Researchers at Tianjin University have developed LineGen, a physics-guided method combining ordinary differential equations and a time-embedded U-Net, to generate super-resolution load data (SRLD) for power distribution systems. Published in Engineering, the approach addresses limitations in high-frequency data collection by achieving a 1000-fold resolution enhancement—significantly surpassing prior deep learning methods—while offering traceable physical interpretability for improved grid management and reliability.

The proto-oncogene c-Fos serves as a critical marker of neuronal activation, rapidly induced in response to novel stimuli and playing a pivotal role in learning and memory through pathways such as ERK/CREB and long-term potentiation (LTP). However, in Alzheimer’s disease (AD), c-Fos expression becomes dysregulated, contributing to neurotoxicity, cognitive deficits, and neuronal apoptosis. This review explores the contrasting roles of c-Fos in healthy and AD-afflicted brains, highlighting its involvement in synaptic plasticity, neuroinflammation, and oxidative stress, and discusses its potential as a therapeutic target.

BGI Genomics has successfully wrapped up its inaugural Whole Exome Sequencing (WES) Interpretation of Genetic Diseases Training Workshop for Southeast Asia, marking a significant milestone in international genomics education.

Held at the BGI Center in late May, the workshop brought together emerging healthcare professionals and researchers from Thailand, Indonesia, and Vietnam for a week of intensive, hands-on learning.

Dialogic pedagogy has been highly valued and promoted in classrooms globally over the past few decades. However, there persists a stereotype that view Chinese classrooms as authoritative and full of rote learning. A new study has systematically reviewed several dialogue-based teaching interventions implemented in Chinese elementary and secondary schools. This review suggests that these interventions were mostly integrated with school subject fields and exert both cognitive and noncognitive effects on Chinese students