Influence of flooding on phosphorus mobility in manure-impacted soil.

Agricultural lands are often used for constructing stormwater treatment areas (STAs) to abate nutrient loading to adjacent aquatic systems. Flooding agricultural lands to create STAs could stimulate a significant release of phosphorus (P) from soil to the water column. To assess the suitability of agricultural lands, specifically those impacted by animal operations, for the construction of STAs, soils from different components of the New Palm-Newcomer dairies (Nubbin Slough Basin, Okeechobee, Florida, USA) were collected by horizon and their P retention and release capacities estimated. In general, P released from A-horizon soil under flooded (anaerobic) conditions was greater than under drained (aerobic) conditions due to redox effect on iron (Fe) and consequent P releases. However, the P released from Bh-horizon soil was greater under aerobic conditions than under anaerobic conditions, possibly due to excessive aluminum (Al) content in the horizon. Double acid-extractable calcium (Ca), magnesium (Mg), Al, and P explained 87% of the variability in P release under aerobic conditions, and 80% of that under anaerobic conditions. The P release maxima indicated a high solubility of P in A-horizon soil from both active and abandoned dairies (13 and 8% of the total P, respectively), suggesting that these soils could function as potential sources of P to the overlying water column when used in STA construction. Preestablishment of vegetative communities or chemical amendment, however, could ameliorate high P flux from soil to the water column.

Validation of a role-play measure of children's social skills.

A videotape-administered role-play test of children's social skills was developed and its psychometric properties tested. Performance criteria for the test were derived from popular children's ratings of the effectiveness of different role-play responses. The test was administered to 157 fourth- and fifth-grade boys and girls who had been classified as popular, average, neglected, or rejected, on the basis of sociometric testing. The test evidenced good interrater, test-retest, and internal consistency reliabilities. Children's role-play performance correlated significantly with teacher ratings of social competence and with peer-liking ratings. Neglected children performed more poorly on the role-play test than popular children. When differences in intelligence among social status groups were statistically controlled, social status groups did not differ on the role-play test. Results of the discriminant analyses support the conclusion that teacher ratings are better than role-play tests for identifying rejected children, whereas role-play tests and measures of intelligence appear more accurate than teacher ratings for identifying neglected children.