Differences of the Silencing Effect at Cellular Level and Individual Level

[Objective]The aim was to compare the silencing effect of three vectors containing shRNA quartet of different lengths at cellular level and individual level.[Method]To silence EGFP gene,three shRNA quartets of 21,27 and 29 bp composed of hU6,mU6,h7SK and hH1 promoters were constructed and then cloned into silencing vectors.After the vectors were transfected into Vero cells or injected into mouse muscle,real-time fluorescence quantitative PCR was conducted to detect the mRNA level of EGFP gene.[Result]All the three vectors showed better silencing effect;in which,the silencing effect at the cellular level was far higher than that at individual level.[Conclusion]Multi-site tandem expression shRNA may show better silencing effect;intramuscular injection maybe a transgenic method for baby mouse.

Analyzing the Differences in the Concepts of Love Between Korean and American Women Using the Female Characters in Kim Ji-young,Born in 1982 and The Sun Also Rises as Examples

This paper scrutinizes the differences in the conceptualization of love between Korean and American women.Grounded in an analysis of literary figures,Brett and Kim Ji-young,the study unravels the intricate interplay of cultural,historical,and societal forces shaping these perspectives.The contrasting landscapes of the United States,driven by ideals of freedom and individualism,and Korea,entrenched in Confucian values and collectivism,serve as crucibles for forming women’s roles,self-perception,and societal expectations.The examination extends to communication styles,illuminating the directness of American expression versus Korea’s reliance on formalism.Through this exploration,the paper illustrates the profound impact of cultural contexts on the intricate tapestry of love,offering a nuanced understanding of divergent viewpoints within a global context.

Individual Learner Differences and Second Language Acquisition

Learners differ,so does their language acquisition.Studies show there are several personality factors affecting the process of language of learning.This paper attempts to indicate these factors to help learners have a better understanding of their own learning.

Individual differences in English Learning Strategies

Some learners' personal factors, such as gender, major, motivation and language proficiency, influence the use of language learn- ing strategies. This paper reports the results of a survey study which investigates the individual differences and the employment of English learning strategies, examines the association between enjoyment and strategy use, motivation and strategy use, gender and strategy use, major and strategy use, English proficiency and strategy use.

Moderators of occupational pressure in female health professionals—Individual differences and coping skills

Individual differences and coping skills have influential impacts on stress process by influencing the eventual outcomes of the stressors, contributing to either wellbeing, or illness and negative experiences. The aim of this paper is to explore the individual differences and coping strategies of a cohort of women with health professionals’ occupational pressure. This is a cross-sectional survey, informed by the transactional model of stress and coping framework, and carried out on women health professionals (n = 203) from the Kuala Lumpur Hospital. Multiple regressions were conducted to examine the potential moderators of stress. Women Health Professionals reported stress with six out of eight organizational sources of pressure, with relationship being a key stressor. Their individual differences (mean + SD) were characterised by low drive (7.6 + 1.9-8.2 + 2.0), low personal influence (10.8 + 2.0 to 11.7 + 2.3), moderate control (13.4 + 3.4 to 16.3 + 2.4), and high impatience behaviour (19.1 + 3.8 to 20.4 + 3.3). With Coping strategy, the Life-work-balance coping is a significant positive predictor for five out of the nine outcomes of occupational pressure [state of mind (p ress management guideline to ameliorate stress amongst those vulnerable workers. Future studies to examine individual differences of these female-dominated professions across health setting are needed to better inform the pressure-at-work issues for the increasing Asian women health professionals.

