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Intro -- Acknowledgments -- A Brief Chronology of Chinese History -- Introduction -- Research Strategy -- Historical Trajectory of Traditional Chinese Ethics -- Important Features of Traditional Chinese Ethics -- Contents -- 1 The Birth of Traditional Chinese Ethics in West Zhou (1046-771 BC) -- 1.1 The Birth of West Zhou Ethics -- 1.2 West Zhou Ethical Concept of "Filialness and Virtuousness" (有孝有德) -- 1.2.1 West Zhou Patriarchal Clan Moral Code Centered on "Filialness" (孝) -- 1.2.2 Cultivate Thy Virtues and Follow Thy Destiny (修德 命) -- 1.2.3 "Respect the Virtuous and Protect the Plebeian" (敬德保民) -- 2 Ethics in Chun-Qiu & -- Warring States Eras -- 2.1 Social Changes and Ethical Thought in the Two Eras -- 2.2 Transition of Ethical Thought in Chun-Qiu Era -- 2.2.1 Changes in the Patriarchal Moral Code -- 2.2.2 Development of the Concept of "Virtue" (德) -- 2.2.3 First Voice of "Righteousness vs. Profitability" (义利之 ) -- 2.3 Confucian Ethics on "Benevolence" (仁) -- 2.3.1 Confucian Benevolence: "Loyalty and Sympathy" (忠恕) -- 2.3.2 Integration of "Benevolence" (仁) and "Propriety" (礼) -- 2.3.3 "The Benevolent Enjoy Benevolence" (仁 安仁) -- 2.3.4 The Means of Cultivation Through Learning and Reflection -- 2.4 Mohist "Universal Love" (兼爱) and Utilitarianism (功利主义) -- 2.4.1 The Principle of "Universal Love" -- 2.4.2 Utilitarianism in Mohist "Honoring Profitability" (尚利) -- 2.4.3 "Assessment of Both Motive and Result" (合其志功 ) -- 2.5 Daoist Morality in "Inaction" (无为) -- 2.5.1 The Ethics of "The Dao in its Regular Course Does Nothing" -- 2.5.2 The Moral Implication of "Great Dao Lies Waste" -- 2.5.3 The Ethical Connotation of "Return to Simplicity" -- 2.5.4 The Significance of "Inaction" -- 2.6 Yangist Theory of "Cherishing The Self" ( 己) and "Prizing Life" ( 生) -- 2.6.1 "Cherishing the Self" ( 己) and "Prizing Life" ( 生).

AbstractAdolescence involves extensive brain maturation, characterized by social sensitivity and emotional lability, that co‐occurs with increased independence. Mid‐adolescence is also a hallmark developmental stage when youths become motivated to reflect on the broader personal, ethical, and systems‐level implications of happenings, a process we term transcendent thinking. Here, we examine the confluence of these developmental processes to ask, from a transdisciplinary perspective, how might community violence exposure (CVE) impact brain development during mid‐adolescence, and how might youths' dispositions for transcendent thinking be protective? Fifty‐five low‐SES urban youth with no history of delinquency (32 female; 27 Latinx, 28 East Asian) reported their CVE and underwent structural MRI first at age 14–18, and again 2 years later. At the study's start, participants also discussed their feelings about 40 minidocumentaries featuring other teens' compelling situations in a 2‐h private interview that was transcribed and coded for transcendent thinking. Controlling for CVE and brain structure at the start: (1) New CVE during the 2‐year inter‐scan interval was associated with greater gray matter volume (GMV) reduction over that interval in the anterior cingulate cortex (ACC), a central network hub whose reduced volume has been associated with posttraumatic stress disorder, and across multiple additional cortical and subcortical regions; (2) participants' transcendent thinking in the interview independently predicted greater GMV increase during the 2‐year inter‐scan interval in the ACC. Findings highlight the continued vulnerability of mid‐adolescents to community violence and the importance of supporting teens' dispositions to reflect on the complex personal and systems‐level implications and affordances of their civic landscape.

