基于LMDI的南京市工业经济能源消费碳排放实证分析

工业经济的能源消费是碳排放的主要来源,研究城市工业经济能耗碳排放的特征和影响城市工业经济能耗碳排放的因素具有很强的代表性。本文以南京市为例,首先从碳排放总量和碳排放强度等指标分析了2000年-2009年南京市工业经济碳排放现状和特征,然后运用LMDI方法构建了南京市工业经济能耗碳排放因素分解模型,定量分析了2000年-2009年间产业规模、能源强度、能源结构和能源排放强度四个影响因素对南京市工业经济碳排放的影响。研究结果表明,产业规模效益是南京市工业经济碳排放增长的主要促进因素,能源强度效应是南京市工业经济碳排放增长的主要抑制因素,能源结构效应和能源排放强度效应对南京市工业能源结构效应没有明显变化。在此基础上,提出了减排的相关政策建议。     

Positive functions of emotions in achievement sports

This article presents the results of two research projects on the emotions of men engaged in achievement outdoor sports. The conditions were analyzed under which emotions carry out positive functions. The question strikes us as a fundamental one, because it is of crucial importance when it comes to increasing sportspeople's success. The theoretical framework applied was that of microfunctionalism. The method, of a qualitative nature, was based on in-depth interviews, each lasting between 1.5 and 2 hr with a total of 14 sportspersons. The results show that in order for emotions to fulfill positive functions, three conditions must be met: (a) existence of passion, which, with its dialectical character of pleasure and suffering underlies all the other emotions and acts as a motor that pushes the sportsperson forward, despite all the contretemps he might meet on the way; (b) intense emotion work, which may be conducted only if accompanied by knowledge and experience of the natural environment acquired over the years; and (c) conciliation between emotion work and the feeling rules characteristic of each sport subculture. For those individuals who pursue achievement in outdoor sports, these results will provide more concrete indications regarding how to carry out the emotional preparation required for these sports.     

Public libraries embrace citizen science: Strengths and challenges

Can public libraries become hubs for citizen science? In line with the principles of citizen science, this question was answered collaboratively with librarians from the Barcelona Network of Public Libraries who performed two hands-on activities. One activity was a training course taken by 30 librarians from 24 different libraries which enabled them to envisage citizen science implementation at each library. The other activity consisted of co-creating a citizen social science project and involved 40 library users, seven librarians from three different cities, and professional scientists. The analysis considers the perspectives of both librarians and users, through participant observation, surveys, and a focus group to identify strengths and challenges. The overall results suggest that public libraries can offer leadership in the promotion of citizen science and contribute to the mission of public libraries to act as local community hubs. The main challenges identified were related to the complexity of collaboration, uncertainty regarding research co-creation, and participant retention strategies.     

Exploring Interactive Writing as an Effective Practice for Increasing Head Start Students’ Alphabet Knowledge Skills

The current study used a pretest–posttest randomized control group design with 73 Head Start students, ages 3–5 years. The researcher served as the interactive writing teacher for the treatment group, rotating to five different classrooms in one Head Start center 3–4 days a week for 13 weeks. Children in the treatment group received a 10–15 min interactive writing lesson each day in small groups within their own classroom settings. Children in the control group received standard literacy instruction in small groups with their own classroom teachers. Child outcome data on upper case, lower case, and letter sound identification were collected before and after the intervention for both groups. Based on the large frequency of zeros on outcomes, zero-inflated Poisson regression analyses were performed. The results of the study showed that children receiving interactive writing identified more lower case and upper case letters at the end of the study relative to children in the control, but no differences were observed on letter sounds. While continued evaluation of the interactive writing strategy is needed in the preschool setting, the evidence from the current study shows encouraging trends in alphabet knowledge skill development as a result of this strategy.     

Personal learning environments: design and use / Los entornos personales de aprendizaje en la educación superior: del diseño al uso

Abstract

This study focuses on the uses that two groups of higher education students make of technological resources offered by an institution to build their own personal learning environments. The main thesis is that these uses depend on the techno-pedagogical design of the teaching and learning process in which the technological resources are framed. In order to explore and illustrate this thesis two instructional sequences have been analysed. Both use the same technological design, the Elgg platform, which allows users to select and organize a set of resources or widgets according to their interests and needs. The results show that in both cases the uses that students make of technology are related to the characteristics and requirements of the particular techno-pedagogical designs. We conclude that the key is not to offer technological resources to the students so they can build their own personal learning environments, but to design activities that attract and induce them to build these personal environments and to guide and support the process of construction.     

