The land cover in China’s drylands has undergone dramatic changes due to rapid economic development and ecological restoration; however, the long-term and detailed land cover and land use change ...(LCLUC) focus on this unique region remains inadequate. Based on a temporally continuous and spatially high-resolution ChinaCover dataset from 1975, as well as climatic and socioeconomic data, this study analyzed the spatiotemporal pattern of LCLUC in China’s drylands over 45 years, revealed the land conversions in the secondary category and explored its major driving factors in different periods. The results show that the rate of LCLUC is accelerating, and the trajectory of LCLUC is slowly changing although stable land is dominant. There are complex conversions among land covers, with each type of change affecting an average of 12 other types, and the LCLUC in drylands was mainly determined by the mutual conversions among shrub, desert shrub, steppe, sparse grassland, built-up, upland, and barren land. Anthropogenic land has grown rapidly, especially in the ethnic autonomous regions of Xinjiang, Ningxia, and Inner Mongolia, while ecological restoration programs have led to significant growth of natural land in the remaining regions. The widespread rapid expansion of artificial surfaces, western growth of agricultural land and eastern recovery of woodland have been supported by the continued decline of grassland and unused land. LCLUC in China’s drylands was more influenced by population in the 1980 s, while economic development had a stronger influence in the 1990 s. In the 2000 s and 2010 s, however, population and cultivation had a stronger influence. All drivers are backed by macro policies. It was observed that resolution has a significant impact on the LCLUC when the resolution increases from 30 m to 10 m. These findings provide decision support for sustainable policy making and further promote the exploration of complex human-land relationships in drylands.
●Spatiotemporal pattern and secondary conversions of LCLUC in China’s drylands over the past 45 years were investigated.●Dynamics of driving forces for LCLUC in China’s drylands were explored.●The rate of LCLUC is accelerating although stable land is dominant.●Complex conversions exist among secondary classes, with each change affecting an average of 12 other types.●The resolution has a significant impact on the LCLUC when it increases to 10 m.
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Colégio Santa Cruz was part of the experimental secondary classes movement, which occurred in Brazilian education from the late 1950s on. To do this, this catholic and male school, located in São ...Paulo city, appropriated, since 1959, the innovative Personalized and Community Pedagogy, as proposed by Pierre Faure. This paper focuses on two innovative practices in experimental secondary classes at Colégio Santa Cruz, namely: the organization of school space and time; and teaching through directed study and use of worksheets. The analysis of this new school culture is conducted through an interview given by former secondary student Henrique Lindberg Neto. Thus, the experimental class at Colégio Santa Cruz contributed to providing students with more autonomy, detaching from the pedagogical traditionalism that prevailed in Brazilian secondary education.
O Colégio Santa Cruz integrou o movimento das classes secundárias experimentais, ocorrido na educação brasileira a partir do final da década de 1950. Para tanto, este colégio católico e masculino, localizado na cidade de São Paulo, apropriou-se, a partir de 1959, da Pedagogia Personalizada e Comunitária proposta por Pierre Faure. Colocando o foco sobre duas práticas dessa pedagogia, quais sejam: a organização do espaço e do tempo escolares e o ensino realizado através do estudo dirigido e do uso de fichas de trabalho, este estudo procura compreender a importância dessas inovações na vida escolar daqueles que fizeram parte da classe secundária experimental do Colégio Santa Cruz. A principal fonte sobre tais práticas escolares é a entrevista concedida pelo ex-aluno do curso ginasial Henrique Lindberg Neto. Assim, a classe experimental no Colégio Santa Cruz contribuiu para dar aos alunos mais autonomia, afastando-se do tradicionalismo pedagógico dominante no ensino secundário brasileiro.
El Colégio Santa Cruz fue parte del movimiento de las clases secundarias experimentales, que se produjo en la educación brasileña desde finales de la década de 1950. Para ello, este colegio católico y masculino, ubicado en la ciudad de São Paulo, se apropió, desde 1959, de la innovadora Pedagogía Personalizada y Comunitaria propuesta por Pierre Faure. Este trabajo se centra en dos practicas innovadoras en las clases secundarias experimentales del Colégio Santa Cruz, a saber: la organización del espacio y el tiempo escolar y la enseñanza realizada a través del estudio dirigido y el uso de fichas de trabajo. El análisis de esta nueva cultura escolar se realiza a través de una entrevista concedida por el ex alumno de secundaria Henrique Lindberg Neto. Así, la clase experimental en el Colégio Santa Cruz contribuyó a dar más autonomía a los estudiantes, alejándose del tradicionalismo pedagógico dominante en la educación secundaria brasileña.
