Greenhouse gas mitigation strategies are generally considered costly with world leaders often engaging in debate concerning the costs of mitigation and the distribution of these costs between different countries. In this paper, the analyses and results of the design of a 100% renewable energy system by the year 2050 are presented for a complete energy system including transport. Two short-term transition target years in the process towards this goal are analysed for 2015 and 2030. The energy systems are analysed and designed with hour-by-hour energy system analyses. The analyses reveal that implementing energy savings, renewable energy and more efficient conversion technologies can have positive socio-economic effects, create employment and potentially lead to large earnings on exports. If externalities such as health effects are included, even more benefits can be expected. 100% Renewable energy systems will be technically possible in the future, and may even be economically beneficial compared to the business-as-usual energy system. Hence, the current debate between leaders should reflect a combination of these two main challenges.
The relationship between altruism and antisocial behavior has received limited attention because altruism and antisocial behavior tend to be studied and discussed in distinct literatures. Our research bridges these literatures by focusing on three fundamental questions. First, are altruism and antisocial behavior opposite ends of a single dimension, or can they coexist in the same individual? Second, do altruism and antisocial behavior have the same or distinct etiologies? Third, do they stem from the same or from distinct aspects of a person's personality? Our findings indicate that altruism and antisocial behavior are uncorrelated tendencies stemming from different sources. Whereas altruism was linked primarily to shared (i.e., familial) environments, unique (i.e., nonfamilial) environments, and personality traits reflecting positive emotionality, antisocial behavior was linked primarily to genes, unique environments, and personality traits reflecting negative emotionality and a lack of constraint.
ObjectivesThis study sought to examine predictors of psychological well-being (PWB) among nursing students at an Australian regional university. The study postulated that: stress would have a negative effect on PWB; internal factors such as self-efficacy, resilience and mindfulness would have a positive effect on PWB and, external factors like social support would have a positive effect on PWB.
Design
A cross sectional descriptive predictive model was used to test the study hypotheses.
Setting and Participants
Convenience sampling was used to recruit participants at an Australian regional university with non-traditional nursing cohorts and where the curriculum is predominantly taught on-line.
Methods
Six validated scales (The Perceived Stress Scale; General Self-Efficacy Scale; Connor Davidson Resilience Scale; Multi-Dimensional Scale of Perceived Social Support; Psychological Wellbeing Scale, Mindfulness Awareness Scale) and a demographic inventory were administered as an online survey. A multiple linear regression analysis was performed to assess the internal and external factors to predict the participants' PWB.
Results
Of the 1760 invitations distributed, 657 responses were returned; however, because some were found to be significantly incomplete, 538 responses only were used for the data analysis. Demographics illustrated the characteristics of a non-traditional cohort that was female dominated. All three hypotheses were supported. An unexpected finding was that while it might be anticipated that non-traditional cohorts will have stronger coping skills due to life experiences, this should not be assumed. We found that our participants had higher stress scores and lower psychological wellbeing, compared to the younger groups (nursing or health allied) reported in previous studies. It was perhaps due to their difficulties in juggling responsibilities between study, work and family and the nature of studying externally online.
Conclusions
This study represents only a snapshot in time but emphasises the need for specific curriculum preparation to promote positive coping strategies. In this way, new graduates may be better prepared to engage with complex, demanding and ever-changing work environments across the globe.
