移动互联网时代防震减灾科普宣传的问题及对策研究     

李晓丽 《高原地震》2014,(1):54-58

在移动互联网蓬勃发展的信息技术背景下,我国防震减灾科普教育存在若干问题,如忽视受众的"数字化"特征,基于智能终端的宣传材料不足;宣传手段不能满足移动互联网时代信息化要求;宣传内容不够生动等,因此提出防震减灾科普知识泛在化宣传新模式,并根据泛在化宣传模式的特征,设计开发基于iOS系统的泛在化宣传资源,为防震减灾宣传工作提供基于移动设备的数字化资源支持。该研究对移动互联网时代地震科普宣传作了新的探讨与尝试,对于当前及未来全民普及防震减灾科学知识有积极的促进作用。  相似文献   

Simulation of torsional shear test results with neuro-fuzzy control system     

S. Altun  A.B. Göktepe  A.M. Ansal  C. Akgüner 《Soil Dynamics and Earthquake Engineering》2009

In the first part of this study, a series of stress-controlled hollow cylinder cyclic torsional triaxial shear tests were conducted on loose to medium dense saturated samples of clean Toyoura sand to investigate its liquefaction behavior. A uniform cyclic sinusoidal loading at a 0.1 Hz frequency was applied to air-pluviated samples where confining pressure and relative density was varied. Cyclic shear stress–strain changes, the number of cycles to reach liquefaction and pore pressure variations were recorded. Results indicate that the liquefaction resistances of uniform sands are significantly affected by the method of sample preparation and initial conditions.  相似文献   

基于深度学习的区域生态安全时空模拟与预测     

陈工  李琦  金玲艳  梁贺明  莫玉琴 《地球信息科学学报》2017,19(7):915-923

区域作为人类、自然、社会共同作用和互相影响的复杂系统,对区域进行生态量化建模与模拟仿真,是实现区域可持续发展战略的关键。传统机器学习方法对区域生态系统建模取得了一定的成果,但难以确定学习特征和实现时空模拟。深度学习不需事先确定训练特征,具有优异的特征学习能力,能够提高模型预测精度,因此利用深度学习进行建模具有显著优势。本文使用植被净初级生产力（NPP）、气溶胶光学厚度（AOD）和人口格网数据,充分利用深度学习的优点,采用最优深度神经网络时空模拟,得到了河南省2007-2014年3 km分辨率的生态赤字空间分布图和河南省2015-2020年的生态赤字时间预测结果并进行分析,为区域生态的科学管理和建设供科学依据和参考。  相似文献   

Self-perceived Roles in Life and Achieving Sustainability on Family Farms in North-eastern Australia     

Ally Lankester 《The Australian geographer》2012,43(3):233-251

Rural production landscapes in Australia are experiencing a rapid rate of change as a result of, among other factors, climate change, biodiversity loss and changing societal values. Consequently, there is increasing pressure on producers to increase their sustainability. Understanding how producers perceive themselves in the context of this changing landscape is limited but important for the design of policy effective for achieving sustainability. This paper is based on a case study in the north-eastern Australian rangelands that included face-to-face interviews with 28 beef producers and a telephone survey with another 91 producers. The study investigated male and female beef producers' self-perceived roles in life through a lens of different farming discourses and the relationship between these roles and beliefs aligned with sustainability. Results revealed that although producers' self-percieved roles in life were being constructed through a mix of more or less ‘traditional’ discourses, tradition was still a strong influence. Producers who strongly identified with roles linked to ‘less traditional’ discourses were more likely than those who strongly identified with production-orientated roles to agree with beliefs that favoured nature conservation, learning and adapting to change. Increased opportunities for producers to participate in alternative discourses would appear important for fostering a self-identity that is open to learning, difference and change.  相似文献   

