In the Eye of the Storm: A Participatory Course on Coastal Storms

Storm disasters are amplified in the coastal environment due to population pressures and the power of the sea. The upper-division/graduate university course Coastal Storms was designed to equip future practitioners with the skills necessary to understand, respond to, and mitigate for these natural disasters. To accomplish this, Coastal Storms integrates active learning approaches, namely literature discussions, GIS labs, and field excursions. Further, the pedagogical model employed aligns the course objectives with fundamental geographic principles: understanding of geographic patterns, awareness of social-physical interactions, and capacity for geographic writing. Informal evaluation of Coastal Storms suggests that the course objectives are being met. Finally, the overall intent of describing the pedagogy of this particular course is so it can be used as a model for shaping the future of hazards courses in geography programs.     

Exploring the Benefits of Field Trips in a Food Geography Course

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.     

Promoting Lifelong Professional Development in Geography Education: International Perspectives on Developing the Scholarship of Teaching in Higher Education in the Twenty‐First Century*

Whereas the global march towards the professional development of geography teachers in schools was, perhaps, the major achievement in geography education of the twentieth century, promoting the professional development of faculty teaching geography in higher education is one of the major challenges that faces us in geography education for the twenty‐first century. What little educational development is currently provided for faculty teaching in universities is largely generic. There is a need for a disciplinary specific component in educational development, both for the initial training of faculty and for their continuing professional development. This article explores how the professional development of faculty is related to the international debate about developing the scholarship of teaching and learning in higher education. It reviews some recent initiatives, particularly from the United States and the United Kingdom, and examines the role of national associations and international networks in supporting faculty teaching geography in higher education. Some of the challenges involved in professionalizing teaching geography in higher education are discussed. The article ends with some suggestions for promoting lifelong professional development in geography in higher education nationally and internationally.     

The Victorian Bushfires of 2002–03 and the Politics of Blame: a Discourse Analysis

This paper identifies contrasting environmental discourses on bushfire from the public debate that followed the Victorian fires of 2002–03. Submissions to the inquiry into the 2002–03 Victorian bushfires provide a particularly rich source of documentation. It is argued that environmental events such as bushfire only become political issues, or problems, when they are constituted as such through environmental discourse. Through the analysis, three contrasting discourses on bushfire are identified—here labelled the ‘conservationist’, ‘ruralist’ and ‘wise use’ discourses. In examining how different ‘constructions’ of bushfire have led to conflict, each discourse is shown to consist of a range of actors who draw on shared storylines. Having established a better understanding of the different attitudes, beliefs, interests and values that underpin debates about bushfire, the paper concludes with a brief discussion of the prospects for compromise among the discourses and the potential for improved land and fire management outcomes.     

自然与文化遗产保护中几个问题的探讨

自然与文化遗产是祖先留给我们的宝贵资源,也是全人类的共同财富。随着人们对遗产价值的认识和理解的不断深入,特别是由于环境变化和不可持续的经济增长方式的影响造成了自然和文化遗产破坏的日益加剧,遗产保护问题已经成为国际社会和学术界关注的热点之一。本文系统阐述了当前自然与文化遗产保护与管理中应当重点关注的几个问题,包括:在重视申报的同时注重遗产的发掘、整理和保护;正确处理遗产保护与发展的关系;强调遗产地保护中的自然与文化的综合研究;重视周边社区对遗产保护的重要作用;在更广泛的意义上关注遗产类型;加强遗产保护与管理的科学研究等。     

The Digital Versatile Disc as a Learning Support Medium in the Teaching and Learning of Map Work

Abstract

This article describes the results of a study where the digital versatile disc (DVD) was used as a variant of Information and Communication Technology (ICT) in order to aid in the teaching and learning of map work in geography at secondary school level. A group of grade 10 learners of a previously disadvantaged school in South Africa comprised the target group for the project. A case study was conducted and data was gathered on the implementation of the DVD and the learners' perceptions thereof. Qualitative analysis techniques such as field notes, observation, interviews with the learners, and questionnaires were used to analyze the effectiveness of the implementation of the DVD as well as the learners' perceptions regarding the use of the DVD in geography education. The results of the study indicated that the geography learners demonstrated positive attitudes towards the implementation of the DVD as a learning support medium. To determine the contribution of the DVD project towards the achieved results of the learners in map work, both the experimental and control groups participated in a pre- and post-test at the beginning and conclusion of the project. Effect size was used to determine the significance of the differences between the two groups and indicates a strong practical significance regarding the contribution of the DVD project towards the achieved test results of the learners.     

