No abstract

Fungal contamination of animal feed can severely affect the health of farm animals, and result in considerable economic losses. Certain filamentous fungi or molds produce toxic secondary metabolites known as mycotoxins, of which aflatoxins (AFTs) are considered the most critical dietary risk factor for both humans and animals. AFTs are ubiquitous in the environment, soil, and food crops, and aflatoxin B1(AFB1) has been identified by the World Health Organization (WHO) as one of the most potent natural group 1A carcinogen. We reviewed the literature on the toxic effects of AFB1 in humans and animals along with its toxicokinetic properties. The damage induced by AFB1 in cells and tissues is mainly achieved through cell cycle arrest and inhibition of cell proliferation, and the induction of apoptosis, oxidative stress, endoplasmic reticulum (ER) stress and autophagy. In addition, numerous coding genes and non-coding RNAs have been identified that regulate AFB1 toxicity. This review is a summary of the current research on the complexity of AFB1 toxicity, and provides insights into the molecular mechanisms as well as the phenotypic characteristics.

Research on life skills in physical education (PE) has gained great attention in recent years. However, there is a need to translate life skills measures for PE into other languages. This research adapted the Life Skills Scale for PE (LSSPE) into Chinese and provided evidence for its validity and reliability. In Study 1, the scale was cross-culturally adapted through translation and back-translation, expert feedback, pilot testing, and scale refinement to provide evidence for the content validity of the scale. Study 2 provided evidence for the factorial validity, internal consistency reliability, and test–retest reliability of the scale by testing it with 583 students. Study 3, with 390 students, provided evidence for the nomological validity of the measure, with results showing perceived teacher autonomy support and students’ basic need satisfaction were positively associated with life skills development in PE, and that controlling teaching and basic need frustration were negatively associated with life skills development. In conclusion, the results illustrate that the LSSPE can be used to evaluate Chinese-speaking students’ life skills development in PE.