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北京市重要湿地生态系统健康评价 总被引：1，自引：0，他引：1
《湿地科学》2017,(4)
通过遥感信息提取、实地采样、数据统计和问卷调查等方式,构建了湿地生态系统健康评价指标体系,该体系包括水环境、土壤、生物、景观和社会5方面共13个指标。对北京市3处重要湿地——野鸭湖湿地、汉石桥湿地和密云水库开展了湿地健康评价。结果表明,野鸭湖湿地自然保护区、汉石桥湿地自然保护区和密云水库的综合健康指数为7.08、3.33和5.95,健康等级分别为"好"、"中"和"中",健康状况差异显著。 相似文献
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北京汉石桥湿地自然保护区植被分类与2003～2006年植被格局变化 总被引：1，自引：1，他引：0
采用样线法结合样方法对北京汉石桥湿地自然保护区的湿地植被进行调查和分类研究。汉石桥湿地共有湿地植被2个植被型组、4个植被型、22个群系组、31个群系。对研究区主要植物群系进行多样性分析发现,莲(Nelumbo nucifera)群系的Simpson多样性指数最高,而芦苇(Phragmites australis)群系的Shannon-Wiener多样性指数和群系物种数最高。并对该湿地核心区2003年和2006年的主要湿地植被分布情况进行分析,结果表明,该湿地在2004年进行恢复工程的前后各区域土地利用和植被分布有较大变化,人为干扰及恢复工程是汉石桥湿地植被的分布变化的主要原因。针对目前的状况,保护区应该采取保障水源,营造不同的生境类型和保护湿地动植物资源等方法,维持湿地物种多样性和生态功能的稳定。 相似文献
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两种模型对潜流湿地出水中总氮含量的预测能力对比 总被引：1，自引：0，他引：1
《湿地科学》2017,(2)
以北京顺义汉石桥湿地自然保护区中水处理厂的潜流湿地为例,选取2014~2015年的水质监测数据,以电导率、溶解性固体总量、氧化还原电位、p H、水温和总输入氮含量为输入层,比较遗传算法优化的BP神经网络模型和广义回归神经网络模型对多处理单元潜流湿地出水中的总氮含量预测能力。研究结果表明,遗传优化的BP神经网络模型的拟合优度R2可达到0.835,平均相对误差百分比为12.89%,说明其对出水中的总氮含量有一定的预测能力,但精度较差;广义回归神经网络模型的平均相对误差百分比为4.46%,精度较高。利用广义回归神经网络模型对潜流湿地出水中的总氮含量进行预测较适宜。 相似文献
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北京汉石桥湿地植物群落优势种的种间关系研究 总被引：9，自引：0，他引：9
在对汉石桥湿地植物群落调查的基础上,选取19个优势种,采用χ^2检验、Jaccard关联指数和Spearman秩相关分析进行了湿地植物群落种间关系研究。结果表明：汉石桥湿地植物群落优势种群间多呈负关联,显著和极显著关联种对数量少;Spearman秩相关分析结果优于χ^2检验;根据分析结果将19个优势物种划分为水生植物种组、湿生植物种组和中生植物种组3个生态种组,同一生态种组内种群的生态要求和对资源的利用方式类似,不同生态种组间种群关系相对较为松散。 相似文献
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湿地生态补偿是指由湿地环境受益主体补偿给湿地生态服务的生产者与提供者。沉湖湿地自然保护区是武汉市目前唯一的省级湿地自然保护区,是浅湖和沼泽湿地草甸相连续的湿地生态系统。在对沉湖湿地的生态功能和生态补偿必要性分析的基础上,开展了生态补偿的前期调查,对沉湖湿地补偿原则、范围、对象、标准、资金来源等提出一些想法,以供探讨。 相似文献
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Academics usually teach about geomorphology in the classroom, where the audience is enthusiastic, but generally small. Less traditional settings offer opportunities to reach a wider audience, one that is equally enthusiastic, given its love of geomorphic features in the National Parks, but one which has little knowledge of the science behind what they are seeing. I have “taught” geomorphology in four non-traditional settings: at a summer camp, a state wildlife refuge, on community field trips, and at meetings for clubs and government boards. This paper discusses my experiences and offers suggestions to others who may wish to follow this less-traveled educational path.As Head of Nature Programs at Camp Pemigewassett in New Hampshire, I have worked, over the last 33 years, with thousands of campers ranging from 8 to 15 years old. Our setting, in a glaciated valley on a small lake, exhibits a wide range of geomorphic features and offers many opportunities for direct learning through field investigations. I have found that even 8-year olds can do real science, if we avoid the jargon. Once “taught” they carry their knowledge about landforms and processes with them and eagerly share it with their friends and family on outings and trips, thus reaching an even wider public.Parks, wildlife refuges, nature preserves, and other similar areas generally have nature trails, often with educational information about the environment. Generally, interpretive signs are prepared by biologists and the content ignores the site's physical features, as well as the connections between ecological communities and the underlying geology and geomorphology. My students and I have addressed this situation at two places in Connecticut, one a state wildlife management area, also used for training teachers to teach Environmental Education, and the other, a town recreation area. We catalogued the geomorphic features, looked at relationships of the community level ecology to those features, and prepared interpretive signs that added this perspective to the trails. The public response has been extremely favorable.Geomorphology can also be taught by leading field trips for community organizations. I have done this twice, once for the Manchester (NH) Historical Society and once for a small watershed association. The attendance and interest surprised me. We finally had to limit the Manchester trip to one full busload (45) and the watershed trip, which was part of a “trails day,” drew over 90 people.Finally, I have found that organizations such as Sierra Club chapters and town conservation boards are frequently looking for speakers for their periodic meetings. Why not a geomorphologist? After all, much of what conservationists do is related to what geomorphologists do. I have given several of these presentations and the receptions have always been enthusiastic.While the work involved in preparing to teach in one of these non-traditional settings is frequently substantial, the rewards are equally large. It is a way to reach masses of people who know little about the science of geomorphology and to demonstrate its importance to them. Taking our message directly to the public in these settings is an effective way to put geomorphology in the public eye. 相似文献
