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The importance of teachers’ wellbeing and the complexities of teaching are becoming more widely understood through the lens of positive psychology. For example, teachers’ wellbeing and optimal functioning have an impact on their ability to teach effectively, teacher retention and their job satisfaction. However, there is a shortage of global research investigating teachers’ wellbeing, especially in rural China. The current study contributes to this shortage through an appreciative inquiry to examine rural teachers’ wellbeing in Jilin Province in rural China. Unlike earlier research, this study focused on the positive elements of rurality that strengthen teachers’ wellbeing. A two-phase exploratory, sequential, mixed-methods design was adopted. This paper reports on quantitative findings of Stage 2 of the study, a latent profile analysis of 1,198 participants’ experiences of wellbeing. The results suggest there are five unique profiles that enable rural Chinese teachers’ wellbeing: thriving, personally driven, surviving, career-driven and languishing. This study undertakes a novel approach of latent profile analysis of teachers’ wellbeing in rural China. These findings have implications for policymakers, initial teacher education programs, and teacher wellbeing interventions.

Teachers in rural China are considered disadvantaged compared to their urban counterparts on several measures, including working conditions, remuneration, and access to professional development opportunities. We argue that teacher wellbeing plays a crucial role in teacher quality because quality teachers require optimal functioning and wellbeing to teach well. This study reports on the qualitative element of an exploratory sequential mixed-methods research design investigating Chinese rural teachers’ attitudes towards wellbeing. The results of this study confirmed that remuneration, access to professional development opportunities and social status of rural teachers are behind those of urban teachers in China. However, several rural teachers excelled in the profession, showing a passion for teaching that transformed the lives of rural students. This study discovered a gap in the current research on the wellbeing of rural teachers in China and suggested that policymakers should promote the unique positive aspects of rurality, including teachers’ passion for optimal outcomes for their students, rather than focussing on the negative aspects of rurality.

While positive education research has grown over the past decade, making strides in measurement, interventions, and applications, it has also been criticised for lacking consistent guiding theoretical frameworks, heavily emphasising psychology over education, and being driven by unacknowledged pedagogical assumptions. This chapter argues that a particular stumbling block has been ignoring the professional practice of positive education; that is, what positive education teachers do and how they know they are having an impact. To addresses this gap, this chapter introduces a strength-based reflective practice model for teachers that integrates the Values in Action classification of character strengths with Brookfield’s four lenses for reflective practice, which consists of: (1) the students’ eyes, (2) colleagues’ perceptions, (3) personal experience, and (4) theory. The model aims to provide a method for critical self-reflection, thereby helping to enable effective professional practice. Through this model, perhaps positive education can become a pedagogy that has found its practice.

Wellbeing Literacy (WL) is conceptualised as the habitual, intentional language use about and for the wellbeing of self and the wellbeing of others. It is language use capability, what we can be and what we can do, with language, for the sake of wellbeing of oneself or others. We argue that this capability can be transformative and emancipatory for individuals and communities, enabling one to live a life with value, freedom and wellbeing. Wellbeing literacy, and its six modes of communication, link well with existing literacy curriculum and structures within education systems. An opportunity exists amongst the crisis to change education broadly and, specifically, wellbeing and resilience education through the intentional use of language about and for wellbeing, during times of adversity and change. This chapter discusses wellbeing literacy, as a model and capability for transforming wellbeing and wellbeing education, both during and post the COVID-19 pandemic.

The holotype specimen of the megaraptorid Australovenator wintonensis, from the Upper Cretaceous Winton Formation (Rolling Downs Group, Eromanga Basin) of central Queensland, is the most complete non-avian theropod found in Australia to date. In fact, the holotype of A. wintonensis and isolated megaraptorid teeth (possibly referable to Australovenator) constitute the only theropod body fossils reported from the Winton Formation. Herein, we describe a new fragmentary megaraptorid specimen from the Winton Formation, found near the type locality of A. wintonensis. The new specimen comprises parts of two vertebrae, two metatarsals, a pedal phalanx and multiple unidentifiable bone fragments. Although the new megaraptorid specimen is poorly preserved, it includes the only megaraptorid vertebrae known from Queensland. The presence of pleurocoels and highly pneumatic caudal centra with camerate and camellate internal structures permit the assignment of these remains to Megaraptora gen. et sp. indet. A morphological comparison revealed that the distal end of metatarsal II and the partial pedal phalanx II-1 of the new specimen are morphologically divergent from Australovenator. This might indicate the presence of a second megaraptorid taxon in the Winton Formation, or possibly intraspecific variation.

