North China University of Science and Technology

Intracranial atherosclerotic stenosis (ICAS) is a major global cause of stroke with high recurrence risk. However, research on its pathophysiology is limited by difficulties in obtaining histopathological samples and the absence of adequate experimental models. The rising incidence of ICAS imposes a significant burden on families and healthcare systems, highlighting the urgent need for affordable, robust, and reliable animal models to study its prevention and treatment. To better understand the disease, researchers frequently employ animal models to replicate the progression of ICAS in humans. In recent years, many researchers have provided a variety of solutions for modeling methods and intervention protocols in animal models of ICAS, which has greatly improved the success rate of atherosclerosis models. Nevertheless, variations in intervention factors, material selection, and treatment methods have resulted in no consensus on the optimal animal model for ICAS. This review evaluates the strengths and limitations of existing in vivo、in vitro model and computational models of ICAS and the atherosclerotic process, aiming to inform better future models and drive novel stroke-reducing treatment strategies.

Insulin resistance is an important risk factor for the development of colorectal cancer (CRC), and triglyceride-glucose (TyG) related indices, as emerging biomarkers of insulin resistance, have not been thoroughly studied in the context of CRC risk assessment. This study aimed to evaluate the relationships between three TyG-related indices-specifically triglyceride glucose-body mass index (TyG-BMI), triglyceride glucose-waist circumference index (TyG-WC), and triglyceride glucose-waist to height ratio index (TyG-WHtR)-and CRC risk within a large prospective cohort from the Kailuan Study (2006-2019), which included 173,342 cancer-free participants. During a median follow-up of 14.23 years, 977 incident CRC cases were identified. Multivariable Cox proportional hazards models revealed significant positive associations between the TyG-related indices and CRC risk: for TyG-BMI, those in the third and fourth quartiles had hazard ratios (HRs) of 1.22 (95% CI: 1.01-1.48) and 1.35 (95% CI: 1.11-1.64), respectively; for TyG-WC, the fourth quartile had an HR of 1.43 (95% CI: 1.17-1.74); and for TyG-WHtR, the third and fourth quartiles had HRs of 1.28 (95% CI: 1.05-1.57) and 1.37 (95% CI: 1.12-1.68), respectively. Dose-response analyses demonstrated linear relationships for all indices (all p for overall = 0.001, p for non-linear >0.05). The results show a significant association between elevated TyG indices and increased colorectal cancer (CRC) risk, suggesting that these markers may have potential value in risk stratification.

Early childhood education (ECE) plays a foundational role in shaping children’s cognitive, social, and emotional development, making the preparation of high-quality preschool teachers a global educational priority (UNESCO, 2024; OECD, 2020). In response to increasing demands for educators who can effectively integrate pedagogical theory with classroom practice, the concept of dual-qualified preschool teachers has emerged as a central objective of teacher-education reform in many countries, particularly in China. University–kindergarten collaboration has been widely promoted as a key mechanism for strengthening theory–practice integration in teacher preparation through structured partnerships that combine academic coursework with experiential learning opportunities. This review synthesizes international and Chinese literature on collaborative preschool teacher-training models, with particular attention to policy frameworks, institutional practices, and theoretical foundations supporting university–kindergarten partnerships. The paper examines major collaboration models such as clinical practice approaches, mentorship-based training, professional learning communities, and research-based partnerships, alongside China’s “3 + 1” training structure. It also explores the roles of universities and kindergartens as complementary training environments and analyses policy initiatives shaping early childhood teacher-education reform. Despite substantial progress in collaborative training strategies, the literature reveals persistent gaps relating to curriculum alignment, mentorship capacity, institutional coordination, and evaluation mechanisms, particularly in regionally diverse contexts such as Hebei Province. By identifying these gaps and synthesizing existing research trends, this review establishes a conceptual framework for strengthening university–kindergarten partnerships and provides a foundation for improving the preparation of dual-qualified preschool teachers in China and comparable educational systems.