New genetic loci link adipose and insulin biology to body fat distribution.

Body fat distribution is a heritable trait and a well-established predictor of adverse metabolic outcomes, independent of overall adiposity. To increase our understanding of the genetic basis of body fat distribution and its molecular links to cardiometabolic traits, here we conduct genome-wide association meta-analyses of traits related to waist and hip circumferences in up to 224,459 individuals. We identify 49 loci (33 new) associated with waist-to-hip ratio adjusted for body mass index (BMI), and an additional 19 loci newly associated with related waist and hip circumference measures (P < 5 × 10(-8)). In total, 20 of the 49 waist-to-hip ratio adjusted for BMI loci show significant sexual dimorphism, 19 of which display a stronger effect in women. The identified loci were enriched for genes expressed in adipose tissue and for putative regulatory elements in adipocytes. Pathway analyses implicated adipogenesis, angiogenesis, transcriptional regulation and insulin resistance as processes affecting fat distribution, providing insight into potential pathophysiological mechanisms

Report of the ICES Working Group on Marine Mammal Ecology (WGMME)

131 pages.-- This work is licensed under the Creative Commons Attribution 4.0 International License (CC BY 4.0)Five terms of reference (ToRs) were addressed at the working group. The first three terms of reference were standing ones. Under ToR A, new information on cetacean and seal population abundance, distribution, and population/stock structure, was reviewed, including information on vagrancy in cetacean and pinniped species. For cetaceans, coverage from the latest SCANS-IV survey (summer 2022) was presented as well as the results of recent regional/national surveys, particularly those in the Bay of Biscay and around the Iberian Peninsula. Updates on population estimates and distribution were provided for particular species studies, such as some coastal bottlenose dolphin populations. For seals, latest monitoring results were given for harbour, grey, and Baltic and Saimaa ringed seals. In addition, where possible, local long-term trends were illustrated for those species, based on earlier efforts by WGMME to assemble these data into a seal database. For both species’ groups, recent records of vagrant species were summarised. Under ToR B, cetacean and seal management frameworks in the North Atlantic were discussed, with an overview of the EU Maritime Spatial Planning Directive, and examples from the United Kingdom, Spain and the Faroe Islands of national management frameworks regarding marine mammals.ToR C provided an overview of new published information with regards to anthropogenic threats to marine mammal populations following on from the review by WGMME in 2015 (ICES, 2015) and subsequent updates. These were considered under the following headings: cumulative effects, fishery interactions, chemical pollution including marine debris, underwater noise, ship strikes and other physical trauma, tourism disturbance, climate change, and new pathogens (including avian influenza). ToR D focused upon bycatch. In support of WGBYC, this ToR aimed to contribute to the Roadmap for ICES PETS bycatch advice. ToR E involved liaison with other WGs. The Chairs of the newly-formed WGJCDP introduced to WGMME members, the Joint Cetacean Database Programme, which is to be hosted by the ICES Data Centre. The scope to collect information on other marine species besides cetaceans was discussed. A meeting with another newly formed ICES working group, on Marine Protected Areas, was planned but was deferred at the request of that group. On behalf of the working group, the Chairs would like to thank The Swedish Museum of Natural History for hosting the meetingN

Author Correction:Study of 300,486 individuals identifies 148 independent genetic loci influencing general cognitive function

Christina M. Lill, who contributed to analysis of data, was inadvertently omitted from the author list in the originally published version of this article. This has now been corrected in both the PDF and HTML versions of the article

Digitaalista pedagogiikkaa:opettaja ja oppija muuttuvissa työskentely-ympäristöissä

