qualitative and quantitative data. Three-dimensional meta themes emerged in mixed analysis, categorizing pedagogical approaches and teaching styles of individual instructors. Student feedback revealed learning experiences and difficulties of the teaching approaches.

Although previous studies have confirmed the various benefits of concept maps, limited information is available regarding how to effectively employ the concept map in online courses. In this research, we have designed and assessed the effectiveness of the "Zoom-sandwiched cross-chapter concept map" model in an online biology course. The model has optimized the concept map project because it incorporates synchronous interaction as well as asynchronous communication among students, assigns required meetings with flexible schedules, endows students with intrinsic motivation, and is facilitated by indirect instructor intervention. Our results showed improved student skills in constructing the cross-chapter concept map and positive student perceptions of the model. In addition, this study provided an in-depth analysis of how students benefit from cross-chapter concept maps. Our findings could guide educators on how to optimize the concept map project and utilize concept maps effectively to overcome some primary learning challenges and enhance student learning in online education, especially in STEM fields.

Although active learning is highly recognized and recommended in the educational community, instructors are still struggling with how to incorporate active learning tools into writing courses. This study aims to 1) describe specific challenges encountered in the course of Molecular Cell Biology Laboratory--Critical Thinking through Writing (BIOL3810-CTW); 2) introduce the active learning approaches and metacognition integrated into this writing-intensive course; 3) demonstrate the effectiveness of these active learning approaches in engaging students in classes; and 4) share the principles of integrating active learning activities into writing courses in science, technology, engineering, and mathematics (STEM) and beyond.

To clarify the evolution of thermal maturity and pore structure in continental organic-rich shales, calcareous shales of the Liaohe Basin (China) were pyrolyzed, and examined using Raman spectroscopy, Fourier transform infrared spectroscopy (FTIR), X-ray diffraction (XRD), X-ray photoelectron spectroscopy (XPS), scanning electron microscopy (SEM), nitrogen sorption isotherms, and nuclear magnetic resonance (NMR) spectroscopy. The increase in Raman G-D band separation and decrease in Raman ID/IG ratio with increasing thermal maturity indicate that these parameters provide superior thermal maturity indicators. This is also confirmed by the good linear correlation of G-D band shifts and ID/IG with vitrinite reflectance (VR) and maximum temperature (Tmax), respectively. The relative detection accuracy (DA), sampling requirements (SR), sample preparation (SP), detection time (DT), and equipment requirement (ER) of VR, G-D band shifts, ID/IG, Tmax, FTIR, and XPS indicate that Raman analysis is a simple, quick, and robust method to evaluate thermal maturity. The moderate SR, complex SP, and long DT suggest that VR and Tmax are less widely applicable for characterizing thermal maturity. The FTIR and XPS techniques provide semi-quantitative maturity indicators with poor DA and high ER. Pores observed within organic matter and minerals under SEM indicate that an increase in thermal maturity not only affects the development of organic pores but is also beneficial for the formation of mineral dissolution pores, such as those formed during the transformation of Na0 95Ca016Al1 16Si2 84O8 to Na0 84Ca0 02Al1 02Si2 98O8, a process confirmed by XRD. The BET and NMR data also indicate that the development of pore structure is closely related to the evolution of thermal maturity in calcareous shale . During the initial stage, primary pores are filled by bitumen generated from kerogen; this leads to a decrease in transition pores, mesopores, and shale porosity, and reduced pore connectivity. Then, secondary nanoscale pores, transition pores, and mesopores increase with increasing thermal maturity. The peak in secondary porosity is consistent with the liquid hydrocarbon production rate peak, a process that increases shale porosity and leads to improved pore connectivity. The dissolution of minerals induced by organic acids may also contribute to this secondary porosity. With a further increase in thermal maturity, secondary porosity at the microscale is further developed, while transition pores and mesopores collapse, resulting in reduced pore connectivity. The poor pore connectivity that occurs at both low and high VR values may be more conducive to the preservation of shale oil and gas. This study is significant for research into the evolution of thermal maturity and pore structure in continental organic-rich shales. [ABSTRACT FROM AUTHOR]

Objective To investigate the effects and molecular mechanisms of targeted knockdown of MyT1 on the migration, invasion and adhesion of human glioblastoma cells. Methods shRNA specifically targeting MyT1 gene was designed, and the packaged lentivirus was used to infect human glioblastoma U-118MG and U-87MG cells. The expression levels of MyT1 mRNA and protein in U-118MG and U-87MG cells were detected by qPCR and Western blot. The migration, invasion and adhesion of U-118MG and U-87MG cells were respectively detected by BrdU assay, cell would healing assay, Transwell assay and adhesion assay. The expression levels of genes related to cell adhesion and tumor metastasis were detected by qPCR. Results The lentivirus specifically targeting MyT1 gene was successfully packaged in HEK293T cells and then infected U-118MG and U-87MG cells. The expression levels of MyT1 mRNA and protein were significantly down-regulated (both P < 0.05), and the migration, invasion and adhesion abilities of cells were decreased (all P < 0.05). The expression level of cell adhesion-related genes decreased significantly, while the expression level of tumor metastasis-related genes increased significantly (both P < 0.05). Conclusion Targeted knockdown of MyT1 gene inhibits the migration, invasion and adhesion of human glioblastoma U-118MG and U-87MG cells, and the mechanism may be related to the regulation of cell adhesion- and tumor metastasis-related genes expression. MyT1 may be a potential target for the diagnosis and treatment of glioblastoma.

This study examined four factors that influence preservice teachers' intentions to adopt technology in classrooms based on the Theory of Planned Behavior and Technology Acceptance Model. These four factors--technology self-efficacy, attitudes toward technology, perceived ease of use of technology, and perceived barriers of technology adoption--were explored through a multiple regression analysis. The results indicated that technology self-efficacy, attitudes toward technology, and perceived ease of use of technology were significantly predictive of technology adoption intentions when the other predictors were statistically controlled. Perceived barriers of technology adoption was not a significant predictor. Gender analyses were conducted showing no significant difference on all the factors between male and female. Practical and theoretical implications were addressed either to guide practitioners in designing teacher professional development program or assist researchers in their future study.