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Shimizu Akiko 《Inter-Asia Cultural Studies》2013,14(4):503-516
Abstract This paper discusses the political and theoretical implications of the various performances of queer self‐naming (or the refusal of which) in the face of the ongoing backlash against unconventional or non‐normative genders and sexualities. It argues that, instead of a hasty call for the discarding of identity terms or naïve recourse to them, we could keep (re)using the signs without endorsing their normative meanings and line of demarcation. Through analysing some of the feminist counter‐discourses against the backlash, arguments for indigenous Japanese queerness, and a performance by a Japanese lesbian artist, Ito Tari, it shows that the queer gesture of equivocally assuming the scandalous ‘name’ may be one of the few effective survival strategies for those who have already been scandalously (mis)named. 相似文献
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Social contexts shape the development of attention; however, little is known about joint attention beyond infancy. This study employed behavioral and eye-tracking measurements to investigate cultural variations in how caregivers direct 3- to 4-year-old children's attention and subsequent changes in children's attention to objects and contextual backgrounds in the United States (predominantly non-Hispanic Whites) and Japan (N = 60 mother-child dyads, 29 girls, 31 boys). The findings revealed that caregivers directed children's attention to culturally sensitive information, and significant cross-cultural differences in attention emerged after caregiver–child interaction, with Japanese children shifting their attention to the backgrounds. Results provide new insights into the role of social interaction and cultural diversity in the development of attention. 相似文献
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Kokichi Shimizu 《Journal of Educational Change》2001,2(3):193-205
The purpose of this paper is to sketch thecontexts, nature and actual impacts of currenteducational reforms in Japan. A brief overviewis provided of the basic characteristics of theJapanese education system and trends ineducational reforms since the 1990s. Focusingon curriculum and teaching in primary andsecondary education, the actual impact of theseeducational reforms upon schools is examined. The basic character of present day educationalreforms in Japan may be referred to as educational disarmament, since the emphasisis on considerably loosening up the system interms of reducing curriculum content and thenumber of weekly hours of schooling. This iscontributing to making the educational climateof Japanese schools much milder than before,and is said to have contributed to a loweringof pupil's educational achievement and toeducational opportunities among differentsocial groups becoming more polarized. TheJapanese situation has implications for thefuture orientation of educational reforms inother countries, particularly in theAsia-Pacific region. 相似文献
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A comparative study on the photosynthetic parameters among intergeneric progenies derived from Oryza sativa L.×Sorghum vulgare L., its maternal parent Gui 630 and commercial 3-line hybrid rice Shanyou 63 in pot experiment in greenhouse was conducted. The morphological and photosynthetic characters of canopy leaves and chlorophyll fluorescence kinetic parameters including Fv/Fm, Fv/F0, photochemical quenching coefficient and non-photochemical coefficient of canopy leaves of 3 varieties were measured. The results showed the progeny, Yuanyou 1, derived from an intergeneric cross of rice and sorghum possesses better canopy spatial architecture with thicker, heavier and bigger canopy leaf than its maternal parent Gui 630. Higher photosynthetic rate due to higher chlorophyll content, higher primary energy transformation efficiency, potential of PSII and non-photochemical quenching coefficient (qE) were also measured in Yuanyou 1. These explain partly why the intergeneric progeny has higher biomass production, and better tolerance to adverse conditions and higher field yields even under stress conditions. 相似文献
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A comparative study on the photosynthetic parameters among intergeneric progenies derived fromOryza sativa L.×Sorghum vulgare L., its maternal parent Gui 630 and commercial 3-line hybrid rice Shanyou 63 in pot experiment in greenhouse was conducted.
The morphological and photosynthetic characters of canopy leaves and chlorophyll fluorescence kinetic parameters includingF
v/F
m,F
v/F
0, photochemical quenching coefficient and non-photochemical coefficient of canopy leaves of 3 varieties were measured. The
results showed the progeny, Yanyou 1, derived from an intergeneric cross of rice and sorghum possesses better canopy spatial
architecture with thicker, heavier and bigger canopy leaf than its maternal parent Gui 630. Higher photosynthetic rate due
to higher chlorophyll content, higher primary energy transformation efficiency, potential of PSII and non-photochemical quenching
coefficient (q
E) were also measured in Yuanyou 1. These explain partly why the intergeneric progeny has higher biomass production, and better
tolerance to adverse conditions and higher field yields even under stress conditions. 相似文献
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Addressing the challenge of legitimate international comparisons of classroom practice 总被引：1，自引：0，他引：1
David Clarke Carmel Mesiti Catherine O’Keefe Li Hua Xu Eva Jablonka Ida Ah Chee Mok Yoshinori Shimizu 《International Journal of Educational Research》2007,46(5):280-293
In this article, we address the choice of suitable instructional units that might serve as the basis for cross-cultural analyses of classroom practice. Our argument draws on analyses undertaken as part of the Learner's Perspective Study (LPS). The database comprised a three-camera video record of sequences of 10 consecutive lessons in each classroom, supplemented by post-lesson video-stimulated interviews with teachers and students: a total of over 180 videotaped lessons, over 50 teacher interviews and almost 400 student interviews. The results of these analyses challenge the suitability of the lesson as the unit of comparative analysis. In particular, the location of the lesson in the topic sequence is seen to be a key influence on the lesson's structure, critically affecting the teacher's deployment of the constituent activities that we have called ‘lesson events.’ The lesson event is proposed as an alternative unit of international comparative analysis of classroom practice. 相似文献