“Women and the environmental are together”: using Participatory Rural Appraisal to examine gendered tensions about the environment     

Cassie F. Quigley  S. Megan Che  Stella Achieng  Sarah Liaram 《Environmental Education Research》2017,23(6):773-796

Environmental education research (EER) rarely includes women’s perspectives. This means that in environmental education research, an entire knowledge source is largely ignored. This study employed a methodology called Participatory Rural Appraisal, a methodology new to the field of EER, of Kenyan teachers from the Maasai Mara region to understand the tensions around environmental views. The purpose of this work was to examine, through the use of a participatory methodology, the conceptions of the environmental of these teachers and to uncover gendered tensions. The analysis included a continuous, thematic review that included the participants during the analysis. The findings included the following themes: Why are people doing what they are doing? Who is or is not acting? How do we move forward? This research documented gendered tensions such as the burdens of responsibility, the power imbalance disadvantaged women feel regarding solving environmental issues, and the blame that is directed at both men and women as a result of these burdens and power imbalances. This methodology provided a way for participants to understand each other’s viewpoints in layered ways, and pointed to gender issues throughout that sometimes caused blame. However, it also helped the participants think about how to work together.  相似文献   

关于非退化二次曲线定义的等价性     

车明刚  王海涛 《绥化学院学报》2006,26(3):150-151

本文列举了非退二次曲线的三种定义,并证明了它们之间的等价性。  相似文献   

The role of lexical knowledge and related linguistic components in typical and poor language comprehenders of Chinese   总被引：1，自引：0，他引：1  

Che Kan Leong  Man Koon Ho 《Reading and writing》2008,21(5):559-586

The present study adapted the “Blueprint of the Reader” in comprehending language by Perfetti [2000, C. M. Brown & P. Hagoort. (Eds.), The neurocognition of language (pp. 167–208). Oxford, UK: Oxford University Press] as a framework for understanding Chinese language and reading comprehension in a group of 361 secondary Forms 1, 3 and 4 Cantonese-speaking Chinese students (mean age of 15 years) in Hong Kong. This framework with some modifications was tested with nine specially designed Chinese language and reading tasks with reasonably high reliability and surface validity. The main hypothesis was that lexical knowledge consisting of derivational morphology; correction of characters, words and sentences; segmentation of text into phrases and sentences; and writing to dictation should explain considerable individual variations, as shown in the English literature. This was tested with component analyses and multiple regression analyses. The total battery accounted for 66.80% of the variation while lexical knowledge alone explained 33.51% of the individual variation in the overall school performance in Chinese reading and writing. The second hypothesis was that subgroups of poor and good language and reading comprehenders in Chinese would be expected to show overlapping yet different component structures and their performance in the individual component tasks would be expected to differ as tested with analyses of variance. The results confirmed this hypothesis. Task analyses of the written protocols of essay writing and of morphological processing (prefixing and suffixing) provided insight into well-formed and poorly formed writing and word formation according to principles of Chinese psycholinguistics and yielded information for theory-based practice.  相似文献   

一种等宽凸轮-连杆机构的解析设计   总被引：1，自引：0，他引：1  

车林仙 《泸州职业技术学院学报》2006,(1)

研究了一种等宽凸轮-连杆组合机构(即作平面复杂运动平底从动件的形锁合式等宽凸轮机构)的设计问题。给出了同向、异向等宽凸轮-连杆机构的基本参数之间的关系,并应用支撑函数法和反转法推导了等宽凸轮廓线的曲率半径、外凸性判据、参数方程、周长及凸轮面积的通用计算公式。根据凸轮基圆半径r0与凸轮宽度W的确定量化关系,得到了确定最小基圆半径{r0}min与宽度W的方法。用该解析法可以设计出廓线外凸且尺寸最小的等宽凸轮,毋需再验证其廓线的凹凸性。  相似文献   

Training Orthographic and Sentence Structures Helps Poor Readers in Chinese     

Che Kan Leong  Man Koon Ho 《International Journal of Disability, Development & Education》2012,59(4):359-378

