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This study aims to explore the impact of dual learning on preschool teachers' thriving at work and creative performance, and whether preschool teachers' thriving at work acts as a mediating factor in the relationship between dual learning and teachers' creative work. The participants were preschool teachers from Taiwan. Convenience sampling was used, resulting in a sample size of 388 people. The study results found that preschool teachers' dual learning, which includes both exploitative and exploratory learning, can improve the novelty and usefulness of their work and creativity. Furthermore, the study found that preschool teachers' thriving at work mediates the relationship between dual learning and creativity. This study also discovered that dual learning should combine and complement both exploitative and exploratory learning to achieve balance and the most significant effect. Therefore, it is essential to first help preschool teachers engage in both exploitative and exploratory learning. Schools and kindergartens can also provide relevant courses to help teachers combine these two learning methods. By integrating and complementing their advantages and disadvantages, a balance in learning can be achieved, thereby promoting teachers' creativity in their work.

This study aims to explore whether the creativity of university students in Higher Vocational Education in China can enhance their creative performance through autonomous motivation. The theoretical foundation of this study is interactionist model of creativity, the study employs structural equation modeling for analysis and validation. A survey assessing creativity, creative performance, and autonomous motivation was administered to students from higher vocational schools in China, yielding a valid sample of 392. The overall model results indicate that the creativity of vocational college students has a significant positive impact on creative performance, creativity positively predicted autonomous motivation, which enhanced creative performance. The autonomous motivation partially mediates the relationship between creativity and creative performance. The findings recommend that higher vocational institutions initiate creative activities to foster students' creativity and continuously bolster their autonomous motivation, thus enhancing the creative performance of future technical and skilled professionals -- vocational college students.

The cultivation of innovative ability is an important part of China's current long-term education planning and innovative development-driven strategy, as well as an important issue of university teaching reform. The cultivation of innovative ability of dance professionals in colleges and universities is a problem of great concern for dance majors in terms of innovative teaching and new curriculum reform. The purpose of this study is to analyze the relationship between innovative self-efficacy and innovative ability of dance majors, as well as the gender differences between the two. Through a questionnaire survey of dance majors in 6 universities in central China, 565 valid questionnaires were collected, and the relationship between variables was tested by difference analysis and Structural Equation Model model. The research results show that there are significant differences between genders in terms of innovative self-efficacy and innovative ability of dance majors; the innovative self-efficacy of dance majors has a positive impact on their innovative ability.

Boredom is a topic worth studying, especially the impact of boredom on college students' study is worthy of further study. This research explained the related concepts of boredom firstly. According to the research content of previous researchers, boredom was divided into external influences and internal influences. The researcher also combined the 4 variables of boredom and college students' learning attitude, academic achievement and college students' behavior to explore their relationship. The researcher hope that this kind of relationship can provide advice to educators that will affect college students from different aspects and help college students improve their academic achievement.

This study was to explore the current state of creativity among university teachers in Shaanxi, China. The study was based on creativity systems theory and a questionnaire survey was conducted with a convenience sample of university teachers in Shaanxi Province. A total of 711 teachers from 30 universities were sampled to compare the effects of demographic variables such as gender, title, subject background, and creativity award experience on statistical differences in creativity, and SPSS was used to analyse the effects between teachers' cognitive needs and creativity in the university context. The results of the study revealed that there were significant differences between title, subject background, and creativity award experience on creativity and cognitive needs of university teachers in Shaanxi; and there was a positive and significant effect of cognitive needs of university teachers on creativity.

Critical thinking represents one of the most absolutely vital talents for every individual, both in the workplace and in their personal lives. Critical thinking has become a primary concern for all educational institution students in recent decades, particularly Chinese undergraduates. The intention of this study was to investigate the needs analysis of Chinese international college undergraduates' perceptions of critical thinking skills incorporated into a cross-cultural communication course, as well as their expectations of critical thinking skills instructional coursework throughout the cross-cultural communication context. Throughout this mixed-methods investigation, 78 Chinese international college students volunteered to complete a critical thinking disposition inventory (CTDI) as the primary research instrument, in addition to a semi-structured interview. The research uncovered that Chinese international undergraduates exhibited unclear notions of critical thinking abilities. As a byproduct of China's education system, the majority of Chinese international college undergraduates were flooded with dismissive attitudes toward critical thinking abilities. In order to control their academic advancement in a more critical and analytical fashion, Chinese students expressed a pressing need for critical thinking skills to be included in their cross-cultural communication course.

