Major Course Research Articles

GSK-3β-dependent Nrf2 antioxidant response modulates ferroptosis of lens epithelial cells in age-related cataract.

Oxidative stress-induced lens epithelial cells (LECs) death plays a pivotal role in age-related cataract (ARC) with severe visual impairment, in which ferroptosis is gradually receiving numerous attention resulting from lipid peroxide accumulation and reactive oxygen species (ROS) overproduction. However, the essential pathogenic factors and the targeted medical strategies still remain skeptical and indistinct. In this work, by transmission electron microscopy (TEM) analysis, the major pathological courses in the LECs of ARC patients have been identified as ferroptosis, which was manifested with remarkable mitochondrial alterations, and similar results were found in aged mice (24-month-old). Furthermore, the primary pathological processes in the NaIO3-induced mice and HLE-B3 cell model have also been verified to be ferroptosis with an irreplaceable function of Nrf2, proved by the increased sensitivity to ferroptosis when Nrf2 was blocked in Nrf2-KO mice and si-Nrf2-treated HLE-B3 cells. Importantly, it has been found that an increased expression of GSK-3β was indicated in low-Nrf2-expressed tissues and cells. Subsequently, the contributions of abnormal GSK-3β expression to NaIO3-induced mice and HLE-B3 cell model were further evaluated, inhibition of GSK-3β utilizing SB216763 significantly alleviated LECs ferroptosis with less iron accumulation and ROS generation, as well as reversed expression alterations of ferroptosis markers, including GPX4, SLC7A11, SLC40A1, FTH1 and TfR1, in vitro and in vivo. Collectively, our findings conclude that targeting GSK-3β/Nrf2 balance might be a promising therapeutic strategy to mitigate LECs ferroptosis and thus probably delay the pathogenesis and development of ARC.

Perceived Factors that Influence Instructors’ Use of Web-based Instruction in the Information Technology Programs

This study employed the descriptive and survey methods of research. It measures the extent of the relationship between the variables of perceived factors of using web-based instruction and the analyses of the instructors’ perceived factors of using web-based instruction and their use of web-based instruction. The researcher designed a database on the learning materials of instructors in teaching the major courses of the Information Technology Education programs. Also, this study analyzed the perceived factors related to the use of web-based teaching: first, the analysis of the instructors’ perceived factor is the administrative support which describes the different supports perceived to be offered or received from the academic affairs, college and department, training, and the perceived need for web-based instruction in the information technology programs in the higher education institutions. Second, instructors’ perceived factor is an urgency which also describes the rewards for teaching online, handling issues or problems with the technology, and the different kinds of pressure such as the students, colleagues, and administration, and likewise on the different kinds of technical problems. Finally, is the availability and preference, which also describes the level of comfort in using technology, availability of web-based instruction resources, preference for teaching online/web-based instruction, teaching using web-based instruction is a good idea, ability to have flexible scheduling, ability to have flexible scheduling, past success with other technologies, ability to have flexible scheduling.

Changes in High School Students’ Preferences for Activities, Occupations and Major Courses to Choose College Majors between 2017 and 2021

Changes in High School Students’ Preferences for Activities, Occupations and Major Courses to Choose College Majors between 2017 and 2021

Multidisciplinary approach to lupus nephritis: Clinical pearls, pitfalls, and positioning of newly-approved agents.

Lupus nephritis (LN) is a major course of morbidity and mortality in patients with systemic lupus erythematosus (SLE), best managed by a multidisciplinary group. To this end, we gathered a group of rheumatologists, nephrologists and a nephropathologist to review current evidence regarding diagnosis and management of LN. In this consensus paper, we summarize the key points from this meeting and provide practice guidelines for the management of kidney involvement in SLE, in view of emerging new data concerning novel agents approved recently. Renal biopsy is indispensable for the management of LN. Yet, important pearls and pitfalls need to be considered regarding indications and interpretation, which are summarized in informative tables. In new-onset LN, experts agreed that, although belimumab may be added from disease onset, patients with moderate to severe proliferative nephritis (defined as: NIH activity index > 5 plus ≥ 1 of the following: (i) NIH chronicity index > 2, (ii) proteinuria > 3g/24h, and (iii) increase in serum creatinine > 20%) may be more likely to benefit the most. In all other patients who have already started standard-of-care treatment with either mycophenolate mofetil (MMF) or cyclophosphamide (CY), belimumab could be considered in cases with an inadequate clinical response by 3months, or in cases that experience a nephritic flare following initial response, or have an inability to reduce the dose of glucocorticoids. In all circumstances, the drug should be given as add-on therapy, that is, in combination with a standard-of-care therapy (MMF or CY). Voclosporin could be considered for up to 3years, in combination with MMF, in patients with heavy proteinuria (well above the nephrotic range), wherein a quick reduction of protein loss in urine is desirable to avoid the complications of the nephrotic syndrome, either as part of the initial regimen, or in cases of inadequate reduction of proteinuria with MMF. In view of the potential scarring effects, long-term administration beyond the first year requires further documentation.

