Peer communication relationships and psychological climate

This study examined the association between psychological climate and the types of communication relationships employees form with their peers. 194 teachers completed a questionnaire measuring psychological climate. They also reported their proportions of information, collegial and special peer relationships. Perceptions of the organization's climate were associated with the types of communication relationships employees form with their peers. These associations were moderated, in part, by gender, suggesting that men and women differ significantly in the ways they approach friendships at work. Implications of these findings are discussed.     

多功能气候试验室模拟效果研究

采用多功能气候试验室模拟自然条件下的腐蚀环境,将钢筋混凝土梁放入试验室,进行不同时间段的腐蚀试验,测出氯离子在混凝土不同深度处的含量,再与现场水工混凝土中氯离子的分布情况进行比较。结论表明,多功能气候试验室模拟自然环境的试验完全可行,而且效果比较好。     

Challenges and possibilities in climate change education

Educating and communicating about climate change is challenging. Researchers reported that climate change concepts are often misunderstood. Some people do not believe that climate change will have impacts on their own life. Other challenges may include people＇s difficulty in perceiving small or gradual environmental changes, the fact that overconsumption brings people power and recognition, people＇s weak connection to nature, and people＇s tendency to make emotional decisions and quickly solve environmental problems. Drawn from research, some climate change communication and education strategies are presented. Well designed environmental messages could convince people that they can still reduce the scale of the phenomenon and could link mitigation actions to people＇s positive desires or aspirations, while providing local examples of climate change impacts and illustrated information. In mitigation education, some strategies （future education, reflective, experiential, socio-constructivist approaches and the community of change）, jointly used, could correct the learners＇ misconceptions and lead them to action. In adaptation education, scientists and citizens could get together to choose a specific problem that may worsen with climate change, analyze it, and propose and implement adaptations. In the meantime, pedagogical strategies inspired by cognitive science could strengthen the citizens＇ skills： posing and solving problems, decision-making, scenario building and sustainable planning.     

Classroom climate and instruction: New goals demand new approaches

Uniformly, science teachers express the same goals for their students, goals that emphasize attitude, communication, creativity, and application of knowledge. Yet, the traditional role of the teacher ignores these goals and focuses on attainment of knowledge, rarely going on to applications. This paper suggests, rather specifically, how to provide instruction that leads to the expressed goals. These specific behaviors come from a three-part model where expressed goals define the role of the student and the student's roles are, in turn, stimulated by the teacher.     

A professional development climate course for sustainable agriculture in Australia

There are few professional development courses in Australia for the rural sector concerned with climate variability, climate change and sustainable agriculture. The lack of educators with a sound technical background in climate science and its applications in agriculture prevents the delivery of courses either stand‐alone or embedded in other courses, and adversely affects the ability of graduating students to apply climate information. This paper presents evidence from a professional development climate course with 20 professional educators and consultants and results from: surveys at the training workshop; from a questionnaire 12 months post‐workshop; and a combined interview and survey two years post‐workshop. The key finding was that professional development courses specifically addressing climate are essential, while topics should include climate and weather, the impacts of climate on agricultural systems, strategic thinking and planning options available for business. A project undertaken by professionals delivering climate education helped to improve their skills and confidence to deliver other stand‐alone climate courses or to embed climate in existing courses. The paper proposes that a suitable resource manual should be ‘problem‐based’ in its design to allow for a broad range of geographic climates, and should address a wide range of agricultural enterprises including livestock production, horticulture and cropping. The authors also propose ways to introduce and integrate applied climate knowledge and skills into the wider community. Possible progress for inter‐disciplinary education and the implications from enhancing learning about climate for sustainable agriculture are discussed.     

贵州旅游气候资源评价

根据贵州气候特点及中西部和南部几个代表城市的气温、湿度、风等观测资料进行了舒适指数、风效指数的计算和分析。指出贵州优越的气候全年均可开展旅游活动,还可充分利用山地气候和森林小气候的优势,发展疗养旅游。     

永州地区的气候类型名称匡正

通过对永州地区气温和降水的大陆度计算、春温与秋温、日照时数的比较、季风气候与季风性湿润气候概念的辨别,将永洲地区的气候类型名称匡正为“中亚热带季风气候”。     

ENSO对云南气候的影响

对ENSO的概念作了阐述,并分析了ENSO的成因,通过大量资料分析,发现ENSO对云南降水的影响,并提出减少ENSO发生频率、预防自然灾害的根本问题是保护环境,而且要树立全球一体化思想,实现人类的可持续发展。     

