Developing community-based watershed management in Greater Sao Paulo: the case of Santo Andre

This paper describes how watershed protection is being combined with settlement upgrading and land-use management within an area that serves as one of Greater Sao Paulo's main sources of fresh water. This is being undertaken in the municipality of San to Andre. Unlike previous watershed protection measures, which proved ineffective, it recognizes the need to combine the protection of water-sheds with the improvement of conditions in existing settlements and guiding, rather than prohibiting, further settlement. The paper describes how, the community-based watershed management involves the inhabitants of illegal settlements and other stakeholders in an adaptive planning framework that first seeks consensus on what is to be planned before developing the plan, its implementation and its operation, maintenance and monitoring.

Mindreading and moral awareness in popular and rejected preschoolers

This study sought to examine links among young children's peer relations, their moral understanding in terms of the ability to distinguish lies from mistakes, and their theory-of-mind development. Based on sociometric measures, 109 children with a mean age of 4.8 years were divided into groups of popular and rejected preschoolers. Rejected children who had a stable mutual friend scored higher on measures of moral understanding and theory of mind than did rejected children without such friendships. Similarly, popular children who had a stable mutual friendship outperformed other popular children on mindreading, although their moral understanding was no better than that of the popular group who lacked mutual friends. Hierarchical multiple regression analyses revealed that peer popularity was a significant independent predictor of children's moral understanding after any effects of verbal maturity, age and theory-of-mind were statistically controlled. Moreover, having a reciprocal stable friendship made a significant independent contribution to the explanation of individual differences in mindreading, over and above age and verbal maturity, which also contributed significantly. These results are discussed in terms of conversational, cognitive, and emotional processes in the development of social cognition.