Selective social interactions and speed-induced leadership in schooling fish.

Animals moving together in groups are believed to interact among each other with effective social forces, such as attraction, repulsion, and alignment. Such forces can be inferred using "force maps," i.e., by analyzing the dependency of the acceleration of a focal individual on relevant variables. Here, we introduce a force map technique suitable for the analysis of the alignment forces experienced by individuals. After validating it using an agent-based model, we apply the force map to experimental data of schooling fish. We observe signatures of an effective alignment force with faster neighbors and an unexpected antialignment with slower neighbors. Instead of an explicit antialignment behavior, we suggest that the observed pattern is the result of a selective attention mechanism, where fish pay less attention to slower neighbors. This mechanism implies the existence of temporal leadership interactions based on relative speeds between neighbors. We present support for this hypothesis both from agent-based modeling as well as from exploring leader-follower relationships in the experimental data.

Association between breastfeeding duration and educational attainment in rural Southwest Uganda: a population-based cohort study.

BACKGROUND: Breastfeeding is important for early childhood nutrition and health. The positive effects on educational outcomes may be attributed to socioeconomic factors. Socioeconomic status is not a strong predictor of breastfeeding in sub-Saharan African countries. Yet, few studies have investigated the association between breastfeeding and educational outcomes in these countries. OBJECTIVE: This study investigated the association between breastfeeding duration and children's educational attainment in rural Southwest Uganda. METHODS: We analysed longitudinal data on 3018 children who had information on breastfeeding and were followed for at least 5 years, with at least one primary school grade recorded by 2005. Data on breastfeeding duration were collected from mothers. The highest school grade was recorded repeatedly between ages 6 and 12 years. We calculated age-for-grade based on whether a child was on, over, or under the official age for a grade. Generalised estimating equations and binary logistic regression estimated the effect of breastfeeding duration on being 2 years, 3 or more years, or any years over-age for grade in primary school, adjusting for socioeconomic status and maternal-child characteristics. RESULTS: Most mothers breastfed for more than a year. Just over one-third breastfed for 18-23 months, and 30% breastfed for longer. By age eight, 42% of the children were two years over-age for their grade. Three or more years over-age for grade increased from 19% at age nine to 56% at age 12. Both adjusted and unadjusted estimates were consistent in showing reduced odds for children being 2 years, 3 or more years, or any years over-age for grade among children breastfed for 7-12, 13-17, 18-23, and > 23 months compared to those breastfed for 0-6 months. There was no evidence to support an overall association between breastfeeding duration and being over-age for grade. There was no evidence of association in the sex and age sub-group analyses. CONCLUSION: Although we found no association between breastfeeding duration and educational attainment, breastfeeding remains important for children's health and nutrition, and mothers should be encouraged and supported to breastfeed for the recommended duration.

Main findings: We found no clear evidence of an association between breastfeeding duration and educational attainment in rural Uganda.Added knowledge: The findings of this study contribute to a better understanding of the relationship between breastfeeding and educational outcomes in sub-Saharan African countries, where evidence on this topic is limited.Global health impact for policy and action: Our findings should not discourage breastfeeding, as it is essential for infant health and nutrition.

Home-schooling and caring for children during the COVID-19 lockdown in the UK: emotional states, systems of support and coping strategies in working mothers.

Introduction: We examined the experience of the intensification of home-schooling and/or childcare in working mothers in the United Kingdom during the first national COVID-19 lockdown. Our focus was on understanding how mothers dealt with this challenging period both emotionally and practically. Methods: Eligible mothers (n = 47; Mage = 39.6) participated in an anonymous online survey of openended questions. Results: Thematic analysis of responses showed that mothers found home-schooling and/or childcare to be challenging. This was particularly notable in situations where support from partners, schools, and workplaces was limited. For single working mothers, the absence of support resources was especially impactful. Mothers often felt overly stressed trying to balance work and family responsibilities, guilty for not meeting their child's needs, and were worried over their child's well-being and academic progress and over increasing work demands. Common strategies mothers used to cope with the challenges of home-schooling and/or childcare included adopting a positive outlook, implementing flexible family structures, increasing family connectedness, and negotiating alternative partnership models. Discussion: The intensification of home-schooling and/or childcare during the lockdown in the United Kingdom negatively affected maternal well-being, particularly due to limited support. These findings underscore the importance of prioritizing maternal wellbeing in post-pandemic recovery efforts. Additionally, they highlight the social dimension of maternal wellbeing and suggest a comprehensive approach to support it that includes both timely access to intervention for mental health but also implementing family-friendly work policies and offering support with childcare and children's learning as essential measures.

