The differing relationships between academic discipline, sleep hygiene, and dysfunctional sleep attitudes on sleep quality and duration in Canadian university students.

Objectives: This study sought to understand how university student's academic discipline relates to sleep factors including attitudes, hygiene, quality, and duration. Methods: Using a cross-sectional approach, a 30-min survey was advertised to students at two Canadian universities in March of 2022. Sleep measures included the Dysfunctional Beliefs and Attitudes Scale, the Sleep Hygiene Index, the Pittsburgh Sleep Quality Index, and the Insomnia Severity Index. Academic discipline was categorized into four groups: Health, Arts, Sciences, and Engineering. Multiple linear regressions were used to investigate (1) the effect of academic discipline on sleep measures, and (2) the effect of academic discipline, dysfunctional sleep attitudes, and sleep hygiene practices on insomnia, sleep quality and duration. Results: 1,566 students completed the survey (69.4% women; 80.3% undergraduates). Compared to Health students, Art students had worse dysfunctional sleep attitudes, hygiene, quality, and insomnia severity (p < 0.001). This relationship disappeared after controlling for differences in mental health (p ≥ 0.05). Art students had longer sleep durations (p < 0.01), whereas Engineering students had shorter sleep durations (p < 0.05). When dysfunctional sleep attitudes and hygiene were included in the model, both academic discipline (p < 0.05) and sleep hygiene (p < 0.001) were associated with sleep duration. Sleep hygiene and attitudes were also associated with sleep quality and insomnia severity (p < 0.001), while academic discipline was not (p ≥ 0.05). Discussion: These results suggest differences in sleep quality across academic discipline are impacted by dysfunctional sleep attitudes, sleep hygiene, and mental health, whereas differences in sleep duration appear to be independent of these factors. Overall, students in different academic disciplines have unique relationships with sleep and thus may require targeted approaches to improve their sleep. Future interventions should focus on supporting sleep hygiene and attitudes to improve students' sleep and well-being.

Maternal depression and early childhood development among children aged 24-59 months: the mediating effect of responsive caregiving.

This study examined whether maternal depression is related to Early Childhood Developmental (ECD) delay among children by quantifying the mediating contribution of responsive caregiving. We used data from 1235 children (Children's mean age = 50.4 months; 582 girls, 653 boys, 93.9% were Han), selected through convenience sampling, in 2021. 4.7% of children had ECD delay, 34.3% of mothers had depression. Children with depressed mothers were less likely to receive responsive caregiving (OR 4.35, 95% CI 2.60-7.27), and those who did not receive responsive caregiving were more likely to experience ECD delay (OR 3.89, 95% CI 1.89-8.02). Responsive caregiving partly mediated the relationship between maternal depression and ECD. Early intervention for children with depressed mothers is worthy of further investigation.

Disciplinary behaviour management strategies in schools and their impact on student psychosocial outcomes: A systematic review.

Background: Disciplinary behaviour management strategies are implemented in schools to manage pupil behaviour. There is limited evidence of their intended impact on behaviour but there is growing concern around the potential negative impacts on pupil wellbeing. Methods: We carried out a systematic review to examine the impact of these strategies on psychosocial outcomes in pupils (PROSPERO Registration: CRD42021285427). We searched multiple sources and double-screened titles, abstracts, and full texts. Data extraction and risk of bias assessment were done by one reviewer and checked by another. Results were narratively synthesised. Results: We included 14 studies, from 5375 citations, assessing temporary suspension (n=10), verbal reprimand (n=2), and mixed strategies (n=2). Depression was the most common outcome (n=7), followed by academic grades (n=4) and behaviour in class (n=4). All except one study were at high risk of bias. We found a recurring pattern in the evidence of disciplinary strategies associated with poor mental wellbeing and behaviour in pupils. The effect on academic attainment was unclear. Conclusions: Disciplinary behaviour management strategies may have negative impact on pupil mental wellbeing and class behaviour. These important consequences should be assessed in better designed studies before these strategies are implemented.

