《地图学》多元教学方法改革与实践

针对测绘工程专业传统的《地图学》课程教学中存在的只注重理论教学、教材内容陈旧、缺乏贴近学生实际和当前测绘科技发展的问题,该文提出《地图学》的多元教学方法,即将教书育人理念融入课堂教学、现代教学手段融入传统课堂及书本理论教学融入实践体验的教学方法。     

“To Understand the Place”: Geographical Knowledge and Diplomatic Practice

Diplomats produce a great deal of geographical knowledge: By reporting on distant places to their governments, they create particular understandings of political space. Yet these professionals rarely link their work to geography: What a geographer might call a geographical sensibility is labeled cultural knowledge by a diplomat. This article clarifies the relationship between geographical knowledge and diplomatic practice. Empirically, it draws from nearly 100 interviews with foreign policy professionals to offer a more “peopled” or quasi-ethnographic account of diplomacy than is usually available in scholarly literature. Conceptually, the article contributes to our understanding of how geographical knowledge is created inside diplomatic and bureaucratic institutions.     

GIS professional development for teachers: lessons learned from high-needs schools

University faculty partners from the Departments of Geography and Instruction and Teacher Education at a large, public university collaborated with K-12 teachers and the leadership of a rural school district in order to investigate the crosscutting content of science, mathematics, and geography through the integration of web-based GIS technologies. The project explored the critical connections among technology, pedagogy, and content with a particular emphasis on developing technology-enhanced, inquiry-based lessons in which the teachers and their students used GIS technologies to analyze, visualize, and present data in real-world contexts. The findings highlight the importance of well-structured professional development that builds community, integrates diverse content and pedagogical expertise, provides feedback and coaching, and is of sufficient duration to effect change.     

Monitoring salmon aquaculture waste: The contribution of First Nations’ rights, knowledge, and practices in British Columbia, Canada

British Columbia's current approach to monitoring salmon aquaculture waste is disconnected from political and legal trends towards the recognition of Aboriginal rights in Canada. Drawing on insights from collaborative monitoring in northern Canada and interviews with 23 Kwakwaka’wakw clam-diggers and cultural specialists (2006–2007), preliminary directions for integrating First Nations’ values, knowledge and stewardship practices into marine environmental monitoring are identified. Kwakwaka’wakw monitoring practices include the use of qualitative individual, community and population scale indicators and the integration of traditional knowledge as baseline data about the healthy conditions of traditional food resources.     

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Time to talk knowledge

As part of the secondary school qualification repackaging, the Ministry of Education has requested the geography education community define what constitutes their “critical body of knowledge.” In this article, I discuss three knowledge‐oriented themes focused on: (a) recent assessment trends in geography; (b) the predictive value of NCEA Level 3 geography with 100‐level success and (c) the nature of knowledge as expressed by the New Zealand Curriculum and assessment. Taken together, these themes suggest a need for a serious conversation about knowledge in school geography, as a pre‐cursor to the re‐design of the geography standards matrix.     

面向知识服务的地质资料管理转型研究

针对传统地质资料服务方式单一、数据共享困难等问题,提出了地质资料管理的转型方案.对面向知识服务的地质资料知识组织方式、知识检索以及知识管理理念如何指导地质资料服务等方面进行了探讨.以地质数据本体构建、基于关联数据技术的地质资料语义化组织以及基于地质大数据的知识检索模型搭建为转型手段,介绍了促进地质资料转型升级的语义化描...     

面向遥感大数据的地学知识图谱构想

由于地球表面的时空异质性与复杂性,传统从遥感影像具有的信息特征出发,构建智能解译算法解决遥感地学认知的思路在应对面向全球的海量遥感大数据分析时,其精度和地学实用性已触及瓶颈.为此,本文从地学知识为核心的角度出发,结合当前知识图谱理论的发展,提出一种新的面向遥感大数据分析的地学思维构想——地学知识图谱.本构想将地学知识的...