Impacts of socio-economic factors on sediment yield in the Upper Yangtze River

In recent years, the role of human activities in changing sediment yield has become more apparent for the construction of hydraulic engineering and water conservation projections in the Upper Yangtze River, but it has not been evaluated at the macro scale. Taking Sichuan Province and Chongqing City as an example, this paper studies the relationship between socio-economic factors and sediment yield in the Upper Yangtze River based on section data in 1989 and 2007. The results show that sediment yield is significantly correlated with population density and cultivated area, in which the former appears to be more closely related to sediment yield. Moreover, in the relation of sediment yield vs. population density, a critical value of population density exists, below which the sediment yield increases with the increase of population density and over which the sediment yield increases with the decrease of population density. The phenomenon essentially reflects the influence of natural factors, such as topography, precipitation and soil property, and some human activities on sediment yield. The region with a higher population density than critical value is located in the east of the study area and is characterized by plains, hills and low mountains, whereas the opposite is located in the west and characterized by middle and high mountains. In the eastern region, more people live on the lands with a low slope where regional soil erosion is slight; therefore, sediment yield is negatively related with population density. In contrast, in the western region, the population tends to aggregate in the areas with abundant soil and water resources which usually lead to a higher intensity of natural erosion, and in turn, high-intensity agricultural practices in these areas may further strengthen local soil erosion. It is also found that population tends to move from the areas with bad environment and high sediment yield to the areas with more comfortable environment and less sediment yield. The natural factors have greater influence on sediment yield of western region than that of eastern region. Generally, the natural factors play a dominant role on sediment yield in the Upper Yangtze River.

Prenatal stress modifies hippocampal synaptic plasticity and spatial learning in young rat offspring

Clinical studies demonstrate that prenatal stress causes cognitive deficits and increases vulnerability to affective disorders in children and adolescents. The underlying mechanisms are not yet fully understood. Here, we reported that prenatal stress (10

3-7岁儿童对情景化习俗道义情境中社会行为的认知发展

Children���s understanding of deontic rules and theory of mind (ToM) were the two research domains for children���s social cognition. It was significant for understanding children���s social cognition to combine the researches in the two domains. Children at 3, 5 and 7years were required to answer three questions according to the stories which happened in children���s familiar context. The three questions were designed to address the three problems:⑴Development of 3-7-Year-old children���s understanding about how the deontic rules were enacted or changed.⑵ Development of 3-7-Year-old children���s understanding about that the deontic rules and the actor’s mental states could impact on his behaviors.⑶ Development of 3-7-Year-old children���s capacity to integrate the deontic rules and mental state to evaluate the actor’s behavior. The results showed that: ① The 3-7-Year-old children had known that deontic rules were established by the authority’s speech act. But there were still some irrelevant factors which influenced the children���s judgments, such as the authority’s desire. ② The children gradually recognized the relationship between actors should do something and they will do the same thing. 3-year-old children could recognize such relationship in a way, but their predictions were usually influenced by some irrelevant factors. The children at 5 and 7 years old understood this relationship more steady. ③ In deontic context, more and more children predicted the actors’ behaviors according to the actors’ mental states as they grown up. The ratio that the 3-7-Year-old children predicted the actors’ behavior according to their false belief about the deontic rules was smaller in deontic context compared with the children���s performance in traditional false belief task. This maybe indicated that the deontic context influenced the children���s inference stronger than the physical context. ④ When they could get the actors’ desires and the deontic rules, all the children could predict the actors’ behaviors according to their desires, but not the deontic rules. It meant that all the children could understand that the actors’ desire mediated between the deontic rules and their behaviors. But when the actors wanted to transgress the deontic rules, all the children���s predications became less accurate. ⑤ When they assigned criticism, more and more children could discriminate different behaviors as a result of diverse mental states although they all transgressed the deontic rules. But the most part of children overweighed the deontic rules but overlooked the actors’ mental state about the deontic rules; their criticism to behaviors which transgressed the deontic rules just differ in quantity according to diverse mental states, that is: if the actors known the rules or want to transgress the rules, then punished more, and if the actors didn’t know the rules or transgress the rules accidentally, then punished a little.

农村留守儿童心理行为现状及其影响因素研究

To investigate the psychological and behavioral status and their influencing factors of children left behind in rural areas in China, 604 students were chosen from primary fifth grade, junior second grade and senior first grade in high schools in local villages and towns of Chongqing and Guizhou to complete some investegations. The results showed that children left behind actually had some internalizing problems including depression, state-trait anxiety, social anxiety, low self-esteem and some social problems in campus; however, they had no delinquency or aggression behaviors. Low parents’ educational level, low life standards, no-good parent-child relationship, the long years parent spent outside, the long time parent spent outside every year, the young age of child when his parent left him, the low contact frequency between parent and child when parent went out for work, all can be the influencing factors made child behave some psychological or behavioral problems. Children left behind need some appropriate psychological intervention, to improve parent-child relationship, to help release internalizing problems and amend interpersonal relationship at school. Several advices may be useful to improve psychological and behavioral problems of children left behind, which are for parents who work outside home not to work long to 10 years, or stay out for work more than 10 months per year, or left child to work when he is younger than two years old, or contact child more than one month after the last contact when work outside home, and you’d better contact child once a day. All of these could be helpful for children left behind to overcome some psychological or behavioral problems.