Abstract This work focuses on digital pedagogy in changing work environments from the perspectives of the teacher and the learner. Digitalization has strongly shaped the practices of the education sector, which has created increasing pressure for change, especially for teachers. Smooth practices and functional digital pedagogy are more important than ever before. This work is intended as learning material for teachers who wish to develop their own digital pedagogical competence and skills to operate in diverse learning environments in a way that serves learning. The contents of this work are based on the “Teacher's digital pedagogical skills in distance and hybrid environments (‘DigiPeda’)” project at the University of Oulu, which was funded by the European Social Fund and the Northern Ostrabothnian Centre for Economic Development, Transport, and the Environment. The project aimed to support the professional development and well-being of teachers in changing working environments. The authors of the publication are teachers, experts in learning research and personnel of the DigiPeda project. The work is divided into four parts, the first of which focuses on digital pedagogical perspectives and the use of technology in teaching during distance and hybrid education, as well as on the teacher's digital competence frameworks. Part 2 provides a research-based overview of learning skills, well-being, and emotions, as well as the growth mindset as part of distance and hybrid education. Part 3 consists of case reports of teachers during the distance education transition and a description of the continuing learning course implemented in the DigiPeda project. Finally, an outlook of a new learning culture encouraged by diversifying modes of teaching is provided. The chapters include a diverse range of perspectives from experts on digital pedagogy as part of the teacher's work. The central cross-cutting theme of this publication is the change in working and learning environments. Teachers' and learners' skills required to operate in diverse working environments are constantly evolving, and new practices are laying the foundation for future education.Tiivistelmä Tämä teos käsittelee digipedagogiikkaa muuttuvissa työympäristöissä opettajan ja oppijan näkökulmista. Digitalisaatio on muokannut koulutussektorin käytänteitä voimakkaasti, mikä on luonut kasvavia muutospaineita erityisesti opettajille. Sujuvat käytännöt ja toimiva digipedagogiikka ovat tärkeämpiä kuin koskaan ennen. Tämä teos on suunnattu oppimateriaaliksi opettajille, jotka haluavat kehittää omaa digipedagogista osaamistaan ja taitojaan toimia monimuotoisissa oppimisympäristöissä oppimista palvelevalla tavalla. Teoksen sisältö pohjaa vuoden 2020 koronaviruspandemian siivittämään etä- ja hybridiopetussiirtymään sekä Euroopan sosiaalirahaston ja Pohjois-Pohjanmaan ELY-keskuksen rahoittamaan Oulu yliopiston Opettajan digipedagogiset taidot etä- ja hybridityöskentelyssä (”DigiPeda”) -hankkeeseen, jonka tavoitteena oli tukea opettajien ammattitaidon kehittymistä ja hyvinvointia muuttuvissa työskentely-ympäristöissä. Julkaisun kirjoittajat ovat opettajia, oppimisen tutkimuksen asiantuntijoita sekä DigiPeda-hankkeen henkilöstöä. Teos jakautuu neljään osaan, joista ensimmäinen keskittyy digipedagogisiin näkökulmiin ja teknologian hyödyntämiseen opetuksessa etä- ja hybridiopetuksen aikana sekä opettajan digitaalisen osaamisen viitekehyksiin. Toisessa osassa tehdään tutkimustietoon perustuva katsaus erityisesti oppimisen taitoihin, hyvinvointiin ja tunteisiin sekä kasvun ajattelutapaan osana etä- ja hybridiopetusta. Kolmas osa koostuu opettajien tapauskertomuksista etäopetussiirtymän ajalta sekä DigiPeda-hankkeessa toteutetun täydennyskoulutuksen kuvauksesta. Lopuksi luodaan katse kohti monimuotoistuvan opetuksen kannustamaa uudenlaista oppimiskulttuuria. Osiot sisältävät monipuolisen kattauksen asiantuntijoiden näkökulmia digipedagogiikkaan osana opettajan työtä. Julkaisun keskeisenä läpileikkaavana teemana on työ- ja oppimisympäristöjen muutos. Opettajien ja oppijoiden tarvitsemat taidot monimuotoisissa työskentely-ympäristöissä toimimiseen kehittyvät jatkuvasti, ja uudet käytänteet luovat pohjan tulevaisuuden koulutukselle

Investigating the relation of higher education students’ situational self-efficacy beliefs to participation in group level regulation of learning during a collaborative task

Abstract Understanding the role individual beliefs play when the group faces challenge is key in understanding the shared regulation processes and participation that lead to collaborative learning success. As of now, there is not much research focusing on how self-efficacy plays a role in regulation taking place in collaborative group settings. Therefore, the aim of this study is to explore how situational self-efficacy beliefs relate to students’ participation in group level regulation during a collaborative task. The study involved 18 university students working in groups on a computer-based collaborative task. Repeated self-reports measuring group members’ self-efficacy were related to performance feedback from the task as well as participation in group level regulation identified from videotaped collaborative working. The results showed that self-efficacy varied depending on the nature of performance feedback. In addition, the way students participated in regulation was connected with their level of self-efficacy: low self-efficacy was associated with taking a passive role in regulation whereas high self-efficacy was associated with taking an active role. The study suggests that situational self-efficacy beliefs are associated with the participation roles during group level regulation, thus being of practical concern for educators seeking to support learners’ self-efficacy and active participation in collaborative learning

Leaders and followers identified by emotional mimicry during collaborative learning:a facial expression recognition study on emotional valence

Abstract This study explores the potential of emotional mimicry in identifying the leader and follower students in collaborative learning settings. Our data include video recorded interactions of 24 high school students who worked together in groups of three during a collaborative exam. A facial emotions recognition method was used to capture participants’ facial emotions during the collaborative work. Cross-recurrence quantification analysis was applied on the detected facial emotions to see the level and direction of emotional mimicry among the dyads in the same groups. In order to validate the cross-recurrence quantification analysis results, student interactions in terms of leading or following the task were video coded. Our findings showed that the leaders and followers identified by cross-recurrence quantification analysis findings matched the leaders and followers identified by the video coding in 70% of the dyadic interactions across the collaborating groups. The current findings show that video-based facial emotions recognition as a method can add to collaborative learning research, especially explaining some social, and affective dynamics about it. The study further discusses the possible variables that might confound the relationship between emotional mimicry and leader-follower interactions during collaboration

Normalising deviance in construction project organizations:a case study on the collapse of Carillion

Abstract In 2018, the Construction giant Carillion went into compulsory liquidation costing the UK taxpayers an estimated £148m. According to our analysis performed on the case, the demise of Carillion was the result of accumulation of failures and normalisation of deviations from good practice. The purpose of this study is to better understand how deviance can become the norm such that actors in the context of the construction organisations such as Carillion, come to adopt deviant practices rather than respecting their accepted industry codes and ethos. This study is based on an in-depth analysis of publicly available data on the case of Carillion. Our aim is to better understand the process of normalisation of deviance and its potential effect on organisations. Our analysis of the case revealed three specific types of normalised deviance: late payments to suppliers, aggressive accounting and payment of high dividends to shareholders despite the troubled financial status of the firm. The results of our work contribute to theory by showing that normalisation of deviance is a gradual process which can be influenced by actors both within the focal organisation as well as actors in its environment. The managerial implications highlight the need for all actors in the construction sector to become more aware of the normalising deviance process and its potential negative effects, which can be mitigated by stronger adherence to controls in the external environment in which the organisation operates