Moral Emotion Expectancies and Moral Behavior in Adolescence

In the present research we extended previous studies examining moral emotion expectancies in childhood to investigate the relationship between moral emotion expectancies and moral behavior in adolescence. A secondary goal was to explore the relationships among moral emotion expectancies, the moral self, and moral action. Two hundred and thirty-five adolescents in grades 7, 9, 11, and first year university completed a structured interview assessing moral emotion expectancies in various situations in which a moral norm is either regarded or disregarded. Participants distributed up to 10 plastic chips on nine emotional expressions to indicate how they expected to feel in each moral situation and also provided an overall emotion rating for each scenario that averaged across all the specific emotions they anticipated. A written questionnaire measured self-reported prosocial and antisocial behavior by asking participants how often they engaged in a list of activities in the past year. The questionnaire also included a measure of self-centrality of moral values to the individuals’ identity. Self-evaluative moral emotion expectancies were shown to have associations with antisocial and prosocial behavior, but it was the overall emotion ratings that were most closely associated with behavior. Thus, moral emotions do not appear to stand out against other, more basic emotions when predicting moral action. These overall ratings were associated with self-reported levels of antisocial behavior while moral self scores were better predictors of self-reported prosocial behavior. Additionally, the relationship between emotion expectancies and antisocial behavior was also found to be moderated by age, with emotion expectancies becoming more predictive of self-reported antisocial action with age

Exploring the Relationship Between Self-Regulated Learning and Reflection in Teacher Education

Literature on teacher learning has shown links between being a self-regulated learner, reflecting effectively on one’s own practice, and being described as an “adaptive expert”. For instance, the metacognitive skills needed for effective reflection on teaching practice are seen as critically important to developing adaptive expertise in the context of the highly complex classroom environment. Similarly, self-regulated learning is often defined, at least in part, in terms of using metacognitive skill to adapt one’s approach to complex learning situations or problems. Although there is rich literature on reflective practice in teacher education, less is known about measuring teachers’ self-regulated learning or the relationship between self-regulated learning and teacher reflections. This research examines reflective practice and self-regulated learning through pre-service teachers’ written reflections. The study makes a novel adaptation of a rubric designed to evaluate teacher education candidates’ reflections to measure self-regulated learning. Findings suggest that the rubric could also be useful in understanding the self-regulated practices of teacher education candidates

Investigating a Professional Development School Model of Teacher Education in Canada

We examined the effectiveness of a professional development school model of teacher education in Canada. Teacher education candidates responded positively to program features related to sustained participation and collaboration in school communities throughout the year. Their efficacy beliefs about developing professional knowledge were most strongly related to the school component of the program. This highlights the importance of careful selection and preparation of associate teachers where teacher candidates are placed in only one school. Nous avons fait l’examen de l’efficacité d’un modèle de développement professionnel de formation des enseignants en milieu scolaire au Canada. Les candidats enseignants ont réagi positivement aux dimensions du programme relatives à une participation soutenue et à la collaboration au sein des communautés scolaires tout au long de l’année. Leurs convictions relativement au développement efficace d’un savoir professionnel étaient fortement liées à la dimension scolaire du programme. Cette conclusion souligne l’importance de sélectionner et de préparer avec soin les maîtres associés lorsque les candidats à l’enseignement sont assignés à un seul établissement

Measuring mathematical resilience : an application of the construct of resilience to the study of mathematics

