漫话北极争端

2007年8月2日,俄罗斯科考队从北极点下潜到北冰洋洋底,并在那里插上了一面钛合金制造的俄罗斯国旗。随后,美国派出科考队前往北极地区,加拿大也宣布将在北极地区建立军事基地,丹麦科考队也启程向寒冷的北极前进。美国、俄罗斯、丹麦和加拿大等国对北极地区的争夺引起国际社会的关注。一、北极地区概况北极地区是指以北极点为中心的广阔地区,即北纬66°34′以北地区,包括极区北冰洋、边缘陆地及岛屿、北极苔原带和泰加林带,总面积为2100万平方千米,其中陆地近800万平方千米。北极地区有居民700多万。北极有厚厚的冰原、漂浮的冰山、刺骨的寒风和连续几个月的黑暗。由于全球气候持续变暖,     

科技简讯

2008年7月11日,“雪龙”号极地科考船从上海浦东外高桥的极地科考基地码头启程前往北极,将展开为期75天的第三次北极科考．此次出征北极是我国北极科考史上规模最大、耗资最多的一次．科考将主要针对北极气候变化对我国气候变化的影响、北冰洋独特的生物资源和基因资源、北极地质和地球物理等展开研究．     

海底宝藏

不久前,俄罗斯潜入北极海底插国旗．美国破冰船驶往北极测绘海底地图,加拿大在北极举行海空联合军事演习,丹麦科考小组至北极收集地质数据．挪威学者抵达北极海克尔海岭寻找微生物……似乎一夜之间。位于北冰洋深处的那一片神秘海床引起了多方垂涎。这究竟是为什么？     

海底宝藏

不久前.俄罗斯潜入北极海底插国旗.美国破冰船驶往北极测绘海底地图.加拿大在北极举行海空联合军事演习,丹麦科考小组至北极收集地质数据.挪威学者抵达北极海克尔海岭寻找微生物……似乎一夜之间.位于北冰洋深处的那一片神秘海床引起了多方垂涎.这究竟是为什么?     

来自海底的深度诱惑

最近北极地区热闹异常:俄罗斯潜入北极海底插国旗;美国破冰船驶往北极测绘海底地图;加拿大在北极举行海空联合军事演习;丹麦科考小组到北极收集地质数据;挪威学者抵达北极海克尔海岭寻找微生物;…………似乎一夜之间,位于北冰洋深处的那一片神秘海床引起了多方垂涎。这究竟是为什么?     

北极在召唤

北极在哪里 从地理上来说,北极地区是指北极圈以北的广大地区,包括北冰洋、部分岛屿和亚、欧、北美大陆北部的苔原带及部分泰加林带,总面积2100万平方千米.其中陆地和岛屿面积800万平方千米,归属加拿大、丹麦、芬兰、冰岛、挪威、瑞典、美国和俄罗斯8个国家.但北冰洋仍属国际公共海域.北极地区的土著居民是爱斯基摩人,总人口近500万,主要分布在北冰洋沿岸. 北极的海冰、洋流和气团的变化通过复杂的反馈过程,直接对整个北极地区乃至包括中国在内的更大范围的气候产生重大影响;面积达1300万平方千米的苔原带,是全球最大的固碳地;近200年来该苔原带向北收缩了300～480千米,已使大量的固碳氧化并进入大气层,加剧了地球的温室效应;北极的极光、哨声和磁暴等太空对地球的作用信息,不仅为日地关系研究而且也为空间科学的研究提供了天然的"实验场".     

北极在召唤

随着北极海冰融化的速度越来越快,看似遥远的北极,与中国的距离正越来越近。北极在哪里从地理上来说,北极地区是指北极圈以北的广大地区,包括北冰洋、部分岛屿和亚、欧、北美大陆北部的苔原带及部分泰加林带,总面积2100万平方千米。其中陆地和岛屿面积800万平方千米,归属加拿大、丹麦、芬兰、冰岛、挪威、瑞典、美国和俄罗斯8个国家。     

