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Although the correlation between childhood obesity and coronavirus disease 2019 (COVID-19) has been explored, the causality of these remains uncertain. Thus, we conducted a two-sample Mendelian randomization (MR) analysis to identify the causal association.

Advances in technologies that can record and stimulate deep brain activity in humans have led to impactful discoveries within the field of neuroscience and contributed to the development of novel therapies for neurological and psychiatric disorders. Further progress, however, has been hindered by device limitations in that recording of single-neuron activity during freely moving behaviors in humans has not been possible. Additionally, implantable neurostimulation devices, currently approved for human use, have limited stimulation programmability and restricted full-duplex bidirectional capability. In this study, we developed a wearable bidirectional closed-loop neuromodulation system (Neuro-stack) and used it to record single-neuron and local field potential activity during stationary and ambulatory behavior in humans. Together with a highly flexible and customizable stimulation capability, the Neuro-stack provides an opportunity to investigate the neurophysiological basis of disease, develop improved responsive neuromodulation therapies, explore brain function during naturalistic behaviors in humans and, consequently, bridge decades of neuroscientific findings across species.

Learning in the workplace is among the most important forms of lifelong learning. This is because the workplace provides an authentic context for meaningful learning. Expansive learning, proposed by Engeström, focuses on learners as a community, the transformation of culture, and the creation of a new theoretical concept. Expansive learning eventually leads to a transformation in collective expertise. The primary aim of the study was to examine the dimensions of expansive learning and their relationships in the workplace. The cases selected were three Chinese consulting firms that focus on professional learning or talent training and development. I used multiple methods for data collection (e.g., semistructured interviews, observation, and document analysis). The successive analytical induction procedure was based on the constant comparison principle of grounded theory, and the four dimensions of expansive learning (distribution, collectiveness, routine, and expansiveness) emerged and were scrutinized. Based on the principle of activity theory, I constructed and integrated an interactive dynamic process model of expansive learning with its related dimensions.

The application of information technology is ubiquitous in our work and learning, and information technology causes tremendous changes to workplace learning. This systematic review aims to summarize the roles and impacts of information technology on workplace learning. This study is guided by the following three research questions: What are the characteristics and trends of the existing research on information technology in workplace learning(RQ1)? What roles does information technology play in workplace learning(RQ2)? What changes and impacts have information technology brought to workplace learning(RQ3)? We identified 60 eligible articles using the guidelines of the PRISMA procedures. To respond to RQ1, the descriptive analysis of the eligible literature has been delineated. To respond to RQ2, we conducted an in-depth content analysis, and the roles of information technology were classified into four categories: at the organizational level, exploitative learning and explorative learning and at the individual level, learning resources and learning support. To respond to RQ3, the impacts of information technology were analyzed from both the positive and negative effects at the individual and organizational levels. Finally, we proposed an integrated framework of information technology on workplace learning.

Background: During the COVID-19 pandemic, online learning has played an increasingly crucial role in the educational system. Academic dishonesty (AD) in online learning is a challenging problem that represents a complex psychological and social phenomenon for learners. However, there is a lack of comprehensive and systematic reviews of AD in online learning environments. Objectives: This study presents a systematic study of AD in online learning environments to delineate its trends and uncover potential areas for further research. Methods: We conducted this review based on various sources of evidence-based research and followed the guidelines of the PRISMA statement and procedure for selection. After the exclusion criteria were employed, 59 eligible articles were selected and then analysed in a descriptive overview. Two frameworks were identified in the structured content analysis to analyse these articles. One was the framework of Gilbert's Behaviour Engineering Model (BEM), and the other was the types of interventions for online AD, where 36 articles were analysed. Results and Conclusions: The descriptive results showed that most studies used quantitative methods and focused on students. The analysis results of influencing factors under the BEM framework showed that the category of environment support and tools accounts for the largest proportion. And the types of interventions for online AD we classified include individual AD & high technological complexity, individual AD & low technological complexity, collective AD & high technological complexity, and collective AD & low technological complexity. These findings provide a comprehensive understanding and guidance of AD in the online environment for relevant managers, designers and developers.