Environmental intervention: The monitoring paradigm

Summary Here, the author examines the management implications of a previously developed model of environmental control. A short account of the model is given, and its implications for an integrated environmental strategy are discussed. The need for a UK, national centre for environmental management, research, education and training is identified. An analytical system for investigating monitoring effort derived from the model is illustrated in use, by reference to the UK Monitoring Networks for Smoke and Sulphur Dioxide. The use of the model in providing the underlying theory for a systems approach to environmental management is demonstrated. The paper concludes by examining the implications of the model for education and training with special reference to technologists and professionals. Appropriate types of environmental education for such groups are considered. A curriculum generator is presented. Trevor Harvey trained as a microbiologist and subsequently specialised in pollution control. He was course organiser of “Environmental Pollution, Monitoring and Control”, an international course which was sponsored by Unesco, UNEP and WHO. This has become a prototype for training programmes in many countries.     

Sub-professional training in the field of the environment

Summary The need for trained technical personnel to monitor environmental systems is emphasised and detailed. Coincident with this need is a virtual absence of appropriate training schemes. The philosophy behind and development of such a course in Farnborough College of Technology is described. This course is a multidisciplinary Higher Diploma in Environmental Analysis and Monitoring aimed specifically at training technicians to deal with pollution and its effects. The paper details course aims and objectives and outlines the programme structure. As the staff at Farnborough have initiated such a training programme, we propose to act as a resource exchange centre in this sphere. Thus our experience could aid in the curriculum development of other schemes. Gareth Rees is Lecturer in Microbiology at Farnborough College of Technology. He has a first degree in Marine Zoology and an M.Sc. in Biodeterioration of Materials. He has recently completed Ph.D. studies into ecological aspects of marine fungi. At Farnborough he is leader of the Environmental Research Group, involved in several applied environmental microbiological projects.     

Environmental reporting for global higher education institutions using the World Wide Web

Voluntary environmental reporting on the progress achieved against policy objectives is an emerging trend in industry and business and is recognized as a valuable aid in implementing policy and improving environmental management systems. Environmental reporting in the UK, has a whole range of formats including PERI, GEMI, WICE and EMAS, with the last, in particular, aiming to improve the level of environmental stewardship and to increase the flow of environmental information to audiences both internally and externally. Higher education institutions globally have been slow to respond in this respect and there is much that they can learn from corporate environmental reporting. An environmental policy is not sufficient proof of commitment for those institutions who have signed the global Talloires Declaration or the European COPERNICUS Charter: demonstrable progress in policy implementation is essential. The environmental management systems that higher education institutions adopt or create and the ways in which their environmental information is collated are of great significance, but the medium selected for the report is perhaps one of the most important aspects to consider. Those institutions such as the University of Sunderland, UK who are using the World Wide Web have been able to produce a flexible, hypertext-linked service on request with inbuilt feedback mechanisms containing varied, up-to-date, comprehensive and well-structured environmental information signposted to external pro-active institutions and agencies. These reports have unique educational angles and reveal links and networks that are naturally more pervasive and far-reaching in their scope and impact and could well provide a key way forward to practical and sustainable environmental reporting into the millennium.     

Michoacán centre for science and technology education a summary of the project

Summary This paper looks at the problems of science and technology education in Mexico, and proposes ways in which the quality of education at every level can be improved. It advocates an interdisciplinary approach, and from that approach to science education, the development of environmental education.Prof. Gutiérrez-Vázquez received his training in microbiology and biochemistry in the National Polytechnic Institute in his native Mexico City, receiving his degree in 1954. He went from instructor to assistant professor (1950–1960), becoming a full professor, deputy dean and then dean of the Faculty of Biology in the same Institute (1961–1969); he published two books and some 20 papers dealing with the physiology of tubercle bacillus and other mycobacteria, as well as with other topics on microbiology. More recently (1970 to date), he became a full professor in the Center for Advanced Studies of the same Institute, where he has been head of the Department of Educational Research (1972–1981) and carried out research and development projects on science education for children and adolescents. During this period he has published some 20 more books and 30 odd papers, and written more than 80 science programmes for commercial television.     