Individual Differences in Blood Alcohol Concentrations after Moderate Drinking Are Mainly Regulated by Gastric Emptying Rate Together with Ethanol Distribution Volume

Blood alcohol concentration (BAC) differs greatly among individuals, even when people of the same sex and age drink alcohol under the same drinking conditions. In this study, we investigated the main factors involved in the internal reg-ulation of individual differences in BAC, focusing on the alcohol dehydrogenase 1B (ADH1B) genotype, blood acetal-dehyde concentration (BAcH), amount of habitual alcohol consumption, pharmacokinetic parameters of BAC, distribution volume of ethanol (Vd), and gastric emptying rate (GER) under the same drinking conditions. Twenty healthy Japanese males aged between 40 and 59 years old and having the aldehyde dehydrogenase 2 (ALDH2) genotype of ALDH 2*1/*2 were recruited for this study. The subjects were given 0.32 g ethanol/kg body weight in the form of commercially available beer (5%, v/v). The results showed that BAC-max differed greatly among individuals with a more than two-fold variation. When the BAC-time curve was compared among ADH1B genotypes (ADH1B*1/*1, *1/*2, and *2/*2), there were no differences in BAC among the genotypes. Although BAcH, monthly alcohol consumption, elimination rate of blood ethanol (β value) and ethanol disappearance rate from the body (EDR) can affect BAC, all of them had no correlations with BAC-max. However, Vd (liter/kg), ΔPlasma glucose concentration (ΔPGC = PGC30 min ? PGC0 min) and the serum concentration of gastric inhibitory polypeptide (GIP) did correlate with BAC-max. Model 2 in multiple linear regression analysis showed the optimal model for Vd and GIP with positive correlations with BAC-max. As GIP and ΔPGC are both reflected by gastric emptying rate (GER), we concluded that the individual differences in BAC after moderate drinking are mainly regulated by GER together with Vd. These findings demonstrate that together with body water content, the gastrointestinal tract plays an important role in the regulation of individual differences in BAC, involving first pass metabolism of ethanol.

INDIVIDUAL DIFFERENCES IN FOREIGN LANGUAGE TEACHING AND LEARNING

Individual differences in foreign language learning have long been the concern of linguists and language teachers. Researches on this subject have been carried out in schools, universities and other educational institutions and great achievements have been made. As it is, there are many individual differences which affect the learning of foreign languages, such as intelligence, aptitude, motivation, personality, attitude,

The Effects of Individual Differences on English Vocabulary Learning

The English vocabulary study is a very complicated process,affected by lots of factors.This article will analyze several important individual differences among learners,such as,learning style,gender and learning strategy,exploring the most effective ways to expand English vocabulary.

Motivation——the Major Individual Learner Difference in Second Language Learning

As one of the major individual learner differences in second language learning,motivation is frequently used to account for differential success in learning a foreign language.When comes to the definition of motivation,Ellis(2006:537) primarily defines motivation is "the effort learners were prepared to make to learn a language and their persistence in learning." According to Dornyei(2001a:8) motivation is The choice of a particular action,the persistence with it,the effort expended on it.In other words,motivation is responsible for why people decide to do something,how long they are willing to sustain the activity,how hard they are going to pursue it.

Individual differences in English Learning Strategies

Some learners' personal factors,such as gender,major,motivation and language proficiency,influence the use of language learning strategies. This paper reports the results of a survey study which investigates the individual differences and the employment of English learning strategies,examines the association between enjoyment and strategy use,motivation and strategy use,gender and strategy use,major and strategy use,English proficiency and strategy use.

Teaching Strategies Used for the Students' Individual Differences

One of the biggest problems teachers face is a lesson where the students are at different levels-some with quite competent English,some whose English isn't very good,and some whose English is only just getting started.Students from the same class are different from one another in many aspects such as aptitude,motivation,personality,and attitude.Teachers face this problem every day,so what are the possible ways of dealing with the situation.In this article,the author can suggest how can we teachers design classroom activities to cater for the students'individual differences.