Tracy, BL and Hart, CEF. Bikram yoga training and physical fitness in healthy young adults. J Strength Cond Res 27(3): 822-830, 2013-There has been relatively little longitudinal controlled investigation of the effects of yoga on general physical fitness, despite the widespread participation in this form of exercise. The purpose of this exploratory study was to examine the effect of short-term Bikram yoga training on general physical fitness. Young healthy adults were randomized to yoga training (N = 10, 29 +/- 6 years, 24 sessions in 8 weeks) or a control group (N = 11, 26 +/- 7 years). Each yoga training session consisted of 90-minute standardized supervised postures performed in a heated and humidified studio. Isometric deadlift strength, handgrip strength, lower back/hamstring and shoulder flexibility, resting heart rate and blood pressure, maximal oxygen consumption (treadmill), and lean and fat mass (dual-energy x-ray absorptiometry) were measured before and after training. Yoga subjects exhibited increased deadlift strength, substantially increased lower back/hamstring flexibility, increased shoulder flexibility, and modestly decreased body fat compared with control group. There were no changes in handgrip strength, cardiovascular measures, or maximal aerobic fitness. In summary, this short-term yoga training protocol produced beneficial changes in musculoskeletal fitness that were specific to the training stimulus.
Up to 50% of individuals with major depressive disorder (MDD) do not recover after two antidepressant medication trials, and therefore meet the criteria for treatment-resistant depression (TRD). Mindfulness-based cognitive therapy (MBCT) is one promising treatment; however, the extent to which MBCT influences clinical outcomes relative to baseline neural activation remains unknown. In the present study we investigated baseline differences in amygdala activation between TRD patients and healthy controls (HCs), related amygdala activation to depression symptoms, and examined the impacts of MBCT and amygdala activation on longitudinal depression outcomes. At baseline, TRD patients (n = 80) and HCs (n = 37) participated in a functional magnetic resonance imaging task in which they identified either the emotion (affect labeling) or the gender (gender labeling) of faces, or passively viewed faces (observing). The TRD participants then completed eight weeks of MBCT or a health enhancement program (HEP). Relative to HCs, the TRD patients demonstrated less amygdala activation during affect labeling, and marginally less during gender labeling. Blunted amygdala activation in TRD patients during affect labeling was associated with greater depression severity. MBCT was associated with greater depression reductions than was HEP directly following treatment; however, at 52 weeks the treatment effect was not significant, and baseline amygdala activation across the task conditions predicted depression severity in both groups. TRD patients have blunted amygdala responses during affect labeling that are associated with greater concurrent depression. Furthermore, although MBCT produced greater short-term improvements in depression than did HEP, overall baseline amygdala reactivity was predictive of long-term clinical outcomes in both groups.
Up to 50% of individuals with major depressive disorder (MDD) do not recover after two antidepressant medication trials, and therefore meet the criteria for treatment-resistant depression (TRD). Mindfulness-based cognitive therapy (MBCT) is one promising treatment; however, the extent to which MBCT influences clinical outcomes relative to baseline neural activation remains unknown. In the present study we investigated baseline differences in amygdala activation between TRD patients and healthy controls (HCs), related amygdala activation to depression symptoms, and examined the impacts of MBCT and amygdala activation on longitudinal depression outcomes. At baseline, TRD patients (n = 80) and HCs (n = 37) participated in a functional magnetic resonance imaging task in which they identified either the emotion (affect labeling) or the gender (gender labeling) of faces, or passively viewed faces (observing). The TRD participants then completed eight weeks of MBCT or a health enhancement program (HEP). Relative to HCs, the TRD patients demonstrated less amygdala activation during affect labeling, and marginally less during gender labeling. Blunted amygdala activation in TRD patients during affect labeling was associated with greater depression severity. MBCT was associated with greater depression reductions than was HEP directly following treatment; however, at 52 weeks the treatment effect was not significant, and baseline amygdala activation across the task conditions predicted depression severity in both groups. TRD patients have blunted amygdala responses during affect labeling that are associated with greater concurrent depression. Furthermore, although MBCT produced greater short-term improvements in depression than did HEP, overall baseline amygdala reactivity was predictive of long-term clinical outcomes in both groups.
