Positive Psychology Within a Cultural Context

As our capacity for communication with nations across the globe increases through the advances of technology, our interactions with others with different worldviews also become more frequent. This exposure to diversity on so many levels requires a better understanding of the multiple contexts in which people from different cultural backgrounds live and the strengths they possess that help them experience well-being. In order to define the characteristics that my be viewed as strengths in different groups, we must make efforts to remember that cultural rules and norms often dictate what can be called a strength versus a weakness. It is imperative that we are able to recognize that strengths may look very different in different contexts and that these diverse manifestations may come from a variety of worldviews. More work must be done in order to develop a better understanding of the way that cultural context plays a role in the operationalization, manifestation, and measurement of strengths in diverse groups. The following chapter provides a history of the connections between culture and positive psychology and discusses current issues regarding the link between cultural context and various personal characteristics. Examples from culturally sensitive positive psychology theory and research are also given in order to illustrate how researchers are better exploring positive psychology within a cultural context

Potential carbon sources for the head-down deposit-feeding polychaete Heteromastus filiformis

In this study we investigated potential carbon sources for the capitellid polychaete, Heteromastus filiformis. It is a head-down deposit feeder ingesting sediment from at least 15 cm below the sediment-water interface. This orientation appears to minimize the worm\u27s ability to acquire food and oxygen and maximize its exposure to sulfide. The food sources we examined were metabolically active bacteria, benthic algae, detritus and chemoautotrophic bacteria. Carbon retention efficiencies from metabolically active bacteria, benthic algae and detritus by H. filiformis were 26%, 8% and 4% respectively. These values are relatively low compared to other deposit feeding species suggesting that H. filiformis does not possess unique digestive capabilities. Rubisco (Ribulose bisphosphate carboxylase) assays were negative, which indicates an absence of symbiotic chemoautotrophic bacteria in tissue or absorbed carbon. Average δ 13C were −12.83 for worms and −20.70 for 15 cm sediment, which indicates that external gardening of chemoautotrophs is not a major carbon source for H. filiformis. Nevertheless, several experiments showed that this capitellid worm had an unusually high gross heterotrophic CO2 uptake. We suggest that H. filiformis utilizes both dissolved and particulate carbon sources stored within anoxic and sulfidic sediments that are not utilized by other deposit feeding organisms

School-Based Consultation to Improve Concussion Recognition and Response

Many students who have sustained concussions return to school requiring academic adjustments while their brains heal. However, school personnel often are not trained to accommodate these students. This exploratory project examined the usefulness of school-based training paired with ongoing consultation and continued dissemination of information to improve both concussion recognition and response among school personnel. A case study design was employed in which a school district received training that was followed by ongoing consultation and continued dissemination of concussion resources. This study highlights the importance of involving school psychologists in concussion management programs

An Exploratory Study of Lecturers' Views of Out-of-class Academic Collaboration Among Students

This article reports an exploratory study of lecturers' perceptions of out-of-class academic collaboration (OCAC) among students at a large Singapore university. Two types of OCAC were investigated: collaboration initiated by students, e.g., groups decide on their own to meet to prepare for exams, and collaboration required by teachers, e.g., teachers assign students to do projects in groups. Data were collected via one-on-one interviews with 18 faculty members from four faculties at the university. Findings suggest that OCAC, especially of a teacher-required kind, is fairly common at the university. Faculty members' views on factors affecting the success of OCAC are discussed for the light they might shed on practices to enhance the effectiveness of OCAC

Anti-tetherin activities in Vpu-expressing primate lentiviruses

<p>Abstract</p> <p>Background</p> <p>The anti-viral activity of the cellular restriction factor, BST-2/tetherin, was first observed as an ability to block the release of Vpu-minus HIV-1 from the surface of infected cells. However, tetherin restriction is also counteracted by primate lentiviruses that do not express a Vpu protein, where anti-tetherin functions are provided by either the Env protein (HIV-2, SIVtan) or the Nef protein (SIVsm/mac and SIVagm). Within the primate lentiviruses, Vpu is also present in the genomes of SIVcpz and certain SIVsyk viruses. We asked whether, in these viruses, anti-tetherin activity was always a property of Vpu, or if it had selectively evolved in HIV-1 to perform this function.</p> <p>Results</p> <p>We found that despite the close relatedness of HIV-1 and SIVcpz, the chimpanzee viruses use Nef instead of Vpu to counteract tetherin. Furthermore, SIVcpz Nef proteins had activity against chimpanzee but not human tetherin. This specificity mapped to a short sequence that is present in the cytoplasmic tail of primate but not human tetherins, and this also accounts for the specificity of SIVsm/mac Nef for primate but not human tetherins. In contrast, Vpu proteins from four diverse members of the SIVsyk lineage all displayed an anti-tetherin activity that was active against macaque tetherin. Interestingly, Vpu from a SIVgsn isolate was also found to have activity against human tetherin.</p> <p>Conclusions</p> <p>Primate lentiviruses show a high degree of flexibility in their use of anti-tetherin factors, indicating a strong selective pressure to counteract tetherin restriction. The identification of an activity against human tetherin in SIVgsn Vpu suggests that the presence of Vpu in the ancestral SIVmus/mon/gsn virus believed to have contributed the 3' half of the HIV-1 genome may have played a role in the evolution of viruses that could counteract human tetherin and infect humans.</p

Depression, Control, and Climate: An Examination of Factors Impacting Teaching Quality in Preschool Classrooms

This study investigated the relationship of preschool teachers’ self-reported depressive symptomatology, perception of classroom control, and perception of school climate to classroom quality as measured by the Classroom Assessment Scoring System (CLASS Pre-K). The sample consisted of 59 urban preschool classrooms serving low-income and linguistically diverse students in the northeastern and southeastern United States. Results of hierarchical linear modeling revealed that teachers’ individual report of depressive symptomatology was significantly and negatively predictive of their observed instructional support and classroom organization quality domains. The findings of this study have implications for increasing access to mental health supports for teachers in an effort to minimize depressive symptoms and potentially improve classroom quality