University of Kansas

About: University of Kansas is a education organization based out in Lawrence, Kansas, United States. It is known for research contribution in the topics: Population & Poison control. The organization has 38183 authors who have published 81381 publications receiving 2986312 citations. The organization is also known as: KU & Univ of Kansas.

Rise and Fall of the Beringian Steppe Bison

Abstract: The widespread extinctions of large mammals at the end of the Pleistocene epoch have often been attributed to the depredations of humans; here we present genetic evidence that questions this assumption. We used ancient DNA and Bayesian techniques to reconstruct a detailed genetic history of bison throughout the late Pleistocene and Holocene epochs. Our analyses depict a large diverse population living throughout Beringia until around 37,000 years before the present, when the population's genetic diversity began to decline dramatically. The timing of this decline correlates with environmental changes associated with the onset of the last glacial cycle, whereas archaeological evidence does not support the presence of large populations of humans in Eastern Beringia until more than 15,000 years later.

Positive Psychology: The Scientific and Practical Explorations of Human Strengths

Abstract: Part I: Looking at Psychology from a Positive Perspective Chapter 1: Welcome to Positive Psychology Building Human Strength: Psychology's Forgotten Mission Going From the Negative to the Positive Positive Psychology Seeks a Balanced, More Complete View of Human Functioning Where We Are Now and What We Will Ask A Guide to This Book The Big Picture Appendix: Movies for Review Chapter 2: Eastern and Western Perspectives on Positive Psychology: How 'ME + WE = US' Might Bridge the Gap A Matter of Perspective Historical and Philosophical Traditions Western Influences: Athenian, Judeo- Christian, and Islamic Traditions Eastern Influences: Confucianism, Taoism, Buddhism, and Hinduism East Meets West Individualism: The Psychology of ME Collectivism: The Psychology of WE Different Ways to Positive Outcomes Where We Are Going: From ME to WE to US ME/WE Balance: The Positive Psychology of US Chapter 3: Classifications and Measures of Strengths and Positive Outcomes Classifications and Measures of Strengths Positive Outcomes for All Identifying Strengths and Moving Toward a Vital Balance Part II: Positive Psychology in Context Chapter 4: The Role of Culture Developing Strengths and Living Well Culture and Psychology Understanding Culture: A Matter of Perspective Positive Psychology: Culture is Everywhere Putting Positive Psychology in a Cultural Context Final Thoughts on the Complexity of Cultural Influences Chapter 5: Living Well at Every Stage of Life Resilience in Childhood Positive Youth Development The Life Tasks of Adulthood Successful Aging A More Developmental Focus in Positive Psychology Part III: Positive Emotional States and Processes Chapter 6: The Principles of Pleasure: Understanding Positive Affect, Positive Emotions, Happiness and Well-Being Defining Emotional Terms Distinguishing the Positive and the Negative Positive Emotions: Expanding the Repertoire of Pleasure Happiness and Subjective Well-Being: Living a Pleasurable Life Moving Toward the Positive Chapter 7: Making the Most of Emotional Experiences: Emotion-Focused Coping, Emotional Intelligence, Socioemotional Selectivity, and Emotional Storytelling Emotion-Focused Coping: Discovering the Adaptive Potential of Emotional Approach Emotional Intelligence: Learning the Skills That Make a Difference Socioemotional Selectivity: Focusing in Later Life on Positive Emotions and Emotion-Related Goals Emotional Storytelling: The Pennebaker Paradigm as a Means of Processing Intense Negative Emotions Emotions and Context Working With Emotions to Bring About Positive Change An Emotional Balancing Act Part IV: Positive Cognitive States and Processes Chapter 8: Seeing Our Futures Through Self-Efficacy, Optimism, and Hope Putting Temporal Futures in Perspective Self-Efficacy Hope Cultural Caveats About Temporal Perspective Appendix A: A Summary of Hope Theories Appendix B: Zimbardo Time Perspective Inventory Items Chapter 9: Wisdom and Courage: Characteristics of the Wise and the Brave Becoming and Being Wise Theories of Courage Becoming and Being Courageous Courage Research Finding Wisdom and Courage in Daily Life Chapter 10: Mindfulness, Flow, and Spirituality: In Search of Optimal Experiences Moment-to-Moment Searches Mindfulness: In Search of Novelty Flow: In Search of Absorption Spirituality: In Search of the Sacred The Search Continues Part V: Prosocial Behavior Chapter 11: Empathy and Egotism: Portals to Altruism, Gratitude, and Forgiveness Altruism Gratitude Forgiveness Personal Benefits of Altruism, Gratitude, and Forgiveness The Societal Implications of Altruism, Gratitude, and Forgiveness "I Have a Dream": Toward a Kinder, Gentler Humankind Appendix A: The Helping Attitude Scale Appendix B: The Gratitude Questionnaire-Six Items From GQ-6 Appendix C: The Heartland Forgiveness Scale (HFS) Appendix D: The Transgression-Related Interpersonal Motivations Scale (TRIM) Chapter 12: Attachment, Love, and Flourishing Relationships Infant Attachment Adult Attachment Security Love Flourishing Relationships: A Series of Purposeful Positive Relationship Behaviors The Neurobiology of Interpersonal Connection More on Flourishing Relationships Future of Love Building a Positive Psychology of Close Relationships Part VI. Understanding and Changing Human Behavior Chapter 13: Balanced Conceptualizations of Mental Health and Behavior Moving Toward Balanced Conceptualizations Our Fascination With Abnormal Behavior Neglect of the Environment and of the Positive The Lack of a Developmental Emphasis Understanding Behavior in a Cultural Context The Limits of the Categorical Diagnostic System Going Beyond the DSM-5 Framework Chapter 14: Preventing the Bad and Promoting the Good In the Words of a Psychotherapy Client... Primary Prevention: "Stop the Bad Before It Happens" Secondary Prevention (Psychotherapy): "Fix the Problem" Primary Enhancement: "Make Life Good" Secondary Enhancement: "Make Life the Best Possible" The Balance of Prevention and Enhancement Systems Appendix A: Effective Secondary Preventions (Psychotherapies) for Adult Problems Appendix B: Hope Therapy Worksheet Part VII: Positive Environments Chapter 15: Positive Schooling and Good Work: The Psychology of Gainful Employment and the Education That Gets Us There Teaching as a Calling Giving Back to Teachers Gainful Employment Gainful Employment: Happiness, Satisfaction, and Beyond Having or Being a Good Boss The Strengths-Based Approach to Work Capital at Work The Dark Side: Workaholics, Burnouts, and Jobs Lost What Can Be Done to Improve Your Work? When Work Becomes a Calling: The Tale of a Hospital Orderly Appendix A: One Example of Positive Schooling: The StrengthsQuest Program Appendix B: Positive Workplaces in Hong Kong: Building Positive Organizations, Engaging the Heart of Employees Part VIII: A Positive Look at the Future of Psychology Chapter 16: The Future of Positive Psychology: A Conversation Between the Authors "Teachers Can't Get Jobs in the Real World!" "No Child Left Behind" and Beyond The Components of Positive Schooling