Education and cardiovascular diseases: a Mendelian randomization study.

Background: Observational studies have indicated a potential association between education and cardiovascular diseases (CVDs). However, uncertainties regarding the causal relationship persist. Therefore, this study aimed to investigate whether higher levels of education causally reduce the risks of CVDs. Methods: Employing a two-sample Mendelian randomization (MR) design, our study examined the relationship between education and ten different CVDs. Utilizing data from the IEU Open GWAS database, relevant single nucleotide polymorphisms (SNPs) were identified through stringent screening criteria. Causality was assessed using the inverse-variance weighted (IVW), ME-Egger regression, and weighted median methods. Sensitivity analyses, including heterogeneity and pleiotropy tests, were conducted to ensure the robustness of our findings. Results: Our study identified a genetic predisposition associated with an additional 3.6 years of education, which significantly reduced the risk of various CVDs. Specifically, this genetic factor was found to lower the risk of type 2 diabetes by 46.5%, coronary heart disease by 37.5%, ischemic stroke by 35.4%, cardiac-related mortality by 28.6%, heart failure by 28.2%, transient ischemic attack by 24%, atrial fibrillation by 15.2%, peripheral artery disease by 0.3%, and hypertension by 0.3%. However, no significant evidence revealed a causal relationship between education and pulmonary embolism. Conclusion: Our study provides robust evidence supporting the role of higher educational attainment in reducing the incidence of various cardiovascular diseases, including type 2 diabetes, coronary heart disease, ischemic stroke, cardiac-related mortality, heart failure, transient ischemic attack, atrial fibrillation, peripheral artery disease, and hypertension. However, the impact of education on pulmonary embolism remains inconclusive.

Causal association between years of schooling and the risk of traumatic brain injury: A two-sample mendelian randomization analysis.

OBJECTIVE: To investigate whether the number of years of schooling are causally associated traumatic brain injury (TBI). We aimed to investigate whether the number of years of schooling are causally associated TBI. METHODS: We investigate the prospective causal effect of years of schooling on TBI using summary statistical data. The statistical dataset comprising years of schooling (n = 293,723) from genome-wide association studies (GWASs) deposited in the UK Biobank was used for exposure. We used the following GWAS available in the FinnGen dataset: individuals with TBI (total = 13,165; control = 136,576; number of single nucleotide polymorphisms [SNPs] = 16,380,088). RESULTS: Seventy significant genome-wide SNPs from GWAS datasets with annotated years of schooling were selected as instrumental variables. The inverse variance weighted method results supported a causal relationship between years of schooling and TBI (odds ratio (OR), 0.78; 95 % confidence interval (CI), 0.62-0.98; P = 0.029). MR-Egger regression showed that polydirectionality was unlikely to bias the results (intercept = 0.007, SE = 0.01, P = 0.484) and demonstrated no causal relationship between years of schooling and TBI (OR, 0.52; 95%CI, 0.17-1.64; P = 0.270). The weighted median method revealed a causal relationship with TBI (OR, 0.73; 95%CI, 0.55-0.98; P = 0.047). A Cochran's Q test and funnel plot did not show heterogeneity nor asymmetry, indicating no directional pleiotropy. CONCLUSIONS: The current investigation yields substantiation of a causal association between years of schooling and TBI development. More years of schooling may be causally associated with a reduced risk of TBI, which has implications for clinical and public health practices and policies.

Education increases patience: Evidence from a change in a compulsory schooling law.

I investigate the causal effect of education on time preferences. To deal with the endogeneity of education, I exploit exogenous variation in education imposed by a Turkish school reform that raised compulsory education from five to eight years. I find that education causes individuals to make more patient inter-temporal choices but does not induce them to report being more patient. I also provide evidence that the effect of education on patient inter-temporal choices does not operate through changes in financial well-being.

The Effect of Uncertainty Training on the Improvement of Diagnostic Ability in Chinese Medical Students.

