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Background: Prior studies have emphasized the importance of parents' educational involvement (a type of cognitive involvement) to academic engagement, although little is known about emotional involvement. Aims: This study investigated whether and how different facets of involvement (cognitive vs. emotional, paternal vs. maternal) are differentially related to academic engagement and whether and how the associations among parental involvement, time management and academic engagement vary by adolescents' developmental phases. Samples: The participants of this large national survey were students in elementary, middle and high school across different regions of mainland China. A total of 2687 adolescents (52.7% females, M[subscript age] = 14.07 ± 2.47) participated in this study. Methods: Structural equation models and multigroup analysis were conducted. Results: We found that the total effect of paternal and maternal emotional involvement on academic engagement was positive in elementary-, middle- and high school students, and an indirect effect of time management underlying the above paths was found in all three groups. In contrast, the positive effect of maternal cognitive involvement on academic engagement as well as the indirect effects underlying the above pathways was established only in high school students. Conclusions: The findings highlight the necessity of parents' emotional involvement and the consideration of adolescent developmental characteristics in the design of interventions.

Idiopathic pulmonary fibrosis (IPF) is the most common and fatal diffuse fibrotic lung disease accompanied by macrophage M2 activation. ErbB4 is involved in and affects the process of inflammation. In this study, we determined that the mRNA level and protein expression of ErbB4 and M2 cytokine members were increased in the serum of IPF patients. In mouse alveolar macrophage MH-S cells, after knocking down ErbB4 by siRNA, the mRNA level and protein expression of M2 activator induced by interleukin (IL)-4 were decreased compared with the control group. Activating by ErbB4 agonist neuromodulatory protein (NRG)-1, IL-4-induced M2 program was promoted. Mechanistically, treated with NRG-1 in MH-S cells, the phosphorylation level of Akt did not change, while the phosphorylation level of ERK increased. Using SCH772984 to inhibit ERK pathway, the increasing IL-4-induced M2 activation by NRG-1 was inhibited, and the high level of M2 activator protein expression and mRNA expression was restored. Collectively, our data support that ErbB4 and M2 programs are implicated in IPF, and ErbB4 participates in the regulation of M2 activation induced by IL-4 through the ERK pathway.

Objective: In this study, we explored whether and how the indirect effects of father– and mother–adolescent conflict between PIU and academic engagement differ between female and male adolescents. Background: Problematic internet use (PIU) is an important health issue for adolescents. It has been found to be related to severe impairment in their interpersonal relationships (e.g., parent–child relationships) and academic outcomes (e.g., academic engagement), particularly during the COVID‐19 pandemic. Method: A national survey was conducted in diverse regions of the Chinese mainland, and a total of 2,688 adolescents between 10 and 19 years old (52.8% girls, Mage = 14.06 ± 2.47) participated in the study. Correlation and mediation analyses were conducted and were stratified by gender. Results: Multigroup analysis indicated that PIU was similarly and positively associated with father– and mother–adolescent conflict in adolescent boys and girls, whereas only father–adolescent conflict was negatively related to boys' academic engagement and only mother–adolescent conflict was negatively related to girls' academic engagement. Conclusion: These results support the same‐gender matching model in parent–adolescent conflict and expand the same‐gender effect to Chinese culture. Implications: These findings have important implications for understanding the mechanisms of how adolescent PIU impedes academic engagement through parent–adolescent conflict in father–son, father–daughter, mother–son, and mother–daughter dyads, indicating that family interventions focused on father–son and mother–daughter relationships may largely facilitate adolescents' academic engagement. [ABSTRACT FROM AUTHOR]

Alice E. Ginsberg's book, "Transgressing Teacher Education: Strategies for Equity, Opportunity, and Social Justice in Urban Teacher Preparation and Practice," sheds light on the discrimination and inequality that still exist in American primary schools, particularly against students of color. Ginsberg explores the origins of this discrimination and suggests specific initiatives to achieve educational equity. She emphasizes the need for culturally relevant curriculum, encouraging teachers to frame their teaching in a way that recognizes and values students' cultural backgrounds. Ginsberg also addresses issues of discipline policies that disproportionately affect students of color and calls for a more democratic and equal school environment. [Extracted from the article]

The fatigue performance of steel–concrete composite beams is crucial for ensuring structural safety. To account for the member's multiaxial stress state, this study employed the critical surface method, using fatigue damage parameters as an evaluation index for assessing fatigue performance. Static and fatigue performance tests on steel–concrete beams were conducted to identify failure characteristics, which informed the development of a finite element model that incorporates concrete damage. Using the SWT model, the most unfavorable loading parameters were determined by analyzing critical paths on the test beams, providing a basis for predicting how initial defects impact fatigue performance. The impact of initial defects on the fatigue performance of the composite beam is assessed using this criterion. The results indicate that the discrepancy between the actual and predicted load capacities of the test beam is within 5%, and cyclic loading significantly affects the test beam's mechanical properties, resulting in a 27% reduction in load capacity and a 48% increase in deflection after 2 million cycles. Finite element modeling reveals that components experience multiaxial stress, with test beam mechanical property changes aligning with predicted fatigue damage parameters, confirming the reliability of using these parameters as a criterion. As the strength of the composite beams diminished due to pore defects, the fatigue damage parameter escalated, increasing the likelihood of crack formation. However, once the concrete's strength fell to a level where the pegs were insufficiently constrained, the structural damage pattern shifted, and the fatigue damage parameter subsequently decreased. [ABSTRACT FROM AUTHOR]

ABSTRACT The relationship and related mediating mechanism between parental coparenting and adolescent academic engagement have yet to be elucidated during the pandemic. The present study is set to investigate the relationship between parental coparenting and adolescent academic engagement within Chinese families. Then it examines the mediating effects of parent–child communications in relationships. As a part of the national online survey in China, fathers, mothers and adolescents from 700 families across the country participated in the online survey. Both parents reported their coparenting support and conflict, while adolescents rated the level of open and problematic parent–child communication and their own academic engagement. Paternal coparenting conflict was related to adolescent academic engagement through both open and problematic communications. Paternal and maternal coparenting support was related to adolescent academic engagement through the mediating effect of open communication. Maternal coparenting conflict was related to adolescent academic engagement through problematic communication. Moreover, paternal coparenting support was positively directly related to adolescent academic engagement in the overall model. The research findings supported the effects of parental coparenting on adolescent academic engagement through the mediating effects of open and problematic parent–child communication. Paternal coparenting support had a greater impact on adolescent academic engagement. [ABSTRACT FROM AUTHOR]