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Aims: To determine the global and regional burden of stroke due to high temperature and the spatiotemporal trends in 204 countries and territories from 1990 to 2019. Methods: Based on Global Burden of Disease Study 2019, deaths, disability-adjusted life years (DALYs), and age-standardized mortality rate (ASMR) and age-standardized DALY rate (ASDR) for stroke attributable to high temperature (i.e. a daily mean temperature warmer than the theoretical minimum-risk exposure level (TMREL)) were calculated in global, geographical location, and country and analyzed by age, sex, subtypes, and socio-demographic index (SDI) from 1990 to 2019. The trends in ASMR and ASDR from 1990 to 2019 were estimated by linear regression model. The regression coefficients (β) referred to a mean change of per year for ASMR or ASDR attributable to high temperature. Results: The global burden of stroke attributable to high temperature had an increase trend from 1990 to 2019 (β = 0.005, 95% uncertainty interval (UI) = 0.003–0.007 for ASMR and β = 0.104, 95% UI = 0.066–0.142 for ASDR, respectively). Globally, in 2019, an estimated 0.048 million deaths and 1.01 million DALYs of stroke were attributable to high temperature, and the global ASMR and ASDR of stroke attributable to high temperature were 0.60 (95% UI = 0.07–1.30) and 13.31 (1.40–28.97) per 100,000 population, respectively. The largest burden occurred in Western Sub-Saharan Africa, followed by South Asia, Southeast Asia, and North Africa and the Middle East. ASMR and ASDR increased with age and were higher in males and for intracerebral hemorrhage, and were the highest in the low SDI regions. In 2019, the region with the largest percentage increase in ASMR and ASDR attributable to high temperature was Eastern Sub-Saharan Africa from 1990 to 2019. Conclusions: Stroke burden due to high temperature has been increasing, and a higher burden was observed in people aged 65–75 years, males, and countries with a low SDI. Stroke burden attributable to high temperature constitutes a major global public health concern in the context of global warming. [ABSTRACT FROM AUTHOR]

Background: Children's loneliness has become an increasingly pervasive issue of public health due to the vulnerability of school-aged children. This study aims to identify latent classes of school-age children based on their exhibited symptoms of loneliness and explore the influencing factors., Methods: A cross-sectional study was conducted from March to June 2023 in Shantou, China. Demographic characteristics, Abbreviated Symptom Questionnaire (ASQ), Children's Loneliness Scale (CLS), Perceived social support Scale (PSSS), and Children's Hope Scale (CHS) were collected by questionnaires. Latent class analysis (LCA) was performed based on loneliness symptoms among school-age children, with class characteristics and influencing factors explored through chi-square tests, analysis of variance, lasso regression, and multinomial logistic regression analyses., Results: A total of 2514 school-age children were enrolled. Four diverse latent classes were identified, namely, the low loneliness group, the borderline loneliness group, the moderate loneliness group, and the high loneliness group, with 37.0 %, 40.4 %, 10.3 % and 12.3 % in each class, respectively. Compared with the low loneliness group, the factors influencing loneliness symptoms in other groups were grade, academic performance, father's education level, experience of being bullied, experience of being physical attacked, homework help from parents, one-child status, number of friends, relationship with friends, feeling respect from parents, perceived social support, as well as hope (all P < 0.05)., Limitations: The study's cross-sectional design, limited sample and area, and self-reporting method may affect the findings' reliability and generalizability., Conclusions: LCA can categorize different school-age children according to their loneliness symptoms, offering a new perspective of addressing loneliness issues., Competing Interests: Declaration of competing interest The authors declare that they have no competing interests., (Copyright © 2024 Elsevier B.V. All rights reserved.)

Background: Despite an increasing amount of research on the relationship between parenting styles and neurodevelopmental disorders, there has been minimal focus on how parenting styles impact children's reading abilities. The aim of this study was to investigate the potential mediating role of the home literacy environment in the connection between parenting styles and dyslexia., Methods: A total of 212 primary school students from grade 2-5 were recruited for this study. The Chinese Reading Ability Test was used to screen children with dyslexia. The home literacy environment was evaluated using a structured questionnaire that measured the frequency and quality of reading-related activities between parents and children. Egna Minnen Beträffande Uppfostran questionnaire was used to assess the parenting style, including emotional warmth, rejection, overprotection, and anxious rearing. It is a self-report tool filled out by the children themselves, used to assess their perceptions of their parents' parenting styles. The structural equation modeling was carried out to evaluate the direct, indirect, and total effects of parenting styles on dyslexia., Results: Compared to control group, male children with dyslexia had lower scores in parenting styles characterized by emotional warmth, overprotecting and anxious rearing ( p < 0.05), while female children with dyslexia only showed lower scores in anxious rearing ( p < 0.05). Children with dyslexia lacked regular reading time (OR = 2.69, 95%CI: 1.04-6.97, p < 0.05), and have higher homework pressure compared to normal children (OR = 7.41, 95%CI: 1.45-37.82, p < 0.05). Additionally, emotional warmth, paternal overprotection and anxious rearing were negatively associated with dyslexia in children (all p < 0.05). Our findings indicate a strong correlation between dyslexia, home literacy environment, and parenting styles. In a structural equation model, the home literacy environment was identified as an independent mediator between parenting styles and dyslexia. The total effect of parenting styles on dyslexia is 0.55, with an indirect effect of 0.68 mediated by the home literacy environment., Conclusion: The findings of this study indicate that home literacy environment serves as a mediator between parenting styles and dyslexia in children. This study highlights how parenting styles influence dyslexia, offering key insights for aiding dyslexic children and guiding effective interventions., Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (Copyright © 2024 Wen, Zhang, Wu, Guan, Huang, Liang, Yu, Gu and Huang.)