This much-needed book will help schools and, by extension, society to better understand and identify the promise, potential, and possibilities of Black boys. Drawing from their wealth of experience in early childhood education, the authors present an asset- and strengths-based view of educating Black boys. This positive approach enables practitioners and school leaders to recognize, understand, and cultivate the diversity of social skills of Black boys in the early grades (pre-K-3rd grade). Each chapter begins with a vignette to illustrate what is lost when Black boys are prevented from participating freely in boyhood, having to instead attend to adult and peer interactions and attitudes that view them as "bad boys" and "troublemakers." This accessible book provides teachers with classroom strategies to help young Black boys achieve their highest potential, along with other resources for supporting their social-emotional development, such as a reading list of authentic multicultural children's books with Black boys as protagonists. Book features: (1) Challenges deficit views of Black boys in order to transform the way schools and society think, talk, and write about them; (2) Provides culturally responsive strategies for engaging Black boys and fostering healthy self-identity and agency; (3) Discusses the importance of critical self-reflection to examine attitudes and practices that inform how teachers engage with children and families; and (4) Examines how school officials, beginning in early childhood, can stop the adultification and criminalization of Black boys. [This book was written with Shelly L. Counsell. A foreword by James Earl Davis is included.]
Behavioral trajectories during middle childhood are predictive of consequential outcomes later in life (e.g., substance abuse, violence). Social and emotional learning (SEL) programs are designed to promote trajectories that reflect both growth in positive behaviors and inhibited development of negative behaviors. The current study used growth mixture models to examine effects of the Positive Action (PA) program on behavioral trajectories of social-emotional and character development (SECD) and misconduct using data from a cluster-randomized trial that involved 14 schools and a sample of predominately low-income, urban youth followed from 3rd through 8th grade. For SECD, findings indicated that PA was similarly effective at improving trajectories within latent classes characterized as "high/declining" and "low/stable". Favorable program effects were likewise evident to a comparable degree for misconduct across observed latent classes that reflected "low/rising" and "high/rising" trajectories. These findings suggest that PA and perhaps other school-based universal SEL programs have the potential to yield comparable benefits across subgroups of youth with differing trajectories of positive and negative behaviors, making them promising strategies for achieving the intended goal of school-wide improvements in student outcomes.
Behavioral trajectories during middle childhood are predictive of consequential outcomes later in life (e.g., substance abuse, violence). Social and emotional learning (SEL) programs are designed to promote trajectories that reflect both growth in positive behaviors and inhibited development of negative behaviors. The current study used growth mixture models to examine effects of the Positive Action (PA) program on behavioral trajectories of social-emotional and character development (SECD) and misconduct using data from a cluster-randomized trial that involved 14 schools and a sample of predominately low-income, urban youth followed from 3rd through 8th grade. For SECD, findings indicated that PA was similarly effective at improving trajectories within latent classes characterized as "high/declining" and "low/stable". Favorable program effects were likewise evident to a comparable degree for misconduct across observed latent classes that reflected "low/rising" and "high/rising" trajectories. These findings suggest that PA and perhaps other school-based universal SEL programs have the potential to yield comparable benefits across subgroups of youth with differing trajectories of positive and negative behaviors, making them promising strategies for achieving the intended goal of school-wide improvements in student outcomes.
BACKGROUND:This study tested the effectiveness of a computerized mindfulness-based cognitive therapy intervention compared with computerized pain management psychoeducation in a randomized study.
METHODS:
Using an intention-to-treat approach, 124 adult participants who reported experiencing pain that was unrelated to cancer and of at least 6 months duration were randomly assigned to computerized mindfulness-based cognitive therapy ("Mindfulness in Action" [MIA]) or pain management psychoeducation programs. Data were collected before and after the intervention and at 6-month follow-up.
RESULTS:
Participants in both groups showed equivalent change and significant improvements on measures of pain interference, pain acceptance, and catastrophizing from pretreatment to posttreatment and the improvements were maintained at follow-up. Average pain intensity also reduced from baseline to posttreatment for both groups, but was not maintained at follow-up. Participants in both groups reported increases in subjective well-being, these were more pronounced in the MIA than the pain management psychoeducation group. Participants in the MIA group also reported a greater reduction in pain "right now," and increases in their ability to manage emotions, manage stress, and enjoy pleasant events on completion of the intervention. The changes in ability to manage emotions and stressful events were maintained at follow-up.
