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Abstract Childhood obesity poses a significant public health challenge, yet the molecular intricacies underlying its pathobiology remain elusive. Leveraging extensive multi-omics profiling (methylome, miRNome, transcriptome, proteins and metabolites) and a rich phenotypic characterization across two parts of Europe within the population-based Human Early Life Exposome project, we unravel the molecular landscape of childhood obesity and associated metabolic dysfunction. Our integrative analysis uncovers three clusters of children defined by specific multi-omics profiles, one of which characterized not only by higher adiposity but also by a high degree of metabolic complications. This high-risk cluster exhibits a complex interplay across many biological pathways, predominantly underscored by inflammation-related cascades. Further, by incorporating comprehensive information from the environmental risk-scape of the critical pregnancy period, we identify pre-pregnancy body mass index and environmental pollutants like perfluorooctanoate and mercury as important determinants of the high-risk cluster. Overall, our work helps to identify potential risk factors for prevention and intervention strategies early in the life course aimed at mitigating obesity and its long-term health consequences.

Abstract Background The societal value of cats, dogs and horses is high, and the companion and sport animal health care sector is growing. Clinical research concerning cats, dogs and horses is crucial for the development of evidence-based medical care that benefits animals and their owners, and has implications for human and environmental health from a One Health perspective. Basic information on companion animal and equine research enables more directed measures to improve conditions for research within the area. The aim of the present study was to describe Nordic companion animal and equine clinical research from 2010 to 2019, including bibliometrics, human resources and funding. Results There were 2 042 published research publications originating from Nordic countries on cats (n = 282), dogs (n = 1 086), and horses (n = 781) from 2010 to 2019. The majority (83%) of the publications came from the four Nordic universities with veterinary programs. Seven percent of the publications were collaborations between two or more Nordic universities. Approximately 18% of the PhD theses (178 out of 970) from veterinary faculties or corresponding units concerned these species, most of them dogs (n = 86), followed by horses (n = 64), cats (n = 15) or a combination of these species (n = 13). The scientific areas cardiology, infectious diseases, reproduction, and surgery were prominent for all three species. A large proportion of grants were received from small- to medium-sized funding bodies, mainly funding running costs and only to a limited degree salaries. During 2010–2019, costs for veterinary and other services for cats and dogs steadily increased. The growth of the veterinary healthcare sector was not reflected in an increasing number of clinical research publications, for which no increase was seen after 2014. Conclusions Despite a high societal value of the species, veterinary clinical research on sports and companion animals has not increased, in contrast to the veterinary healthcare sector. Activities stimulating the research area, e.g. funding bodies enabling coverage of salaries, are needed. The development of Nordic veterinary clinical care may benefit from strengthened research cooperation between countries.

Albeit its critical role in the development of the agriculture sector, the delivery of Extension and Advisory Services (EASs) in Tanzania has remained unsatisfactory and has had a limited impact on the sector. Among others, conventional approaches used in providing EASs have been found inadequate in meeting the priority needs of their clientele. Besides, they tend to demand many frontline extension agents who are few and are unable to serve farmers effectively. Thus, most recently, Information Communication Technologies (ICTs) have the potential to overcome many of the challenges associated with the conventional provision of EASs. As a result, various innovative ICT-based approaches have been blended with conventional EASs to improve the service to clients. These include the use of community radio stations, TV programs, telecentres, Mobile Phones (SMS), and web-based and mobile-based farmers' advisory information systems. This study draws on the work of the ICT-based Village Knowledge Centre (VKC) established in the Rungwe District in Mbeya Region. We explore the experiences of various stakeholders in using the VKC in the delivery of extension services. Challenges hindering the functioning of VKC are highlighted and recommendations to improve the functioning of VKC and consequently, the delivery of EASs are drawn.

We report the findings of a multi-language and multi-lab investigation of young infants' ability to discriminate lexical tones as a function of their native language, age and language experience, as well as of tone properties. Given the high prevalence of lexical tones across human languages, understanding lexical tone acquisition is fundamental for comprehensive theories of language learning. While there are some similarities between the developmental course of lexical tone perception and that of vowels and consonants, findings for lexical tones tend to vary greatly across different laboratories. To reconcile these differences and to assess the developmental trajectory of native and non-native perception of tone contrasts, this study employed a single experimental paradigm with the same two pairs of Cantonese tone contrasts (perceptually similar vs. distinct) across 13 laboratories in Asia-Pacific, Europe and North-America testing 5-, 10- and 17-month-old monolingual (tone, pitch-accent, non-tone) and bilingual (tone/non-tone, non-tone/non-tone) infants. Across the age range and language backgrounds, infants who were not exposed to Cantonese showed robust discrimination of the two non-native lexical tone contrasts. Contrary to this overall finding, the statistical model assessing native discrimination by Cantonese-learning infants failed to yield significant effects. These findings indicate that lexical tone sensitivity is maintained from 5 to 17 months in infants acquiring tone and non-tone languages, challenging the generalisability of the existing theoretical accounts of perceptual narrowing in the first months of life.