Integrators: An outcome of environmental education

Summary People working in the environmental field may refer to themselves as environmentalists, but this does not indicate how they approach their work. The term environmental integrator has been used to describe people who are specialists with breadth, in comparison to generalists with no speciality. The training of integrators involves the integration of knowledge with the teaching of problem solving and ways of dealing with people and complex organisations. A recent evaluation of the Master of Environmental Science programme at Monash University, which has an interdisciplinary focus, provided an opportunity to see if the training of environmental integrators was feasible. A questionnaire survey of graduates, and interviews with a sample of their employers, indicated that the majority of graduates worked as integrators, and valued the broad perspectives and integrative team work opportunities gained through the programme. While it is difficult to define and measure the qualities of integrators, it is apparent that the Monash programme contributed to the training of such people, and that other tertiary programmes could do likewise.Dr Ian G. Thomas graduated as a Civil Engineer and worked with a State government authority and consultants in traffic and transportation, before moving into the area of environmental assessment at State government level. The environmental area was the focus of his position at Monash University where he undertook his PhD and the research into the Monash course. Since 1990, Ian has been lecturing in the BSocSc (Socio-Environmental Assessment and Policy) course at the Royal Melbourne Institute of Technology where he is researching energy conservation and education, environmental policies for tertiary institutions, and environmental education in the Department of Planning, Policy and Landscape.     

Back-alley sustainability and the role of environmental education

Environmental education can be a catalyst for sustainable development in local communities as long as it is recognised that communities have different challenges and needs. From a perspective of social change and sustainable development, environmental education can be broadly defined as the process that enables students and teachers to participate in the planning, implementation, and evaluation of educational activities aimed at resolving an environmental issue that they themselves have identified. What an 'environmental issue' is, then, depends on the perceptions and earlier experiences of the learner as well as the context in which education takes place. An illustration of such a participatory approach to environmental education is provided by the case of Pistons Middle School in Detroit, Michigan where teachers, students and outside facilitators combined action research and community problem solving.     

Responding to the World Conservation Strategy

Summary The nature, achievements and shortcomings of the World Conservation Strategy (WCS) are reviewed. In particular, the National Conservation Strategies (NCS) prepared in response to WCS are discussed, and the differences between developed and less developed countries are noted in this respect. Special attention is paid to the UK follow-up. It is concluded that more emphasis must be placed on popularizing WCS and on acquiring a more balanced appreciation of conservation.Dr Paul Selman is lecturer in Environmental Management at the University of Stirling. He holds qualifications in environmental science and town planning from East Anglia, Heriot-Watt and Stirling Universities, and has worked as a local authority planner as well as in higher education. He has published extensively on the interface between planning and ecology.     

环境监测质量管理实践与探讨

环境监测质量管理是环境监测实验室的重要工作之一,是保证环境监测数据“准确性、精密性、代表性、完整性、可比性”的重要手段。在总结环境监测实验室（二级站）环境监测质量管理实践经验的基础上,针对管理过程中存在的领导重视程度不够、体系文件宣贯不到位、技术人员上岗证考核不系统、现场采样和样品管理质控有缺陷等方面问题,提出了强化制度落实、加强技术培训、试行全过程质控等对策建议。     

Tunnel vision in environmental management

Summary This is a paper about problem-solving styles in Environmental Management and the specific deficiencies in these styles that might be groupd under the label ‘tunnel vision’. The latter, a form of selective attention, contributes to inadequate problem-formulation, partial solutions to complex problems and to the generation of even more intractable, additional problems. Examples of tunnel vision in military and environmental decision-making are discussed, together with the situational, personal and educational factors that exacerbate its influence. The paper concludes with some recommendations for changes in professional education that might help to recduce the occurrence of tunnel vision. Dr Alan Miller who is now associate professor at the University of New Brunswick received his training in biology (in England) and ecology (in Canada). He then spent several years pursuing research at the Northwest Institute for Medical Research in Chicago, USA. A growing interest in the human aspects of environmental and medical problems led to a further graduate study in psychology, followed by teaching positions in Ireland and Canada. His current interests include: the education of environmental professional; the psychosocial problems involved in environmental management, and, the problems inherent in interdisciplinary project groups.     

The potential effect of ISO 14000 standards on environmental audit training in the United States

Training has been an important component of the environmental audit profession since its outset some 15–20 years ago. Training and education have taken on a variety of forms—from audit texts and articles, to formal courses, to videotapes, to on-the-job training programs. These efforts have helped to advance the sophistication of environmental auditing over the past few years. Now, with the advent of the international ISO 14012 Environmental Auditor Qualification Guidelines,¹ the auditing profession in the United States and around the world likely will be transformed in the near future. In fact, many organizations are now reengineering their programs in anticipation of the emerging Guidelines. The expected transformation holds for training and education programs as well. This article suggests some of the ways in which environmental audit training is likely to be reshaped as a result of ISO 14012. Offerors of training courses and seminars would be wise to anticipate the changes and modify their programs accordingly. A quick response could provide a competitive advantage. Moreover, corporate audit program managers should conduct critical evaluations of commercial offerings to assure that the programs' contents are consistent with ISO 14012 “auditor certification” expectations.     

