Yuan Tian

ObjectiveAs the coronavirus disease 2019 pandemic spread across Shanghai, China, in late February 2022 and protective measures to mitigate its impact were enacted, this study aimed to estimate how home quarantine affected the mental health of preschool children in Shanghai, China and explore the association between lifestyle factors and mental health during this special period.MethodsA cross-sectional online survey of 2,110 preschool students from Shanghai, China, was conducted during May 20–25,2022. Preschooler’ mental health and daily activities were reported by parents.ResultsThe sample involved 2,110 children with a mean age of 4.65 years [standard deviation : 0.91, range: 3–6 years]. Boys and children whose mother’s education level were college and high school had higher rate of mental health problems. Boys had significantly higher rates of peer problems and prosocial behaviors than girls. The 3-year-old group had significantly higher rates of prosocial behaviors than other groups. As compared to the Shanghai norm and the SDQ results of preschool children in Shanghai in 2019, there were a significant decrease in emotional symptoms score, as well as a significant increase in conduct problems score. Additionally, peer problems score significantly increased compared to SH2019. Decreased time spent on daily sleep was associated with the increased risk for preschoolers’ mental health problems.ConclusionThere was an increase in the frequency of emotional and behavioral problems, especially regarding conduct problems and peer problems, in preschool children during the COVID-19 home quarantine in Shanghai, China. Boys, younger preschool children and children whose mother’s education level were college and high school may be especially vulnerable to emotional and behavioral problems. It was also found that decreased time spent on sleep may aggravate preschool children’s mental health problems. It may be beneficial to differentiate and focus on conducting psychoeducation and implementing psycho-behavioral interventions to solve these issues.

This paper addresses variable-time impulsive control for coordinated tracking problem in nonlinear multiagent systems. To make followers coordinately track the leader, a variable-time impulsive controller is designed. Under some well-selected conditions, the comparison system of variable-time impulsive tracking control system is constructed by employing B-equivalence method. And we theoretically demonstrate that the two systems have the same stability property. Coordinated tracking criteria of multiagent systems are obtained by considering the comparison system. Numerical simulation is also provided to illustrate the correctness of theoretical results and the efficiency of the variable-time impulsive controller.

In presence of predator population, the prey population may significantly change their behavior. Fear for predator population enhances the survival probability of prey population, and it can greatly reduce the reproduction of prey population. In this study, we propose a predator-prey fishery model introducing the cost of fear into prey reproduction with Holling type-II functional response and prey-dependent harvesting and investigate the global dynamics of the proposed model. For the system without harvest, it is shown that the level of fear may alter the stability of the positive equilibrium, and an expression of fear critical level is characterized. For the harvest system, the existence of the semitrivial order-1 periodic solution and positive order- q periodic solution is discussed by the construction of a Poincaré map on the phase set, and the threshold conditions are given, which can not only transform state-dependent harvesting into a cycle one but also provide a possibility to determine the harvest frequency. In addition, to ensure a certain robustness of the adopted harvest policy, the threshold condition for the stability of the order- q periodic solution is given. Meanwhile, to achieve a good economic profit, an optimization problem is formulated and the optimum harvest level is obtained. Mathematical findings have been validated in numerical simulation by MATLAB. Different effects of different harvest levels and different fear levels have been demonstrated by depicting figures in numerical simulation using MATLAB.

Instructional interactions, which includes student–student interaction, student–teacher interaction, and student–content interaction, are crucial factors affecting the learning outcomes in online education. The current study aims to explore the effects of instructional interactions on individuals’ learning outcomes based on the Interactive Equivalence Theory by conducting two empirical studies. In Study 1, we explored the direct relationships between instructional interactions and learning outcomes. A quasi-experimental design was used to manipulate the two groups of subjects, and the results show that not all of the three types of interaction can significantly positively predict learning satisfaction, among which ST cannot significantly predict learning satisfaction. When the total amount of instructional interactions is constant, adjusting the relative level of the three types of instructional interactions can effectively improve the learning outcomes to some extent. We further probed into the mediating effects of task value and self-regulated learning on the relationships between instructional interactions and learning outcomes in Study 2. We conducted an online survey and collected 374 valid data. The results showed that task values mediated the relationship between SS and learning satisfaction. In addition, SC can not only directly affect learning satisfaction, but also affect it through task value and self-regulated learning respectively, or via chain mediations of both task value and self-regulated learning. Our findings enrich the previous instructional interactions research and provide reference for online education curriculum design.

Animal, protist and viral messenger RNAs (mRNAs) are most prominently modified at the beginning by methylation of cap‐adjacent nucleotides at the 2′‐O‐position of the ribose (cOMe) by dedicated cap methyltransferases (CMTrs). If the first nucleotide of an mRNA is an adenosine, PCIF1 can methylate at the N6‐position (m6A), while internally the Mettl3/14 writer complex can methylate. These modifications are introduced co‐transcriptionally to affect many aspects of gene expression including localisation to synapses and local translation. Of particular interest, transcription start sites of many genes are heterogeneous leading to sequence diversity at the beginning of mRNAs, which together with cOMe and m6Am could constitute an extensive novel layer of gene expression control. Given the role of cOMe and m6A in local gene expression at synapses and higher brain functions including learning and memory, such code could be implemented at the transcriptional level for lasting memories through local gene expression at synapses.

The centriole is a widely conserved organelle required for the assembly of centrosomes, cilia, and flagella. Its striking feature – the nine‐fold symmetrical structure, was discovered over 70 years ago by transmission electron microscopy, and since elaborated mostly by cryo‐electron microscopy and super‐resolution microscopy. Here, we review the discoveries that led to the current understanding of how the nine‐fold symmetrical structure is built. We focus on the recent findings of the centriole structure in high resolution, its assembly pathways, and its nine‐fold distributed components. We propose a model that the assembly of the nine‐fold symmetrical centriole depends on the concerted efforts of its core proteins. Also see the video abstract here:https://youtu.be/m4h_3II_WJo.