Abstract BackgroundDementia is a widespread syndrome that currently affects more than 55 million people worldwide. Digital screening instruments are one way to increase diagnosis rates. Developing an app for older adults presents several challenges, both technical and social. In order to make the app user-friendly, feedback from potential future end users is crucial during this development process. ObjectiveThis study aimed to establish a user-centered design process for the development of digiDEM-SCREEN, a user-friendly app to support early identification of persons with slight symptoms of dementia. MethodsThis research used qualitative and quantitative methods and involved 3 key stakeholder groups: the digiDEM research team, the software development team, and the target user group (older adults ≥65 years with and without cognitive impairments). The development of the screening app was based on an already existing and scientifically analyzed screening test (Self-Administered Tasks Uncovering Risk of Neurodegeneration; SATURN). An initial prototype was developed based on the recommendations for mobile health apps and the teams’ experiences. The prototype was tested in several iterations by various end users and continuously improved. The app’s usability was evaluated using the System Usability Scale (SUS), and verbal feedback by the end users was obtained using the think-aloud method. ResultsThe translation process during test development took linguistic and cultural aspects into account. The texts were also adapted to the German-speaking context. Additional instructions were developed and supplemented. The test was administered using different randomization options to minimize learning effects. digiDEM-SCREEN was developed as a tablet and smartphone app. In the first focus group discussion, the developers identified and corrected the most significant criticism in the next version. Based on the iterative improvement process, only minor issues needed to be addressed after the final focus group discussion. The SUS score increased with each version (score of 72.5 for V1 vs 82.4 for V2), while the verbal feedback from end users also improved. ConclusionsThe development of digiDEM-SCREEN serves as an excellent example of the importance of involving experts and potential end users in the design and development process of health apps. Close collaboration with end users leads to products that not only meet current standards but also address the actual needs and expectations of users. This is also a crucial step toward promoting broader adoption of such digital tools. This research highlights the significance of a user-centered design approach, allowing content, text, and design to be optimally tailored to the needs of the target audience. From these findings, it can be concluded that future projects in the field of health apps would also benefit from a similar approach.

This paper outlines advances in biocultural approaches to anthropology by discussing anthropological approaches to understanding stress, how anthropologists have typically measured stress, and why it matters for anthropology and beyond. We discuss the application of common quantification techniques such as the Perceived Stress Scale (PSS) and biomarkers of psychosocial stress from abnormal hypothalamic–pituitary–adrenal (HPA) axis activity. We highlight case studies that demonstrate the utility of a biocultural approach to stress across a range of topics—(i) childhood effects, (ii) non-human animals, (iii) depression and anxiety, (iv) migration, and (v) religion—as well as the complexities in the relationship between perceived and biological stress. We conclude by highlighting several areas where we have seen significant advances and point to approaches in other disciplines that anthropology might incorporate to its benefit.

This research paper examines the risks posed by the MIH EV Open platform to German automotive suppliers, in particular, the risk of commoditization and falling into a commodity trap. The term commodity trap describes a situation in which companies dealing with standardized products or services face intense price and margin pressure and struggle to differentiate themselves from competitors. The MIH EV Open platform, established by Foxconn, also known as Hon Hai Precision Industry Co. Ltd., headquartered in Tucheng, Taipei, Taiwan, aims to create a collaborative platform for the comprehensive development of key software, hardware components, and services in the electric vehicle (EV) industry. It unites over 2700 companies from more than 70 countries and fosters collaboration to accelerate the development and market entry of new EV products. This paper analyzes the MIH EV Open business ecosystem model and assesses the strengths and weaknesses of German suppliers in addressing these challenges. This study highlights strategic approaches, including innovation, portfolio adaptation, customer relationships, and sustainability practices, that can enable German suppliers to mitigate commodity trap risks. The findings underscore the importance of proactive, segment-specific strategies amidst the transformation of the automotive industry. Key insights are provided on the potential impact of open platform ecosystems and recommendations for German automotive suppliers to maintain competitiveness. This research fills a gap in the literature by examining the commoditization risks posed by the MIH EV Open platform for German automotive suppliers. Unlike previous studies that focus on traditional market structures, this study explores the novel dynamics introduced by platform ecosystems and provides strategic insights to mitigate these risks.

