Introduction 1. Woman's Place in Man's Life Cycle 2. Images of Relationship 3. Concepts of Self and Morality 4. Crisis and Transition 5. Women's Rights and Women's Judgment 6. Visions of Maturity References Index of Study Participants General Index

In a Different Voice. Psychological Theory and Women’s Development. Cambridge, MA (Harvard University Press) 1982.

The planetary boundaries framework defines a safe operating space for humanity based on the intrinsic biophysical processes that regulate the stability of the Earth system. Here, we revise and update the planetary boundary framework, with a focus on the underpinning biophysical science, based on targeted input from expert research communities and on more general scientific advances over the past 5 years. Several of the boundaries now have a two-tier approach, reflecting the importance of cross-scale interactions and the regional-level heterogeneity of the processes that underpin the boundaries. Two core boundaries—climate change and biosphere integrity—have been identified, each of which has the potential on its own to drive the Earth system into a new state should they be substantially and persistently transgressed.

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Planetary boundaries: Guiding human development on a changing planet

The power of feedback.

▪ Abstract Local habitat and biological diversity of streams and rivers are strongly influenced by landform and land use within the surrounding valley at multiple scales. However, empirical associations between land use and stream response only varyingly succeed in implicating pathways of influence. This is the case for a number of reasons, including (a) covariation of anthropogenic and natural gradients in the landscape; (b) the existence of multiple, scale-dependent mechanisms; (c) nonlinear responses; and (d) the difficulties of separating present-day from historical influences. Further research is needed that examines responses to land use under different management strategies and that employs response variables that have greater diagnostic value than many of the aggregated measures in current use. In every respect, the valley rules the stream.      H.B.N. Hynes (1975)

http://deq.idaho.gov/media/525804-Landscapes_Riverscapes_Influence_landuse_stream_ecosystems_Allan_2004.pdf

Landscapes and Riverscapes: The Influence of Land Use on Stream Ecosystems

Biocomposites reinforced with natural fibers: 2000–2010

Propriétés de fibres extraites de phanérogames marines (zostera marina)

This article responds to criticisms, put forward by Harrison and Waller in this issue, of an earlier paper by Noble and Davies. In particular, we argue that our interpretation of earlier quantitative research is correct, that Harrison and Waller have misconstrued the purpose of our previous paper and the analysis it contains, and that they (mis‐)attribute to us a series of propositions and standpoints that are not in our paper. In the light of increasing policy interest in the extent to which providing information can lead to ‘more well‐informed choices’ about participation in higher education, we remain of the view that researching the role of cultural capital in the students’ immanent choices is a matter of considerable importance.

An immanent social class effect on participation in higher education? A rejoinder to Harrison and Waller

This paper examines the development of descriptions of “levels of attainment” in geography. Using evidence from recent UK experience, it adopts an inductive approach in looking at the work of teachers and children. This experience suggests that the art of describing levels of achievement in geography, at least in the UK, is at a primitive stage. In this context, this paper reviews explicit and implicit approaches to the task of describing levels of achievement in geography, identifies some key issues, and suggests one way forward on the basis of an analysis of pupils answers to pre and pilot tests developed for 14‐year‐olds in the National Curricula of England, Wales, and Northern Ireland.

An inductive approach to levels of attainment

L'objectif de cette etude est de definir a terme un outil fiable de dimensionnement d'assemblages colles pour favoriser l'utilisation de cette technique d'assemblage, en particulier, dans le domaine des structures marines et sous-marines. Un dispositif de type "Arcan", adapte pour l'etude du comportement d'un assemblage "metal-metal", a ete developpe pour se concentrer sur l'analyse du comportement de la colle en films minces. Pour analyser la cinematique de la deformation du joint de colle nous avons utilise un systeme de mesure sans contact par correlation d'images. Ainsi differentes caracteristiques du comportement non-lineaire de la colle ont ete observees. Les premiers resultats obtenus pour les collages mixtes (acier, aluminium, composite) montrent des comportements similaires de la colle pour la procedure proposee. De plus, des controles de qualite par DSC, et des etudes de cuisson par DMA sont realisees pour verifier la conformite de la procedure de collage.