Objective: To evaluate the effect of the uncertainty training on improvement of students' diagnostic ability. Methods: Data were collected on 70 fifth-year medical students enrolled in the Case Discussion courses on Obstetrics and Gynecology in the spring of 2020. Of these students, 36 were in the uncertainty training group and 34 in the control group. The effect of training was evaluated by cognitively diagnostic assessment which mapped exam questions to 4 attributes assessing clinical reasoning and basic science knowledge. Results: Uncertainty training was able to improve students' ability to use basic science concepts for inference and problem solving, and the ability to integrate complex clinical information to arrive at a diagnosis. But it could not improve students' ability on the basic recall of foundational concepts and the ability to use basic science concepts in clinical reasoning. Medical students could do well in integrating complex clinical information although they didn't recall basic science knowledge well. Conclusion: Uncertainty training could be used as an effective teaching method in Case Discussion course on Obstetrics and Gynecology. However, students still need to improve their basic knowledge besides the training.

Co-benefits from health and health systems to education.

This review draws on over 70 studies spanning 2000 to 2023 to analyze the causal effect of health on educational outcomes. Health and health system interventions during the prenatal, infant, and childhood period impact longer-run educational attainment and performance. The magnitude of these effects is both statistically and economically significant, comparable in size to impacts on educational outcomes of interventions found in the literature. These impacts of health and health system interventions differ across gender and socioeconomic status, illustrating how health and health systems can exacerbate or mitigate educational inequalities. By showing the intertwined nature of health and education, this review highlights the importance of a comprehensive approach in policy-making that aligns with the Sustainable Development Goals.

Hydrodynamic analysis of fin-fin interactions in two-manta-ray schooling in the vertical plane.

This study investigates the interaction of a two-manta-ray school using computational fluid dynamics simulations. The baseline case consists of two in-phase undulating three-dimensional manta models arranged in a stacked configuration. Various vertical stacked and streamwise staggered configurations are studied by altering the locations of the top manta in the upstream and downstream directions. Additionally, phase differences between the two mantas are considered. Simulations are conducted using an in-house developed incompressible flow solver with an immersed boundary method. The results reveal that the follower will significantly benefit from the upstroke vortices (UVs) and downstroke vortices depending on its streamwise separation. We find that placing the top manta 0.5 body length (BL) downstream of the bottom manta optimizes its utilization of UVs from the bottom manta, facilitating the formation of leading-edge vortices (LEVs) on the top manta's pectoral fins during the downstroke. This LEV strengthening mechanism, in turn, generates a forward suction force on the follower that results in a 72% higher cycle-averaged thrust than a solitary swimmer. This benefit harvested from UVs can be further improved by adjusting the phase of the top follower. By applying a phase difference ofπ/3to the top manta, the follower not only benefits from the UVs of the bottom manta but also leverages the auxiliary vortices during the upstroke, leading to stronger tip vortices and a more pronounced forward suction force. The newfound interaction observed in schooling studies offers significant insights that can aid in the development of robot formations inspired by manta rays.

A stochastic differential equation model for predator-avoidance fish schooling.

This paper presents a mathematical model based on stochastic differential equations (SDEs) to depict the dynamics of a predator-prey system in an aquatic environment characterized by schooling behavior among the prey. The model employs a particle-like approach, incorporating attractive and repulsive forces, akin to phenomena observed in molecular physics, to capture the interactions among the constituent units. Two hunting tactics of the predator, center-attacking and nearest-attacking strategies, are integrated into the model. Numerical simulations of this model unveil four distinct predator-avoidance patterns exhibited by schooling prey: Split and Reunion, Split and Separate into Two Groups, Scattered, and Maintain Formation and Distance. Our results also confirm the effectiveness of large groups of schooling prey in mitigating predation risk, consistent with real-life observations in natural aquatic ecosystems. These findings validate the accuracy and applicability of our model.

Effect of Duration of Education on Sexual Activity and the Mediating Role of Illness in Later Life: A Natural Experiment in English Schooling Reform.

