Wnt/b-catenin signaling is involved in various biological processes, including the development of the central nervous system. The dysfunction of mitochondria has been shown to participate in the progress of subarachnoid hemorrhage (SAH). Traumatic subarachnoid hemorrhage (tSAH) is a serious complication in acute craniocerebral trauma. Opioids can activate the canonical Wnt/b-catenin signaling pathway. c-Myc, a downstream protein of Wnt/b-catenin signaling, contributes to the fusion of mitochondria. Here, we investigated the protective roles of Propoxyphene (Pro) against Oxyhemoglobin (OxyHb)-induced primary cultured neuron apoptosis. The data indicated that Pro rescued active-b-catenin from OxyHb-induced decline. Furthermore, Pro attenuated OxyHbinduced apoptosis and fission of mitochondria in primary cortical neurons. However, the protective effects were abrogated under active-b-catenin-deficient conditions. Together, the data presented here showed that Pro, a weak opioid analgesic drug, attenuates OxyHb-induced mitochondria-dependent apoptosis in an active-b-catenin-c-Myc-dependent manner.

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This article intends to investigate the effects of using a mobile app on the vocabulary learning achievement and memory of Chinese tertiary EFL learners. 108 non-English majors took part in the study. Moreover, their perceptions of the app were investigated. By analyzing data from a quasi-experiment, the results show that the experimental group (EG) learned vocabulary at an increased rate of 129.65%, while the control group (CG) did so at an increased rate of 68.4%. In addition, a significant difference was found in vocabulary learning achievement between the two groups, indicating that the app effectively improved students’ vocabulary learning. As for remembering the new words, it was discovered that retention of words declined by 11.11% in EG and 27.89% in CG, suggesting that the app was effective in preventing the EG students from rapid memory loss of the words. Among the participants, 72% held a positive attitude toward the app, and 82% expressed that they liked the app in their diaries. Results of this study indicate the usefulness of mobile technology-enhanced L2 vocabulary learning.

Limited empirical research on the key competencies of front-line English teachers, particularly primary and middle school English teachers in rural regions, exists in the current literature. This research focuses on front-line instructors and examines their mastery of the key competencies in English language teaching. Through in-depth interviews, this paper examined eight rural junior middle school English teachers on their understanding of developing students’ key competencies in English language teaching, as well as the obstacles and challenges they experienced in curriculum implementation. The study found that although front-line teachers have a positive attitude toward the key competencies, there is still a certain gap between their comprehension of key competencies and policy requirements and practical demands. In order to implement core qualities and effectively promote curriculum reform, we need to strengthen teacher development training for front-line English teachers, especially for primary and secondary school English teachers in rural areas, to improve their understanding and professionalization of the new round of curriculum reform.