Na Li

Chinese Academy of Sciences

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Yongze Yuan

Central China Normal University

Deli Liu

Beijing University of Civil Engineering and Architecture

Hui Geng

Central China Normal University

Ida Ah Chee Mok

University of Hong Kong

Tingting Qin

University of Michigan–Ann Arbor

Xiong Li

Chinese Academy of Sciences

Ying Zhang

Obstetrics and Gynecology Hospital of Fudan University

Liling Yuan

Nanjing Tech University

Gaowei Chen

University of Hong Kong

De Li Liu

Dali University

Cooperative Institutions

Central China Normal University

Chinese Academy of Sciences

University of Chinese Academy of Sciences

Chinese Academy of Medical Sciences & Peking Union Medical College

University of Hong Kong

Beijing Proteome Research Center

Huazhong University of Science and Technology

South China Agricultural University

Guangzhou University of Chinese Medicine

Fudan University

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Museums and the Public

The Public Historian (2020)

Na Li

Museums have grown exponentially in China in the span of approximately 110 years. How does one design an exhibit for a better-informed public? What kind of interpretive space is needed to engage the public? How do museums function as sites of public history? This article traces the genealogy of museum development in China, and argues that the birth of the modern museum in China is a product of the radicalism of the late nineteenth and the early twentieth centuries. Embedded in the subsequent one hundred years of development are a changing definition of “public,” a remodeled idea of “history,” and an evolving relationship between museums and their public. Within this context, the “Museums and the Public: Urban Landscape and Memory” project explores how the public interprets history and landscapes through exhibits, and if or how the exhibits reflect their memories. The analysis raises three possibilities for museums in China.

Public History

Public space

10.1525/tph.2020.42.1.29

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Citations (2)

Novel mutations in CYP51B from Penicillium digitatum involved in prochloraz resistance

The Journal of Microbiology (2014)

Jinlong Wang Jinhui Yu Jing Liu Yongze Yuan Na Li

Penicillium digitatum

Cross-resistance

10.1007/s12275-014-4112-2

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Citations (47)

How are mathematicians as part of mathematics history represented in contemporary Chinese school mathematics textbooks?

Inovacije u nastavi (2020)

Lianghuo Fan Na Li

As part of our efforts to understand how history and culture are manifested in mathematics textbooks, we investigated particularly in this study how mathematicians are represented across three different series of contemporary school mathematics textbooks used in primary and junior secondary schools in China. The study intends to document the ways of representation of mathematicians in the three series of textbooks, compare the similarities and differences, and explore the reasons and implications of the findings concerning mathematics textbook research and development. Our findings show that each series of mathematics textbooks introduced both Chinese and non-Chinese mathematicians in a commendable way, though most of the mathematicians introduced were ancient mathematicians, and all the three series introduced mathematicians each year from Grade 2 to Grade 9. There is also a high level of consistency in the distribution of the introduction of mathematicians in the three series in terms of mathematics contents and the structures of the chapters. In comparison, we found the mathematics textbook series by the PEP presented a more balanced distribution of the introductions of mathematicians in terms of grade levels, ethnic origins and the history timeline. The explanations and implications of the findings are discussed at the end of the paper.

History of mathematics

Time line

Representation

10.5937/inovacije2001107l

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A Novel Sterol Regulatory Element-Binding Protein Gene (sreA) Identified in Penicillium digitatum Is Required for Prochloraz Resistance, Full Virulence and erg11 (cyp51) Regulation

PLoS ONE (2015)

Jing Liu Yongze Yuan Zhi Wu Na Li Yuanlei Chen

Penicillium digitatum is the most destructive postharvest pathogen of citrus fruits, causing fruit decay and economic loss. Additionally, control of the disease is further complicated by the emergence of drug-resistant strains due to the extensive use of triazole antifungal drugs. In this work, an orthologus gene encoding a putative sterol regulatory element-binding protein (SREBP) was identified in the genome of P. digitatum and named sreA. The putative SreA protein contains a conserved domain of unknown function (DUF2014) at its carboxyl terminus and a helix-loop-helix (HLH) leucine zipper DNA binding domain at its amino terminus, domains that are functionally associated with SREBP transcription factors. The deletion of sreA (ΔsreA) in a prochloraz-resistant strain (PdHS-F6) by Agrobacterium tumefaciens-mediated transformation led to increased susceptibility to prochloraz and a significantly lower EC50 value compared with the HS-F6 wild-type or complementation strain (COsreA). A virulence assay showed that the ΔsreA strain was defective in virulence towards citrus fruits, while the complementation of sreA could restore the virulence to a large extent. Further analysis by quantitative real-time PCR demonstrated that prochloraz-induced expression of cyp51A and cyp51B in PdHS-F6 was completely abolished in the ΔsreA strain. These results demonstrate that sreA is a critical transcription factor gene required for prochloraz resistance and full virulence in P. digitatum and is involved in the regulation of cyp51 expression.