Considering job resources of college teachers as a mediating variable, this study analyzed the relationship between job crafting and job engagement and established a model of the mechanism underlying the effects of job crafting on job engagement. This theoretical hypothesis model was empirically validated using 300 valid questionnaires completed by college teachers in Hebei Province, China, who were selected through convenience sampling. Job crafting directly affected job resources, and job resources exerted a direct effect on job engagement. However, job resources played a full mediating role in the relationship between job crafting and job engagement after it was added as a mediating variable.

Based on institutional theory, this study explores the causal relationship between teacher professional identity, perceived institutional norms, and teachers' conformity behavior in colleges and universities in Hunan Province. A questionnaire survey was conducted on 500 teachers from two universities in Hunan Province. The reliability and validity test results and structural equation modeling analysis show that the professional identity of college teachers positively affects their conformity behavior, and that perceived institutional norms partially mediate the relationship between teacher professional identity and teacher conformity behavior. The research enriches the application of institutional theory in university organization and provides an empirical basis for universities to improve teachers' conformity behavior.

This study aims to explore the impact of perceived transformational leadership on knowledge sharing behavior among university teachers in Anhui Province, China. Using a questionnaire survey method, convenient sampling was conducted among college teachers in Anhui Province. With 326 teachers as the research subjects, SPSS software was used to analyze the relationship between teachers' perception of transformational leadership and knowledge sharing behavior in the context of colleges and universities. Additionally, this study compared the impact of demographic variables such as age, teaching experience, and professional title on teachers' knowledge sharing behavior. The research results indicate that Anhui university teachers' perception of transformational leadership has a significant positive impact on knowledge sharing behavior. Moreover, there are significant differences in teachers' knowledge sharing behavior based on their age, teaching experience, and professional titles.

Physical education teachers in colleges and universities have the crucial responsibility of acting as mentors and guides for the healthy growth of students. The work engagement of these teachers affects the quality of higher education personnel training and health education. Based on the job demand-resource model, this study conducted a questionnaire survey on 500 physical education teachers in 20 colleges and universities in Hebei Province, China. The subjects were selected through convenience sampling. Out of the total, 456 valid questionnaires were recovered. The intermediary effect was tested through the AMOS model analysis and the Bootstrap method. The results revealed that the perceived organizational support of the participating physical education teachers in colleges and universities can positively affect their sense of teaching efficacy, which in turn positively affects work engagement and has a partial mediating effect on the relationship between perceived organizational support and work engagement.

Physical education teachers are the practitioners of physical education curriculum reform who work at the front line of teaching, and their innovation behavior play a crucial role in promoting the smooth implementation of physical education curriculum reform. This study uses goal orientation theory as a theoretical basis to explore the mediation effect of learning goal orientation in the influence of perceived organization support on physical education teachers' innovation behavior. A total of 402 valid questionnaires were collected from physical education teachers in 40 schools at the basic education level in China, and the relationship between the variables was tested using structural equation modeling. The findings showed that physical education teachers' perceived organizational support had a positive effect on learning goal orientation and innovation behavior. Physical education teachers' learning goal orientation significantly influenced their innovation behavior. Additionally, learning goal orientation partially mediated the relationship between perceived organizational support and innovation behavior.

Strengthening the cultivation of students' innovation ability is an urgent requirement for the construction of China's innovation system, and vocational colleges are a crucial driving force for cultivating technical innovation talents. Therefore, this study aims to explore the influence of metacognition on innovative behavior among vocational college students in Hainan, China and the differences between the behavior of boys and girls. Five vocational colleges were selected by purposive sampling. A total 600 students and 577 valid questionnaires were obtained, with 285 male and 292 female respondents. The results of the study found that the metacognition of boys and girls in vocational colleges has a positive and substantial impact on innovative behavior, and that the effect of metacognition on the innovative behavior of girls is higher than that of boys.

