Dialogue as the interplay of otherness and shared humanity.

Presents a reply by B. Fowers and B. Davidov to Islam's comments (see record 2007-14606-019) regarding their article (see record 2006-11202-002). Islam noted that virtues are often presented as universally valid character strengths, yet formulations of virtues are always embedded in a particular cultural context, a point we took pains to make in our article. We focus our response on Islam's important suggestion that this tension between universal human characteristics and the particulars of cultural context is indissoluble. Whereas he suggested this tension leads to contradiction and paradox, we see it as a fertile dialectic. The virtue of openness to the other is also subject to the same tension of abstract formulation and particular application. Although we formulated this virtue in a very general way, any instantiation of it would be shaped by the particulars of the cultural context and the situation in which it is exercised. We introduced the concept of dialogue because it is constituted not only by differences between individuals or groups but even more fundamentally by the dialectical relationship between those differences in cultural particularities and the universal human capacities for reason, curiosity, and social engagement, among others. Dialogue acknowledges the indissoluble otherness one finds in those culturally different from oneself, and yet real interchange can only occur because participants in dialogue exercise the cognitive flexibility characteristic of human beings and recognize a shared humanity with the other. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Confucian and Socratic learning.

Replies to the comments by R. A. R. Gurung (see record 2003-03405-011) and J. Li (see record 2003-03405-012) regarding comments on the article by R. G. Tweed and D. R. Lehman (2001) which stated that a Confucian-Socratic framework provides a structure for analyzing culture-influenced aspects of academic learning. In this article, Tweed and Lehman argued that these ancient exemplars model approaches to learning continue to differentiate students within a modern Canadian postsecondary context. In this reply, Tweed and Lehman advise caution in how Gurung placed their Confucian-Socratic framework within the context of prior theory on education and epistemological development because these models were developed exclusively in the West. Furthermore, Tweed and Lehman believe that Li's argument misinterpreted their article, and that they should of consistently used the term "personal reform" rather than "behavioral reform" in order to communicate the depth of personal change envisioned by Confucius. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Strategies for Coping With Business Trips: A Qualitative Exploratory Study.

This study aimed to better understand the impact of business trips on the traveler, the family, and the organization; to learn about maximizing the positive aspects of business travel; and to suggest measures to prevent and manage travel stress. Thirty-five business travelers (American, Israeli, and Swedish) were interviewed about the costs and benefits of their traveling, with a focus on gaining insight into coping strategies. Content analysis of the interviews showed that trips consist of 4 phases--(a) pretrip, (b) journey, (c) stay, and (d) posttrip--and that each phase is characterized by different coping strategies. Business travelers reported using proactive individual and organizational coping strategies in the pretrip phase and a combination of proactive and reactive coping strategies in the other phases. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Pancultural self-enhancement.

The culture movement challenged the universality of the self-enhancement motive by proposing that the motive is pervasive in individualistic cultures (the West) but absent in collectivistic cultures (the East). The present research posited that Westerners and Easterners use different tactics to achieve the same goal: positive self-regard. Study 1 tested participants from differing cultural backgrounds (the United States vs. Japan), and Study 2 tested participants of differing self-construals (independent vs. interdependent). Americans and independents self-enhanced on individualistic attributes, whereas Japanese and interdependents self-enhanced on collectivistic attributes. Independents regarded individualistic attributes, whereas interdependents regarded collectivistic attributes, as personally important. Attribute importance mediated self-enhancement. Regardless of cultural background or self-construal, people self-enhance on personally important dimensions. Self-enhancement is a universal human motive. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Category Norms as a Function of Culture and Age: Comparisons of Item Responses to 105 Categories by American and Chinese Adults.

