MusMorph, a database of standardized mouse morphology data for morphometric meta-analyses

Complex morphological traits are the product of many genes with transient or lasting developmental effects that interact in anatomical context. Mouse models are a key resource for disentangling such effects, because they offer myriad tools for manipulating the genome in a controlled environment. Unfortunately, phenotypic data are often obtained using laboratory-specific protocols, resulting in self-contained datasets that are difficult to relate to one another for larger scale analyses. To enable meta-analyses of morphological variation, particularly in the craniofacial complex and brain, we created MusMorph, a database of standardized mouse morphology data spanning numerous genotypes and developmental stages, including E10.5, E11.5, E14.5, E15.5, E18.5, and adulthood. To standardize data collection, we implemented an atlas-based phenotyping pipeline that combines techniques from image registration, deep learning, and morphometrics. Alongside stage-specific atlases, we provide aligned micro-computed tomography images, dense anatomical landmarks, and segmentations (if available) for each specimen (N=10,056). Our workflow is open-source to encourage transparency and reproducible data collection. The MusMorph data and scripts are available on FaceBase (www.facebase.org, doi.org/10.25550/3-HXMC) and GitHub (https://github.com/jaydevine/MusMorph).

On the problem of developmental effects of the pedagogical process in educational institutions

The article is devoted to the problem of developmental effects of the pedagogical process in educational institutions. It is noted that ensuring the development of the child in the learning process involves the definition of proper developmental effects (as opposed to pedagogical), which are taken as the basis for setting its specific purpose, designing appropriate content, methods and organizational forms of work - the components of the pedagogical system. Developing effects differ from pedagogical effects proper - knowledge and ways of actions (abilities and skills) mastered by students, provided by educational programs; such effects are defined by concepts and filled with the content of development, its components and characteristics. The article examines the essence of psychological development as a basic concept for understanding the problem posed, in the procedural and substantive aspects. Particular attention is paid to the disclosure of the most important laws and characteristics of development, the knowledge of which is important to consider in the pedagogical process. In particular, the position of development in the form of phylogenies and ontogenesis, which include biological and social components, is disclosed. Such characteristics of development as: differentiation, integration, heterochronicity, compensation of functions, as well as irreversibility, progress and regress, zigzag-like and others are considered. There is a position on development as a result of interiorization of the exterior and exteriorization of the interior; human activity is viewed as a necessary condition of development - performance and mastery of activity according to the structure and given characteristics in specially organized conditions; internal contradictions are defined as driving forces of development. The age-related aspect of development is also touched upon, with its most important foundations in age-specific periodization. It is noted that the effects of development at certain age stages must be considered in accordance with age-specific norms of manifestation. The article states that in the pedagogical process it is also important to take into account the knowledge regarding the features and possibilities of the formation of specific psychological phenomena in a particular category of children, according to their essence. Such phenomena are defined and specified based on the structure of the psyche, the most important components of which include psychological processes (cognitive and emotional-volitional), personal properties and personality as a whole, their components and characteristics. It is noted that the forms of human activity (activity, communication and behavior, taking into account their structure, completeness of characteristics, and, in particular, arbitrariness) in which the psyche is born, manifests, functions and develops should also be considered as important developmental effects.

Aggression and Violence Affecting Youth During the COVID-19 Pandemic: A Narrative Review

Experiencing aggression and violence has long-term developmental effects. Youth have indirectly or directly experienced aggression and violence during COVID-19. Aggression and violence have been happening in communities throughout the world, and with excessive social media exposure, youth are observing violence. Partner violence has also been experienced at home along with sibling violence. Being the target of aggression/violence has been reported by youth via texting hotlines and via self and parent-report surveys. This narrative review includes summaries of this COVID-19 research as well as potential underlying mechanisms for aggression/violence including frustration and touch deprivation. Limitations of these studies include their nonrepresentative samples and cross-sectional data deriving from different pandemic periods.

Drugs Used During Pregnancy and Lactation

In time of pregnancy, drugs are often required to treat certain disorders. In general potential benefit outweighs known risks, drugs may be considered for treatment of disorders during pregnancy. All maternal drugs not cross the planceta to the fetus. Some drugs that cross the placenta may have a direct toxic effect or teratogenic effect . Understanding the risks of drugs use in pregnancy has lagged being the advances in other areas of pharmacotherapy. The adverse developmental effects of pharmaceutical products are recognized to include not only mal formation, but also growth restrictions, fetal death and functional defects in the newborn. Drug that does not cross placenta but still harm the fortus. 1979, FDA developed a system determining teratogenic risk of drugs based on animals& human studies. Divided drugs into 5 categories (A ,B, C, D, X). This article provide clinical therapeutic guidance relating drug use in pregnancy.

Candidalysin impedes the development of embryonic zebrafish (Danio rerio)

Candidalysin is a cytolytic peptide secreted by Candida albicans, an opportunistic human fungal pathogen that was widely spread in clinic and in the environment. However, its impacts on the development of aquatic organisms remain limited. Herein, we explored the developmental effects of candidalysin on embryonic zebrafish at concentrations from 0.008 to 160 mg/L. In acute exposure, decreased survival rate with EC50 at 49.5 mg/L were observed. Meanwhile, in high-dose exposure groups (5-160 mg/L), an increased swimming frequency were observed at candidalysin concentrations of 10 mg/L and above. In chronic exposure, decreased spontaneous contraction, hatching rate and heart rate were identified in low-dose exposure groups (0.008-5 mg/L). Especially for the heart rate, significant changes were observed at candidalysin concentrations as low as 0.008 mg/L (environmentally relevant). The present study first time pointed out the developmental toxicities of candidalysin on fish that was rarely investigated, and thus contributed to its environmental risk assessment.

Update on Neonatal Isolated Hyperthyrotropinemia: A Systematic Review

The purpose of this paper was to systematically summarize the published literature on neonatal isolated hyperthyrotropinemia (HTT), with a focus on prevalence, L-T4 management, re-evaluation of thyroid function during infancy or childhood, etiology including genetic variation, thyroid imaging tests, and developmental outcome. Electronic and manual searches were conducted for relevant publications, and a total of 46 articles were included in this systematic review. The overall prevalence of neonatal HTT was estimated at 0.06%. The occurrence of abnormal imaging tests was found to be higher in the persistent than in the transient condition. A continuous spectrum of thyroid impairment severity can occur because of genetic factors, environmental factors, or a combination of the two. Excessive or insufficient iodine levels were found in 46% and 16% of infants, respectively. Thirty-five different genetic variants have been found in three genes in 37 patients with neonatal HTT of different ethnic backgrounds extracted from studies with variable design. In general, genetic variants reported in the TSHR gene, the most auspicious candidate gene for HTT, may explain the phenotype of the patients. Many practitioners elect to treat infants with HTT to prevent any possible adverse developmental effects. Most patients with thyroid abnormalities and/or carrying monoallelic or biallelic genetic variants have received L-T4 treatment. For all those neonates on treatment with L-T4, it is essential to ensure follow-up until 2 or 3 years of age and to conduct medically supervised trial-off therapy when warranted. TSH levels were found to be elevated following cessation of therapy in 44% of children. Withdrawal of treatment was judged as unsuccessful, and medication was restarted, in 78% of cases. Finally, data extracted from nine studies showed that none of the 94 included patients proved to have a poor developmental outcome (0/94). Among subjects presenting with normal cognitive performance, 82% of cases have received L-T4 therapy. Until now, the precise neurodevelopmental risks posed by mild disease remain uncertain.