Effect of the Imagination Library on caregiver–child literacy interactions and school readiness: findings from two quasi-experimental propensity score studies

The paper reports findings of two quasi-experimental, propensity score matched (PSM) studies on the effects of Imagination Library (IL). IL is a community book-distribution program targeting improved caregiver–child literacy interactions, which are hypothesized to lead to increased school readiness – consisting of improved emergent literacy skills and social-emotional school readiness. In Study One, interviews were used to examine proximal increases in the quality of child–caregiver literacy interactions with 112 PSM families (IL?=?56; non-IL?=?56). Small effects were observed in Study One favoring IL families on reading interactions (d?=?.043). In Study Two, 378 PSM kindergarten students (IL?=?189; non-IL?=?189) were compared with regard to standardized tests of emergent literacy skills and social-emotional school readiness – distal outcomes of IL. No effects were observed in Study Two. Taken together, these two studies run counter to prior reports on the effects of IL and suggest that more must be done to improve emergent literacy and school readiness beyond simply providing free books.     

Looking Forward,Looking Back: Collective Memory and Neighborhood Identity in Two Urban Parks

Collective memory and narratives of local history shape the ways people imagine a neighborhood's present situation and future development, processes that reflect tensions related to identity and struggles over resources. Using an urban culturalist lens and a focus on collective representations of place, I compare two nearby New York parks to uncover why, despite many similarities, they support different patterns of meaning making and use. Drawing on ethnographic observation, interviews, and secondary analysis, I show that multi‐vocal and fragmented contexts of collective memory help explain the uneven nature of gentrification processes, with one park serving as its cultural fulcrum while the other is left at the sidelines.     

Do actions reduce perceived risk? A longitudinal analysis of the relationship between risk perception and actions in response to forest disturbance in Colorado

As residents living in hazard-prone areas face on-going environmental threats, the actions they take to mitigate such risks are likely motivated by various factors. Whereas risk perception has been considered a key determinant of related behavioral responses, little is known about how risk mitigation actions influence subsequent perceived risk. In other words, do actions to prevent or mitigate risk reduce risk perception? This longitudinal study considers the dynamic relationships between risk perception and risk-mitigating behavior in the context of forest disturbance in north-central Colorado. Based on panel survey data collected in 2007 and 2018, the results provide a first look at changes in perceived forest risks as they relate to individual and community actions in response to an extensive mountain pine beetle outbreak. Analysis revealed that the perception of direct forest risks (forest fire and falling trees) increased, whereas indirect forest risk perception (concern on broader threats to local community) decreased across the two study phases. Higher individual or community activeness (level of actions) was associated with subsequent reductions in perceived forest fire risk, smaller increases in direct risk perception, and larger decreases in indirect risk perception. These findings contribute insights into the complex risk reappraisal process in forest hazard contexts, with direct implications for risk communication and management strategies.     

廖承志与中日友好事业统一战线的建立

统一战线是中国共产党克敌致胜的成功经验之一,在恢复和发展中日友好关系的实践中,廖承志作为中国政府对日工作最高负责人,成功的运用了这一经验。他大力发展民间外交,使更多的日本人了解中国,造就了民间交往的潮流,为中日邦交正常化奠定了基础。在这种思想指导下,廖承志广交朋友,通过与日本各界的广泛接触,建立了中日友好事业最广泛的统一战线,不断推动着中日友好事业之车向邦交正常化前行。     

Parasitoid-mediated effects: apparent competition and the persistence of host–parasitoid assemblages

Indirect effects such as apparent competition (in which two hosts that do not compete for resources interact via a shared natural enemy) are increasingly being shown to be prevalent in the structure and function of ecological assemblages. Here, we review the empirical and theoretical evidence for these enemy-mediated effects in host–parasitoid assemblages. We first address questions about the design of experiments to test for apparent competition. Second, we consider factors likely to affect the coexistence of host species that share a parasitoid and are involved in apparent competition. We show that parasitoid aggregation, and the switching effect that this can generate when hosts occur in separate patches, not only promotes persistence but is also strongly stabilizing. The broader consequences of these effects are discussed. Received: November 6, 1998 / Accepted: January 13, 1999     