A Landscape Guide in Environmental Education     

《The Journal of geography》2012,111(2):69-77

Abstract

The interpretation of landscapes is an important way to learn about geography in environmental education. A Landscape Guide to the Bachelor Reserve applies geographic/historical and biological/ecological perspectives to the interpretation of ten landscape scenes along a three-mile walking tour. For each scene, the guide describes the environmental setting, the composition and structure of the vegetation, and the history of human influences. Questionnaire and field assessments document a well-received interpretive tool, and the need to guide participants across land transitions and interpret land use history clearly. Landscape guides can be used in school/community land labs and contribute to holistic learning and multidisci-plinary exercises in formal and informal environmental education programs.  相似文献   

Using Information Technologies for Interactive Learning     

《The Journal of geography》2012,111(4):145-153

Abstract

Experiences in designing, offering, and evaluating joint senior undergraduate course assignments in resource and environmental management on two different occasions, which connected students in two universities in British Columbia and Ontario, are documented. The shared assignments provided students with experience in group work and consensual decision making, and allowed them to use a mix of information technologies (e-mail, chat rooms, the Web, video conferencing). The undergraduate students rated very highly the experience with information technology but found some aspects of a collaborative learning approach to be challenging. The course was less successful than had been anticipated in highlighting different regional perceptions and perspectives regarding resource and environmental problems and solutions. Clarification of objectives and expectations, more attention to allocation of time, and consideration of computer access and assistance would improve the effectiveness of the courses.  相似文献   

The Utility and Organization of a College Field Course: Examining National Park Management     

《The Journal of geography》2012,111(2):57-66

Abstract

This article reviews the benefits of field-based instruction, particularly as it complements traditional classroom learning. It suggests that direct observation and hands-on learning associated with field-based instruction raise students' interest level and improve their understanding and long-term retention of targeted concepts. In addition, planning, implementation, and evaluation strategies are provided and recommendations are outlined for instructors interested in organizing or improving a field course at their learning institution. The park management field course offered between spring and summer semesters at Oklahoma State University provides an example of the major components of a successful field course.  相似文献   

Lesson Plans in Geography     

《The Journal of geography》2012,111(4):211-212

Abstract

This article advocates that geography teachers undertake field studies of human systems with their students. A field trip process is described that helps teachers to guide students to explore and analyze a real human system with the expressed goal of building skills that can transfer to and complement a wide range of geographic learning tasks identified in Geography for Life: National Geography Standards 1994. Students are taken to a human system, such as a supermarket or a hotel. In groups, students interview as well as tour with a representative of a key department of the human system. Using teacher-supplied materials, groups create models or visual schematics of the whole human system they studied. The model must show the complex as a collection of interdependent elements with distinct functions. The learning outcomes achieved by students are a collection of geographic skills ideal for transfer to subsequent geographic investigations of urban places and or regions.  相似文献   

Transportation—Part V     

《The Journal of geography》2012,111(4):168-173

Abstract

This article presents a case study that highlights the benefits and limitations of Web-based video in lab sections of The Geographer’s Craft, an upper-level undergraduate course in which students apply digital geographic methods. Over three years (2010–2013), the authors experimented with different teaching strategies utilizing Web-based video for lab lectures and software demonstrations. This article presents three different approaches for its application, from inside and outside the classroom, to a ”flipped classroom” setting. The authors argue that Web-based video is a valuable tool for teaching digital geographic research methods and techniques while allowing for greater focus on theory and application.  相似文献   

Field Trips as Valuable Learning Experiences in Geography Courses     

《The Journal of geography》2012,111(6):236-244

Abstract

Field trips have been acknowledged as valuable learning experiences in geography. This article uses Kolb’s (1984) experiential learning model to discuss how students learn and how field trips can help enhance learning. Using Kolb’s experiential learning theory as a guide in the design of field trips helps ensure that field trips contribute to internalizing relevant geographical theory and concepts. Three types of field trips are presented: an informal survey of a neighborhood, a more formal scavenger hunt, and a virtual field trip using Google Earth.