职业高等教育法律专业的培养目标与专业课程设置初探

文章认为职业高等教育法律专业应根据自身特色规划培养目标和专业课程，尤其是从理论讲授、实际操作与社会实践三个方面对专业课程的设置作了较为深入的探讨.     

Into the Field: Naturalistic Education and the Future of Conservation

Abstract:  Some educational psychologists and researchers have argued that there are multiple ways of being intelligent. In the early 1980s, Howard Gardner presented a theory of multiple intelligences by proposing that humans can be described not by a single kind of intelligence, or intelligence quotient score, but rather by a variety of kinds of intelligence. This idea of considering multiple views of intelligence has helped educators look at intelligence from a less rigid, more expansive perspective. I considered how the relatively new concept of naturalistic intelligence, which is the cognitive potential to process information that is exhibited by expert naturalists, might influence the design of undergraduate biology curricula. Naturalistic intelligence can be fostered in undergraduate biology students by emphasizing the need for well-rounded scientific naturalists; developing curricula that involves students in outdoor inquiry-based projects; and helping students learn how to observe both the natural world and their own learning, skills that are essential to developing expert naturalistic knowledge. Professors, graduate students, and administrators can improve the naturalistic intelligence of undergraduate biology students by giving these students opportunities to be involved in outdoor research. Time spent outdoors alone and among people with expertise in natural history, ecology, and conservation biology will have important influences on the knowledge and skills biology undergraduates learn, the careers they pursue, and the contributions they make to conserving Earth's biodiversity.     

Education for Sustainable Development: The Johannesburg Summit and Beyond

The World Summit on Sustainable Development (WSSD), held in Johannesburg during 26 August and 4 September 2002, was a truly remarkable event, not least because it identified and committed the world community to what has to be done to realise Agenda 21 objectives. Discussion begins with the "means of implementation" of the Johannesburg Plan of Implementation (JPI). Education for, and raising awareness of, sustainable development are the key commitments in the "means of implementation". The issues central to these commitments are discussed. The crucial role of moral philosophy in education for sustainable development is then discussed. Defining the "problem" as lack of progress (in fact negative progress between Rio and Johannesburg) towards global sustainable development, a cause–effect relationship of the "problem" is developed based on a systematic and logical analysis. It shows that the "cause" is West's profoundly materialistic, environment-degrading and exploitative attitude and activities to satisfy grossly unsustainable, hedonistic and insatiably avaricious Western life-styles – life-styles that are held up by the West as "ideal" fruits of economic "development" to be aspired by all. The "effects" are pollution of air, water and soil; mounting loss of biodiversity, ecosystems and species; relentlessly widening north–south divide, etc. It is argued that while science and technology can address some of the "effects", they cannot address the "cause". Only moral philosophy can by fundamentally re-orienting moral values genuinely to respect nature and the environment. Based on sound and tested principles of Educational Psychology, a proposal is then made for including moral philosophy in the formal curricula (content and pedagogy) of primary, secondary and higher education for instilling in children and young people genuinely environment-respecting moral values. To this end a generic syllabus for the secondary level is proposed. Finally, it is argued that if the scientific community really believes that science or technology alone can radically change the pervasive environment-degrading moral values to those that genuinely respect the environment, thus paving the way to real global sustainability, then it must demonstrate how this could be done and explain why, despite their abundant science and technology, the developed nations are the biggest polluters and consumers with grossly unsustainable life-styles. Certainly, examples would be much more convincing than rhetoric or tired old clichés about how science and technology alone could deliver global sustainable development.     

中国环境专业学科发展探讨

环境专业学科是一个多维学科体系.在简要回顾了20世纪80年代以来中国环境专业学科发展过程中的得失的基础上,文章分别从宏观和微观的角度对中国环境专业学科体系建设和高等学校环境专业课程设置进行了详细说明和重点分析.最后对新时期环境专业学科未来的发展趋势作了预测,并从(1)注意与公共环境教育相结合;(2)加强横向综合性研究;(3) 鼓励环境人文和社科类专业的发展;(4) 扩大与国外科研院校及国际组织的合作等四个方面提出了建议.     

