我国高校可持续发展教育的挑战、对策及展望

本文在综述可持续发展教育概念、总结国内外高校可持续发展教育现状的基础上,分析提出了我国高校可持续发展教育在组织管理、学科壁垒、课程设置、资源平台、经费支持等五个方面面临的挑战,并结合同济大学在推进可持续发展教育方面的模式创新,浅谈我国高校可持续发展教育应对这五大挑战的对策。文中指出在我国处于跨越式发展、加快转变经济增长方式的攻坚阶段,可持续发展教育是国家实现可持续发展的重要途径,具有特殊的时代意义,加强高校可持续发展教育成为新形势下推进可持续发展教育改革的新动力。在此背景下,我国教育系统,特别是承担培育国家未来人才的高校应抓住这一机遇,将可持续发展纳入高校的议事日程,充分利用高校学科专业齐全的优势,积极开展跨学科教育,借鉴国内外可持续发展教育经验,在可持续发展教育、科研、对外合作等方面实现创新和突破,参与、促进并解决可持续发展问题。     

Stockholm Recommendation 96: Viable in the Dominican Republic

Summary The Dominican Republic and other Caribbean countries face serious challenges to their natural resource base. In recent years the government of the Dominican Republic has taken major steps toward the development and implementation of a comprehensive plan for national natural resources management. This plan is called Plan Sierra. An important component of this plan is the outline of actions for carrying out an environmental education programme within the country. This demonstrates a commitment to fulfill Recommendation No. 96 of the Stockholm Conference in a way that could become a model for other Latin American nations. Clinton L. Shepard is Assistant Professor in the Division of Environmental Education, School of Natural Resources, The Ohio State University. Dr Shepard holds a Bachelor of Science degree in Zoology from the University of Kentucky and graduate degrees from The Ohio State University in Natural Resources/Environmental Education and Education-Foundations and Research. He has worked as an interpreter and Environmental Education Coordinator for the State of Ohio Department of Natural Resources, a research associate for ERIC—Science, Math, and Environmental Education Clearinghouse, and College instructor in interpretive methods, environmental education methodology, resident outdoor programming, and natural resources development. He is also involved in international research and development, especially in the Caribbean Basin. Robert E. Roth is Chairman/Professor in the Division of Environmental Education, School of Natural Resources, The Ohio State University. Dr Roth received a Bachelor's degree in Wildlife Management, a Bachelor's degree in Secondary Science Education, a Master's degree in Conservation Education from The Ohio State University, and his Ph.D. in Environmental Education from The University of Wisconsin. he came to OSU in 1969 and since that time has designed and institutionalized the only academic unit in the US that offers both well developed undergraduate and graduate programmes in Environmental Communications, Education and Interpretation and has published over 40 works in the field. He has been instrumental in implementing a growing international environmental education research and development emphasis in the wider Caribbean, he continues as an Executive Editor of theJournal of Environmental Education.     

Environmental education in the South Pacific: an evaluation of progress in three countries

Summary In this paper the formal environmental education being delivered in three countries in the South Pacific Region, Fiji (Melanesia), Kiribati (Micronesia) and Niue (Polynesia) is evaluated. The findings reveal that environmental education is at different stages of evolution in each of these countries. At present only Niue appears to deliver environmental education effectively when compared with models of good practice suggested in the literature. Some general recommendations are included for the improvement of environmental education in Fiji and Kiribati.Neil Taylor was until recently a Fellow in Science Education at the University of the South Pacific, PO Box 1168, Suva, Fiji. He is now a senior research student at the Centre for Mathematics and Science Education at Queensland University of Technology. Dr Teny Topalian has until very recently been the co-ordinator of the Public Marine Education Programme run as part of the Marine Studies Programme of the University of the South Pacific. She has now returned to her position as Assistant Professor in Natural Sciences and Biology at California State University, Long Beach, California, USA.     

Environmental education research notes (USA)

Conclusion Selections reported above were chosen as representative and reflective of the varieties of environmental education research currently reported in the literature. They were picked for this paper somewhat arbitrarily, from among more than 70 surviving an initial screening. No selection bias was intended, other than for the purpose of providing a representative variety. In most cases, abstracts printed in theCurrent Index to Journals in Education, Resources in Education, orDissertation Abstracts International were used in preparing these notes.These notes have been compiled by John F. Disinger, Professor of Environmental Education, School of Natural Resources, The Ohio State University, Columbus, Ohio 43210, USA; he is also Associate Director, Education Resources Information Centre (ERIC) Clearinghouse for Science, Mathematics, and Environmental Education (SMEAC). This contribution by Professor Disinger is in response to the editorial, Invitation to Promote Research Cooperation (The Environmentalist, 1 (3) 177–178.     