We trained 36 12-year-old Chinese students with reading disorders in the analysis, synthesis and integration of orthographic constituents of semantic and phonetic bujians (radicals); and also their writing (spelling and composing) skills. These target students were compared with 37 age-controls in a pre-test and post-test design on a number of reading literacy indicators predicated on the “Blueprint of the Reader”. The tasks were: essay writing; morphological compounding; correction of errors; segmentation; text comprehension; fluency; copying of words, and of texts; writing to dictation; and reading aloud words and text. A promax oblique structure analysis of the performance of the 73 students found the tasks clustered into four components. A two (group) × 11 (tasks) multivariate analysis of covariance with the pre-training tasks as covariates followed by analyses of variance showed that the experimental students outperformed their age-peers in essay writing, morphological compounding, correction of errors, text comprehension and reading text aloud. They were also highly satisfied with their training as shown in a questionnaire survey.  相似文献   

双曲线连杆器的构造原理     

郭永平  车琦生 《甘肃广播电视大学学报》2000,10(2):53-54

绘制双曲线的仪器在教学及工程绘图方面具有实际意义。本构造了一种连杆装置,探讨了双曲线的绘制问题。  相似文献   

技术创新的知识产权激励     

蔡翔  陈瑜  周付生 《湖南城市学院学报》1998,(6)

从技术创新的溢出效应出发,指出知识产权的保护能抑制模仿“搭便车”现象,知识产权对技术创新的激励结构有专利年限与专利宽度,在序贯创新中延长专利年限和缩小专利宽度是可取的,并且知识产权对技术创新的激励还受到企业规模的约束．  相似文献   

About Licensed Prostitutes Apocalypse,Our Life Saving Vinegar     

Fang Ping Wang  Jung Che Chang  Zita Cheng 《Inter-Asia Cultural Studies》2013,14(2):344-347

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The effect of auditory stimulus training on swimming start reaction time     

Christopher Papic  Peter Sinclair  Che Fornusek  Ross Sanders 《Sports biomechanics / International Society of Biomechanics in Sports》2019,18(4):378-389

Task-specific auditory training can improve sensorimotor processing times of the auditory reaction time (RT). The majority of competitive swimmers do not conduct habitual start training with the electronic horn used to commence a race. We examined the effect of four week dive training interventions on RT and block time (BT) of 10 male adolescent swimmers (age 14.0 ± 1.4 years): dive training with auditory components (speaker and electronic horn) (n = 5) and dive training without auditory components (n = 5). Auditory stimulus dive training significantly reduced swimming start RT, compared with dive training without auditory components (p < 0.01), with a group mean RT reduction of 13 ± 9 ms. Four of the five swimmers that received auditory stimulus training showed medium to large effect size reductions in RT (d = 0.74; 1.32; 1.40; 1.81). No significant changes to swimmers’ BTs were evident in either dive training intervention. The adolescent swimmers’ results were compared against six male elite swimmers (age 19.8 ± 1.0 years). The elite swimmers had significantly shorter BTs (p < 0.05) but no significant difference in RTs. Auditory stimulus dive training should be explored further as a mechanism for improving swimming start performance in elite swimmers who have pre-established optimal BTs.  相似文献   

对《食品工艺学》课程设置的思考     

祁潇哲  周催  车会莲 《时代教育》2010,(3):282-283

《食品工艺学》作为中国农业院校食品质量与安全专业的必修课,十分重要,该课程为食品质量与安全专业的学生介绍了食品加工基本知识,但由于其内容与其他课程中的一些内容重复,致使该课程的部分内容设置显得不尽合理。本文意在改善《食品工艺学》的教课内容,使教学资源得到充分利用,教学内容更贴切学生、社会、市场的需求,提高学生对本课程的兴趣和课堂质量,帮助学生更好更快、更容易地全面掌握该课程,促进食品质量与安全专业的本科教学工作。  相似文献