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Geography at elementary and middle schools in Louisiana, USA., remains a social studies strand along with civics, economics, and history, with no state-required geography course at any level. But because schools may require more geography than the state standard, this research examines the extent to which K–12 students are exposed to geography in Louisiana, using an electronic survey and an interview with state department of education officials. Results suggest that geography remains underemphasized, but the 2011 implementation of new social studies standards, the Advanced Placement Human Geography course, and other initiatives offer promise for more geographically literate Louisiana citizens. 相似文献
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面向可持续发展的师范院校环境教育分析 总被引：1，自引：0，他引：1
调查发现,可持续发展教育在师范院校滞后于中小学教育、环境类课程设置未形成常态、相关课程教学形式单一及教学效果不佳、缺乏可持续发展教育的良好校园氛围。因而师范院校有必要重建面向可持续发展教育的环境教育学科体系,完善课程设置,强调渗透教育,将环境教育实践纳入师范教育实践计划、落实环境教育的必修课地位、丰富课堂形式、鼓励与引导师范生积极参与环保实践活动。 相似文献
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Jamison Miller 《The Professional geographer》2018,70(1):165-173
Emerging less than a decade ago, the term EDUPUNK sought to encapsulate the nascent rebellion against the corporatism and neoliberal ideology permeating digital aspects of higher education. A loose association of academic technologists with interests in net neutrality, open source software, hacktivism, and so on, the EDUPUNK movement has also been informing the adoption of various open practices in higher education, including open educational resources (OER). Intriguingly, university administrators and policymakers—attracted by aspects such as increased access and lower costs for students—are taking notice. In this article, I focus on developments from across the state of Virginia to introduce a critical praxis landscape from within higher education. Thus, I showcase some of the opportunities for critical technology praxis within the neoliberal(izing) university. 相似文献
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中国省际教育城镇化的时空特征及影响因素 总被引：1，自引：0，他引：1
构建教育城镇化水平测度方法,利用变化弹性系数、变异系数、多元回归模型分析了1987~2014年中国省际教育城镇化的时空特征及影响因素。研究表明：① 教育城镇化水平稳步上升,整体呈现“快-慢-快”的时序变化特征。② 教育城镇化变化弹性系数波动显著,教育城镇化提升速度整体高于人口城镇化。③ 教育城镇化水平区域差异明显,省际教育城镇化差异度逐渐减小,省际均衡性明显提升。④ 人口城镇化水平、城乡发展差距、城乡教育制度二元化3个主要影响因素的时空变迁及其叠加作用的变迁共同推动了中国教育城镇化时空格局演变。 相似文献
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Mark D. Bjelland 《The Professional geographer》2004,56(3):326-336
This study charts the presence of geography at liberal arts colleges and explores the relationship between the liberal arts and the study of geography. The results of this study reveal a paradox: geography embodies many of the ideals of a liberal arts education and yet this study indicates an absence of degree‐granting geography programs at 93% of institutions. Geography thrives, however, at a select group of liberal arts colleges, and these colleges are disproportionately important as the undergraduate origin for doctorate recipients in geography. 相似文献
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《The Journal of geography》2012,111(1):40-45
Abstract Richard Edes Harrison. The Ginn World Atlas. Ginn &; Co., Statler Office Bldg., Boston 17, Mass., 1963. 62 pages (single page 7 1/2 × 10 in.) with table of contents, colored maps and index. $1.00. National Geographic Society. Atlas of the World. National Geographic Society, Washington 6, D.C., 1963. 304 pages, including 115 pages of 11-color maps, with 127,071 place names. With introduction, table of contents, etc. The price for the standard edition in a flexible, leather-grained plastic cover is $18.75. The deluxe edition with hard-backed cover in a matching slipcase and gold-stamped lettering with the owner's name is $24.50. Mary Louise Clifford. The Land and People of Afghanistan. J. B. Lippincott Company, E. Washington Sq., Philadelphia, Pa., 1962. 160 pages, illustrated with photographs, map and index. $3.25. Pradyumna P. Karan and William M. Jenkins, Jr. The Himalayan Kngdoms: Bhutan, Sikkim, and Nepal. D. Van Nostrand Co., Inc., 120 Alexander St., Princeton, N.J., 1963. 144 pages with preface, table of contents, appendix, bibliography and index. Included are maps and sketches. $1.45. Donald B. Cole. Atlas of American History. Ginn and Co., Statler Office Bldg., Boston 17, Mass., 1963. 151 pages with table of contents, maps and index. $1.60. (paperback) D. M. LeBourdais. Stefansson: Ambassador of the North. Harvest House Limited, 220 Elm Ave., Montreal 6, P. Q., Can., 1962. 