Factors moderating the risk of PTSD, emotional and behavioral problems amongst children in war zones and refugees escaping from warfare

Children who grow up in war zones are typically exposed to multiple stressors including physical harm, intimidation or other forms of psychological trauma. This can also lead to Post Traumatic Stress Disorder. On the other hand, resilient children show no psychiatric distress even when they are exposed to severe traumatic stress. Additionally, the number of refugee children due to warfare reasons is increasing. Past empirical studies have recognized that the process of migration and living life as a refugee is detrimental to the psychological health of young refugees. In this symposium we will examine the prevalence and determinants of resiliency among refugee children and children living in conditions of war and violence. The first study investigated the psychological, social and somatic effects of chronic traumatic experience on Palestinian children over six years (2000-2006). The sample consisted of 1,137 children who completed: Checklist of Traumatic Experiences, Symptoms of PTSD Scale, Network of Psycho-Social Support and Personality Assessment Questionnaire. It was found that 41% of the participants suffered from PTSD. From these 25% suffered from cognitive symptoms; 22% suffered from emotional symptoms; 22% suffered from social behavioral problems; 17% suffered from academic and 14% suffered from somatic symptoms. The support of family, friends, relatives and teachers, and positive personality traits were found to be strong protective factors aiding recovery from trauma and PTSD. The second study evaluated the relation of exposure to war traumas, and violence in the family, community, and school, to PTSD symptoms, emotional and behavioral problems amongst 330 Palestinian children. Results highlight the additive effects of exposure to war traumas and violence in different settings. In addition, it was found that psychosocial support reduced the effects of environmental factors in developing PTSD and behavioral problems. The third study included data from two refugee charity organizations in the UK. There were 200 refugee children coming from war zones and 210 control children (non-refugees). The study aimed to look at a range of factors to assess the differences between the above groups with regards to their well-being and peer and sibling relationships. Results showed that refugee children were significantly more likely to be in the clinical range for total difficulties and to have higher health and physical problems, negative friendship quality and low self esteem compared to the control group. Refugees who were bullied at home and at school were also more likely to develop PTSD symptoms. Protective factors are also discussed in this study. The above studies emphasize the fact that interventionists should consider the full range of sources of environmental risk for PTSD and emotional and behavioral problems and should strengthen the psychosocial support for children in or coming from war zones

Giant Electroresistance in Ferroelectric Tunnel Junctions

The interplay between the electron transport in metal/ferroelectric/metal junctions with ultrathin ferroelectric barriers and the polarization state of a barrier is investigated. Using a model which takes into account screening of polarization charges in metallic electrodes and direct quantum tunneling across a ferroelectric barrier we calculate the change in the tunneling conductance associated with the polarization switching. We find the conductance change of a few orders of magnitude for metallic electrodes with significantly different screening lengths. This giant electroresistance effect is the consequence of a different potential profile seen by transport electrons for the two opposite polarization orientations.Comment: 4 page

Reconstitution of dynein transport to the microtubule plus end by kinesin

Cytoplasmic dynein powers intracellular movement of cargo toward the microtubule minus end. The first step in a variety of dynein transport events is the targeting of dynein to the dynamic microtubule plus end, but the molecular mechanism underlying this spatial regulation is not understood. Here, we reconstitute dynein plus-end transport using purified proteins from S. cerevisiae and dissect the mechanism using single-molecule microscopy. We find that two proteins–homologs of Lis1 and Clip170–are sufficient to couple dynein to Kip2, a plus-end-directed kinesin. Dynein is transported to the plus end by Kip2, but is not a passive passenger, resisting its own plus-end-directed motion. Two microtubule-associated proteins, homologs of Clip170 and EB1, act as processivity factors for Kip2, helping it overcome dynein's intrinsic minus-end-directed motility. This reveals how a minimal system of proteins transports a molecular motor to the start of its track. DOI: http://dx.doi.org/10.7554/eLife.02641.00

Gender, Justice, and Schooling in ‘Postfeminist’ Times: A Critical Examination of the ‘Boy Crisis’

Gender and education, as an issue of equity, has predominantly been framed as a concern about schooling the girls. However, in recent years, a growing concern for boys and their education has emerged in most Western countries, making headlines in mainstream US media with little oppositional response from high profile voices and US educational researchers. If media headlines and parental and educator concerns are right, we are in the midst of a \u22boy crisis\u22 as a result of years of feminist interventions for girls at the expense of boys. Shifting attention to boys and invoking the notion of a generalized \u22boy crisis\u22 creates an oversimplification in which many complexities are subsumed. Through my analyses in this dissertation, I aim to unravel some of these complexities of gender and schooling and identify a possible way forward that promotes justice. Using a lens of feminist political philosophy, I argue for a transformational gender agenda, grounded in justice, for schooling to benefit both boys and girls in their academic, social, and political development. I continue and contribute to an already rich discussion of theory, politics, and educational policy and practice by providing an improved understanding of how to conceive of and foster gender justice, focusing on schools as sites in which asymmetries of power are played out, which helps us to identify effective strategies for tackling inequalities in schools

Stability and electronic structure of the complex K2_2PtCl6_6 structure-type hydrides

The stability and bonding of the ternary complex K$_2$PtCl$_6$ structure hydrides is discussed using first principles density functional calculations. The cohesion is dominated by ionic contributions, but ligand field effects are important, and are responsible for the 18-electron rule. Similarities to oxides are discussed in terms of the electronic structure. However, phonon calculations for Sr$_2$RuH$_6$ also show differences, particularly in the polarizability of the RuH$_6$ octahedra. Nevertheless, the yet to be made compounds Pb$_2$RuH$_6$ and Be$_2$FeH$_6$ are possible ferroelectrics. The electronic structure and magnetic properties of the decomposition product, FeBe$_2$ are reported. Implications of the results for H storage are discussed