UMCGL: Universal Multi-View Consensus Graph Learning With Consistency and Diversity.

Existing multi-view graph learning methods often rely on consistent information for similar nodes within and across views, however they may lack adaptability when facing diversity challenges from noise, varied views, and complex data distributions. These challenges can be mainly categorized into: 1) View-specific diversity within intra-view from noise and incomplete information; 2) Cross-view diversity within inter-view caused by various latent semantics; 3) Cross-group diversity within inter-group due to data distribution differences. To this end, we propose a universal multi-view consensus graph learning framework that considers both original and generative graphs to balance consistency and diversity. Specifically, the proposed framework can be divided into the following four modules: i) Multi-channel graph module to extract principal node information, ensuring view-specific and cross-view consistency while mitigating view-specific and cross-view diversity within original graphs; ii) Generative module to produce cleaner and more realistic graphs, enriching graph structure while maintaining view-specific consistency and suppressing view-specific diversity; iii) Contrastive module to collaborate on generative semantics to facilitate cross-view consistency and reducing cross-view diversity within generative graphs; iv) Consensus graph module to consolidate learning a consensual graph, pursuing cross-group consistency and cross-group diversity. Extensive experimental results on real-world datasets demonstrate its effectiveness and superiority.

Association of preschool children behavior and emotional problems with the parenting behavior of both parents.

BACKGROUND: Parental behaviors are key in shaping children's psychological and behavioral development, crucial for early identification and prevention of mental health issues, reducing psychological trauma in childhood. AIM: To investigate the relationship between parenting behaviors and behavioral and emotional issues in preschool children. METHODS: From October 2017 to May 2018, 7 kindergartens in Ma'anshan City were selected to conduct a parent self-filled questionnaire - Health Development Survey of Preschool Children. Children's Strength and Difficulties Questionnaire (Parent Version) was applied to measures the children's behavioral and emotional performance. Parenting behavior was evaluated using the Parental Behavior Inventory. Binomial logistic regression model was used to analyze the association between the detection rate of preschool children's behavior and emotional problems and their parenting behaviors. RESULTS: High level of parental support/participation was negatively correlated with conduct problems, abnormal hyperactivity, abnormal total difficulty scores and abnormal prosocial behavior problems. High level of maternal support/participation was negatively correlated with abnormal emotional symptoms and abnormal peer interaction in children. High level of parental hostility/coercion was positively correlated with abnormal emotional symptoms, abnormal conduct problems, abnormal hyperactivity, abnormal peer interaction, and abnormal total difficulty scores in children (all P < 0.05). Moreover, paternal parenting behaviors had similarly effects on behavior and emotional problems of preschool children compared with maternal parenting behaviors (all P > 0.05), after calculating ratio of odds ratio values. CONCLUSION: Our study found that parenting behaviors are associated with behavioral and emotional issues in preschool children. Overall, the more supportive or involved the parents are, the fewer behavioral and emotional problems the children experience; conversely, the more hostile or controlling the parents are, the more behavioral and emotional problems the children face. Moreover, the impact of fathers' parenting behaviors on preschool children's behavior and emotions is no less significant than that of mothers' parenting behaviors.

Correlation Between Maternal Anxiety During Mid-Pregnancy and Subsequent Infant Sleep Issues: A Cross-Sectional Study from 2015 to 2016.

Purpose: To explore the correlation between maternal anxiety during mid-pregnancy and infant sleep issues based on the anxiety status of mothers in mid-pregnancy. Patients and Methods: A cohort of 2122 primigravida women from Ma'anshan City, Anhui Province, was followed from pregnancy until 6 months postpartum. The study analyzed the impact of maternal anxiety on infant sleep patterns, including primary caregivers, encompassing insufficient sleep duration, frequent nocturnal awakenings, prolonged nocturnal awakening durations, and elongated sleep latency. Results: A total of 1891 mother-infant pairs were included in this analysis. After adjusting for confounding factors, a positive correlation was found between maternal anxiety during mid-pregnancy and insufficient sleep duration (OR=1.69, 95% CI:1.13-2.52), and elongated sleep latency (OR=2.26, 95% CI:1.61-3.18). Conclusion: Maternal anxiety during mid-pregnancy is associated with sleep issues in infants. Addressing maternal mental health during pregnancy may enhance sleep quality for mothers and infants, promoting overall maternal-infant health.

Hearing Care: Safe Listening Method and System for Personal Listening Devices.

