辐射环境监测能力评估

以辐射环境监测作为环境监管基础,提出了辐射环境监测能力评估体系以及评估指标,并对全国省级环保系统辐射环境监测机构的能力进行了初步统计分析,为提高我国辐射环境监测能力,掌握目前辐射环境监测能力和核与辐射应急能力提供依据。     

简讯

新疆各企业环境监测技术人员上岗证培训及考核圆满结束为加强新疆各企业环境污染监督管理,保证工业企业环保设施正常运行,污染物长期、稳定达标排放,根据国家环保总局《环境监测人员持证上岗考核通知》及《环境监测质量管理规定》中有关上岗证考核分级管理的要求,新疆环境监测总站于2007年2月4~9日对全疆工业企业和行业环境监测技术人员进行上岗证培训及考核。本次培训及考核由新疆环境监测总站统一组织安排,按《环境监测人员持证上岗考核实施细则》的要求,由新疆环境监测总站的专家与经验丰富的业务骨干授课,对参加培训的人员进行了理论考…     

环境监测专用仪器环境技术认证路线初探

通过分析环境监测仪器环境技术评估的含义和目标,对比加拿大、美国以及我国目前有关环境技术评估的相关技术路线,结合环境监测仪器技术检测工作实践,建立适合我国国情的环境监测仪器环境技术评估管理体系,评估程序和相关规章制度,提出相关建议。     

大型环境监测实验室分析仪器绩效评估指标体系探索

大型环境监测实验室分析仪器是环境监测单位综合实力的集中体现,在环境监测工作中发挥着巨大作用。简述了仪器设备绩效评估研究现状,尝试构建大型环境监测实验室分析仪器绩效评估指标体系,并通过德尔菲法确定各项评价指标的权重值,最终计算绩效评估综合指数。在此基础上,对某省级环境监测机构的部分大型实验室分析仪器进行分析,提出,需合理配置仪器、加强日常维护管理以及开放共享等建议,为提高大型环境监测实验室分析仪器的精细化管理提供了科学依据。     

环境监测数据的可信度研究

从政府考核体制、监测网络管理、监测能力水平、监测质量管理、自动监控等方面系统地分析了影响环境监测数据可信度的原因,提出通过改变监测体系、政府考核体制、监测网络优化、改变监测机构的体制和性质、加大监测能力建设、强化监测规范化建设、加大技术人员的培训和"飞行"检查力度、加快现场监测视频监控指挥系统建设,建立监测数据可信度评估体系等手段来保证其准确、可靠,提高环境监测数据的可信度。     

环境监测站激励机制探讨

简述了建立公平合理激励机制的重要性,指出了地市级环境监测单位激励机制存在的问题.提出构建合理有效的员工激励机制,优化配置员工,实行任职激励;以岗定薪、全面完善薪酬体系,实行分配激励;完善绩效考核制度,配合薪酬制度改革;正确构建评价机制,实行评估激励;建立科学培训机制,实行培训激励;推进文化建设,实行环境激励.     

地下水环境监测井评估体系构建研究

为科学开展监测井评估,选择井口保护装置/井口状况、井管内径、上部井管保存状态、是否串层、井结构保存状态、井的连通性6个指标,建立监测井维护评估和监测井功能评估方法,构建地下水环境监测井评估体系。监测井维护评估最终的评估结果分为无需修复、修复和报废,用于指导地下水环境监测井维护管理,使之满足长期监测要求;监测井功能评估最终的评估结果分为监测功能良好、监测功能一般和不具有监测功能,用于判定监测井的监测功能状况,是否可以执行当前监测任务。研究可为健全地下水环境监测网络,规范开展地下水环境监测提供技术支撑。     

加强环境监测质量管理人员队伍建设的思考

简述了环境监测质量管理人员队伍存在的问题。指出建立优良的质量管理人员队伍是规范环境监测质量管理工作、强化环境监测质量管理能力、提高环境监测质量管理水平的坚实基础。提出了建立完善环境监测质量管理人员队伍的设想,应梳理总结,建立质量管理理论体系;明确职责,完善质量管理人员队伍体系;分清层次,建立有效的培训机制。     