How does school discipline affect pupil mental health and wellbeing? A systematic review In England, a variety of approaches are used in schools to manage pupils' behaviour. There isn't much evidence about their impact on behaviour, but there's growing concern they might negatively affect pupils' wellbeing. We systematically reviewed the published research to understand the impact of these behaviour management strategies on pupils' wellbeing. We searched multiple sources and two people looked at titles, abstracts and full papers. One reviewer extracted the data and assessed the studies for risk of bias, while another checked this work. Results from all studies were combined together in text and tables. We included 14 studies from the 5,375 papers that we looked at. Included studies explored at a range of strategies, including temporary suspension (10 studies), verbal reprimand or being told off (2 studies), and a combination of strategies (2 studies). Seven studies looked at whether these strategies led to depression, four looked at the impact on exam grades and four on behaviour in class. All except one study were at high risk of bias, meaning we can't fully trust their findings. Many of the studies showed these disciplinary strategies were linked to poor mental wellbeing and behaviour in pupils. The effect on exam results wasn't clear. It appears pupil mental wellbeing and class behaviour was made worse by these strategies. These are important impacts and should be researched in high quality studies before these strategies are used further.

Deep learning-enhanced R-loop prediction provides mechanistic implications for repeat expansion diseases.

R-loops play diverse functional roles, but controversial genomic localization of R-loops have emerged from experimental approaches, posing significant challenges for R-loop research. The development and application of an accurate computational tool for studying human R-loops remains an unmet need. Here, we introduce DeepER, a deep learning-enhanced R-loop prediction tool. DeepER showcases outstanding performance compared to existing tools, facilitating accurate genome-wide annotation of R-loops and a deeper understanding of the position- and context-dependent effects of nucleotide composition on R-loop formation. DeepER also unveils a strong association between certain tandem repeats and R-loop formation, opening a new avenue for understanding the mechanisms underlying some repeat expansion diseases. To facilitate broader utilization, we have developed a user-friendly web server as an integral component of R-loopBase. We anticipate that DeepER will find extensive applications in the field of R-loop research.

Academic education of midwives in Germany (part 2): Opportunities and challenges for the further development of the profession of midwifery. Position paper of the Midwifery Science Committee (AHW) in the DACH Association for Medical Education (GMA).

The objective of academic training is to prepare midwives as independent healthcare professionals to make a substantial contribution to the healthcare of women in their reproductive years as well as to the health of their children and families. This article therefore describes the professional and educational requirements derived from the legal midwifery competencies within the new midwifery act. Furthermore, it identifies the conditions that need to be established to enable midwives in Germany to practise to their full scope in compliance with statutory responsibilities. Educational science, academic efforts, policymaking and accompanying research should work in synergy. This in turn enables midwives to achieve the maximum scope of their skills, with the objective of promoting physiological pregnancies and births. Consequently, it can strengthen early parenthood in alignment with the national health objectives of "health around childbirth". The academisation of the midwifery profession presents a profound opportunity for professional development in Germany. It is essential that midwives receive training based on the principles of educational science and care structures that are yet to be developed. This can enable them to perform within the wide range of their professional tasks to the highest standards, thereby ensuring the optimal care of their clients. Moreover, there is a chance to implement sustainable improvements in healthcare provision for women and their families during the reproductive phase and the period of parenthood in Germany.

Longitudinal effects of parental adverse childhood experiences on offspring problematic media use: The serial mediating role of psychological distress and harsh discipline.

BACKGROUND: Adverse childhood experiences (ACEs) may lead to increased problematic media use (PMU). However, whether parental adverse childhood experiences predict offspring PMU, and the mediating roles of psychological distress and harsh discipline, two common mechanisms underlying the intergenerational transmission of parental ACEs, in this relationship have not been examined in Chinese samples. OBJECTIVE: This study examined the serial mediating effects of psychological distress and harsh discipline on the association between parental ACEs and children's PMU. PARTICIPANTS AND SETTING: Participants were 617 three-year-old children and their parents (mean age of 33.24 years, SD = 4.01) from Wuhu, China. METHODS: Parents completed online questionnaires measuring ACEs, psychological distress, and demographic information in September 2022 (Time 1). Parents completed online questionnaires measuring harsh discipline and offspring PMU in September 2023 (Time 2). Macro Process 6 was used to test two serial mediating effects of psychological distress and corporal punishment, as well as psychological distress and psychological aggression. A total of 5000 bootstrap samples were used to estimate the 95 % confidence intervals. A significant effect was indicated by a 95 % confidence interval that did not include zero. RESULTS: The findings suggest that parental ACEs directly and positively predict offspring PMU. Psychological distress and harsh discipline mediate the association between maternal ACEs and offspring PMU parallelly and sequentially. CONCLUSIONS: Our findings highlight the importance of addressing psychological distress and harsh discipline when designing interventions targeting Chinese parents exposed to ACEs and their children.

