Pacific International Journal

Investigating the Role of SPAG4 in Chronic Periodontitis Based on Bioinformatics and Histological Evidence

蔚周 — 2026-10-20

Objective: This study employs bioinformatics strategies to analyze the potential role of SPAG4 in the progression of chronic periodontitis and validates these findings through experiments using clinical samples, with the aim of providing new insights for the screening of biomarkers for early diagnosis and targeted interventions for this disease.

Methods: The periodontitis transcriptomic dataset GSE10334 was obtained from the GEO database, and bioinformatics analysis was performed to elucidate the expression profile of SPAG4. Gingival tissue samples were collected from healthy controls and patients with chronic periodontitis; RT-qPCR was used to detect differences in SPAG4 mRNA expression, and immunohistochemistry was employed to reveal its protein distribution.

Results: Bioinformatics analysis revealed that SPAG4 expression was significantly upregulated in chronic periodontitis tissues, with an area under the receiver operating characteristic (ROC) curve (AUC) of 0.868. A protein interaction network was constructed using the STRING database and Cytoscape software, identifying four core immune-related genes: TNFRSF17, CD79A, CD19, and CD79B. Clinical validation results indicated that, compared with the healthy control group, the mRNA levels of both SPAG4 and CD79A were significantly elevated in chronic periodontitis tissues (P < 0.05); Spearman’s correlation analysis confirmed a positive correlation between their expressions (r = 0.452, P = 0.019). Immunohistochemical results showed that SPAG4-positive signals were primarily localized in the gingival epithelial layer.

Conclusion: SPAG4 may serve as a diagnostic biomarker and a potential therapeutic target for chronic periodontitis.

Contextualized Assessment Literacy Practices in TLA-Integrated English Education:Evidence from Multiple Teaching Cases in Inner Mongolia

Jun Tang — 2026-10-20

This study examines English teachers’ assessment literacy within the framework of Teaching-Learning-Assessment (TLA) integration in primary and secondary schools in Inner Mongolia, China. An exploratory multiple-case study design was adopted to examine six publicly documented cases representing urban, town, township, ethnic-region, and border-area schools. Data were collected from official education documents, National Smart Education Platform materials, educational news reports, school media, and relevant curriculum and policy documents, and were analyzed through content analysis, within-case analysis, cross-case comparison, and source triangulation. The findings show that teachers increasingly integrate assessment with classroom teaching through learning tasks, classroom performance, formative feedback, and digital learning evidence, while the extent to which curriculum assessment principles are translated into systematic assessment criteria, evidence collection, and instructional adjustment varies across contexts. Smart platforms, AI-assisted writing assessment, and dual-teacher models expand teachers’ access to assessment resources and feedback, while professional judgment remains central to interpreting evidence and making instructional decisions. Regional conditions further shape assessment practices, with differences in professional support, resource availability, technological access, and learner characteristics influencing teachers’ assessment development. Based on the cross-case findings, the study proposes an analytical pathway and recommends sustained professional learning, school-based collaboration, appropriate technology use, and differentiated regional support to strengthen teachers’ assessment literacy.

Application and Practice of BOPPPS Teaching Model in Postgraduate Academic English Courses at Guilin Medical University under the OBE Concept

Wenqi Liao — 2026-10-20

Against the backdrop of the New Medical Science Initiative, cultivating medical postgraduates with international research communication competence is central to medical education reform. As a core compulsory course, Academic English prepares postgraduates for foreign-language literature reading, SCI paper writing and international academic exchanges. Nevertheless, it suffers from vague teaching objectives, insufficient classroom interaction, theory-practice disjunction and oversimplified assessment. Conventional lecture-based teaching fails to meet the practical English output demands of medical research talents. Guided by Outcome-Based Education (OBE), this study adopts the closed-loop six-phase BOPPPS model. Drawing on teaching practices for Pharmacy and Public Health postgraduates at Guilin Medical University, it develops an innovative academic English teaching system featuring online-offline integration, whole-process pre-to-post-class arrangement, and collaboration between the first and second classrooms. Through action research and controlled experiments, we restructure teaching objectives, design tiered content, deploy Rain Classroom-iTest dual online platforms, and apply a diversified assessment scheme with formative and summative evaluations each weighted at 50%. Practical data show that the OBE-BOPPPS experimental group achieves significantly better results than the control group in course participation, medical-English literacy, academic presentations and final scores. This model alleviates the over-emphasis on theory rather than practical output and provides a replicable paradigm for postgraduate public foreign-language reform in local medical universities.

