“双碳”背景下的高校大学生低碳生活引导

<正>我们需要改变的是我国长期注重“理论教育”而忽视“实践教育”的短板,真正做到将理论与实践相结合的方法,只有这样才能使我国的“低碳教育”落到实处。自“碳达峰、碳中和”理念提出以来,与之承接的“低碳生产、低碳生活”模式迅速成为时代的新潮流。党的十九大报告中,习近平总书记明确提出,“生态文明建设是中华民族永续发展的千年大计,把建设美丽中国化为人民自觉行动”^[1]。     

环境伦理与环境教育

建设生态文明、需要人的世界观和价值观转变,这对办大学提出新要求,也会影响教育模式的转变。这就需要把全民环境教育提高到环境伦理的角度。环境伦理学研究会理事长余谋昌为我们阐述了环境伦理与环境教育的关系。     

广东省育才幼儿院一院

广东省育才幼儿院一院(省一幼)建于1950年1月,由何香凝亲笔题名,是广东省政府办公厅属下事业单位,1996年被评为广东省一级幼儿园,1999年被评为广东省绿色幼儿园。该园不但关注园内的环境建设,更为关注幼儿与职工的环境教育,坚持把开展环境教育作为推进素质教育的研究课题,积极开展形式多样的环境教育活动,坚持环境教育与德育教育相结合,渗透救育与专题教育相结合,充分挖掘家庭和社会的教育资源,取得了不少教育成果。近年来,该园在广州市举办的“保护环境,创建文明小区”、“创建卫生文明城市”活动中,自创自编的环保剧《马路天使》在文艺汇…     

从环境教育到公众参与

<正>2015年1月1日,新修订的《中华人民共和国环境保护法》正式实施。与1979年试行版和1989年版的环保法相比,新修订的《环境保护法》对传统的环境教育的认识、地位、作用和途径都作出了与以往不同的法律表述。公开和参与取代了环境教育1979版的环保法首次以法律的形式对环境教育工作进行了规定。如第八条把"会同有关部门组织协调环境科学研究和环境教育事业"作为各级环境保护机构的一项重要职     

高校开设环保必修课好在哪——安徽师范大学首次将环保教育作为本科学生必修课

新学年伊始,安徽师范大学正式将环保教育列为全校学生公共必修课程,包括文、理、工以及艺术类专业的所有本科学生都必须选修一门环保教育的规定课程,并需要修业合格取得学分。据悉,像安徽师大这样把环保教育全面作为学生必修课程的高校,在全国还是第一家。那么在高校尤其是在师范类院校开设环保课究竟好在哪昵？     

高校开设环保必修课

新学年伊始,安徽师范大学正式将环保教育列为全校学生公共必修课程,包括文、理、工以及艺术类专业的所有本科学生都必须选修一门环保教育的规定课程,并需要修业合格取得学分。据悉,像安徽师大这样把环保教育全面作为学生必修课程的高校,在全国还是第一家。那么在高校尤其是在师范类院校开设环保课究竟好在哪呢?     

新时代大学生生态文明道德建设的突破路径

<正>新时代大学生生态文明道德建设需要家庭教育、社会教育和学校教育的共同支持,要发挥出家庭教育的基础作用、社会教育的延伸作用、学校教育的关键作用,以帮助大学生生态人格的完善。新时代大学生生态人格的形成与完善是外在的教育以及内在的培育相互作用的结果。因此,新时代大学生生态文明道德建设既要整合家庭、学校、社会教育力量,也对新时代大学生自身提出了更高的要求。     

辽河沈阳段支流河入汇口生态湿地建设研究——以三河下拉为例

以三河下拉为例,研究在辽河的主要支流汇入口区域建设生态湿地的主要作用。以恢复河口生态功能、保证河流水质、建设湿地景观为目标,将自然修复与人工促进相结合,把三河下拉及其沿岸地区建成具有多种生态功能的一条碧水长廊、绿色长廊与生态长廊,对于提升辽河入河水质、恢复生态系统具有重要意义。     

新农村建设背景下农村环境教育对策研究

目前我国新农村环境形势十分严峻,环境教育薄弱是一个重要的原因.农村环境教育是我国环境教育的重要组成部分,也是当前我国环境保护和环境教育工作的重点.设计切实可行的教育方案是成功实施农村环境教育的关键.在论述环境教育意义的基础上,分析了强化平台基地建设和推进环境信息公开,在农村环境宣传教育中的基础作用.设计了领导干部和公务员、乡镇企业领导和员工、农民、城镇居民、大学生和未成年人等五大重点群体环境教育方案,提出了确保环境教育取得实效的长效保障机制对策建议.     

