Organomineral fertilizer is used to improve and ameliorate the supply of nutrients in soils. Right and adequate application of fertilizers are determinants of its nutrient supply efficiency, which in turn enhances the vegetative growth and yield of cucumber. Field experiments were conducted at the Research Farm of the Federal University of Agriculture, Abeokuta, Nigeria, to assess the effects of variety and rate of organomineral fertilizer on cucumber growth and yield. Trials were conducted from June to August 2019 and repeated from September to November 2019. The cultivars were Poinsett, Greengo, and Monalisa. The rates of organomineral fertilizer were 0, 2.5, or 5.0 tons. ha⁻¹. The treatments were replicated three times. Cucumber vegetative characters, yield, and yield components were studied. ‘Greengo’ produced the most leaves, followed by ‘Monalisa’; ‘Poinsett’ produced the least. Application of 5.0 tons. ha⁻¹ organomineral fertilizer produced the longest vines and fruits. ‘Greengo’ had the earliest days to 50% flowering, followed by ‘Monalisa’; ‘Poinsett’ had the most days to 50% flowering. Plants treated with an application of 5.0 tons. ha⁻¹ organomineral fertilizer attained 50% flowering in 29 days, but in 30 days with an application of 2.5 tons. ha⁻¹ organomineral fertilizer; the control treatment attained 50% flowering in 33 days. Application of 5.0 tons. ha⁻¹ organomineral fertilizer produced the longest fruits, thicker fruit diameter, and highest fruit yield compared with 2.5 and 0 tons. ha⁻¹ of organomineral fertilizer treatments. The Greengo variety with application of 5.0 tons. ha⁻¹ of organomineral fertilizer is recommended for optimum growth and yield in south western Nigeria.

Technical Pedagogical Content Knowledge (TPACK) encompasses teachers’ understanding of the intricate interplay among technology, pedagogy, and subject matter expertise, serving as the essential knowledge base for integrating technology into subject-specific instruction. Over the decade, advancements in information technology have led to the consistent application of the TPACK framework within studies on instructional technology and technology-enhanced learning, significantly advancing the evolution of contemporary teacher education in technology integration. In this paper, we utilize the Teaching and Learning Knowledge of Subjects Based on Integrated Technology (TPACK) framework to administer a questionnaire survey to teacher trainees at Chinese colleges and universities. This survey aims to evaluate the current status of their integrated technology-based subject teaching and learning knowledge. Based on the research findings, we propose strategies aimed at enhancing the educational technology integration knowledge of students pursuing integrated technology courses in colleges and universities. Furthermore, we integrate the smart classroom setting to develop a comprehensive TPACK-integrated model teaching framework. Our final objective is to offer valuable references for the progress of modern teaching skills among education students in higher education institutions.

This study explores the experiences and perceptions of Chinese postgraduate students in the UK regarding online learning, focusing on the Community of Inquiry (CoI) framework. Semi-structured interviews were used to collect qualitative data, which were analyzed thematically. The findings reveal positive perceptions of online learning, challenges related to technology and infrastructure, the significance of social interaction and collaboration, and the limited impact of teaching quality on student satisfaction. The study emphasizes the importance of the CoI framework in designing effective online learning environments. Limitations include a small sample size and potential bias. Future research should involve larger and more diverse samples, investigate different teaching strategies, and enhance student agency and self-regulated learning in online education. Overall, this study contributes to understanding the applicability of the CoI framework and its potential for improving online learning experiences.

Since January 1, 2016, the national population and family having two child policy comprehensively, the whole country gradually ushered in the second the arrival of the age of the child, in terms of my garden at this stage, the second child children have been accounted for dominated nearly 1/5 of the total number of children, for big kindergarten children, all of a sudden more than a new member in the home, he (she) to share the love of your family, Let the orderly life become no longer regular, their psychological more or less confused and anxious, this paper will from the perspective of kindergarten teachers in our kindergarten in the "two-child era" background to focus on the health of children's psychological practice and exploration.