This study aimed to examine the effect of increases in the duration of education on sexual activity in later life using the instrumental variable approach. Cross-sectional data were obtained from the English Longitudinal Study of Ageing, Wave 6 (2012/2013) for the analysis. The effect of the duration of education on a binary variable for sexual activity in the past month was examined by two-stage least squares estimation using the 1947 schooling reform as the instrument. A total of 1493 participants were included. The 1947 schooling reform significantly extended the duration of education by a mean of 0.86 years (95% confidence interval (CI), 0.52-1.20; F = 24.70) for men and 0.81 years for women (95% CI, 0.54-1.09; F = 33.82). The second-stage regression showed that an additional year of education increased the probability of having sexual activity in the past month by 0.16 points (95% CI, 0.07-0.25) for men and decreased the probability of having sexual activity in the past month by 0.18 points (95% CI, - 0.30- - 0.05) for women. The causal mediation analysis revealed that long-standing illness mediated the mechanism between education and sexual activity, but the mediational effect was clearly observed only for men: the indirect effect for men was 0.10 (95% CI, 0.01-0.20; the proportion mediated, 78.1%) and for women was - 0.16 (95% CI, - 1.23-0.90; the proportion mediated, 97.8%), respectively. This study confirmed the causal effect of education on sexual activity. However, the effect for men and women was completely opposite.

Implementation of a Cancer Education Program in Rural Counties with the Lowest HPV Vaccination Rates and Health Rankings.

Background: Human papillomavirus (HPV) is the most common sexually transmitted infection (STI). To address STIs, one rural county public school district developed a series of Family Life Programs to educate pre-teens about pertinent health information. The Schooling Cancer Program (SCP) was developed in partnership with the local Cancer Research and Resource Center to raise awareness about cancer risk factors including HPV-related cancers and HPV prevention methods. Methods: We collected a post-evaluation survey from students who attended a SCP session at one of the targeted middle schools. The SCP educated students about topics focusing on healthy lifestyles. The survey asked students' knowledge on the SCP topics, HPV knowledge, tobacco usage, and factors that reduced cancer development. Results: 87% agreed that tobacco products are associated with cancer, and 81% did not agree that E-cigarettes are scientifically proven to be safer than cigarettes. Although we do not have pre-evaluation data about these students' HPV knowledge, our evaluation survey shows that 80% of students correctly identified HPV as the most common STI, and 84% of students correctly identified the factors that decrease their risk of developing cancer. Conclusion: Through this initiative, students learned essential health concepts and HPV-related risk factors.

A comprehensive review of hydrodynamic studies on fish schooling.

Collective motion of organisms is a widespread phenomenon exhibited by many species, most commonly associated with colonial birds and schools of fish. The benefits of schooling behavior vary from defense against predators, increased feeding efficiency, and improved endurance. Schooling motions can be energetically beneficial as schools allow for channeling and vortex-based interactions, creating a less demanding stroke rate to sustain high swimming velocities and increased movement efficiency. Biomimetics is a fast-growing field, and there have been several attempts to quantify the hydrodynamics behind group dynamics and the subsequent benefits of increased maneuverability, which can be applied to unmanned vehicles and devices traveling in a group or swarm-like scenarios. Earlier efforts to understand these phenomena have been composed of physical experimentation and numerical simulations. This literature review examines the existing studies performed to understand the hydrodynamics of group collective motion inspired by schooling habits. Both numerical simulation and physical experimentation are discussed, and the benefits and drawbacks of the two approaches are compared to help future researchers and engineers expand on these models and concepts. This paper also identifies some of the limitations associated with different approaches to studies on fish schooling and suggests potential directions for future work.

The causal effect of educational attainment on stress urinary incontinence: a two-sample mendelian randomization study.

BACKGROUND: Stress urinary incontinence (SUI) is characterized by involuntary urine leakage in response to increased abdominal pressure, such as coughing, laughing, or sneezing. It significantly affects women's quality of life and imposes a substantial disease burden. While pregnancy and childbirth have been previously identified as risk factors for SUI, educational attainment may also play a role. Therefore, this paper investigates the causal relationship between educational attainment and SUI using two-sample Mendelian randomization (TSMR) analysis, years of schooling (YOS), and college or university degree (CUD) as proxies. METHODS: Summary statistics of YOS, CUD, and SUI were obtained from genome-wide association studies (GWAS), and TSMR analysis was applied to explore potential causal relationships between them. Causal effects were mainly estimated using the standard inverse variance weighting (IVW) method, and complementary and sensitivity analyses were also performed using multiple methods. RESULTS: The results indicate that both YOS (OR = 0.994, 95% CI: 0.992-0.996; P = 7.764E-10) and CUD (OR = 0.987, 95% CI: 0.983-0.991; P = 1.217E-09) may have a negative causal effect on SUI. CONCLUSIONS: Improving educational attainment may go some way towards reducing the risk of SUI. Therefore, it is important to increase efforts to improve the imbalance in educational development and safeguard women's health.