把农村建设得更像农村——看郝堂茶人家

郝堂茶人家是一个理论与实践相结合的新农村模式,它按照"把农村建设得更像农村"的乡村建设理论,还原乡村"本质而简单的生活状态"。通过修复乡村生态环境、还原乡土艺术、建设茶文化和以农民为主、尊重村两委等方式,把郝堂村塑造成一个历史与现代、农耕与工业、艺术与世俗和物质与精神的对接、融合的新型乡村共同体。     

废物回收系统的社会评价方法

发展中国家已经将非正式回收系统进行了几次正规化,其目的是将其整合入正式的回收系统,其目的不仅仅是解决经济问题。而且还包括了非正规回收行业的社会问题,例如：社会歧视、教育的缺失以及健康和工作条件问题。然而,往往不能得到准确、正面的社会影响的评价和测量。本文的目的是根据社会生命周期评价法,用正确的手段对发展中国家的回收系统评价开发方法。以秘鲁城市案例研究表现了应用这一方法评价回收系统的案例显示了关于歧视、公认就业关系、社会效益的实现、体力工作条件和接受教育指标的负面绩效。关于结社自由、心理工作条件和社会的接受,城市回收业（从前的非正规）形成了较好的评价,而对于工作时间、最低、公平工资并没有获得好的评价。     

塑造大学精神,建设"高水平大学"

2004年教育工作将突出两大战略重点,其中大力加强高水平大学和重点学科建设,是适应全面建设小康社会的要求,促进高等教育和职业教育与经济社会发展的紧密结合.文章从实践"三个代表"的高度,提出建设"一流大学"或"高水平大学"必须特别注重塑造大学精神;并立足教书育人,结合实际工作探讨了解决问题的对策.     

Report of the Nabc Ad-Hoc Committee on Ethics

1. Each NABC member institutions should ensure that subject matter on ethical issues associated with food and agricultural biotechnology is systematically integrated into the curriculum of their institution. The pattern of implementation will vary a teach institution, but we expect that some combination of the following three strategies will be employed at most institutions. a) Modules Included in Basic and Applied Science Courses b) Modules Included in General Courses on Applied Ethics c) Special courses on Ethics and Food Biotechnology 2. Each NABC member institution should develop an institutional mechanism for supporting faculty interest and research on ethical issues. Again, implementation will vary. In some institutions, an informal network of interested colleagues will fulfill this function, but in many places an annual workshop or a formal faculty/center will be needed to carry this out. 3. Each NABC institution should include information on ethical issues in its public education programs on biotechnology. Extension and public policy education materials should be developed and NABC institutions should actively disseminate materials on ethical issues beyond the campus. 4. NABC should support these efforts of member institutions by sponsoring regular workshops or conferences on ethical issues,aiding in the development of modules and teaching materials, and aiding in the dissemination of materials in both printed and electronic form. In particular, NABC should support these efforts by raising funds from member institutions, from foundations and government agencies, and from the private sector,including commercial biotechnology companies. This revised version was published online in August 2006 with corrections to the Cover Date.     

Learning environmental justice and adult education in a Scottish community campaign against fish farming

Community campaigns against local sources of pollution and environmental degradation form the building blocks of movements for environmental justice. They also constitute important locations for people to learn about the environment and obtain outlooks, knowledge and skills with which to tackle pollution and address sustainable alternatives. The learning which occurs is usually informal and involves collective learning for action. A challenge to formal educators is to be able to support such learning. This account is of the learning which has been achieved during a community campaign against fish farming in the community of Scoraig in Wester Ross, north-west Scotland. We identify a complex diversity of learning within the community, involving information-gathering and critical analysis, between those active in the campaign and those supportive but less active, and in interaction between formal and informal education.     