High school identity climate and student identity development

This research investigated whether schools characterized by high school students as being rich in identity promoting features contribute to student identity development. A theoretical model posited that student perceptions of teachers as caring role models and their school as cultivating the whole student will foster student exploration and confidence about future identity development. Hypothesized mediators of these effects were student perceptions of a positive social climate, of experiencing meaningful studies and of affirmation of their agency and exploration. Participants were 2787 male and female students from the Jewish public-religious sector in Israel in 152 classes of 25 high schools. Results indicated that (a) schools with identity promoting features contribute to student identity development, (b) teachers as role models is a more potent variable than teacher caring in predicting student identity development and (c) experiencing meaningful studies is an especially important contributor to student exploration and identity confidence.     

School climate: perceptual differences between students,parents, and school staff

Research suggests that school climate can have a great impact on student, teacher, and school outcomes. However, it is often assessed as a summary measure, without taking into account multiple perspectives (student, teacher, parent) or examining subdimensions within the broader construct. In this study, we assessed school climate from the perspective of students, staff, and parents within a large, urban school district using multilevel modeling techniques to examine within- and between-school variance. After adjusting for school-level demographic characteristics, students reported worse perceptions of safety and connectedness compared to both parent and staff ratings (all p < 0.05). Parents gave the lowest ratings of parental involvement, and staff gave the lowest ratings of academic emphasis (ps < 0.05). Findings demonstrate the importance of considering the type of informant when evaluating climate ratings within a school. Understanding how perceptions differ between informants can inform interventions to improve perceptions and prevent adverse outcomes.     

Classroom climate and motivated behaviour in secondary schools

For some children, school failure is attributed to a lack in motivation. This article reports a study of motivation from an ecological perspective, considering the individual in interaction with the meaningful environment. Unlike much of the motivational literature that measures motivation in terms of constructs that are assessed largely via self-report, the dependent variables used in this study were three measures of more immediate classroom behaviours: participation, self-reported engagement, and task completion. The results show that aspects of classroom climate are significantly related to all of these measures of motivation. Implications for practice are discussed.     

浅析《早春图》

北宋郭熙承袭李成画风,以寒林树石为主题,以笔触曲折硬挺为特色。所画松树多虬曲、松针细小如攒针,用笔精道,为世人所称道。《早春图》可谓是他得意之作。作者以富有层次的墨色和柔和的卷云皴塑造了严冬过后,万物复苏、暮霭蒸腾的自然景象。这幅画作历来为画家所喜爱,文章拟将对此幅经典画作进行解析,探求其间的隐性画理,试图给我们学习中国传统山水打开一扇清晰明了的窗口。     

Organizational climate, services, and outcomes in child welfare systems

Objective

This study examines the association of organizational climate, casework services, and youth outcomes in child welfare systems. Building on preliminary findings linking organizational climate to youth outcomes over a 3-year follow-up period, the current study extends the follow-up period to 7 years and tests main, moderating and mediating effects of organizational climate and casework services on outcomes.

Methods

The study applies hierarchical linear models (HLMs) analyses to all 5 waves of the National Survey of Child and Adolescent Well-being (NSCAW) with a US nationwide sample of 1,678 maltreated youth aged 4–16 years and 1,696 caseworkers from 88 child welfare systems. Organizational climate is assessed on 2 dimensions, Engagement and Stress, with scales from the well established measure, Organizational Social Context (OSC); youth outcomes are measured as problems in psychosocial functioning with the Child Behavior Checklist (CBCL); and casework services are assessed with original scales developed for the study and completed by the maltreated youths’ primary caregivers and caseworkers.

Results

Maltreated youth served by child welfare systems with more engaged organizational climates have significantly better outcomes. Moreover, the quantity and quality of casework services neither mediate nor interact with the effects of organizational climate on youth outcomes.

Conclusions

Organizational climate is associated with youth outcomes in child welfare systems, but a better understanding is needed of the mechanisms that link organizational climate to outcomes. In addition, there is a need for evidence-based organizational interventions that can improve the organizational climates and effectiveness of child welfare systems.     