The Influence of Inclusive Leadership on Team Innovation Performance

Wen Sun — 2026-10-20

In the era of innovationdriven economic transformation, team innovation performance constitutes a core source for enterprises to maintain sustainable competitive advantages. Inclusive leadership, characterized by openness, accessibility, and availability, has drawn increasing scholarly attention as an emerging relational leadership paradigm. This paper systematically explores how inclusive leadership shapes team-level innovation performance by synthesizing existing theoretical literature and empirical findings. This study uses a systematic literature review approach and does not collect original primary data. It sorts out conceptual connotations, measurement dimensions, theoretical foundations, potential mediating pathways, and boundary conditions of inclusive leadership and team innovation performance. Existing research evidence suggests that inclusive leadership positively facilitates team innovation performance mainly by constructing a psychological safety climate, encouraging employee voice behavior, and promoting intrateam knowledge sharing. Cultural context, team diversity, and task characteristics are important contingency factors that moderate the strength of this causal link. This paper further discusses theoretical gaps within current research, including insufficient cross-cultural comparison, limited understanding of nonlinear effects, and inadequate longitudinal observation. Managerial recommendations are proposed for knowledge-intensive enterprises to implement inclusive management practices. Future research directions are put forward for organizational innovation management research.

Industry-Education Integration under the Chain-Chief System of Linyi’s Signature Industrial Chains: Pathways for Empowering the High-Quality Development of the Private Economy

Xiaohong Huang — 2026-10-20

The private economy is a major component of China’s regional economic development and an important source of employment, innovation, and social vitality. In Linyi, Shandong Province, private enterprises contribute more than 90% of local taxation, urban employment, innovation outputs, and enterprise numbers, making them central to the city’s transition from a large commercial city to a stronger industrial city. Under the emerging chain-chief governance system, the key policy issue is how to use industry-education integration to serve the upgrading of private enterprises embedded in signature industrial chains. Taking Linyi’s thirteen signature industrial chains as a regional case, this study analyses the institutional framework, implementation carriers, developmental advantages, structural constraints, and optimization pathways of industry-education integration. The paper proposes an analytical framework of “four-chain integration” and “dual-track coordination”, integrating the industrial chain, education chain, talent chain, and innovation chain, while coordinating government-led chain governance with enterprise-college collaborative implementation. The findings suggest that industry-education integration can enhance the human-capital supply, technology transfer, and innovation capacity of private enterprises, but its effectiveness is constrained by supply-demand mismatch, limited participation of small and medium-sized private enterprises, barriers to factor mobility, and insufficient depth of collaborative governance. Policy recommendations include building closed-loop chain-based innovation ecosystems, improving chain-oriented financial services, establishing regularized demand-list and service-list mechanisms, and promoting the two-way flow of talent and technology. This study provides a practical policy reference for integrating vocational education reform with industrial-chain governance in resource-based and manufacturing-oriented cities.

Research on the Training Path of "Integrated Childcare and Early Childhood Education" Professionals in Inner Mongolia —Based on Practical Exploration of Universities in Hohhot

Hasitana — 2026-10-20

Against the background of the Preschool Education Law of the People's Republic of China, which explicitly encourages qualified kindergartens to open nursery classes and promote the integration of childcare and early childhood education (hereafter ICECE), the training of ICECE professionals in Inner Mongolia's universities faces new opportunities and challenges. This study adopts an exploratory qualitative multiple-case design. Five universities in Hohhot offering early childhood care or preschool education programs were purposively sampled; data were collected through document analysis of talent-training plans and curricula, semi-structured interviews with 23 participants (program directors, faculty, practicum supervisors, institutional mentors, and graduating students), and a review of practicum records, and were analyzed using two-stage thematic coding. The study identifies problems in training objectives, curriculum systems, practical teaching, faculty teams, and collaborative mechanisms. It proposes pathways including clarifying training objectives, reconstructing an age-continuous curriculum, strengthening a three-stage practice chain with tiered feasibility strategies, promoting cross-disciplinary faculty development, building a "government–university–kindergarten–community" collaborative supply mechanism with defined responsibilities, and improving a "literacy + ability" evaluation system. The paper contributes a regionally differentiated model that reflects Inner Mongolia's multi-ethnic, pastoral, and urban–rural fringe contexts, and it specifies implementation and evaluation arrangements for each pathway.

