环境高校图书馆人员的在职教育

由于环境科学迅速发展,环境图书激增,环境高等教育也在快速发展,而环境高校大部分图书馆人员没有经过环境专业教育,因此环境高校图书馆人员在职教育很有必要;其主要方式有学历教育、函授教育、岗位培训、专项教育与自学;其重点内容是环境科学,还包括其他相关学科、现代技术、语言工具等.     

考虑提示学习的洪涝灾害应急决策自动问答模型研究

为提高洪涝灾害应急处置时效性和科学性,构建洪涝灾害应急决策自动问答系统模型,以提高应急指挥团队的决策效率,在分析洪涝灾害应急决策逻辑基础上,以摘要式问答为任务框架,收集整理包含洪涝灾害应急情景和应急决策的摘要式问答对数据集,建立可用于问答生成的GPT2预训练语言模型,并引入提示学习(Prompt-learning),通过自动创建连续型前缀提示(Prompt),优化少量连续参数,缓解问答对数据较少带来的过拟合风险,利用人工评估和自动评估2种方法验证模型的有效性。研究结果表明：通过GPT2与提示学习相结合建立的自动问答模型,可根据洪涝灾害情景生成语言质量良好及决策信息丰富的答案,有利于提高洪涝灾害应急处置中的科学决策能力。     

浅谈C语言字符串格式化

介绍了C语言格式式化输出类操作函数,对该类函数的实现方式和C语言可变参数的工作原理进行了较为详细的阐述,同时,构造了一个方便通用的格式化输出函数,为数据数据格式化操作提供了一条灵活便捷有效的处理途径.     

Linguistic diversity and conservation opportunities at UNESCO World Heritage Sites in Africa

Africa contains much of Earth's biological and cultural–linguistic diversity, but conserving this diversity is enormously challenging amid widespread poverty, expanding development, social unrest, and rapidly growing human population. We examined UNESCO (United Nations Educational, Scientific and Cultural Organization) Natural World Heritage Sites (WHSs) on continental Africa and nearby islands—48 protected areas containing globally important natural or combined natural and cultural resources—to gauge the potential for enlisting Indigenous peoples in their conservation. We used geographic information system technology to identify instances where Natural WHSs co-occur with Indigenous languages, a key indicator of cultural diversity. And, we compared the geographic ranges for 4 taxa and selected freshwater species with occurrence of all Indigenous languages within Natural WHSs and subsections of WHSs covered by the geographic extent of Indigenous languages to measure the correlation between linguistic and biological diversity. Results indicated that 147 languages shared at least part of their geographic extent with Natural WHSs. Instances of co-occurrence where a WHS, a language, or both were endangered marked localities particularly deserving conservation attention. We examined co-occurrence of all languages and all species, all languages and endangered species, and endangered languages and endangered species and found a correlation between linguistic and biological diversity that may indicate fundamental links between these very different measures of diversity. Considering only endangered species or endangered languages and species reduced that correlation, although considerable co-occurrence persisted. Shared governance of government-designated reserves is applicable for natural WHSs because it capitalizes on the apparent connection between culture and nature. Natural WHSs in Africa containing speakers of Indigenous languages present opportunities to conserve both nature and culture in highly visible settings where maintaining natural systems may rely on functioning Indigenous cultural systems and vice versa.     

Why do honey bees dance?

The honey bee dance language, used to recruit nestmates to food sources, is regarded by many as one of the most intriguing communication systems in animals. What were the ecological circumstances that favoured its evolution? We examined this question by creating experimental phenotypes in which the location information of the dances was obscured. Surprisingly, in two temperate habitats, these colonies performed only insignificantly worse than colonies which were able to communicate normally. However, foraging efficiency was substantially impaired in an Asian tropical forest following this manipulation. This indicates that dance language communication about food source locations may be important in some habitats, but not in others. Combining published data and our own, we assessed the clustering of bee forage sites in a variety of habitats by evaluating the bees’ dances. We found that the indicated sites are more clustered in tropical than in temperate habitats. This supports the hypothesis that in the context of foraging, the dance language is an adaptation to the particular habitats in which the honey bees evolved. We discuss our findings in relation to spatial aggregation patterns of floral food in temperate and tropical habitats.     