We present two experiments investigating the role of emotions concerning technological and natural hazards. In the first experiment, technological hazards aroused stronger emotions, and were considered to be riskier than natural hazards. No differences were found between the texts versus audio presentations. However, the presence of pictures aroused stronger emotions and increased the perceived risk. Emotions play a mediating role between hazard types and perceived risk, as well as between pictures and perceived risk. The second experiment adopted real‐world materials from webpages and TV. Emotions again play a mediating role between pictorial information and risk perception. Moreover, specific emotions were found to be associated with different types of action tendencies. For example, loss‐based emotions (e.g., fear, regret) tend to lead to prevention strategies, whereas ethical emotions (e.g., anger) lead to aggressive behavior. We also find that loss‐based emotions in the technical hazard scenario trigger more coping strategies (from prevention to retaliation) than in the natural hazard scenario.

Support by Inserm, ANRS, University of Strasbourg, the European Union (INTERREG-IV-Rhin Supérieur-FEDER -Hepato-Regio-Net 2009 and 2012), the Laboratoire d'excellence HEPSYS (ANR-10-LAB-28) and MRC. ; International audience ; Human hepatitis B virus (HBV) infection and HBV-related diseases remain a major public health problem. Individuals coinfected with its satellite hepatitis D virus (HDV) have more severe disease. Cellular entry of both viruses is mediated by HBV envelope proteins. The pre-S1 domain of the large envelope protein is a key determinant for receptor(s) binding. However, the identity of the receptor(s) is unknown. Here, by using near zero distance photo-cross-linking and tandem affinity purification, we revealed that the receptor-binding region of pre-S1 specifically interacts with sodium taurocholate cotransporting polypeptide (NTCP), a multiple transmembrane transporter predominantly expressed in the liver. Silencing NTCP inhibited HBV and HDV infection, while exogenous NTCP expression rendered nonsusceptible hepatocarcinoma cells susceptible to these viral infections. Moreover, replacing amino acids 157-165 of nonfunctional monkey NTCP with the human counterpart conferred its ability in supporting both viral infections. Our results demonstrate that NTCP is a functional receptor for HBV and HDV.

Support by Inserm, ANRS, University of Strasbourg, the European Union (INTERREG-IV-Rhin Supérieur-FEDER -Hepato-Regio-Net 2009 and 2012), the Laboratoire d'excellence HEPSYS (ANR-10-LAB-28) and MRC. ; International audience ; Human hepatitis B virus (HBV) infection and HBV-related diseases remain a major public health problem. Individuals coinfected with its satellite hepatitis D virus (HDV) have more severe disease. Cellular entry of both viruses is mediated by HBV envelope proteins. The pre-S1 domain of the large envelope protein is a key determinant for receptor(s) binding. However, the identity of the receptor(s) is unknown. Here, by using near zero distance photo-cross-linking and tandem affinity purification, we revealed that the receptor-binding region of pre-S1 specifically interacts with sodium taurocholate cotransporting polypeptide (NTCP), a multiple transmembrane transporter predominantly expressed in the liver. Silencing NTCP inhibited HBV and HDV infection, while exogenous NTCP expression rendered nonsusceptible hepatocarcinoma cells susceptible to these viral infections. Moreover, replacing amino acids 157-165 of nonfunctional monkey NTCP with the human counterpart conferred its ability in supporting both viral infections. Our results demonstrate that NTCP is a functional receptor for HBV and HDV.

Objectives: The objective of this study was to gain insight into how Chinese special education teachers(1) conceptualize individual education plan (IEP) and how IEP is implemented in their daily work. Method: Fourteen administrators and teachers from several special education schools in three metropolitan cities in China were interviews about their perspective of IEP and IEP practice at their work. Results: The results suggested that despite remaining concerns about the implementation of IEP Chinese teachers highly commit to the value of IEP. It is noted that the IEP process in Chinese schools is quite similar to that of US schools in terms of some major requirements and yet some adaptions are made given the different social–cultural context and that the IEP practice is influenced by a variety of factors such as schools' policy, curriculum, and the paucity of educational resources. Conclusion: There is a need for developing a systematic guideline of IEP considering inconsistency of implementing IEP in schools. Improving teachers' professional competence is critical to the effectiveness of IEP practice in China, and local governments should put in more efforts in ensuring adequate resource being provided to schools and teachers regarding the implementation of IEPs.