安全工程专业本科双语教学探讨

实行双语教学是安全工程专业本科教育发展的必然趋势,由于安全工程本科专业大多属于1999年高等教育扩招后新建专业,双语教学基础差,教学质量参差不齐。鉴于我国高校安全工程本科教育发展实际,从双语教学师资引进、培训、认证及团队建设等方面探讨了双语教学师资建设渠道;基于大工程观和大安全观理论探讨了双语课程体系及教材建设方法;从教学语言选择、方法选择、班级组织及成绩考核方法等方面探讨了双语教学的教学模式;从课程体系和质量监控两个角度分析了的双语教学质量管理。     

Analysing the incorporation of sustainability themes into the university curricula: a case study of a Spanish public university

From an international view, several papers have analysed how sustainability themes are integrated into the university curricula. In Spain, few studies to date have examined the extent to which universities are incorporating sustainability themes into their curricula. In view of such considerations, this article examines the extent to which sustainability themes are being incorporated into the curricula of a Spanish public university strongly committed to signing sustainability policies and declarations. In addition, this study analyses the main barriers to the incorporation of sustainability themes into the curricula of this university. To accomplish this task, this article uses different methodological instruments over three phases through a case study approach. The findings of this study suggest how the university examined has many difficulties in incorporating, holistically or separately, sustainability themes in its formal courses despite having so many policies, regulations and a commitment to sustainability.     

The need to integrate values into environmental curricula

Many environmental problems are controversial because of conflicting values people hold and because there is not a consensus as to which values should have precedence over others. If environmental managers are to make ethical decisions that reflect environmental values, they must have full understanding of such values and types of ethics and principles of moral reasoning to use in the decision-making process. Unfortunately, integration of values into environmental curricula has often not been explicit or comprehensive. One result is that university-trained environmental managers do not possess the knowledge, skills, and methods necessary for more ethically based decisions. An analysis of attitudes about integrating values and/or ethics into environmental curricula and approaches to do so yields the conclusion that environmental programs should more fully include teaching about values and ethics so that environmental managers can make more ethically sound decisions.     

中国高等专科环境教育改革方向的探讨

根据中国高等专科环境教育面临的主要问题，提出了中国高等专科环境教育的基本定位，分析了环境保护一线专业技术人员的素质与能力结构要求．在此基础上，对中国高等专科环境教育如何构建专业体系，优化课程设计，改革教学模式，强化专业技能训练等问题进行了探讨．     

Inventory of child bicycle education programs reveals need for age,development, and skill-level considerations

Abstract

Objective: There are a plethora of child bicycle safety education programs worldwide. However, the content and durations vary widely from program to program and no gold standard has been established. The main objective of this project was to create an inventory of youth bicycle safety education programs and their content, approaches, and age and developmental considerations.

Methods: Methods used to gather program information included web and online database searches, extraction from personal lists, and a widely distributed online survey. A total of 89 programs met inclusion criteria and were reviewed (78 from the United States and 11 from other countries).

Results: Over half (56.2%) of the included programs were not explicitly age specific, meaning that the content was not appropriately designated by age and developmental cut points. Many programs had target age groups, but these were often very wide age ranges (e.g., all elementary school–age children) resulting in content too advanced for the youngest children. Only 12.4% of included programs had published program evaluations and their scientific rigor varied widely. Main results from this inventory revealed a weak evidence base for program effectiveness due to lack of program evaluations. Results also highlighted a need for age, development, and skill-level considerations in youth bicycle education programs.

Conclusions: This study provides a comprehensive list of program components and approaches that can be used as a foundation upon which child bicycle education standards can be evaluated and built, with the long-term goal of increased childhood safety.     

安全技术管理专业课程建设与人才培养探索

该文从现代企业对安全技术管理人才需求入手,分析了安全技术管理专业应用型人才培养的必要性,提出了我院安全技术管理专业"应用型"人才培养模式的思路,详细阐述了安全技术管理应用型人才的培养目标、培养模式和培养途径。促进教材建设和师资队伍建设,有利于教学资源的优化配置,提高教学管理水平和教学实践效果。加强实训基地建设,进一步深化实践环节教学改革,培养适应21世纪社会经济与科技发展的新型高素质人才。可为我国高等安全专业人才的培养目标提供了参考,对现代企业在安全技术管理人才选择和实践方面提供一定的借鉴作用。