Community based natural resource management （CBNRM） is perhaps the most important tool for driving community and rural development in southern Africa. The paper therefore analyses the CBNRM framework as a strategy f...Community based natural resource management （CBNRM） is perhaps the most important tool for driving community and rural development in southern Africa. The paper therefore analyses the CBNRM framework as a strategy for implementing sustainable tourism and poverty alleviation initiatives in Botswana, Namibia, and Zambia. The article specifically underscores the importance of local-level participatory management and utilisation of natural resources in the region. Paying special attention to the previous researches that have been conducted in Botswana, Namibia, and Zambia, the methodological approach employed in the paper centres on critical discourse analysis and review of literatures to highlight the interface existing between CBNRM and rural （tourism） development. The analytical framework of the paper is thus rooted in the Common Property Resource （CPR） theory Overall, the authors argue that tourism, poverty alleviation, rural development, and sustainable natural resource use are linked and interrelated in the process of enhancing community well-being. Findings indicate that CBNRM initiatives have had a significant and positive impact in achieving sustainable tourism, rural development, poverty alleviation, and natural resource management. Specifically, findings show that the CBNRM has contributed to the reduction in wildlife poaching. While other pertinent issues remain, national governments in the three southern African economies need to fully appropriate the benefits that CBNRM offers and improve on them for better implementation of developmental programs.展开更多
阅读课教师必须区分精读和泛读。前者一般来说是慢速的;而后者是快速的,其目的是获取对所读课文的总体理解。现在,泛读被之泛地使用和称赞,它被认为是一种者一系列的活动,其目的是“培养良好的:阅读习惯,巩固词汇和语法结构知识,而且或...阅读课教师必须区分精读和泛读。前者一般来说是慢速的;而后者是快速的,其目的是获取对所读课文的总体理解。现在,泛读被之泛地使用和称赞,它被认为是一种者一系列的活动,其目的是“培养良好的:阅读习惯,巩固词汇和语法结构知识,而且或增进对阅读的爱好”(Richards等1985100)。在我教阅读课的西蒙,博利瓦大学Univer-sidad Simon Bolivar),新生报告说,阅读对他们而言就是把印好的英语材料译成他们的母语——西班牙语。这也许意味着大部分只具备一些不甚牢固的中学英语能力的学生,只能逐词阅读,既不会喜爱阅读,也读的不多,对英语课文理解也不够透彻——恰似Nuttal(1982)描述的关于不良读者恶性循环的一系列特点。在西蒙·博利瓦大学,教师们普遍认为。展开更多
文摘Community based natural resource management （CBNRM） is perhaps the most important tool for driving community and rural development in southern Africa. The paper therefore analyses the CBNRM framework as a strategy for implementing sustainable tourism and poverty alleviation initiatives in Botswana, Namibia, and Zambia. The article specifically underscores the importance of local-level participatory management and utilisation of natural resources in the region. Paying special attention to the previous researches that have been conducted in Botswana, Namibia, and Zambia, the methodological approach employed in the paper centres on critical discourse analysis and review of literatures to highlight the interface existing between CBNRM and rural （tourism） development. The analytical framework of the paper is thus rooted in the Common Property Resource （CPR） theory Overall, the authors argue that tourism, poverty alleviation, rural development, and sustainable natural resource use are linked and interrelated in the process of enhancing community well-being. Findings indicate that CBNRM initiatives have had a significant and positive impact in achieving sustainable tourism, rural development, poverty alleviation, and natural resource management. Specifically, findings show that the CBNRM has contributed to the reduction in wildlife poaching. While other pertinent issues remain, national governments in the three southern African economies need to fully appropriate the benefits that CBNRM offers and improve on them for better implementation of developmental programs.
文摘阅读课教师必须区分精读和泛读。前者一般来说是慢速的;而后者是快速的,其目的是获取对所读课文的总体理解。现在,泛读被之泛地使用和称赞,它被认为是一种者一系列的活动,其目的是“培养良好的:阅读习惯,巩固词汇和语法结构知识,而且或增进对阅读的爱好”(Richards等1985100)。在我教阅读课的西蒙,博利瓦大学Univer-sidad Simon Bolivar),新生报告说,阅读对他们而言就是把印好的英语材料译成他们的母语——西班牙语。这也许意味着大部分只具备一些不甚牢固的中学英语能力的学生,只能逐词阅读,既不会喜爱阅读,也读的不多,对英语课文理解也不够透彻——恰似Nuttal(1982)描述的关于不良读者恶性循环的一系列特点。在西蒙·博利瓦大学,教师们普遍认为。