Integrating Industry and Education to Empower District‑county Intangible Cultural Heritage: An Analysis of Dynamic‑inheritance Practices of Sichuan Opera in Xinjin, Chengdu

Yixuan Zhu — 2026-10-20

This study examines the documented inheritance practices of Sichuan Opera in Xinjin District, Chengdu, from the perspective of industry–education integration. Adopting a qualitative single-case study approach, the research conducts documentary analysis of policy documents, institutional records, media reports, and academic literature to explore how local actors organize cultural transmission, educational participation, and institutional collaboration. Drawing on the concept of dynamic inheritance, the study develops an analytical perspective that views ICH continuity as a process involving cultural communication, educational reproduction, and multi-stakeholder coordination. The findings identify three interconnected mechanisms in Xinjin’s documented Sichuan Opera inheritance practices. First, cultural transmission has expanded beyond conventional theatre spaces into communities, public cultural environments, historical venues, and cultural-tourism contexts, creating diversified channels for heritage communication. Second, educational practices have established connections among basic education, cultural learning, and professional talent cultivation, reflecting an attempt to construct long-term pathways for heritage reproduction. Third, industry–education integration functions as an institutional coordination mechanism linking governments, educational institutions, cultural organizations, and cultural-related industries. However, the analysis also reveals limitations, including insufficient evidence regarding audience development, uncertain pathways for talent retention, and the need for more sustainable operational mechanisms for heritage spaces. This study contributes to ICH research by extending the concept of dynamic inheritance from the preservation of cultural forms toward an ecosystem-based understanding that emphasizes institutional relationships and social reproduction. The Xinjin case demonstrates how industry–education integration may provide a potential framework for connecting local heritage resources with education and cultural development, while highlighting that inheritance mechanisms remain context-dependent and require further empirical evaluation.

The Impact of Social Media Tourism Interaction on Revisit Intention among Young-Old Adults

Fan Yang — 2026-10-20

With population ageing and the widespread use of social media, understanding revisit intention among young-old adults is important for destinations seeking to maintain a stable visitor base and improve marketing efficiency. The study surveyed young-old adults with experience of social media tourism interaction and analysed 166 valid responses using SmartPLS. The results showed that Social media tourism interaction had significant positive effects on Revisit intention, memorability of a previous travel experience, and destination attachment.Memorability of a previous travel experience had a significant positive effect on Destination attachment,whereas its effect on Revisit intention was not significant. Destination attachment also had a significant positive effect on Revisit intention. Therefore, the study recommends that destination marketing organizations facilitate two-way tourism communication between young-old adults and their friends, encourage tourists to recall travel experiences with an emphasis on the personal meaning of destinations, and maintain ongoing, responsive communication. These practices may help destinations strengthen relationships with young-old tourists and encourage repeat visits.

Assessing Value-Oriented Education in Tertiary EFL: A Formative Feedback Perspective

Tianwei Liu — 2026-10-20

Against the national policy mandate of integrating value-oriented education (curriculum-based ideological and political education) into tertiary EFL teaching in China, assessment practices remain fragmented and over-reliant on summative language tests, with few empirical qualitative studies exploring frontline college English lecturers’ authentic perceptions of value evaluation mechanisms. This qualitative study adopted semi-structured interviews with 20 college English teachers from four types of public universities in Inner Mongolia, positioning Feedback Theory (Nicol & Macfarlane-Dick, 2006) as the central analytical lens, supplemented by Teacher Cognition Theory (Borg, 2003) and Sociocultural Theory (Vygotsky, 1978). Through six-phase thematic analysis via NVivo software, three core thematic clusters emerged regarding assessment practice: (1) core dilemmas of value evaluation, including subjectivity of value growth, language-value assessment incompatibility, and the problem of performative compliance; (2) multi-source formative assessment pathways favored by teachers, demonstrating how diversified feedback from self-assessment, peer evaluation, and teacher process observation can overcome single-source scoring bias; (3) structural constraints restricting the implementation of multidimensional value assessment. The integrated “Cognition–Practice–Assessment” model constructed in this study fills the research gap of missing holistic assessment frameworks for value-oriented EFL education. Findings suggest practical pedagogical and institutional implications: universities should build formative evaluation systems centered on multi-source feedback, provide targeted teacher training on value assessment design, and balance linguistic proficiency measurement with long-term value development tracking. Keywords: value-oriented education; college English; formative assessment; multi-source feedback; teacher cognition; qualitative thematic analysis.

Research on the Talent Cultivation Model of an English Cross-border E-commerce Micro-major under the Background of the Inner Mongolia Pilot Free Trade Zone

Lijie Liu — 2026-10-20

The Inner Mongolia Pilot Free Trade Zone has created strong demand for graduates who combine English proficiency, practical cross-border e-commerce skills and local trade knowledge. Private universities in the region struggle to bridge the competency gap between traditional foreign language teaching and real workplace needs. This paper reports a mixed-methods case study of an English cross-border e-commerce micro-major at Inner Mongolia Honder College of Arts and Sciences. Drawing on pre-post competency surveys, semi-structured interviews and analysis of course documents and student project work, it examines how this “English plus cross-border e-commerce” programme was designed, what outcomes it produced and what barriers it faced. Results show the modular curriculum improved students’ business communication and operational skills, yet progress was limited by weak university–industry links, insufficient teacher industry experience and a lack of authentic commercial projects. Building on triple helix theory, this paper proposes practical adjustments to curriculum design, mentor-led teaching, project-based learning and multi-dimensional assessment. The findings offer actionable lessons for foreign language micro-major development at regional private universities serving border trade and free trade zone industries.