The practice of competency modeling

Abstract: The purpose of this article is to define and explain a trend that has caused a great deal of confusion among HR researchers, practitioners, and consumers of HR-related services: competency modeling The Job Analysis and Competency Modeling Task Force, a work group jointly sponsored by the Professional Practice Committee and the Scientific Affairs Committee of the Society For Industrial and Organizational Psychology, has recently concluded a 2-year investigation into the antecedents of competency modeling and an examination of the current range of practice Competency modeling is compared and contrasted to job analysis using a conceptual framework (reflected in a 10-dimension Level of Rigor Scale) that practitioners and researchers may use to guide future work efforts, and which could be used as a basis for developing standards for practice The strengths and weaknesses of both competency modeling and job analysis are identified and, where appropriate, recommendations are made for leveraging strengths in one camp to shore-up weaknesses in the other

Informed consent, parental permission, and assent in pediatric practice.

Abstract: As the author of the first draft of the recently published Academy statement, Informed Consent, Parental Permission, and Assent in Pediatric Practice,1 I would like to comment on several of the "qualifying" or "clarifying" additions that have been made in this statement during its decade long struggle to gain Academy approval. I am particularly concerned about the possible misinterpretation of three of these additions. The first addition is the statement, "Parents and physicians should not exclude children and adolescents from decision-making without persuasive reasons"