Solar wind observations with the ion composition instrument aboard the ISEE-3 ICE spacecraft

The principal observations obtained by the Ion Composition Instrument (ICI) flown on the ISEE-3/ICE spacecraft, which was in the solar wind from September 1978 to the end of 1982, before being directed to the far magnetotail of the Earth are discussed. Almost continuous observations were made of the abundances of 3He++, 4He++, O6+, O7+, Ne, Si and Fe in various charge states, and of their bulk speeds and temperatures. The results show that there is a strong tendency in the collisionless solar wind for the ionic temperatures to be proportional to the masses. For heavier ions these temperatures exceed typical coronal electron temperatures. 4He++, especially in high speed streams, moves faster than H+, and travels at the same speed as heavier ions. The mechanism leading to this heating and rapid streaming is still not entirely clear

Effects of Language Context on Ratings of Shy and Unsociable Behaviors in English Language Learning Children

Purpose The primary goal of this study was to explore the effect of the language context on the socially withdrawn behaviors of school aged-children who are English Language Learners (ELLs) from middle to high SES backgrounds. This is one of the first studies to address the frequently confused concepts of shyness and unsociability as independent constructs within the ELL population. This study also investigated the feasibility of an experimental parent and child questionnaire that examines shyness and unsociability across native and English speaking contexts. Method Children and parents (34 ELL and 37 native English speaking) were administered an experimental questionnaire examining shy and unsociable behavior in native language and English-speaking contexts. Results Parents and children from the ELL group reported significantly higher ratings of shy behavior in English versus native language contexts, whereas unsociable ratings did not differ across language contexts. Conclusions Shyness and unsociability are distinguishable behaviors in ELL children and these constructs should be considered when examining withdrawal. Additionally, examining ELL children’s behavior across language contexts provides a valuable method for investigating language influenced behavioral problems. This study demonstrates the need for service providers to evaluate behavior across subtype and language context before pathologizing withdrawal in ELL children

Examining the language of solitude versus loneliness in tweets

People have widely different experiences of being alone. Sometimes being alone is relaxing and restorative other times it gives way to feelings of loneliness. Researchers conceptually distinguish between solitude, which tends to be viewed more positively, and loneliness, which is more negative. However, it is unclear whether these terms are used differently in everyday language. We sought to compare the emotional content of over 19 million tweets containing the terms solitude and lonely/loneliness. Using a computational linguistics approach, we found that solitude tends to be used in more positive and less emotionally activated (i.e., lower arousal) contexts compared to lonely. We also found that the word alone tends to be used somewhat differently from solitude and lonely. These results have implications both for how we understand different experiences of time alone in general and for what kind of language we should use when discussing these experiences

Shy Children in the Classroom: From Research to Educational Practice

Shyness is a temperamental trait characterized by wariness, fear, and self-consciousness in social situations. In elementary school, child shyness is associated with a wide range of socioemotional difficulties, including poor peer relationships (e.g., exclusion, victimization), internalizing problems (e.g., low self-esteem, anxiety, depression), and academic adjustment problems (e.g., lack of engagement, poor academic performance). In the current article we particularly review recent research examining the implication of shyness in educational contexts. Topics covered include the development of shyness, why shy students might perceive the classroom as a potential threat, and the unique challenges faced by shy children at school. Further, we consider research pertaining to shy children and their teachers, including teachers’ attitudes and beliefs toward childhood shyness, and the critical role of teacher– child relationships for shy children’s school adjustment. Thereafter, we briefly summarize the findings from teacher-focused and child-focused intervention programs aimed to improve academic and social performance of shy children. We conclude with a short description of implications of shyness for educational practitioners and posit some directions for future research