浅议高中语文教学中的环境渗透教育

本文分析了高中语文教学中环境教育的特点，指出在高中语文教学中进行环境渗透教育的原则，并对教学方法进行了初步探讨。     

外语教学中应注重中西文化差异

外语教学旨在提高学生的语言交际能力,而用之于交际的语言又是某种文化的反映.文化干扰是教学的难题之一.因而,大学英语教学中要注重培养学生的跨文化交际能力,认识中西文化差异,注重对文化知识的导入.     

一种改进的灾害新闻3要素提取方法研究*

为提取灾害性新闻中的基本要素,迅速掌握灾害事件信息和发展趋势,将目标分类和命名实体识别（named entity recognition,NER）相结合,提出改进的灾害新闻3要素提取方法。构建滑动窗检测器搭载不同的分类模型,实现对新闻文本的灾害主题识别与时空位置要素范围判定,结合命名实体识别完成对时空位置要素的精准提取,并以灾害事故信息文本为例进行测试。研究结果表明:通过在火灾、地震和滑坡新闻中进行数据集中测试,发现本文方法相较于LSTM,BILSTM,BILSTM-CRF提取效果更优;本文方法可对大量灾害性新闻的灾害3要素进行识别提取,对灾害信息进行时空规律分析,研究结果可在灾害应急响应中发挥重要作用。     

Radionuclide transfer to freshwater biota species: review of Russian language studies

Around 130 publications reporting studies on radionuclide transfer to freshwater biota species conducted in the former USSR were reviewed to provide the concentration ratio values. None of these studies were available up to now in the English language reviews or publications. The values derived have been compared with the CR values used for freshwater systems in the International reviews. For some radionuclides reviewed in this paper, the data are in good agreement with the mean CR values presented earlier, however for some of them, in particular, for ²⁴¹Am (bivalve molluscs, gastropods and pelagic fish), ⁶⁰Co (gastropods, benthic fish and insect larvae), ⁹⁰Sr and ¹³⁷Cs (benthic fish and zooplankton), the mean values given here are substantially different from those presented earlier. The data reported in this paper for thirty five radionuclides and eleven groups of freshwater species markedly improve the extent of available data for evaluation of radiation impact on freshwater species.     

Do remediation experts have what it takes to explain empirical uncertainty?

Words matter in risk communication, and experts’ choice of words is critical when remediation risks are being explained to nonexperts. In risk communication studies, communication gaps between experts and nonexperts are investigated but there is lack of primary research. An Australian project addresses this shortcoming through research into communication about the risks of contaminated land remediation, and this paper provides some of its findings. Seventeen experts completed a questionnaire about the meaning of some scientific terms, and analysis found that they have capacity to improve communication through their selection and use of language. When experts undertake risk communication, the language they use may increase or reduce communication gaps. When the topic is uncertainty about health risks, communication gaps about the extent of uncertainty may reduce the effectiveness of social engagement, leading to unintended consequences such as cost overruns. This situation makes for a good case study since remediation is about benefit as well as risk, and communication about benefit, while desirable, may not always be achievable. The study suggests how to improve risk communication by exploring the accuracy, clarity, and depth of expert language. It identifies attributes of language that can bridge gaps in knowledge and understanding and characterizes them as integration mechanisms. These are defined as knowledge forms and mental processes that support cooperation between different epistemic communities to achieve mutually agreed outcomes. Two integration mechanisms are suggested. Bridging content addresses communication gaps through the selection of content (what knowledge is selected). Bridging process addresses communication gaps through the use of language (how knowledge is explained). Bridging content and bridging process can be expressed through cognitive and experiential platforms, or a blending of both, so whether words are positioned in the science‐based or mental model of risk communication, a utility value can be found in their quality, whether reflected by accuracy or the power to communicate meaning.