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.
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.
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
.
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.
Les deux dernières décennies du XIXe siècle amorcent l’essor rapide de la banlieue parisienne et le déploiement de l’Ecole d’Etat. Les lois Paul Bert, Ferry et Goblet fondent l’Ecole républicaine ...laïque et organisent un enseignement féminin public. Dans le sud-est parisien, urbanisation et scolarisation se développent conjointement. L’étude de l’enseignement féminin, tant à travers ses élèves que ses enseignantes, jusqu’à la mise en place de la mixité à la fin des années 1950, révèle alors l’élaboration des modèles éducatifs et des représentations du genre en banlieue. Elle souligne le rôle de l’Ecole dans la codification du rôle social des femmes et de la place qui leur est attribuée dans l’espace de la cité. Elle offre aussi une grille de lecture renouvelée des rapports entre la capitale et ses banlieues, car la différenciation de ces dernières se fonde sur un territoire ressenti aussi bien que construit et sur un imaginaire de l’espace urbain. A travers les représentations qu’il véhicule, l’enseignement féminin souligne la pluralité sociologique du sud-est parisien et ses mutations sociodémographiques. L’évolution des structures et de l’offre scolaire, les attentes des notables et des familles en font le révélateur des différents pouvoirs et acteurs qui structurent cet espace : initiatives et concurrences locales, divergences entre le local et les logiques d’unification départementale ou nationale. L’Ecole concentre les inégalités qui se développent entre Paris et sa banlieue, entre les banlieues. Cette histoire des femmes, de l’Ecole et des banlieues s’articule autour de trois périodes clefs: le tournant du XXe siècle et la politique de laïcisation, l’Entre-deux-guerres et une concurrence scolaire accrue entre les sexes, entre Paris et ses banlieues, les années 1950 lorsque la politique scolaire s’affirme comme un facteur de hiérarchisation urbaine. Entre pouvoirs et société civile, l’enseignement féminin apparaît comme un vecteur fondamental de l’organisation des banlieues sud-est, et de l’affirmation d’une identité banlieusarde.
In the last two decades of the 19th century came the fast development of Parisian suburbs and the beginnings of the state school system. Laws bearing the names of Paul Bert, Ferry and Goblet were the foundation of a republican, secular educational system, as well as they designed public education for women. In the south-west of Paris, urbanism and education followed a joint development. A study of female education through learners and teachers until the implementation of coeducation in the late 1950s reveals the evolution of educational models and gender representation in suburban areas. It highlights the part played by schools in the systematization of the social role of women and the place attributed to them within the city; it also allows for a better understanding of the relationship between the capital and its suburbs, the latter differentiated in the way they are experienced not less than in the way they are planned and built, as well as through representations of the urban space. With the representations it promotes, female education highlights the social diversity of the Parisian south-west, and its socio-demographical mutations. Through the evolution of school structures and educational offer, expectations from parents and the elite, it becomes an indicator of the powers and agents at play there – local competitions and initiatives, discrepancies between local efforts and regional or national policies. The school system focuses the inequalities between Paris and its suburbs, and from one suburb to another. This history of women, education and suburbs addresses three distinct eras : the turn of the 20th century and the beginnings of the secularization of the school system, the Interwar period and the growing competition between genders and between Paris and its suburbs, and the 1950s, when educational policies openly factors in urban hierarchical organization. Between political powers and civil society, female education appears as an essential vehicle for the organization of the south-east suburbs, and the creation of a suburban identity.
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