Empathy and Sympathy Learned from British and American Novels and Short Stories

Foreign literature courses, including both British and American literature, serve as compulsory and core courses for Chinese English Majors (CEMs). Literature courses make CEMs grasp aesthetic meanings as well as immerses themselves in a literary world, most importantly empower them to access different cultural experiences, and experience ups and downs of fictional characters. This article mainly delineates empathetic and sympathetic factors inherent in English novels and short stories included in literary textbooks used in foreign literature classes, such as A Guide to History and Anthology of American Literature, A Guide to History and Anthology of British Literature, Selected Readings in American Literature, and Selected Readings in British Literature. Some novice teaching staff usually find that the assiduous efforts they have to put into the teaching of foreign literature class is due to limited academic duration, numerous writers, countless literary works, difficult literary languages, complicated character maps, exotic life experiences, as well as a range variety of students’ demands and interests. This article aims to find out empathy- and sympathy-themed excerpts from the above-mentioned textbooks to help novice literature teachers to accustom themselves to the teaching of the courses, and even to realize a favorable teaching result. The effective pedagogy includes pre-teaching, during-teaching and after-teaching. The examples of literary texts contain both American and British writers. The exemplified text genre includes novels and short stories. The academics in literature courses can follow the suggestions and endeavors mentioned in this paper to better guide their teaching activities.

A Tracer Study of Bachelor of Science in Information Technology (BSIT): A Case Study of Graduates of the University of Cebu, Philippines

Tracer study is seen as the never-ending undertaking that the learning institutions must do to gather useful data and insights from the graduates for the purposes of validating the curricular offerings and planning for the next action items. This study aimed to determine the employability of BSIT graduates from 5 different academic years 2016 – 2017, 2017 – 2018, 2019 – 2020, and 2020 – mid 2021. The study gathered data from 226 alumni respondents using a descriptive survey method. Descriptive statistical measures such as frequency, percentage and weighted mean were used to analyze the data quantitatively. The Analysis of Variance (ANOVA) was used in analyzing the significant degree of variance among the Curricular Structures, Skills and Competencies. The results revealed that the majority of the alumni respondents are employed full-time as software developers and engineers. Major courses such as Programming, Databases, Web Development, and Systems Analysis and Design were perceived as helpful to the present or previous job of the alumni graduate. It is also revealed that the BSIT program offering was perceived as very relevant, particularly in the skills and competencies acquired. UC-CCS provided a good overall academic experience to the graduates, specifically in the areas of Laboratories, Curriculum, and Faculty & Instruction, with a net promoter score of +63.72%. Lastly, the respondents perceived that there is a significant degree of variance among the Curricular Structures, Skills and Competencies on the relevance of the BSIT program to their employability. The major findings of the study served as the bases for recommending curricular improvements to the BSIT program and the enhancement of alumni engagement.

Shared Learning and Unity of Knowledge: Connecting a First-Year Core Course and the Major Curriculum

ABSTRACT A first-year general education core course can act as a keystone connecting general education and specialized major courses, enhancing their value in the eyes of students and recognizing student goals for both career preparation and self-discovery. The core course introduces themes based on distinctive institutional mission and identity and also points out their relevance to future major coursework and organizational contexts beyond graduation. Major courses can then reinforce those same key themes, which may already be implicit in the curriculum. This article describes a first-year core course at Messiah University, a faith-based institution, where students participate in the course in the same semester with the same curriculum, emphasizing shared learning as well as integration of course themes and specialized major curriculum. Examples of how major courses reflect back on the core course are also provided. The article places course design in the context of general education reform and best practices, examines the scarce but promising evidence of the benefits of creating such connections, and provides recommendations for implementation in a variety of institutional contexts.