This study was conducted to explore the incorporation of social and moral values through secondary school Islamiat curriculum in Khyber Pakhtunkhwa, Pakistan. The study explored possible answers to ...the following research questions: What social and moral values are included in the Islamiat textbook at the secondary school level? What important social and moral values are missing in the Islamiat textbook at the secondary school level? What social and moral values can be used to groom students as socially responsible members of the society? Secondary school Islamiat textbook and teachers of Islamiat in district Mansehra comprised the population of the study. Lessons about social and moral values from the textbook and twelve Islamiat teachers were selected as sample of the study through purposive sampling technique. The textbook of Islamiat of secondary classes and transcribed interviews of Islamiat teachers were analysed using qualitative content analysis techniques. Findings revealed that the textbook contained social values including human rights, love and regard for one’s family, equality, service of humanity, responsibility, dignity of labour, hard work, charity and justice and moral values including honesty, obedience, patience, gratefulness, truth and faith. Most of social and moral values which were included in the textbook were described briefly. Islamiat teachers argued that social and moral values are connected with human behaviour on the basis of which good or evil behaviour of individuals in an Islamic society could be judged. This study recommends that social values: equality, responsibility, dignity of labour, charity, justice, brotherhood, unity and patriotism and moral values: modesty, purity, tolerance, virtue, goodness and trust might be included in the Islamiat textbook in more detail for a more comprehensive understanding of the values.
Resumo Este trabalho se propõe a compreender a circulação e a apropriação de dois modelos pedagógicos franceses que resultaram na construção das classes secundárias experimentais no Brasil na década ...de 1950. Por um lado, coloca o foco sobre os usos feitos por algumas classes do sistema público paulista das classes nouvelles - ensaio educacional realizado no ensino secundário francês. De outra parte, procura compreender as experiências no ensino secundário em colégios católicos realizadas a partir da pedagogia personalizada e comunitária. Para tanto, esta análise histórica movimenta os conceitos de circulação e de apropriação de Roger Chartier e usa como fontes históricas especialmente relatórios oficiais e relatos de professores.
Students’ clustering is considered to be a method of granting students many different ways of being able to learn by taking into account the student’s degree. The definition of clustering can be “a ...group of steps that divide a group of information or (things) in a group of valuable secondary classes, which are named clusters. This implies that a cluster can be a group of things that are “alike” among them and that can be “not alike” to things that are part of other types of clusters. Thus, in this study we want to make students into different clusters or groups in order to organize students and lecturers into more interactive ways, and to extract an education that is related to some particular information and to produce some comments and feedback to the academic teacher. Conclusion, this is the specific research effort that forms the final phase. In particular, it is the result of satisfaction when deviations exist in the artifact behaviour, which is derived from the (multiply) revised hypothetical predictions. Accordingly, the results are then declared as ‘good enough’.
In this article, we aimed to understand the nouvelles classes, devised by the educator Gustave Monod and put intopractice in the French educational system in the immediate post-World War II. To this ...end, we initially explore the trajectory of Gustave Monod, highlighting his connection to the pedagogical perspective of the Movement of the New School and his participation in pacifist and anti-fascist political organizations. The focus of the analysis is placed on the decisive participation of Monot in creating the nouvelles classes in public schools in France, as well as in effecting the Centre International d'Etudes Pédagogiques (CIEP) in the city of Sèvres, a transnational space for the exchange of experiences of educational renewal. To guide the research, we used the notions of circulation and appropriation coined by Roger Chartier and an empirical corpus consisting of articles and books of French and Brazilian authors. The relevance of this study is due to the fact that several Brazilians had a professional training at the CIEP in the 1950s and employed the experience of nouvelles classes to produce the model of experimental secondary classes, which renewed the Brazilian secondary education.