This study aimed to investigate the effects of Jiangsu University teachers' competency and engagement on their job performance and determine whether teacher competency affects job performance through the mediating role of engagement. We constructed a theoretical model based on self-determination theory (SDT) and the job demand-resource model and validated it using structural equation modeling (SEM). The study sample comprised teachers from 8 types of undergraduate colleges and universities in Jiangsu Province, China. Three hundred and fifty-four university teachers were surveyed using the Teacher Competency Scale, the Utrecht Work Engagement Scale, and the Job Performance Scale. The results showed a significant positive effect of university teachers' competency on their engagement and job performance. Additionally, SEM analysis showed a partial mediation effect of engagement in the relationship between teacher competency and job performance. The findings not only enrich our understanding of the mechanisms underlying the relationship between university teachers' competency and job performance but also extend the scope of SDT and suggest practical discussions and recommendations.

Based on the concept of sustainability and the aim of addressing China?s great need for talent with green skills, a green skills scale was designed with the help of Chinese university students. Students from four institutions of higher education who had agreed to the Principles for Responsible Management Education (PRME) participated as research subjects. With reference to the reviewed literature, a green skills scale was developed for Chinese university students. The scale was reviewed by experts and scholars and subjected to a reliability and validity analysis, and 900 students were selected to be included in the sample. The green skills of university students are divided into four dimensions: cognition of green knowledge, mastery of green skills, application of green skills, and green skills development, resulting in a total of 16 questions. The overall reliability of the scale is 0.845, the reliability of the dimensions lies between 0.813 and 0.880, the correlation coefficients between the dimensions lie between 0.185 and 0.497, and the root-mean-square values of the AVE of the corresponding coefficients are all larger than the correlation coefficients of the corresponding row and column variables, demonstrating that the green skills scale for university students has good reliability and validity.

The inherent ambiguity in reconstructed images from coherent diffraction imaging (CDI) poses an intrinsic challenge, as images derived from the same dataset under varying initial conditions often display inconsistencies. This study introduces a method that employs the Noise2Noise approach combined with neural networks to effectively mitigate these ambiguities. We applied this methodology to hundreds of ambiguous reconstructed images retrieved from a single diffraction pattern using a conventional retrieval algorithm. Our results demonstrate that ambiguous features in these reconstructions are effectively treated as inter-reconstruction noise and are significantly reduced. The post-Noise2Noise treated images closely approximate the average and singular value decomposition analysis of various reconstructions, providing consistent and reliable reconstructions.

Abstract Very‐low‐frequency (VLF) transmitting antennas have a crucial influence on the nearby electromagnetic environment. Commercial software packages, such as CST Studio Suite (CST) or Altair FEKO (FEKO), are always utilised to calculate the electric fields of VLF antennas, which consume considerable computing resources and time. The classical method of electric field calculation, the charge simulation method (CSM), is first applied to the calculation of electric field near the VLF transmitting antenna. The distribution characteristics of three‐dimensional electric fields were analysed. The electric field surrounding the antenna exhibited axial symmetry. The highest electric field strength was at the top of the antenna, and as the distance from the antenna increased, the electric field strength exponentially decreased. The comparisons are performed between the results of the CSM and those of commercial software, the average relative errors of CSM on two observation paths are very small, 2.20% and 2.21%, respectively. Meanwhile, the CSM shows considerable advantages in saving calculation resources and improving efficiency. Additionally, the comparison between CSM calculation and the measured data is carried out. The results show that this method can accurately calculate the electric field near VLF transmitting antenna and offer valuable insights and a new solution.

Enterococcus faecalis is the main pathogen causing refractory apical periodontitis (RAP). This bacterium can tolerate harsh environments and trigger periapical immune inflammatory responses that result in persistent infection inside and outside the root canal. Adhesion to the dentin wall of root canals and the subsequent formation of biofilms significantly enhances the drug resistance and anti-erosion ability of Enterococcus faecalis, which is the key factor mediating its pathogenesis. The adhesion of Enterococcus faecalis to dentin involves non-specific adhesion and specific adhesion, and the latter is mediated by adhesion-related virulence factors, mainly including the adhesin of collagen from enterococci (Ace), extracellular surface protein (Esp), gelatinase (GelE), serine protease (SprE), endocarditis and biofilm associated pilus (Ebp) and aggregation substance (AS), which is regulated by multiple two-component systems. The two-component system Fsr can promote the expression of gelE and sprE when the cell population density increases. GelE can further reduce Ace, while the two-component system GrvRS directly downregulates ace expression in response to the serum environment. The two-component systems CroRS and WalRK may also promote and inhibit the expression of various virulence factors, including ace and gelE, thus affecting the adhesion of Enterococcus faecalis. In addition, the mechanochemical preparation and the internal environment of the root canal can also influence the adhesion of Enterococcus faecalis to dentin. Avoiding the introduction of Enterococcus faecalis and using adhesion-interfering medications during root canal treatment can effectively prevent the adhesion of Enterococcus faecalis, and a variety of activated irrigation protocols can also be effective at increasing the clearance of Enterococcus faecalis from the root canal. The design of rational drugs targeting key factors involved in and regulators of the adhesion of Enterococcus faecalis to dentin is expected to provide new ideas and strategies for root canal infection control. The present paper reviews the adhesion of Enterococcus faecalis to dentin and its influencing factors.