日本社会城市化的历史轨迹——以战后东京城市发展过程中的城乡社会互动为中心

本文主要论述战后日本城市化的历史过程.指出:日本城市化过程是城乡互动的过程;以工业与住宅区的迁移为手段推进农村地区的城市化,但农民也在保存对土地的占有权的前提下有条件地接受农村城市化的这一现实;政府在这个过程中不断出台与完善相关法律,使城市化过程在法律的保障下顺利地进行;积极发挥民间团体在城市化过程中的作用,官民一体推动城市与农村的共生,实现社会和谐.     

作家共时性互动在文学史编纂中的意义——以英国伊丽莎白时期文坛三则互动事件为例

文学史编纂应该展示一个时代里作家的互动,突出他们之间的共时性影响,这既有助于读者了解个别作家和诗人的艺术成长过程,又有助于读者把握一些文学概念和观点形成的来龙去脉,还有助于读者厘清文学发展的脉络,把握个别作家与整个时代的文学特征。英国伊丽莎白时期文坛互动的三个实例,斯宾塞和哈维在通讯中有关参与＂诗法社＂英语新诗格律试验的讨论,坎皮恩和丹尼尔就诗歌押韵展开的论争,以及锡德尼等人对高松攻击诗歌的回应,可资为作家共时性影响的个案研究。     

Exploring dyadic teacher–child interactions,emotional security,and task engagement in preschool children displaying externalizing behaviors

Based on attachment theory, we tested whether the link between dyadic teacher–child interactions and task engagement operates through a child's security with the teacher. In a sample of preschoolers (N = 470) rated by their teachers as exhibiting elevated disruptive behaviors, the quality of dyadic teacher–child interactions and children's security were observed using a standardized task. Children's engagement with tasks was both observed in the preschool classroom and rated by the teacher. Results indicated that the quality of teacher–child dyadic interactions was associated directly with teacher‐reported task engagement, and indirectly associated, through a child's security, with observed task engagement. We discussed the contribution of these findings to our understanding of how the quality of dyadic teacher–child interactions may serve to regulate children's behavior in the classroom for children whose teachers perceive them as displaying early externalizing behaviors.     

谈句法学和语用学的一些相互作用

假设在构成语言能力的诸因素中可以分离出两种不同的成分 "句法语义成分 "和 "语用学成分 " ,那么前者所涉及的是句子的意义和句法形式之间的关系 ,后者涉及的是怎样使用和运用语言手段去促使语言交流的成功。具体地讲 ,我们可以把某一句法语义派生过程设想成逻辑结构和表面结构之间的一种映射。这类映射规则是句法学和语用学的一些相互作用的具体表现     

Emotion Socialization in the Context of Risk and Psychopathology: Mother and Father Socialization of Anger and Sadness in Adolescents with Depressive Disorder

This study examined parental emotion socialization processes associated with adolescent unipolar depressive disorder. Adolescent participants (N = 107; 42 boys) were selected either to meet criteria for current unipolar depressive disorder or to be psychologically healthy as defined by no lifetime history of psychopathology or mental health treatment and low levels of current depressive symptomatology. A multi‐source/method measurement strategy was used to assess mothers’ and fathers’ responses to adolescent sad and angry emotion. Each parent and adolescent completed questionnaire measures of parental emotion socialization behavior, and participated in meta‐emotion interviews and parent‐adolescent interactions. As hypothesized, parents of adolescents with depressive disorder engaged in fewer supportive responses and more unsupportive responses overall relative to parents of non‐depressed adolescents. Between group differences were more pronounced for families of boys, and for fathers relative to mothers. The findings indicate that parent emotion socialization is associated with adolescent depression and highlight the importance of including fathers in studies of emotion socialization, especially as it relates to depression.