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Research on well-being and concern over the well-being of students and teachers has grown dramatically in recent years. Researchers and reformers in positive psychology and education, self-determination theory, social and emotional learning, liberal-democratic political and educational philosophy, and neo-Aristotelian theories of flourishing and character education have played formative and intersecting roles in what is now an international movement to promote the lifelong flourishing of students as an alternative to a human capital and economic growth focus for education. This article defends this flourishing-focused reorientation of education policy and practice, using a value-led and evidence-informed methodology. It sorts through the conceptual disputes and clarifies the ethical considerations that should guide efforts to advance the well-being of students and teachers, assesses key claims and arguments, and brings together compatible aspects of the leading philosophical and psychological perspectives on flourishing as an aim of education. It identifies ethically and evidentially justifiable points of consensus on well-being and flourishing in education, presents a consensus model of relationships between educational environments, learning, and flourishing, and concludes with some recommendations for educational policy and practice.

Martinus Jan Langeveld (1905-1989) was a key figure in Dutch academic educational studies after the Second World War. This article investigates the origins and sources of Langeveld's theory by examining his prior publications and the main references in conjunction with the intellectual movements of his time. This research shows, first, that Langeveld built his educational theory upon a variety of sources: the German-American psychologist William Stern (1871-1938), the Dutch educationalist Philipp Abraham Kohnstamm (1875-1951), the German philosopher Theodor Litt (1880-1962), and Edmund Husserl's (1859-1938) philosophy of phenomenology. Further, Langeveld borrowed a phrase from the medieval theology of Thomas Aquinas (1225-1274) as the key idea of his theory. Last, Langeveld's theory incorporates the important topics of the first decades of the twentieth century. In particular, the coinciding philosophies of personalism and phenomenology in the context of anti-positivist movements shed new light on Langeveld's theory.

Abstract Choline is recognized as an essential nutrient for Atlantic salmon at all developmental stages. However, its dietary requirement is not well defined. Choline plays a critical role in lipid transport, and the clearest deficiency sign is intestinal steatosis. The present work, aiming to find whether lipid source and fish size may affect steatosis symptoms, was one of a series of studies conducted to identify which production-related conditions may influence choline requirement. Six choline-deficient diets were formulated varying in ratios of rapeseed oil to fish oil and fed to Atlantic salmon of 1.5 and 4.5 kg. After eight weeks, somatic characteristics were observed, and the severity of intestinal steatosis was assessed by histological, biochemical, and molecular analyses. Fatty acid composition in pyloric intestine, mesenteric tissue, and liver samples was also quantified. The increasing rapeseed oil level increased lipid digestibility markedly, enhancing lipid supply to the fish. Moreover, small fish consumed more feed, and consequently had a higher lipid intake. In conclusion, the results showed that choline requirement depends on dietary lipid load, which depends on the fatty acid profile as well as the fish size.

Secondary schools are well placed to avert radicalization processes toward extremism because such trajectories often begin in adolescence. Adolescents are in the process of forming their identities, and most adolescents are idealistic, which makes them susceptible to groups that passionately pursue utopian visions. To avert the path toward extremism, Doret de Ruyter and Stijn Sieckelinck propose to balance a prevention approach with a positive educative ethos that is sensitive to the emotions involved in students' quest for meaning in life and identity formation. This involves schools being places where "all" students experience that they matter and where they can express their passion for their ideals and experiment with their identities without being ridiculed; at the same time, schools must guide students in learning that not everything they value will be accepted and that they must also take into account the interests and rights of others. The schools' role is thus complex and precarious, and teachers are in a position of navigating a politically sensitive minefield daily. Therefore, any theoretical proposition regarding what schools can realistically do to prevent extremism must be informed by everyday educational practice.

Various authors see human flourishing as the overarching aim to which education should contribute. We ask whether fostering "wonder" can help education attain this aim. We discuss two possibilities: firstly, it may be that having a sense of wonder as adults (possibly fostered by and/or refined due to education) contributes to flourishing itself. Secondly, it may be that fostering wonder in education increases the likelihood that education promotes flourishing, which it might do simply by increasing children's intrinsic interest in what they learn. We argue that there are many plausible connections between wonder and human flourishing (relating to its epistemic and aesthetic dimensions, among others), and that we have reason to believe that early experiences can influence adults' capacity for wonder. Furthermore, wonder increases the likelihood that education 'succeeds'; and it supports people's ability to live well by heightening their appreciation for the world, helping to uncover baseless beliefs, and increasing their awareness of possible goods. In sum, while having a sense of wonder may not be a constitutive element of human flourishing, it is hard to imagine education for human flourishing that is not also wonder-full education.