Shy Children in the Classroom: From Research to Educational Practice

Shyness is a temperamental trait characterized by wariness, fear, and self-consciousness in social situations. In elementary school, child shyness is associated with a wide range of socioemotional difficulties, including poor peer relationships (e.g., exclusion, victimization), internalizing problems (e.g., low self-esteem, anxiety, depression), and academic adjustment problems (e.g., lack of engagement, poor academic performance). In the current article we particularly review recent research examining the implication of shyness in educational contexts. Topics covered include the development of shyness, why shy students might perceive the classroom as a potential threat, and the unique challenges faced by shy children at school. Further, we consider research pertaining to shy children and their teachers, including teachers’ attitudes and beliefs toward childhood shyness, and the critical role of teacher– child relationships for shy children’s school adjustment. Thereafter, we briefly summarize the findings from teacher-focused and child-focused intervention programs aimed to improve academic and social performance of shy children. We conclude with a short description of implications of shyness for educational practitioners and posit some directions for future research

Elementary School Teachers’ Reflections on Shy Children in the Classroom

This study explored teachers’ perceptions of shy children in the classroom during the elementary school grades. Seven teachers (1 male, 6 female) from elementary schools located in geographically diverse areas of Canada participated in semistructured telephone interviews that explored their perceptions of and experiences with shy children in the classroom. Transcripts were analyzed for emerging themes about teachers’ conceptions of shy children and teacher-shy child interactions. Findings suggest that shyness and social communication may influence elementary schoolteachers’ classroom practices and the teacher-child relationship. Teachers’ roles in shy children’s socio-emotional functioning and academic success are discussed.Cette recherche a étudié les perceptions qu’ont les enseignants au primaire des enfants qui sont gênés. Sept enseignants (1 homme, 6 femmes) d’écoles primaires situées dans des zones géographiquement diverses au Canada ont participé à des entrevues téléphoniques semi-structurées portant sur leurs perceptions des enfants gênés et leurs expériences avec eux en salle de classe. Nous avons analysé les transcriptions pour en dégager des thèmes sur les conceptions qu’ont les enseignants d’enfants gênés et les interactions entre les enseignants et les enfants gênés. Les résultats indiquent que la gêne et la communication sociale pourraient influencer les pratiques des enseignants au primaire et leur rapport avec leurs élèves. Nous discutons des rôles des enseignants dans le fonctionnement socio-émotionnel des enfants et dans la réussite académique

Early life stress and macaque annygdala hypertrophy: preliminary evidence for a role for the serotonin transporter gene

