雨水和中水回用对北京供水的潜在贡献(英文)

为寻找新途径以缓解北京市因日趋减少的年降水量和人口快速增长等因素引起的水危机,及地下水位迅速下降的状况,探讨了基于住户的分散式雨水收集和中水回用,作为减少地下水抽取和从其他地区调水的手段.通过案头案例研究,提出了雨水和中水结合式收集再利用的2个理念.基于粗略假设,计算表明采用升级理念可节约生活自来水消费的67.8%,而采用降级理念则节约5.9%.如果2 000万北京市民采用升级理念,将节约相当于0.545×109m3的年供水量.尽管先决条件诸多,如水处理技术、空间需求、能源和成本,以及公众接受能力,主张采用住户雨水收集和中水回用与其他措施相结合,以实现北京可持续的水管理.     

Balancing Mystery and Identification: Dolores Huerta's Shifting Transcendent Persona

The present analysis explores Dolores Huerta's use of a shifting transcendent persona to balance the sense of mystery surrounding her accomplishments with a performance of normalcy and audience identification. We find, first, that Huerta leveraged her borderland experiences and ideology as rhetorical resources that functioned to facilitate the amalgamation of personae exemplifying her advocacy, and, second, that her shifting transcendent persona's balance of mystery and identification hinged as much upon the manner in which she positioned audience members to perceive themselves as it did upon the manner in which she positioned them to perceive her own exceptional normalcy.     

The meaning of heritability in the behavioral sciences 1

The concept of heritability in quantitative genetics is defined and discussed in terms of its implications for individual and group differences in behavioral traits, with particular reference to studies of the heritability of IQ. Common misconceptions concerning the relevance of heritability analysis for individual scores and the roles of genotype x environment covariance and interaction are clarified. Some of the popular criticisms of heritability analysis as applied to mental ability are shown to be misconceived.     

Social Competence and Oral Language Development for Young Children of Latino Immigrants

Research Findings: In this study we analyze how parent and teacher ratings of young Latino children’s social competencies in rural California are associated with children’s oral language development. We find (a) that there is considerable incongruence between parent and teacher ratings of child social competence, (b) that both parent and teacher ratings account for meaningful variation in children’s oral language development, and (c) that incongruence between parent and teacher ratings is associated with oral language above and beyond the effects of parent and teacher ratings alone. Practice or Policy: Young Latino children’s social competencies contribute to their oral language development. These competencies represent an important, though to date underutilized, asset for building stronger academic/language functioning. Part of the paradoxical development of Latino children (i.e., strong social though weak academic/language competence) could be attributable to cultural differences that underlie teacher and parent perceptions of social competence. Teachers of young Latino children should (a) be aware of the cultural nature of social competence and (b) explore culturally responsive ways of interacting in classrooms to build stronger oral language functioning.     

Ethical implications of assessment: Thoughts on pigs and process in an early childhood course

A graduate student in early childhood education discusses observations of his children during and after Hurricanes Rita and Katrina struck the Gulf Coast. He relates his use of responsive parenting and provides examples of his children's learning and play that emerged after the storms. He reflects upon how aspects of developmentally appropriate practice are applicable to parenting and how teachers may support reciprocal relationships with families.     

Five-year-old children value reasons in apologies for belief-based accidents

Accidents can be intent-based (unintended action-unintended outcome) or belief-based (intended action-unintended outcome). As compared to intent-based accidents, giving reasons is more crucial for belief-based accidents because the transgressor appears to have intentionally transgressed. In Study 1, UK-based preschoolers who were native English speakers (N = 96, 53 girls, collected 2020–2021) witnessed two intent-based or belief-based accidents; one transgressor apologized, the other apologized with a reason. Five-year-olds, but not 4-year-olds, favored the reason-giving transgressor following a belief-based accident but not an intent-based accident (where an apology sufficed). In Study 2, 5-year-olds (N = 48, 25 girls, collected 2021) distinguished between “good” and “bad” reasons for the harm caused. Thus, 5-year-old children recognize when reasons should accompany apologies and account for the quality of these reasons.     

Bolstering students’ written argumentation by refining an effective discourse intervention: negotiating the fine line between flexibility and fidelity

Instructional Science - Effective interventions are needed to bolster students’ argumentation capacities, an area in which they consistently struggle. Quality Talk (QT) is an approach to...     

Social preference choices in late elementary school: Within and across group nominations

This study examined the social preference nominations (i.e., “liked most” and “liked least”) in relation to peer group and classroom social dynamics in a sample of 622 fifth graders from 11 schools in a southeastern state. Liked most and liked least nominations were given to a small concentration of students within classrooms. The top five nominees for liked most and liked least tended to be in peer groups and associated with at least one classmate who shared their position as a top nominee. The majority of liked most nominations in a classroom were made toward members inside the nominator's group, whereas the majority of liked least nominations were made toward peers outside one's group. Students in the same peer group were more likely to nominate the same peers as liked most than were students who did not affiliate together. In contrast, the concordance for liked least nominations was moderate at both the peer‐group and classroom level. Implications for school‐based social interventions are discussed. © 2009 Wiley Periodicals, Inc.     

Meditative Training Improves Undergraduate Executive Functioning

The experience of attending college can be a stressful experience for many students, one that college and university counseling centers may have limited resources of time and finances to assuage. For instance, decision making may deteriorate during times of stress and result in a narrowed perceptual set. The present study sought to determine through a novel design whether meditative training could effectively address the situation. Results indicated that classroom-based meditative training improved executive functioning among college students regarding stress, cognitive flexibility, and insight. Such an approach to intervention may provide college and university counseling centers with greater opportunities to better meet student emotional and academic needs.