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排序方式: 共有121条查询结果,搜索用时 31 毫秒
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Zhen Zhang Benjamin Poulter Sara Knox Ann Stavert Gavin McNicol Etienne Fluet-Chouinard Aryeh Feinberg Yuanhong Zhao Philippe Bousquet Josep G Canadell Anita Ganesan Gustaf Hugelius George Hurtt Robert B Jackson Prabir K Patra Marielle Saunois Lena Hglund-Isaksson Chunlin Huang Abhishek Chatterjee Xin Li 《国家科学评论(英文版)》2022,9(5)
Atmospheric methane (CH4) concentrations have shown a puzzling resumption in growth since 2007 following a period of stabilization from 2000 to 2006. Multiple hypotheses have been proposed to explain the temporal variations in CH4 growth, and attribute the rise of atmospheric CH4 either to increases in emissions from fossil fuel activities, agriculture and natural wetlands, or to a decrease in the atmospheric chemical sink. Here, we use a comprehensive ensemble of CH4 source estimates and isotopic δ13C-CH4 source signature data to show that the resumption of CH4 growth is most likely due to increased anthropogenic emissions. Our emission scenarios that have the fewest biases with respect to isotopic composition suggest that the agriculture, landfill and waste sectors were responsible for 53 ± 13% of the renewed growth over the period 2007–2017 compared to 2000–2006; industrial fossil fuel sources explained an additional 34 ± 24%, and wetland sources contributed the least at 13 ± 9%. The hypothesis that a large increase in emissions from natural wetlands drove the decrease in atmospheric δ13C-CH4 values cannot be reconciled with current process-based wetland CH4 models. This finding suggests the need for increased wetland measurements to better understand the contemporary and future role of wetlands in the rise of atmospheric methane and climate feedback. Our findings highlight the predominant role of anthropogenic activities in driving the growth of atmospheric CH4 concentrations. 相似文献
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The Role of Family Characteristics for Students’ Academic Outcomes: A Person‐Centered Approach 下载免费PDF全文
Isabelle Häfner Barbara Flunger Anna‐Lena Dicke Hanna Gaspard Brigitte M. Brisson Benjamin Nagengast Ulrich Trautwein 《Child development》2018,89(4):1405-1422
Using data from 1,571 ninth‐grade students (Mage = 14.62) from 82 academic track schools in Germany and their predominantly Caucasian middle‐class parents, configurations of different family characteristics reported by parents were investigated. Latent profile analyses considering academic involvement, family interest, parents’ self‐concept, child's need for support, and parents’ time and energy identified average, indifferent, motivated and engaged, motivated and disengaged, and involved families. Cross‐sectional and longitudinal associations with students’ motivational (self‐concept, effort, and interest) and achievement outcomes (achievement test and grades) in math were analyzed. Students from families classified as motivated and disengaged showed higher initial levels motivation and achievement. Over 5 months, these students also showed an increase in self‐concept and higher achievement than students from other family types. 相似文献
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郝乐娜 《承德职业学院学报》2009,14(1)
民国时期,学校教育逐渐取代私塾,在农村中越来越占据重要地位.本文主要通过陈达、万树庸、蒋旨昂,李景汉等人在二三十年代对北平郊区的调查情况,以对北平郊区农村中小学学生人数、学校经费等情况作一简要介绍. 相似文献
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Marianne Döös Lena Wilhelmson Jenny Madestam Åsa Örnberg 《International Journal of Leadership in Education》2018,21(3):344-362
A school principal’s workload is recognised as being heavy, with an imbalance between demands and resources. This paper contributes to the development of collective leadership. The principalship constellations of six schools in Sweden were studied with the aim of strengthening the current knowledge about structures and experiences of shared principalship. The empirical basis is qualitative data from interviews with principals and vice-principals. The analytical focus was on how the sharing structures were organised and how the shared principalship was experienced. The results point to a considerable variation in the organisational structures of shared principalship. Despite the type of model, form and constellation, the principals and vice-principals voiced a striking sense of relief in not feeling alone in their duties, as problems and troubles became manageable. An intensified interaction level in the principalship constellation created opportunities to develop competence. Theoretically, this study broadens the invited leadership concept to include horizontal invitations across unit boundaries between principals in different units within the same school. The knowledge contribution of this study is useful in discussing the legal possibilities for shared principalship, which may be especially relevant in times when the Swedish school system is being criticised for not delivering good student outcomes. 相似文献
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While there has been significant growth in victimology theories since its roots in the mid twentieth century, these developments have not been adequately transferred to victimology textbooks. This paper evaluates the representation of theories in victimology textbooks using a content analysis approach. It specifically examines the amount of space dedicated to theory, what specific theories are discussed, and the way theories are integrated into the text. Although these texts provide a solid foundation in the historical development of victimology, measuring victimization, and to a lesser extent, the criminal justice response and remedies for victims, students are often not given a framework for which to understand and explain patterns and risk factors of victimization. In light of the paucity of attention to theories of victimology, suggestions for teaching theories of victimology in ways that supplement existing texts and implications for future textbooks are discussed. 相似文献
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Christian Förtsch Sonja Werner Lena von Kotzebue Birgit J. Neuhaus 《International Journal of Science Education》2016,38(17):2642-2666
This study examined the effects of teachers’ biology-specific dimensions of professional knowledge – pedagogical content knowledge (PCK) and content knowledge (CK) – and cognitively activating biology instruction, as a feature of instructional quality, on students’ learning. The sample comprised 39 German secondary school teachers whose lessons on the topic neurobiology were videotaped twice. Teachers’ instruction was coded with regard to cognitive activation using a rating manual. Multilevel path analysis results showed a positive significant effect of cognitive activation on students’ learning and an indirect effect of teachers’ PCK on students’ learning mediated through cognitive activation. These findings highlight the importance of PCK in preservice biology teachers’ education. Items of the rating manual may be used to provide exemplars of concrete teaching situations during university seminars for preservice teacher education or professional development initiatives for in-service teachers. 相似文献
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Journal of Science Education and Technology - Digital technologies have the potential to increase the quality of instruction; however, using digital technologies does not necessarily guarantee... 相似文献