An often unrecognized problem is the geology and glacial history paradigm’s inability to explain topographic map drainage system and erosional landform evidence, which means geology research studies rarely address th...An often unrecognized problem is the geology and glacial history paradigm’s inability to explain topographic map drainage system and erosional landform evidence, which means geology research studies rarely address that type of topographic map evidence. The problem originated in the late 19<sup>th</sup> century with William Morris Davis who is sometimes called the father of geomorphology and was one of the first geologists to interpret what in the late 19<sup>th</sup> century were newly available topographic maps. An 1889 Davis paper describes selected drainage system evidence observed on an advance copy of the 1890 Doylestown (Pennsylvania) topographic map and an 1892 Ward paper written after discussions with Davis describes additional selected drainage system evidence seen on the same map. Both papers fail to mention the majority of the Doylestown map’s drainage system features including most barbed tributaries, asymmetric drainage divides, and through (dry) valleys crossing major drainage divides. Had Davis used all of the map’s drainage system and erosional landform evidence he should have recognized the map evidence shows headward erosion of an east-oriented Neshaminy Creek valley captured southwest-oriented streams which headward erosion of the south-oriented Delaware River valley and its east-oriented tributary Tohickon Creek valley had beheaded. Consciously or unconsciously, Davis chose not to alert future investigators that Doylestown topographic map evidence did not support his yet-to-be-published Pennsylvania and New Jersey erosion history interpretations and instead Davis proceeded to develop and promote erosion history interpretations which the map evidence did not support.展开更多
世界各国都高度重视教育发展,在新时代背景下进行教育活动核算方法的研究有重要的理论与实践意义。本文以联合国教科文组织发布的《国民教育账户方法论》(Methodologyof National Education Accounts 2016,MNEA2016)和联合国《国民账户...世界各国都高度重视教育发展,在新时代背景下进行教育活动核算方法的研究有重要的理论与实践意义。本文以联合国教科文组织发布的《国民教育账户方法论》(Methodologyof National Education Accounts 2016,MNEA2016)和联合国《国民账户体系》(System of National Accounts2008,SNA2008)等为基础,讨论我国教育活动核算体系的理论基础与重要范畴,设计账户与核算表通式,构造教育核算指标体系,探讨我国教育核算体系的数据支撑及其与中国国民经济核算体系(China’s System of National Accounts 2016,CSNA2016)的对接问题,以期形成我国教育核算体系的基本范式。展开更多
文摘An often unrecognized problem is the geology and glacial history paradigm’s inability to explain topographic map drainage system and erosional landform evidence, which means geology research studies rarely address that type of topographic map evidence. The problem originated in the late 19<sup>th</sup> century with William Morris Davis who is sometimes called the father of geomorphology and was one of the first geologists to interpret what in the late 19<sup>th</sup> century were newly available topographic maps. An 1889 Davis paper describes selected drainage system evidence observed on an advance copy of the 1890 Doylestown (Pennsylvania) topographic map and an 1892 Ward paper written after discussions with Davis describes additional selected drainage system evidence seen on the same map. Both papers fail to mention the majority of the Doylestown map’s drainage system features including most barbed tributaries, asymmetric drainage divides, and through (dry) valleys crossing major drainage divides. Had Davis used all of the map’s drainage system and erosional landform evidence he should have recognized the map evidence shows headward erosion of an east-oriented Neshaminy Creek valley captured southwest-oriented streams which headward erosion of the south-oriented Delaware River valley and its east-oriented tributary Tohickon Creek valley had beheaded. Consciously or unconsciously, Davis chose not to alert future investigators that Doylestown topographic map evidence did not support his yet-to-be-published Pennsylvania and New Jersey erosion history interpretations and instead Davis proceeded to develop and promote erosion history interpretations which the map evidence did not support.
文摘世界各国都高度重视教育发展,在新时代背景下进行教育活动核算方法的研究有重要的理论与实践意义。本文以联合国教科文组织发布的《国民教育账户方法论》(Methodologyof National Education Accounts 2016,MNEA2016)和联合国《国民账户体系》(System of National Accounts2008,SNA2008)等为基础,讨论我国教育活动核算体系的理论基础与重要范畴,设计账户与核算表通式,构造教育核算指标体系,探讨我国教育核算体系的数据支撑及其与中国国民经济核算体系(China’s System of National Accounts 2016,CSNA2016)的对接问题,以期形成我国教育核算体系的基本范式。
