人口文化素质与经济发展的互动关系模型研究

根据中国1994～2006年经济发展水平与人口文化素质的统计资料,选取人均GDP和接受过不同教育程度的人口比重分别作为经济发展水平和人口文化素质的衡量指标。经济发展水平与人口文化素质之间的Pearson积差相关分析表明：经济发展水平与人口文化素质之间具有强相关性。针对经济发展水平与人口文化素质之间的强相关关系,运用中国经济发展水平与人口文化素质的时空序列数据,对经济发展水平（y）与人口文化素质（x）进行最优曲线拟合,拟合曲线表明：经济发展水平与人口文化素质之间存在对数关系模型：Y=a＋blnx。     

The place of rural, remote and least-wealthy small islands in international water development: the nexus of geography–technology sustainability in Chuuk State, Federated States of Micronesia

Many least-wealthy, rural, remote and resource-poor small island communities are unlikely to benefit from high-profile global water improvement initiatives. Their small landmasses, geologic composition, geography, social and technological isolation, colonial history, and weak educational and financial resources constitute significant barriers to improving access to safe drinking water. This paper discusses the relatively unique position of such island societies in the international community, providing a case study of the Federated States of Micronesia that integrates data and information pertaining to water resources management and governance, spanning from the island village to national scale. A vision is offered regarding the interaction between small island human and biophysical water systems, manifesting ways to pursue water resource development to improve public health which are constructed to be economically, physically and culturally sustainable.     

翻转课堂在地理信息系统课程教学中的实践与思考

针对教师主导的传统教学模式在地理信息系统课程教学中存在的不足,提出了将翻转课堂这一新的混合学习教学模式引入教学的想法。首先分析了地理信息系统课程实施翻转课堂的必要性和可行性,然后在综合考虑地理信息系统课程特点与中外教育文化差异的基础上进行了课程设计和组织实施。实践结果表明,实施翻转课堂确实能够提高学生学习主动性和教学质量,同时也对教师的专业水平和教学能力提出了更高的要求。     

Distinctive and comparative places: Alternative narratives of distinction within international student mobility

Moving beyond the ‘world-class’ institutional model of international student mobility, this paper examines alternative narratives of distinction relating to place of study. Drawing on semi-structured interviews with international students at universities in the UK, Austria and Latvia, we illustrate how students inside and outside mainstream reputable higher education institutions narrate and reconfigure markers of distinction to validate their international mobility and location of study, in part to compete with peers at other (more prestigious) institutions. We demonstrate the importance of lifestyle and experiential places within a global differentiated higher education landscape and argue that many students engage in comparative narratives of place of study to authorise the symbolic capital associated with international education. The findings also consider how experiential places and mobility capital are used for distinction not only during educational mobility but within post-study aspirations.     

我国地理学高等教育与人才培养现状分析

高等地理教育对地理学基础教育人才和科研创新人才培养起着重要作用,本文通过对我国地理学本专科专业设置与招生状况、二级学科研究生培养机构的统计,分析我国地理学高等教育与人才培养的现状。研究发现：我国地理学高等教育学校或机构的数量有了明显增加,学科发展明显增强,各级各类人才的培养规模取得较大发展,但同时也存在地区发展不平衡、培养机构的背景比较单一、生源质量和地理院系冠名多样化等问题。     

中国古代天文图的主要成就与贡献探讨

本文在编写《中国近代地图志》天文图篇的基础上,系统地梳理了中国古代天学家在创立“浑天说”,制造观象仪,实施天文观测和天文大地测量,制作天文图等方面的杰出成就。始于战国时期“石申夫”编制的第一个恒星表,汉代“张衡”创建的“浑天说”和世界第一台“浑天仪”,唐代“张遂”首次完成全国13个点的天文大地测量;元代郭守敬完成27个点的纬度“四海测验”与“水准测量”等,以及迄今发现的《战国前随县曾侯乙墓漆箱盖天文图》、《西汉壁画墓四象二十八宿星图》、《敦煌星图》、《苏州石刻天文图》、《过洋牵星图》、《恒星屏障图》和《赤道南北两侧总星图》等均为同时代世界首创古天文图,并以科学的天文图制作方法,展示出中国古地图大家庭中的佼佼者风范,在中国传统地图学发展过程中做出了重要贡献。     

Norwegian school geography and geographical education: A new research field?

Despite having a long-standing relationship, teacher education and geography in primary and secondary education in Norway has received little attention as a research field within academic geography until recently. The author asks: How has Norwegian school geography related to geography taught at universities? Where does research on school geography and geographical education stand today and where should it go from here? She examines the development of the role played by academic geographers in the field from the 1970s until the present. Some potential future venues for this emerging research field are suggested on the basis of an examination of what themes are current focal points for research and comparing them to what other countries consider essential in their teacher education.     

IRBs as Asset for Ethics Education in Geography

This article frames the research ethics review process conducted by institutional review boards (IRBs) as an opportunity to enrich the education of geographers. Student participation in the IRB process enhances the education of geographers at the undergraduate and graduate levels in two key ways. Geographers can use participation in this process to demonstrate the relevance of a disciplinary code of ethics to professional practice. More important, such participation helps learners, particularly novices, conceptualize research as an ongoing process of intentional inquiry, in which the protection of research participants is vigilantly observed.     

The Landscape of Diversity in U.S. Higher Education Geography

Palynological analyses were completed for the A and B horizons of a forested Mollic Hapludalf to determine type, amount, and distribution of pollen and spores within the soil solum. Hypotheses regarding the origin of pollen and the mechanisms of its movement within soil bodies are also advanced. Pollen downwash within the mineral soil seems to be very slow and confined to the uppermost porous and most homogenized part of the solum. The predominance of non-arboreal pollen at depth was believed to be a result of deposition with the loess parent material. High arboreal pollen frequencies in the upper horizons coupled with increases in non-arboreal types at depth indicate gradual ongoing mixing from the present vegetation into the soil.     

Gaps,Intellectual Enthusiasms,Personal Insecurities: Response to “Stages on Journeys”

Abstract

The Department of Geography at Arizona State University implemented a field exam as part of its PhD program requirements. This field exam requires students to develop an independent field-based research project based on a general question in the student's specialty area. A survey of current and former PhD students and faculty members document how the field exam assists students in developing skills necessary for continuing graduate research and for preparing them for the rigors of academic employment. The outcomes of the exam include both long-term, process-related benefits and more immediate tangible rewards. For some students, the preliminary fieldwork and results redirect student interests and form the basis for their eventual dissertation. The field exam is adaptable to a diversity of geography research methods, subject areas, and graduate degree programs, while remaining grounded in the discipline's vibrant, widely respected fieldwork tradition.