Este artigo tem por objetivo compreender as classes nouvelles, idealizadas pelo educador Gustave Monod e colocadas em marcha no sistema de ensino francês no imediato pós-Segunda Guerra. Para tanto, inicialmente explora a trajetória de Gustave Monod, destacando a sua vinculação à perspectiva pedagógica do Movimento da Escola Nova e a sua participação em organizações políticas de cunho pacifista e antifascista. O foco da análise é colocado sobre a participação decisiva de Monod na criação das classes nouvelles na rede pública de ensino da França, bem como na instituição do Centre International d’Études Pédagogiques (CIEP), na cidade de Sèvres, um espaço transnacional de intercâmbio de experiências de renovação educacional. Para nortear a pesquisa, utilizaram-se as noções de circulação e de apropriação cunhadas pelo historiador Roger Chartier e um corpus empírico formado por artigos e livros de autores franceses e brasileiros. A relevância do presente trabalho deve-se ao fato de que vários brasileiros realizaram estágio no CIEP na década de 1950 e apropriaram-se da experiência das classes nouvelles para produzir o modelo das classes secundárias experimentais que renovou o ensino secundário brasileiro.
Este artículo tiene por objetivo comprender las classes nouvelles, idealizadas por el educador Gustave Monod y llevadas a cabo en el sistema de enseñanza francesa tras el post segunda Guerra. Para tanto, inicialmente explora la trayectoria de Gustave Monod, destacando su vinculación a la perspectiva pedagógica del Movimiento de la Escuela Nueva y su participación en organizaciones políticas de carácter pacifista y antifascista. El enfoque del análisis es colocado sobre la participación decisiva de Monot en la creación de las classes nouvelles en la red pública de enseñanza de Francia, así como en la institución del Centre International d’Études Pédagogiques (CIEP), en la ciudad de Sèvres, un espacio transnacional de intercambio de experiencias de renovación educacional. Para guiar la investigación, se utilizaron las nociones de circulación y de apropiación acuñadas por el historiador Roger Chartier y un corpus empírico compuesto por artículos y libros de autores franceses y brasileños. La relevancia del presente trabajo se debe a que varios brasileños realizaron prácticas en el CIEP en la década de 1950 y se apropiaron de la experiencia de las classes nouvelles para producir el modelo de las clases secundarias experimentales que renovó la enseñanza secundaria brasileña.
This paper reports on a study investigating the washback effect of the General Secondary English Examination (hereinafter referred to as GSEE), a high-stakes exit test for secondary school students ...(12thgrade) in Yemen. The main aim of this study is to gain preliminary insights into the relationship between teaching and learning factors affected by the washback effect. It focuses on eight pedagogical dimensions: four of them concerned the teachers (teaching methods, teaching experiences, content assessment, and beliefs) and four concerned the students (learning styles, learning activities, attitudes and motivation). A semi-structured interview was conducted with three English teachers who have over ten years of teaching experience. Based on the interview, a questionnaire was constructed and then administered to 30 Yemeni English teachers of the 12thgrade English classes. The data were analysed using SPSS software, version 20. The results showed that the test had a great influence on the learners and teachers mainly on teaching methodology and on learning styles. Triangulation with the qualitative data confirmed the findings. Hence, the study provides a clear evidence of the washback effect of the exam on the components of the language teaching-learning processes in Yemen and its influence on what and how the teachers teach, and the learners learn.
In this note we define the Chern–Simons classes of a flat superconnection,
D
+
L
, on a complex
Z
/
2
Z
-graded vector bundle
E
on a manifold such that
D
preserves the grading and
L
is an odd ...endomorphism of
E
. As an application, we obtain a definition of Chern–Simons classes of a (not necessarily flat) morphism between flat vector bundles on a smooth manifold. An application of Reznikov's theorem shows the triviality of these classes when the manifold is a compact Kähler manifold or a smooth complex quasi-projective variety in degrees
>
1
.
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We consider the value of theoretical knowledge in the field of physical culture as a tool to enhance the cognitive activity of students of the 8t class and their relationship to the concerned ...relevant knowledge in this discipline. The study used data from test of students (80 people). It is proved that a certain number of students possess a high level of theoretical knowledge, but in general this is not enough in today's reality to teach them how to apply the relevant knowledge into practice.
Using different forms of the arithmetic Riemann-Roch theorem and the computations of Bott-Chern secondary classes, we compute the analytic torsion and the height of Hirzebruch surfaces.
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EMUNI, FIS, FZAB, GEOZS, GIS, IJS, IMTLJ, KILJ, KISLJ, MFDPS, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, SBMB, SBNM, UKNU, UL, UM, UPUK, VKSCE, ZAGLJ
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