The use of assisted reproduction treatment, especially intracytoplasmic sperm injection (ICSI), is now linked to a range of adverse consequences, the aetiology of which remains largely undefined. The objective was to determine differences in gene expression of blastocysts generated by ICSI as well as ICSI with artificial oocyte activation (ICSI-A) versus the less manipulative IVF, providing fundamental genetic information that can be used to aid in the diagnosis or treatment of those adversely affected by assisted reproduction treatment, as well as stimulate research to further refine these techniques. Murine blastocysts were generated by ICSI, ICSI-A and IVF, and processed for a microarray-based analysis of gene expression. Ten blastocysts were pooled for each procedure and three independent replicates generated. The data were then processed to determine differential gene expression and to identify biological pathways affected by the procedures. In blastocysts derived by ICSI versus IVF, the expression of 197 genes differed (P < 0.01). In blastocysts derived by ICSI-A versus IVF and ICSI-A versus ICSI, the expression of 132 and 65 genes differed respectively (P < 0.01). Procedural-induced changes in genes regulating specific biological pathways revealed some consistency to known adverse consequences. Detailed investigation of procedure-specific dysfunction is therefore warranted.

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In this series, we explore technology-related themes and topics. This series aims to discuss and demystify what may be new areas for some readers and to consider their relevance for English language teachers.

Motivated by the paradigm shift from top-down, institution-centered teacher training to bottom-up, learner-centered professional development in teacher education, this study involved the design and implementation of SMART Teaching 3.0, an online, open-learning course for EFL teacher professional development. This program was designed to be self-directed, motivating, applicable, rich, and technologysupported. It was further distributed to 149 English teachers for five months for testing. Data were collected from various sources such as website statistics, comments, weekly journals and interviews. Overall, the results confirmed the effectiveness of the five key features but to different degrees. The participants joined and participated in the program without any requirement or incentives. They perceived the needs-based content as being motivating, although they still wanted updates and an expansion of the content. Some of them applied what they learned in the program to their own classes. Finally, the mobilebased program enabled teachers to use the program without time and place constraints. However, the issue of the sustainability of self-directed learning was raised in the process of implementation. Several suggestions were made to solve the issue.

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