咸阳农业气候资源对农业可持续发展的影响

在分析咸阳市农业气候资源基本特征的基础上，诊断了咸阳农业气候资源、及农业气象灾害对农业生产的影响，提出了针对咸阳市农业可持续发展的几点措施。     

Classroom climate in regular primary school settings with children with special needs

This study investigates the classroom climate in two settings of the 6th‐grade class (a setting of children with special needs and a setting without children with special needs), focusing on aspects of satisfaction and cohesiveness on one side and friction, competitiveness and difficulties on the other. The study results indicate the existence of both positive and negative consequences of the integration of hearing‐impaired pupils. Heterogeneity achieved by the presence of children with special needs included positive benefits for all pupils in the mainstream classroom and helped to prevent friction and a competitive atmosphere, and provided opportunities for accepting exceptionalities, and developing social skills, ethical values and empathic abilities among school peers. On the other hand was concern related to difficulties of cognition, the only dimension on which comparative settings statistically and significantly differed concerning the classroom climate with integrated pupils.     

Determinants of faculty attitudes toward collective bargaining in university graduate departments: An organizational climate approach

This study examines the relationship between some facets of organizational climate in university departments and faculty attitudes toward various aspects of faculty unionization. The dimensions of organizational climate explored are: the perceived power structure, assessment of rewards, and perceived organizational goals. The major findings of this study are: (a) The perceived power structure is an important determinant of attitudes toward an egalitarian system, especially in the social sciences. Perceived individual power is negatively related to egalitarian attitude in the physical sciences whereas perceived faculty group power is negatively related to favorable attitudes toward collective bargaining in the social sciences. (b) Perceived emphasis on consulting activities is positively related to attitudes toward seniority-based aspects of collective bargaining in the physical sciences while perceived emphasis on personal factors is positively related to all aspects of attitude toward collective bargaining in the social sciences. (c) Inequity is positively related to attitudes toward unionization both in the physical and social sciences. The policy implications of these findings to faculty and university administration are discussed.     

Goal orientations and perceptions of the motivational climate in physical education classes among Colombian students

This study examined the relationships of achievement goal orientations and perceptions of the motivational climate in physical education classes among Colombian students, and tested gender and age differences in goal orientations and perceived motivational climate. Participants (1378 boys and 1615 girls, ranging in age from 9 to 18 yr) completed the Task and Ego Orientation in Sport Questionnaire (TEOSQ), and the Learning and Performance Orientations in Physical Education Classes Questionnaire (LAPOPECQ). Bivariate and canonical correlation analysis identified conceptually consistent relationships between goal orientations and perceptions of motivational climate. Boys scored higher than girls in ego orientation and in perceptions of performance orientation. Task and ego goal orientations, and perceptions of learning or performance orientations decreased with age. Data obtained indicate that the Spanish versions of the TEOSQ and the LAPOPEQ could be useful instruments for physical education teachers, helping them to identify achievement goal orientation of their students and perceptions of the motivational climate in their education classes.     

Coercive and supportive teacher behaviour: Within- and across-lesson associations with the classroom social climate

The present study investigated whether the classroom social climate varies between lessons. Specifically, the within- and across-lesson associations of coercive and supportive teacher behaviour incidents with the classroom social climate were studied. Participants in the study were 48 Dutch secondary school teachers and their classes, that is, 1208 students. Multilevel process analyses showed that supportive behaviour incidents correlated with a positive social climate during the current lesson and the lesson a week later in terms of teacher interpersonal proximity. Supportive behaviour incidents did not, however, correlate with social climate in terms of teacher interpersonal influence. Coercive behaviour incidents correlated with disrupted teacher proximity during the current lesson and the lesson a week later, but did not virtually correlate to increased levels of a teacher’s influence in the classroom.     

楚雄市城市发展对气候的影响分析

利用云南楚雄市气象观测站资料与其郊区南华气象观测站资料进行对比分析，发现了楚雄市的城市气候的一些年变化和日变化规律。结果表明，进入二十世纪80年代以来，随着城市的发展，楚雄市城市气候变化日趋突出，并且有明显的季节性。     

应用迈阿密模型分析宁德市土地气候生产潜力

依据宁德市气象局提供的多年平均气候资料,采用迈阿密模型,对宁德市土地气候生产潜力、匹配状况进行估算,得出土地气候生产潜力东高西低的地域分异特征,其结果所反映的宁德市土地气候生产潜力的分布趋势与当地的农业生态气候的地域分布大体一致.旨在为充分利用宁德市的气候资源,合理布局农、林、牧、渔业生产,促进农业经济结构的调整,实现宁德农业的可持续发展提供依据.