CONCLUSIONS:
The results of the study provide evidence that although there were equivalent changes across outcomes of interest for participants in both conditions over time, the MIA program showed a number of unique benefits. However, the level of participant attrition in the study highlighted a need for further attention to participant engagement with online chronic pain programs.
Richard Louv explains how society can overcome nature-deficit disorder.
Richard Louv explains how society can overcome nature-deficit disorder.
<p>Meditation nowadays plays a part in mind/body medicine and in some branches of educational psychology. In ancient and medieval times, these functions formed a part of the humanities curriculum as it was taught in philosophical schools, monastic communities, and universities. This article claims that it is by returning to a holistic view of the functions of the humanities by means of meditative disciplines that the value and usefulness of the humanities can be most successfully integrated into Western life and institutions. In bringing about this perspective, teachers in the humanities have a great deal to learn from research in the cognitive neurosciences.</p>
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Meditation nowadays plays a part in mind/body medicine and in some branches of educational psychology. In ancient and medieval times, these functions formed a part of the humanities curriculum as it was taught in philosophical schools, monastic communities, and universities. This article claims that it is by returning to a holistic view of the functions of the humanities by means of meditative disciplines that the value and usefulness of the humanities can be most successfully integrated into Western life and institutions. In bringing about this perspective, teachers in the humanities have a great deal to learn from research in the cognitive neurosciences.
Desire for Life: The Practitioner’s Introduction to Morita Therapy for the Treatment of Anxiety Disorders summarizes key therapeutic goals and methods for applying Morita Therapy to counseling persons experiencing severe anxiety-related disorders, including general anxiety, panic attacks, obsessive-compulsive behaviors, phobias, posttraumatic stress, and hypochondria. This book is a concise and authoritative guide for those who want to incorporate Morita Therapy into their professional practice or teaching of Eastern counseling approaches. The hallmarks of Morita Therapy are holistic well-being, contextual healing, and integrative intervention. This book presents these elements to benefit practitioners and instructors in psychology, counseling, social work, education, human services, medicine, and allied health.
OBJECTIVE: To assess the effect of a meditation training program, Mindfulness-Based Stress Reduction (MBSR), on depressive symptoms, psychological status, and disease activity in patients with rheumatoid arthritis (RA) through a randomized, waitlist-controlled pilot study.METHODS: Participants were randomized to either an MBSR group, where they attended an 8-week course and 4-month maintenance program, or to a waitlist control group, where they attended all assessment visits and received MBSR free of charge after study end. Participants received usual care from their rheumatologists throughout the trial. Self-report questionnaires were used to evaluate depressive symptoms, psychological distress, well-being, and mindfulness. Evaluation of RA disease activity (by Disease Activity Score in 28 joints) included examination by a physician masked to treatment status. Adjusted means and mean changes in outcomes were estimated in mixed model repeated measures analyses.
RESULTS: Sixty-three participants were randomized: 31 to MBSR and 32 to control. At 2 months, there were no statistically significant differences between groups in any outcomes. At 6 months, there was significant improvement in psychological distress and well-being (P = 0.04 and P = 0.03, respectively), and marginally significant improvement in depressive symptoms and mindfulness (P = 0.08 and P = 0.09, respectively). There was a 35% reduction in psychological distress among those treated. The intervention had no impact on RA disease activity.
CONCLUSION: An 8-week MBSR class was not associated with change in depressive symptoms or other outcomes at 2-month followup. Significant improvements in psychological distress and well-being were observed following MBSR plus a 4-month program of continued reinforcement. Mindfulness meditation may complement medical disease management by improving psychological distress and strengthening well-being in patients with RA.
