RESUMO
Nitrogen oxides in the lower troposphere catalyze the photochemical production of ozone (O3) pollution during the day but react to form nitric acid, oxidize hydrocarbons, and remove O3 at night. A key nocturnal reaction is the heterogeneous hydrolysis of dinitrogen pentoxide, N2O5. We report aircraft measurements of NO3 and N2O5, which show that the N2O5 uptake coefficient, g(N2O5), on aerosol particles is highly variable and depends strongly on aerosol composition, particularly sulfate content. The results have implications for the quantification of regional-scale O3 production and suggest a stronger interaction between anthropogenic sulfur and nitrogen oxide emissions than previously recognized.
RESUMO
Five prevention models based on arousal, coercion, and psychotherapeutic counseling are constructed. The models consist of arousal of anger and channeling the emotion to reverse passivity; arousal by self-discovery and reinforcer sampling without social risk, to attract adoption of a more productive role, coercion by peer group rule enforcement while newly learned resistance behaviors are established; coercion by parental rule enforcement while parents learn new skills and family functioning is repaired; and therapeutic counseling, wherein student internalizes new learning about personal significance by experiencing caring that survives conflict. The dynamics implied by choice of model for each student and engaged by its use will explain changes in student behavior. Examination of singular activities such as "peer influence" or "inoculation" must be done within the context of the model in order to comprehend the nature of its use and predict the outcome.
Assuntos
Estudantes/psicologia , Transtornos Relacionados ao Uso de Substâncias/prevenção & controle , Adolescente , Adulto , Ira , Nível de Alerta , Coerção , Aconselhamento , Feminino , Humanos , Masculino , Modelos Psicológicos , Cidade de Nova Iorque , Pais/psicologia , Grupo AssociadoRESUMO
The purpose of the research reported herein was to associate prevention activities in the schools with abusing behaviors of the students, after statistically controlling relevant variables. Discrete activities and clusters of activities ("programs" or "models") were studied with a randomly assigned control group design. This approach was selected so that effective activities could be identified even against an overall background of increasing abuse during and after the prevention experience.
