我的“低碳生活”

我在新闻上听见一个新名词——低碳生活。我好奇地问爸爸,什么是低碳生活呢?爸爸想了想,对我说:这是指节能、环保、健康的生活方式。听了爸爸的话,我决心做一个低碳生活的小小参与者。     

“低碳生活”启示录

“低碳”近来成为了我们生活中的关键词,追求低碳生活也仿佛成为了一种时尚。这并不只是一种贴上新标签的生活方式的标榜,而是对保护我们的地球和环境,具有重大的实际意义。可能你还不知道,日常生活中的一些家用电器,只要改变一些方式去操作和使用,我们就离低碳生活近了一步;很多生活中的小习惯和小细节,只要我们稍加小心也会为低碳生活尽一份自己的力量。那么,具体应该怎么做呢？让我们一起来看看这篇启示录上是怎么说的。     

低碳生活每一天

目前低碳成了炙手可热的一个话题,低碳与我们生活的地球息息相关,与每个人的生活息息相关。在全球气候变化这样的时代背景下,我们应当不遗余力地倡导、传播节能环保理念,交流、实践低碳经济发展模式,只有大力宣传低碳知识,让大家都有低碳意识,注意生活中可以减少碳排放量的细节,我们的地球才会越来越美好。     

低碳经济视角下的低碳生活方式

低碳经济是低碳发展、低碳产业、低碳技术、低碳生活等一系列经济形态的总称。低碳经济以低能耗、低排放、低污染为基本特征,以应对碳能源对气候变化为基本要求,以实现经济社会的可持续发展为基本目的。低碳生活方式代表着更健康、更自然、更安全,同时也是一种低成本、低代价的生活方式。低碳不仅是一种企业行为,也是一项符合时代潮流的生活方式。     

低碳生活

什么是低碳生活?低碳生活意味着要减少二氧化碳的排放,是一种低能量、低消耗、低开支的生活方式。毫无疑问,我们可以使大自然变得更健康,更安全。我们也可以在日常生活中做很多事情来达到低碳生活的目标。比如:我们可以对垃圾进行分类,用手帕代替纸巾,步行、坐公交车或者骑自行车上班,而不是驾驶汽车。     

我家的“低碳生活”

“妈妈,不可以那么做!”我看见妈妈正在使用一次性塑料袋,赶紧阻止。“哦,为什么呢？”妈妈好奇地问我。于是,我拿出了学校发放的“低碳生活”宣传资料,解释给妈妈听：“所谓低碳生活,是指减少二氧化碳的排放,低能量,低消耗、低开支的一种生活方式。     

我的＂低碳＂生活

确实,“低碳”这个词现在非常流行。这个时代,人们习惯了流行的口味,因而“环保”这一“永恒”的话题,也不能以朴素的面乳让更多人心动了,必须借助“低碳”这样的流行观念。小作者赶这一时尚,和家人一起开始“低碳”生活,     

低碳生活就在身边

低碳生活（low carbon living）代表着更健康（healthy）、更自然（natural）、更安全（safe）的生活,同时也是一种低成本（low-cost）、低代价（low—price）的生活方式。低碳生活对于我们普通人来说是一种态度（attitude）,而不是一种能力（ability）。     

低碳生活：内涵及人类日常行为方式

低碳生活理念提倡建立全新的生活观和消费观,减少碳排放,促进人与自然和谐发展,建设资源节约型、环境好型社会,提升人们的生活质量.低碳生活作为可持续的绿色生活方式,将是协调经济社会发展和环境保护的重要途径.而从长远看,低碳生活更是一种着眼于未来的生活理念.     

教育学生低碳生活从穿衣做起

体验低碳生活,要从身边的小事做起,从穿衣做起,让学生建立穿衣与低碳生活的联系,理解建立节约型社会的重要性,掌握低碳生活从穿衣做起的方法等.     

Easy Living

舒适温馨的用餐环境环境安静而温罄的咖啡屋正渐渐成为沪上一众文艺男女的新宠,慵懒的午后坐在Aroma里,透过落地玻璃窗看着门外新华路上的绿树成荫,绝对是一种美好而简单的生活享受。     

Living Anatomy

Recently, the study of sport and sport-related behavior has become of particular interest to scientists. As the field of physical education expands, various subdisciplines have emerged which generally employ conventional research methods. The purpose of the present paper is to suggest that in addition to the traditional experimental method, sport researchers can find valuable use for non-experimental methodologies. These techniques, which are currently underused in sport research, can facilitate the study of questions that are applied in nature. Several designs and alternatives are presented and reviewed, including time series designs, multiple baseline case designs, and field experiments. Specific examples from sport situations are provided to demonstrate the potential usefulness of these designs in the applied setting. Recommendations for integrating basic and applied research orientations are also discussed. This dualistic approach is viewed as an essential function for a maturing field of study.     

Living technologies

The animal kingdom provides cues for many technological innovations. Some of the very recent, animal-motivated, technological pursuits are discussed in this article.     

俏芭比

学习提示：3月9日芭比迎来了自己的五十岁生日,世界各地的芭比迷都为她进行了庆祝活动,这位俏姑娘不但创造了不老神话,也创造了属于自己的历史,自1959年在美国问世以来,芭比娃娃以其百变和引领潮流的时尚造型,俘获了世界各地无数女孩的芳心,是最广为人知和最畅销的玩具娃娃之一。本期以“芭比”为关键词,为大家解析芭比相关词汇。     

活水

A Tofalar Tale托发拉尔传说 This happened a long,long time ago.when the cedar.the fir,and the pine still had needles that yellowed and dropped in the fall instead of staying green all winter. Once in those olden times a TofaJar went out into the woods to hunt. He walked and walked.and he came farther than any hunter had ever dared to go.He saw a     

A Living Legacy

Of increasing interest to educational researchers is the process of learning to teach and the role that teacher education plays. The teacher-socialization program of research has provided the most inclusive theoretical structure for such investigation. Unfortunately, this program has been discouraging. The outcomes indicate (a) a survival-oriented approach to teaching of the preservice student and (b) limited positive influence of teacher education on this development. Fortunately, evidence has emerged that poses a more encouraging, progressive view. This evidence stems from classroom research on the development of preservice students' perspectives on teaching. The purpose of this article is to review the outcomes from this literature and to identify possible implications for physical education teacher education (PETE). This paper focuses on four dimensions: (a) an overview of the construct of teacher perspectives, (b) the characteristics of the more progressive perspectives of the teacher education students, (c) the features of the teacher education program that influence those perspectives, and (d) possible implications for PETE. A caveat is included in this latter section that cautions generalizing outcomes from research in the classroom areas to physical education.