Abstract Objective In 2016, the ESMO-ESGO-ESTRO consensus included LVSI (Lymph-vascular space invasion, LVSI) status as a risk stratification factor for stage I endometrioid endometrial cancer (EEC) patients and as one of the indications for adjuvant therapy. Furthermore, LVSI is included in the new FIGO staging of endometrial cancer (EC) in 2023. However, the data contribution of the Chinese population in this regard is limited. The present study aimed to further comfirm the influence of LVSI on the prognosis of early-stage low-grade EEC in a fifteen-year retrospective Chinese cohort study. Methods This retrospective analysis cohort included 702 EEC patients who underwent TAH/BSO surgery, total abdominal hysterectomy, bilateral salpingooophorectomy in Peking University People’s Hospital from 2006 to 2020. Patients were stratified based on LVSI expression status as: LVSI negative group and LVSI positive group. Clinical outcome measures related to LVSI, assessed with a univariate and multivariate Cox proportional hazards regression model. Results 702 EEC patients with stage I and grade 1–2 were analyzed. 58 patients (8.3%) were LVSI-positive and 14 patients (2.0%) was relapse. Recurrence rates in LVSI-negative and LVSI-positive were 1.6% and 6.9%, respectively. 5-year disease-free survival (DFS) rate in LVSI-negative and LVSI-positive were 98.4% and 93.1%, respectively. These rates for 5-year overall (OS) survival in LVSI-negative were 98.9% while it was 94.8% in LVSI-positive. Multivariate analysis showed that LVSI is an independent risk factor for 5-year DFS (HR = 4.60, p = 0.010). LVSI has a similar result for 5-year OS(HR = 4.39, p = 0.028). Conclusions LVSI is an independent predictor of relapse and poor prognosis in early-stage low-grade endometrioid endometrial cancer in the Chinese cohort.

Abstract To explore the role of bronchoscopy for the assessment of checkpoint inhibitor pneumonitis (CIP), a retrospective single-center study was conducted to assess patients diagnosed with CIP at grade 2 or above and also underwent bronchoscopy between January 2020 and December 2022. Clinical data and bronchoscopic findings were recorded. The treatment data and prognosis information were collected. Twenty-one patients who underwent bronchoscopy and were diagnosed with CIP were enrolled in this study. All patients underwent bronchoalveolar lavage fluid (BALF) analysis. Of them, T lymphocyte subsets of BALF were tested in 15 cases. Transbronchial cryobiopsy (TBCB) was performed in 8 patients, and transbronchial lung biopsy was performed in 5 patients. 3 patients developed pneumothorax after TBCB and all recovered without serious compilations.14 patients experienced grade 2 CIP, while 7 patients ≥ grade 3 CIP. Symptoms were improved in 19 (90.5%) patients after standard treatment adhering to CIP guidelines. However, 5 patients relapsed during steroid tapering. Factors related to the severity and recurrence of CIP were analyzed. Patients with previous interstitial lung disease (ILD) were more likely to develop high grade CIP than those without [83.3% (5/6) versus 15.4% (3/15), P = 0.011].The odds ratio (OR) was 32.5 (95% CI 2.284–443.145, P = 0.009). Increased BALF lymphocyte percentage was associated with high grade CIP, OR 1.095 (95% CI 1.001–1.197, P = 0.047), and higher possibility of CIP relapse, OR 1.123 (95% CI, 1.005–1.225, P = 0.040). Lymphocyte subsets were tested in 15 patients. CD4/CD8 > 1 was found in 80% (4/5) of relapsed patients and 20% (2/10) of patients without relapse (P = 0.047). The OR was 16.00 (95% CI 1.093–234.24, P = 0.043). In this retrospective study, patients with previous ILD was more likely to develop high grade CIP. Higher lymphocyte percentage in BALF was associated with high grade CIP and susceptibility to relapse during treatment of CIP. A CD4/CD8 ratio greater than 1 in lymphocyte subsets of BALF was associated with higher possibility of CIP relapse. We found that TBCB is a safe procedure in CIP patients.