The 6Ps of Preparing a Manuscript: Prior Preparation Prevents Potentially Poor Performance.

The process of writing a scientific document, whether it be a PhD thesis, a paper, review, chapter, book or even a book series, always begins with only one word. Why can writing a manuscript be so difficult to start? If there are sufficient data for the task, there is only one reason; vacillation. To address this serious and psychologically debilitating issue, this perspective will discuss the ethos of publishing and provide a solution for vacillation. The concept of sufficient novel data will be examined along with the criteria for identifying an appropriate home for a manuscript. The bare process of preparation will be described, which ultimately relies on discipline, routine, formatting and further discipline, with the ultimate goal being the production and quality control of a manuscript of the highest quality that you can achieve. The value of the secondary literature, namely reviews, chapters and books will be highlighted, specifically with regard to the building of a reputation and leaving a lasting legacy. The psychology of publishing, particularly dealing with success and failure will be covered, as this topic is often overlooked, and can have serious and deleterious mental health consequences. A balanced view of publication metrics will be given, showing that such factors are in some cases, purely a business strategy for publishing houses. Ideas to build one's career through networking, reviewing and being an ambassador for one's discipline are also given. As a former member of the Editorial Advisory Board of the Journal of Natural Products (2018-2022), an overview of the manuscript writing process from a personal and professional perspective is emphasized to encourage all to avoid the trials and tribulations of procrastination.

Caregiver preferences for physically harsh discipline of children in rural Uganda.

Purpose: Physically harsh discipline is associated with poor developmental outcomes among children. These practices are more prevalent in areas experiencing poverty and resource scarcity, including in low- and middle-income countries. Designed to limit social desirability bias, this cross-sectional study in rural Uganda estimated caregiver preferences for physically harsh discipline; differences by caregiver sex, child sex, and setting; and associations with indicators of household economic stress and insecurity. Method: Three-hundred-fifty adult caregivers were shown six hypothetical pictographic scenarios depicting children whining, spilling a drink, and kicking a caregiver. Girls and boys were depicted engaging in each of the three behaviors. Approximately half of the participants were shown scenes from a market setting and half were shown scenes from a household setting. For each scenario, caregivers reported the discipline strategy they would use (time out, beating, discussing, yelling, ignoring, slapping). Results: Two thirds of the participants selected a physically harsh discipline strategy (beating, slapping) at least once. Women selected more physically harsh discipline strategies than men (b = 0.40; 95% confidence interval [CI], 0.26 to 0.54). Participants shown scenes from the market selected fewer physically harsh discipline strategies than participants shown scenes from the household (b = -0.51; 95% CI, -0.69 to -0.33). Finally, caregivers selected more physically harsh discipline strategies in response to boys than girls. Indicators of economic insecurity were inconsistently associated with preferences for physically harsh discipline. Conclusions: The high prevalence of physically harsh discipline preferences warrant interventions aimed at reframing caregivers' approaches to discipline.

[Current landscape and emerging trends in academic development of traditional Chinese medicine in new era].

The discipline development is the pillar for the development of traditional Chinese medicine( TCM). The academic progress in TCM is the commanding height of the discipline development of TCM. To lead and promote the development and academic progress of TCM, the China Association of Chinese Medicine has summarized the Top Ten Academic Achievements in Traditional Chinese Medicine during 2020-2022, the Major Scientific Problems, Engineering Technical Problems, and Industrial Technical Problems in Traditional Chinese Medicine during 2019-2023, and the Remarkable Research Achievements of Traditional Chinese Medicine during 2012-2022. Based on the above research reports and the research achievements awarded the national science and technology prizes in TCM in the last 20 years and according to the current situation and layout of TCM discipline development, this paper reviews the major research achievements of TCM in the last two decades and the latest research progress in TCM during 2020-2023. The major scientific, engineering technical, and industrial technical problems in TCM are analyzed and the emerging trends of TCM are prospected in accordance with the development laws and characteristics of TCM. This review provides new ideas and reference for the high-quality development of TCM in the new era.

