浅议生态环境监测机构的风险控制

现阶段,为了探索创新性的发展途径,生态环境监测机构应始终增强风险控制意识。应加强风险管理,立足于风险控制,以求不断健康发展。     

陕北沙漠区浅埋厚煤层开采潜水位及生态响应

煤炭开采造成上覆岩层破裂、移动，破坏了矿区含（隔）水层结构，改变了地表水及地下水循环演化状态，对浅表层生态环境造成严重影响，引发一系列环境地质问题。为深入研究沙漠地区厚煤层开采给潜水位及生态环境造成的影响，以毛乌素沙漠金鸡滩矿为例，对水文地质条件进行了研究，采用数值模拟的方法，模拟了沙漠区厚煤层开采潜水位的变化，并通过采动潜水位监测数据验证了预测结果。调查分析了研究区及周边地表生态环境现状，预测采后潜水位基本满足植物生长需求，对生态环境影响不大。     

当代室内环境生态评估与生态审美价值观的传播

价值观的传播是一个缓慢的过程,在当前工业文明向生态文明过渡的时期,如何有效地提升民众的生态意识是值得探讨的问题。以生态审美意识传播为切入点,通过了解国内外主流的室内环境生态评估指标体系的前后变化,总结当前室内环境生态评估的变化趋势及其主要特征;从指标体系的变化中分析生态审美价值观的渗透方式,探讨当代室内环境生态评估对生态审美价值观传播的促进作用。最后,通过实验设定针对室内传统营造技艺应用的评估工具,并且在评估工具的使用过程中展示传播的模式与效用,通过评估反馈再一次验证室内环境生态评估对生态审美价值观的正向传播作用。     

低价的市场竞争心理必须改变

概述了中国PCB产品必须走出低价的市场竞争的困境,坚决走自主创新来发展中国PCB工业的道路。     

骆马湖生态建设

骆马湖为浅水湖泊,具有典型的过水性特征,已经处于中富营养化阶段。通过对骆马湖富营养化发生机制的研究,发现入湖河道携入大量营养物质入湖和水生植物的破坏是骆马湖富营养化进程加快的主要原因。为了保护骆马湖水质,提出对骆马湖生态建设的意见:建立自然保护区,建设入湖口人工湿地,建设骆马湖生态湖滨,通过生态渔业和生态旅游实现骆马湖的可持续开发。     

上海市水环境生态安全评价

从“状态—压力—响应”指标框架体系出发,针对上海市水环境生态系统的现状特点,从时间变化和空间对比分析角度分别建立了上海市水环境生态安全评价指标体系;利用标准化和变异系数法确定各指标的标准化值和权重,采用综合指数评价法得到安全评价的综合指数值。在此基础上采用等级划分法,建立起综合指数值与生态安全评判的等级关系。各指标层的变化趋势揭示了上海市水环境生态安全的现状和发展趋势,即中心城区的水环境生态安全等级普遍低于郊区;在年际变化上,状态指标层评价值呈下降趋势,需要持续保护水环境生态系统;而压力和响应指标层评价值不断上升,保证了总体的良性发展趋势。     

Does life satisfaction moderate the effects of stressful life events on psychopathological behavior during adolescence?

Psychologists within a positive psychology framework have proposed the existence of a set of psychological strengths that buffer against the development of psychopathology. To date, most research efforts in positive psychology have focused on adults. This longitudinal study tested the prediction that adolescents' judgments of life satisfaction moderate the influence of stressful life events on the subsequent development of psychopathological behavior. Using a sample of 816 middle and high school students, the study demonstrated support for the moderational model for externalizing behavior outcomes, but not internalizing behavior problems. Specifically, adolescents with positive life satisfaction (vs. those who were dissatisfied with their lives) were less likely to develop later externalizing behaviors in the face of stressful life events. The study also revealed that adolescent life satisfaction reports show moderate stability across a one-year time frame and independently predict subsequent externalizing behavior even while controlling for prior levels of externalizing behavior... (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Fifty Years On: Brown v. Board of Education and American Psychology, 1954-2004 An Introduction.

Introduces the current issue of the American Psychologist, which examines the ramifications of the Brown vs. Board of Education decision and its sequelae over the last 50 years, with a special focus on the mixed role of psychological research and practice. Despite the great strides toward a more just society since May 17, 1954, inequities remain in schooling, in social relations, and in economic opportunity. How will history judge American psychology 50 years from now vis-a-vis the possibilities it helped create via Brown? The articles in this special issue suggest several important directions of research and action our field will need to take if the verdict of history is to be a positive one. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Preschool Competency in Context: An Investigation of the Unique Contribution of Child Competencies to Early Academic Success.

The present concurrent study combined developmental and ecological considerations to examine the unique contribution of multiple preschool competencies to an indicator of early academic success. Participants included 195 Head Start children from 32 classrooms representative of a large, urban Head Start program. Dimensional (variable-centered) analyses revealed 3 distinct classroom competency dimensions (i.e., General Classroom Competencies, Specific Approaches to Learning, and Interpersonal Classroom Behavioral Problems). The first 2 of these dimensions were found to be uniquely associated with early academic success. Findings from typological (person-centered) analyses supported the dimensional findings. Typological analyses revealed 7 profiles of classroom competency distinguished by high scores on the dimensions of General Competencies and Approaches to Learning, and these profiles were found to relate differentially to the indicator of early academic success. (PsycINFO Database Record (c) 2010 APA, all rights reserved)