流溪河流域非点源污染负荷变化分析     

刘永锋 《廊坊师范学院学报(自然科学版)》2012,12(3):54-55,58

以流溪河流域为例,运用输出系数模型对该流域1990与2008年的非点源污染负荷进行了估算,并初步探讨了流域非点源污染负荷发生变化的原因。结果表明：1990-2008年间,流溪河流域的非点源BOD/COD/TN/TP污染负荷都呈快速增加的趋势,其中BOD/COD增幅较大;流域非点源污染负荷的增加主要是由于土地利用类型的改变、GDP的增长和人口的增加引起的。  相似文献   

基于图像形态学分水岭算法的菌落图像识别   总被引：1，自引：0，他引：1  

胡晶晶  唐振  何睿  王礼鹏 《德州学院学报》2012,28(4):57-59

主要介绍了基于图像形态学分水岭算法的菌落图像识别方法.根据菌落图像的基本特征,利用形态学分水岭算法,对图像进行识别和统计.得到较为满意的效果.  相似文献   

Application of digital elevation model in delineating drainage networks     

孙艳玲 《重庆大学学报(英文版)》2005,4(1):38-40

1 Introduction1 Drainage network is of wide application in hydrological and geomorphological studies. It can be used for not only rainfall-runoff simulations on the watershed but also simulations of the transport of non-point source pollutants. Drainage network composition data can be used for geomorphologic evaluations [1]. Digital Elevation Model (DEM) is digital records of terrain elevations for ground positions, and is also the main data for watershed analyses, which usually has three fo…  相似文献   

Quality assurance in engineering education on a national and European scale     

Muzio M. Gola 《European Journal of Engineering Education》2005,30(4):423-430

Activity 2 of project E4, “Quality Assessment and Transparency for Enhanced Mobility and Trans-European Recognition”, included the working group on “Quality Assurance in Engineering on a National and European Scale”. Its report can be found in Part 2 of Volume D, final report of the E4 Thematic Network (Firenze University Press 2003).

The Report of this Working Group is formed by three parts.

Chapter 2 explores the horizon of evaluation, and briefly summarizes evaluation mandate, focus and procedures in the light of quality and quality assurance, accreditation, responsibility, with particular reference to higher education.

Chapter 3 explores the ideas from a number of European evaluation models for higher education, and shows that their contents can be read in the frame of four fundamental “aspects” or “dimensions” of quality:

• –?Requirements, objectives

• –?Teaching, learning, assessment

• –?Learning resources

• –?Monitoring, analysis, improvement

Chapter 4 underlines that a Programme should be evaluated on the basis of its ability to put into effect a policy focusing—clearly and distinctly—on the external and internal efficacy of the learning process: specify worthwhile learning goals and enable most students to achieve the established objectives. The set of “aspects” examined in Chapter 3 is expanded into a minimum set of “factors”, that the Programme should address in a stable manner before it is submitted to an external evaluation.