基于WEBGIS的节能减排系统的架构构思

节能降耗、发展低碳经济是我国现阶段的经济发展的目标,节能降耗涉及行业众多,数据类型不一,数据维度多变化快,需要及时全面的掌握节能减排中的基础数据和过程数据,通过信息化的手段来实现节能减排工作的过程评价、动态监管和决策支持;WEB-GIS是成熟一种的技术架构,可以充分利用internet平台进行信息发布、数据共享和交流协作,是节能减排的信息化是一个重要手段;通过对节能减排所涉及的数据特点进行详细的分析,基于WEBGIS提出系统的架构的构思,并在此基础上提出了系统的功能模块的设计。     

长江流域碳排放量的测算及减排研究

鉴于长江流域环境保护在我国转型发展中的重要战略地位,为定量研究长江流域碳排放量的变化趋势,文章在齐绍州和付坤建立的测算方法基础上,建立了分行业、分省区、分时段测算长江流域的碳排放量及其增长率的测算方法。长江流域碳排放量的结构及其增长率变化趋势表明,总的碳排放量增长率正在不断下降。这是由于长江流域各省区正在大力发展交通、物流、通讯业等惠及民生的产业,政府系列政策的实施效果不断得到体现。     

Do labels matter? Analysis of teachers' self-efficacy towards the autism spectrum disorder depending on the diagnostic label used (ASD or Asperger's)

Changes in the classification of autism and Asperger's syndrome led to changes in social perception of ASD. Since last criteria, studies indicate higher levels of stigma towards ASD than towards Asperger's. These prejudices are barriers to inclusive education. Thus, it is relevant (1) to evaluate pre-service teachers' self-efficacy towards the label of ASD; (2) to evaluate pre-service teachers' self-efficacy towards the label of Asperger's and (3) to compare those results to analyse whether the use of different diagnostic labels brings about different levels of self-efficacy. One hundred and eighty-six primary education pre-service teachers participated in the current study. Two adaptations of the Autism Self-Efficacy Scale for Teachers (ASSET) were used: a version with the label of ‘ASD’ (n = 96) and another for ‘Asperger's’ (n = 90). The scores obtained by the group asked about ASD were high according to the ASSET score range, while the scores obtained by the group asked about Asperger's were medium. After comparing the results, participants asked about the label ASD showed higher levels of self-efficacy than participants asked about Asperger's. These results could be a consequence of the consolidation of the ASD diagnosis among society and the higher presence of children with ASD in schools and cultural products, among other factors.     

Supporting emotion regulation in individuals with ASD,ADHD and bipolar disorder through trauma-informed instruction and self-regulation strategies

Since the beginning of the COVID-19 pandemic, students have endured drastic changes in educational routines. Such disruptions can be especially challenging for students who struggle with executive functioning, self-regulation and emotion regulation, such as students with autism spectrum disorder (ASD), attention deficit hyperactivity disorder (ADHD) and bipolar disorder. Using a framework of trauma-informed instruction, the authors supported classroom teachers in implementing sensory spaces for students with ASD, ADHD and bipolar disorder. The project included professional development and funding for teachers to develop, procure and offer sensory tools and strategies to assist students in recognising and managing emotions. The authors collected data on the effectiveness of the sensory supports, combining teacher surveys and student behaviour data. Results indicated increased teacher knowledge on trauma-informed instruction and use of sensory supports to promote executive functioning and self-regulation and decreased target behaviours in students based on structured observation and anecdotal teacher feedback.     

Teachers of learners with ASD in mainstream schools and classrooms in Spain: attitudes towards inclusive education

This study analyses the attitudes of teachers in Spain towards the inclusion of learners with autism spectrum disorder in mainstream education settings and their relationship with the perceived benefits of inclusion. The ex post facto prospective design included 180 teachers from 14 schools. Data were collected using a questionnaire on teachers' attitudes towards inclusive education and a second questionnaire on the benefits of inclusion developed for the specific purposes of this study. The results show teachers' positive attitudes towards inclusion as well as the benefits perceived. This study demonstrates the fundamental role of teachers' previous experience. Implications for inclusive cultures and practices in schools are discussed.     