The Moderating Effects of Gender and Study Discipline in the Relationship between University Students' Acceptance and Use of ChatGPT.

The intensive adoption of ChatGPT by university students for learning has encouraged many scholars to test the variables that impact on their use of such AI in their learning. This study adds to the growing body of studies, especially in relation to the moderating role of students' gender and their study discipline in their acceptance and usage of ChatGPT in their learning process. This study expanded the Unified Theory of Acceptance and Use of Technology (UTAUT) by integrating gender as well as study disciplines as moderators. The study collected responses from students in Saudi universities with different study disciplines and of different genders. The results of a structural model using Smart PLS showed a significant moderating effect of gender on the relationship between performance expectancy and ChatGPT usage. The results confirmed that the impact of performance expectancy in fostering ChatGPT usage was stronger in male than in female students. Moreover, social influence was shown to significantly affect males more than females in relation to ChatGPT usage. In addition, the findings showed that study discipline significantly moderates the link between social influence and ChatGPT usage. In the same vein, social influence significantly influences ChatGPT use in social sciences more than in applied sciences. Hence, the various implications of the study were discussed.

Is religious affiliation associated with parent disciplinary behavior in Suriname and Guyana.

BACKGROUND: Although limited, there is some evidence that certain physical punishments may vary by household religion. OBJECTIVE: This study aimed to determine whether parent disciplinary behavior varies by religious affiliation in two countries which have large, diverse religious groups. PARTICIPANTS AND SETTING: Data from Multiple Indicator Cluster Surveys for Suriname (2018) and Guyana (2019-20), which contain nationally representative household samples, were used. The study was restricted to the three most prevalent religious groups: Christians, Hindus, and Muslims. METHODS: Adult responses to a standardized survey that included questions about use of disciplinary behaviors in the household towards children (aged 1-14 years) were examined in relation to religious affiliation of the head-of-household and multiple covariates. RESULTS: Of the 3518 Suriname households, 62.4 %, 23.3 % and 14.3 % were Christians, Hindus, and Muslims, respectively. Compared to Christians, children in both Hindu and Muslim households had significantly lower odds of being hit with an object in adjusted logistic regression models. However, only Hindus had lower odds of being spanked and Muslims lower odds of exposure to a combined physical and non-physical practice, compared to Christians. Of the 2535 Guyana households, 69.5 %, 23.5 % and 7.0 % were Christians, Hindus, and Muslims, respectively. Children in Hindu, but not Muslim households, had significantly lower odds of being spanked, hit with an object, and exposed to a combine practice in adjusted models compared to Christians. CONCLUSIONS: Partial support was found for a potential influence of religion on some disciplinary behaviors. Further investigation is warranted to identify possible conditions and mechanisms.

The long-term consequences of school suspension and expulsion on depressive symptoms.

Exposure to exclusionary discipline has been tied to several deleterious outcomes in adulthood, including contact with the criminal legal system. While this work provides interesting insight into the long-term consequences tied to this form of school punishment, few have attempted to consider whether and how, exclusionary discipline practices, in particular, school suspension and expulsion shape mental health patterning over the life course. Using panel data from the National Longitudinal Study of Adolescent to Adult Health, we contribute to this body of literature by examining whether exposure to school suspension or expulsion shapes depressive symptom trajectories from adolescence to adulthood. Results from our mixed-effects linear growth curve models demonstrate both forms of exclusionary discipline play a significant role in depressive symptom trajectories. We find suspended and expelled youth exhibit significantly higher depressive symptoms in adolescence when compared to their counterparts with no history of suspension or expulsion. Results also show age variation in depressive symptom trajectories by history of exposure to exclusionary discipline. Specifically, results show the depressive symptoms gap between disciplined and non-disciplined youth slightly dissipates as youth age into early adulthood, but as individuals begin to transition out of this stage of the life course, the gap in depressive symptoms widens substantially. Results carry implications for how punitive disciplinary practices in schools shape mental health from adolescence to adulthood.

[Professionalisation means building a structured and structured nursing structure]. / La professionnalisation, c'est bâtir un édifice infirmier structuré et structurant.