Excessive use of Personal Listening Devices (PLDs) and prolonged exposure to noise from loud music create many potential risks associated with hearing loss. To this end, the World Health Organization has published Recommendation ITU-T H.870 in 2019, which provides adults and children with a set of recommendations for sound dosage and operating times needed to avoid potential hearing risks. Some studies have investigated noise exposure of related applications for listening safety, resulting in some related recommendations and applications; however, these studies often do not pay attention to measurement error, which is important for human real noise exposure estimation to avoid hearing loss. This paper proposes a method for calculating noise exposure that can accurately calculate the actual noise sound-pressure level (SPL) and PLD dosage based on the WHO-ITU standard. We develop a calculation method and design a listening system that includes (i) a Safe Listening Personal Listening Device (SL-PLD) that can measure the listening dose in real time and control the output volume effectively, (ii) a Safe Listening Application (SL-APP) for assisting the SL-PLD to check the listening status in real time and provide alerts. Our experimental results show that (i) the proposed noise calculation method can reach 0.88 dB deviation under the 76 dB reference SPL and 98.8% accuracy, as compared to the SoundCheck tool measurement, (ii) the proposed SL-PLD controls the SPL output effectively as the dose increases, and (iii) the SL-APP determines the dosage usage and will provide a warning when the dosage exceeds a preset value. Therefore, users can adjust their listening behavior for more secure listening by using our methods and applications.

Preservice teachers' teaching internship affects professional identity: Self-efficacy and learning engagement as mediators.

Preservice teachers' professional identity is a critical factor in their motivation, effectiveness, and retention. Teaching internship can promote the transformation of professional identity and self-efficacy of preservice teachers. The internship environment also enhances students' increasing level of learning engagement. Although much research has shown strong relationship between preservice teachers' teaching internship and professional identity, less is known about how self-efficacy and learning engagement mediated those variables. The purpose of this study is to investigate the roles that self-efficacy and learning engagement play in the relationship between preservice teachers' professional identities and their teaching internship experiences. The study involved 309 preservice teachers in total, and the variables were measured using questionnaires. For the data analysis, we used structural equation modeling. The study's findings are as follows. (a) Teaching internship, professional identity, self-efficacy, and learning engagement were all significantly correlated with one another. (b) Both self-efficacy and learning engagement partially mediated the relationship between teaching internship and professional identity in a parallel manner. (c) Self-efficacy and learning engagement also sequentially mediated the relationship between teaching internship and professional identity.

Flavaspidic acid BB combined with mupirocin improves its anti-bacterial and anti-biofilm activities against Staphylococcus epidermidis.

BACKGROUND: The increase in drug-resistant opportunistic pathogenic bacteria, especially of antibiotic-resistant Staphylococcus epidermidis (S. epidermidis), has led to difficulties in the treatment of skin and soft tissue infections (SSTI). The major reason for bacterial resistance is the formation of bacterial biofilm. Here, we report a promising combination therapy of flavaspidic acid BB (BB) and mupirocin, which can effectively eradicate the biofilm of S. epidermidis and eliminate its drug resistance. RESULT: The susceptibility test showed that the combination of BB and mupirocin has good antibacterial and antibiofilm activities, and the fractional inhibitory concentration index (FICI) of BB combined with mupirocin was 0.51 ± 0.00 ~ 0.75 ± 0.05, showing synergistic effect. Moreover, the time-kill curve assay results indicated that the combination of drugs can effectively inhibit the planktonic S. epidermidis. After drugs treatment, the drug-combination showed significantly inhibitory effects on the metabolic activity and total biomass in each stage of biofilm formation. The synergistic effect is likely related to the adhesion between bacteria, which is confirmed by field emission scanning electron microscope. And the expression level of aap, sarA and agrA genes were detected by real-time quantitative PCR (qRT-PCR). CONCLUSION: Our study provides the experimental data for the use of BB for the clinical treatment of skin infections and further demonstrate the potential of BB as a novel biofilm inhibitor.

The Possible Effects of Breastfeeding on Infant Development at 3 Months: A Case-Control Study.

Objective: To examine the influence of exclusive breastfeeding on infant development among 3-month-old infants in a Chinese population. Methods: Mothers and their 3-month-old infants were recruited from four maternal and child health hospitals from April 2018 to March 2019. Based on the infants' feeding patterns, the mother-infant dyads were divided into two groups: exclusive breastfeeding and formula feeding groups. Infant development was evaluated using the Chinese version of the Ages and Stages Questionnaires, 3rd edition (ASQ-C), and maternal depression, parenting confidence, and infant temperament were also assessed using the relevant scales/questionnaires. Multivariate logistic regression analysis was conducted to explore the effects of feeding patterns on infant development at 3 months. Results: The data from 417 mother-infant dyads were analyzed. For the breastfeeding group and formula feeding group, the risk of developmental delay measured by the ASQ-C was 4.1% (10/244) and 9.3% (16/173) respectively for the communication domain; 5.7% (14/244) and 8.1% (14/173) for problem-solving domain and 6.2% (15/244) and 12.1% (21/173) for personal-social domain, respectively. Compared with exclusive breastfeeding, formula feeding was a risk factor for delayed development of communication (adjusted odd ratio [aOR] = 2.60, 95% confidence interval [CI] = 1.42-4.75) problem-solving (aOR = 1.91, 95% CI = 1.06-3.45), and personal-social skills (aOR = 1.96, 95% CI = 1.12-3.42). Conclusions: Exclusive breastfeeding is important for infant communication, problem solving, and social interaction at the age of 3 months. Formula-fed infants may be at a higher risk of developmental delay than exclusively breast-fed infants. It is necessary to encourage mothers to establish and continuous breastfeeding.