Tangshan Normal University

Abstract Extreme glacier mass loss on the Tibetan Plateau (TP) has seldom been investigated, limiting our knowledge of regional water availability and glacier‐related natural hazards. Here we present glacier mass balance estimates for the south–central TP based on glacio‐meteorological observations and geodetic data from 1960 to 2019. The results show that the frequency, intensity, and variability of extreme glacier mass loss events have increased and shifted in recent decades. The extreme mass loss events are mainly attributed to the extremely high air temperature ( T a ) during the ablation season (June–September), which generates exceptionally high incoming longwave radiation and sensible heat fluxes that greatly reduce albedo and enhance melting. The high T a on the south–central TP is linked to that over the northeastern Indian subcontinent by enhanced southerly wind, which, as a component of the Indian summer monsoon, transports heat northward from the Indian subcontinent to the TP. The enhanced T a in both regions is further associated with European geopotential heights, western tropical Indian Ocean sea surface temperatures, and regional warming trends. This study demonstrates that glacier and climate changes on the TP are influenced by heat variations in the surrounding lowlands, where dominant winds associated with large‐scale atmospheric circulation transport the heat into the TP. Thus, further research on identifying key regions of surrounding lowlands that contribute to the climate changes on the TP, and mitigating climate warming in key heat‐source regions (e.g., Indian subcontinent), are crucial for the preservation of glaciers on the TP.

ABSTRACT This study investigates preschool teachers’ readiness to implement AR-integrated STEM activities (ARISE) in China. Using a mixed-methods design (survey, n=527; interviews, n=7), it revealed a significant belief-confidence gap. While teachers endorsed the value of ARISE (M = 3.57), their implementation confidence was notably lower (M = 2.77), t(526) = 25.40, p < .001, d = 1.28. Qualitative analysis identified that this gap stemmed from teachers’ use of Developmentally Appropriate Practice (DAP) as an internal filter for evaluating technological appropriateness, compounded by limited technical proficiency, resource availability, and pedagogical integration skills. The data further illustrated that although teachers recognized AR as an engaging tool for promoting inquiry and creativity, they often struggled to align it with young children’s developmental levels and classroom realities. Consequently, this study proposes the DAP-TPACK framework, which extends TPACK by integrating DAP as a core filtering mechanism. This framework not only advances theoretical understanding of teachers’ decision-making in technology adoption but also provides actionable insights for designing professional development programs and guiding sustainable AR integration in early childhood education.

Abstract Background Exercise demonstrates substantial practical value and exerts statistically significant positive effects on mental health promotion. Meanwhile, virtual reality technology has emerged as the creative methodology in psychological research. The integration of virtual reality with exercise represents a growing trend that drives advancements in the field of students’ development. The aim of this study was to investigate the effects of virtual reality integrated exercise intervention on clinical medical students' psychological outcomes. And to assess if there was a difference in students’ subjective exercise experience, resilience, and coping styles between those who participated in virtual reality integrated exercise teaching intervention compared to those who participated in a traditional teaching strategy. Methods The study enrolled 81 clinical medical students from North China University of Science and Technology, randomly allocated to either the intervention group (n=40) or control group (n=41). The control group participated in traditional physical education (table tennis), while the intervention group participated in a virtual reality integrated exercise program. Data collection tools included the Resilience questionnaires, Coping style questionnaires, Subjective exercise experience questionnaires, which were completed one week before and after the intervention by each clinical student. The data were analyzed through independent t-tests, paired t-tests, and pearson’s correlation. The significance level was set at P&lt;0.05. Results The average positive happiness scores were significantly higher in the intervention group compared to the control group in the post-test, p&lt;0.05. The intervention group demonstrated significantly reduced psychological distress scores relative to control group in post-testing. All three indicators related to resilience have significantly improved after participated in virtual reality integrated exercise. The positive coping scores of intervention group were higher than the control group, p&lt;0.05. The student’s positive happiness scores was significantly positively correlated with fortitude scores and optimistic scores and positive coping scores in the post-test, p&lt;0.05. Conclusions The findings of this study demonstrate that virtual reality integrated exercise approach effectively enhanced clinical medical students' subjective exercise experience, resilience, and coping styles. Furthermore, the subjective exercise experience serves as a critical determinant of both resilience and coping styles. Given these positive outcomes, it is recommended that this integrated method can be as the course for clinical medical students’ university learning.

Prostate cancer (PCa) is a leading cause of cancer-related mortality among men. Radiotherapy is the cornerstone of PCa treatment. However, a major limitation of radiotherapy is the development of resistance, which compromises treatment efficacy. Reactive oxygen species (ROS), which are generated by radiation, have a dual role in PCa by inducing DNA damage and apoptosis, while also promoting tumor progression and radioresistance. Elevated ROS levels enhance metabolic reprogramming, activate oncogenic pathways, and influence the tumor microenvironment by modulating immune responses and promoting the epithelial-mesenchymal transition (EMT). Key molecular mechanisms, including the Nrf2/Keap1 signaling axis, Bcl-2 mutations, and Speckle-type POZ protein alterations, contribute to radioresistance by enhancing antioxidant defenses and DNA repair capacity. Additionally, the interplay between hypoxia, androgen receptor variants (AR-Vs), and ferroptosis regulators further influence radiotherapy outcomes. Understanding these resistance mechanisms is crucial for developing targeted strategies to enhance radiosensitivity and improve therapeutic outcomes in PCa patients.

