A genetic model, including effects of environments, genotypes, and genotype by environment interaction, was employed to analyze five fiber traits of Island cotton (Gossypium barbadense L.). Genotypic values of 304 accessions were predicted by the adjusted unbiased prediction (AUP). Genetic similarities between different accessions were measured by Mahalanobis distances based on genotypic values. Appropriate sampling strategies, linkage rules in stepwise clustering, and sampling proportion were evaluated. To form a core collection of Island cotton, 60 accessions were sampled by the deviation sampling strategy combined with single linkage rule of hierarchical clustering. The genetic variation and structure captured by the core collection were examined in means, variances, ranges and coefficients of variation, correlation coefficients of quantitative traits, and the accessions distribution plotted by first two principal components between two collections. It was showed that the initial collection was well represented by the core collection for exploiting the Island cotton germplasm.
Systemic lupus erythematosus (SLE) is a chronic, systemic, autoimmune inflammatory disease characterized by the production of numerous autoantibodies and cytokines, as well as multiple organ damage. Specific B cell subsets negatively regulate immune responses and have been termed regulatory B cells (Bregs). Bregs are characterized by the production of the immunoregulatory cytokines interleukin (IL)-10, IL-35, and transforming growth factor (TGF)-β. Bregs suppress other immune cells through the secretion of these immunosuppressive cytokines and have thus been studied extensively for their potential role in the treatment of various autoimmune diseases. The progress of the research on Bregs and SLE in recent years is reviewed in this paper.
Background
This study aims to evaluate the feasibility, acceptability, and effectiveness of massive open online courses (MOOCs) in combination with flipped classroom teaching in the standard training of resident physicians (resident physician trainees).
Methods
A total of 110 resident physician trainees enrolled in 2018, with a major in Internal Medicine, were selected and divided into a control group (n = 55) who experienced traditional teaching methods and an experimental group (n = 55) who experienced MOOCs plus flipped classroom teaching. Their post-class test scores and satisfaction questionnaires were compared.
Results
The test scores (80.60 ± 7.65) of resident physician trainees in the experimental group were higher than those of the control group (77.05 ± 8.08), and the difference was statistically significant (P < 0.05). The experimental group trainees were highly satisfied with the MOOC + flipped classroom program.
Conclusion
MOOCs in combination with flipped classroom teaching can increase the effectiveness of teaching in the standard training for resident physicians and trainees’ comprehensive clinical diagnosis and treatment ability.
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