城市生态交通系统理论与实现途径

生态交通系统以人流物流为核心,讲究车、路、站、能源、管理等要素与人、经济、自然的协调,其目标是生态安全、绿色出行、和谐交通。居民以"慢行+公交"生态出行理念的实现,需从规划、技术上扩充步行、自行车与公共交通的生态位,同时采用限行、收费方式压缩轿车的生态位。效仿公交式的物流配送网络建设,既是对轴辐式配送网络的完善,也是货运从独立经营到共同配送的良性生态演化。客运与货运的生态位重叠,可通过时、空维数的部分分离来减缓竞争。     

少年女子垒球运动员选才判别分析的探讨

通过对北方赛区（ 沈阳） 全国少年女子垒球夏训比赛选出的６ 个队,按国家体委所规定的运动年限、跑全垒、垒球掷远和接力传球等４ 项指标进行测试、分析和研究,为全国少年女子垒球运动员的选才提供参考依据．     

135MW机组汽轮机注油试验出现的故障分析与处理

通过对一台135MW的汽轮机在注油试验中出现的故障分析与处理,阐述了汽轮机在做注油试验过程中出现故障的分析及处理方法。     

Improvement in Rating the Intelligence of Pupils

ABSTRACT

Field trips are effective because they situate learning and facilitate knowledge transfer, thereby influencing students learning attitudes, interests, and motivation. Variations in field trip configurations and the subsequent affective and cognitive influences provided the motivation for this study of Outside Day—an environmental education field trip for 6th-grade students. The participants were immediately postassessed on their attitudes toward the event and 1 month later assessed on their event activity recall. Results indicate the students held positive attitudes toward the field trip and recalled a hands-on orienteering activity most frequently. The discussion provides explanations and implications of findings.     

Independent Study in History

Increasingly, instructional pedagogies in learning contexts from classrooms to boardrooms are couched within experiential learning paradigms. The field trip is a teaching pedagogy that draws on experiential learning. The author aims to demonstrate how a field trip to Sea Islands, South Carolina, presents an opportunity for undergraduate anthropology students to experience a learning continuum from course readings and films to a firsthand experience. The effectiveness of the field trip as an instructional pedagogy is assessed. Best practices for incorporating field trips into instruction are presented.     

Trip Report: Moscow and Krasnoiarsk,Russia, October 1–12, 2010

In this article, the author describes his participation in a conference in Krasnoiarsk on Gennadii Vasil'evich Iudin; in a meeting in Moscow on the Sergei Mikhailovich Prokudin-Gorskii Collection of color photographs; and in a meeting on Russian émigré publications at the Russkoe zarubezh'e [Russian emigration] library in Moscow.     

Collection Development Trip to Moscow,Tallinn, Riga,and Vilnius,May 3–23, 2013

The author traveled to Moscow, Tallinn, Riga, and Vilnius in May 2013. The primary purpose of the trip was to acquire materials written by former participants in the University of Iowa’s (UI) International Writing Program (IWP). The UI Libraries has an approval plan for works written by IWP authors from selected countries, including those she visited, but this trip was an opportunity to locate harder to identify materials and to learn from the writers themselves about their current projects.     

Trip to Russia and Uzbekistan,April 2013

The author reports on her trip to Moscow and Uzbekistan. In Moscow she attended and presented a paper at the conference Rumiantsevskie chteniia [Rumiantsev readings] 2013. After the conference she set up a new approval plan for Yale University Libraries with Natasha Kozmenko Booksellers. In Tashkent she participated in the seventh international conference Information and Library Resources for Science, Education, Culture, and Business: Central Asia 2013. She and some of the other participants also traveled to Samarkand.     

Using a Field Trip Inventory to Determine If Listening to Elementary School Students' Conversations,While on a Zoo Field Trip,Enhances Preservice Teachers' Abilities to Plan Zoo Field Trips

This study investigated whether listening to spontaneous conversations of elementary students and their teachers/chaperones, while they were visiting a zoo, affected preservice elementary teachers' conceptions about planning a field trip to the zoo. One hundred five preservice elementary teachers designed field trips prior to and after listening to students' conversations during a field trip to the zoo. In order to analyze the preservice teachers' field trip designs, we conducted a review of the literature on field trips to develop the field trip inventory (FTI). The FTI focussed on three major components of field trips: cognitive, procedural, and social. Cognitive components were subdivided into pre-visit, during-visit, and post-visit activities and problem-solving. Procedural components included information about the informal science education facility (the zoo) and the zoo staff and included advanced organizers. Social components on student groups, fun, control during the zoo visit, and control of student learning. The results of the investigation showed that (a) the dominant topic in conversations among elementary school groups at the zoo was management, (b) procedural components were mentioned least often, (c) preservice teachers described during-visit activities more often than any other characteristic central to field trip design, (d) seven of the nine characteristics listed in the FTI were noted more frequently in the preservice teachers' field trip designs after they listened to students' conversations at the zoo, and (e) preservice teachers thought that students were not learning and that planning was important.     

Assessing Learning in the Outdoors with the Field Trip in Natural Environments (FiNE) Framework

The development and application of a framework that captures main characteristics of learning in nature—the Field Trip in Natural Environments (FiNE) framework—is the main outcome of this study that followed up 22 daily field trips of 4–6th grade students to nature parks. The theoretical and practical framework, which was developed based on the research literature and the data collected, allows systematic analysis of various phases of the field trip: preparation, pedagogy, activity and outcomes. The FiNE framework incorporates multiple views of the researchers and participants and examines the pedagogy employed and the outcomes as reported by the participating students. The employment of the framework indicates limited preparation and the use of traditional pedagogies and highlights the importance of social interactions and physical and learning activity. The FiNE framework provides researchers with a plausible scheme to assess various components of field trips to nature and to elucidate possible outcomes of such experiences.