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SUMMARYRegulation of the microbiota is critical to intestinal health yet the mechanisms employed by innate immunity remain unclear. Here we show that mice deficient in the C-Type-lectin receptor, Clec12a developed severe colitis, which was dependent on the microbiota. Fecal-microbiota-transplantation (FMT) studies into germfree mice revealed a colitogenic microbiota formed within Clec12a-/-mice that was marked by expansion of the gram-positive organism,Faecalibaculum rodentium. Treatment withF. rodentiumwas sufficient to worsen colitis in wild-type mice. Macrophages within the gut express the highest levels of Clec12a. Cytokine and sequencing analysis in Clec12a-/-macrophages revealed heighten inflammation but marked reduction in genes associated with phagocytosis. Indeed, Clec12a-/-macrophages are impaired in their ability to uptakeF. rodentium.Purified Clec12a had higher binding to gram-positive organisms such asF. rodentium. Thus, our data identifies Clec12a as an innate immune surveillance mechanism to control expansion of potentially harmful commensals without overt inflammation.

According to Self-determination Theory (SDT), self-determined athletes are more apt to put forth effort and have high levels of self-esteem and well-being (Ryan & Deci, 2002). Studies have identifi...

Social media is profoundly changing the way many people interact, and there are growing concerns that social media use is negatively affecting individual’s mental health. This chapter will review research which has correlated social media use to measures relating to depression, self-esteem, anxiety, and loneliness. Additionally, we review the reported benefits of using social media relating to mental health, such as enhanced self-expression, online support, and enhanced socializing capabilities. We then evaluate theories and models that have been proposed to explain the relationships between social media use and depression. In the final section, we highlight some methodological limitations with prior research and suggest future directions.

Hazard perception skill has been found to be associated with drivers’ crash risk. This skill has typically been measured using computer-based response-time hazard perception tests, in which drivers indicate the earliest point that they detect a potential hazard in video clips of traffic filmed from a driver’s perspective. In recent years, researchers have suggested an alternative type of measure, known as a “hazard prediction test”, in which each test item is a traffic clip that stops (typically cutting to black) just before a hazardous incident unfolds. Drivers taking the test have to predict what happens next in the clip. Measures of this kind have been found to distinguish between high risk (novice) and lower risk (experienced) driver groups, and have been argued to offer several advantages over traditional response-time hazard perception tests. However, a key strength of the response-time hazard perception test is that assessments using this format have been found to predict crash involvement. The same has not yet been demonstrated for hazard prediction tests, raising questions about their validity. In the present research, we created a new hazard prediction test using Australian traffic scenes. In our version of the test, drivers’ scores were based on how many plausible predictions they were able to generate for each traffic clip. We established validity evidence for the test scores in two studies with separate samples, using two different versions of the test (long vs. short) with different response modes (verbal vs. written). As well as distinguishing between novice and experienced driver groups, test scores were also associated with self-reported crash involvement in both studies. We also found a significant correlation between hazard prediction test scores and scores in an established response-time hazard perception test. These findings support the proposal that scores on the hazard prediction test are a valid measure of hazard perception skill.

Contemporary works on Canadian foreign policy toward the United States show scholars still grappling with the implications of two major events that altered the relationship profoundly: the Canada–United States Free Trade Agreement (CUFTA) and the September 11, 2001 terrorist attacks on the United States (9/11). These two events shifted the agendas of both countries and led to a reappraisal of the potential of cooperation between the two countries. Neither event, nor the policy responses that followed were uncontroversial.

Social media is profoundly changing the way many people interact, and there are growing concerns that social media use is negatively affecting individual’s mental health. This chapter will review research which has correlated social media use to measures relating to depression, self-esteem, anxiety, and loneliness. Additionally, we review the reported benefits of using social media relating to mental health, such as enhanced self-expression, online support, and enhanced socializing capabilities. We then evaluate theories and models that have been proposed to explain the relationships between social media use and depression. In the final section, we highlight some methodological limitations with prior research and suggest future directions.

It has been suggested that neuro-diverse individuals may be particularly good at detecting online deception (Pick 2019). A small-scale exploratory study was conducted to investigate whether individuals with traits associated with Autism Spectrum Disorder (ASD) were more or less accurate in spotting different types of fake news. A non-clinical sample of university students completed an online identification task, where both fake and real articles items were manipulated in terms of their emotive content. When individuals with low and high scores on the Autism-Spectrum Quotient (Baron-Cohen et al. 2001) were compared, there were no significant main effects on detection accuracy. However, there were two significant interactions, indicating an interesting relationship between message emotiveness, ASD and fake news detection. The results contribute to an understanding of how psychological differences, in particular ASD, may affect online judgements and will contribute to a developing body of work relating positive skills of neuro-diverse individuals to the cybersecurity industry.

Canada and the United States have historically addressed conflicting issues in migration policy reactively rather than proactively. This chapter argues that unless anticipatory action is taken, this trend will likely continue, exacerbated in the current context of a minority government in Canada and a populist government in the United States. Four issue areas are examined here: changes to labour mobility in the United States Mexico Canada Agreement (USMCA), specific labour mobility issues concerning the migration of tech professionals, entry–exit issues, including marijuana legalisation, and the growing challenge posed by refugees, asylum seekers, and the safe third country agreement. Nevertheless, as the chapter shows, each of these challenges can be overcome through forward-thinking policy. To do this, both Canada and the United States will have to eschew their historical preference for short-term compromises in favour of long-term solutions.

The role of the human in cyber security is well acknowledged. Many cyber security incidents rely upon targets performing specific behavioural actions, such as opening a link within a phishing email. Cyber adversaries themselves are driven by psychological processes such as motivation, group dynamics and social identity. Furthermore, both intentional and unintentional insider threats are associated with a range of psychological factors, including cognitive load, mental wellbeing, trust and interpersonal relations. By incorporating psychology into cyber security education, practitioners will be better equipped with the skills they need to address cyber security issues. However, there are challenges in doing so. Psychology is a broad discipline, and many theories, approaches and methods may have little practical significance to cyber security. There is a need to sift through the literature to identify what can be applied to cyber security. There are also pedagogical differences in how psychology and cyber security are taught and also psychological differences in the types of student that may typically study psychology and cyber security. To engage with cyber security students, it is important that these differences are identified and positively addressed. Essential to this endeavor is the need to discuss and collaborate across the two disciplines. In this paper, we explore these issues and discuss our experiences as psychology and cyber security academics who work across disciplines to deliver psychology education to cyber security students, practitioners and commercial clients.