防灾减灾科普绘本设计的新思维

防灾减灾科普绘本是帮助儿童认识自然界的主要灾害和在灾害面前了解自我应对措施的重要途径.目前国内创作的防灾减灾科普绘本在内容表达与知识传播上仍存在着讲解抽象、儿童读者难以理解的问题,究其原因,主要在于设计者没有寻找到切合儿童认知心理特征的表达方式.由此,对已出版的防灾减灾科普绘本进行了归类整理与研究,从知识内容的趣味表达...     

新疆工业企业数据库管理系统软件的设计与开发

采用C/S架构数据库方案,设计并开发了新疆工业企业数据库管理系统。该系统不仅具有数据录入、修改、查询、保存等基本功能,还能够实现数据分拣功能,与排污费征收管理系统及"十二五"环境统计系统进行数据对接,避免了大量数据的重复录入,大大提高了工作效率。     

湿解焚烧综合处理垃圾技术的原理及应用

详细介绍了湿解焚烧处理生活垃圾技术的原理和其在武汉经济技术开发区的具体应用,并简述了其在一段时间的调试和运行后表现出的优点.为国内未来垃圾气化熔融焚烧技术的推广提供了参考.     

室内空气中甲醛、苯系物的污染特征分析

选取百户新装修居室进行室内空气中甲醛、苯系物的监测,发现新装修居室中甲醛污染严重,超标率达80%,近1/3超标2倍以上;苯系物中以甲苯、二甲苯的污染为主要特征,超标率分别为10%,23%,苯污染不显著,3种苯系物经SPSS13.0统计学分析在0.05水平显著相关,具有同源性。另选取4户装修居室进行甲醛、苯系物浓度随时间的变化规律研究发现,甲醛、苯系物浓度都随时间呈逐步下降趋势,在装修后的前3个月释放速率最快,而后趋于平缓。甲醛释放具有长期性,并通过理论推断和具体实验获得同一结论;苯系物在装修3个月后基本释放完全,严重污染的约需6个月。对于实验过程中温度、湿度、材料种类和负载量以及空气交换率等影响因素进行了分析,说明以保证实验结果的可靠性。     

基于灰色拓扑的公共聚集场所火灾预测模型

根据1991—2006年间中国公共聚集场所火灾统计资料,针对公共聚集场所火灾影响因子的不确定性和数据的波动性,运用灰色拓扑预测方法探讨公共聚集场所火灾发生的规律,并建立灰色拓扑预测模型,预测未来5年内火灾发生情况。结果表明,所建立的灰色拓扑预测模型的检验精度都达到"好"的标准。因此,采用该模型对公共聚集场所火灾发生情况进行预测,其结果比较可靠,可供消防部门参考。     

安全管理学及其实验课程设计研究

针对目前本科教学中普遍存在的问题,构建以行为科学为基础、人的行为为主线的安全管理学课程内容,形成独立、独特的课程体系,从组织整体到员工个体提出操作性很强的管理思路和方法。为让学生掌握"组织安全管理方案诊断"和"个人不安全行为纠正"两大事故预防的行为科学策略,在全国高校中率先创新,开设专门的实验课程,设计实验内容,开发实验设备(已获国家专利),建成了专门实验室。笔者重点介绍安全管理方案诊断实验。通过实验,学生可以模拟企业角色,从不同的角度考虑如何进行安全管理、有效预防事故,同时对实验数据的深入分析实现了对整个课程知识的综合和复习。     

Adaptive Management and Watersheds: A Social Science Perspective1

Abstract:  Adaptive management is often proposed as the most effective way to manage complex watersheds. However, our experience suggests that social and institutional factors constrain the search for, and integration of, the genuine learning that defines adaptive management. Drawing on our work as social scientists, and on a guided panel discussion at a recent AWRA conference, we suggest that watershed‐scale adaptive management must be recognized as a radical departure from established ways of managing natural resources if it is to achieve its promise. Successful implementation will require new ways of thinking about management, new organizational structures and new implementation processes and tools. Adaptive management encourages scrutiny of prevailing social and organizational norms and this is unlikely to occur without a change in the culture of natural resource management and research. Planners and managers require educational, administrative, and political support as they seek to understand and implement adaptive management. Learning and reflection must be valued and rewarded, and fora established where learning through adaptive management can be shared and explored. The creation of new institutions, including educational curricula, organizational policies and practices, and professional norms and beliefs, will require support from within bureaucracies and from politicians. For adaptive management to be effective researchers and managers alike must work together at the watershed‐scale to bridge the gaps between theory and practice, and between social and technical understandings of watersheds and the people who occupy and use them.     

基于ArcSDE的地震紧急救援数据库建设

提出了建设地震紧急救援数据库的必要性,阐述了地震紧急救援数据库的建设目标,分析了ArcSDE的基础原理,以四川省紧急救援队为例,介绍了利用ArcSDE技术构建地震紧急数据库的建设方法。     

Sustainability education and a new master’s degree, the master of sustainability science: the Graduate Program in Sustainability Science (GPSS) at the University of Tokyo

The University of Tokyo started its Graduate Program in Sustainability Science (GPSS), offering a master of sustainability science degree, in 2007. The GPSS curriculum consists of: (1) knowledge and concept oriented courses, which cover sustainability-related subjects from a holistic viewpoint; (2) experiential learning and skills oriented practical courses, which offer practical exercises to acquire the skills and sensibility required of future leaders; and (3) the Master’s thesis, for which students are encouraged to address complex sustainability problems through a transdisciplinary approach. Sustainability science is not a discipline that can be defined simply by the subjects it deals with, but is an academic field characterized by core principles that include holistic thinking, transdisciplinarity, and respect for diversity. The GPSS has been designed so that students may gain the capacity to understand and practice these principles. The present paper describes how the GPSS has defined sustainability education and designed its curriculum accordingly.