社交媒体数据在自然灾害应急管理中的应用研究综述

社交媒体是灾害应急管理的一个新兴但尚未充分利用的大数据源。然而,社交媒体数据在灾害应急管理中能发挥什么作用,目前国内的研究较少,而国外的研究亦较为分散,相关应用受限。论文对国内外利用社交媒体数据进行灾害管理相关研究进行了综述,归纳出社交媒体数据在灾害应急管理中应用的潜力、优势和问题。结果发现：① 社交媒体数据含有丰富的灾害信息,能够依靠态势感知和信息共享支持灾害预警、实时监测、损失和救助需求评估、协助快速应急响应以及预测可能的灾害风险等灾害管理工作;② 社交媒体数据的优势在于能保证灾害信息的实时性和连续性,进而提供致灾强度图、损失预测和舆情分析等结果服务于灾害应急管理;③ 地理位置信息有限、专业语料库缺乏、信息噪声处理的复杂性等原因使社交媒体数据分析结果精度受限。如何发挥社交媒体数据社会感知的优势,以弥补传统观测调查手段的不足,更加科学应对灾害应急,仍需要在社交媒体数据处理及多源数据融合分析技术方面取得突破。     

国外教育地理研究回顾与借鉴

教育地理研究作为地理学和教育学的交叉研究出现于20世纪中叶,早期教育地理研究主要是借助地理学的视角和工具解决教育的空间问题,包括教育规划、教育土地利用、学校选择以及与居住地相关的教育机会和结果差异等;1990年代以来的教育地理研究注重从社会空间的角度来解析教育,关注教育与社会、经济、政治和文化等的内在联系,并建立起了以尺度为框架的研究体系。在最初的研究中,教育空间被当作既定的客观空间;1990年代以来,受社会科学空间转向的影响,教育空间被看成是与经济、社会、文化、政治等相互塑造的空间。当前,教育地理研究已经建立起了知识体系和研究框架,研究尺度包括微观(学习者、学习空间、学校与社区等)、中观(区域、国家等)和宏观(国际)的空间尺度研究,教育地理的研究范围得到扩展。国内教育地理研究可以从不同尺度上加强空间的研究以及空间之间的联系讨论,扩展非正式教育这一广阔的领域,加强教育公平的社会空间解释。     

国内自然遗产地的解说系统重构——注重启智教育功能开发

从我国自然遗产地解说系统的现有问题出发,论述了解说在自然资源管理和游客管理之间所起的关键性桥梁作用,指出了重构我国自然遗产地解说系统的必要性.在实地调研了中、美、澳等多个自然遗产类旅游目的地后,以较多的实例比照了中外解说系统建设上的差异,从解说信息、解说项目、解说媒介、解说渠道、解说手段和解说技术等方面探索了我国自然遗产地解说系统的重构路径,着重阐述了解说系统在发挥自然遗产地教育和启智功能方面的意义和方法.     

自然灾害对农产品市场价格影响研究——以汶川地震为例

本文构建了一个用于分析自然灾害对区域农畜产品市场价格影响的自然灾害影响农业生产的分析模型,并基于多种统计与调查资料模拟了汶川特大地震对全国农畜产品市场价格的影响。模拟表明,汶川地震对全国水稻、小麦、玉米和猪肉主要农畜产品的市场价格的变化影响甚微,没有影响全国农业生产的基准面。不过,汶川地震毋容置疑地对当地农业生产造成了...     

