达州市韩家坝教育园拟建场区适宜性研究

研究了达州市韩家坝教育园区拟建场区的地质环境条件和地质灾害危险性现状,作出了地质灾害危险性预测,提出了拟建场区适宜性研究结论、地质灾害防治措施及建议.     

中小学避难建筑规划建设标准与容灾能力研究

已知避难建筑相较于场地型避难场所更有利于中长期避难,而目前我国城镇避难场所建设以场地型为主,建筑型避难场所存在严重不足。基于此,首先提出将中小学校舍建设为建筑型避难场所的重要性及可行性,并从空间利用角度对其可作为避难建筑的类型进行分析研究,指出中小学体育馆、食堂、宿舍和教室可建设为避难建筑;其次对我国城镇地区现状中小学校舍能够作为避难建筑的容灾能力进行分析,结果表明:现状满足100%的短期灾时避难人口的避难需求,以及满足60%的中长期灾时避难人口的避难需求;最后通过计算进行预测,可知随着城镇人口的增长,其所需的避难规模能够在日常城镇中小学校舍建设更新中逐步实现,大约需要未来20年时间基本可以实现中等规模灾害建筑型避难,大灾害长期避难能够满足100%的中长期灾时避难人口的避难需求,具有规划规模可实现性和可行性。     

芦山地震中校舍建筑的震害特点与分析

本文对芦山地震中的校舍建筑震害进行调查和分析.调查发现,汶川地震后重建的框架结构,由于按照新的抗震规范进行设防,大多数没有出现结构性损伤,震害集中在填充墙等非结构构件上.建于汶川地震前的框架结构,当不符合规范的强制条文时,破坏严重,特别是单跨框架,个别发生首层柱端破坏.砖混结构校舍中的宿舍楼,由于开间小,横墙多,多设置了构造措施,虽有结构破坏,但均可修复.砖混结构教学楼采用砖墙-框架柱混合承重的结构体系,大多在汶川地震后得到加固,未加固的教学楼有严重的结构破坏,而加固后的校舍建筑则表现较好,但是这些结构体系多采用预制空心板,整体性较差,已经被规范禁止用于校舍建筑.场地对结构震害有重要的影响,密实的持力层、妥善的地基处理和整体性好的基础形式,可以大幅度减轻结构的震害.本文建议:应加强校舍建筑基于性能设计的研究,进一步明确其设防目标;研究填充墙与框架的相互作用,设计新型的填充墙体系以实现校舍建筑在不同地震水平下的功能要求.     

公众对气象信息需求的规律与公共气象服务

通过对“北京2008奥运气象服务社会需求调查”所得资料的统计定量分析,揭示出公众对气象信息的需求呈现出以下规律:公众最为关注的气象信息、指数(夏季温度、污染相关信息)受生理需求驱动;次关注的信息(高影响天气和人体舒适相关信息)与公众的安全感和追求高品质生活有关;而关注程度相对较低的信息具有2个特点:(1)需求人群相对特殊;(2)难以从大部分媒体获得。分析表明,所发现的公众气象信息需求规律基本符合马斯洛需求层次理论。而行为经济学信息易得性理论对调查中所发现的冰雹和降水概率的低关注度问题则有较好的解释。本研究所得结果为气象部门改进气象信息服务工作有一定的启示。     

Decisions of the U. S. Board of Geographic Names. June 5, 1900, To January 8, 1902 II

ABSTRACT

Spatial literacy is a new frontier in K–12 education. This article describes a place-based introductory GIS/GPS middle school curriculum unit in which students used measuring tools, GPS units, and My World GIS software to collect physical and spatial data of trees to create a schoolyard tree inventory. Maine students completed “memory maps” of their schoolyards as a pre/post exercise assessment. A statistically significant increase in students’ spatial awareness was documented. A technology-based curriculum can significantly increase students’ spatial awareness especially in a place and context relevant to each student.     

Secondary school student perspectives on community resilience in Grey District

For a national competition supported by the New Zealand Board of Geography Teachers, secondary school students in years 10–13 were asked to identify and investigate factors that were building community resilience in their home areas, and the entries provided young people's perspectives on how well individuals, families and communities ‘bounce back’, adapt, change and become stronger following an adverse event. This article concerns the findings of students at Greymouth High School. Their entries showed that community resilience in Grey District depended on individual and collective capacity for action. The greater their involvement in community affairs and projects, the more likely individuals and families were to form networks and participate in communal activities. In Greymouth, as elsewhere in New Zealand, membership of voluntary organisations and participation in planning for, and responding to, catastrophic events has helped residents respond effectively in times of adversity and has enhanced community resilience.     

Bridging the Divide: The Potential Role of Contemporary Geographical Research in Schools

This article examines the implementation and impacts of a program intended to improve research-led teaching in schools. Little consideration is given to the role of research-led teaching in schools; the argument is that this is a consequence of fractures between schools and universities. A program was developed to bring contemporary geographical research of university scholars into schools. Examining this program, the finding is that being exposed to research: improves access to up-to-date knowledge; heightens student enthusiasm; and informs choices students make about their learning. This article calls for bridges to be built between universities and schools upon the nexus of teaching and research.     

‘How dare you say that about my friend’: negotiating disability and identity within Australian high schools

Australian education policies advocate equal opportunities and non-discrimination through legislation that people with disabilities willing to attend ‘main-stream’ schools must be accommodated for. In this paper, people with mobility disabilities talk about their high school experiences in New South Wales, Australia. We are particularly interested in how these men and women talk about the affirmation of bodily differences within various high school spaces. Adopting narrative analysis and a feminist approach we understand identity as constructed spatially. Our interpretation is focused upon how school spaces helped to shape participants’ sense of self and in turn how participants shaped school spaces. We present a series of vignettes which illustrate how participants with mobility disabilities negotiated their bodily differences in and through school space.     

The geography of choice and diversity in the 'new' secondary education market of England

The geography of education remains an under-researched area, particularly in light of major transformations in education provision over the last two decades. This paper reaffirms the position of a geographical approach to studying the education system by focussing upon the differential impact of two major features of national policy reforms on secondary school admissions in England: the desire to enhance choice and diversity in the provision of schooling.