To meet the challenge of accelerating demands for quantitative literacy in the work force, improvements are needed in mathematics education. Student skill must be increased at all ability levels while also reducing the achievement gap across gender, racial and ethnic groups to increase their participation in advanced mathematics coursework and representation in mathematics related careers (National Mathematics Advisory Panel, 2008). Research has shown that affective traits such as motivation and attitude are linked to increased likelihood of taking advanced mathematics courses (Ma, 2006) and are significant predictors of improved cognitive activity and achievement (Buff, Reusser, Rakoczy,& Pauli, 2011; Ethington & Wolfe, 1986). In addition, males generally score more favorably than females on affective variables related to mathematics achievement and persistence (McGraw, Lubienski, & Strutchens, 2006; Sherman & Fennema, 1977; Wilkins and Ma, 2003). Although psychological resilience has been researched extensively (Luthar, Cicchetti, & Becker, 2000; Luthar, 2007) the study of mathematical resilience, defined as a positive adaptive stance to mathematics which allows students to continue learning despite adversity, represents a new approach (Johnston-Wilder & Lee, 2010; Rivera & Waxman, 2011). Math anxiety looks at maladaptive response to learning mathematics and is well-studied (Hembree, 1990; Richardson & Suinn, 1977; Tobias, 1978). In contrast, resilience incorporates factors associated with optimal functioning. Although mathematical resilience has been identified as important for success (Johnston-Wilder & Lee, 2010; Rivera & Waxman, 2011), little consensus exists around its definition and no measures of resilience have been rigorously developed and/or validated. Rivera & Waxman (2011) identified the use of teacher nomination of resilient students as a limitation of their study, further motivating development of an instrument. This presentation will report on efforts to develop and validate an instrument measuring mathematical resilience. Ultimately, the measure will aid in developing and testing models that gauge the role of mathematical resilience in student achievement and persistence in advanced coursework. These models can be used to develop interventions to improve mathematical resilience, achievement, and quantitative literacy (Johnston-Wilder & Lee, 2010)

Low-Cost Air Quality Monitoring Tools: From Research to Practice (A Workshop Summary).

In May 2017, a two-day workshop was held in Los Angeles (California, U.S.A.) to gather practitioners who work with low-cost sensors used to make air quality measurements. The community of practice included individuals from academia, industry, non-profit groups, community-based organizations, and regulatory agencies. The group gathered to share knowledge developed from a variety of pilot projects in hopes of advancing the collective knowledge about how best to use low-cost air quality sensors. Panel discussion topics included: (1) best practices for deployment and calibration of low-cost sensor systems, (2) data standardization efforts and database design, (3) advances in sensor calibration, data management, and data analysis and visualization, and (4) lessons learned from research/community partnerships to encourage purposeful use of sensors and create change/action. Panel discussions summarized knowledge advances and project successes while also highlighting the questions, unresolved issues, and technological limitations that still remain within the low-cost air quality sensor arena

Persistent suicide risk in clinically improved schizophrenia patients: challenge of the suicidal dimension

BACKGROUND: Suicide is a major problem in schizophrenia, estimated to affect 9%-13% of patients. About 25% of schizophrenic patients make at least one suicide attempt in their lifetime. Current outcome measures do not address this problem, even though it affects quality of life and patient safety. The aim of this study was to assess suicidality in long-term clinically improved schizophrenia patients who were treated in a nongovernmental psychiatric treatment centre in Mumbai, India. METHOD: Participants were 61 patients out of 200 consecutive hospitalized first-episode patients with schizophrenia diagnosed according to the Diagnostic and Statistical Manual of Mental Disorders who were much improved on the Clinical Global Impression Scale-Improvement (CGI-I) scale at the endpoint of a 10-year follow-up. Clinical assessment tools included the Positive and Negative Syndrome Scale for Schizophrenia, CGI-I, Global Assessment of Functioning, and suicidality. RESULTS: Many of the patients, although clinically improved, experienced emerging suicidality during the 10-year follow-up period. All of the patients reported significant suicidality (ie, suicide attempts, suicidal crises, or suicidal ideation) at the end of the study, whereas only 83% had reported previous significant suicidality at baseline. No sociodemographic and clinical variables at baseline were predictive of suicidal status at the end of the 10-year follow-up. CONCLUSION: Schizophrenia is a complex neurobehavioral disorder that appears to be closely associated with suicidal behavior. Adequate assessment and management of suicidality needs to be a continual process, even in patients who respond well to treatment

Tolerance of Novel Toxins through Generalized Mechanisms: Simulating Gradual Host Shifts of ButterfliesKristin

