The development and maturation of follicles is a sophisticated and multistage process.The dynamic gene expression of oocytes and their surrounding somatic cells and the dialogs between these cells are critical to this...The development and maturation of follicles is a sophisticated and multistage process.The dynamic gene expression of oocytes and their surrounding somatic cells and the dialogs between these cells are critical to this process.In this study,we accurately classified the oocyte and follicle development into nine stages and profiled the gene expression of mouse oocytes and their surrounding granulosa cells and cumulus cells.The clustering of the transcriptomes showed the trajectories of two distinct development courses of oocytes and their surrounding somatic cells.Gene expression changes precipitously increased at Type 4 stage and drastically dropped afterward within both oocytes and granulosa cells.Moreover,the number of differentially expressed genes between oocytes and granulosa cells dramatically increased at Type 4 stage,most of which persistently passed on to the later stages.Strikingly,cell communications within and between oocytes and granulosa cells became active from Type 4 stage onward.Cell dialogs connected oocytes and granulosa cells in both unidirectional and bidirectional manners.TGFB2/3,TGFBR2/3,INHBA/B,and ACVR1/1B/2B of TGF-βsignaling pathway functioned in the follicle development.NOTCH signaling pathway regulated the development of granulosa cells.Additionally,many maternally DNA methylation-or H3K27me3-imprinted genes remained active in granulosa cells but silent in oocytes during oogenesis.Collectively,Type 4 stage is the key turning point when significant transcription changes diverge the fate of oocytes and granulosa cells,and the cell dialogs become active to assure follicle development.These findings shed new insights on the transcriptome dynamics and cell dialogs facilitating the development and maturation of oocytes and follicles.展开更多
Visual Dialog is a multi-modal task involving both computer vision and dialog systems.The goal is to answer multiple questions in conversation style,given an image as the context.Neural networks with attention modules...Visual Dialog is a multi-modal task involving both computer vision and dialog systems.The goal is to answer multiple questions in conversation style,given an image as the context.Neural networks with attention modules are widely used for this task,because of their effectiveness in reasoning the relevance between the texts and images.In this work,we study how to further improve the quality of such reasoning,which is an open challenge.Our baseline is the Recursive Visual Attention(RVA)model,which refines the vision-text attention by iteratively visiting the dialog history.Building on top of that,we propose to improve the attention mechanism with contrastive learning.We train a Matching-Aware Attention Kernel(MAAK)by aligning the deep feature embeddings of an image and its caption,to provide better attention scores.Experiments show consistent improvements from MAAK.In addition,we study the effect of using Multimodal Compact Bilinear(MCB)pooling as a three-way feature fusion for the visual,textual and dialog history embeddings.We analyze the performance of both methods in the discussion section,and propose further ideas to resolve current limitations.展开更多
This essay critically re-examines pedagogical authority in the age of artificial intelligence(AI)and hybrid learning.As AI technologies disrupt the traditional teacher-centered paradigm and hybrid formats dissolve spa...This essay critically re-examines pedagogical authority in the age of artificial intelligence(AI)and hybrid learning.As AI technologies disrupt the traditional teacher-centered paradigm and hybrid formats dissolve spatial hierarchies,educational authority becomes increasingly distributed and relational.The essay deconstructs conventional models rooted in institutional hierarchy and physical presence,advocating instead for an ethics-driven,dialogic,and technologically literate approach.Educators must transition from authoritative figures to facilitators of critical inquiry,capable of guiding students through algorithmic structures and promoting inclusive,participatory learning.By embracing relational authority and transparent pedagogical practices,higher education can reclaim its transformative and democratic potential in a post-AI landscape.展开更多
This essay critically re-examines pedagogical authority in the context of artificial intelligence(AI)and hybrid learning.As AI technologies disrupt the traditional teacher-centered model,and hybrid modalities challeng...This essay critically re-examines pedagogical authority in the context of artificial intelligence(AI)and hybrid learning.As AI technologies disrupt the traditional teacher-centered model,and hybrid modalities challenge spatial hierarchies,authority in education is increasingly dispersed and relational.The paper deconstructs historical structures of authority rooted in positional hierarchy and physical space,arguing instead for a model based on ethical mediation,dialogic engagement,and technological literacy.Educators must transform from content deliverers to facilitators of critical inquiry,guiding students through algorithmic complexity and fostering inclusive,participatory learning environments.By embracing relational authority and transparent practices,higher education can reclaim its democratic and transformative potential in the post-AI era.展开更多