OBJECTIVE: To assess the effect of a meditation training program, Mindfulness-Based Stress Reduction (MBSR), on depressive symptoms, psychological status, and disease activity in patients with rheumatoid arthritis (RA) through a randomized, waitlist-controlled pilot study.METHODS: Participants were randomized to either an MBSR group, where they attended an 8-week course and 4-month maintenance program, or to a waitlist control group, where they attended all assessment visits and received MBSR free of charge after study end. Participants received usual care from their rheumatologists throughout the trial. Self-report questionnaires were used to evaluate depressive symptoms, psychological distress, well-being, and mindfulness. Evaluation of RA disease activity (by Disease Activity Score in 28 joints) included examination by a physician masked to treatment status. Adjusted means and mean changes in outcomes were estimated in mixed model repeated measures analyses.
RESULTS: Sixty-three participants were randomized: 31 to MBSR and 32 to control. At 2 months, there were no statistically significant differences between groups in any outcomes. At 6 months, there was significant improvement in psychological distress and well-being (P = 0.04 and P = 0.03, respectively), and marginally significant improvement in depressive symptoms and mindfulness (P = 0.08 and P = 0.09, respectively). There was a 35% reduction in psychological distress among those treated. The intervention had no impact on RA disease activity.
CONCLUSION: An 8-week MBSR class was not associated with change in depressive symptoms or other outcomes at 2-month followup. Significant improvements in psychological distress and well-being were observed following MBSR plus a 4-month program of continued reinforcement. Mindfulness meditation may complement medical disease management by improving psychological distress and strengthening well-being in patients with RA.
<p>A school-based program of mindful awareness practices (MAPs) was evaluated in a randomized control study of 64 second- and third-grade children ages 7–9 years. The program was delivered for 30 minutes, twice per week, for 8 weeks. Teachers and parents completed questionnaires assessing children's executive function immediately before and following the 8-week period. Multivariate analysis of covariance on teacher and parent reports of executive function (EF) indicated an interaction effect between baseline EF score and group status on posttest EF. That is, children in the MAPs group who were less well regulated showed greater improvement in EF compared with controls. Specifically, those children starting out with poor EF who went through the MAPs training showed gains in behavioral regulation, metacognition, and overall global executive control. These results indicate a stronger effect of MAPs on children with executive function difficulties. The finding that both teachers and parents reported changes suggests that improvements in children's behavioral regulation generalized across settings. Future work is warranted using neurocognitive tasks of executive functions, behavioral observation, and multiple classroom samples to replicate and extend these preliminary findings.</p>
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This book shows how to use readily accessible computer technology to engage hard-to-reach children, including those with attention deficit disorder, autism, aspergers, and developmental delays. The authors demonstrate that the computer's ability to combine motion, sound, color, text, and physical activity makes it a cutting-edge approach. The chapters are as follows: (1) Working with the Alphabet: ADHD, LD, MR, ODD, PDD (i.e., Attention-Deficit/Hyperactivity Disorder, Learning Disabilities, Mental Retardation, Oppositional Defiant Disorder, Pervasive Developmental Disorder); (2) Emotional Expression through Drawing/Painting; (3) Exploring Significant Emotional Events through Multimedia Storytelling; (4) Self-Exploration through Multimedia Autobiography; (5) Promoting Self-Esteem through Personal Print Ads or Commercials; (6) Building Individual and Group Social Skills through Short Movies; (7) Personal Reflections on the Self; (8) Building Emotional Intelligence and Social Problem Solving Skills; (9) Using the Personal Problem Solving Guide; and (10) Ways To Access the Computers for Students with Special Needs. The appendix lists software applications and supporting print/video resources. (MES)
Recognizing the shared responsibility all entities with a vested interest in keeping the Earth habitable possess, the authors propose ways in which sport organizations can take action by incorporating ecocentric management principles within their organizational practices and thus become more ecologically just. First, by drawing upon the tenets of the systems thinking paradigm and the four levels of thinking model, the underlying beliefs and values guiding current practices within sport organizations are identified. Next, the authors offer a series of propositions to suggest that by adopting an equity-based perspective, recognizing the interdependent relationships between humans and the natural environment, and acknowledging the manner in which sport organizations hinder the opportunities of the natural environment to thrive, sport organizations can contribute to the health of the planet and all of its inhabitants through their own organizational practices. Additionally, sport organizations can also serve as ecologically just exemplars for organizations in other industries to emulate.