Although there is limited international data regarding trauma frequency and student achievement, we know that up to 40% of all students in the United States are compromised by the impacts of trauma and chronic stressors (National Child Traumatic Stress Network. Empirically Supported Treatments and Promising Practices. Author, Los Angeles/Durham. Retrieved on March 10, 2014, from http:// www.nctsnet.org/resources/topics/treatments-that-work/promising-practices, 2005). To address their needs, positive education needs to be woven into trauma- informed approaches. Together with Professor Lea Waters and Associate Professor Helen Stokes, I have developed the trauma-informed positive education (TIPE) approach (Brunzell T, Stokes H, Waters L. Contemp Sch Psychol, 2015). This model is being tested through research at the Melbourne Graduate School of Education, University of Melbourne. Preliminary evidence from schools working with the TIPE approach shows that teachers have enlarged their understanding about the developmental needs of children whose lives are compromised by trauma resulting from family and community destabilization. This chapter describes our research in positive education and comments on early data from classroom interventions with trauma-affected students. It concludes with recommendations for future research about the extent to which positive education can meet the healing and growth needs of trauma-affected students. My colleagues and I believe that when teachers are assisted to respond to the unmet needs of their most vulnerable students, then classrooms are better prepared to realize the academic and well-being goals of all students.

Contactin-Associated protein-like 2 (CNTNAP2) is a large multidomain neuronal adhesion molecule implicated in a number of neurological disorders, including epilepsy, schizophrenia, autism spectrum disorder, intellectual disability, and language delay. We reveal here by electron microscopy that the architecture of CNTNAP2 is composed of a large, medium, and small lobe that flex with respect to each other. Using epitope labeling and fragments, we assign the F58C, L1, and L2 domains to the large lobe, the FBG and L3 domains to the middle lobe, and the L4 domain to the small lobe of the CNTNAP2 molecular envelope. Our data reveal that CNTNAP2 has a very different architecture compared with neurexin 1α, a fellow member of the neurexin superfamily and a prototype, suggesting that CNTNAP2 uses a different strategy to integrate into the synaptic protein network. We show that the ectodomains of CNTNAP2 and contactin 2 (CNTN2) bind directly and specifically, with low nanomolar affinity. We show further that mutations in CNTNAP2 implicated in autism spectrum disorder arenot segregated but are distributed over the whole ectodomain. The molecular shape and dimensions of CNTNAP2 place constraints on how CNTNAP2 integrates in the cleft of axo-glial and neuronal contact sites and how it functions as an organizing and adhesive molecule.

Following the launch of the positive psychology movement teachers and educators emerged as early adopters of this fledgling science. This approach was called positive education. It describes scientifically validated programs from positive psychology, taught in schools, that have an impact on student well-being. The growing body of evidence about the reach of positive psychology has formed a convincing case to consider well-being an operational goal for educational systems. It is argued that this goal is pivotal and should be pursued in the same way in which we develop strategies to harness academic growth, school retention rates, and student engagement. National education policies can have widespread influence at the grassroots level on school improvement, good quality of classroom teaching and learning, student performance, creating confident and creative individuals and active and informed citizens, but not necessarily on the preventative skills for lifelong well-being. In this article I take stock on the positive education movement. Three approaches to positive education are identified and eight hurdles to the field are noted as reasons why positive education won't stick in policy. Then, I reflect on two case studies: a Well-being Summit and Round Table held at Wellington College and No. 10 Downing Street and Dr. Martin Seligman's role as Adelaide's Thinker in Residence as examples of grass-roots initiatives in well-being. Finally, six strategies are suggested for researchers and practitioners to grow the field. Last, I argued that until research centers focus on the development of common definitions of the key terms underpinning positive psychology, positive education and well-being the impact of the movement will be limited to a handful of institutions as models of best practice.

The pedal range of motion in Australovenator wintonensis is investigated to determine what influence soft tissue had on range of motion in the foot. Fortunately, the theropod pes shares a close morphology with extant large cursorial birds. Therefore, to better understand the pedal range of motion of Australovenator, the pedal range of motion of Dromaius novaehollandiae (commonly known as the emu) was analysed with and without soft tissue. We used a variety of innovative digital techniques to analyse the range of motion and biologically restore the Australovenator pes. Computed tomography scans of Dromaius pes in fully flexed and fully extended positions provided the soft tissue range of motion limits. The bone on bone range of motion of the same specimen was replicated following the removal of soft tissue. It was identified that there was an increase in range of motion potential with the removal of soft tissue. This variation provided a guide to develop the potential range of motion of a fully fleshed Australovenator pes. Additionally, the dissection of the Dromaius pes provided a guide enabling the replication of the corresponding soft tissue and keratin sheaths of the Australovenator pes.