Unpacking Preservice Elementary Education Majors’ Pre-Covid Experiences with Instructional Technology: Implications for Post-Covid Technology Use

Virtual learning during the Covid-19 pandemic has made the effective use of technology, as a learning tool, more important than it has ever been. One of the challenges within instructional technology courses for preservice elementary education majors was whether or not to train students to use technology as a means to an end or to focus on technology skills. Instructional technology courses could reinforce traditional approaches or encourage higher order thinking or acquisition of twenty first century skills for formal or informal settings. This study explored the pre-Covid inclinations and experiences of undergraduate preservice teachers who engaged in various types of technology that facilitated both the learning of content and the building of technological skills to varying degrees. This basic qualitative exploratory study looked at preservice teachers’ perceptions about their engagement with the technologies and about their own capabilities. The findings show connections that were most salient to the preservice teachers. These pre-Covid pandemic findings have implications for the current state of instructional technology and learning using technology in the post-Covid pandemic era.

Patterns, predictors, and outcomes of situated expectancy-value profiles in an introductory chemistry course.

Using latent profile analysis, we identified profiles of expectancy beliefs, perceived values, and perceived costs among 1433 first- and second-year undergraduates in an introductory chemistry course for STEMM majors. We also investigated demographic differences in profile membership and the relation of profiles to chemistry final exam achievement, science/STEMM credits completed, and graduating with a science/STEMM major. Four motivational profiles were identified: Moderately Confident and Costly (profile 1), Mixed Values-Costs/Moderate-High Confidence (profile 2), High Confidence and Values/Moderate-Low Costs (profile 3), and High All (profile 4). Underrepresented students in STEMM were more likely to be in profile 2 relative to profile 3. First-generation college students were more likely to be in profile 4 than profile 3. Finally, students likely to be in profile 3 had higher final exam grades than the other profiles and were more likely to graduate with a science major compared to profile 1. There were no differences in graduating science major between profile 3 and the other two profiles. Thus, profile 3 was most adaptive for both proximal (final exam) and distal (graduating with a science major) outcomes. Results suggest that supporting motivation early in college is important for persistence and ultimately the talent development of undergraduate STEMM students.

Evaluation of the Integration Path of Ideological and Political Elements in English Major Courses Based on the ADDIE Model

Abstract This study uses the course “English Teaching Research” as an example, and discusses the importance, method, function, evaluation, and effectiveness of the integration of theory and politics into foreign language education by examining the ADDIE model of college English classes. Based on this model, he discusses the classroom design process from analysis to assessment in blended learning, which helps college English teachers adapt the content of Traditional language The special writer presents the academic work of ideological and political education in the course of English Teaching Research, methods and content of ideological and political education Master in the classroom, theoretical basis, use, teaching and teaching effects of ideological and political content in the classroom. The process uses edge computing hardware architecture to solve the problem of the high-cost system; The use of deep learning technology solves the problem of the inaccuracy of class measurement; The problem of incomplete classroom evaluation is solved by extracting several indicators such as classroom attendance, classroom comprehension, classroom activity, and classroom richness.

Building translation competence of translation students through supporting courses: A suggested writing course at the university level

Building translation competence is an issue of key concern to translation programmes at university level. To achieve this objective, a host of factors should be considered. This study aims at suggesting a writing course which is supposed to be a supporting course to the major ones on practical translation at the Department of Translation, College of Languages, University of Duhok in Kurdistan Region of Iraq. The study dealt with the problem of teaching the writing course among other courses with no relevance to the building of translation competence. To design a relevant writing course, the study posed two questions which are related to the reason behind teaching writing in the department in the first place and how this course should be taught. The researcher defined her writing course objective through examining the department’s mission, vision, and objectives, as well as institutional and non-linguistic constraints. The approach decided on is Task-Based Language Learning together with its theory of language and theory of learning. The study also tackled the instructional design in terms of syllabus, types of learning, and teaching activities. Finally, the procedure explained how the theoretical issues can be put into actual practice in the classroom. The study questions were answered. Writing is taken to be a supporting course that aims at building the student’s bilingual sub-competence and extralinguistic sub-competence with the ultimate objective of building translation competence with the help of the other major courses on translation.

Captiveness and Openness as Ontological Intuitions in Works of H. Bergson

The research focuses on the problem of freedom from that point of view which puts captiveness by being and openness to being in the middle of non-dialectical examination. This perspective clarifies not only the major course of Bergson’s thought, but also the subsequent incorrect shift to the pole of openness in the hermeneutical interpretation of facticity, implemented by Heidegger. The work is conventionally divided into two parts. The first one inquires about specifics of the method used by Bergson. It is emphasized the proximity in between Bergson's orientation to the common sense and phenomenological research, despite all differences in these approaches. Also it’s gives a general analysis of Bergson’s concepts used in “Time and Free Will: An Essay on the Immediate Data of Consciousness” and in “Matter and Memory” in order to adequately questioning about the freedom of a person, acting on the basis of specific practical conditions of his existence. Bergson draws the roads of freedom through the adaptability of the intelligible to the prose of life, establishing the plane of immanence with its unbreakable boundaries. The second part analyzes aesthetic consequences of Bergson’s theory of perception and memory, thus opening access to descending pathways in sensory data processing. The theory of duration and the emphasis it places on retrospection in clarifying what accompanies the act of perception, argues for the connection of creativity with the process of actualization of the virtual. With reference to Deleuze, it is criticized the irrational attempt to assert the beginning of creativity both in nothingness and in the realization of the possible by its limiting. Thus, the appeal to Bergson’s ontological intuitions allows to refuse both the aesthetics of the origin and the logic of the readiness-to-hand-being as primarily encountered in the world. In conclusion, it is considered Bergson's polemic with Einstein, in the resolution of which the logic of differentiation seems preferable to the logic of dialectical sublation.

