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2016 ESC Guidelines for the diagnosis and treatment of acute and chronic heart failure: The Task Force for the diagnosis and treatment of acute and chronic heart failure of the European Society of Cardiology (ESC). Developed with the special contribution of the Heart Failure Association (HFA) of the ESC.

https://www.thelancet.com/pdfs/journals/lancet/PIIS0140-6736(12)61728-0.pdf

Global and regional mortality from 235 causes of death for 20 age groups in 1990 and 2010: a systematic analysis for the Global Burden of Disease Study 2010

https://hull-repository.worktribe.com/preview/1797952/1-s2.0-S0140673618322797-main.pdf

Global, regional, and national incidence, prevalence, and years lived with disability for 328 diseases and injuries for 195 countries, 1990–2016: a systematic analysis for the Global Burden of Disease Study 2016

Experience and Educationis the best concise statement on education ever published by John Dewey, the man acknowledged to be the pre-eminent educational theorist of the twentieth century. Written more than two decades after Democracy and Education(Dewey's most comprehensive statement of his position in educational philosophy), this book demonstrates how Dewey reformulated his ideas as a result of his intervening experience with the progressive schools and in the light of the criticisms his theories had received. Analysing both "traditional" and "progressive" education, Dr. Dewey here insists that neither the old nor the new education is adequate and that each is miseducative because neither of them applies the principles of a carefully developed philosophy of experience. Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience and its relation to education. He particularly urges that all teachers and educators looking for a new movement in education should think in terms of the deeped and larger issues of education rather than in terms of some divisive "ism" about education, even such an "ism" as "progressivism." His philosophy, here expressed in its most essential, most readable form, predicates an American educational system that respects all sources of experience, on that offers a true learning situation that is both historical and social, both orderly and dynamic.

经验与教育 = Experience and education

Background Pedestrian injuries are a leading cause of child death, and they may be reduced by training children to cross streets more safely. Training is most effective when children receive repeated practice at the complex cognitive-perceptual task of judging moving traffic and selecting safe crossing gaps, but limited data inform how much practice is required for children to reach adult levels of functioning. Using existing data, we examined how children’s pedestrian skills changed over the course of six pedestrian safety training sessions. Methods As part of a randomised controlled trial on pedestrian safety training, 59 children ages 7–8 crossed streets within a semi-immersive virtual pedestrian environment 270 times over a 3-week period (6 sessions of 45 crossings each). Feedback was provided after each crossing, and traffic speed and density advanced as children’s skills improved. Baseline and post-intervention pedestrian behaviours were assessed in the virtual environment. Results Over the course of training, children entered traffic gaps more quickly and chose tighter gaps to cross within; their crossing efficiency appeared to increase. Post-intervention performance was superior to baseline and by the end of training, some aspects of children’s pedestrian behaviour were comparable to adult behaviour (e.g., attention to traffic; start delay – the time between safe traffic gaps appearing and children’s entry into those gaps). However, other aspects were not (e.g., collisions with oncoming vehicles). Conclusions Repeated practice in a simulated pedestrian environment helps children learn aspects of safe and efficient pedestrian behaviour. Six twice-weekly training sessions of 45 crossings each were insufficient for children to fully reach adult pedestrian functioning, however, suggesting longer or more intense training may be needed. Future research should continue to study the trajectory and quantity of training needed for children to become competent pedestrians.

https://injuryprevention.bmj.com/content/injuryprev/22/Suppl_2/A45.3.full.pdf

122 How do children learn to cross the street? The process of pedestrian safety training

Children's movies often provide messages about morally appropriate and inappropriate conduct. In two studies, we draw on Moral Foundations Theory (MFT) to derive predictions about actual depictions of morality, and people's preferences for different moral depictions, within children's movies. According to MFT, people's moral concerns include individualizing foundations of care and fairness and binding foundations of loyalty, authority, and sanctity. Prior work reveals that although there are political differences in the endorsement of these two broad categories-whereby stronger political conservatism predicts stronger binding concerns and weaker individualizing concerns-there nonetheless is broad agreement across political identity in the importance of individualizing concerns. We therefore predicted that heroes would value individualizing foundations more than villains, and that despite political differences in preferences for moral messages, there would be more agreement in the importance of messages promoting individualizing concerns. In Study 1, we coded heroes and villains from popular children's movies for their valuation of moral foundations. Heroes valued individualizing concerns more, and binding concerns less, than villains did. Participants in Study 2 considered moral dilemmas faced by children's movie characters, and rated their preferences for resolutions that promoted either individualizing or binding foundations. Although liberals preferred individualizing-promoting resolutions and conservatives preferred binding-promoting resolutions, there was stronger agreement across political identity in the importance of individualizing concerns. Despite political differences in moral preferences, popular depictions of children's movie characters and people's self-reported moral endorsement suggest a shared belief in the importance of the individualizing moral virtues of care and fairness. Movies are often infused with moral messages. From their exploration of overarching themes, their ascription of particular traits to heroic and villainous characters, and their resolution of pivotal moral dilemmas, movies provide viewers with depictions of morally virtuous (and morally suspect) behavior. Moral messaging in children's movies is of particular importance, since it is targeted at an audience for which morality is actively developing. What moral messages do filmmakers (and consumers, including parents) want children's movies to depict? Are these preferences related to people's political identity? And what are the actual moral depictions presented in movies? In the present two studies, we draw on an influential theory of moral judgment-Moral Foundations Theory-to develop and test predictions about the depiction of morality in children's movies.

