城市脆弱性的表现及对策

城市脆弱性不仅表现为生态环境问题,还突出表现为严峻的社会问题,主要由自然和人为原因引起。它严重阻碍城市的发展与和谐社会的建设。应采取确保城市生态系统的稳定性、不断提高人与环境的和谐程度、积极营造良好的邻里关系、大力提高资源与能源的利用率等措施来确保城市的和谐发展。     

沉积学和海洋生物学野外综合实习模式的探索

沉积学和海洋生物学都是实践性很强的学科。本文就实习的准备、实习阶段的实施、实习报告的写作,以及成绩的评定几个方面,对如何做好两者之间的野外综合实习做了初步探索。     

Development of the International Ocean Literacy Survey: measuring knowledge across the world.

The Ocean Literacy movement began in the U.S. in the early 2000s, and has recently become an international effort. The focus on marine environmental issues and marine education is increasing, and yet it has been difficult to show progress of the ocean literacy movement, in part, because no widely adopted measurement tool exists. The International Ocean Literacy Survey (IOLS) aims to serve as a community-based measurement tool that allows the comparison of levels of ocean knowledge across time and location. The IOLS has already been subjected to two rounds of field testing. The results from the second testing, presented in this paper, provide evidence that the IOLS is psychometrically valid and reliable, and has a single factor structure across 17 languages and 24 countries. The analyses have also guided the construction of a third improved version that will be further tested in 2018.     

南通特色海洋经济发展研究

南通加速发展海洋经济，具有促进南通特色产业形成、提升南通竞争实力、拉动南通经济快速增长、促进南通开放经济的全面发展、增加就业机会和投资机会、提高居民富裕程度等多方面的积极作用。基于资源条件、发展效果、对经济社会发展的促进作用以及海洋经济可持续发展的考虑，南通应实施特色海洋经济发展战略。南通特色海洋经济主要由滩涂与辐射沙洲养殖产业群、港口物流产业群、临港工业及服务业产业群、滨海旅游产业群等4大特色产业群构成。     

Questioning ‘integrated’ disaster risk reduction and ‘all of society’ engagement: can ‘preparedness pedagogy’ help?

Abstract

AbstractThis paper contributes to the conceptual and empirical development of ‘preparedness pedagogy’. Preparedness involves learning, thus disaster risk reduction (DRR) should be discussed more in the field of education, particularly its sub-discipline of public pedagogy. Disaster risk reduction education should have an element of a pedagogy in the interest of publicness, which is an experimental pedagogy in which citizens act in togetherness to develop their own preparedness. The paper pays attention to the two phrases utilised in the recent DRR discourse – ‘integrated’ DRR and ‘participation by all’ – and examines the case of Japan, applying whole-system thinking. It is suggested that ‘the mesosystem’ of the DRR system yields relationships and learning, and thus enables collaboration, change and ‘participation by all’. Preparedness pedagogy has a role to play in this. The mesosystem functions as the confluence between state-led and community-based DRR to truly integrate the system.     

良好创新生态系统建设的常熟答卷

常熟市要实现区域内各类创新要素的聚合并产生“化学反应”,持续推动科技型企业的大量集聚,实现企业需求与政府扶持的“同频共振”,就需要着力打造良好的创新生态系统。政府和市场的合力、创新链的不断强化、产业链的转型升级、资本链的逐步完善、服务链的务实健全,并最终实现众多链条融合发展是创建常熟创新生态系统的必要条件。     

面向海洋类专业的《数学物理方法》课程思考

数学物理方法作为海洋类专业的学科基础课,其主要任务是把海洋现象抽象为数学问题,运用所学的数学方法求解,然后理解其物理意义。但目前多数涉海院校在该课程的教学内容及教学安排上均存在一些值得思考与改进的地方。本文介绍了数学物理方法的教学内容及课程设置目标,在分析讨论目前教学过程中存在的问题的基础上,针对海洋科学的专业需求,给出了数学物理方法课程内容设置在面向海洋学专业学生教学时的几点思考与建议。     

海南橡胶生态系统养份的生物地球化学特点

胶园土中有机质和N、P、K、Ca、Mg以及Cu、Zn、Mo、Cr等元素的丰度值比自然土低。由于橡胶生态系统结构单一,不断地收刈胶乳和清走残落物,使土壤养分收支不平衡,需施肥加以补充。     

海洋沉积物中氮的生物地球化学过程(英)

主要阐述海洋沉积物中氮的存在形式与分布、氮的早期成岩和去营养化作用、硝化和反硝化作用以及氮与生物特定种群的关系等,探讨了影响海洋沉积物中的氮循环的主要因素,分析了海洋沉积物中的氮与生态系的关系,以期对研究氮的海洋生物地球化学过程有所帮助。     

基于创新生态系统的高校科技育人模式研究

从创新生态系统理论视角分析高校科技育人外部环境、政策支持以及校内科技资源,并将广东省某医科大学作为案例高校。分别设计教师版与学生版高校科技育人现状调查问卷,通过问卷调查分析案例高校教师的科技育人理念认同、教学实践、科技资源教学转化、环境支持相关情况,以及本科生的科研需求、学习方式、环境支持相关情况。研究发现:创新型人才需求变得更为迫切,科技育人政策关注度显著提升,但省级层面予以高校科技育人政策支持的细化程度不足,高校层面推动科技育人的措施不成体系,高校内部科技资源较为丰富但教学转化率低,本科生科研实践程度不足。最后依据创新生态系统理论,从顶层制度设计、整合育人要素、革新组织架构、建设师资队伍4个方面对构建高校科技育人模式提出建议。