/pdf/etude-du-comportement-non-lineaire-d-une-colle-dans-un-34zh9j1ghb.pdf

Étude du comportement non-linéaire d'une colle dans un assemblage

Students' 'understanding' of opportunity cost and price has been widely regarded as central to economic education (e.g. Sevon & Weckstrom, 1989; Leiser & Halachmi, 2006; Salemi, 2005; Davies & Lundholm, 2012). However, as Davies (2011) points out, evidence from assessments of conceptions of price and opportunity cost leaves a great deal of uncertainty about what it means for a student to 'understand' price or opportunity cost.--This implies a problem for university lecturers evaluating test items on the economic concepts, and for high school teachers using similar test items to gauge students' progress and readiness to proceed to the next level. This is also a problem for researchers trying to judge the effectiveness of different forms of intervention in teaching. In this paper, we aim to shed more light on the nature of these problems faced by economic educators and researchers, and in doing so, pilot a new approach to the design and analysis of assessment of economic 'understanding.' Our method is to examine students' answers to multiple choice questions, which are commonly used on tests to assess economic 'understanding,' alongside their accounts of why they considered a particular option to be correct. We gather evidence of students' conception of price and opportunity cost as expressed in these constructed responses. We also analyze students' multiple choice answers and the quality of their constructed responses as determinants of their overall achievement in the course.1 . Our exploratory methodology reveals variation in students' 'understanding' of opportunity cost and price, which is missed by conventional approaches. 'UNDERSTANDING' PRICE AND OPPORTUNITY COST: CURRENT EVIDENCE While Bloom's taxonomy suggests a distinction between 'understanding' and 'applying' a concept (Bloom, 1956), the research on students' 'understanding' of price does not (e.g. Thompson & Siegler, 2000; Meyer & Shanahan, 2002; Pang & Marton, 2003, 2005; Leiser & Halachmi, 2006). Regardless of whether this research has been undertaken in the social psychology, phenomenographic or another tradition, it has defined 'understanding' as necessarily including 'application' and based on experiences that are familiar to students. Using in-depth interviews with students, researchers have suggested four different conceptions of price which are evident in the way students talk or write about their experiences (Pang & Marton, 2005): 1. Price as a reflection of a good's intrinsic quality 2. Price as a reflection of cost of supply 3. Price as a reflection of consumers' willingness to demand 4. Price as a reflection of demand and supply However, it would be premature to regard this fourfold categorization of conceptions of price as anything more than provisional. For example, Pang & Marton (2005) suggest a fifth category--price as a reflection of relative magnitudes of changes in supply and demand. Further, Davies (2011) proposes that this category be subdivided according to the context used to frame the conception (individual producer, market, or interactions between markets) and whether causation runs only from supply or demand to price or if causation from price to supply and demand is also recognized. There has been less research on students' 'understanding' of opportunity cost. The available evidence is largely based on students' answers to multiple choice questions. Ferraro and Taylor (2005) devised a multiple choice question using the example of buying a concert ticket. By placing the question in the context of an experience which is likely to be familiar, they address the way in which the concept of opportunity cost is 'understood' in everyday experiences. However, this stance is compromised by the actual question which is, 'what is the opportunity cost?' That is, the question turns out to be asking for accuracy in a technical definition rather than seeking to expose the way that respondents understand opportunity cost in their everyday experiences. …

Peter Davies

Papers

Propriétés de fibres extraites de phanérogames marines (zostera marina)

An immanent social class effect on participation in higher education? A rejoinder to Harrison and Waller

An inductive approach to levels of attainment

Étude du comportement non-linéaire d'une colle dans un assemblage

Assessing Student Understanding of Price and Opportunity Cost through a Hybrid Test Instrument: An Exploratory Study