An education 21 programme: orienting environmental education towards sustainable development and capacity building for Rio

Summary Environmental education is essential to the success of Agenda 21. Yet currently it is without focus and effectively side-lined. This paper supplies a strategy and accompanying methodology for establishing environmental education as a major force for implementing Agenda 21. The author proposes the establishment of an Education 21 programme and the designation of the educational community as a new Rio major group. Recommendations are made to appropriate competent bodies.Trevor Harvey is the Director of Studies in the Department of Environmental Management at Farnborough College of Technology. An earlier version of this paper was presented at the International Academic Conference on the Environment entitled, Towards a Sustainable future: Promoting Sustainable Development. Which was in Manchester, UK Part of Global Forum, June 1994.     

Environmental education in third world schools: Rhetoric or realism?

Summary Approaches to teaching about environmental concerns that have been successful either in Western schools or in non-formal Third World projects are unlikely to be effectively implemented in Third World schools. The perceptions of schooling in the Third World, together with the economic, political and social context in which it is conducted, present constraints that are very different. Unless these constraints are recognized, attempted reforms by environmental educators will, at best, remain only at the rhetorical level and, at worst, prove counter-productive. The paper discusses three broad categories of constraint: arising from the socio-political context of schooling, the educational system itself, and issues concerning school-village transfer. The argument is illustrated by reference to research in developing countries on similar educational reforms, such as community schooling, and with examples from the author's research in Papua New Guinea. The paper concludes with some positive lessons for those wishing to see a concern for environmental issues pervade the curriculum of schools in the Third World. The danger of making such reforms over-ambitious is stressed. To be successful, such work must be given high status in the eyes of students and teachers and examination reforms should be introduced to reinforce this.Dr Graham Vulliamy lectures in Sociology in the Department of Education at the University of York. Following field research trips to Papua New Guinea in 1979–1980, 1982 and 1986, he has a special interest in the implementation of educational reforms in developing countries. He is an executive editor of theBritish Journal of Sociology of Education and of theInternational Journal of Educational Development.     

The pedagogy of atmospheric issues and the UK Atmospheric Research and Information Centre's Education Programme

Mrs Sue Hare is the education and information services coordinator of the UK Atmospheric Research and Information Centre (ARIC). Professor James Longhurst was recently the director of the ARIC and Joe Buchdahl its global climate change information services coordinator. Professor Longhurst is now head of the Department of Environmental Health and Science, University of the West of England, Frenchay Campus, Coldharbour Lane, Bristol BS16 1QY. Kelvin Williams is a geography consultant and is head of geography at Ysgol y Creuddyn, Penrhyn Bay, Llandudno, Gwynedd LL30 3LB. The pedagogy of atmospheric issues is identified in the context of environmental education in this paper. The UK Atmospheric Research and Information Centre (ARIC) has developed an education programme which has responded to the dynamic issues relating to the atmosphere since the establishment of the ARIC in 1984. The main route for the teaching of atmospheric issues is identified as being through the UK's National Curriculum although public awareness of issues has increased through the media and more recently through government publicity campaigns.     

Nitrate controversy and cancer causation: An environmental viewpoint

Summary The environmental problem of excess nitrate in food and drink is discussed. In 1982, Dr Geoffrey Taylor died of cancer primarily of gastric origin. Before his death through TV, radio and lectures he stressed the need for research to ascertain upper safe levels for nitrate-nitrite content, especially in vegetables. Additionally he indicated possible links between cancer causation and the ingestion of nitrate-nitrite-derived nitrosamines. This paper is a tribute to his work.Lecture delivered on April 14th, 1983, to the Environmental Science Dept., Farnborough College of Technology, UK.All communications should be addressed to the author, Professor A. H. Walters at: Sunning House, Sunningdale, Berks SL5 9QN, UK. Professor Harry Walters is one of those individuals that has taken up an active retirement. He is a specialist in food technology, a researcher, educator, author/writer and philosopher. He is the author of two books and 35 major scientific papers.     

The Europeanisation of local environmental politics: Bathing water pollution in south-west England

The influence of European environmental policy is transforming more than just the way that environmental protection is organised and implemented in the UK. The nature of environmental politics is also changing dramatically. The paper examines the implementation of the Bathing Waters Directive in the South West of England to illustrate how Europeanisation opens up new scope and spaces for political action. The legal standards laid down in directives such as the Bathing Waters Directive provide an authoritative yardstick which environmental pressure groups can use to exert pressure at the local as well as the national level. In turn, Europe becomes increasingly viewed in the UK as the moral arbiter of what counts as 'pollution'.     

