A comparative study of vocational education and occupational safety and health training in China and the UK

In order to enhance Chinese workers’ occupational safety awareness, it is essential to learn from developed countries’ experiences. This article investigates thoroughly occupational safety and health (OSH) in China and the UK; moreover, the article performs a comparison of Chinese and British OSH training-related laws, regulations and education system. The following conclusions are drawn: China’s work safety continues to improve, but there is still a large gap compared with the UK. In China a relatively complete vocational education and training (VET) system has been established. However, there exist some defects in OSH. In the UK, the employer will not only pay attention to employees’ physiological health, but also to their mental health. The UK’s VET is characterized by classification and grading management, which helps integrate OSH into the whole education system. China can learn from the UK in the development of policies, VET and OSH training.     

安全工程专业基础课翻转课堂探索应用与研究--以《燃烧学》的翻转课堂教学为例

为了培养本科生的实践能力、创新能力、团队合作等多项工程核心能力,探索性地将翻转课堂教学模式应用于安全工程专业基础课《燃烧学》教学中。结合问卷调查分析学生自主学习、沟通合作能力,教师信息技术素养、课堂管理能力,结果显示:自主学习能力强及参与度高的学生教学效果良好,期末考评中优秀率上升明显。微视频自主学习在翻转课堂课前学习中占重要地位,但并不是学生最习惯采用的自学方式;教师在课堂氛围、讨论质量及节奏把控方面还需针对性强化。     

Towards a Paradigmatic Shift in Sustainability Studies: A Systematic Review of Peer Reviewed Literature and Future Agenda Setting to Consider Environmental (Un)sustainability of Digital Communication

The materiality of digital communication inflicts substantial environmental damage: the extraction of resources needed to produce digital devices; the toxicity of e-waste; and the rapidly increasing energy demands required to sustain data generated by digital communication. This damage, however, is paradoxically under-theorized in scholarship on environmental sustainability. Despite the existing critique of the “techno-fix” approach in sustainability studies, digitization – and digital communication in particular – continue to be celebrated as the tool for environmental sustainability; an approach we coin “digital solutionism.” The article presents the first systematic review of the literature to map the implicit assumptions about the relationships between digital communications and environmental sustainability, in order to examine how digital solutionism manifests, and why it persists. We propose a concept matrix that identifies the key blind spots with regards to environmental damages of the digital, and call for a paradigmatic shift in environmental sustainability studies. An agenda for future research is put forward that advocates for the following: (1) a systematic account of material damages of devices, platforms and data systems adopted into sustainability research and practice, resulting in changes in both research framing and methodological foundations; (2) a reconceptualization and denaturalization of the digital itself as a promising solution; (3) a theoretical dialogue between sustainability studies and environmental communication. (4) an expansion of environmental communication as a field, from focusing on the communication aspect of environmental change to include the environmental footprint of communication itself.     

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.     

人的个性分析与大学生就业指导

本文通过对人的个性分析,在了解学生个性的同时,有针对性地指导他们的就业工作:指导学生正确地认识自己,帮助学生转变就业观念、进行职业生涯规划等,使学生在毕业时能够找到一份适合自己的工作。     

中加高等环境教育比较研究

通过对加拿大大学有关环境专业的教育层次、专业配置和课程设置的分析，并与我国的高等环境教育现状相比，得出了以下结论：环境科学类专业在加拿大高校中设置频度比我国高；从分布特征和培养层次上看，加拿大高校中环境类专业与我国类似，偏工程和综合性，且都以本科—硕士—博士三个层次为主体；从培养方式上看，加拿大高等环境教育与我国在这方面的差异较大，许多经验值得我们借鉴．     

自我决定理论在环境教育中的应用

自我决定理论指在自我决定的意义上说,行为是主观上自主选择、自主决定的,而不是迫于某种内在需要或外在力量的压力。自我决定动机区分了促进内部动机的社会环境,分别涉及三种不同的心理需要：胜任、自主和关系。三个基本的需要缺一不可,也就是说只有在三个基本心理需要都得到满足时,自我决定动机和自我决定行为才能产生。教师在环境教育课程中运用自我决定理论培养学生环境动机,可采用三种教学策略：获取学校其他教师、行政人员、家长和社会的支持;选择学生感兴趣的,具有挑战性的问题;采用合作学习与探究学习的方式。     

幼儿环境教育实施策略的探讨

开展幼儿环境教育实践的目的是让幼儿成为环境的主人,引导他们自主地欣赏,观察日常生活中具体的环境要素和环境问题,使他们懂得我们周围的环境与人类的一切活动息息相关,并使幼儿逐步养成与环境友善的行为习惯。     

关于高等学校引入低碳教育的思考

全球气候变化问题日益受到全人类的关注,国际社会加快了温室气体减排,发展低碳经济的步伐。解决气候变暖问题,发展低碳经济,实现可持续发展,必须通过低碳教育培养全民的低碳意识。大学生是传播低碳理念和实践低碳发展的生力军,提高大学生的低碳意识有利于提高全民族的低碳意识。为此,高校必然成为进行低碳教育的重要阵地。高等学校应在课程设置、学生生活实践以及学校管理等诸多方面贯彻低碳教育的理念。     

Cycle Aware: Piloting a module for novice drivers

Introduction: In low-cycling countries, motor-vehicle traffic and driver behavior are well known barriers to the uptake of bicycles, particularly for utility cycling. Lack of separation between cyclists and faster-moving traffic is one key issue, while attitudes of drivers toward and/or harassment of cyclists is another. Cyclist-related driver education has been recommended as a means to improve driver-cyclist interactions. Methods: The driver licensing process provides an opportunity for such education. The Cycle Aware module was developed to test and enhance novice drivers’ knowledge of interacting safely with cyclists. It was piloted across three Australian jurisdictions targeting both novice and experienced drivers. Participants were asked to complete the Cycle Aware module and an accompanying survey. A total of 134 novice and 97 experienced drivers completed the survey with 42 novice and 50 experienced drivers going on to complete the module. Results: Both groups of drivers scored equally well in the module but the very youngest and very oldest participants were more likely to have some incorrect responses. We did not find any relationship between correct module scores and attitudes toward cyclists. Survey results showed both novice and experienced drivers had somewhat positive attitudes toward cyclists. The two cohorts differed on several attitude questions. Sixty percent (60%) of novices compared to 30% of experienced drivers reported feeling concerned when sharing the road with cyclists, and novices were less likely to agree that cyclists had a right to use the roads. Conclusions and practical applications: The analysis suggests novices need to be better equipped to share roads confidently with cyclists and to recognize cyclists as legitimate traffic participants.