The National Genomics Data Center (NGDC), part of the China National Center for Bioinformation (CNCB), provides a family of database resources to support global academic and industrial communities. With the explosive accumulation of multi-omics data generated at an unprecedented rate, CNCB-NGDC constantly expands and updates core database resources by big data archive, integrative analysis and value-added curation. In the past year, efforts have been devoted to integrating multiple omics data, synthesizing the growing knowledge, developing new resources and upgrading a set of major resources. Particularly, several database resources are newly developed for infectious diseases and microbiology (MPoxVR, KGCoV, ProPan), cancer-trait association (ASCancer Atlas, TWAS Atlas, Brain Catalog, CCAS) as well as tropical plants (TCOD). Importantly, given the global health threat caused by monkeypox virus and SARS-CoV-2, CNCB-NGDC has newly constructed the monkeypox virus resource, along with frequent updates of SARS-CoV-2 genome sequences, variants as well as haplotypes. All the resources and services are publicly accessible at https://ngdc.cncb.ac.cn.
The COVID-19 outbreak has seen the largest-scale emergency remote teaching in world history. Drawing on concepts of teacher belief and teacher agency, this study seeks to explore whether teachers’ beliefs about teacher roles may influence their agentive use of online technology amid and after COVID-19. By tracing four English as a Foreign Language teacher participants in both an emergency remote teaching context and a resumed face-to-face classroom setting, our study reveals a complex relationship between teachers’ pedagogical beliefs and their online teaching practices. This study highlights the role of teacher agency and calls for a closer examination of the complexity of teacher roles to better understand teachers’ agentive technology integration in teaching. The study bears significance for educational technology development and teacher education for emergency remote teaching in the post-pandemic era.
Educational reforms often precipitate teacher tensions that subsequently impact teacher identity (re)construction. Adopting a community of practice (CoP) framework to examine identity-, belief- and emotion-inflected tensions, and drawing on data from five rounds of interviews, our longitudinal case study traced the identity reformation of an English teacher, Lee, as he negotiated an English for Academic Purposes (EAP) reform in China. We found that Lee’s constant teacher identity conflicts were intertwined with tensions that arose as he negotiated his (1) beliefs about students’ needs and acknowledgment of their language incompetency, and (2) reform-positive emotions and self-negative emotions. Our findings revealed, however, that these tensions were mediated through the assistance afforded by his CoP, which, on the one hand, effectively scaffolded community members’ teaching practices and helped ease the tensions that emerged but, on the other hand, created space for multiple voices to coexist, make adjustments, and thus subsequently achieve reconciliation. Highlighting the role of CoP in teacher development, our findings help advance the teacher identity research agenda by taking a holistic view on work-related tensions, and thus bear implications for educational reformers, teacher educators, and university administrators.
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