/pdf/moral-foundations-theory-political-identity-and-the-1bysjhg879.pdf

Moral foundations theory, political identity, and the depiction of morality in children's movies.

Introduction Suicide is an important public health concern in China. We examined suicide mortality by place, sex, and age group from 2010 to 2021 to identify and quantify significant suicide mortality changes in China. Methods We retrieved age-standardized and age-specific suicide mortality rates by place (urban vs. rural) and sex from the Chinese Health Statistical Yearbook and population data from the 2010 and 2020 Chinese National Population Census. Line graphs were used to demonstrate trends in suicide mortality. Joinpoint regression models were fitted to detect the time periods experiencing significant suicide mortality changes, and average annual percent change (AAPC) and annual percent change were reported to quantify changes in suicide mortality from 2010 to 2021. Results The overall age-standardized suicide mortality rate decreased from 10.88 to 5.25 per 100,000 population between 2010 and 2021 (AAPC=−5.3%, 95% confidence interval: −6.5%, −4.0%). Similar reductions in suicide mortality were observed for both males and females, as well as in urban and rural settings during this period. From 2010 to 2021, significant declines in suicide mortality were observed among the three older age groups (25–44 years, 45–64 years, and 65 years or above), while a substantial increase was noted in the youngest age group (5–14 years). No significant change was found in suicide mortality rates for the 15–24 year age group. Subgroup analyses based on location and sex revealed consistent findings. Conclusion The findings of this study suggest a probable overall success of suicide prevention efforts in China over the past decade. However, the recent increase in suicide mortality among children aged 5–14 years calls for the attention of injury researchers, policymakers, and public health practitioners.

/pdf/suicide-mortality-by-place-gender-and-age-group-china-2010-3fhlrku1.pdf

Suicide Mortality by Place, Gender, and Age Group — China, 2010–2021

Response to Letter to Editor "Some ethical challenges regarding self-immolation".

<h3>Statement of Purpose</h3> Almost 25,000 children experience unintentional pedestrian-related injuries annually. Use of virtual reality (VR) to teach children the complex cognitive task of pedestrian safety is steadily rising. We conducted a systematic literature review evaluating the status and progress of research using VR to teach children pedestrian safety. <h3>Methods/Approach</h3> We searched PsychInfo, PubMed, and Scopus using the following: (child* and (pedestrian* or street*) and (‘virtual reality’ or simulation) and (training or intervention or prevention)). Efforts were made to uncover unpublished and gray literature. Inclusion criteria included: (1) VR use as training/teaching strategy, (2) purpose to teach children pedestrian safety, (3) training/intervention-focused research, (4) children &lt;18 in sample. <h3>Results</h3> Initial searches yielded 93 results following deduplication. Screening occurred in Covidence. The full text of 34 articles was reviewed; 18 met inclusion criteria. Publication dates ranged from 1987–2020. Seven countries were represented. All 18 studies demonstrated VR pedestrian safety training was effective (p&lt;.05), though mixed findings emerged for specific safety aspects (e.g., hits/close calls, start delays to enter traffic). A variety of VR styles were studied, generally demonstrating temporal evolution in both realism and immersion. Child ages ranged from 4–11, with most aged 7–9. Mixed findings emerged concerning age and gender differences. Quality of research varied. Some interventions followed rigorous RCT approaches; others used pre-post or case comparison designs. There also was wide variety in extent of training, ranging from a single 1.5-hour session to multiple sessions over weeks. <h3>Conclusion</h3> VR appears promising for child pedestrian safety training. We plan a meta-analysis and further examination of covarying factors that may relate to training success. <h3>Significance</h3> Child pedestrian injuries are a significant public health challenge. These findings indicate VR interventions shows promise to reduce pedestrian injury rates. As technology improves and research evidence grows, efforts to disseminate interventions should be prioritized. 

David C. Schwebel

Papers

122 How do children learn to cross the street? The process of pedestrian safety training

Moral foundations theory, political identity, and the depiction of morality in children's movies.

Suicide Mortality by Place, Gender, and Age Group — China, 2010–2021

Response to Letter to Editor "Some ethical challenges regarding self-immolation".

053 Virtual reality as a tool to teach children pedestrian safety: a systematic literature review