Emotional categorization: Individual emotional differences and laterality effects in healthy and persons with multiple sclerosis

A study examining affective information processing in persons with Multiple Sclerosis and healthy adults was carried out. It was hypothesized that individual characteristics could modulate participants’ emotional categorization and reaction times for categorization decisions. For example, individuals with negative valenced emotional profile (e.g. anxious) should choose negative emotional alternatives faster and more frequently. Participants consisted of two different populations: 80 right-handed healthy French-speakers, and 40 right-handed French- speakers with multiple sclerosis. The results showed a positive correlation between high- level of negative emotional sensibility and emotional categorization (decision and decision speed) for affective information presented on the right-side of the screen. For all participants there were more frequent emotional choices and faster decisions for left-side presented emotional alternatives. It seems individuals’ emotional differences in general and in MS populations modulate hemispheric asymmetry of processing emotional judgments.

Individual Difference Factors in Second Language Acquisition

This study investigates the role of individual difference factors in second language acquisition among people.These factors include language aptitude and motivation,which are important to expound why some second language learners learn faster and better,if not more successfully than others.This research is reviewed and related to existing aptitude tests,as well as to different types of motivation that are the focus of more recent research in second language learning.

Review of Problems in Research of Individual Differences in Second Language Acquisition

Although research on individual differences became the mainstream in SLA, it still obviously lag behind research on similarities over the whole. In order to find a clear developing direction for research in this field, main problems and difficulties arose in earlier research will be discussed. Suggestions and prospects for research on individual differences of SLA will be also proposed. The ideal of modifying one's way of teaching to suit the special requirements of each class or case should be the main trend of research on individual differences of SLA.

Teacher's in-Class Feedback Based on Individual Learner Differences in EFL Writing Classroom

Studies on feedback in second language(L2) writing have mainly focused on feedback per se, with little attention paid tothe individual learner differences. This study investigates how teacher’s in-class feedback based on individual learner differencesaffects EFL students’correction of writings and students’attitude towards teacher’s in-class feedback based on their individualdifference, as well as the factors that influence teachers’feedback among three EFL students and an in-service English teacher byemploying interviews, classroom observations. The findings indicate that students pay more attention to their errors in their writingsand students hold a positive attitude towards teacher’s in-class feedback based on their individual differences, students’aptitudeand personality mostly affect teacher’s in-class feedback.

The Exploration of Individual Differences in Second Language Learning

This paper mainly focuses on the influence of age and motivation in second language learning.Based on the theories of individual differences and an interview analysis,results obtained in this research include three aspects.Firstly,it is better to start a second language at an earlier age.Secondly,integrative motivation weighs more in the long-term success when learning a second language.Thirdly,creating better English environments is essential in EFL schools.

The Causes of Individual Differences in Autism Spectrum Disorder

Autism spectrum disorder(ASD)is characterized by various symptoms including impaired social interactions,unusually repetitive behaviors,and highly restricted interests etc.People with ASD differ significantly on their clinical profiles and the causes of such individual difierences are not yet folly understood.The present paper provides an overview of the causes of individual differences in ASD from three different perspectives:genetic,environmental,and neurobiological perspectives.The present paper also describes one study design in detail within each perspective(i.e.,classical twin design,epidemiological case-control design,and magnetic resonance imaging),and explains how each study design is informative about the causes of ASD.

The Effects of Learner’s Individual Differences on the Written Corrective Feedback

From the perspective of individual learner differences,this paper aims to show the readers an outline of the influence of individual learner differences on written corrective feedback.Based on 200 eighth and ninth grade junior high school students’thinking patterns and tests,60 students were selected as subjects in this study.Based on the comparative analysis and error analysis in second language acquisition as the main theoretical basis,this study analyzed the common types of errors in the use of nonpredicate verbs in junior high school students and their causes.There are three main questions in this study:how about the error frequency of the five forms(present participle,past participle,infinitive,gerund and independent nominative structure)in the nonpredicate verb learning of junior high school students?What kind of mistakes do junior high school students make in the process of learning non-predicate verbs?According to the conclusion of the investigation and research,the author puts forward some suggestions from the aspects of teachers and students in the last part of the article.