Elaborating on our understanding of the construct of mindfulness is currently a priority as mindfulness-based therapeutic interventions proliferate (Bishop et al., 2004). Two studies examined the relationship between measures of everyday mindfulness, mindfulness during meditation, and the five-factor model personality domains. These studies also investigated the effect of sitting meditation on mood. Two samples were largely naïve to formal sitting meditation, and the third sample was screened for meditation experience. The first study found that everyday mindfulness correlated positively with agreeableness and conscientiousness, and correlated negatively with neuroticism. Little to no relationship was found between mindfulness during meditation and everyday mindfulness across all three samples. Changes in mood following meditation varied across studies.
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Palaeontologists characterize mass extinctions as times when the Earth loses more than three-quarters of its species in a geologically short interval, as has happened only five times in the past 540 million years or so. Biologists now suggest that a sixth mass extinction may be under way, given the known species losses over the past few centuries and millennia. Here we review how differences between fossil and modern data and the addition of recently available palaeontological information influence our understanding of the current extinction crisis. Our results confirm that current extinction rates are higher than would be expected from the fossil record, highlighting the need for effective conservation measures.
Background The aim of this study was to systematically investigate the effectiveness of hatha yoga in treating acute, chronic and/or treatment-resistant mood and anxiety disorders. Methods Medline, Cochrane Library, Current Controlled Trials, Clinical Trials. gov, NHR Centre for Reviews and Dissemination, PsycINFO and CINAHL were searched through June 2018. Randomized controlled trials with patients with mood and anxiety disorders were included. Main outcomes were continuous measures of severity of mood and anxiety symptoms. Cohen's d was calculated as a measure of effect size. Meta-analyses using a random effects model was applied to estimate direct comparisons between yoga and control conditions for depression and anxiety outcomes. Publication bias was visually inspected using funnel plots. Results Eighteen studies were found, fourteen in acute patients and four in chronic patients. Most studies were of low quality. For depression outcomes, hatha yoga did not show a significant effect when compared to treatment as usual, an overall effect size of Cohen's d -0.64 (95% CI = -1.41, 0.13) or to all active control groups, Cohen's d -0.13 (95% CI = -0.49, 0.22). A sub-analysis showed that yoga had a significant effect on the reduction of depression compared to psychoeducation control groups, Cohen's d -0.52 (95% CI = -0.96, -0.08) but not to other active control groups, Cohen's d 0.28 (95% CI = -0.07, 0.63) For studies using a follow-up of six months or more, hatha yoga had no effect on the reduction of depression compared to active control groups, Cohen's d -0.14 (95% CI = -0.60, 0.33). Regarding anxiety, hatha yoga had no significant effect when compared to active control groups, Cohen's d -0.09 (95% CI = -0.47, 0.30). The I-2 and Q-statistic revealed heterogeneity amongst comparisons. Qualitative analyses suggest some promise of hatha yoga for chronic populations. Conclusions The ability to draw firm conclusions is limited by the notable heterogeneity and low quality of most of the included studies. With this caveat in mind, the results of the current meta-analysis suggest that hatha yoga does not have effects on acute, chronic and/or treatment-resistant mood and anxiety disorders compared to treatment as usual or active control groups. However, when compared to psychoeducation, hatha yoga showed more reductions in depression. It is clear that more high-quality studies are needed to advance the field.
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