Interethnic Interaction, Exchange, and Integration: A Layered Study of the Erlang Shen Image in Guanxian

周聪周 — 2026-10-20

The legend of Erlang Shen has been widely circulated in the southwest region of China, with Guanxian Ancient Town being one of the important birthplaces of his worship. In the local Erwang Temple, Han, Zang, Qiang, and other ethnic believers have worshipped together for generations. This phenomenon of a multi-ethnic shared belief is worthy of in-depth exploration. This article examines how symbols such as the Three Eyes and the Howling Dog in the image of Erlang Shen are spread and reinterpreted among different ethnic groups through field investigations and literature review, and how the evolution of these images promotes ethnic integration. The study finds that the third eye carries Han "heavenly eye" concepts, Di-Qiang vertical eye" traditions and Zang protector deity beliefs simultaneously, while the dog and trident blade also hold plural meanings. The diverse interpretations of these symbols have not led to conflicts but have instead enabled the ethnic groups to forge an identity of "unity in diversity" through joint worship. The case of the ancient town of Guanxian demonstrates that the formation of the Chinese nation as a community is not about eliminating differences but about finding common ground amidst them, offering a concrete reference for understanding the historical path of ethnic interaction in Southwest China.

Cognitive Load Assessment and Optimization in College Japanese Classrooms Assisted by Lightweight Multilingual Models

sirui wang — 2026-10-20

With the gradual adoption of multilingual large language models in foreign language classrooms, the cognitive load that learners experience when using intelligent tools has attracted increasing attention. Taking college Japanese-major classrooms as the empirical setting, this study builds an intelligent foreign language teaching assistant system based on a lightweight distilled multilingual model, collects learners’ subjective cognitive load data through questionnaires, and evaluates the changes in cognitive load while learners use AI for Japanese language output practice. The results show that the lightweight multilingual model effectively reduces part of learners’ memory load, but problems such as inaccurate model feedback introduce additional cognitive consumption. Accordingly, improvement countermeasures are proposed from two levels: model parameter optimization and adjustment of teaching interaction modes. This study provides a reference for the development and application of multilingual intelligent teaching tools for foreign language education.

Case-Driven, AI-Assisted, and Competence-Transfer: A Three-Phase Pedagogical Model for Medical Terminology Management and Translation Course

GUANGQIN PAN — 2026-10-20

Master of Translation and Interpreting (MTI) programs in China often face insufficient practical opportunities, monolithic instructional formats, and limited systematic training with authentic cases. Case-based teaching, as a pedagogical paradigm well aligned with the cultivation of application-oriented professionals, can compensate for students’ lack of real-world translation experience and help them understand how theoretical knowledge is applied in practice. Taking the course Medical Terminology Management and Translation as an example, this paper reports the construction and implementation of a “Case-Driven—AI-Assisted—Competence-Transfer” teaching model grounded in case-based pedagogy. With translation cases as the organizing vehicle, the model guides students through typical cases toward generative AI-assisted medical translation, with the aim of strengthening their accuracy in medical terminology translation and their proficiency in using AI tools.This study is presented as a teaching-practice exploration that reports the design rationale and implementation process of the model, treating the observed pedagogical effects as hypotheses for further validation. It thus seeks to offer a practical pathway for medical translation education reform in the age of artificial intelligence.

Constructing a Discourse System for the English Translation of Jiangxi Red Culture and Its Integration into College English Teaching

Juanjuan Qin — 2026-10-20

The international dissemination of Jiangxi red culture faces several persistent problems, including inconsistent terminology, inadequate cross-cultural adaptation of narratives, and the absence of a sustainable mechanism for producing communication materials. This study examines how college English teaching can be connected with the construction of a discourse system for the English translation of Jiangxi red culture. It conceptualizes the discourse system through three dimensions: conceptual standardization, narrative adaptation, and carrier-based reproduction. On this basis, it proposes an instructional integration framework consisting of “standardized input, practical output, and feedback-based revision.” College English teaching can serve not only as a channel for disseminating existing translations of red culture, but also as a source of candidate translations, evidence of comprehension difficulties, and narrative alternatives through translation, writing, and oral communication activities. This study seeks to provide theoretical reference for the development of English-language resources on Jiangxi red culture and for the integration of red culture into college English courses as part of curriculum-based ideological and political education.