L IMS 系统在环境监测中的建设和应用———以上海市环境监测中心为例

简述了上海市环境监测中心在LIMS系统建设中针对环境监测实验室信息管理、项目管理的实际,进行系统静态数据的设置、人员的培训、系统优化、系统维护和新功能添加等建设,并根据应用中出现的问题对系统设置优化调整,使之更加符合环境监测发展的要求。     

浅论环境监测技术培训的师资管理

在深刻认识培训师资重要性的基础上,分析了当前环境监测技术培训的师资现状及不足,指出在师资管理方面存在选拔机制不完善、调用方式不科学和教学标准不统一等问题,并提出了相应的改善建议,为加强国家环境监测技术培训的师资队伍建设提供了重要依据。     

Building capacity for Health Impact Assessment: Training outcomes from the United States

BackgroundDespite the continued growth of Health Impact Assessment (HIA) in the US, there is little research on HIA capacity-building. A comprehensive study of longer-term training outcomes may reveal opportunities for improving capacity building activities and HIA practice.MethodsWe conducted in-depth interviews with HIA trainees in the United States to assess their outcomes and needs. Using a training evaluation framework, we measured outcomes across a spectrum of reaction, learning, behavior and results.ResultsFrom 2006 to 2012, four organizations trained over 2200 people in at least 75 in-person HIA trainings in 29 states. We interviewed 48 trainees, selected both randomly and purposefully. The mean duration between training and interview was 3.4 years. Trainees reported that their training objectives were met, especially when relevant case-studies were used. They established new collaborations at the trainings and maintained them. Training appeared to catalyze more holistic thinking and practice, including a range of HIA-related activities. Many trainees disseminated what they learned and engaged in components of HIA, even without dedicated funding. Going forward, trainees need assistance with quantitative methods, project management, community engagement, framing recommendations, and evaluation.ConclusionsThe research revealed opportunities for a range of HIA stakeholders to refine and coordinate training resources, apply a competency framework and leverage complimentary workforce development efforts, and sensitize and build the capacity of communities.     

对建设项目竣工环境保护验收监测的若干思考和建议

结合2017年建设项目竣工环保验收监测报告效果评估结果,总结了企业自验现状和验收监测工作情况,分析了项目业主、技术机构、管理部门三方的技术需求,从如何为企业自验做好技术支撑的角度,提出了主动宣传解读管理与技术要求、完善验收监测技术规范体系、全面开展验收监测培训、持续开展验收效果评估、建立环保验收监测服务专家库5项建议。     

国家重点生态功能区县域环境监测质量评价方法及应用示范

以国家重点生态功能区县域环境监测质量评价为目标,综合应用德尔菲法、层次分析法和模糊综合评价法,构建了国家重点生态功能区县域环境监测质量评价方法,并确定了评价因子、权重系数、计算方法。该方法评价指标共分为三层:第一层为目标层,即国家重点生态功能区县域环境监测质量;第二层为准则层,包括人员及资质、现场监测、实验室管理、报告编制及数据上报;第三层为方案层,包括人员操作、持证上岗、资质认定、人员培训、水质布点采样流转情况、空气自动站运维情况、现场质控实施情况、实验室环境条件、样品试剂的保存与管理、仪器检定与校准、实验室质量控制实施情况、数据填报软件运行情况、监测报告规范性等13个评价要素。经矩阵一致性检验确定了各评价要素的权重,将该权重与各要素得分运算后得到县域环境监测质量评价结果。在此基础上,选取广东、山西、陕西、四川和青海等5个省份的15个国家重点生态功能区县域作为典型区开展了实地调研,并应用评价体系对其进行了监测质量等级评价。结果表明,15个典型县域中,环境监测质量等级为优的县域占13.3%,一般、较差的县域分别占66.7%、20%。县域环境监测承担单位在资质、报告编制及数据上报方面表现较好,在现场监测、人员操作方面问题突出,在实验室管理方面有待提升。     

