中国十大城市群综合发展水平的多层次因素分析及非均衡差异研究

中国十大城市群正在成为中国经济、科技、文化最发达的地区,成为了中国国民经济的十大支撑点,因此,研究中国十大城市群综合发展水平具有理论和实践上的重大意义。通过构建城市群综合发展水平评估指标体系,采用多层次因素分析与分类相结合的综合评估方法,对中国十大城市群综合发展水平进行了科学评估及比较,十大城市群综合发展水平呈现出四大集团的非均衡区域差异分布。同时分别提出了缩短领先型集团、挑战型集团、追赶型集团、后进型集团城市群综合发展水平非均衡差异的对策与建议。     

国家公园研究的系统性回顾与前瞻

国家公园是人类文明的产物。随着人类对自身生存环境关注度的日益提高,国家公园在旅游和生态保护领域的研究迅速升温。本文通过文献研究和梳理,提出了有关国家公园研究的系统性框架,对国家公园客体、利益相关者及规划等三个主要研究领域进行了较为系统的综述,并就研究方法及研究趋势进行了总结和前瞻。     

Teaching and learning philosophy in geography from textbooks

Abstract

This paper describes the process by which objective‐question tests, using an OMR, were introduced into a number of first‐year geography modules at the University of Plymouth. It discusses the rationale for such a move and some of the issues which have arisen. The paper goes on to present the results of various statistical tests, including a comparison of student performance in the objective‐question exams and in the traditional examination essays. A key aim was to determine whether individual students perform consistently across the two forms of assessment.     

Tribute to Frank C. Rose Lifetime Contribution Award 2002

Abstract

The origins of the neonatal neurological examination are described with their common basis attributable to evolutionary theory, the classical neurosciences, clinical neurology, and developmental psychology. It is shown that not only have the techniques of the bedside examination changed over the past half century but the purpose of the examination has also evolved; initially the examination was used to assess maturation of the developing infant, now it is used to determine whether cerebral pathology may be present and whether examination abnormalities are helpful in outcome assessment. The development of several of the current neonatal neurological examinations are reviewed and their clinical and scientific basis examined.     

Comparison of student perception and performance in individual and group assessments in practical classes

This paper focuses on the perception of undergraduate geography and environmental science students of individual and group assessments, and compares this perception with their performance in these assessment types in practical classes. Results show that students may instinctively prefer individual assessment but they perform best, and achieve greatest perceived development of key skills, in group assessments. This paper suggests that a combination of individual and group assessment (linked to learning outcomes) can most effectively be used in the delivery, practice and testing of key skills. More innovative group tasks and clearer marking criteria will help develop the role of group work in practical classes.     

Students as Tour Guides: Innovation in Fieldwork Assessment

This paper introduces and details an innovative mode of fieldcourse assessment in which students take on the role of tour guides to offer their lecturer and peers a themed, theoretically informed journey through the urban landscape of Havana, Cuba. Informed by notions of student-centred learning and mobile methods, the tour offers an enjoyable, challenging, rigorous yet flexible form of assessment that can be effectively transferred to a wide range of contexts. Feedback suggests that students are very positive about the tours in relation to other potential modes of assessment both in terms of what they learn and as an experience. Ongoing efforts to develop the tours since they were first used in 2003 are described.     

Student Engagement Patterns over the Duration of Level 1 and Level 3 Geography Modules: Influences on Student Attendance,Performance and Use of Online Resources

Greater flexibility in delivery resulting from increased use of e-learning will inevitably change the way university students approach studying. Recent studies have examined relationships between attendance, online learning and performance but findings are inconclusive. One concern is that an unintended consequence of placing lecture resources online may be increased absenteeism possibly leading to decrease in performance. This study explores patterns of student engagement across two geography courses. Findings corroborate the importance of attendance as a predictor of performance, demonstrate how assessment influences study behaviour, particularly online, and provide evidence for a need for integrated blended learning designs.     

CALIBRATION OF FORCE REDUCTION FACTORS OF RC BUILDINGS

A comprehensive study is undertaken to assess and calibrate the force reduction factors (R) adopted in modern seismic codes. Refined expressions are employed to calculate the R factors “supply” for 12 buildings of various characteristics represent a wide range of medium-rise RC buildings. The “supply” values are then compared with the “design” and “demand” recommended in the literature. A comprehensive range of response criteria at the member and storey levels, including shear as a failure criterion, alongside a detailed modelling approach and an extensively verified analytical tool are utilised. A rigorous technique is employed to evaluate R factors, including inelastic pushover and incremental dynamic collapse analyses employing eight natural and artificial records. In the light of the information obtained from more than 1500 inelastic analyses, it is concluded that including shear and vertical motion in assessment and calculations of R factors is necessary. Force reduction factors adopted by the design code (Eurocode 8) are over-conservative and can be safely increased, particularly for regular frame structures designed to lower PGA and higher ductility levels.     

SEISMIC HAZARD IN GREECE BASED ON DIFFERENT STRONG GROUND MOTION PARAMETERS

The available Greek strong ground motion records to date are used in order to study the duration of strong-motion in Greece, covering magnitudes between 4.5 and 6.9 and distances from 1 km to 128 km. An attenuation relation of strong-motion duration is calculated and compared to earlier existing similar relations proposed for Greece and Japan. Furthermore, the seismic hazard for the area of Greece is assessed, using the strong-motion parameters of duration and peak ground acceleration. The results are presented in the form of a map according to which Greece is classified in four different categories of equal seismic hazard.