气候变化对云南主要行业的影响

气候变化问题已经成为全球环境与可持续发展的主要问题之一,引起了世界各国政府和公众的广泛关注。在深入解读IPCC第四次评估报告和弄清全球变化背景下云南气候变化规律和特征基础上,客观分析研究气候变化对云南农业、水资源、生态系统、能源及旅游业等重点行业的影响,并结合未来气候变化趋势的结论,给出云南区域内敏感行业和区域对未来气候变化可能影响的初步评估和综合评价,必将为减轻气候变化对云南社会经济发展负面影响提供依据。     

向北再向北，欢迎来到北冰洋

你知道谁是世界上最小、最浅、最冷的大洋吗?答对了,是北冰洋!你知道北冰洋和大熊星座有什么关系吗?7月,正是北冰洋一年当中最生机盎然的时期,深绿色与褐色相间的北极地衣迅速生长,形似酒杯的北极花卉开遍了整个雪原,将北冰洋周围的冻原点缀成无边的花毯;北极熊、海狗、斑海豹和海象,云集于漂浮的冰山上,悠游自在地抓鱼吃……然而,寒冷无比的北冰洋上却展开了激烈的争夺战。想知道为什么有那么多国家在争抢北冰洋吗?一起去北冰洋看看吧!     

气候变化对内蒙古自治区经济发展影响浅析

气候变化是国际社会普遍关注的全球性环境问题。气候变化问题不仅是一个环境问题,还是一个经济问题。本文对内蒙古自治区的气候变化原因和现状及气候变化对内蒙古不同地区的经济影响进行分析,并在此基础上提出应对气候变化的对策。     

挪威的北极战略

进入新世纪后,挪威政府先后于2005年、2006年和2009年发布了三份北极战略文件,主要涉及气候变化、能源开发和同俄罗斯的关系,其主旨是保持挪威在北极的强势存在,增加能源开发、渔业等活动,推进北极相关的知识建设,维持同俄罗斯的睦邻友好关系。     

Conceptualizing climate change in the context of a climate system: implications for climate and environmental education

Today there is much interest in teaching secondary students about climate change. Much of this effort has focused directly on students’ understanding of climate change. We hypothesize, however, that in order for students to understand climate change they must first understand climate as a system and how changes to this system due to both natural and human influences result in climatic and environmental changes and feedbacks. The purpose of this article is to articulate a climate system framework for teaching about climate change and to stimulate discussion about what secondary students should know and understand about a climate system. We first provide an overview of the research on secondary students’ conceptions of climate and climate change. We then present a climate system framework for teaching about climate and climate change that builds on students’ conceptions and scientific perspectives. We conclude by articulating a draft conceptual progression based on students’ conceptions and our climate system framework as a means to inform curriculum development, instructional design, and future research in climate and environmental education.     

北冰洋主权之争与中国国际责任浅析

近年来,北冰洋主权之争逐渐成为国际事务的新热点。表面上看,北冰洋主权之争源于对资源的争夺和对航道的控制,但是,就大国关系与国际政治格局而言,北冰洋主权之争不仅对于中国,而且对于很多大国都具有深远的影响。如何在建构和谐世界的同时,建设北冰洋新秩序、避免冷战重演、防止安全困境的出现,将成为相关各国尤其是大国外交所面临的重要问题。作为联合国的发起国和安理会常任理事国,在开发和利用北冰洋的资源方面,在维护和平、制止霸权方面,中国都应尽到重要的国际责任。     

Promoting attitude change and expressed willingness to take action toward climate change in college students

This study examined the relationship among cognitive and motivational variables impacting college students’ willingness to take mitigative action to reduce the impacts of human-induced climate change. One hundred and forty college students were asked to read a persuasive text about human-induced climate change and were pre and post tested on their attitudes about climate change and their willingness to take action to mitigate its effects. Students showed statistically significant changes in their attitudes about climate change and their willingness to commit to take action. A path model demonstrated that openness to change and a willingness to think deeply about issues predicted both change in attitudes and expressed willingness to take action. This research demonstrates that a persuasive text has the potential to promote change around complex socio-scientific issues.     

全球变化对旅游业的影响及其响应策略

论述旅游业在新背景下研究的新变化.旅游资源中的自然旅游资源严重依赖自然环境和气候资源,可以说受气候变化的负面影响仅次于农业,因此从这个角度而言,旅游业也是一个脆弱而敏感的产业部门.     

