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排序方式: 共有511条查询结果,搜索用时 31 毫秒
61.
62.
Jing Cheng Dan Tong Qiang Zhang Yang Liu Yu Lei Gang Yan Liu Yan Sha Yu Ryna Yiyun Cui Leon Clarke Guannan Geng Bo Zheng Xiaoye Zhang Steven J Davis Kebin He 《国家科学评论(英文版)》2021,8(12)
Clean air policies in China have substantially reduced particulate matter (PM2.5) air pollution in recent years, primarily by curbing end-of-pipe emissions. However, reaching the level of the World Health Organization (WHO) guidelines may instead depend upon the air quality co-benefits of ambitious climate action. Here, we assess pathways of Chinese PM2.5 air quality from 2015 to 2060 under a combination of scenarios that link global and Chinese climate mitigation pathways (i.e. global 2°C- and 1.5°C-pathways, National Determined Contributions (NDC) pledges and carbon neutrality goals) to local clean air policies. We find that China can achieve both its near-term climate goals (peak emissions) and PM2.5 air quality annual standard (35 μg/m3) by 2030 by fulfilling its NDC pledges and continuing air pollution control policies. However, the benefits of end-of-pipe control reductions are mostly exhausted by 2030, and reducing PM2.5 exposure of the majority of the Chinese population to below 10 μg/m3 by 2060 will likely require more ambitious climate mitigation efforts such as China''s carbon neutrality goals and global 1.5°C-pathways. Our results thus highlight that China''s carbon neutrality goals will play a critical role in reducing air pollution exposure to the level of the WHO guidelines and protecting public health. 相似文献
63.
This research, funded by the Economic and Social Research Council–Teaching and Learning Research Programme (ESRC–TLRP), explored student and beginning teachers' experiences of teacher education in Northern Ireland. Within a situation of teacher over-supply, many newly qualified teachers have little or no induction. This paper focuses on the views of key induction providers on the effectiveness of partnership arrangements. These stakeholders believed that an improved model of partnership was needed, particularly for induction, and a more collegial model could offer a positive reconceptualisation of early teaching experience enabling reciprocal professional learning. 相似文献
64.
As part of individual interviews incorporating whole number and rational number tasks, 323 grade 6 children in Victoria, Australia
were asked to nominate the larger of two fractions for eight pairs, giving reasons for their choice. All tasks were expected
to be undertaken mentally. The relative difficulty of the pairs was found to be close to that predicted, with the exception
of fractions with the same numerators and different denominators, which proved surprisingly difficult. Students who demonstrated
the greatest success were likely to use benchmark (transitive) and residual thinking. It is hypothesised that the methods
of these successful students could form the basis of instructional approaches which may yield the kind of connected understanding
promoted in various curriculum documents and required for the development of proportional reasoning in later years. 相似文献
65.
Pippa Craig Jill Gordon Rufus Clarke Wendy Oldmeadow 《Assessment & Evaluation in Higher Education》2009,34(5):537-551
This study aimed to provide evidence to guide decisions on the type and timing of assessments in a graduate medical programme, by identifying whether students from particular degree backgrounds face greater difficulty in satisfying the current assessment requirements. We examined the performance rank of students in three types of assessments and also calculated the relative risk of failure in the summative assessments for four cohorts over all four years of a four‐year graduate medical programme. Our findings suggest that early summative assessment may disadvantage the very students who create the diversity that the faculty values, particularly if methods such as Single Best Answer questions are used, unless students are provided with additional support in bridging their knowledge gap. Use of assessment methods such as Modified Essay Questions and Objective Structured Clinical Examinations appears to be more justifiable on educational grounds. 相似文献
66.
This paper examines the theories of organisation that have informed our understanding of schools as complex social worlds and the practice of school leadership that seems to be required in such environments. This understanding has, in turn, determined the research approach we have adopted for investigating principals’ work and for ascertaining the utility of existing approaches to their initial preparation. The paper argues that the extent to which preparation processes align with principals’ professional needs will depend on the extent to which they are able to connect with the realities of workplaces found in schools as well as the environments in which they are located. For this purpose, it is desirable to pursue the kind of enquiry that is capable of revealing what schools leaders know and brings them to a new stage in their thinking about practice. 相似文献
67.
Questions about identity and future success often occupy the thinking of individuals during life transitions. Possible-selves theory describes how future-oriented thought provides identity-relevant information and motivation to pursue self-relevant goals. Expected and feared possible selves of beginning teachers (n = 221) were analyzed revealing four main categories (i.e., interpersonal relationships, classroom management, instruction, and professionalism). Differences between student and beginning inservice teachers suggest a transitional trajectory that could have implications for understanding the “how” of teacher identity development. Possible-selves theory may help bring a degree of unity across divergent frameworks and help link identity to broader issues of teacher development. 相似文献
68.
Daniel J Hiscock Brian Dawson Michael Clarke Peter Peeling 《Journal of sports sciences》2018,36(2):191-197
This study examined the influence of differing volume load and intensity (%1 repetition maximum[%1RM]) resistance exercise workouts on session rating of perceived exertion (sRPE) countermovement jump (CMJ) performance and endocrine responses. Twelve participants performed a workout comprising four exercises (bench press, back squat, deadlift and prone bench pull) in randomised order as either power (POW); 3 sets × 6 repetitions at 45%1RM × 3 min inter-set rest, strength (ST); 3 sets × 3 repetitions at 90%1RM × 3 min inter-set rest, or hypertrophy (HYP); 3 sets × 10 repetitions at 70%1RM × 1 min inter-set rest in a randomised-crossover design. CMJ performance and endocrine responses were measured immediately pre-, post-, 12, 24, 48 and 72 h post-exercise. POW sRPE (3.0 ± 1.0) was lower than ST (4.5 ± 1.0) (P = 0.01), and both were lower than HYP (8.5 ± 1.0) (P = 0.01). Duration of CMJ decrement was longer (P ≤ 0.05) for HYP (72 h) compared to POW (12 h) and ST (24 h). Testosterone concentration was greater (P ≤ 0.05) immediately post-exercise in HYP compared to POW and ST. In conclusion, less inter-set rest, greater volume load and intensity (%1RM) may increase sRPE, duration of CMJ performance decrement and testosterone responses in resistance exercise. 相似文献
69.
Dallas Wingrove Linda Hammersley-Fletcher Angela Clarke Andrea Chester 《British Journal of Educational Studies》2018,66(3):365-381
Whilst peer observation of teaching is well established as a practice that can enhance teaching quality, the challenge to fully embed this practice in universities remains unresolved. This article analyses the perspectives of 18 university leaders (nine Australian and nine English) drawn from a range of school-based leaders to senior leaders of learning and teaching. Our study indicates that some of the challenges associated with leading such schemes can be mitigated through approaches to educational leadership that enact a respectful and collegiate ethos. This we suggest can support developmental academic engagement in peer observation for positive and lasting change. 相似文献
70.
Given the impact of austerity on higher education systems, an intellectual concern with the impact of austerity on faculty seems appropriate. In this article, austerity is explored through the everyday lived experience of faculty and its impact on both their personal and professional contexts. This aspect has been under-researched in the higher education literature and addresses the complexities and contradictions that the austerity can create for faculty. The study located in the Republic of Ireland provides an interesting context as the global financial crisis in 2008 resulted in 9 years of austerity measures that impacted on all aspects of the economy and particularly on the higher education sector. A social realist approach using Archer’s morphogenetic framework was employed. The framework facilitated an in-depth understanding of the relationship between structure, culture and agency and how austerity was experienced by faculty within their institutions. 相似文献