Blended Teaching Research and Practice Combining Ideological Political Instruction and Data-Driven Method

In order to alleviate poor course learning effect caused by learning goal confusion and the lack of learning motivation in big data major courses instruction, this paper proposed a blended teaching solution combining ideological political education and data-driven method. Firstly, with the help of smart teaching platform, main instruction process, including pre-class, in-class, after-class and practice, has been restructured and condensed, and teaching materials on ideological and political education towards data science major has also been designed which can enrich in-class interaction and inspire learning interest, and firmly established the professional learning objectives. Secondly, the learning behavior data derived from logs of smart teaching platform is used for analyzing, feedback and early warning, which can help students track their learning status and knowledge mastery, and thus drive them to adjust their learning plans and cultivate active learning habits. Finally, our blended teaching program has been carried out in the course of Principles and Technology of Big Data with 4 teaching classes. The statistics from teaching practice and research show that our solution can greatly improve in-class participation, interest and initiative in learning. Moreover, profiting from learning behavior data analysis and feedback, learning progress can be more accurately mastered, which can supervise students to perform courses learning, and consequently are conducive to the improvement and optimization of the teaching process and significantly improve the quality of course learning.

Perception of Business Ethics Among Students

It is generally believed that ethical perception of individuals is a function of their moral development. Since this is also developed over time given people experiences, and against the backdrop that students field of study are likely to affect their business ethics posture, this study generally sought to examine gender and educational differences in perception of business ethics among university students in Ogun state, Nigeria. The study adopted a descriptive survey design. Our sampling frame was year three and four management and non-students from a public and a private universities in the state. We obtained primary data from a total of 227 students selected through a purposeful sampling method. Questionnaire constituted the main research instruments for obtaining primary data. Our T-test result indicated that there is no significant difference in student’s perception of business ethics based on both gender and age. However, the result indicated positive and significant difference in the students’ perception of business ethics based on their major course of study, where the management students ranked higher in their attitude to ethics in business. Similarly, there was a significant difference in the attitude of the students to ethics in business based on their schools as private university students scored higher in .The study therefore recommends that tertiary institutions should include ethical courses to all students irrespective of their majors and punish students who are involved in academic dishonesty.

A Study of Avoidance Phenomenon in College Oral English Course for Non-English Majors

In the process of second language acquisition, the learners often deal with language difficulties negatively when they have trouble with target language, that is, by avoiding obstacles to promote the smooth progress of communication. Thus, avoidance phenomenon appears and runs through the entire process of Second Language Acquisition (SLA). However, although the avoidance is essentially a kind of communication strategies, excessively inclined to take it will also lead to stagnation of learner’s foreign language proficiency, which is also an important reason for the formation of fossilization. Based on the relevant theoretical results of scholars at home and abroad, this paper is designed to analyze avoidance behaviors of non-English-major freshmen in oral English class, and discuss the coping strategies for this phenomenon. In addition, some suggestions will be also put forward for shaping a dynamic classroom atmosphere that can effectively improve students’ oral English level.

Geographical Association Between Basic Life Support Courses and Bystander Cardiopulmonary Resuscitation and Survival from OHCA in Denmark.