Dialogue and fusion of horizons are two important concepts of Gadamer’s philosophical hermeneutics,which falls into the pedagogical category of teaching English News Listening Classes.The course of English News Liste...Dialogue and fusion of horizons are two important concepts of Gadamer’s philosophical hermeneutics,which falls into the pedagogical category of teaching English News Listening Classes.The course of English News Listening is one of the most fundamental and difficult courses in the curriculum for college students who are English majors.The simultaneous interpreting training method of shadowing is used in English News Listening Classes in helping students improve their language skill of listening and speaking.In fulfilling a teacher’s pedagogical performance of dialoguing and fusion of horizons,still one thing is important,i.e.,solidarity triggered between students and teacher,which is the good or the ethical choice between students and teacher.In English News Listening Classes,“道”or“the way(Dao)”is shadowing.In teaching English News Listening,a“dialogue”of shadowing could be achieved between students and teacher is even more significant than that of other courses.This paper intends to present the dialogic ethical triggering of fusion of horizons in class.In another word,students’knowing could be guided by teacher’s dialogic ethical triggering in English News classes.In voicing out the language,knowing in listening and speaking could help students have confidence in not only their language skills but in conquering their difficulties in their life.Teaching English News Listening at Northeastern University(NEU)in this way since 2013 has turned out to be good for students’growth and maturation in life.展开更多
The Grass Is Singing, the famous British female writer Doris Lessing’s maiden work, has drawn much critical attention since its publication in 1950. This novel has been studied from many perspectives at home and abro...The Grass Is Singing, the famous British female writer Doris Lessing’s maiden work, has drawn much critical attention since its publication in 1950. This novel has been studied from many perspectives at home and abroad, including feminism, psychoanalysis, postcolonialism, spatial criticism, etc. In recent years, more and more scholars have paid attention to the complicated and diverse narration of this novel, but few scholars have studied its polyphonic features. This paper tries to explore the polyphonic features of this novel from its diverse narration and the subjectivity of the female protagonist Mary Turner by applying Bakhtin’s polyphonic theory.展开更多
基金supported by the National Key R&D Program of China(Grant Nos.2019YFA0110000 and 2021YFA1100300)the National Natural Science Foundation of China(Grant Nos.31972882,31721003,31771419,and 31900621)the Natural Science Foundation of Shanghai Municipality,China(Grant No.21ZR1465500)。
文摘The development and maturation of follicles is a sophisticated and multistage process.The dynamic gene expression of oocytes and their surrounding somatic cells and the dialogs between these cells are critical to this process.In this study,we accurately classified the oocyte and follicle development into nine stages and profiled the gene expression of mouse oocytes and their surrounding granulosa cells and cumulus cells.The clustering of the transcriptomes showed the trajectories of two distinct development courses of oocytes and their surrounding somatic cells.Gene expression changes precipitously increased at Type 4 stage and drastically dropped afterward within both oocytes and granulosa cells.Moreover,the number of differentially expressed genes between oocytes and granulosa cells dramatically increased at Type 4 stage,most of which persistently passed on to the later stages.Strikingly,cell communications within and between oocytes and granulosa cells became active from Type 4 stage onward.Cell dialogs connected oocytes and granulosa cells in both unidirectional and bidirectional manners.TGFB2/3,TGFBR2/3,INHBA/B,and ACVR1/1B/2B of TGF-βsignaling pathway functioned in the follicle development.NOTCH signaling pathway regulated the development of granulosa cells.Additionally,many maternally DNA methylation-or H3K27me3-imprinted genes remained active in granulosa cells but silent in oocytes during oogenesis.Collectively,Type 4 stage is the key turning point when significant transcription changes diverge the fate of oocytes and granulosa cells,and the cell dialogs become active to assure follicle development.These findings shed new insights on the transcriptome dynamics and cell dialogs facilitating the development and maturation of oocytes and follicles.
