Privacy-seeking behavior in an elementary classroom

This study observed privacy-seeking behavior in an elementary classroom, investigated individual differences in privacy seeking, and compared preferences for private spaces varying in degree of enclosure. Four privacy booths were placed in a fourth-grade classroom. A ticket system was used to assess booth use. Information on personality and background variables was obtained with self-report, peer, teacher, and parent questionnaires. After an initial period of enthusiasm, overall booth use declined sharply. However, analysis revealed substantial individual variation in booth use that remained consistent throughout the study. For boys, booth use was significantly correlated with teachers' ratings of sociability, aggressiveness, and distractibility. For girls, a significant positive relationship was found between privacy seeking at home and in school. Self-reported desire for privacy was uncorrelated with actual privacy-seeking behavior in the classroom. No significant differences in the use of the various booths were found, although self-reported preferences clearly favored the booth that allowed visual access to the rest of the classroom when desired.     

Functional wildlife parks: The views of Kenyan children who live with them

This study reports on Kenyan school children's ideas about wildlife parks in their country. A comparison is made between the responses of school children in primary school, before they receive any science education, and those of secondary school pupils at the end of the secondary cycle. The findings show little difference between the two groups of students in terms of their ideas about wildlife parks. This has serious implications for science and environmental education in Kenya. Parks are understood by these pupils in terms of real life issues, as derived from social consequences. The children's ideas are all based on the role that parks play in society, but the function of parks to support biodiversity conservation does not seem to be important to the students. While it is satisfying to note that the school children have a good understanding of parks in their social context, it is essential to address fully the scientific and ecological role of parks in order that biodiversity becomes more valued in our society.     

Brood neglect and contingent foraging behavior in a pelagic seabird

Among species where there is a risk to leaving offspring unattended, parents usually take alternating shifts guarding their young. However, they may occasionally exhibit brood neglect by leaving their offspring unattended at the nest. To investigate this phenomenon further, we examined the foraging behavior of the northern gannet (Morus bassanus) during chick-rearing. This species has a prolonged nestling period (13 weeks) and the single chick is usually guarded by one or other of its parents, because unattended chicks are frequently attacked by conspecifics. We tested the prediction that the foraging behavior of adults when they left their offspring alone at the nest (unattended trips) would differ in character to when adults left offspring with their partner (attended trips). Brood neglect typically occurred after a longer-than-average attendance period at the nest. Unattended trips were, on average, about half the duration of attended trips, and therefore much closer to the colony. There was also a difference in departure direction between attended and unattended trips, with unattended trips tending to be northeast of the colony. Chicks were fed by parents after both attended and unattended trips, but the frequency and the duration of unattended trips increased as chicks grew older whereas the duration of attended trips decreased as chicks grew. These results indicate that parents may be making a trade-off between risk of attack to their offspring and food-intake rate, and that the solution to this trade-off is dependent on chick age.Communicated by C. Brown     

中小学环境教育水平的方差分析

根据中国中小学环境教育现状调查结果，对中小学环境教育水平进行多元方差分析，得出６个对水平的主要影响因素，并提出了提高中小学环境教育水平的建议。     

A qualitative investigation of factors affecting school district administrators’ decision to adopt a national young worker curriculum

Introduction: Even though the majority of youth in the U.S. work, and workers under the age of 18 are seriously injured on the job at higher rates when compared to adults, most adolescents lack instruction on workplace safety and health. Method: This qualitative study examines the extent to which selected U.S. school districts provide workplace safety and health instruction to students and explores the factors that influence districts’ decision to adopt a free, foundational occupational safety and health (OSH) curriculum. Results: Results from key informant interviews conducted with a purposive sample of 34 school administrators revealed that only a third of the districts have at least 75% of their students receive some instruction on workplace safety and health, while 15% indicated they provide no instruction on this topic. District staff who indicated that they provide OSH instruction stated that it is most often taught through career and technical education (CTE; 65%) and/or health classes (26%). They believed the benefits of providing this instruction include assisting students to get jobs (38%) and helping students learn about safety (32%), while competing demands (44%) and time constraints (41%) were identified as barriers to providing OSH education to students. Conclusions: Given the importance of work to teens and their increased risk of work injury, interested stakeholders—including parents, teachers, employers, and the public health community—should promote the inclusion of workplace safety and health instruction in U.S. secondary schools. Practical Applications: This research fills a gap in current knowledge about the extent to which OSH is currently taught within U.S. secondary schools, enumerates barriers and facilitators to the inclusion of workplace safety and health instruction in schools, presents a free, foundational curriculum in workplace safety and health, and provides directions for future research on the vital role schools can play in preparing the future workforce for safe and healthy employment.     