Annually, approximately 4% of the entire adult population of Denmark participate in certified basic life support (BLS) courses. It is still unknown whether increases in BLS course participation in a geographical area increase bystander cardiopulmonary resuscitation (CPR) or survival from out-of-hospital cardiac arrest (OHCA). The aim of the study was to examine the geographical association between BLS course participation, bystander CPR, and 30-day survival from OHCA. This nationwide register-based cohort study includes all OHCAs from the Danish Cardiac Arrest Register. Data concerning BLS course participation were supplied by the major Danish BLS course providers. A total of 704,234 individuals with BLS course certificates and 15,097 OHCA were included from the period 2016-2019. Associations were examined using logistic regression and Bayesian conditional autoregressive analyses conducted at municipality level. A 5% increase in BLS course certificates at municipality level was significantly associated with an increased likelihood of bystander CPR prior to ambulance arrival with an adjusted odds ratio (OR) of 1.34 (credible intervals: 1.02;1.76). The same trends were observed for OHCAs in out-of-office hours (4pm-08am) with a significant OR of 1.43 (credible intervals: 1.09;1.89). Local clusters with low rate of BLS course participation and bystander CPR were identified. This study found a positive effect of mass education in BLS on bystander CPR rates. Even a 5% increase in BLS course participation at municipal level significantly increased the likelihood of bystander CPR. The effect was even more profound in out-of-office hours with an increase in bystander CPR rate at OHCA.

An investigation into the practice of blended teaching in English courses based on the BOPPPS model

Abstract With the continuous development of information technology, the blended teaching mode is gradually and widely used in English teaching. Various online education platforms have emerged, most of which are student-oriented, through which teachers push various teaching resources to students in the form of text, audio, video, and other multimodal forms, mobilizing students’ visual, auditory and tactile senses to enhance students’ learning effect. It is an inevitable choice of the times for universities to use online resources, practice new education and teaching reform concepts, and constantly reflect on and reshape teaching modes. Because of the learning situation of English majors, teachers actively explore the blended teaching mode of English majors’ audio-visual courses, which helps students form good independent learning abilities and can effectively improve students’ comprehensive English application ability. However, during the initial practice, the disadvantages of blended teaching in English audio-visual courses are highlighted, which are reflected in the lack of Internet teaching resources, poor teacher and student autonomy, and an imperfect teaching evaluation system. With the help of information technology, the BOPPPS teaching model is rapidly and highly integrated with traditional English audio-visual course teaching. Based on the BOPPPS model, this paper combines the background and meaning of blended teaching in English major audiovisual speaking courses with four aspects of practical investigation: constructing a resource base, teachers’ knowledge management ability, students’ self-learning ability, and teaching evaluation system. The results of the teaching experiment show that under the improved teaching mode of the BOPPPS model, students’ English IV exam scores improved by 13.85%, and self-learning ability improved by 21.25% compared with the control group after a period of study, which verifies the feasibility of the hybrid teaching of the BOPPPS model and promotes the convergence of English education with the international level.

The Construction of Architectural CAD Course Competition Integration Teaching Mode

Architectural Computer-Aided Design (CAD) is a basic course for architectural engineering majors in vocational colleges. The integration of competition into teaching will not only help stimulate the students’ enthusiasm, but also help them improve their professional skills. However, there are still some problems in the teaching of Architectural CAD. Therefore, teachers must continuously optimize the integration of competition content into Architectural CAD classes through various strategies, so as to give full play to the value of competition content in classes. We explored and analyzed the problems in the integration of competition content into Architectural CAD classes, and proposed specific strategies, in hopes of improving the quality of Architectural CAD teaching.

Teaching and Learning Strategies to Maximize the Operational Curriculum in Learning a Foreign Language: Two Case Studies with Hard-of-Hearing Students

This paper gathers the personal and academic experiences of theinclusion of a deaf and a hard-of-hearing students who took the integrated English courses for other majors I and III offered by the Service Courses Area of the School of Literature and Language Sciences (ELCL Spanish acronym) of the Universidad Nacional in Costa Rica. For this purpose, the professors share the practices and transformation processes of teaching and learningexperienced with these students and their interaction with their peers in the classroom as well as the required class management. According to the experiences evidenced, it is concluded that more information is required about the process of learning and teaching English as a foreign language for the deaf and hardof-hearing learners to achieve the transformation and flexibility of the operational and hidden curriculum in a more effective way to maximize an inclusive living, healthy and successful class living.

Insights from DataFest point to new opportunities for undergraduate statistics courses: Team collaborations, designing research questions, and data ethics

AbstractAs the field of data science evolves with advancing technology and methods for working with data, so do the opportunities for re‐conceptualizing how we teach undergraduate statistics and data science courses for majors and non‐majors alike. In this paper, we focus on three crucial components for this re‐conceptualization: Developing research questions, professional ethics, and team collaborations. We share vignettes from two teams of undergraduate statistics or data science majors at two different stages of their development (novice and expert) while they worked on a DataFest data challenge. These vignettes shed light on opportunities for re‐conceptualizing introductory courses to give more attention to issues of the process of developing focused research questions when given a complex data set, professional ethics and bias, and how to collaborate effectively with others. We provide some implications for teaching and learning as well as an example activity for educators to use in their courses.