Human Response to Extreme Events: a review of three post-tsunami disaster case studies

Investigating survivors' behaviour prior to, during and after a disaster provides emergency management agencies with greater understanding of the complexities which influence public response. This information can then be used to develop better community-based disaster risk-reduction strategies. In this paper, we review three post-tsunami disaster case studies: the Indian Ocean tsunami (IOT) on 26 December 2004, the Java tsunami on 17 July 2006 and the South Pacific tsunami on 29 September 2009. The 2004 IOT and 2006 Java tsunami surveys involved delayed-response post-disaster research using video interviewing. The 2009 South Pacific tsunami entailed rapid-response post-disaster research using questionnaire interviews. We highlight the major outcomes of each case study and, based on these, make recommendations for improving tsunami education programs in Australia. These include educating the public about tsunami risk, natural warning signs of tsunamis and regionally specific behavioural response. To help facilitate improvements to future post-disaster research, discussion on survey-related issues from each case study is provided.     

高校德育的现状与思考

当今社会变革时期,高校德育遇到了前所未有的困惑,大学生的道德状况堪忧,高校知性取向的务实态度使得道德教育失位,教师育人观念不强,德育方法比较陈旧。因此,必须树立大德育和以人为本的德育新观念,探索高效率的德育方法。     

联合教学和教师培训

介绍了与外国专家在英语口语上课进行联合教学的活动:对联合教学的预期,怎样组织联合教学,通过这一尝试的收益.也讨论了联合教学的教师培训功能并展示了这种教学活动对有关各方的益处.     

论信息素质教育与大学生创新能力培养

从信息素质教育的角度出发 ,提出了强化大学生信息素质教育是搞好大学生创新能力培养的关键 ,并就如何强化大学生信息素质教育和创新能力培养等方面进行了构思和探讨     

An open web-based module developed to advance data-driven hydrologic process learning

The era of ‘big data’ promises to provide new hydrologic insights, and open web-based platforms are being developed and adopted by the hydrologic science community to harness these datasets and data services. This shift accompanies advances in hydrology education and the growth of web-based hydrology learning modules, but their capacity to utilize emerging open platforms and data services to enhance student learning through data-driven activities remains largely untapped. Given that generic equations may not easily translate into local or regional solutions, teaching students to explore how well models or equations work in particular settings or to answer specific problems using real data is essential. This article introduces an open web-based module developed to advance data-driven hydrologic process learning, targeting upper level undergraduate and early graduate students in hydrology and engineering. The module was developed and deployed on the HydroLearn open educational platform, which provides a formal pedagogical structure for developing effective problem-based learning activities. We found that data-driven learning activities utilizing collaborative open web platforms like CUAHSI HydroShare and JupyterHub to store and run computational notebooks allowed students to access and work with datasets for systems of personal interest and promoted critical evaluation of results and assumptions. Initial student feedback was generally positive, but also highlighted challenges including trouble-shooting and future-proofing difficulties and some resistance to programming and new software. Opportunities to further enhance hydrology learning include better articulating the benefits of coding and open web platforms upfront, incorporating additional user-support tools, and focusing methods and questions on implementing and adapting notebooks to explore fundamental processes rather than tools and syntax. The profound shift in the field of hydrology toward big data, open data services and reproducible research practices requires hydrology instructors to rethink traditional content delivery and focus instruction on harnessing these datasets and practices in the preparation of future hydrologists and engineers.     

浅谈植物地理教学的发展方向

植物地理学是介于植物学和地理学之间的一门边缘学科,与生态学、地质学、古生物学、气候学、土壤学等密切相关,既有很强的基础学科特点,也有很大的应用潜力,是高校的一门基础课程.但教学过程中老师容易忽视教学内容更新,出现理论与实践教学脱节等教学问题.通过实践教学及调研分析表明,植物地理教学应定位在基本理论、基本知识和基本技能及其在农林牧业生产、生态环境保护、植物资源开发利用等方面的应用.教学重点是全球气候变化背景下带来的环境与地质变化,种子地理学的兴起为植物地理学增添的知识点等内容.植物地理教学的发展方向必须始终贯彻可持续发展的战略性思想,努力为经济建设服务.     

基于大工程观教育理念的测绘工程文化育人策略

基于大工程观教育理念,从工程教育到工程文化教育的跨越入手,分析测绘工程文化在应用型人才培养中的地位,在理清测绘工程文化内涵与结构的基础上,进一步阐述测绘工程文化的价值取向,探讨大工程观教育理念下测绘工程文化育人的策略。     

“天地图”网站系统在马克思主义教育中的初步应用及未来构想

马克思主义教育的网络信息化是马克思主义传播的时代化、大众化的需要,＂天地图＂网站系统在马克思主义教育实践中具有得天独厚的技术优势,并已在本校的教学实践中取得了较好的效果和经验。如果进一步改造丰富＂天地图＂网站系统,相信其技术实力必将有力推动马克思主义教育,一定能开启网络时代马克思主义教育工作的新局面。     

Rethinking postgraduate education for marine conservation

Postgraduate education for marine conservation has failed to keep up with the field's most pressing needs. A growing body of literature has documented a chasm between the skills being taught at universities and the skills most needed for effective conservation. In addition to traditional disciplinary topics, postgraduate institutions should also deliver priority skills for successful ocean conservation. This paper examines survey responses from 30 marine conservationists who have been publicly recognized for achieving noteworthy success. Respondents provided quantitative rankings of skills that were most instrumental to their success, and which of these skills should be learned at university rather than on the job. Results focused on innovation (e.g., thinking creatively, developing a compelling vision), collaboration (e.g., organizational partnering, building and leading teams), and communication (e.g., the art of persuasion, listening well). The findings suggest a new direction in postgraduate education with potential implications for ocean conservation practitioners as well as university personnel engaged in training future marine leaders.     

浅谈工程教育专业认证背景下测绘工程专业建设

介绍了工程教育专业认证的概况,说明了我国工程教育专业认证工作的标准和要求,在此背景下,结合安徽理工大学的具体情况,进行我校测绘工程专业建设。主要从突出矿业特色的人才培养模式、实验室和实习基地建设、创新平台建设、深度校企合作以及教师工程背景建设等五个方面,进行全面细致的完善和建设,以期提升测绘工程专业办学实力,提高学生综合素质。