Demand and supply considerations for evaluating a new distance education program in natural resources planning and management in North America

Summary This paper describes the demand and supply information requirements to determine whether a curriculum for a new program, Natural Resources Planning and Management (NRPM), should be developed by Athabasca University (AU). Demand considerations assist in determining forecasted job opportunities and student needs. Supply considerations, including the type and location of existing natural resource programs and their student enrollment levels, assist in determining the enrollment level, the type of degree program, and that the student profile of AU's NRPM graduates will be high, particularly in western Canada. AU has, therefore, been advised to offer an undergraduate bachelor's degree in NRPM. This paper also serves as a model, for organizing demand and supply information for any new university or college program.Fred Curtis, is Professor and Co-ordinator of Regional Systems Engineering, at the University of Regina, Regina, Saskatchewan, Canada. His teaching and research areas include environmental and behavioural systems engineering. His recent publications focus on environmental impact assessment procedures, environmental mediation, natural resources planning and management, energy conservation and land use planning and distance education.     

Environmental education research news

Summary The literature of education is replete with studies concerning attitudes and values as they exist, and the results of efforts to cause changes in attitudes in desired directions. It is clear that student attitudes toward learning are positively related to learning itself, and that student attitudes toward environmental concerns can be influenced by changes in cognitive knowledge levels. But much of the research has produced inconsistent results; much remains to be learned about precise relationships between and among attitudes/values, cognitive knowledge, and environmental activity.Compiled by John F. Disinger, Professor, School of Natural Resources, The Ohio State University, Columbus, Ohio 43210-1085, USA; also Associate Director, Educational Resources Information Center (ERIC) Clearinghouse for Science, Mathematics, and Environmental Education (SMEAC).     

含油污泥资源化技术研究进展＊

含油污泥资源化技术的研究,应该重视多种热源热解技术开发,包括微波热解技术的研究。文章着重对含油污泥热解技术的研究进行了总结,包括微波热解技术的进展情况。研究得出:热解技术有望在固体废物处置及其资源化、有机质热解作低碳能源等方面发挥越来越重要的作用。开展含油污泥资源化研究,对解决我国国民经济持续发展过程中面临的能源短缺和环境挑战问题具有重要意义。     

A national strategy for environmental education: an approach to a sustainable future?

Chapter 36 of Agenda 21 called on each nation to bring together a widely cross-sectoral group of people to prepare a national strategy for environmental education and training. In Scotland this process had already begun and the Secretary of State's Working Group on Environmental Education presented him with its recommendations for a strategy in April 1993, which he accepted in a statement of intent in June, 1995. The process itself, the comments received on the report since publication and continuing developments in the field, have demonstrated the importance of adopting broad definitions for both environment and education, spreading involvement in production of the strategy to all sectors and as wide a range of individuals as possible, dividing up the work so as to focus on all the main contexts in which learning takes place, working with the main potential implementers and not depending entirely on the availability of new resources. The process was in itself rewarding and its importance should not be underestimated. The approach adopted and the issues which it raised appear to have wide applicability to similar programmes elsewhere. This paper describes the process adopted in preparing the strategy, reviews some of the subsequent developments in Scotland, and assesses the factors which may have contributed to its success so far.Professor John C. Smyth, OBE is Emeritus Professor of Biology at the University of Paisley. He is President of The Scottish Environmental Education Council and he presented this paper at the Global Forum '94 Academic Conference Towards a Sustainable Future: Promoting Sustainable Development, Manchester, UK.     

Environmental education in Sweden

Summary Schools and higher education institutions in Sweden have developed a wide range of innovative and demanding curricula to meet the objectives of Sweden's environmental policy. Environmental education in compulsory schools is taught principally through biological sciences, although social studies are beginning to occupy a substantial component of the environmental curriculum. Upper secondary schools offer more opportunities to develop environmental awareness, understanding and practical skills than comparable sixth form and post-secondary colleges in England. In Sweden there is a strong emphasis on practical work developed through projects based on contemporary environmental issues and their resolution. The development of environmental education has been well supported by a substantial input of new resources, especially materials developed by the Swedish Environmental Protection Agency and Industry. Universities have also begun to adopt new organisational structures to help develop inter-disciplinary teaching and research teams. Several universities are experimenting with common core courses, parts of which comprise environmental elements.Dr P. Brown is currently Visiting Professor of Environmental Education, in the School of Natural Sciences at the University of Hertfordshire. All five authors were until recetly members of Her Majesty's Education Service Inspectorate.     