Understanding how aging influences cognition across different cultures has been hindered by a lack of standardized, cross-referenced verbal stimuli. This study introduces a database of such item-level stimuli for both younger and older adults, in China and the United States, and makes 3 distinct contributions. First, the authors specify which item categories generalize across age and/or cultural groups, rigorously quantifying differences among them. Second, they introduce novel, powerful methods to measure between-group differences in freely generated ranked data, the rank-ordered logit model and Hellinger Affinity. Finally, a broad archive of tested, cross-linguistic stimuli is now freely available to researchers: data, similarity measures, and all stimulus materials for 105 categories and 4 culture-by-age groups, comprising over 10,000 fully translated unique item responses. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Defining Phonological Awareness and Its Relationship to Reading Skills in Low-Literacy Adults.

The main purpose of the study reported here was to investigate the relative importance of complexity of syllable structure and task differences in measuring phonological awareness in low-literacy adults. This study is a replication of a study with children conducted by S. A. Stahl and B. A. Murray (1994). Results indicated that the complexity of syllable structure did indeed better describe the construct of phonological awareness in low-literacy adults. At the same time, the authors also found some differences in the pattern of literacy acquisition for their Spanish adults in comparison with child literacy acquisition in English. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Influence and adjustment goals: Sources of cultural differences in ideal affect.

Previous studies have found that in American culture high-arousal positive states (HAP) such as excitement are valued more and low-arousal positive states (LAP) such as calm are valued less than they are in Chinese culture. What specific factors account for these differences? The authors predicted that when people and cultures aimed to influence others (i.e., assert personal needs and change others' behaviors to meet those needs), they would value HAP more and LAP less than when they aimed to adjust to others (i.e., suppress personal needs and change their own behaviors to meet others' needs). They test these predictions in 1 survey and 3 experimental studies. The findings suggest that within and across American and Chinese contexts, differences in ideal affect are due to specific interpersonal goals. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Valley floor landscape change following almost 100 years of flood embankment abandonment on a wandering gravel‐bed river

Critical to restoring the nature conservation value of many river corridors is an understanding of how alluvial landscapes will respond to cessation of river management and land use practices that have previously degraded the environment. This paper analyses changes in valley floor landforms and vegetation patch dynamics, in relation to fluvial disturbance, over a period of almost 100 years following flood embankment abandonment on a wandering gravel‐bed river, namely the River Tummel, Scotland. Such rivers were once typical of many draining upland areas of northern maritime Europe. Prior to abandonment the valley floor landscape was agriculturally dominated and the river for the most part was single thread confined between flood embankments. The pattern of landform change and vegetation patch development over time following a decision in 1903 not to maintain embankments was tracked by geomorphic and land cover mapping utilizing successive sets of aerial photography for the period 1946 to 1994. A historical context for these changes was also feasible because the channel planform in 1900 and earlier channel planform changes dating back to 1753 were known due to the availability of old maps and earlier geomorphic studies. The land cover mapping was validated by comparison of results produced from the interpretation work on the 1994 aerial photographs with the field‐based UK National Vegetation Classification protocol. The findings of the study illustrate that bordering the River Tummel fluvial landforms and vegetation patch mosaics, presumably resembling those that occurred before valley floor land use intensification, evolved in less than 50 years after flood embankment abandonment with a resultant increase in habitat diversity. The change relates primarily to flood‐induced channel planform change and moderate levels of fluvial disturbance. The general significance of this change to plant species diversity on the valley floor of the River Tummel and elsewhere is discussed as is possible implications of the upstream impoundment and scenarios for climatically induced changes in flood frequency and magnitude. The overall outcome is the strong possibility that simple changes in river management and land use practices could result in re‐establishment of the nature conservation value of similar river corridors in Europe over the medium term without active restoration efforts. Copyright © 2002 John Wiley & Sons, Ltd.     

北京某学校雨水利用设计

以北京市某中学为例,介绍一种学校雨水利用的方法。根据校区水量平衡计算结果,对利用校园内汇集的雨水作为冲厕、绿化和景观用水等进行设计;采取相应的技术措施,对雨水径流的污染进行控制,保障所利用雨水的水质达到要求,并采用生态净化的方式,使学校景观水体循环起来。虽然雨水利用工程投资较高,但其社会和环境效益显著。     

生态环境的规划设计

本文论述了生态环境规划设计的基本理论、以生态理论为指导,提出了营造生态环境的几种方法。