Confronting gender inequality in a business school

This study, set in a New Zealand Business School, takes an integrative view of the university as an ‘inequality regime’ Acker, J. (2006b Acker, J. (2006a). The gender regime of Swedish banks. Scandinavian Journal of Management, 22 (2), 195–209. doi: 10.1016/j.scaman.2006.10.004[Crossref] , [Google Scholar]). Inequality regimes: Gender, class and race in organizations. Gender and Society, 20(4), 441–464 including all types of women staff: academic women in permanent positions, academics on casual contracts and administrative staff. This approach contrasts with most studies of gender in higher education, which focus on academics, and often on the most senior academic roles. The business school, too, is under-researched in the literature of gender and higher education and we argue that these institutions constitute a particularly ‘chilly climate’ for women. The project discussed here was designed as participatory action research, but we found both participation and action difficult to accomplish. We reflect on how these difficulties resonate with the wider problem of confronting gender inequality in a ‘chilly climate’, and ask why further change is hard. We collected primary data from focus group interviews and a survey, and critically reflected on the process of data collection. Secondary data, including university reports and policies and national legislation, were also collected as part of the context of the School inequality regime. We analysed our data using Acker's categories: the ‘visibility of inequality’, the ‘legitimacy of inequality’ and ‘mechanisms of control and compliance’. We found barriers to change both within and beyond the Business School itself. These included the low organisational priority given to gender equality, which in turn reflected a weak external regulatory environment. At the same time we found a lack of solidarity between women within the School, which we attributed partly to class-based differences. Organisational activism is difficult in this context, where gender inequality is both invisible and legitimated, reflecting a post-feminist mood of ‘gender fatigue’.     

一个Cordon形式的几何不等式

研究了Cordon形式的几何不等式，给出的一个Cordon形式的不等式，并以几何计算及配方的思想给出了初等证明，从而推广了献[3]中的结果。     

参与负荷量假说及其验证发现

通过对Laufer和Hulstijn关于二语词汇习得的参与负荷量假说进行验证．文章有两个发现与该假说的阐述有出入：1)搜索(search)的效果模糊而不确定；2)具有同样参与负荷量的输出任务要比输入任务有效得多。     

关于父亲参与儿童教养的调查研究——父亲参与教养在社会经济地位上的特点

以400名3到7岁城市儿童的父亲为被试，考察父亲参与教养在社会经济地位上的特点。结果发现，父亲参与教养主要包括五个方面，其中父亲对儿童的情感表达最多，然后按照顺序依次是间接支持、学业鼓励、互动监督、规则约束。在情感表达上，蓝领父亲的情感表达显著多于农民或失业父亲的情感表达，专业性半专业性父亲的情感表达显著多于农民或失业父亲的情感表达；在其他四个方面，父亲参与教养水平均不因职业、受教育水平和收入的不同而表现出显著差异。     

Barriers to and strategies for parental involvement in the education of children with disabilities in primary schools in Bahir Dar City Administration,Ethiopia

This study explores barriers to and strategies for parental involvement (PI) in the education of children with disabilities, using a qualitative case study design. Using the purposive sampling technique, five parents and five teachers were selected for interviews. Data obtained through semi-structured interviews have been analysed thematically. The findings demonstrated that PI was hindered by various barriers related to parents (including parents’ low level of education, income and negative attitudes), schools (such as principals’ and teachers’ negative attitudes, the lack of invitations given to parents, and the lack of a welcoming environment) and children (including their unwillingness to pass school invitations on to their parents). In addition, the study identified strategies to increase PI, including effective communication and partnership, training, a welcoming environment, sending invitations, and establishing and utilising resource centres and individual education plans. Overall, the study highlighted the barriers to PI and tactics to increase PI. It is apparent that educative programmes should be designed by schools and other relevant bodies to address the barriers to PI.     

Communicating with parents of children with special needs in Saudi Arabia: parents' and teachers' perceptions of using email for regular and ongoing communication

The purpose of this study, by Snaa Dubis from Salman Bin Abdu Aziz University, Saudi Arabia, and Robert Morris University, USA, and Carianne Bernadowski from Robert Morris University, was to investigate parents' and special education teachers' perceptions of using email as a component of parental involvement in the academic and/or behavioural performance at school of pupils with special needs. Survey research was utilised to measure parents' and teachers' perceptions of using email in Riyadh City in Saudi Arabia. The survey was distributed to 261 participants: 104 parents of preschool or primary school pupils with special needs and 157 special education teachers. The results indicated that in terms of attitudes and beliefs about using email, the majority of parents (78%, n = 81) and teachers (77%, n = 121) had a positive attitude toward using email to increase involvement and engagement between parents and teachers. Although email communication in the USA and Western Europe is quite widespread, the prospect of using technology for parental involvement is a new concept to many Saudi parents. Results indicate that both Saudi and non‐Saudi parents and teachers would be willing to use email as the primary tool for communication between home and school.     

应用拆项法巧证中学数学一类条件分式不等式

不等关系与相等关系都是客观事物的基本数量关系,是数学研究的重要内容。文章通过对拆项法的介绍,让学生能展开联想,用数学观点进行观察、归纳解决中学数学一类条件分式不等式的证明。     

柯西不等式的几种新证法

柯西不等式是大家熟知的一个重要不等式,它以对称和谐的结构,广泛的应用,引起了人们的兴趣和讨论,出现了一些不同的证明方法,本文介绍几种新的证法.