汶川、芦山大地震引发的深思

五年内相继发生的汶川、芦山、岷山大地震,给我们造成了重大伤害,伤痕正在抚平,但悲痛永远难止.科学上目前尚无法对地震作出准确的预报,更不能阻止地震的发生,我们唯一做到的,就是认真总结这几次强震的教训,加强防备和应对能力,以减少再次地震灾害带来的损失.     

浅谈地质工作在促进煤矿安全高产高效发展中的作用

通过分析影响双矿集团生产的地质问题,建立以三维地震、无线电坑透、直流电法仪为基础的地质构造探测技术,采取有效的手段有针对性做好矿井地质工作,促进煤矿安全高产高效发展。     

基于语料库的地震报道英语研究

以McCarthy的语义场为理论基础,采用Sinclair的语料库方法,从主题词图、词块和词块的语义偏好来描述地震报道英语的词汇特征,以期对新闻英语教学和研究提供借鉴。     

慢地震研究中的一些问题

对慢地震研究中一些问题的研究现状进行了综述,包括:慢地震的定义及特征、慢地震的识别和定位、慢地震孕育的地质构造背景和产生的物理机制、慢地震孕育和发生过程的数值模拟等,也涉及到长周期前兆与慢地震的关系、慢地震与应力触发、地震活动性的关系.笔者认为,在中国起动慢地震研究,首先应解决慢地震识别、定位和震源机制问题,确切验证中国大陆是否存在慢地震.为此需要加强各个地区的台网观测密度和发展宽频带地震仪、应变仪、GPS、InSAR的综合观测,并应加强对多种资料的综合理论分析及模拟的能力.     

从房屋结构设计角度论述抗震自救的措施

从房屋结构设计角度, 阐述了对抗震救灾宣传中的不同看法, 指出了目前在个人房屋装修中存在的一些问题, 同时简单介绍了居民应该了解的一些地震知识.     

康熙十八年北京大地震

康熙十八年七月二十八日，在今北京平谷，河北三河一带发生8级强烈地震，是该地区自有文字记载以来最大的一次地震，给人们的经济和社会生活带来严重损害。震后清政府采取传统救灾模式，收到一定实效，促进灾后社会经济的恢复和发展，并给后世留下防灾抗灾的经验与教训。     

From caring about to caring for: case studies of New Zealand and Japanese schools post disaster

On 22 February 2011, a magnitude 6.3 earthquake killed 185 people in Christchurch, New Zealand. On 11 March 2011, a magnitude 9.0 earthquake struck eastern Japan, and was followed by a devastating tsunami and a nuclear plant crisis. As of 16 November 2011, the official death toll in Japan had reached 15,839, with a further 3467 people still missing. This article presents two case studies of the experiences and the responses of schools in New Zealand and Japan in the immediate aftermath of these events. Although the magnitude of the events is significantly different, the authors argue that there are many similarities in their responses. These provide an opportunity to consider the manner in which schools in other settings might prepare for such events. This comparative case study includes practical recommendations for schools to consider in their pastoral care of students in the immediate aftermath of a disaster. Research in New Zealand and Japan, undertaken separately by the authors, attempted to capture the voices of principals, teachers and students to inform a series of recommendations and guidelines created from the real-life experiences of the research participants. They were collected with the primary focus of wishing to better inform the decision-making responsibilities of others who may be in a similar situation, or to guide future disaster prevention and management policies in schools.     

Learning about earthquakes: getting serious about authenticity in computer-supported learning

The discovery or re-construction of scientific explanations and understanding based on experience is a complex process, for which school learning often uses shortcuts. On the basis of the example of analyzing real seismic measurements, we propose a computer-facilitated collaborative learning scenario which meets many of the requirements for authentic learning, knowledge construction, and collaboration. The implementation of the learning environment called SeisModes is based on a general platform for supporting collaborative modeling activities. SeisModes provides a tool to allow students collaboratively learn about earthquakes and thus reduce the fears they might have concerning them. First formal evaluations showed the approach motivates students.