论环境教育法制建设与环境保护社会治理

加强环境法制教育有利于提升公众的环境保护理念,促进环保社会治理。日本和我国台湾地区在环境教育法律依据、教育内容、教育职责、教育制度等方面的经验可供我们借鉴。在我国大陆开展环境教育法制建设,须强调政府的主导作用,强调党、政府、社会、公民和市场关系的制度化,解决组织主体、参与主体和经费保障等关键问题,符合实际并发挥实际作用。在党内法规方面,要制定与国家立法相衔接的环境保护党内法规和其他规范性文件;在国家立法的建设方面,制定专门了《环境教育法》或者《环境教育条例》,按照十八届四中全会决定要求,把全民普法和守法作为依法治国的长期基础性工作,明确中央和地方政府、企业、学校、社会组织和公民个体的环境宣传教育权利和义务,把环境宣传教育作为基础性工作纳入国民经济和社会发展计划,完善环境信息公开、社会监督、行政监督和司法监督等制度和机制,采取有针对性和可接受的宣教方法与机制,促进环境保护宣传教育制度得以运行。     

Environmental education research notes (USA)

Conclusion The Commission's efforts are currently in a second phase directed toward identification and additional of more research papers and higher levels of analysis. Funding support is provided from the operating budget of the National Association for Environmental Education. Persons interested in additional information concerning the activities of the NCEER may contact Professor Iozzi at The Institute for Science, Technology, and Social Science Education, Rutgers—The State University of New Jersey, Doolittle Hall, New Brunswick, NJ 08903 USA. Copies ofResearch in Environmental Education 1971–1980 may be obtained from the publisher, SMEAC Information Reference Center, The Ohio State University, 1200 Chambers Road, Columbus, OH 43212 USA, for $15. also Associate Director, Educational Resources Information Center (ERIC) Clearinghouse for Science, Mathematics, and Environmental Education (SMEAC). In preparing these notes, use was made of abstracts printed inResearch in Environmental Education 1971–1980.     

An Assessment of Road Impacts on Wildlife Populations in U.S. National Parks

Current United States National Park Service (NPS) management is challenged to balance visitor use with the environmental and social consequences of automobile use. Wildlife populations in national parks are increasingly vulnerable to road impacts. Other than isolated reports on the incidence of road-related mortality, there is little knowledge of how roads might affect wildlife populations throughout the national park system. Researchers at the Western Transportation Institute synthesized information obtained from a system-wide survey of resource managers to assess the magnitude of their concerns on the impacts of roads on park wildlife. The results characterize current conditions and help identify wildlife-transportation conflicts. A total of 196 national park management units (NPS units) were contacted and 106 responded to our questionnaire. Park resource managers responded that over half of the NPS units’ existing transportation systems were at or above capacity, with traffic volumes currently high or very high in one quarter of them and traffic expected to increase in the majority of units. Data is not generally collected systematically on road-related mortality to wildlife, yet nearly half of the respondents believed road-caused mortality significantly affected wildlife populations. Over one-half believed habitat fragmentation was affecting wildlife populations. Despite these expressed concerns, only 36% of the NPS units used some form of mitigation method to reduce road impacts on wildlife. Nearly half of the respondents expect that these impacts would only worsen in the next five years. Our results underscore the importance for a more systematic approach to address wildlife-roadway conflicts for a situation that is expected to increase in the next five to ten years.     

对秦皇岛市水资源的再认识

本文对秦皇岛市的水资源进行了重新认识,指出在秦皇岛市特别的降水特征与地貌特征联合作用下,水资源表现出了它的特殊之处,惜用经济学上“可支配收入”一词的词意,对秦皇岛市水资源做了“可支配水资源”与“不可支配水资源”的鉴别,这将对制定秦皇岛市国民经济发展规划起到一定的积极作用。     

Education for sustainability at the United Nations: making progress?