Penicillium digitatum

10.1371/journal.pone.0117115

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The moderating roles of resilience and social support in the relationships between bullying victimization and well‐being among Chinese adolescents: Evidence from PISA 2018

British Journal of Psychology (2023)

Ying Zhang Hao Li Gaowei Chen Bo Li Na Li

Abstract Bullying victimization can undermine adolescents' well‐being. However, few studies have comprehensively investigated the contributions of various victimization forms to well‐being and compared which forms were more harmful than others. Evidence on whether resilience and social support moderate such associations is also limited. Using a sample of 12,058 Chinese adolescents in the Programme for International Student Assessment (PISA) 2018, this cross‐sectional study aimed to (1) investigate the associations of physical, verbal and relational victimization with well‐being; (2) compare the strengths of these associations; and (3) examine the moderating roles of resilience and teacher and parent support in these associations. Results showed that three victimization forms were associated with poorer well‐being. Relational and physical victimization were more harmful to most studied well‐being outcomes than verbal victimization. Furthermore, resilience weakened the negative effects of physical victimization on negative affect and life satisfaction but aggravated the negative effects of verbal victimization on both outcomes and the negative effect of relational victimization on school belonging. Teacher support intensified the negative effects of physical victimization on school belonging. Parent support was not effective in regulating the victimization–well‐being association. The findings underscored the detrimental effects of bullying victimization on adolescents' well‐being and the potentially harmful sides of resilience and social support. Implications for bullying prevention were discussed.

Peer Victimization

Association (psychology)

10.1111/bjop.12678

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Narrowing of the charge balance function and hadronization time in relativistic heavy-ion collisions

Physical Review C (2007)

Jiaxin Du Na Li Liu Lianshou

The width of charge balance function in high energy hadron-hadron and relativistic heavy-ion collisions are studied using the Monte Carlo generators PYTHIA and AMPT, respectively. The narrowing of balance function as the increase of multiplicity is found in both cases. The mean parton-freeze-out time of a heavy-ion collision event is used as the characteristic hadronization time for the event. It turns out that for a fixed multiplicity interval the width of balance function is consistent with being independent of hadronization time.

Hadronization

Multiplicity (mathematics)

10.1103/physrevc.75.021903

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Research on Teaching Mode Reform of Design Courses in Major of Apparel Art and Design

Na Li

Teaching mode is a stable and simple teaching structure formed by teaching activities according to certain teaching objectives, teaching contents and students' cognitive features under the guidance of teaching thought and educational theory.Professional clothing design academies aim at cultivating practical talents who have certain professional skills, as well as students' professional ability of clothing, occupational qualities and comprehensive abilities.In order to arouse students' interests in studying design courses, it is necessary to change the basic status of present course content, turn from previous cumbersome and old knowledge to the latest tidal information located in fashion front.Building newtype teaching mode that meets the requirements of modern clothing industry is the important guarantee to cultivate applied and inter-disciplinary talents of clothing specialty

Clothing industry

Discipline

Mode (computer interface)

Specialty

10.2991/icelaic-15.2016.32

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Personalized assessment: Applying higher-order cognitive diagnosis models in secondary mathematics

Asian Journal for Mathematics Education (2022)

Ying Zhang Yi Jin Zhenrong Xiong Shing On Leung Gaowei Chen

Personalized assessment is an essential component in education. Although many cognitive diagnosis models (CDMs) have been developed for this purpose, few studies have applied them in secondary mathematical contexts. Using a sample of 391 Grade 11 students from a secondary school in China, the findings indicated that the higher-order generalized deterministic inputs, noisy, “and” gate (higher-order GDINA) model with one-parameter logistic (1PL) best fit the data, and the Q matrix validation process achieved acceptable results. At the grade level, most of the participants mastered attributes B1 (i.e., basic concept development of derivatives: simple equations, zero or extreme points, and function range problems), B2 (complex inductive contextualization of derivatives: induction from the known to solve the unknown problems), and B3 (basic routine problem solving of derivatives: graphs that pass through a fixed point or quantitative inequalities). However, less than half of the students mastered attribute B4 (complex transformative contextualization of derivatives: transformation by the combination of numbers and graphs). At the individual level, we selected four representative students with high, medium, and low levels of achievement to examine their individual skill profiles and provide personalized remedial and enhanced feedback. Implications for personalized assessments are discussed.

Contextualization

Remedial education

Transformative Learning

Sample (material)

10.1177/27527263221136301

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Citations (1)

Hepatitis B small surface protein hijacking Bip is initial and essential to promote lipid synthesis

Journal of Proteomics (2024)

Tao Zuo Sha Jing Peiru Chen Tao Zhang Yihao Wang

10.1016/j.jprot.2024.105358

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