构造地质学中的地质思维初探

地质模型的建立,地质思维的正确运用已成为引导地质学前进的两个关键环节。本文以构造地质学领域中近年来的研究成果为基础,探讨了与空间和时间有关的地质思维问题。指出:一个地质现象的观察,一定要结合高一级尺度和低一级尺度的综合研究,才能得出既有形成机制、又有组合规律的全面结论;一个构造形迹,一定要尽力区分出不同的递进变形阶段,以提供以时间为坐标的演化序列。文末,笔者提供了两个研究实例,一个用小构造分析论证区域构造演化,一个据叠加变形原理,把研究对象区分成不同的区段和亚域。     

COSMOPOLITANISM: THE MEDITERRANEAN ARCHIVES†

The existing postcolonial literature privileges the British and French imperial/colonial history that mirrors the ongoing debate on the relationship among cosmopolitanism, universalism, and imperialism. These debates take for granted the Kantian and Hegelian hierarchy of European civilizations, hence marginalizing the southern shores of Europe and the broader Mediterranean space. Drawing on Mignolo's notion of “border thinking” and on Isin's account of the city as a “difference machine,” I address the issue of how imperialism, colonialism, and cosmopolitanism come together and relate to each other in the context of the Mediterranean (allegedly) cosmopolitan cities. In particular, cosmopolitanism is read as the outcome of the reciprocal adjustment of interior and exterior borders in the making of modernity/coloniality in the Mediterranean. Focusing on the Ottoman millet system, my main claim in this article is that cosmopolitanism worked as a peculiar dispositif within the urban difference machine, enabling the city to sustain the tension between different accounts of citizenship.     

On Methods of Teaching Geography

This study investigates the location and varying spatiality of questions in geography textbooks. The results show that study questions posed in page margins address the three components of spatial thinking—concepts of space, using tools of representation, and processes of reasoning—more than questions in other locations within the text. Three practices are particularly recommended to help students develop spatial thinking skills through answering textbook questions: (1) utilize page-margin questions; (2) select questions around spatial representations; and (3) focus on higher-level cognitive processes.     

Popular Culture,Geopolitics, and Identity

Abstract

This study aims to theoretically investigate the notion of critical thinking for a more just understanding of self and “others” in global geographical learning. It focuses on the kinds of injustice in the world which are driven by our relationships with “others.” By drawing on the literature of critical education, philosophy of education, and geography education, this study reveals how universal notions of criticality tend to easily undermine those perceived as global others and may highlight, in deficit mode, their perceived differences. Instead, the study presents the imperative of deconstructive thinking for a more just world. The article concludes by proposing a teaching strategy for alternative criticality which strives for justice in school geography.     

Spatial Thinking Concepts in Early Grade-Level Geography Standards

ABSTRACT

Research in the cognition and learning sciences has demonstrated that the human brain contains basic structures whose functions are to perform a variety of specific spatial reasoning tasks and that children are capable of learning basic spatial concepts at an early age. There has been a call from within geography to recognize research on spatial cognition in a meaningful way in primary school curriculum. This article utilizes the spatial thinking taxonomy proposed by Gersmehl and Gersmehl (2006) to examine to the extent to which spatial thinking concepts are being practiced in U.S. schools. The National Geography Standards and forty-nine state social studies or geography standards are examined. Using standards as a measure of geography content, it is concluded that while some of spatial thinking concepts appear often in curriculum, others are largely absent. Designing geography standards that address the findings of spatial cognition research may serve as a means of improving geography instruction.     

Economic Notes

Abstract

This article introduces the development and validation of the spatial thinking ability test (STAT). The STAT consists of sixteen multiple-choice questions of eight types. The STAT was validated by administering it to a sample of 532 junior high, high school, and university students. Factor analysis using principal components extraction was applied to identify underlying spatial thinking components and to evaluate the construct validity of the STAT. Spatial components identified through factor analysis only partly coincided with spatial concepts used to develop the questions that compose the STAT and with the components of spatial thinking hypothesized by other researchers.     

