面向福祉和公平的需求侧减排路径、潜力与政策

需求侧减排是协同实现碳中和目标与民生福祉、社会公平改善的重要抓手,也是以“人”为中心连接不同可持续发展目标的关键纽带。IPCC第六次评估报告首次独立成章（第五章）介绍应对气候变化的需求侧解决方案。报告将需求侧减排与福祉、公平等目标关联起来,依循“避免-转变-改进（ASI）”的战略框架,梳理了需求侧的减排措施和减排潜力;揭示了社会文化、心理活动、技术水平和基础设施等因素对需求侧减排的关键驱动作用,指出多种驱动因素之间相互依赖,呈现叠加效应;明确了激发需求侧减排的动力和能力需要科学的行为干预和政策设计以推动系统性变革。文中对该章主要结论做扼要解读,同时就该章节对中国的相关研究和政策启示展开讨论。     

碳酸盐碳氧同位素标准物质性状对分析和保存的影响

碳酸盐物质碳氧同位素广泛应用于地质和气候环境研究,而标准物质是其分析的基准物质和数据比较的重要依据.不同标准物质性状存在差异,对于性状特点的了解,有助于标准的选择和使用、不均匀性的改善以及最佳实验条件的建立.本文采用X射线衍射(XRD)、光学显微镜及能谱扫描-电子显微镜(EDX-SEM)技术,从不同尺度对物源、粒径、颗...     

用多卫星钟来建立自主定轨时的参考时间基准

提出了采用多个卫星钟通过加权来确定导航卫星自主定轨时的时间基准的方法。在分别采用二次多项式、切比雪夫多项式以及灰色模型对32颗GPS卫星进行钟差长期预报的基础上,选出预报效果最好的几个卫星钟及其预报模型,通过一定的定权方案得到时间基准。实验结果表明,用多个卫星钟通过加权来确定时间基准能提高预报精度且结果更稳定。     

《城市地下管线探测技术规程》的调适建议

《城市地下管线探测技术规程》颁布实施以来,一直被视为探测工作的"基本法"。但是随着管线敷设技术、物联网技术、三维GIS、移动服务技术和互联网技术的发展和实际应用的推广,《城市地下管线探测技术规程》亟需进行相应的修改,以在管线探测领域继续发挥指导和规范的作用。     

Active Learning Strategies and Assessment in World Geography Classes

Abstract

Active learning strategies include a variety of methods, such as inquiry and discovery, in which students are actively engaged in the learning process. This article describes several strategies that can be used in secondary-or college-level world geography courses. The goal of these activities is to foster development of a spatial perspective in students through frequent analysis and interpretation of spatial data. Detailed examples of one particular technique, the “atlas warmup”, are included. Active approaches supplement expository teaching of standards-based geography concepts and current geographic issues. Assessment of the impact of these methods reveals the need for ongoing guided practice in the use of these skills.     

Overcoming Geographic Innocence in Geography Education

Abstract

This article deals with the issue of providing geographic training to prospective teachers from the perspective of a secondary school teacher who also teaches a social studies methods course. Research in educational journals provided a background for describing the lack of geographic training among social studies teachers. While the National Geographic Society's alliance network is addressing this issue among practicing teachers, there is still a need to include some geography training for preservice teachers. Suggestions are offered for including geography within the context of the social studies methods course. A plea is also made for geography professors to include the new National Geography Standards in their courses, especially in introductory courses.     

北京市通州区缓变性地质灾害危险性分区评价

以北京市通州区为例,提出了平原区缓变性地质灾害危险性分区评价方法,建立了单灾种地质灾害危险性分区评价指标体系;在对单灾种地质灾害危险性分区评价的基础上,进行了多灾种地质灾害危险性综合分区评价。评价结果可直接用于城市地质灾害防治规划编制工作,为城市防灾减灾和防治工程的实施提供了科学依据。     

A Comparative Quantitative Study of an Omani Soil Using X-Ray Diffraction Technique

Two methods for the quantification of clay minerals using X-ray diffraction techniques: the Constant Mineral Standards Method and the Constant Clay Method were applied to soil samples from Al-Khod (Northern Oman). The first method was based on the addition of different concentrations of clay to constant mineral standards while the latter was based on the additions of known internal standards to the clay sample. The clay investigated in this study contained montmorillonite, palygorskite, illite and kaolinite. The areas of the reflection peaks were found to relate linearly with additions of different proportions of clay or mineral standards. Using the two methods, the concentrations of the different components and their experimental errors were determined. From the errors and self consistency of the results obtained, and the practicality of sample preparation, it is proposed to use the Constant Mineral Standards Method.     

X射线荧光光谱法在有色金属矿石标准物质定值分析中的应用

报告了X射线荧光光谱法在铜矿、铅矿、锌矿、钨矿和钼矿标准物质定值分析中的应用。样品用低倍稀释熔融法在热解石墨坩埚中熔融,用人工标样进行校准,计算了COLA方程的理论影响系数,所有分析元素全部用理论影响系数法校正吸收-增强效应。分析结果与不同实验室不同分析方法的结果相吻合。     

Evincing a Place for Place in Learning Progressions Research

This commentary is a response to Larsen and Harrington's article titled “Developing a Learning Progression for Place” (2018). Within the author focuses on the development of learning progressions in geography and future research directions.