Universities worldwide are beginning to counter the prevailing neo-liberal ideology by paying renewed attention to the moral development of students and fostering their life purposes. This mixed methods study investigates the life purposes of higher education students in four institutions in the Netherlands (n[subscript Dutch] = 663) and Finland (n[subscript Finnish] = 846). Based on quantitative data, we identified four purpose profiles: purposeful, self-oriented, dreamer, and disengaged. Qualitative data showed that students' willingness to contribute to a better world was not particularly prominent. An exception was found in the data of a Dutch research university working with a specific worldview and value base and emphasizing moral education. We conclude that universities need to put more effort into educating young professionals whose life purpose goes beyond their self-interest and who are willing and able to address pressing societal and global problems. This particularly includes professionals in the domains of technology and economy.

Abstract There is increasing interest in studying retinal biomarkers for various neurodegenerative diseases. Specific protein aggregates associated with neurodegenerative diseases are present in the retina and could be visualised in a non-invasive way. This study aims to assess the specificity and sensitivity of retinal α-synuclein aggregates in neuropathologically characterised α-synucleinopathies, other neurodegenerative diseases and non-neurological controls. Post-mortem eyes (N = 99) were collected prospectively through the Netherlands Brain Bank from donors with Parkinson’s disease (and dementia), dementia with Lewy bodies, multiple system atrophy, Alzheimer’s disease, other neurodegenerative diseases and non-neurological controls. Multiple retinal and optic nerve cross-sections were immunostained with anti-α-synuclein antibodies (LB509, KM51, and anti-pSer129) and assessed for aggregates and inclusions. α-Synuclein was observed as Lewy neurites in the retina and oligodendroglial cytoplasmic inclusions in the optic nerve and was highly associated with Lewy body disease (P

Blindness affects millions of people around the world. A promising solution to restoring a form of vision for some individuals are cortical visual prostheses, which bypass part of the impaired visual pathway by converting camera input to electrical stimulation of the visual system. The artificially induced visual percept (a pattern of localized light flashes, or ‘phosphenes’) has limited resolution, and a great portion of the field’s research is devoted to optimizing the efficacy, efficiency, and practical usefulness of the encoding of visual information. A commonly exploited method is non-invasive functional evaluation in sighted subjects or with computational models by using simulated prosthetic vision (SPV) pipelines. An important challenge in this approach is to balance enhanced perceptual realism, biologically plausibility, and real-time performance in the simulation of cortical prosthetic vision. We present a biologically plausible, PyTorch-based phosphene simulator that can run in real-time and uses differentiable operations to allow for gradient-based computational optimization of phosphene encoding models. The simulator integrates a wide range of clinical results with neurophysiological evidence in humans and non-human primates. The pipeline includes a model of the retinotopic organization and cortical magnification of the visual cortex. Moreover, the quantitative effects of stimulation parameters and temporal dynamics on phosphene characteristics are incorporated. Our results demonstrate the simulator’s suitability for both computational applications such as end-to-end deep learning-based prosthetic vision optimization as well as behavioral experiments. The modular and open-source software provides a flexible simulation framework for computational, clinical, and behavioral neuroscientists working on visual neuroprosthetics.

Studies of the interplay between metabolism and immunity, known as immunometabolism, is steadily transforming immunological research into new understandings of how environmental cues like diet are affecting innate and adaptive immune responses. The aim of this study was to explore antiviral transcriptomic responses under various levels of polyunsaturated fatty acid. Atlantic salmon kidney cells (ASK cell line) were incubated for one week in different levels of the unsaturated n-3 eicosapentaneoic acid (EPA) resulting in cellular levels ranging from 2-20% of total fatty acid. These cells were then stimulated with the viral mimic and interferon inducer poly I:C (30 ug/ml) for 24 hours before total RNA was isolated and sequenced for transcriptomic analyses. Up to 200 uM EPA had no detrimental effects on cell viability and induced very few transcriptional changes in these cells. However, in combination with poly I:C, our results shows that the level of EPA in the cellular membranes exert profound dose dependent effects of the transcriptional profiles induced by this treatment. Metabolic pathways like autophagy, apelin and VEGF signaling were attenuated by EPA whereas transcripts related to fatty acid metabolism, ferroptosis and the PPAR signaling pathways were upregulated. These results suggests that innate antiviral responses are heavily influenced by the fatty acid profile of salmonid cells and constitute another example of the strong linkage between general metabolic pathways and inflammatory responses.