Supporting practitioners in school-based evaluations of autism spectrum disorders

Students with autism spectrum disorder (ASD) have vastly different educational needs. Although some students with ASD may perform well across subjects within the general education classroom, other students with ASD may need more individualized support outside of the classroom. Historically, ASD assessments in schools have primarily focused on the measurement of cornerstone behaviors of ASD such as deficits in social communication and restricted or repetitive behaviors while underestimating the focus of academic skills even though both factors are required in the evaluation process and for an eligibility classification. The purpose of this article is to provide an overview of academic assessment practices in the schools by highlighting best practices in ASD evaluation, outlining ASD academic profiles and how to identify academic skill deficits, and reviewing the available literature that comes from different formal- and function-based assessment practices that are commonly used in schools today. The authors also discuss how formal- and function-based assessments both serve a purpose and are recommended to be used in conjunction with one another to best demonstrate a student's academic profile. Practitioners are ultimately encouraged to use a multi-informant, multi-modal approach when it comes to psychoeducational evaluations for individuals with ASD as it is evident that an individualized approach is essential due to the discrepancy of academic profiles related to this disability category as well as understanding that no measure is a perfect representation of any one skill.     

酒店业碳排放评估与节能减排潜力研究

酒店业(Hospitality)的高速发展,面临着能耗巨大和环境保护的双重压力,要实现节能减排,必须对该行业的综合能耗进行有效合理的评估,但是目前对其研究还相对滞后。本研究根据酒店行业特点,参照IPCC推荐的国际通用方法,采用分解分析法,构建了具有酒店行业特征的综合能耗和碳排放评估模型。经过对上海等地区酒店最长达5年的第一手综合能耗数据的采集和分析,结果表明:①所跟踪的某五星级酒店连续5年年均综合能耗下降4%;显示高星级酒店通过综合技改,能使可比单位建筑能耗达到小于等于55kgce/(m2·a)的先进比拟值;②建筑时间在10~20年左右的二、三星级酒店,可比单位建筑能耗数值还远高于53kgce/(m2·a)的合理值;该酒店群在我国数量多,具有很大的节能减排潜力;③从能耗影响因素分析,酒店使用电力产生的间接碳排放是第一影响因素;从能耗的种类探究,酒店的暖通和空调占综合能耗比重最高。本研究对酒店业节能减排实施方案的制定有着前置作用,同时为该行业碳交易(MRV)的启动提供了基础性研究。     

全球外部性视角下的碳排放与产业结构变迁

在观察产业结构与碳排放的关系时,考虑碳排放所具有的全球外部性将有助于提高分析的合理性。通过扩展RICE-2010这一气候变化综合评估模型,将中国经济细分为44个行业,并把国外作为一个独立主体,从而对全球外部性视角下的碳排放与产业结构变迁进行了分析。数值模拟结果表明:电力生产、交通运输、黑色金属冶炼、石油加工是设计碳减排政策时需优先关注的四个行业;我国碳排放库兹涅兹曲线(CKC)的拐点大致出现在2060年左右,届时,产业结构的格局将呈现出服务业比重高于工业比重的典型特征。     

水泥生产的碳排放因子研究进展简

水泥生产是除化石能源以外碳排放的重要来源。中国是世界上水泥产量最大的国家,水泥生产的碳排放问题不容忽视。2011年,中国水泥产量为20亿t占世界总产量的58.8%。中国水泥生产碳排放占世界水泥排放的比重增至60.6%,与此同时,水泥排放占中国碳排放总量的比重也增至11.3%。当前,国际默认的水泥生产碳排放因子已不能满足中国碳排放核算的需求。加强中国水泥生产碳排放因子计算方法研究,对科学、准确核算中国水泥生产的碳排放具有重要现实意义。本文在系统梳理政府间气候变化专门委员会（Intergovernmental Panel onClimate Change,IPCC）、世界可持续发展工商理事会（World Business Council for Sustainable Development,WBCSD）水泥可持续发展自愿性协议（Cement Sustainability Initiative,CSI）即WBCSD/CSI 和中国建筑材料研究总院（ChinaBuilding Materials Academy,CDMA）水泥生产碳排放因子核算边界、计算方法基础上,对上述计算方法进行了比较,在辨析参数选择、不确定性差异的基础上揭示了水泥生产的碳排放因子的影响因素,讨论了各种计算方法在中国的适应性,为未来中国水泥生产的碳排放因子计算方法的选择及构建奠定了基础。     

通信基站通风节能研究

首先简要阐述了通信基站通风节能的现状及意义,然后对通信基站通风能耗情况进行了分析,最后研究了常见的措施对通信基站通风节能的效应。实践证明,该方案对基础运营商在节能减排、降本增效方面具有良好的效果。