The paper presents the main conclusions of the Russian monograph “Geochemistry of Phosphorus” (2020). Based on statistical processing of ~6100 sample averages (from ~190,000 analyses), new estimations of World avera...The paper presents the main conclusions of the Russian monograph “Geochemistry of Phosphorus” (2020). Based on statistical processing of ~6100 sample averages (from ~190,000 analyses), new estimations of World averages (Clarke values) for Р<sub>2</sub>O<sub>5</sub>, % (and P, %), phosphorus-titanium module (P<sub>2</sub>О<sub>5</sub>/TiO<sub>2</sub>), phosphorus-calcium module (P<sub>2</sub>O<sub>5</sub>/CaO), phosphorus-iron module (P<sub>2</sub>О<sub>5</sub>/Fe<sub>2</sub>O<sub>3</sub>), and phosphorus-total iron module (P<sub>2</sub>O<sub>5</sub>/Fe<sub>2</sub>O<sub>3</sub> + FeO). Many estimates have been made for the first time. In addition to the new Clarke estimates, sometimes very different from previous ones, the work carried out has led to a number of new conclusions. In particular, the titanium geochemical barrier for phosphorus has been first estimated, all the 11 genotypes of phosphogenesis have been named and characterized, five genetic correlations of phosphogenesis have been described, lithochemistry methods have been successfully applied to characterize the phosphorites. Due to the large breadth of generalization, the monograph has a large theoretical and applied value.展开更多
Questions can be classified from different perspectives： grammatical form, communicative value, content orientation and cognitive level. In language pedagogy, text-based questioning as both an attention drawing devic...Questions can be classified from different perspectives： grammatical form, communicative value, content orientation and cognitive level. In language pedagogy, text-based questioning as both an attention drawing device and a form of learning tasks serves text instruction. Therefore, language teachers preparing text-based questioning should take into consideration all dimensions of questions, especially cognitive requirement and communicative character. In addition, interaction between learner, text and the world can be achieved by the adoption of both about-the-text and beyond-the-text questions in teachers＇ text-based question construction.展开更多
文摘The paper presents the main conclusions of the Russian monograph “Geochemistry of Phosphorus” (2020). Based on statistical processing of ~6100 sample averages (from ~190,000 analyses), new estimations of World averages (Clarke values) for Р<sub>2</sub>O<sub>5</sub>, % (and P, %), phosphorus-titanium module (P<sub>2</sub>О<sub>5</sub>/TiO<sub>2</sub>), phosphorus-calcium module (P<sub>2</sub>O<sub>5</sub>/CaO), phosphorus-iron module (P<sub>2</sub>О<sub>5</sub>/Fe<sub>2</sub>O<sub>3</sub>), and phosphorus-total iron module (P<sub>2</sub>O<sub>5</sub>/Fe<sub>2</sub>O<sub>3</sub> + FeO). Many estimates have been made for the first time. In addition to the new Clarke estimates, sometimes very different from previous ones, the work carried out has led to a number of new conclusions. In particular, the titanium geochemical barrier for phosphorus has been first estimated, all the 11 genotypes of phosphogenesis have been named and characterized, five genetic correlations of phosphogenesis have been described, lithochemistry methods have been successfully applied to characterize the phosphorites. Due to the large breadth of generalization, the monograph has a large theoretical and applied value.
文摘Questions can be classified from different perspectives： grammatical form, communicative value, content orientation and cognitive level. In language pedagogy, text-based questioning as both an attention drawing device and a form of learning tasks serves text instruction. Therefore, language teachers preparing text-based questioning should take into consideration all dimensions of questions, especially cognitive requirement and communicative character. In addition, interaction between learner, text and the world can be achieved by the adoption of both about-the-text and beyond-the-text questions in teachers＇ text-based question construction.