The authors commence by discussing the role of the United Nations (UN) Commission on Sustainable Development (CSD) in relation to the field of education. The report of the UN Secretary-General to the CSD, Promoting Education, Public Awareness and Training is then evaluated. Novel proposals for the development of an Education 21 programme and for the designation of the educational community as a major group are outlined and advocated. The paper concludes with sections on what was achieved and what remains to be done; recommendations for action are made.     

Communicating conservation and sustainable development

Professor John C. Smyth OBE is Chairman of the Scottish Environmental Education Council which has its administrative base in the Department of Environmental Science at the University of Stirling.     

基于信源特征模型的大学生德育实效性提高途径思考

增强大学生德育实效性,是当前大学德育的重要问题。运用传播学理论模型,从信源特征角度分析影响大学生德育的有关因素,进而提出提高大学生德育实效性的途径,旨在为大学生思想教育工作者提供另一种思考角度,并在此基础上指导德育教育,从而提高其实效性。     

Country-scale phosphorus balancing as a base for resources conservation

In order to effectively conserve the non-renewable resource phosphorus (P), flows and stocks of P must be known at national, regional and global scales. P is a key non-renewable resource because its use as fertilizer cannot be substituted posing a constraint on the global food production in the long-term. This paper presents a methodology to establish country-wide P balances that emphasises resource use. We develop a material flow analysis (MFA) model that comprises all relevant flows and stocks of P in five subsystems, seven processes and 36 material flows. For quantification, statistical data from economic and agricultural sources as well as available information about P partitioning in natural and anthropogenic processes are used. Special attention is paid to data gaps and uncertainties. The model was tested in two case studies on P management in Turkey and Austria. MFA appears to be a tool well suited for establishing country-wide P balances, provided that national statistics are well-structured and accessible. If a common approach is used for modelling P-flows and stocks, regional and national balances can be compared and linked towards larger scale P balances for an improved management of the resource.     

Environmental education research news

Summary Note Most of the citations above were selected from three sources:Current Index to Journals in Education, the ERIC system's monthly compilation of citations of literature reported in educational and education-related journals;Resources in Education, ERIC's monthly compilation of abstracts of non-journal educational literature; andDissertation Abstracts International, a monthly compilation of abstracts of doctoral dissertations reported by universities in the United States and Canada and published by University Microfilms International (UMI). Papers from journals are referenced in the normal manner, with notation of reprint availability from UMI as appropriate. Papers cited inResources in Education are referenced by ED numbers, and may be located in ERIC microfiche collections or ordered from ERIC Document Reproduction Service. Papers cited inDissertation Abstracts International are referenced by volume, number, and page; copies may be secured from UMI in most cases. The selections were chosen as representative and reflective of the varieties of environmental education research currently reported in the literature. No selection bias was intended, other than for the purpose of providing a representative variety. In most cases, abstracts printed inCurrent Index to Journals in Education, Resources in Education, orDissertation Abstracts International were used in preparing these notes. Compiled by John F. Disinger, Professor of Environmental Education, School of Natural Resources, The Ohio State University, Columbus, Ohio 43210, USA; also Associate Director, Educational Resources Information Center (ERIC) Clearinghouse for Science, Mathematics, and Environmental Education (SMEAC).     

A Combined Park Management Framework Based on Regulatory and Behavioral Strategies: Use of Visitors' Knowledge to Assess Effectiveness

In light of the increasing mandate for greater efficiency in conservation of natural reserves such as national parks, the present study suggests educational approaches as a tool to achieve conservation purposes. Currently, the management of human–wildlife interactions is dominated by regulatory strategies, but considerable potential exists for environmental education to enhance knowledge in the short run and to prompt attitude change in the long run. A framework for conservation based on both traditional regulatory- and behavior-oriented strategies was proposed whereby the level of knowledge that park visitors have acquired comprises an obvious outcome and establishes a basis upon which the effectiveness of regulatory- and behavior-based regimes could be assessed. The perceptions regarding park-related issues of two distinct visitor groups (locals and nonlocals) are summarized from a survey undertaken in Vikos-Aoos national park. The findings suggest a superficial knowledge for certain concepts but little profound understanding of the content of such concepts, indicating that knowledge-raising efforts should go a long way towards establishing a positive attitude for the resource. Visitors' poor knowledge of the park's operation regulation contest the efficiency of the presently dominant regulatory management regime. While geographical distances did not appear to significantly differentiate knowledge between the two groups, wilderness experience (as certified by visits to other parks) was proved to be an impetus for generating substantial learner interest in critical park issues among nonlocal visitors. School education and media were found to be significant knowledge providers.