Abstract Background Rice is the second most produced crop worldwide, but is highly susceptible to drought. Micro-organisms can potentially alleviate the effects of drought. The aim of the present study was to unravel the genetic factors involved in the rice-microbe interaction, and whether genetics play a role in rice drought tolerance. For this purpose, the composition of the root mycobiota was characterized in 296 rice accessions (Oryza sativa L. subsp. indica) under control and drought conditions. Genome wide association mapping (GWAS) resulted in the identification of ten significant (LOD > 4) single nucleotide polymorphisms (SNPs) associated with six root-associated fungi: Ceratosphaeria spp., Cladosporium spp., Boudiera spp., Chaetomium spp., and with a few fungi from the Rhizophydiales order. Four SNPs associated with fungi-mediated drought tolerance were also found. Genes located around those SNPs, such as a DEFENSIN-LIKE (DEFL) protein, EXOCYST TETHERING COMPLEX (EXO70), RAPID ALKALINIZATION FACTOR-LIKE (RALFL) protein, peroxidase and xylosyltransferase, have been shown to be involved in pathogen defense, abiotic stress responses and cell wall remodeling processes. Our study shows that rice genetics affects the recruitment of fungi, and that some fungi affect yield under drought. We identified candidate target genes for breeding to improve rice-fungal interactions and hence drought tolerance.

While many neurodevelopmental disorders (NDDs) are thought to result from interactions between environmental and genetic risk factors, the identification of specific gene-environment interactions that influence NDD risk remains a critical data gap. We tested the hypothesis that polychlorinated biphenyls (PCBs) interact with human mutations that alter the fidelity of neuronal Ca2+ signaling to confer NDD risk. To test this, we used three transgenic mouse lines that expressed human mutations known to alter Ca2+ signals in neurons: (1) gain-of-function mutation in ryanodine receptor-1 (T4826I-RYR1); (2) CGG-repeat expansion in the 5' non-coding portion of the fragile X mental retardation gene 1 (FMR1); and (3) a double mutant (DM) that expressed both mutations. Transgenic and wildtype (WT) mice were exposed throughout gestation and lactation to the MARBLES PCB mix at 0.1, 1, or 6 mg/kg in the maternal diet. The MARBLES mix simulates the relative proportions of the twelve most abundant PCB congeners found in serum from pregnant women at increased risk for having a child with an NDD. Using Golgi staining, the effect of developmental PCB exposure on dendritic arborization of pyramidal neurons in the CA1 hippocampus and somatosensory cortex of male and female WT mice was compared to pyramidal neurons from transgenic mice. A multilevel linear mixed-effects model identified a main effect of dose driven by increased dendritic arborization of cortical neurons in the 1 mg/kg PCB dose group. Subsequent analyses with genotypes indicated that the MARBLES PCB mixture had no effect on the dendritic arborization of hippocampal neurons in WT mice of either sex, but significantly increased dendritic arborization of cortical neurons of WT males in the 6 mg/kg PCB dose group. Transgene expression increased sensitivity to the impact of developmental PCB exposure on dendritic arborization in a sex-, and brain region-dependent manner. In conclusion, developmental exposure to PCBs present in the gestational environment of at-risk humans interfered with normal dendritic morphogenesis in the developing mouse brain in a sex-, genotype- and brain region-dependent manner. Overall, these observations provide proof-of-principle evidence that PCBs interact with heritable mutations to modulate a neurodevelopmental outcome of relevance to NDDs.

