Shasha Qi

Due to the central role of creativity in teachers’ professional success, the personal, emotional, and environmental sources of teacher creativity need to be discovered. A brief review of the available literature reveals that most of previous studies have looked into the personal and environmental sources of teacher creativity, leaving a broad range of emotional sources unconsidered. To fill this lacuna and shed light on the role of emotional factors in teacher creativity, our research investigated the role of passion and enjoyment in Chinese English teachers’ creativity. To accomplish this, a random sample of 377 English language teachers was selected from various language institutes and universities in China. Afterward, three validated questionnaires were distributed among participants to assess their passion, enjoyment, and creativity in English classrooms. Then, to analyze the dataset, confirmatory factor analysis and linear regression analysis were run via IBM SPSS Amos. Results indicated that passion and enjoyment can make positive, significant changes in Chinese English teachers’ creativity. The outcomes of the present inquiry may be illuminating for all educational leaders and principals.

Plasmids, as important genetic elements apart from chromosomes, often carry multiple resistance genes and various mobile genetic elements, enabling them to acquire more exogenous genes and confer additional resistance phenotypes to bacteria. Various carbapenem resistance genes are often located on IncN plasmids, and several reports have linked fusion plasmids to IncN plasmids. Therefore, this study aims to explore the emergence, molecular structure characteristics, and resistance features mediated by IncN fusion plasmids carrying multiple carbapenem resistance genes. In this study, species identification was performed using matrix-assisted laser desorption/ionization time-of-flight mass spectrometry (MALDI-TOF/MS). Polymerase chain reaction (PCR) was employed to detect the presence of carbapenem resistance genes in the strains. PCR-based replicon typing (PBRT) was used to identify IncN plasmids. Plasmids were analyzed through S1-nuclease pulsed-field gel electrophoresis (S1-PFGE), Southern blotting, conjugation experiments, and stability tests. Whole-genome sequencing (WGS) and antimicrobial susceptibility testing (AST) were conducted to characterize the target strains. Four strains containing IncN plasmids were identified: two Klebsiella pneumoniae, one Escherichia coli, and one Enterobacter cloacae, all harboring carbapenem resistance genes. Among them, two IncN plasmids (pFAHZZU7605-KPC-IMP and pFAHZZU7865-IMP) contained blaIMP−4 and exhibited similar molecular structure characteristics. Notably, the pFAHZZU7605-KPC-IMP plasmid harbored both IncN and IncR replicons. We hypothesize that the pFAHZZU7605-KPC-IMP fusion plasmid resulted from the recombination of a pFAHZZU7865-IMP-like plasmid and an IncR-like plasmid. Further analysis of the plasmid’s genetic elements revealed that insertion sequences ISKpn19 and ISKpn27 played crucial roles in the plasmid recombination and fusion process. In clinical settings, plasmids carrying different resistance genes can undergo fusion, mediated by genetic elements, thereby expanding the resistance spectrum of host bacteria. Hence, it is essential to enhance the monitoring and research of transposable elements to control the spread of multidrug-resistant bacteria.

The use of humor and language play in second language (L2) education has received increasing attention from researchers in different contexts. However, the determining and governing factors of implementing humor in English as a foreign language (EFL) contexts have been overlooked. To fill this gap, this study used a semi-structured interview with 35 Chinese EFL teachers to sketch the ecological factors of humor practice at the micro, meso, and macro levels. The findings of the thematic analysis showed that ‘teachers’ personality/character’, ‘classroom environment’, ‘students’ gender’, and ‘proficiency level’ were the most significant micro-level factors determining humor practice in Chinese EFL classes. Concerning meso-level factors, ‘institutional environment/climate’ and ‘institutional rules, regulations, and policies’ were influential. Furthermore, at the macro level, it was revealed that ‘culture’, ‘social norms’, and ‘educational system’ determine the implementation of humor in L2 education. The findings are discussed in light of empirical and theoretical foundations and corresponding implications for EFL teachers are presented.