Abstract Objective The aim of this study is to identify risk factors associated with acute complicated appendicitis (CA) in children aged three years or younger, providing a theoretical foundation for the management and treatment of acute appendicitis (AA). Methods A retrospective analysis was conducted on 135 pediatric patients with AA, admitted to the Department of General Surgery at Anhui Children’s Hospital between December 2020 and December 2023, who underwent successful surgical treatment. Based on the intraoperative and postoperative pathological findings, patients were categorized into two groups: complicated appendicitis (CA) (n = 97 cases) and uncomplicated appendicitis (UA) (n = 38 cases). Clinical data including gender, age, weight, disease duration, preoperative white blood cell count (WCC), neutrophil granulocyte (NEUT) count, C-reactive protein (CRP) levels, total bilirubin (TBil) levels, procalcitonin (PCT) levels, calprotectin (Cal) levels, preoperative ultrasound results indicating the presence or absence of fecaliths, maximum appendix diameter, and pediatric appendicitis sore (PAS) were collected and analyzed. Comparative analysis was performed to investigate the differences between the groups and identify risk factors of CA. Results The CA group exhibited significantly higher values in disease duration, CRP levels, PCT, Cal, presence of appendiceal fecaliths, maximum appendix diameter, and PAS compared to the UA group (P

Abstract The selection of implants for fixing unstable femoral neck fractures (FNF) remains contentious. This study employs finite element analysis to examine the biomechanics of treating Pauwels type III femoral neck fractures using cannulated compression screws (3CS), biplane double-supported screw fixation (BDSF), and the femoral neck system (FNS). A three-dimensional model of the proximal femur was developed using computed tomography scans. Fracture models of the femoral neck were created with 3CS, BDSF, and FNS fixations. Von Mises stress on the proximal femur, fracture ends, internal fixators, and model displacements were assessed and compared across the three fixation methods (3CS, BDSF, and FNS) during the heel strike of normal walking. The maximum Von Mises stress in the proximal fragment was significantly higher with 3CS fixation compared to BDSF and FNS fixations (120.45 MPa vs. 82.44 MPa and 84.54 MPa, respectively). Regarding Von Mises stress distribution at the fracture ends, the highest stress in the 3CS group was 57.32 MPa, while BDSF and FNS groups showed 51.39 MPa and 49.23 MPa, respectively. Concerning implant stress, the FNS model exhibited greater Von Mises stress compared to the 3CS and BDSF models (236.67 MPa vs. 134.86 MPa and 140.69 MPa, respectively). Moreover, BDSF displayed slightly lower total displacement than 3CS fixation (7.19 mm vs. 7.66 mm), but slightly higher displacement than FNS (7.19 mm vs. 7.03 mm). This study concludes that BDSF outperforms 3CS fixation in terms of biomechanical efficacy and demonstrates similar performance to the FNS approach. As a result, BDSF stands as a dependable alternative for treating Pauwels type III femoral neck fractures.

The professional development of teachers is fundamental to educational reform and promotion, and such a development includes teachers' aesthetic experiences. This study aims to explore the impact of Chinese teachers' aesthetic experiences on their professional development and the differences between male and female teachers in terms of the impact of aesthetic experiences on professional development. In total, 500 teachers from 20 universities in Hainan and Guangzhou, China, were surveyed, and 488 valid questionnaires were collected. A multivariate regression analysis was conducted to examine the impact of each variable. The results of the study indicate that "aesthetic attitude," "understanding of beauty," and "full experience" all have a significantly positive impact on the professional development of both male and female teachers, whereas "pleasure of beauty" has no significant impact on teachers' professional development. The findings also demonstrate that no difference exists between male and female teachers in terms of the impact of aesthetic experiences on professional development, and the more practical conceptions of aesthetic experience have a direct impact on teachers' development.