基于Faster R-CNN的野外环境中蝗虫快速识别

蝗虫是常见的害虫之一,对农作物和生态系统具有很大的危害,采用常规的方法对蝗虫进行监测存在一定局限性,为了有效应用海量野外影像数据实现对蝗虫实时监测,本文建立了一种基于深度学习网络的蝗虫自动识别模型。利用手机模拟摄像头获取的内蒙古锡林浩特附近草原的280张蝗虫的RGB图像,采用深度学习算法中的Faster R-CNN（Faster Region-based Convolutional Neural Network）网络结构建立了蝗虫识别模型。经验证该模型的精确度为0.756,可以较准确地将蝗虫从野外复杂环境中识别出来,与以往同类研究相比,在识别结果和实用性方面均有较大的进步。该模型是建立蝗虫实时监测系统的基础,可以为蝗虫的防治提供辅助信息,同时该网络结构还可以应用于其他害虫的识别,具有较强的推广性,拓宽了深度学习算法的应用领域。     

基于深度学习和雷达观测的华南短临预报精度评估

利用最新的深度学习算法,即卷积长短期记忆(Convolution Long-Short Term Memory)神经网络,构建基于深度学习的人工智能短临预报系统,以广州地区2019年3-5月雷达观测的数据为输入进行训练,然后进行短期1h内的降水预报。利用常用的统计评分指标(探测率POD、误报率FAR、临界成功指数CSI,相关系数CC)检验模型。结果表明,预报结果与实际观测的相关系数在1h内预报均保持在0.6以上,在1h内预报探测率均保持在80%以上,临界成功指数在降水强度为10mm·h^-1时,基本保持在60%,误报率均小于40%。     

Impact of justice and solidarity variables on the acceptability of managed realignment

Sea-level rise due to climate change will have significant effects on coastal areas and populations. Adaptation policies recommend the managed realignment of the most vulnerable assets and activities. Despite their medium- and long-term benefits, these policies face significant friction due to social acceptability in the communities where they are implemented.

This article investigates the hypothesis that respecting principles of justice in the implementation of managed realignment should increase its acceptability. We compare preferences of those people who are exposed to the risk of climate-change-induced flooding and those who are not, as regards funding managed retreat policies and defining compensation criteria for assets at risk. The main theories of social justice provide the four principles included in the analysis: efficiency, need, responsibility and priority assigned to property rights.

A choice experiment survey was conducted with 258 residents of coastal and hinterland communities in the south of France. Four attributes were selected to define the managed realignment policy: the dialogue arrangements, the implementation period, the policy implementation schedule and the cost. The results show support for a relatively fast launch of these policies (within 15 years) but in stages and through a process of dialogue with the population. People's perceptions of the funding criteria reveal a preference for national solidarity. Finally, national funding of managed retreat policies and compensation criteria based on market prices have a significant positive influence on the acceptability of managed realignment policies, whereas introducing responsibility-based compensation criteria tends to favour the status quo over the adaptation policy.

Policy relevance

Prioritization of the funding criteria reveals the preference for national solidarity. Preferences for the justice criteria underpinning compensation reveal a great diversity of values. Besides implantation modalities, preferences for managed realignment policies depend on which level they are implemented at, on the expropriation criteria (the emphasis given to property rights, i.e. market price), on the attachment (people perceived as worst off, i.e. the property is their main residence rather than a second home or they have lower levels of income) and on the degree of responsibility (related to the date of purchase, i.e. on the information given at the time on the risk).     

An ecological economics framework for assessing environmental flows: the case of inter-basin water transfers in Lesotho

This paper used the Lesotho Highlands Water Project (LHWP) that transfers water from the Orange River Basin in Lesotho to the Vaal River Basin in South Africa as a case study to show how environmental sustainability aspects can be integrated into economic development planning. Using the Ecological Social Accounting Matrix (ESAM) for Lesotho that integrates ecological implications of the LHWP with economic benefits of the project, the paper analysed the impact of lost ecological services downstream the LHWP dams in Lesotho on the well-being of households directly affected by the project (riparians) and the general economy of the country. The results revealed that despite significant economic benefits, the project has unintended impacts on ecological resources and services with resultant deleterious well-being implications for riparians. The results from the ESAM analysis indicated that not only the income of riparians is likely to suffer, but also that of other households and social groups, as well as the general economy of Lesotho. While results of the ESAM analysis did not indicate large income impacts on the economy at large, they were significant for riparians. The importance of integrating ecological consequences into impact assessment of IBWT before such transfers can be implemented to ensure sustainable development and considering economy-wide impacts associated with IBWT was proven necessary for a holistic impact assessment of IBWT.     

21世纪高校GIS本科人才培养方案的研究

地理信息系统专业是一个新办专业，就目前而言，从教学计划、教学大纲、课程设置、教材的系统建设等方面都还存在问题。主要从GIS本科的培养目标计划、课程体系建设、实践教学及教与学的关系等方面阐述了思想，以与大家探讨如何建设一个规范、成熟的地理信息系统专业。     

Ethnic coexistence in a pluralistic campus environment

In Malaysia, ethnic segregation seems to have grown more and more pronounced at all levels of education, which may have in the main contributed to increasing occupational segregation by ethnicity when the graduates left to join the job market. Such trends may be disturbing given the effort the country has put in to promote interethnic understanding and reduce interethnic economic disparity since 1970. By critically investigating the dynamics of ethnic coexistence in the microcosm of the university campus environment, this paper provides statistical evidence to show how far the country has progressed in terms of ethnic relations since the watershed events of May 13, 1969; to what extent Malaysian multiethnic society is different now compared to the unmistakable racial “corporateness” and interethnic “separateness” that Furnivall observed in his classic study of 1948; and in what ways ethnic relations have been reshaped by three decades of affirmative action policies and the form of ethnic democracy adapted for this unique society.

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

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.     

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

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.     

Lesson Plans in Geography

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.     

A Landscape Guide in Environmental Education

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.