Development and validation of a simple mineral dust source inventory suitable for modelling in North Central China

IEECAS SKLLQG

An inventory of forest relicts in the pastures of Southern Tibet (Xizang AR, China)

An inventory of isolated tree stands surrounded by desert pastures in Southern Tibet (A.R. Xizang, China) revealed more than 50 sites with vigorous trees of Juniperus convallium Rehder & E.H. Wilson and Juniperus tibetica Kom and additional more than 10 records where juniper trees had been destroyed between 1959-1976. The tree stands are not restricted to any specific habitat, and occur within an area stretching 650 km westwards from the current forest border of Southern Tibet. The trees are religious landmarks of the Tibetan Buddhists. The highest trees were found at an elevation of 4,860 m. Vegetation records, rainfall correlations and temperature data collected by local climate stations and successful reforestation trials since 1999 indicate that forest relicts fragmented through human interference could regenerate if current cattle grazing and deforestation practices are halted. The drought line of Juniperus forests in Southern Tibet is approximately 200-250 mm/a. A first pollen diagram from Lhasa shows forest decline associated with the presence of humans since at least 4,600 yr BP. The currently degraded commons developed in the last 600 yr. To date, no findings of remains of ancient forests in the Central Tibetan Highlands of the Changtang have been reported.

平面几何问题解决过程中的元认知实验研究

This study was based on the cognitive-metacognitive model of mathematical problem solving established by Lester & Garofalo(1985). The method of protocal analysis was used and 19 excellent students(9 male and 10 female) & 19 learning-disabled students(11 male and 8 female) in middle school(grade 3)were tested and interviewed during they solved plane geometry problems. The main results showed as follows: (1) There was a significant difference between excellent students and learning-disabled students on time-assignment when they solved plane geometry problems. Excellent students used more time on phase organization and less time on phase execution. There was no difference on phases orientation and verification. (2) Excellent students showed higher metacognitive level than learning-disabled students. The deference existed in phases orientation and organization. Excellent students reported more metacognitive sentences in phases orientation and organization than learning-disabled students. They had more self-awareness and goal-awareness. They had more "knowledge about what they know" and "knowledge about what they should use". They designed more globle goal and subgoals and made more self-evaluation. (3) Both the excellent students' and learning-disabled students' self-checking level should be improved.