Obstructed minibasins on a salt-detached slope: An example from above the Sigsbee canopy,northern Gulf of Mexico

Salt-detached gravity gliding/spreading systems having a rugose base-of-salt display complex strain patterns. However, little was previously known about how welding of supra-salt minibasins to the sub-salt may influence both the downslope translation of minibasins on salt-detached slopes and the regional pattern of supra-salt strain. Using a regional 3D seismic reflection data set, we examine a large salt-stock canopy system with a rugose base on the northern Gulf of Mexico slope, on which minibasins both subside and translate downslope. Some minibasins are welded at their bases and others are not. We suggest that basal welds obstruct downslope translation of minibasins and control regional patterns of supra-canopy strain. The distribution of strain above the canopy is complex and variable. Each minibasin that becomes obstructed modifies the local strain field, typically developing a zone of shortening immediately updip and an extensional breakaway zone immediately downdip of the obstructed minibasin. This finding is corroborated by observations from a physical sandbox model of minibasin obstruction. We also find in our natural example that minibasins can be obstructed to different degrees, ranging from severe (e.g., caught in a feeder) to mild (e.g., welded to a flat or gently dipping base-of-salt). By mapping both the presence of obstructed minibasins and the relative degree of minibasin obstruction, we provide an explanation for the origin of complex 3-D strain fields on a salt-detached slope and, potentially, a mechanism that explains differential downslope translation of minibasins. In minibasin-rich salt-detached slope settings, our results may aid: i) structural restorations and regional strain analyses; ii) prediction of subsalt relief in areas of poor seismic imaging; and iii) prediction of stress fields and borehole stability. Our example is detached on allochthonous salt and where the base-of-salt is rugose, with the findings applicable to other such systems worldwide (e.g., Gulf of Mexico; Scotian Margin, offshore eastern Canada). However, our findings are also applicable to systems where the salt is autochthonous but has significant local basal relief (e.g., Santos Basin, Brazil; Kwanza Basin, Angola).     

近20年来中国生态补偿研究热点分析——基于文献计量研究

近年来,生态补偿作为生态文明的重要组成部分,在学术界获得了广泛的关注。本研究运用知识图谱工具CiteSpace对CNKI数据库中学术期刊收录的生态补偿研究的相关文献进行梳理分析,以期为该领域研究提供更客观、科学的参考。结果表明:国内有关生态补偿的研究在2000年左右开始出现,并于2009年迎来第一个研究热潮;国内学者多从生态补偿的内涵、补偿主客体、补偿标准、补偿方式、补偿监管与补偿效果的评估等方面对生态补偿进行研究和探讨,特别是有关生态补偿标准的文章相对较多。同时,生态补偿研究还常常与生态系统服务价值和生态产品价值实现相联系。未来,研究者应着重关注建立和完善生态补偿标准核算体系、探索市场化的生态补偿机制、重视生态补偿资金分配机制,以及加强生态补偿效果评估的相关研究,以推动生态补偿理论朝着纵深化方向发展,为我国处理好保护与发展之间的关系提供新的研究视角。     

黄土高原半干旱区天然锦鸡儿灌丛对土壤水分的影响

本文选择黄土高原半干旱区定西地区的一种地带性植被,天然甘蒙锦鸡儿灌丛,将其0～99m深的土壤水分含量与人工柠条锦鸡儿灌丛、人工杏树林、天然草地、放牧荒坡和农地的土壤水分含量进行了比较。结果发现,天然锦鸡儿灌丛在1m以下土壤各层的水分含量均高于人工柠条灌丛和人工杏树林,而与放牧荒坡和农地的土壤湿度接近,略低于农地。天然锦鸡儿灌丛4m以上土层的土壤湿度还明显高于天然草地;天然锦鸡儿灌丛形成的难效—无效水层深度在2m土层以上,而人工柠条灌丛形成的难效无效水层则深达56m,人工杏树林42m,天然草地、放牧荒坡分别为36m和33m,农地1m。     

