Cities can be characterized and modelled through different urban measures. Consistency within these observables is crucial in order to advance towards a science of cities. Bettencourt et al. have proposed that many of these urban measures can be predicted through universal scaling laws. We develop a framework to consistently define cities, using commuting to work and population density thresholds, and construct thousands of realizations of systems of cities with different boundaries for England and Wales. These serve as a laboratory for the scaling analysis of a large set of urban indicators. The analysis shows that population size alone does not provide us enough information to describe or predict the state of a city as previously proposed, indicating that the expected scaling laws are not corroborated. We found that most urban indicators scale linearly with city size, regardless of the definition of the urban boundaries. However, when nonlinear correlations are present, the exponent fluctuates considerably.
This study investigated students' perceptions of the generalist learning environment of the primary school compared to their perceptions of the specialist science learning environment of secondary school. The role of student gender and change in school size as influencing factors on changes in students' perceptions across primary to secondary transition were especially considered. The same students' perceptions of the learning environment were collected in the final stages of primary school and again after their initial term in secondary school. Insights were gained into how students' perceptions of learning environment changed during their first exposure to specialised science learning environments and teachers, and how these changes in perceptions during transition depended upon school size and student gender. Both school size and student gender were found to be influencing factors for changes in some learning environment dimension perceptions.
The language of “resilience” features prominently in contemporary climate security debates. While a basic definition of resilience is the capacity of a system to absorb recurrent disturbances so as to retain its essential structures, processes, and feedbacks, I argue that resilience is currently articulated in four distinct ways in climate security discourse. These are strategic resilience, neoliberal resilience, social resilience, and ecological resilience. Most analyses of resilience-based security discourses have hitherto been informed by Foucauldian notions of governing populations at a distance to ensure compliance with neoliberal norms. However, in the climate security field, neoliberal resilience discourses have achieved relatively little salience, while Foucauldian accounts are largely overdetermined, thus obscuring the multiple ways in which resilience is currently articulated. In this article, I identify these disparate resilience discourses through an analysis of recent US and UK government, international organization, nongovernmental organization, and academic climate security literature. I then analyze these discourses in terms of their basic discursive structure and degree of institutionalization to clarify how dominant climate security narratives construct understandings of security and insecurity in contemporary global environmental politics. While strategic articulations are currently most conspicuous, I argue that only social and ecological resilience support long-term human flourishing and ecosystem integrity.
This article reports upon the involvement of Ethiopian-Australian parents in the education of their children attending secondary schools in Melbourne, Australia. It investigates the parents’ efforts in providing academic support to their children. The study utilized a qualitative methodology, using interviews as a major data collection tool, and employed secondary school students, their teachers and parents as informants for the study. After the transcription and coding of the interview data, thematic analysis was used. The findings indicated that the majority of the students did not receive academic support from their parents due to the parents’ limited educational experience, low socio-economic status and lack of time. Most of the parents had no contact with their children’s school. The majority of the parents had little exposure to the Australian education system. However, the report also highlights that parents give high value to education and that they want their children to attend and succeed not only in secondary school but also go on to further education. The results also show a strong link between the level of parental academic support for their children and their own academic background. Based on the findings of the study, recommendations are also forwarded.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.