| 1. |
- Chen, Jing, et al.
(författare)
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Dissecting maternal and fetal genetic effects underlying the associations between maternal phenotypes, birth outcomes, and adult phenotypes: A mendelian-randomization and haplotype-based genetic score analysis in 10,734 mother-infant pairs.
- 2020
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Ingår i: PLoS medicine. - : Public Library of Science (PLoS). - 1549-1676. ; 17:8
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Tidskriftsartikel (refereegranskat)abstract
- Many maternal traits are associated with a neonate's gestational duration, birth weight, and birth length. These birth outcomes are subsequently associated with late-onset health conditions. The causal mechanisms and the relative contributions of maternal and fetal genetic effects behind these observed associations are unresolved.Based on 10,734 mother-infant duos of European ancestry from the UK, Northern Europe, Australia, and North America, we constructed haplotype genetic scores using single-nucleotide polymorphisms (SNPs) known to be associated with adult height, body mass index (BMI), blood pressure (BP), fasting plasma glucose (FPG), and type 2 diabetes (T2D). Using these scores as genetic instruments, we estimated the maternal and fetal genetic effects underlying the observed associations between maternal phenotypes and pregnancy outcomes. We also used infant-specific birth weight genetic scores as instrument and examined the effects of fetal growth on pregnancy outcomes, maternal BP, and glucose levels during pregnancy. The maternal nontransmitted haplotype score for height was significantly associated with gestational duration (p = 2.2 × 10-4). Both maternal and paternal transmitted height haplotype scores were highly significantly associated with birth weight and length (p < 1 × 10-17). The maternal transmitted BMI scores were associated with birth weight with a significant maternal effect (p = 1.6 × 10-4). Both maternal and paternal transmitted BP scores were negatively associated with birth weight with a significant fetal effect (p = 9.4 × 10-3), whereas BP alleles were significantly associated with gestational duration and preterm birth through maternal effects (p = 3.3 × 10-2 and p = 4.5 × 10-3, respectively). The nontransmitted haplotype score for FPG was strongly associated with birth weight (p = 4.7 × 10-6); however, the glucose-increasing alleles in the fetus were associated with reduced birth weight through a fetal effect (p = 2.2 × 10-3). The haplotype scores for T2D were associated with birth weight in a similar way but with a weaker maternal effect (p = 6.4 × 10-3) and a stronger fetal effect (p = 1.3 × 10-5). The paternal transmitted birth weight score was significantly associated with reduced gestational duration (p = 1.8 × 10-4) and increased maternal systolic BP during pregnancy (p = 2.2 × 10-2). The major limitations of the study include missing and heterogenous phenotype data in some data sets and different instrumental strength of genetic scores for different phenotypic traits.We found that both maternal height and fetal growth are important factors in shaping the duration of gestation: genetically elevated maternal height is associated with longer gestational duration, whereas alleles that increase fetal growth are associated with shorter gestational duration. Fetal growth is influenced by both maternal and fetal effects and can reciprocally influence maternal phenotypes: taller maternal stature, higher maternal BMI, and higher maternal blood glucose are associated with larger birth size through maternal effects; in the fetus, the height- and metabolic-risk-increasing alleles are associated with increased and decreased birth size, respectively; alleles raising birth weight in the fetus are associated with shorter gestational duration and higher maternal BP. These maternal and fetal genetic effects may explain the observed associations between the studied maternal phenotypes and birth outcomes, as well as the life-course associations between these birth outcomes and adult phenotypes.
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| 2. |
- Corron, Amy, et al.