Background: Children exposed to early life stress (ELS) exhibit enlarged amygdala volume in comparison to controls. the primary goal of this study was to examine amygdala volumes in bonnet macaques subjected to maternal variable foraging demand (VFD) rearing, a well-established model of ELS. Preliminary analyses examined the interaction of ELS and the serotonin transporter gene on amygdala volume. Secondary analyses were conducted to examine the association between amygdala volume and other stress-related variables previously found to distinguish VFD and non-VFD reared animals.Methods: Twelve VFD-reared and nine normally reared monkeys completed MRI scans on a 3T system (mean age = 5.2 years).Results: Left amygdala volume was larger in VFD vs. control macaques. Larger amygdala volume was associated with: high cerebrospinal fluid concentrations of corticotropin releasing-factor (CRF) determined when the animals were in adolescence (mean age = 2.7 years); reduced fractional anisotropy (FA) of the anterior limb of the internal capsule (ALIC) during young adulthood (mean age = 5.2 years) and timid anxiety-like responses to an intruder during full adulthood (mean age = 8.4 years). Right amygdala volume varied inversely with left hippocampal neurogenesis assessed in late adulthood (mean age = 8.7 years). Exploratory analyses also showed a gene-by-environment effect, with VFD-reared macaques with a single short allele of the serotonin transporter gene exhibiting larger amygdala volume compared to VFD-reared subjects with only the long allele and normally reared controls.Conclusion: These data suggest that the left amygdala exhibits hypertrophy after ELS, particularly in association with the serotonin transporter gene, and that amygdala volume variation occurs in concert with other key stress-related behavioral and neurobiological parameters observed across the lifecycle. Future research is required to understand the mechanisms underlying these diverse and persistent changes associated with ELS and amygdala volume.National Institute for Mental HealthNIMHNARSAD Mid-investigator AwardSuny Downstate Med Ctr, Dept Psychiat & Behav Sci, Brooklyn, NY 11203 USAUniversidade Federal de São Paulo, Dept Psiquiatria, São Paulo, BrazilMt Sinai Sch Med, Dept Psychiat, New York, NY USAMt Sinai Sch Med, Dept Neurosci, New York, NY USAMt Sinai Sch Med, Dept Radiol, New York, NY USANew York State Psychiat Inst & Hosp, New York, NY 10032 USAMichael E Debakey VA Med Ctr, Mental Hlth Care Line, Houston, TX USABaylor Coll Med, Menninger Dept Psychiat & Behav Sci, Houston, TX 77030 USAYale Univ, Sch Med, Dept Psychiat, New Haven, CT USANatl Ctr PTSD, Clin Neurosci Div, West Haven, CT USANew York State Psychiat Inst & Hosp, Dept Mol Imaging & Neuropathol, New York, NY 10032 USAColumbia Univ, Coll Phys & Surg, Dept Psychiat, New York, NY USAColumbia Univ, Coll Phys & Surg, Dept Pathol & Cell Biol, New York, NY USAComprehensive NeuroSci Corp, Westchester, NY USAUniv Miami Hlth Sytems, Dept Psychiat & Behav Sci, Miami, FL USAEmory Univ, Sch Med, Dept Psychiat & Behav Sci, Emory, GA USAUniversidade Federal de São Paulo, Dept Psiquiatria, São Paulo, BrazilNational Institute for Mental Health: R01MH65519-01National Institute for Mental Health: R01MH098073NIMH: R21MH066748NIMH: R01MH59990AWeb of Scienc

Examining the roles of child temperament and teacher-child relationships as predictors of Turkish children’s social competence and antisocial behavior

The present study examined the concurrent contribution of Turkish children’s temperament and teacher-child relationship quality to their social competence and antisocial behavior, with a specific focus on the moderating role of teacher-child relationships (closeness and conflict) on children’s temperament (inhibitory control and shyness) when predicting social competence and antisocial behavior. Participants were 94 children (56 boys) with mean age of 7.05 years (SD = .88) enrolled in 24 classrooms from five elementary schools in a suburban school district in Turkey. Mothers reported on children’s temperament and teachers reported on their relationships with children as well as children’s social competence and antisocial behavior. SAS PROC MIXED was used to test hierarchical regression models of children nested within classrooms. Results showed that high conflict teacher-child relationships moderated the association between low shyness and antisocial behavior. Less shy children displayed more antisocial behavior at higher levels of teacher-child conflict. In addition, at high levels of child shyness, social competence ratings improved as teacher-child closeness increased. Inhibitory control was positively correlated with social competence and negatively correlated with antisocial behavior. The qualities of teacher-child relationships can effectively support children’s social competence and antisocial behavior depending upon their temperamental characteristics. Limitations and future directions of the current study are discussed

Elementary preservice teachers’ attitudes and pedagogical strategies toward hypothetical shy, exuberant, and average children

Children’s learning and development are directly and indirectly influenced by teachers’ beliefs and pedagogical strategies toward child behaviors. This cross-sectional study explored elementary preservice teachers’ attitudes and pedagogical strategies for working with hypothetical children demonstrating temperament-based shy, exuberant, and average behaviors in the classroom. A secondary goal was to compare attitudes and pedagogical strategies at the beginning and end of teacher training program. A total of 354 participants responded to three vignettes describing children frequently displaying these behaviors. Results indicated preservice teachers were more likely to use social-learning strategies with shy children and high-powered strategies with exuberant children. Participants were more likely to show warmth to shy children, but believed they would be less academically successful. Participants at the end of the program reported higher self-efficacy and more warmth toward all children compared to those beginning the program. Results are discussed in terms of their educational implications