30988 research outputs found
Sort by
Long-term exposure to major constituents of PM2.5 and executive function among children and adolescents in China
No full textEpidemiological evidence regarding the effects of long-term exposure to fine particulate matter (PM2.5) constituents on executive function (EF) in children and adolescents is limited. This cross-sectional study analyzed 67,622 children and adolescents aged 5–18 from China (2020–2021) and calculated the five-year average concentrations of PM2.5 and its six constituents using the ChinaHighAirPollutants (CHAP) dataset. EF was assessed using the parent-completed Behavioral Rating Inventory of Executive Function (BRIEF). Generalized linear mixed models and weighted quantile sum regression were applied to evaluate the potential effects of individual PM2.5 components and their mixtures. Long-term exposure to PM2.5 and its components was linked to poorer EF (e.g., global executive composite (GEC) and metacognition index). For example, compared with the lowest quartile, the highest quartiles of PM2.5 components were linked to higher risks for GEC dysfunction (e.g., odd ratio (OR) was 1.23 (1.05, 1.44) for ammonium (NH4+), 1.14 (1.01, 1.29) for organic matter (OM) and 1.18 (1.05, 1.32) for black carbon (BC)). Similarly, joint exposure to PM2.5 constituents was related to GEC dysfunction (OR = 1.08 (1.03, 1.13)), with BC and NH4+ contributing more significantly to the association. Additionally, children under 12 years and those with parental education levels below high school appear to be more susceptible to the effects of PM2.5 constituents. In conclusion, the reduction of combustion-related BC and NH4+ may reduce the burden of PM2.5-related executive dysfunction in children and adolescents
Modelling Aerosol Effects on Climate : From Organic Volatiles to Cloud Interactions and Radiative Forcing
No full textNokka pystyssä Kalkaroksen hännillä. Harry Potter and the Philosopher's Stone -teoksen idiomien suomennosten tarkastelua
No full textThe Development of Class Teacher Student's Professional Development in Light of their School-Time Teacher Memories
No full text
Arts-based methods
No full textArts-based methods refer to various ways of using, analyzing, and appreciating arts and art-making in learning. Arts-based methods in innovation pedagogy use arts to foster creativity, critical thinking, and empathy. They engage students in reflection, dialogical learning, and self-awareness. These methods deepen learning, support understanding of innovation-related concepts, and promote empowerment. They foster a positive group spirit and stimulate insightful dialogue. They prepare students as future professionals who appreciate innovation management. However, they present challenges to lecturers’ skills and the institutional environment. Arts-based methods, including visual arts, literature, dance, music, and theater, are used to illustrate complex problems. While not suitable for everyone, they are widely accepted and expanding due to digital tools