Effectiveness of conditional cash transfers, subsidized child care and life skills training on adolescent mothers' schooling, sexual and reproductive health, and mental health outcomes in Burkina Faso and Malawi: the PROMOTE Project pilot randomized controlled trial protocol.

INTRODUCTION: Girls' and women's health as well as social and economic wellbeing are often negatively impacted by early childbearing. In many parts of Africa, adolescent girls who get pregnant often drop out of school, resulting in widening gender inequalities in schooling and economic participation. Few interventions have focused on education and economic empowerment of adolescent mothers in the region. We aim to conduct a pilot randomized controlled trial in Blantyre (Malawi) and Ouagadougou (Burkina Faso) to examine the acceptability and feasibility of three interventions in improving educational and health outcomes among adolescent mothers and to estimate the effect and cost-effectiveness of the three interventions in facilitating (re)entry into school or vocational training. We will also test the effect of the interventions on their sexual and reproductive health (SRH) and mental health. INTERVENTIONS: The three interventions we will assess are: a cash transfer conditioned on (re)enrolment into school or vocational training, subsidized childcare, and life skills training offered through adolescent mothers' clubs. The life skills training will cover nurturing childcare, SRH, mental health, and financial literacy. Community health workers will facilitate the clubs. Each intervention will be implemented for 12 months. METHODS: We will conduct a baseline survey among adolescent mothers aged 10-19 years (N = 270, per site) enrolled following a household listing in select enumeration areas in each site. Adolescent mothers will be interviewed using a structured survey adapted from a previous survey on the lived experiences of pregnant and parenting adolescents in the two sites. Following the baseline survey, adolescent mothers will be individually randomly assigned to one of three study arms: arm one (adolescent mothers' clubs only); arm two (adolescent mothers' clubs + subsidized childcare), and arm three (adolescent mothers' clubs + subsidized childcare + cash transfer). At endline, we will re-administer the structured survey and assess the average treatment effect across the three groups following intent-to-treat (ITT) analysis, comparing school or vocational training attendance during the intervention period. We will also compare baseline and endline measures of SRH and mental health outcomes. Between the baseline and endline survey, we will conduct a process evaluation to examine the acceptability and feasibility of the interventions and to track the implementation of the interventions. DISCUSSION: Our research will generate evidence that provides insights on interventions that can enable adolescent mothers to continue their education, as well as improve their SRH and mental health. We aim to maximize the translation of the evidence into policy and action through sustained engagement from inception with key stakeholders and decision makers and strategic communication of research findings. Trial registration number AEARCTR-0009115, May 15, 2022.

Remote vs. In-person Schooling during the COVID-19 Pandemic and Internalizing Symptoms among Children on the Autism Spectrum.

Background: Children on the autism spectrum encountered interruptions to their education due to the COVID-19 pandemic (White et al., 2021). This study examined the extent to which autistic children's anxiety and depressive symptoms during the pandemic were associated with the school format they attended in October 2020 (remote, in-person/hybrid, homeschool), controlling for their pre-pandemic symptoms. Pre-pandemic peer victimization and autism symptom characteristics were tested as moderators. Method: Participants were 81 verbally-fluent autistic children (Mage = 14.71 years, 77.8% males), without an intellectual disability, and their mothers; families were part of an ongoing, longitudinal study that began before the pandemic. Results: School format did not significantly predict children's anxiety or depressive symptoms. Results indicated that the only significant predictors of children's anxiety and depressive symptoms during the pandemic were their pre-pandemic symptom levels. Conclusions: School format did not significantly contribute to variability in children's anxiety and depressive symptoms during the pandemic, over and above their pre-pandemic symptoms. The results contribute quantitative findings to the growing body of research on pandemic-related effects on autistic children, and underscore the need to account for pre-pandemic child functioning when drawing conclusions about pandemic-level effects.

Effect of agricultural carbon emissions on farmers' health expenditure of China: evidence from the educational threshold effect.