204 pages with table of contents, map and index. $2.50 (paperback) Elvajean Hall. The Land and People of Norway (Portraits of the Nations Series). J. B, Lippincott Co., E. Washington Sq., Philadelphia 5, Pa., 1963. 158 pages with table of contents, one place name map, photographs and index. $3.25. Sir Alan Burns. Fiji. British Information Services, 845 Third Ave., New York 22, N.Y., 1963. xv and 255 pages with table of contents, illustrations, photographs, drawings, maps, appendices and index. $6.00. George B. Cressey. Asia's Lands and Peoples. McGraw-Hill Book Company, Inc., 330 West 42nd St., New York 36, N.Y., 1963. 652 pages plus table of contents and index. $9.95. S. Carl Hirsch. The Globe for the Space Age. The Viking Press, 625 Madison Ave., New York, N.Y., 1963. 88 pages including table of contents, index, drawings, suggestions for further reading and list of globe manufacturers. $8.75. Cuchlaine A. M. King. An Introduction to Oceanography. McGraw Hill Book Company, Inc., 330 West 42nd Street, New York 36, N.Y., 1963. xii and 337 pages with table of contents, index and illustrations. $7.95. William Bixby. Waves, Pathways of Energy. David McKay &; Co., Inc., 119 W. 40th St., New York 18, N.Y., 1963. 160 pages, illustrations, suggested further readings index. $3.50. Hans H. Lansberg, Leonard L. Fischman and Joseph L. Fisher. Resources in America's Future: Patterns of Requirements and Availabilities 1960–2000. Johns Hopkins Press, Baltimore 18, Md., 1963. 1067 pages with black and white and colored ilustrations, table of contents, appendices and index. $15.00. C. Daryll Forde. Habitat, Economy &; Society. E. P. Dutton &; Co., Inc., 201 Park Avenue South, New York 3, N.Y., 1963. xv and 500 pages with preface, table of contents, illustrations, maps, drawings, chapter references, bibliography and index $2.35. Patricia Horkheimer Suttles. Educators Guide to Free Science Materials, 4th ed. Educators Progress Service, Randolph, Wis., 1963. XV and 313 pages with publisher's foreword, table of contents, general directions, title index, subject index, source and availability index and eleven units. $7.75. Irwin Isenberg (associate editor). The Soviet Satellites of Eastern Europe. Scholastic Book Services, Scholastic Magazines, Inc., New York, N.Y., 1963. 159 pages with photographs and index. Sixty-five cents, (paperback) 相似文献
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《The Journal of geography》2012,111(5):495-500
Abstract This paper focuses on the context and major efforts designed to reform teacher education in the nation's universities. An overview of systems governing and impacting teacher education is provided, with focus on the issues and conflicting forces that form the context within which teacher education-and geography education—find themselves. The paper concludes with a discussion of general trends in education reform and renewal and leadership opportunities open to geographers. 相似文献
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Karen Barton 《The Journal of geography》2017,116(6):237-249
University students often cite field experiences as some of their most important and memorable. Yet research shows that field trips are on the decline in many colleges and universities; this shift may impact geography courses that are traditionally field based. Often cited is the problem of instructor time, increased enrollment, and concerns over liability. However, field experiences give students opportunities to develop competencies, forge community connections, and provide tangible experiences that encourage deep learning. This project employs survey data from a food geography course to understand how field experiences combined with classroom discussion help students internalize and reexamine course content. 相似文献
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Elisabeth Eikli 《Norsk geografisk tidsskrift. Norwegian journal of geography》2013,67(3):128-134
Despite having a long-standing relationship, teacher education and geography in primary and secondary education in Norway has received little attention as a research field within academic geography until recently. The author asks: How has Norwegian school geography related to geography taught at universities? Where does research on school geography and geographical education stand today and where should it go from here? She examines the development of the role played by academic geographers in the field from the 1970s until the present. Some potential future venues for this emerging research field are suggested on the basis of an examination of what themes are current focal points for research and comparing them to what other countries consider essential in their teacher education. 相似文献