While the Ministry of Health has been communicating for several months about the launch of the reform of the nursing profession, work finally began in mid-2023 in the field of practice, to  efine the new perimeters to be covered for the profession of tomorrow. At the same time, the move towards university-based initial nursing training, which began in 2009, is continuing, with discussions starting at the end of 2023 on educational engineering, selection procedures, placements, student rights, the fundamentals of research teaching, etc. Between increasing skills and the associated responsibilities, and establishing a disciplinary field, the development of the profession is part of a gradual historical construction.

The Impact of Harsh Parental Discipline and Emotional Warmth on Adolescent Problem Behaviors.

Purpose: This study, grounded in Social Information Processing Theory, integrates emotional warmth and harsh discipline into a unified model to investigate their differential effects on adolescents' internalized and externalized problem behaviors, as well as to explore the potential divergences in the mediating role of inhibitory control. Patients and Methods: Four hundred and twenty-eight adolescents completed validated scales of Egna Minnen av Barndoms Uppfostran (EMBU), Inhibitory Control and The Youth Self-Report (YSR), Data analysis was performed using SPSS 26.0 and Mplus7.4 to examine the relationship between harsh parental discipline, emotional warmth, adolescent inhibitory control, and internalized and externalized problem behaviors and the mediating effects. Results: The present study revealed that (1) Harsh parental discipline negatively predicted both internalized and externalized problems in adolescents, while emotional warmth from fathers positively predicted internalized problem behaviors; (2) Inhibitory control acted as a mediator in the impact of harsh parental discipline on problem behaviors, while the mediating effect between paternal emotional warmth and internalization issues was not significant. Conclusion: The impact of emotional warmth and harsh discipline on adolescent internalized and externalized problems varied. In families practicing a mixed parenting style, harsh discipline had a more significant effect on adolescents, primarily mediated through inhibitory control.

Intersectionality and school racial climate to create schools as sites of fairness and liberation for Black girls.

Within this article, we utilize intersectionality theory as a framework for understanding the experiences of Black girls who attend PK-12 schools in the United States. Black girls' experiences are then illuminated within the context of the school racial climate research. We then add an intersectional lens to the school racial climate research to demonstrate how specific aspects of the school environment influence the experiences and perceptions of Black girls and their developmental outcomes. Finally, we conclude with recommendations for helping schools become fair and liberatory spaces that honor the full humanity of Black girls, their current schooling experiences, and their visions for their future selves.

Positive student-teacher relationships and exclusionary discipline practices.

Teacher-student relationships are beneficial for students and especially important in the middle school context. Suspensions are critical to reduce as it can be detrimental to the educational trajectory of students, particularly for marginalized students in underfunded schools. This study looked at the relations between teacher-student relationships and suspensions across the academic year in a sample of students (N = 541) and teachers (N = 51) in two urban school districts in the Midwest. A brief measure of teachers' perceptions of relationships with students completed in the fall of the academic year predicted the odds of receiving in-school suspension (ISS; odds ratio [OR] = 0.65) and out-of-school suspension (OSS; OR = 0.72) by the end of the school year. Student reports of the relationships were also associated with ISS (OR = 0.94), but not OSS. On average, teachers' report on the scale improved over the course of the school year (d = 0.11); however, student report of the relationships worsened (d = 0.30). The difference in the student report of the relationships from fall to spring was also associated with the odds of receiving ISS and OSS (ORs = 0.94). These findings suggest that student and teacher perceptions together are associated with harsh discipline practices that can negatively impact students' developmental trajectories. Relationships can change but direct action is necessary to develop, maintain, and repair relationships during the academic year.

Saving one's face while saving one's soul? The refraction of tactical approaches to penance as a disciplinary device in Counter-Reformation Italy.

Sociohistorical research suggests that religious discourses and practices have been powerful in producing disciplined lines of conduct. Typically, however, this work has only considered the long-term consequences of discursive shifts or the one-sided outcomes of disciplinary practices. In contrast, this paper shows how the creative appropriation of disciplinary devices can instigate their transfiguration into additional disciplinary tools. By examining manuals for confession published in Counter-Reformation Italy, I identify three tactics via which believers allegedly approached Sacramental Penance as an impression management tool. The authors of these cultural objects detected the diffusion of these tactics and circulated their depictions to alert confessors and stigmatize believers who enacted them. These findings suggest that the theorizing of disciplining processes has to consider how the tactical appropriation of disciplinary practices can trigger processes of refraction via which their negative representations are reified and circulated as further disciplinary tools.