An Evaluation of University World Geography Textbook Questions for Components of Spatial Thinking

ABSTRACT

Geography textbooks contain chapter or review questions that may engage students in spatial thinking. This research used Jo and Bednarz’s (2009) Taxonomy of Spatial Thinking to evaluate the percentage of spatial thinking questions in four university-level world geography course textbooks. The results from this study were then compared to the findings in Jo and Bednarz’s (2009) analysis of high school geography textbooks. Thirty-five percent of university level textbook questions are related to spatial thinking compared to twenty-four percent in high school geography textbooks. The results provide information useful to stakeholders, such as teachers, administrators, and textbook writers and may help these stakeholders to consciously incorporate the three components of spatial thinking as defined by the National Research Council (2006). A simplified taxonomy for identifying spatial-thinking concepts in textbook review questions is also suggested.     

Economic Change in Africa

Abstract

The Geographer at Work by Peter Gould Boston: Routledge &; Kegan Paul, 1985. x and 351 pp., figs., photos, maps, and index. $39.95 cloth; $16.95 paper.

Recollections of a Revolution: Geography as Spatial Science by Mark Billinge, Derek Gregory and Ron Martin, eds. New York: St. Martin's Press, 1984. viii and 235 pp., figs., tables, refs., and index. $25.00 cloth.

The Role of Place in Literature by Leonard Lutwack Syracuse, NY: Syracuse University Press, 1984. viii and 274 pp., refs., and index. $24.95 cloth.

The Essential Landscape: The New Mexico Photographic Survey with Essays by J.B. Jackson. by Steven A. Yates, ed. New Mexico: The University of New Mexico Press, 1985. vii and 147 pp., and photos. $45.00 cloth.

Latin America: Case Studies by Richard G. Boehm and Sent Visser, eds. NCGE Pacesetter Series. Dubuque, IA: Kendall/Hunt, 1984. x and 300 pp., figs., tables, photos, maps, apps., refs., and index. $24.95 paper.     

2007年淮河流域暴雨期间大气环流特征分析

利用NCAR/NCEP再分析资料及国家气象信息中心30年气候平均降水资料,通过动力诊断与分析手段研究了2007年6—7月发生在我国淮河流域的暴雨。结果表明,淮河流域的环流垂直结构和降水有着非常好的对应关系。暴雨期间,鄂霍茨克海阻高与乌拉尔山阻高这种双阻高形势对于淮河流域的持续降水提供了很好的条件;南亚高压高层(200 hPa)基本为正散度区,低层(850 hPa)为负散度区,上下层强烈的抽吸结构对暴雨的发生也是非常有利的条件,同时,在淮河暴雨期问,南亚高压(200 hPa)与500 hPa西太平洋副热带高压有着相向而行的移动路径;位涡对于分析冷空气的活动,有着比较清晰的意义,暴雨发生前,有明显的正位涡异常从高纬度向低纬度伸展。大气非绝热加热分析结果显示,视热源和视水汽汇两者的高值中心与相应时段暴雨中心位置一致。     

Dynamical Tropopause Variability and Potential Vorticity Streamers in the Northern Hemisphere —— A Climatological Analysis

This study presents a 44-year climatology of potential vorticity （PV） streamers in the Northern Hemisphere based upon analyses of the ERA-40 reanalysis data set. A comparison to an existing 15-year climatology yields very good agreement in the locations of PV streamer frequency maxima, but some differences are found in the amplitude of frequencies. The climatology is assessed with the focus on links between PV streamer frequencies and the synoptic- and planetary-scale variability of the dynamical tropopause.
A comprehensive overview is provided on where （zonally） and when （seasonally） short-term variability throughout the extra-tropical and sub-tropical tropopause is enhanced or reduced. Several key processes that influence this variability are discussed. Baroclinic processes, for example, determine the variability in the storm-track areas in winter, whereas the Asian summer monsoon significantly influences the variability over Asia.
The paper also describes links between the frequency of PV streamers in the extra-tropical and subtropical tropopause and three major northern hemisphere teleconnection patterns. The observed changes in the PV streamer frequencies are closely related to concomitant variations of PV and its gradient within the tropopause region. During opposite phases of the North Atlantic Oscillation the location of the streamer frequency maxima shifts significantly in the Atlantic and European region in both the extra-tropics and subtropics. The influence of ENSO on the streamer frequencies is most pronounced in the subtropical Pacific.