Informal network utilisation and water distribution in two districts in the Khorezm Province,Uzbekistan

This paper analyses informal networks and their utilisation during a period of water scarcity in an upstream and a downstream district in the Khorezm Province, Uzbekistan. The evaluation is based on an organisational theory approach on informal networks. Communication patterns between farm managers, district water departments and district governors in a year with a sufficient amount of water and in a year of water scarcity are compared with informal network structures. The analysis shows that in the year of water scarcity an informal network was utilised to receive water. The importance of the informal network increased with increasing experience and individual perception of water scarcity. The findings confirm the assumption that informal networks are utilised more frequently when formal networks fail or are not functional. The case study therefore confirms the importance of an informal network during a crisis.     

Informal network utilisation and water distribution in two districts in the Khorezm Province, Uzbekistan

This paper analyses informal networks and their utilisation during a period of water scarcity in an upstream and a downstream district in the Khorezm Province, Uzbekistan. The evaluation is based on an organisational theory approach on informal networks. Communication patterns between farm managers, district water departments and district governors in a year with a sufficient amount of water and in a year of water scarcity are compared with informal network structures. The analysis shows that in the year of water scarcity an informal network was utilised to receive water. The importance of the informal network increased with increasing experience and individual perception of water scarcity. The findings confirm the assumption that informal networks are utilised more frequently when formal networks fail or are not functional. The case study therefore confirms the importance of an informal network during a crisis.     

关于《环境土建工程》教学改革的探讨

《环境土建工程》是研究环境工程土建施工方法的一门综合性、实践性很强的学科。它是为环境工程专业高职生开设的一门重要的专业基础课。以往这门课程的教学形式较为传统,不适应当今高职教育形式之处很多。因而,改变单一的课堂教学方式,多种教学手段相结合;改革考核、考试办法,培养学生的学习能力;勤于实践总结,不断发现问题,培养创新能力。     

Formalising informal solid waste recycling at the Pomona dumpsite in Harare,Zimbabwe

The role of informal recycling in poverty alleviation and solid waste management in cities in developing countries has been receiving increased attention. This study explores the integration of the informal recycling sector with the Harare City Council's solid waste management system, focusing on the Pomona dumpsite. The extent of this integration was compared with interventions proposed in InteRa, a new way of evaluating the integration of informal recyclers with the waste management systems of cities in developing countries. Our results suggest that the Harare City Council, which had the vision of transforming itself into a world‐class city, failed to fully integrate the informal recycling sector. We suggest to policymakers that complete integration of the informal sector will not necessarily prevent cities from achieving such visions. Rather, addressing the neglected interventions may help in achieving their visions.     

浅议图书馆对继续教育的服务

继续教育是我院教育教学工作的重要组成部分。继续教育生具有"自学为主、限时多学、积极多研、追求速成",但利用图书馆较少的特点。图书馆应结合实际,以提高对继续教育的服务质量为宗旨,从转变思想观念,加强制度建设和馆藏建设,以及如何进行图书宣传等方面为继续教育服务。     

Toward Active Community Environmental Policing: Potentials and Limits of a Catalytic Model

This paper offers a field tested community environmental policing model to address the pressing environmental management challenges of reducing e-waste burning in informal e-waste hubs, and enforcement against informal polluting industries more broadly. This is based on our intervention to reduce e-waste burning in a substantial informal e-waste hub in the West Bank, Palestine, a 45 km2 region in which an estimated 5–10 metric tonnes of cables are burnt daily, causing serious environmental and public health consequences. In analogous e-waste hubs in the global South, environmental management solutions have focused on economically attractive alternatives to replace cable burning or policies that integrate informal recyclers with formal e-waste management systems—achieving little success. Our paper describes a two-pronged intervention in Palestine’s e-waste hub, which reduced e-waste burning by 80% through a combination of economically competitive cable grinding services and an “active” community environmental policing initiative that lowered barriers to and successfully advocated for governmental policing of e-waste burning. Our discussion of this intervention addresses the community environmental policing literature, which has documented few successes stories of real improvements to the enforcement of environmental violations. We argue that existing strategies have relied on “passive” approaches comprised of monitoring and reporting environmental violations to advocate for change. Our strategy offers a template to improve outcomes through a more “active” approach, moving from monitoring environmental violations through understanding the rationale and dynamics of violators, identifying environmental policing barriers, and implementing a feasible and persuasive strategy to overcome them.