气候变化、国际体系转型与中美关系

气候变化以安全化、规范创新、国家能力分配和行为主体多样化推动国际体系朝着全球治理转型,对霸权国的内政外交产生深刻影响。奥巴马执政以来在种种压力之下改变了小布什拖后腿的气候政策,但两年多的内政和外交说明这种改变相当有限。美国气候政策转变给中美关系发展带来机遇和挑战,气候合作将成为双边关系重要基础。     

Plausibility reappraisals and shifts in middle school students' climate change conceptions

Plausibility is a central but under-examined topic in conceptual change research. Climate change is an important socio-scientific topic; however, many view human-induced climate change as implausible. When learning about climate change, students need to make plausibility judgments but they may not be sufficiently critical or reflective. The purpose of this study was to examine how students' plausibility judgments and knowledge about human-induced climate change transform during instruction promoting critical evaluation. The results revealed that treatment group participants who engaged in critical evaluation experienced a significant shift in their plausibility judgments toward the scientifically accepted model of human-induced climate change. This shift was accompanied by significant conceptual change postinstruction that was maintained after a six-month delay. A comparison group who experienced a climate change activity that is part of their normal curriculum did not experience statistically significant changes.     

The Dialectical Problematic of Resolving the Black–White Academic Achievement Gap and Climate Change

In this article, I argue that resolving the Black–White academic achievement gap is incompatible with the emerging issues of global climate change. That is, solutions (equitable funding of schools and resources, school integration movements, and after-school and mentoring programs) for closing the gap in order so that Blacks in America and elsewhere can achieve equality of opportunity, recognition, and distribution with their White and Asian counterparts within the global capitalist world system undermine efforts to combat climate change caused by the aforementioned capitalist form of system and social integration. Climate change, via global warming associated with overaccumulation, resource depletion, pollution, and so forth, is a product of capitalist exploitation of the planet, and efforts to resolve the Black–White academic achievement gap, which is a product of capitalist structural reproduction and differentiation, seeks to integrate Blacks into the global capitalist world system so as to achieve equality of opportunity, recognition, and distribution with Whites. Doing the latter requires continuous economic growth within the finite resource framework of the earth, overaccumulation, and consumerism, which in turn perpetuate capitalism as a form of system and social integration amid its devastating effects (i.e., exploitation, ecological devastation, global warming, pollution, imperial wars, overaccumulation, and resource depletion).     

Climate Change: Implications for Parents and Parenting

This tutorial draws together research on the impacts of climate change on children and youth, and suggests how parents, and parenting researchers, educators, and professionals, can engage with climate change. We start with an overview of the science of climate change and highlight the urgency of action to restore a safe climate for future generations. Then we discuss three major types of impact of climate change on children and youth: first, their greater vulnerability to its impacts on health and well-being due to physiological immaturity and dependency, a vulnerability that is greatly exacerbated for children in disadvantaged circumstances; second, evidence of widespread worry about climate change among children and youth, and their need for support and empowerment to respond adaptively to these anxieties; and third, the need to prepare the next generation for demands for massive changes in lifestyles as the world transitions to a low-carbon economy. We follow with a review of evidence about how parents can support their children through actively engaging with the issue themselves and through communication and other strategies that help build children’s hope, efficacy, resilience, and engagement. We then discuss the multiple important roles that parenting researchers and professionals can play in addressing climate change, concluding that those of us with responsibility for future generations need to recognize climate change as an urgent challenge.     

The building of knowledge,language, and decision-making about climate change science: a cross-national program for secondary students

The United Nations’ declaration on climate change education in December 2014 has sparked a renewal of policies and programs initiated during the ‘Decade of Education for Sustainable Development’ (DESD, 2005–2014), aimed at promoting awareness, understanding, and civic action for environmental sustainability within learning communities all around the world. We present findings from a dialogic, multimodal, and literacies-based educational project designed to provide secondary students (N?=?141) from four countries with the resources to read about and discuss evidence regarding climate change from seminal studies with peers and a core group of scientists (N?=?7). Post-program interviews revealed a significant increase in language use related to evidence-based reasoning. Students also demonstrated an increased propensity to recycle. These findings support the hypothesis that providing opportunities for students to read and discuss seminal scientific sources incites positive changes in beliefs, attitudes, and behaviors related to climate change and climate science, and understandings of the nature of scientific evidence and argumentation.