基于改进三维足迹模型的关中地区土地自然资本利用状况分析

三维生态足迹是可持续发展定量化评价的重要方法,陕西关中地区作为丝绸之路经济带的重要承载地,研究其土地自然资本利用状况对可持续发展具有重要意义。论文采用改进三维足迹模型,并利用足迹广度基尼系数等指标,对关中地区1995—2015年自然资本利用状况从“产品—地类—区域”3个尺度进行了分析。结果表明： ① 1995—2015年,关中地区土地足迹呈现先增后减的变化趋势,土地承载力逐年下降,生态赤字逐年增大,不利于可持续发展;② 关中地区5个市均处于生态赤字状态,足迹深度均超过原长1,消耗存量资本来弥补流量资本的不足已成关中地区社会发展的常态;③ 耕地和建设用地为流量资本占用主要地类,草地、耕地和建设用地为存量资本消耗主要地类;④ 区域内部流量占用不公平程度逐渐增加,若仍不采取合理措施,2025年将呈现较不均衡状态,2030年则为高度不均衡。论文聚焦“实态足迹”,揭示了关中地区土地利用效益,为其可持续发展提供科学参考。     

Investigating Student Perceptions of Knowledge Acquisition within a Role-Play Simulation of the Convention on Biological Diversity

Abstract

This article investigates the particular mechanisms through which a role-play simulation impacts student perceptions of knowledge acquisition. Longitudinal data were mobilized in the form of quantitative and qualitative surveys to examine whether the simulation succeeded in increasing knowledge around both content and skills. It then delves deeper into the relationship between simulations and knowledge transmission by exploring the role of online technologies and stakeholder choice as mediators. This analysis reveals two major insights: (1) the importance of thoughtfully embedding the simulation within the overarching logic of the course itself, and (2) the potential contribution of online technologies to enhancing student knowledge acquisition.     

间作系统刈割三叶草对小麦氮素供给的影响

三叶草在小麦-三叶草间作系统中起到为小麦提供氮肥的重要作用。中国科学院禹城综合试验站的田间试验评价了小麦-三叶草间作系统中刈割三叶草对三叶草固氮以及向小麦转移氮素的影响。利用15N自然丰度法测定了小麦-三叶草间作系统中氮素的转移。结果表明,整个生长季三叶草向小麦转移的氮量在34.4–57.5 kg·ha-1之间。与不刈割相比,刈割三叶草增加了土壤中累积的氮素,同时减少了小麦茎叶中氮浓度。将刈割的茎叶覆盖到小麦行间导致小麦茎叶中氮浓度的降低。该研究提供了小麦-三叶草间作系统中氮素从三叶草向小麦转移的量,为该间作系统在华北平原的推广提供参考依据。     

Effects of Flow Regulation in Flow Regime on the Murrumbidgee River,South Eastern Australia: an assessment using a daily estimation hydrological model

In this paper, modelled hydrological data are used to quantify the effects of regulation on the flow regime of the lower Murrumbidgee River in the period 1970–1998. Although other studies report historical changes in flood frequency and duration, this study uses modelled natural daily flow data rather than pre-regulation records or aggregated modelled monthly data. The comparison of modelled natural and regulated daily flows shows the magnitude of changes to mean and seasonal flows, flood peaks and flow duration. At gauges upstream of major irrigation off-takes, mean flows have been increased by approximately 10 per cent, flood peaks have been reduced by 21–46 per cent, and there has been a seasonal redistribution such that flows in summer and autumn have been increased at the expense of those in winter and spring. At gauges downstream of the major irrigation off-takes, mean flows have been reduced by 8–46 per cent, flood peaks have been reduced by 16–61 per cent, and flows have been decreased in all seasons.     

Fresh thing for freshman: Exploring a blended method on teaching the history of geographic thought

It is necessary for undergraduates majoring in geography to learn the history of geographic thought. Although there are different cultural and educational backgrounds between China and the West, teaching methods such as text teaching, students’ presentations and group learning are suitable for most of teachers and students even from different countries and regions. The blended method is helpful to popularize history of geographic thought and improve the level of teaching and learning. Owing to lack of the class on the history of geographic thought in countries like China, the authors try to explore a blended method for the first-year geography undergraduates and to assess the effects of this teaching based on some questionnaires. The students have different benefits and responses to this class. A special group consisting of one teacher and several undergraduates does the research and coauthors the paper through making questionnaire, interviewing and analyzing materials from 67 freshmen majoring in human geography and geography science (teacher-training) in China. For the undergraduates especially from the countries like China, it is well worth making the history of geographic thought become a necessary and interesting class.