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High-quality genome chromosome-scale sequences provide an important basis for genomics downstream analysis, especially the construction of haplotype-resolved and complete genomes, which plays a key role in genome annotation, mutation detection, evolutionary analysis, gene function research, comparative genomics and other aspects. However, genome-wide short-read sequencing is difficult to produce a complete genome in the face of a complex genome with high duplication and multiple heterozygosity. The emergence of long-read sequencing technology has greatly improved the integrity of complex genome assembly. We review a variety of computational methods for complex genome assembly and describe in detail the theories, innovations and shortcomings of collapsed, semi-collapsed and uncollapsed assemblers based on long reads. Among the three methods, uncollapsed assembly is the most correct and complete way to represent genomes. In addition, genome assembly is closely related to haplotype reconstruction, that is uncollapsed assembly realizes haplotype reconstruction, and haplotype reconstruction promotes uncollapsed assembly. We hope that gapless, telomere-to-telomere and accurate assembly of complex genomes can be truly routinely achieved using only a simple process or a single tool in the future.

The present mixed-method study aims to find out the status quo of critical thinking ability of university non-English majors by investigating 224 non-English majors from a university in China (105 male and 119 female students, 114 art and 110 science majors, 109 freshmen and 115 sophomores were included respectively) through questionnaires and interviews. Specifically, it compares critical thinking ability in English reading between students of different genders, majors as well as grades. The result shows that the critical thinking ability of university non-English majors in English reading is weak, namely, most students lack critical thinking ability in English as a Foreign Language reading class, which requires relevant training urgently. Also, differences of English critical thinking ability lie in gender, major, and grade. Teachers are well-advised to improve their teaching method and put more emphasis on arousing students' awareness of critical thinking. Also, they need to teach students according to their characteristics so as to promote students' critical thinking ability in English reading fully and harmoniously.

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