Diversity and connections in community gardens: a contribution to local sustainability

Sustainability requires the integration of social, environmental and economic concerns in international, national and local policy-making. One of the most powerful forces for sustainable development in practice was the Earth Summit of 1992, with its Agenda 21 and Local Agenda 21 (LA21). This latter agenda—the set of policies that aims to create the means to facilitate local sustainability—is particularly important for communities. Community development programmes that also include aspects of sustainable development would seem to embody the spirit of LA21. There are many such diverse schemes and what has emerged is a range of local initiatives that demonstrate parts of the sustainability concept but not a clear picture of sustainable development which covers all of its aspects.

In order to examine this proposition further, an analysis of the community garden movement in the UK was carried out. Community gardens are open spaces managed and operated by members of the local community for a variety of purposes. In the UK many of these are to be found in inner city areas such as in Bradford, Leeds, Bristol and Sandwell. Their growth is marked by their own association—the Federation of City Farms and Community Gardens. The gardens have a variety of purposes: in conjunction with vegetation growing (either as landscape or for consumption), some schemes are experimental permaculture plots, others use organic methods and yet others are concerned with health, education and training issues. All appear to be based in a sense of community, with participation and involvement being particularly strong features.

This sense of community participation and empowerment is what links examples of community gardening. The research reported here collates information gathered from the respondents of a questionnaire and from in-depth interviews, and draws out some of the similarities and themes that community gardens exhibit. From the results, it is suggested that the community garden movement could act as a model for the implementation of social, economic and environmental policies at the local level.     

Behavioral risk and education: A united states case study

Summary Does educational achievement affect people's health-related behaviors? Differences in behavioral risk were found among 9,000 18 to 34 year old Americans surveyed for smoking, alcohol abuse, seat-belt-use, obesity, high blood pressure and physical activity. After controlling for sex, race/ethnicity and age, educational achievement was strongly associated with smoking and seat-belt use, and also with hypertension and obesity. New environmental health education programs in the USA are expected to reach the more educated, leading to enhanced health for most Americans, but not the less educated, resulting in a widening gap in American society.Dr Michael R. Greenberg is an Advisory Board member ofThe Environmentalist, he is Co-director of the Graduate Program in Public Health at Rutgers University and the University of Medicine and Dentistry of New Jersey - Robert Wood Johnson Medical School.     

Teaching for community environmental action: an alternative instructional model for environmental concepts and issues in schools

Summary Whether environmental education in the school curriculum is treated as a separate subject or as an interdisciplinary entity, the end product should be the same: to provide learners with the desire to preserve or develop optimum environments and to improve less desirable ones. In this endeavour, the learners must ultimately reach out to participate in community decisions and environmental management activities, for that is where the environmental problems abound. Moreover, young persons are generally more knowledgeable than many adults on environmental matters and are more aware of the effects of environmental degradation. When they participate in community environmental management, they may also develop unique and particularly dynamic qualities.Research worldwide suggests that very few teaching programmes encourage environmental participation. In Kenya teachers tend to use deductive teaching methods which do not encourage participation, although there may be ample opportunities in the local environment to facilitate such participation. A more refined, reconstructivist inquiry strategy, committed to the attainment of participative environmental education objectives is suggested. The approach, referred to as an operation-environment instructional model emphasizes action research, supported by a series of other vital stages, as fundamental to the agenda for environmental learning.William W. Toili possesses both Bachelor and Master's Degrees in Education from Nairobi as well as a Master's Degree from the University of Leeds, UK. He is currently a lecturer in Environmental Education at Maseno University College.     

Questioning the local: environmental regulation,shale gas extraction,and the politics of scale

ABSTRACT

The exploration and potential extraction of shale gas – better known as fracking – has emerged as one of the most contentious dimensions to local environmental politics in the UK. Local residents and environmental activists have raised concerns about health, noise, ground water contamination, seismicity, environmental amenity, and other impacts of the industry on communities. Despite the complexities of shale gas extraction, an emphasis on the local has shaped key dimensions of the debate around the appropriate location for well pads to the relative exclusion of other issues. This paper draws on fieldwork in Lancashire, UK, to reflect on the political construction of scale in order to explore how an emphasis on “the local” can restrict political debate over shale gas to narrow concerns with land-use planning thereby obviating a fuller engagement with wider questions concerning risk, energy policy, and climate change. It is concluded that a more nuanced conception of scale is necessary for understanding how concerns with shale gas are diminished rather than strengthened through the current planning policy and regulatory regime operating in the UK.     

温度-高度试验箱温场状态分析

温度-高度试验箱是人工模拟温度-高度综合环境因素的试验装置,其所提供的环境参数及其变化过程必须满足受试品的试验技术条件.了解温度-高度综合温场变化状态,是保证试验达到考核要求的前提.工程技术人员在进行产品的热设计时,需关注温度-高度综合温场变化的特殊性.