Primary and secondary schools across the world are expected to contribute to the citizenship development of their pupils. Most citizenship curricula focus on the acquisition of knowledge and the cultivation of skills and attitudes. Citizenship-related self-efficacy beliefs are often neglected in the literature on citizenship education, although they appear to play a crucial role in learning processes, among others as explanatory factors for the inequalities between students in different educational tracks. As such, studies on the development of citizenship-related self-efficacy beliefs have the potential to inform practice in a way that fosters greater equality of opportunity. However, as the literature on civic and political self-efficacy uses different dimensions and conceptualizations, this poses challenges to both the scientific accumulation of knowledge and translation to teaching practices. Here, we analyse the conceptual challenges and propose a framework for the study of self-efficacy in citizenship education research that incorporates social and political tasks of citizens and distinguishes the variety of communities in which citizens perform those tasks on two axes, namely formality and size. In doing so, we argue for fine-grained distinctions based on context instead of the all-encompassing notions of civic and political self-efficacy political theorists appear to prefer. We end by discussion two normative issues.

Although the benefits of family-school partnership are clear, secondary schools struggle to successfully realise this partnership. Drawing on interview data from Dutch parents of secondary school students, this study aims to explore underlying structures of family-school partnership and opportunities for improvement. We defined family-school partnership as boundary crossing in collaboration between equal agents. Using a framework for analysing interdisciplinary collaboration, we explored what levels of co-work can be observed in parents' accounts and what factors affect parents' agency in family-school partnership. In total, 24 parents participated in 11 individual semi-structured interviews and 3 focus group interviews. Data were analysed using a template analysis. The analysis showed that, although coordination and collaboration can be observed in the partnership, the most common level of co-work is cooperation. Furthermore, the findings show that at each level of co-work, the agentive roles of parents are affected by equality of condition, including: access to resources, recognition of expertise, and acknowledgement of authority. The study contributes to the scientific understanding of the relationship between families and schools by breaking down the complex concept of family-school partnership into smaller, more tangible and more manageable components. Defining levels of co-work, different agentive roles and different levels of equality helps to deepen the theoretical understanding of the interrelated aspects of family-school partnership. In practice, defining components that are observable may lead to actionable insights.

Philipp Abraham Kohnstamm (1875-1951) was one of the founders of Dutch educational science and a key figure in the New Education movement in the Netherlands. This article has three aims: first, to depict Kohnstamm as an insightful example in the process of sharing and adopting ideas around New Education and the implementation of these ideas in the Dutch context. Second, to demonstrate that the New School ideas Kohnstamm embraced--such as the Dalton Plan (of Helen Parkhurst, 1887-1952) and the Gary Plan (of William Wirt, 1874-1938)--fitted in with his philosophy of personalism; this philosophy also explains why he did not choose Montessori education, which was very popular in the Netherlands during his time. Third, that this philosophy at the same time partly explains the initial limited impact Kohnstamm had on Dutch education.

Digital technologies are key to achieving competitive advantage across marketing and retailing contexts. At the same time, marketing managers are confronted with a variety of challenges surrounding the strategic use of these technologies and the need to re-think their digital strategies. Importantly, managers need to develop a deeper understanding of consumer attitudes towards and engagement with (or lack thereof) digital technologies. Marketing strategists can benefit from academic marketing's thought leadership to learn how they can transform these challenges into strategic opportunities for competitive advantage. This can lead to technological innovations that create customer, firm, and societal value. Some of these benefits are described in the articles that make up this special issue. We propose a framework that focuses on the role of strategic resources used by managers to develop and deliver on the promise of digital technologies. Then, we report insights from 16 boardroom interviews with senior marketing managers resulting in three broad themes: decentralized marketing, metamodern customer experiences, and marketing mechanization. We close with a research agenda to motivate additional thought-leading research in this fast-growing area., Author(s): Kirk Plangger [sup.1] , Dhruv Grewal [sup.2] [sup.3] , Ko de Ruyter [sup.1] , Catherine Tucker [sup.4] Author Affiliations: (1) grid.13097.3c, 0000 0001 2322 6764, Department of Marketing, King's [...]

With no possibility of teaching in prisons in person because of the pandemic, a group of social justice concerned art history graduate students offered a remote learning college course for people incarcerated in a detention facility in the United States. The culturally sustaining and trauma-sensitive course, delivered asynchronously via tablets, was a survey of contemporary art. Because of a quarantine in response to the COVID pandemic, the class had the opportunity to use technology that is new to carceral spaces. The advantages and problems will be discussed. This article will close with practical recommendations for educators seeking to provide similar programming.