Abstract Purpose: This paper aimed to explore the influence of physical-activity level on college students’ negative emotions and its mediating effect on psychological resilience and coping style. Method: We used a questionnaire on physical-exercise levels that included scales for negative emotions, psychological resilience, and coping style to assess the psychology of 887 college students. Structural-equation modeling and the bootstrap method were used to test and analyze the mediating effect of exercise on psychological resilience and coping style. Results: (1) Physical-activity level had a significant direct predictive effect on negative emotions. (2) Physical activity positively predicted psychological resilience, which played a significant mediating role between physical activity and negative emotions, as did coping style. (3) Psychological resilience and coping style had a significant chain-mediated effect between physical-activity level and negative emotions. Conclusion: Physical-activity level (1) could significantly and positively predict negative emotions in college students, (2) could exert a simple mediating effect on these students’ negative emotions through psychological resilience and coping style, and (3) might affect negative emotions in these students through the chain-mediated effect of psychological resilience and coping style chain.

In the current era of rapid development of artificial intelligence (AI) technology, the field of education is undergoing profound transformations[1]. As a crucial component of the Japanese language teaching system, the traditional teaching model of "Japanese Audio-Visual-Speaking" faces numerous challenges in cultivating students' comprehensive language application abilities. Against the backdrop of the AI era, this paper delves into the practice and application of AI technology in the teaching of "Japanese Audio-Visual-Speaking." By analyzing the current applications of AI technology in Japanese speech recognition, personalized learning, and virtual simulation scenario construction, combined with specific teaching practice cases, this paper elaborates on the innovative breakthroughs brought by AI technology to "Japanese Audio-Visual-Speaking" teaching, including advantages such as improved learning efficiency, enhanced interactivity, and personalized instruction. At the same time, it objectively examines the challenges faced during the application of AI technology, such as technological dependence, the transformation of teachers' roles, and data security, and provides an outlook on the future development trends of AI technology in "Japanese Audio-Visual-Speaking" teaching, offering references for promoting the modernization of Japanese audio-visual-speaking instruction.

ABSTRACT Industrial molasses has garnered significant attention in the fields of food, fermentation and environmental remediation due to its abundant nutrients and antioxidant substances. Cr (VI) can be rapidly reduced by molasses in an acidic environment. In this study, the reducing activity of molasses was systematically analyzed. At pH = 2, the reduction of Cr(VI) by molasses followed a second-order kinetic model. As the molasses concentration increased from 5 g/L to 10 g/L, the reaction rate constant rose from 0.43 to 5.21 mM−1 h−1, and 56 mg/L Cr(VI) was completely eliminated in both systems. The change in polyphenol content in molasses exhibited a consistent trend with the Cr(VI) concentration. Then multiple Cr(VI) spiking experiments demonstrated that molasses contains a variety of substances with different reactivity. The rate constant for the third spike with 10 g/L molasses was 0.18 mM−1 h−1, significantly lower than that of the initial molasses concentration of 5 g/L (0.43 mM−1 h−1) under similar polyphenol levels. Moreover, the amount of polyphenols consumed to reduce the same amount of Cr(VI) varied at different spiking stages. UV-Vis, FTIR and 2DCOS revealed that the phenolic hydroxyl groups were the primary active substances involved in the reduction reaction with Cr(VI), and the molar ratio of total polyphenols to Cr(VI) ranged between 0.1 and 0.2. This study provides valuable insights into the dosage of molasses and other parameters for the effective removal of Cr(VI) pollution.

The purpose of this study is to explore the influence of volleyball teaching in colleges and universities on students’ physical and mental health, and to systematically analyze it by multi-modal evaluation method. 300 college students were randomly divided into experimental group and control group. The experimental group received personalized intervention based on multimodal evaluation system during 16 weeks of volleyball teaching, covering multi-dimensional monitoring and feedback of physiological, psychological and technical performance. Through heart rate, body fat rate, heart rate variability (HRV), GHQ-12 scale, technical score and self-efficacy, the students’ physical quality, mental health, technical proficiency and self-efficacy were comprehensively evaluated. The results show that the multimodal intervention strategy is effective in improving physical health and mental health, and the experimental group is superior to the control group in heart rate, body fat rate, vital capacity, HRV, GHQ-12 score, technical proficiency and self-efficacy. The real-time monitoring and feedback of multimodal assessment in teaching optimizes the intervention effect and provides a scientific basis for the optimization of physical education courses in colleges and universities.