For centuries, stem cuttings harvested from sexually mature trees have been recognized to be more difficult to root than those from juvenile shoots. This has been poorly understood and attributed to a combination of ontogenetic and physiological ageing. The recent suggestion that micro-RNA may play a key role in phase change has stimulated a re-examination of some old data that identified pre-severance light x nutrient interactions affecting the rooting ability of stem cuttings. This was linked to vigorous growth and active photosynthesis without constraint from accumulated starch. Support for the prime importance of physiological factors was also obtained when seeking to induce physiological youth in the crowns of ontogenetically mature trees by the induction of roots within the tree crown. Meanwhile, at the other end of the phase change spectrum, floral initiation occurred when the opposite set of environmental conditions prevailed so that growth was stunted, and carbohydrates accumulated in leaves and stems. A re-examination of this literature suggests that rooting ability is driven at the level of an individual leaf and internode emerging from the terminal bud affecting both morphological and physiological activity. In contrast, flowering occurs when internode elongation and assimilate mobilization were hindered. It is therefore suggested that the concepts of juvenility and ageing are not relevant to vegetative propagation and should instead be replaced by physiological and morphological ‘fitness’ to root.

Professional identity among faculty members in private higher education institutions plays a vital role in shaping the quality and sustainability of these institutions. This research aims to investigate the factors influencing the professional identity of teachers in Chengdu's private higher education institutions. The study employs a theoretical framework centered on "identification" with behavior intention, behavior attitude, and sense of belonging as fundamental dimensions. Data were collected through questionnaire surveys and analyzed using SPSS 23.0. The study hypothesizes that behavior intention, behavior attitude, and sense of belonging have a significant positive impact on professional identity among faculty members. Additionally, behavior attitude, subjective norms, and perceived behavioral control are expected to have a significant positive influence on behavior intention, and subjective norms and perceived usefulness may positively affect sense of belonging. The results are expected to provide valuable insights for enhancing the professional satisfaction and educational quality of faculty in private higher education institutions.

Lifelong learning is the core content of university education work in the new period, and it is also the basic task of education work in colleges and universities. The second classroom is a kind of organized and planned educational and practical activities aiming at cultivating students' extracurricular ability and comprehensive quality. In the context of the new era, emphasizing and strengthening the construction of the second classroom in colleges and universities is an inevitable requirement for improving the quality of ideological and political education in colleges and universities. At present, there are still some problems in the moral education of the second classroom in colleges and universities in China. In order to enhance the effect of moral education in the second classroom of colleges and universities in the context of the new era, it is necessary to make a clear target positioning of the moral education of the second classroom, improve the process between the second classroom and the first classroom, and establish a three-dimensional system of moral education in the second classroom, so as to enhance its infectious and persuasive power.