(författare)
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Game Over : The Perils of Framing Feminist Game Design Pedagogy as Repair versus Transformation
- 2022
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Ingår i: Catalyst: Feminism, Theory, Technoscience. - : University of Toronto Libraries - UOTL. - 2380-3312. ; 8:2, s. 1-26
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Tidskriftsartikel (refereegranskat)abstract
- Drawing on the experience of a multiyear research project bringing transformative pedagogies to game design education, we provide a critical reflection on the lack of sustainability of the project. Upon examination, we see that some reasons behind this perceived failure are due to institutional systems of power that seek to neutralize transformative feminist pedagogy as performative repair, resulting in the maintenance of existing curricula. Instead of fully engaging with transformative pedagogies, these teaching and learning methods are used as tools to provide a cursory fulfillment of the deep need for social justice education in games. We examine the ways in which structures and systems continually devalue and de-resource pedagogical work, specifically pedagogies that are centered in feminist, anti-racist, and critical approaches, as well as our own complicity within these oppressive structures at times. We draw connections with relevant disciplinary perspectives on higher education, and conclude by offering a framework for understanding the pitfalls that can hamper work with transformative pedagogical aims, characterized by the types of labor used to maintain the status quo, as well as a set of recommendations for moving beyond the frame of repair to sustainably and radically disrupt dominant pedagogies in games and related disciplines.
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| 3. |
- Rouse, Rebecca, et al.
(författare)
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Levelling Up : A Critical Feminist Pedagogy for Game Design
- 2020
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Ingår i: MAI: Journal of Feminism and Visual Culture. - Göteborg : MAI: Feminism & Visual Culture. - 2003-167X. ; :5
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Tidskriftsartikel (refereegranskat)abstract
- Imagine a game design classroom in which students not only hone artistic and technical design skills but also develop interpersonal awareness so that they form a commitment to address the systems of social inequalities in games. As the course progresses, students begin to take ownership of their inherent power as future game developers, reflect on their spheres of influence, and even consider where they can begin to effect change during their time in college. In this paper, we discuss our use of a feminist, dialogic approach to teaching in the games classroom. Our project is a response to the crisis of toxicity and harassment continually playing out throughout the games field.
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| 4. |
- Rouse, Rebecca, et al.
(författare)
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When Everyone Wins : Dialogue, Play, and Black History for Critical Games Education
- 2022
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Ingår i: Media and Communication. - : Cogitatio. - 2183-2439. ; 10:4, s. 357-368
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Tidskriftsartikel (refereegranskat)abstract
- In this article, we reflect on the process and outcomes of using dialogue, play, and a focus on Black women’s history to support critical media literacy in game design education. Over three years we developed a dialogue-based introductory undergraduate course in the game design program at Rensselaer Polytechnic Institute intended to deepen engagement by students in game design practice. We specifically focused on critical approaches to explore the history and culture of games, utilizing dialogic pedagogy to develop transformative learning environments rooted in social justice education, and helped students develop skills for intercultural dialogue and communicating “across difference.” The dialogue experience created a powerful learning environment that resulted in higher quality and more critical student game design work. This was evident in the 2019 iteration of the course, which included two sections of students and in which we had a semester-long group project on the history of Harriet Tubman, culminating in a selection of student games being shown at a local gallery in an exhibition celebrating Tubman’s legacy. The Tubman project was liberatory not only for students, but also instructors, as we learned together how to navigate discomfort and gain a more critical understanding of the material realities of white supremacy in games, self, and each other. This article shares details from the design and methodology of our course, outcomes as evidenced by student work, survey responses, and instructor observations, and concludes with reflections on areas for further research and opportunities for other educators to incorporate new methods in design education.
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| 5. |
- Rouse, Rebecca, et al.
(författare)
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Why Video Games Education Needs Harriet Tubman
- 2022
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Ingår i: Ms.. - : Liberty Media for Women, L.L.C.. ; :2022-02-22
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Tidskriftsartikel (populärvet., debatt m.m.)abstract
- What’s Harriet Tubman got to do with video games? While this pairing may seem strange, as game design educators we found impact in bridging these two subjects in our own classroom. Centering Tubman in our course has helped in our ongoing project to develop feminist and anti-racist game design education.
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