On the need to repoliticise environmental and sustainability education: rethinking the postpolitical consensus

This article draws attention to the possibilities of the ongoing philosophical discussion about cosmopolitan universal values in relation to the normative challenges in environmental and sustainability education (ESE). The purpose of this paper is to clarify the philosophical problems of addressing universally sustainable responsibilities and values in ESE. Our arguments draw inspiration from the work of three poststructuralist scholars: we explore how Butler develops her claim that universal assertion requires a cultural translation, how Mouffe exposes the political in universal claim and how Todd argues that education needs to introduce students to a political language that enables them to critically reflect on their own and other groups’ values and actions. In the concluding part, we suggest the following guidelines for rethinking ESE: unmasking the political dimension, re-politicising education, seeing beyond the relativist and objectivist divide and using passion as a moving force.     

Technology use and mathematics teaching: teacher change as discursive identity work

Teacher change towards developing competences for technology use in mathematics teaching has been the focus of current educational reforms worldwide. However, a considerable amount of research denotes the extent to which teachers resist a full integration of technology in mathematics classrooms. The present paper is based on an ethnographic study and focuses on how mathematics teachers – as they participate in an intensive training course – perform identity work whilst collectively articulating meanings concerning the potential of technology-based mathematics learning. By means of discourse theory, we analyse how they try to fix meaning as they engage and interact with varied discourses of ‘change’. Our findings indicate that mathematics teachers' attempts to articulate meaning are organised around discourses that concern directly societal and learning issues of technology use in mathematics teaching.     

In the physics class: university physics students’ enactment of class and gender in the context of laboratory work

This article explores how the doing of social class and gender can intersect with the learning of science, through case studies of two male, working-class university students’ constitutions of identities as physics students. In doing so, I challenge the taken-for-granted notion that male physics students have an unproblematic relation to their chosen discipline, and nuance the picture of how working-class students relate to higher education by the explicit focus on one disciplinary culture. Working from the perspective of situated learning theory, the interviews with the two male students were analysed for how they negotiated the practice of the physics student laboratory and their own classed and gendered participation in this practice. By drawing on the heterogeneity of the practice of physics the two students were able to use the practical and technological aspects of physics as a gateway into the discipline. However, this is not to say that their participation in physics was completely frictionless. The students were both engaged in a continuous negotiation of how skills they had learned to value in the background may or may not be compatible with the ones they perceived to be valued in the university physicist community.     

Gender performativity in physics: affordances or only constraints?

In this forum we engage in a dialogue with Allison Gonsalves’s paper ‘“Physics and the girly girl—there is a contradiction somewhere”: Doctoral students’ positioning around discourses of gender and competence in physics’. In her paper Gonsalves uses a sociocultural approach to examine women doctoral students’ stories about becoming physicists. In doing so her paper focuses on how discourses of masculinity and femininity can create available and unavailable positions for the women students. In this dialogue we do a parallel reading of two of the student narratives presented by Gonsalves, using Judith Butler’s (1990) concept of discursive agency as a means to more explicitly bring the affordances for women identity constitution offered by their localized physicist context to the fore, rather focusing on its, often more visible, constraints.     

Interactive radiological anatomy eLearning solution for first year medical students: Development,integration, and impact on learning

A technology enhanced learning and teaching (TELT) solution, radiological anatomy (RA) eLearning, composed of a range of identification‐based and guided learning activities related to normal and pathological X‐ray images, was devised for the Year 1 nervous and locomotor course at the Faculty of Medicine, University of Southampton. Its effectiveness was evaluated using a questionnaire, pre‐ and post‐tests, focus groups, summative assessment, and tracking data. Since introduced in 2009, a total of 781 students have used RA eLearning, and among them 167 Year 1 students in 2011, of whom 116 participated in the evaluation study. Students enjoyed learning (77%) with RA eLearning, found it was easy to use (81%) and actively engaged them in their learning (75%), all of which were associated to the usability, learning design of the TELT solution and its integration in the curriculum; 80% of students reported RA eLearning helped their revision of anatomy and 69% stated that it facilitated their application of anatomy in a clinical context, both of which were associated with the benefits offered by the learning and activities design. At the end of course summative assessment, student knowledge of RA eLearning relevant topics (mean 80%; SD ±16) was significantly better as compared to topics not relevant to RA eLearning (mean 63%; SD ±15) (mean difference 18%; 95% CI 15% to 20%; P < 0.001). A well designed and integrated TELT solution can be an efficient method for facilitating the application, integration, and contextualization of anatomy and radiology to create a blended learning environment. Anat Sci Educ 7: 350–360. © 2013 American Association of Anatomists.