京津冀及周边地区空气质量预报工作存在问题及解决对策

环境空气质量预报工作作为担负重污染预警应急和大气污染防控不可或缺的基础工作,正逐步成为环保部门核心业务之一。基于近3年京津冀及周边地区省、市环境空气质量预报工作开展现状,针对预报工作中遇到的人员短缺、能力建设进度缓慢、预报资料匮乏等现实问题,从政策制度和预报技术2方面分析原因,提出需要从制度建设着手,通过建立健全预报工作保障制度、评价制度、考核制度和培训制度,完善地区预报能力建设和预报水平,同时为全国其他区域省、市空气质量预报工作的开展提供参考与借鉴。     

环境监测技术培训需求分析——应用OTP模型

简述了环境监测技术培训需求分析的重要性及OTP模型的概念.针对环境监测技术培训的现状和特点,设计了符合环境监测技术培训特点的OTP模型,提出了系统分析环境监测技术培训需求的方法,以及根据实际情况科学设置输入项的不同权重,充分考虑影响模型输出的各种因素,加强研究模型输入项的量化表征,动态调整模型的输入项的建议.     

The adequacy of training for EIA in the United States of America

The well-established environmental impact assessment requirements in the United States have given rise to a number of training needs within federal and state agencies. Requirements for training vary for EIA project managers, technical specialists, senior managers and others involved in EIA. Information needs about EIA vary also, but include general awareness, procedural knowledge, substantive methodological knowledge and technical knowledge. While EIA training is provided in short courses, on the job, and in universities there remain deficiencies in the training of specialists, senior managers, and others. Proposals are made here to help overcome these. This paper examines the needs and provisions for training in environmental impact assessment (EIA) in the USA federal system and in the system created by the California Environmental Quality Act. The investigation is based on the very limited literature on training, on responses to letters, on the printed material requested from agencies and, most importantly, on the results of a series of interviews of personnel in various federal agencies at central and regional levels, in California, and elsewhere. A recent report by the Environmental Law Institute (1981) furnished invaluable background information on EIA training in the federal agencies. The list of liaison officers printed by the Council on Environmental Quality (1982a) was used to request interviews and information.     

Consistency of defoliation data of the national training courses for the forest condition survey in Germany from 1992 to 2012

The consistency of visual assessment of tree defoliation, which represents the most widely used indicator for tree condition, has frequently been in the focus of scientific criticism. Thus, the objective of the present study was to examine the consistency of the defoliation data from the annual national training courses for the forest condition survey in Germany from 1992 to 2012. Defoliation assessments were carried out in stands of beech (Fagus sylvatica), oak (Quercus robur and Quercus petraea), Norway spruce (Picea abies), and pine (Pinus sylvestris). Among the observer teams, the absolute deviation from the observer mean of all years was ±4.4 % defoliation and the standard deviation of defoliation was ±5.5 %. On average, 94 % of the assessments were located within the ±10 % interval of deviation from the mean. Tree species-specific differences did not occur when all years were considered. A trend towards increasing consistency was observed from 1992 to 2012, in particular for oak and spruce. The deviation of defoliation assessments depended non-linearly on the level of defoliation with highest deviations at intermediate defoliations. In spite of high correlations and agreements among observers, systematic errors were determined in nearly every year. However, within-observer variances were higher than between-observer variances. The present study applied a three-way evaluation approach for the assessment of consistency and demonstrated that the visual defoliation assessment at the national training courses in general produced consistent data within Germany from 1992 to 2012.     

美国环境空气监测培训课程设置的经验与启示

详细介绍了美国环境空气监测培训课程设置的方法和结构,分析了其在课程的目标规划、内容设计和指导人员自学方面的主要做法,总结出应从监测人员能力和知识要求角度设定培训目标,以技术性实用性内容为主设计课程环节,将指导支持人员自学摆在更突出位置。借鉴美国经验,文章对探索我国环境空气监测培训的课程设置提出了具体建议。