Organisms encounter a wide range of toxic compounds in their environments, from chemicals that serve anticonsumption or anticompetition functions to pollutants and pesticides. Although we understand many detoxification mechanisms that allow organisms to consume toxins typical of their diet, we know little about why organisms vary in their ability to tolerate entirely novel toxins. We tested whether variation in generalized stress responses, such as antioxidant pathways, may underlie variation in reactions to novel toxins and, if so, their associated costs. We used an artificial diet to present cabbage white butterfly caterpillars (Pieris rapae) with plant material containing toxins not experienced in their evolutionary history. Families that maintained high performance (e.g., high survival, fast development time, large body size) on diets containing one novel toxic plant also performed well when exposed to two other novel toxic plants, consistent with a generalized response. Variation in constitutive (but not induced) expression of genes involved in oxidative stress responses was positively related to performance on the novel diets. While we did not detect reproductive trade-offs of this generalized response, there was a tendency to have less melanin investment in the wings, consistent with the role of melanin in oxidative stress responses. Taken together, our results support the hypothesis that variation in generalized stress responses, such as genes involved in oxidative stress responses, may explain the variation in tolerance to entirely novel toxins and may facilitate colonization of novel hosts and environments

Unravelling the Structure of Magnus' Pink Salt

A combination of multinuclear ultra-wideline solid-state NMR, powder X-ray diffraction (pXRD), X-ray absorption fine structure experiments, and first principles calculations of platinum magnetic shielding tensors has been employed to reveal the previously unknown crystal structure of Magnus’ pink salt (MPS), [Pt(NH3)4][PtCl4], study the isomeric Magnus’ green salt (MGS), [Pt(NH3)4][PtCl4], and examine their synthetic precursors K2PtCl4 and Pt(NH3)4Cl2·H2O. A simple synthesis of MPS is detailed which produces relatively pure product in good yield. Broad 195Pt, 14N, and 35Cl SSNMR powder patterns have been acquired using the WURST-CPMG and BRAIN-CP/WURST-CPMG pulse sequences. Experimentally measured and theoretically calculated platinum magnetic shielding tensors are shown to be very sensitive to the types and arrangements of coordinating ligands as well as intermolecular Pt–Pt metallophilic interactions. High-resolution 195Pt NMR spectra of select regions of the broad 195Pt powder patterns, in conjunction with an array of 14N and 35Cl spectra, reveal clear structural differences between all compounds. Rietveld refinements of synchrotron pXRD patterns, guided by first principles geometry optimization calculations, yield the space group, unit cell parameters, and atomic positions of MPS. The crystal structure has P-1 symmetry and resides in a pseudotetragonal unit cell with a distance of >5.5 Å between Pt sites in the square-planar Pt units. The long Pt–Pt distances and nonparallel orientation of Pt square planes prohibit metallophilic interactions within MPS. The combination of ultra-wideline NMR, pXRD, and computational methods offers much promise for future investigation and characterization of Pt-containing systems

In Vivo RNA Interference Screens Identify Regulators of Antiviral CD4+ and CD8+ T Cell Differentiation

SummaryClassical genetic approaches to examine the requirements of genes for T cell differentiation during infection are time consuming. Here we developed a pooled approach to screen 30–100+ genes individually in separate antigen-specific T cells during infection using short hairpin RNAs in a microRNA context (shRNAmir). Independent screens using T cell receptor (TCR)-transgenic CD4+ and CD8+ T cells responding to lymphocytic choriomeningitis virus (LCMV) identified multiple genes that regulated development of follicular helper (Tfh) and T helper 1 (Th1) cells, and short-lived effector and memory precursor cytotoxic T lymphocytes (CTLs). Both screens revealed roles for the positive transcription elongation factor (P-TEFb) component Cyclin T1 (Ccnt1). Inhibiting expression of Cyclin T1, or its catalytic partner Cdk9, impaired development of Th1 cells and protective short-lived effector CTL and enhanced Tfh cell and memory precursor CTL formation in vivo. This pooled shRNA screening approach should have utility in numerous immunological studies

Monitoring the Future Panel Study annual report: National data on substance use among adults ages 19 to 60, 1976-2021.

http://deepblue.lib.umich.edu/bitstream/2027.42/175555/1/mtfpanelreport2022.pdfSEL