The purpose of this study was to compare motivations of teachers in P-12 private school settings with those in public school settings in a midwestern state in the United States. Through convenience sampling, 2,315 surveys were sent out with 73 private and 234 public school teachers agreeing to participate. Descriptive statistics and t tests revealed that teachers from private schools responded statistically significantly lower than teachers on intrinsic career value (d = -0.48), job security (d = -0.47), family time (d = 1.04), social equity (d = -0.43), work with children (d = -0.41), prior experience (d = -0.46), and social influences (d = -0.43). The teachers from private schools scored statistically significantly higher on difficulty (d = 0.68), social dissuasion (d = 0.42), and satisfied teaching (d = 0.41) factors. The findings suggest that teachers in private and public-school settings are motivated to teach for different reasons.

Partnerships between K-12 educators and people doing climate work in their communities provides opportunities for teachers and students to engage in consequential climate learning that is both culturally situated and locally relevant. This article features several vignettes that highlight examples from various sites across Washington State where science education leaders seeded and cultivated climate learning programs in partnerships with local experts in forestry, ecology, farming, food waste, technology, and environmental justice. Collectively the vignettes offer a diverse image of the "boundary spanning" (Goodrich et al. 2020) and commitments needed to ground climate learning in communities.

Although automated spoken language assessment is rapidly growing, such systems have not been widely developed for signed languages. This study provides validity evidence for an automated web application that was developed to assess and give feedback on handshape and hand movement of L2 learners' Swiss German Sign Language signs. The study shows good machine-internal and human-machine agreement through many-facet Rasch analysis. Learner perceptions examined through questionnaire responses indicate that the automated system occasionally generated ratings which impacted the quality of feedback at the level of individual signs for individual learners. Implications are discussed from a learning-oriented assessment perspective.

The purpose of this study is to expand our knowledge of how academic faculty members in schools of education view their careers by exploring occupational commitment. Ninety-one academic faculty members from 11 U.S. research institutions volunteered to participate in this quantitative survey study. Confirmatory factor analyses were conducted to determine if occupational commitment for this sample was modelled better by four or three factors. Results indicated that the data better fit a four-factor model of occupational commitment, with the following four factors: affective occupational commitment, normative occupational commitment, accumulated costs, and limited alternatives. Further, means comparison found that faculty members in higher education scored higher than workers in other fields on three of the four factors, with the most striking difference apparent for the limited alternatives factor. These results indicate that academic faculty members perceive they have few options for alternative careers and thus may feel more trapped in their careers than workers in other fields. Potential implications for teacher education administrators, research productivity, and doctoral education are discussed.

The use of different approaches for design and results presentation of studies for the clinical performance evaluation of continuous glucose monitoring (CGM) systems has long been recognized as a major challenge in comparing their results. However, a comprehensive characterization of the variability in study designs is currently unavailable. This article presents a scoping review of clinical CGM performance evaluations published between 2002 and 2022. Specifically, this review quantifies the prevalence of numerous options associated with various aspects of study design, including subject population, comparator (reference) method selection, testing procedures, and statistical accuracy evaluation. We found that there is a large variability in nearly all of those aspects and, in particular, in the characteristics of the comparator measurements. Furthermore, these characteristics as well as other crucial aspects of study design are often not reported in sufficient detail to allow an informed interpretation of study results. We therefore provide recommendations for reporting the general study design, CGM system use, comparator measurement approach, testing procedures, and data analysis/statistical performance evaluation. Additionally, this review aims to serve as a foundation for the development of a standardized CGM performance evaluation procedure, thereby supporting the goals and objectives of the Working Group on CGM established by the Scientific Division of the International Federation of Clinical Chemistry and Laboratory Medicine.

The transition to remote teaching in K-12 schools during the spring of 2020 as a result of the coronavirus pandemic (COVID-19) presented new challenges to teachers across the United States. This survey-based mixed methods study investigates these challenges, as well as differences by grade level, to better understand teachers' experiences remote teaching. A total of 604 teachers who had completed the survey were included in this study. Findings indicate that some challenges were experienced by teachers across grade levels, with common challenges including student engagement, adjusting curriculum to the remote format, and the loss of the personal connection of teaching. Differences were also found by grade level, with elementary teachers struggling more with varying attitudes of parents regarding remote learning and adjusting their curriculum to an online format, and secondary teachers more often reporting student engagement and a general feeling of being lost or unsupported in their teaching as challenges. These challenges provide important context around the experience of remote teaching, as well as what supports teachers need to continue remote teaching.