Examining and Comparing the First Public Olympic and Competitive Sports Misconduct Registry with the National Sex Offense Registry.

In 2017, the U.S. Center for SafeSport launched the first public disciplinary sports registry listing individuals accused of engaging in harmful behavior against child and adult athletes. Our study reviews information from 1,161 individuals on SafeSport's sports registry. Of the individuals on the sports registry, 22% were concurrently listed on the national registry for sexual offenses. Relative to individuals listed only on the sports registry, those on both registries were 4.5 and 1.4 times more likely to have sexual misconduct allegations and allegations involving a child, respectively. Of those on both registries, 31% were on the national registry approximately seven years before appearing on the sports registry. We discuss whether and how public registries represent effective strategies for crime prevention.

Models for designing health-oriented nursing practice : contributions to nursing practice and the nursing discipline / Des modèles pour concevoir la pratique infirmière pour la santé : quels apports à la pratique et la discipline infirmières ?

Health generally represents what nurses should strive for in their practice. However, due to their general nature, the definitions of health are problematic for designing a health-oriented nursing practice. Rather than attempting to design it through a conceptual definition of what health is, some authors from the human sciences suggest using models that allow for a concrete commitment to health. Although this avenue is little explored in nursing, it is suggested that these practice-oriented health models would make it possible to design actionable mechanisms that generate health through practices, like nursing. The objective of this article is, through existing practice-oriented health models, to propose actionable mechanisms of health-oriented nursing practice. By invoking two models, from the writings of the philosopher Nordenfelt, as well as the sociologist Venkatapuram, two illustrations are proposed, both of which allow us to propose different actionable mechanisms. Anchored in the values that support a health-oriented practice, as well as in a descriptive component, this reflection highlights the potential of such models to concretely pursue a health-oriented nursing practice. These proposals appear to be promising for the participation of nursing science in the transdisciplinary understanding of health.

La santé représente généralement ce vers quoi les infirmières devraient tendre dans leur pratique. Toutefois, par leurs natures générales et parfois divergentes, les définitions du concept de santé s'avèrent problématiques pour concevoir une pratique infirmière engagée pour la santé. Plutôt que de tenter de la concevoir par une définition du concept de santé, certains auteurs des sciences humaines suggèrent de recourir à des modèles qui permettent de s'y engager concrètement. À partir de modèles existants de pratique pour la santé, l'objectif de cet article est de proposer des mécanismes actionnables permettant de générer une pratique infirmière pour la santé. Par l'invocation de deux modèles, provenant des écrits du philosophe Nordenfelt, ainsi que du sociologue Venkatapuram, deux illustrations sont proposées, permettant toutes deux de concevoir différents mécanismes actionnables. Par un ancrage dans les valeurs constitutives d'une pratique pour la santé, et par une composante descriptive, cette réflexion met en évidence le potentiel de tels modèles pour poursuivre concrètement une pratique infirmière pour la santé. Ces propositions semblent porteuses à la participation des sciences infirmières à la compréhension transdisciplinaire du concept de santé.

Examining differential effects of an equity-focused schoolwide positive behavioral interventions and supports approach on teachers' equity in school discipline.

Following a randomized controlled trial that showed effectiveness of an equity-centered positive behavioral interventions and supports (PBIS) professional development intervention on student discipline in elementary schools, we studied the extent to which the intervention had differential effects on individual teachers' use of exclusionary discipline. Using the sample of teachers from the randomized controlled trial (n = 348), we assessed whether (a) changes in teacher use of office discipline referrals over the course of 2 school years and (b) intervention acceptability were moderated by teacher demographic characteristics (e.g., race/ethnicity, experience) or teacher attitudes (e.g., awareness of biases and commitment to equity). Results from multilevel models using two discipline outcomes (i.e., office discipline referrals issued to Black students and equity in office discipline referrals) did not show significant moderation effects for any demographic or attitude variables. Results of intervention acceptability found that teachers with pre-existing commitments to bias reduction found the intervention more acceptable, although means were consistently high across the sample. Findings indicate that the intervention was similarly effective on teacher discipline practices, regardless of teacher demographics or pre-existing attitudes, lending more support to the intervention's promise.