Mineral content of drinking water in lowland papua

This study presents concentration of nine minerals (Na, K, Mg, Ca, Cl, Mn, Zn, Cd, Pb) in 31 drinking water samples collected in the Papua New Guinea lowland, where coastal villagers draw water from artificial wells blended with sea water, riverside villagers utilize brackish river water, and inland villagers fetch creek or swamp water whose chemical composition is close to rain water. During the dry season, the coastal well water contains 500 mgL⁻¹ of sodium and 50–90 μgL⁻¹ of lead. The inland creek or swamp water contains very small amount of minerals; on the average, for instance, 0.64 mgL⁻¹ of magnesium, 0.84 mgL⁻¹ of calcium, and 4.78 mgL⁻¹ of water hardness (as CaCO₃). From some epidemiological evidence in industrialized countries, these mineral concentrations are judged to be indicative of high risk of cardiovascular disorders.     

Educational issues, school settings, and environmental psychology

This paper reviews selected research on classroom and school environments, using a framework that views schools from three perspectives—as places for learning, as places for socialization and as places for psychological development. Studies are included that deal with the impact of noise and classroom design on learning; the relationship between seating position, achievement and status; spatial cognition; the classroom environment and sex role stereotyping; privacy; and density. The need for classrooms to enhance children's feelings of competence, security and self-esteem is also stressed. The goal of the paper is to point out ways in which environmental psychologists can contribute to the improvement of the educational system and to the quality of life in schools.     

Collaborative modelling‐based shelter planning analysis: a case study of the Nagata Elementary School Community in Kobe City,Japan

This study, based on a questionnaire survey and workshops, and with a focus on the impact of an earthquake on the Nagata Elementary School Community in Kobe City, Japan, develops a collaborative model to assess the allocation of residents to shelters. The current official allocation plan is compared with three alternative allocations developed within the framework of this model. The collaborative model identifies accessibility, amenity, capacity, connectivity, continuity, security, and stability as the basic, necessary criteria for shelter planning. The three alternative allocations are very similar to the local residents’ own choice of shelters, but they are quite different from the current official allocation plan, which is supposed to be followed but has achieved relatively low satisfaction among households. The proposed collaborative approach provides an effective tool to assess the officially determined allocation plan by taking into account the viewpoints of local residents, and the results are useful for enhancing community evacuation planning.     

Enforcement costs and regulatory reform: The agency and firm response

Influenced by models of optimal law enforcement, several authors have recently revised the work on efficient levels of regulatory control to accommodate the realities of underenforcement and imperfect compliance. However, most of these efforts have centered on either the enforcement agency or the firm and have largely ignored the decentralized nature of the enforcement process. This paper extends these results by modelling both the firm and the local agency and by incorporating detection uncertainty and concealment activity. Each model is then evaluated with respect to the alternative regulatory regimes of direct controls and emission taxes.     

Predicting preference for familiar,everyday objects: An experimental confrontation between two theories of aesthetic behaviour

The work reported compared the predictive ability of two theories of aesthetic behaviour, using normal, everyday objects. This involved utilizing simulated items of furniture in three experiments in which predictions deduced from the ‘collative-motivation’ model and what has been termed a ‘preference-for-prototypes’ model were made to compete empirically. For each of the five pairs of discrepant expectations formulated in the three experiments the outcomes were inconsistent with Berlyne's model, while supporting the prototypicality model. A number of theoretical implications are drawn from these findings.