中国总量控制实践与发展态势

文中所说“总量控制”,全称是污染物排放总量控制制度。当污染物超出环境容量,总量控制一般以削减现有总量的方式出现,也就是通常所说的“减排”。结构减排在减排中占据主导的核心地位。实践表明,“节能必减排,减排促节能”。节能减排相结合是推动经济发展方式转变、调整经济结构、提高自主创新能力、实现环境与发展“双赢”的一种有效途径,也是科学发展的必然要求。节能减排与应对气候变化密不可分,是应对气候变化的主要支撑面。控制温室气体（以CO2为代表）排放强度,是对污染物排放总量控制制度的深化与发展。     

Planning theories and environmental impact assessment

The limited and sporadic interaction between EIA and planning theory has meant that EIA has largely failed to benefit from planning theory insights and lessons. Obstacles and dilemmas already encountered and addressed in planning theory are still hampering EIA theory building and practice. An overview of the characteristics, strengths, and limitations of five major planning theories—rationalism, pragmatism, socio-ecological idealism (SEI), political-economic mobilization (PEM), and communications and collaboration (CC) is presented in an effort to ameliorate this problem. EIA parallels to each planning theory and lessons for EIA are identified. Also addressed are the application of planning theories to different context types, overlaps, interconnections and middle ground concepts among theories, the integration of values, ethics, and postmodern perspectives and the potential to construct composite theories.     

基于最佳管理实践的中新生态城面源污染控制措施优选研究

基于最佳管理实践（BMP）理念和方法,以中新生态城为例,采用多属性决策分析方法的ELECTRE-Ⅲ方法和模型,采用VisualBasic语言自行编制辅助计算机程序,对该地区8种雨水控制管理措施进行了优化比选。优选结果表明,对于中新生态城,8种雨水控制管理措施的优选排序为：湿地〉地下蓄水库〉人渗沟〉可渗透路面砖〉道路边沟〉绿色屋顶〉下凹绿地〉绿化缓冲带。     

基于高职计算机应用专业的动态教学模型研究

结合高职教育的特点和计算机应用专业的教学,提出了"一线、二体、三层、五框架、多考核"的动态教学模型,并从多角度分析了实际教学中应该采取的改革措施,阐明了各个环节的具体做法。     

环境监理在龙岗气田的实践与探索

文章简要介绍了龙岗气田试采工程特点、环境保护要求及过程管理的难度,以及开展环境监理工作的必要性和重要性。重点总结了龙岗气田工程环境监理工作开展过程中,在前期准备、人员组织、资源配置、目标实现、现场实施、成果体现等方面所做的探索与实践,对今后大型油气地面工程建设开展环境监理工作具有一定的借鉴意义和参考作用。     

湖南双季稻区耕作模式的环境影响评价

以湖南双季稻区双季稻-马铃薯(CT1)、双季稻-黑麦草(CT2)、双季稻-紫云英(CT3)、双季稻-油菜(CT4)、双季稻双免栽培(CT5)5种保护性耕作模式为例,应用生命周期评价方法,从单位面积投入、单位面积产量、单位经济效益的环境影响三个角度评价不同保护性耕作模式的环境潜在影响.结果表明:从单位面积物质投入的角度评价结果显示,CT3模式的潜在环境影响综合指数较对照模式(双季稻-冬闲,CK)低4.72％,而其他模式则比CK高出11.95％-45.20％,平均增加了29.02％;从单位面积产量的角度评价结果显示,CT5模式的潜在环境影响综合指数比CK高34.55％,两其他模式则比CK低1.57-45.93％,平均降低24.29％;从单位经济效益的角度评价结果显示,CT5模式的潜在环境影响综合指数比CK高23.93％,而其他模式则比CK低29.07-49.06％,平均增加了24.88％.综合考虑,与CK对比,CT3和CT4模式对环境的潜在影响较小,CT2居中,CT5和CT1模式则较大.     

In situ phytoremediation of arsenic- and metal-polluted pyrite waste with field crops: effects of soil management

Sunflower, alfalfa, fodder radish and Italian ryegrass were cultivated in severely As-Cd-Co-Cu-Pb-Zn-contaminated pyrite waste discharged in the past and capped with 0.15 m of unpolluted soil at Torviscosa (Italy). Plant growth and trace element uptake were compared under ploughing and subsoiling tillages (0.3 m depth), the former yielding higher contamination (∼30%) in top soil.Tillage choice was not critical for phytoextraction, but subsoiling enhanced above-ground productivity, whereas ploughing increased trace element concentrations in plants. Fodder radish and sunflower had the greatest aerial biomass, and fodder radish the best trace element uptake, perhaps due to its lower root sensitivity to pollution. Above-ground removals were generally poor (maximum of 33 mg m⁻² of various trace elements), with Zn (62%) and Cu (18%) as main harvested contaminants. The most significant finding was of fine roots proliferation in shallow layers that represented a huge sink for trace element phytostabilisation.It is concluded that phytoextraction is generally far from being an efficient management option in pyrite waste. Sustainable remediation requires significant improvements of the vegetation cover to stabilise the site mechanically and chemically, and provide precise quantification of root turnover.     

高职法律实务教育体系下学生能力的培养——以高职法科学生的就业为视角

随着我国司法体制改革的推进,高职法科毕业生直接进入纯法律职业领域已很渺茫。面对这样的形势,变革高职法学教育,建立以能力培养为核心的高职法律实务教育体系势在必行。从高职法律实务教育体系下学生能力培养的目标定位出发,结合学生应具备的五项基本能力,以学生就业为视角,阐述了高职法律实务教育体系下学生能力培养的自我实现方式。     

昌黎县大气环境污染分析与防治实践

昌黎县近几年环境空气监测数据显示:大气环境质量有所下降,环境受到轻微污染。污染产生的主要原因为冬季燃煤造成污染物排放增加及风沙、扬尘影响,结合本县采用发展集中供热、改善燃料构成、提升监管力度、严格环境管理、加大资金投入、开展末端治理等防治实践进行探讨。     

浅谈音乐教育中的教学美

在音乐课上对学生进行审美教育是对学生实施美育的重要途径。但长期以来,我国传统的音乐教育偏重"专业化",过于强调音乐知识传授的系统性,忽视了音乐教育的审美愉悦性。在音乐教育中,充分发挥其审美能力与文化素养的教学美、创新精神与实践能力的教学美、音乐教育联系生活实际的教学美、音乐教育与现代技术相结合的教学美、以情感教育为纽带的教学美,将会达到以美育人的目的。