Environmental pollution, especially agricultural carbon emissions (ACE), has led to public health problems to rural areas in China and accompanied by a heavy medical economic burden. However, most studies on carbon dioxide emissions and healthcare expenditures focused on the industrial sector, and the effect of ACE was overlooked. Therefore, studying the effect of ACE on rural residents' healthcare expenditures (NHCE) is not only conducive to accelerating the low-carbon transformation of agriculture but also has important implications for reducing healthcare expenditures. In addition, the effect of ACE on NHCE in different areas might be complex and nonlinear due to differences in years of schooling (EDU) leading to different awareness of environmental protection and health among farmers. Therefore, this paper used the Bayesian quantile regression (BQR) model and the panel threshold model to explore the effect of ACE on NHCE in different areas, based on the panel data of 31 provinces in China from 2007 to 2019. The results showed that ACE and NHCE experienced similar spatial distribution from 2007 to 2019. The BQR estimation results found that ACE had a significant positive effect on NHCE at different quantile levels during the sample period, public health concern, and thereby increasing the medical and economic burden of rural households. Meanwhile, ACE had a positive effect on NHCE with a significant single threshold effect from EDU. Specifically, farmers gradually realize the harm of environmental pollution to health with the continuous improvement of education level, and then ACE aggravated the improvement of NHCE after exceeding the threshold. EDU was more essential for farmers in contiguous poverty (CP) areas than in relatively developed (RD) areas and played an important role between ACE and NHCE. Furthermore, demographic structure, economic development, and public services were also positive driving factors for NHCE. The results of analysis provide a valuable reference for understanding the factors influencing NHCE and enable formulation of ACE emission reduction policies according to local conditions.

Compulsory schooling system and equity in education: An analysis on intergenerational transmission of education.

This paper uses the China Family Panel Studies' micro-level data and the ordered logit model to study intergenerational transmission of education and examines whether the nine-year compulsory schooling system affects equity in education. The results show that when parents have higher educational attainments, their children will have higher educational attainments. Full-sample results show that when the mother has higher education, the probability that her children have higher education increases by 7.97%, whereas for the sub-sample after the compulsory schooling policy carried out, the probability increases by 22.42%. We find that the compulsory schooling system strengthens intergenerational transmission of education in the level of higher education. An implication is that the compulsory schooling system may promote equity in compulsory education but does not promote equity in higher education.

A mixed-species shoal including fewer heterospecifics is preferred by jack mackerel Trachurus japonicus juveniles.

Mixed-species shoals of fishes were reported from various environments such as coral reefs and temperate lakes. The driving mechanism of forming mixed-species shoal can be either haphazard or a preferential choice by an individual. Here, we tested if jack mackerel Trachurus japonicus, a temperate marine pelagic fish, could choose a shoal composition using vision based on a choice experiment. Shoal preference of jack mackerel juveniles was evaluated by presenting shoals comprising one to four heterospecifics (half-lined cardinal Ostorhinchus semilineatus) out of four shoal members to the focal fish. When both conspecific and heterospecific shoals were presented to a single jack mackerel, the focal fish showed a preference for the conspecific rather than heterospecific shoal, indicating that they can choose a conspecific shoal based on the visual information. However, when a focal fish encountered both conspecific and mixed-species shoals including fewer heterospecifics (one out of four individuals), the latter was preferred. The result implies that jack mackerel can judge a preferable composition of shoal using visual information. The inclusion of fewer heterospecifics may be exploiting oddity effects, whereby minority species are exposed to relatively high vulnerability to predators, as well as resulting in reduced competition for food while maintaining predator vigilance in a shoal.

The rise and fall of SES gradients in heights around the world.

We use data from a large sample of low- and middle-income countries to study the association (or "gradient") between child height and maternal education. We show that the gap in height between high- and low-SES children is small at birth, rises throughout childhood, and declines in adolescence as girls and boys go through puberty. This inverted U-shaped pattern is consistent with a degree of catch-up in linear height among children of low- relative to high-SES families, in partial contrast to the argument that height deficits cannot be overcome after the early years of life. This finding appears to be explained by the association between SES and the timing of puberty and therefore of the adolescent growth spurt: low-SES children start their adolescent growth spurt later and stop growing at later ages as well.