文摘Visual Dialog is a multi-modal task involving both computer vision and dialog systems.The goal is to answer multiple questions in conversation style,given an image as the context.Neural networks with attention modules are widely used for this task,because of their effectiveness in reasoning the relevance between the texts and images.In this work,we study how to further improve the quality of such reasoning,which is an open challenge.Our baseline is the Recursive Visual Attention(RVA)model,which refines the vision-text attention by iteratively visiting the dialog history.Building on top of that,we propose to improve the attention mechanism with contrastive learning.We train a Matching-Aware Attention Kernel(MAAK)by aligning the deep feature embeddings of an image and its caption,to provide better attention scores.Experiments show consistent improvements from MAAK.In addition,we study the effect of using Multimodal Compact Bilinear(MCB)pooling as a three-way feature fusion for the visual,textual and dialog history embeddings.We analyze the performance of both methods in the discussion section,and propose further ideas to resolve current limitations.
文摘This essay critically re-examines pedagogical authority in the age of artificial intelligence(AI)and hybrid learning.As AI technologies disrupt the traditional teacher-centered paradigm and hybrid formats dissolve spatial hierarchies,educational authority becomes increasingly distributed and relational.The essay deconstructs conventional models rooted in institutional hierarchy and physical presence,advocating instead for an ethics-driven,dialogic,and technologically literate approach.Educators must transition from authoritative figures to facilitators of critical inquiry,capable of guiding students through algorithmic structures and promoting inclusive,participatory learning.By embracing relational authority and transparent pedagogical practices,higher education can reclaim its transformative and democratic potential in a post-AI landscape.
文摘This essay critically re-examines pedagogical authority in the context of artificial intelligence(AI)and hybrid learning.As AI technologies disrupt the traditional teacher-centered model,and hybrid modalities challenge spatial hierarchies,authority in education is increasingly dispersed and relational.The paper deconstructs historical structures of authority rooted in positional hierarchy and physical space,arguing instead for a model based on ethical mediation,dialogic engagement,and technological literacy.Educators must transform from content deliverers to facilitators of critical inquiry,guiding students through algorithmic complexity and fostering inclusive,participatory learning environments.By embracing relational authority and transparent practices,higher education can reclaim its democratic and transformative potential in the post-AI era.
基金Liaoning Province Education and Scientific Research Young and Middle-Aged Teachers Special Project:Innovative Research and Practice of Chunk-Based Interpreting Teaching for IP’s Curriculum(Fund No.:JG24QGA06).
文摘Dialogue and fusion of horizons are two important concepts of Gadamer’s philosophical hermeneutics,which falls into the pedagogical category of teaching English News Listening Classes.The course of English News Listening is one of the most fundamental and difficult courses in the curriculum for college students who are English majors.The simultaneous interpreting training method of shadowing is used in English News Listening Classes in helping students improve their language skill of listening and speaking.In fulfilling a teacher’s pedagogical performance of dialoguing and fusion of horizons,still one thing is important,i.e.,solidarity triggered between students and teacher,which is the good or the ethical choice between students and teacher.In English News Listening Classes,“道”or“the way(Dao)”is shadowing.In teaching English News Listening,a“dialogue”of shadowing could be achieved between students and teacher is even more significant than that of other courses.This paper intends to present the dialogic ethical triggering of fusion of horizons in class.In another word,students’knowing could be guided by teacher’s dialogic ethical triggering in English News classes.In voicing out the language,knowing in listening and speaking could help students have confidence in not only their language skills but in conquering their difficulties in their life.Teaching English News Listening at Northeastern University(NEU)in this way since 2013 has turned out to be good for students’growth and maturation in life.
文摘The Grass Is Singing, the famous British female writer Doris Lessing’s maiden work, has drawn much critical attention since its publication in 1950. This novel has been studied from many perspectives at home and abroad, including feminism, psychoanalysis, postcolonialism, spatial criticism, etc. In recent years, more and more scholars have paid attention to the complicated and diverse narration of this novel, but few scholars have studied its polyphonic features. This paper tries to explore the polyphonic features of this novel from its diverse narration and the subjectivity of the female protagonist Mary Turner by applying Bakhtin’s polyphonic theory.
