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121.
Arindama Singh 《Resonance》2017,22(12):1205-1211
We present a ball game that can be continued as long as we wish. It looks as though the game would never end. But by applying a result on trees, we show that the game nonetheless ends in some finite number of moves. We then point out some deep results on the natural number system connected with the game. 相似文献
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In this paper we draw on concepts from policy sociology to analyse the new equity deal for schools in Queensland, Australia. We examine this ‘new deal’ through an analysis of the language of ‘inclusion’ and ‘educational risk’ in key policy documents associated with a major reform of public education in Queensland. In addition, we analyse the interview talk of key policy actors involved in policy framing, carriage and monitoring. We note that globalism has increased rather than reduced social inequity. At the same time, good quality accessible education can play a crucial role in challenging the inequalities produced by global informationalism. In Queensland, Australia, equity is still on the agenda, but in radically new neo‐liberal economic ways. The focus is individualistic—each individual needs to be tracked because they are potentially ‘at‐risk’ of ‘school failure’. Identification of ‘at‐risk’ students has been devolved to the level of the school and district, and intervention strategies have to be devised at the local level. Stories of success are then to be shared/networked with other schools. We suggest that while ‘target group equity’ strategies were limited in terms of addressing issues of social exclusion and inequity, the new deal on equity, a market‐individualistic approach is an inadequate alternative.
In tough times you stick together. … This was Labor’s ‘inclusive’ society: a social democracy sustained by the wealth‐generating power of free markets and economic integration with the world economy, and made strong by a practical ethic of social cooperation and fair distribution. (Watson, 2002, p. 316) 相似文献
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This study examined the relationship of self-concept, school belonging, school engagement to school performance of Caucasian-
and African-American students. The main purpose is to assess the ethnicity-based differences in these psycho-social constructs
and to explore their differential relationship to school achievement in high-school students from different ethnic background.
The data were collected through a survey questionnaire in three school divisions in the Southwest region of Virginia of the
United States. The results showed significant ethnicity-based difference in self-concept and in school engagement, but no
significant difference in school belonging. The achievement differences were also significant, Caucasian students being higher
on self-reported grades. In the regression model, self-concept was not a significant predictor of school outcomes, while school
belonging had a significant relationship to school achievement for African-American students. Both self-concept and school
engagement were significant for Caucasian students. The findings of the study provide better understanding of the relationship
of these variables to school achievement and point to some policy-relevant implications. 相似文献
130.
Goswami BK Pandey RK Rathour KS Bhattacharya C Singh L 《Journal of Zhejiang University. Science. B》2006,7(11):873-875
INTRODUCTION Tomato (Lycopersicon esculentum, Mill.), an important vegetable crop is heavily attacked by root knot nematode, Meloidogyne spp. For the manage-ment of root knot nematodes although chemical nematicides were used till 1982, due to their high cost, toxic effect on beneficial soil borne microorganism and carcinogenic effect on human beings alternative approaches are practiced mainly through eco-friendly means like biological control agents, organic amendments, etc. (Singh and … 相似文献