关于改进《生态保护》教学方法的探索与实践

目前教育改革的目标是如何在教学过程中最大限度地调动学生的学习积极性，让学生能动地、创造性地学习，而不是被动地接受知识灌输。根据《生态保护》教学的特点，提出多媒体辅助教学、设计情景、实例分析等方法，开展讨论式教学，实现对新时期高职高专学生的素质教育。     

开启科学之门--《环境教育与科学教育的融合》简介

为了调动孩子们的积极性,激发他们的热情,启发他们的兴趣,此书作者姜冬梅老师常常利用假期,把学生带到荒山野外,深入社会实际,让他们自己去触摸,观察,分析,思考问题。让学生自己设计方案、撰写论文,最大限度地调动孩子们的积极性,并得到了很好的效果,培养出了荣获全国青少年科     

举报环境违法行为有奖

正等着别人打电话投诉,无论如何都有点被动。如何才能调动市民的参与积极性,变被动为主动,对于12369,十年中他们在不断尝试着突破和自我更新,所有的努力都是为了让我们的环境更美好。安徽省环保厅的一组数据显示,安徽环境信访投诉总量连续5年增长,但2011年出现     

开启科学之门——《环境教育与科学教育的融合》简介

为了调动孩子们的积极性，激发他们的热情，启发他们的兴趣．此书作姜冬梅老师常常利用假期，把学生带到荒山野外．深入社会实际，让他们自己去触摸、观察，分析，思考问题。让学生自己设计方案、撰写论，最大限度地调动孩子们的积极性，并得到了很好的效果，培养出了荣获全国青少年科技创新大赛多个奖项的得意弟子。     

青海省环保政府网站建设存在的问题及措施建议

近年来,随着信息事业的发展,青海省环保政府网站在普及率逐步提高、公共服务功能显著增强的同时,网站的建设服务也出现了一些不尽人意的地方。例如：政务信息公开不充分、在线办事能力薄弱、政民互动效果不佳等问题日益凸显;公众参与的积极性调动不足,使得环保政府网站公共服务的主动性难以有效发挥。为了进一步激活政府网站公共服务功能,调动公众主动参与的积极性,加强政府与公众间的合作,作者从网站建设存在的问题和解决的措施等方面进行了探讨。     

东海:个性化考核催生环保活力

个性化考核不仅调动了乡镇村参与环保的积极性和主动性,还通过部门的协调联动,较好地解决了单靠环保部门无力解决的一些环保难题。政府推动、乡村齐动、环保主动、部门联动,是解决环境突出问题的秘诀所在。     

建立污染企业“黑名单”制度好

各地实行"黑名单"制度虽然取得了良好的效果,但使"黑名单"成为高悬的"达摩斯利剑",推动违法、违规企业自查自改,还有许多工作要做,要调动各方面的积极性。     

环境教育,排污企业实现污染减排的必然选择

加强环境教育,不断提高污染企业员工的环境意识,进一步调动企业领导者和全体员工防治污染的积极性,是增强企业防治污染的内在动力,是从源头上实现污染减排的必然选择。     

分组互动教学在环境综合实验课程中的应用

高职高专院校主要培养"实践型"人才,而非"学术型"人才,但在传统的实验教学中存在验证性实验多,而综合性、设计性实验少的现象,不利于培养学生积极探索、合作交流、创造性解决问题的能力。分组互动教学具有调动学生的学习积极性,增强合作与竞争意识,培养独立思考与团队精神,提高实践能力等优点。因此有必要在环境综合实验教学采用分组互动教学法,将不同层次的学生均衡地分布在各个小组中,使学生由被动接受变为主动参与,教师由过去的"主讲"变为"主导",充分调动学生的动脑、动口、动手能力。     

睢国余:申奥成功与中国宏观经济走势

申奥的成功，极大调动了我们的信心，同时，也调动了投资者的积极性。奥运为我们带来了无限商机。申奥的成功，将对中国宏观经济的发展起到推波助澜的作用。但是我们也要清楚地认识到，我们所面临的农业、企业转型、精神文明建设、就业、收入差距拉大、产业结构、腐败和社会治安八大问题(本文仅述及前3个问题)。     

Inadvertent environmentalism and the action–value opportunity: reflections from studies at both ends of the generational spectrum

A recent turn towards a more contextually sensitive apprehension of the challenge of making everyday life less resource hungry has been partly underwritten by widespread evidence that the environmental values people commonly profess to hold do not often translate into correspondingly low impact actions. Yet sometimes the contexts of everyday life can also conspire to make people limit their consumption without ever explicitly connecting this to the environmental agenda. This paper considers this phenomenon with reference to UK studies from both ends of the generational spectrum. The first questioned how older people keep warm at home during winter and the second examined how young people get rid of no longer wanted possessions. Both found that, though the respondents involved were acting in certain ways that may be deemed comparatively low impact, they were hitherto relatively indifferent to the idea of characterising these actions as such. We outline three ways in which sustainability advocates might respond to the existence of such “inadvertent environmentalists” and consider how they might inspire studies that generate fresh intervention ideas instead of lingering on the dispiriting recognition that people do not often feel able to act for the environment.     

初中教育师资力量与教育成效耦合协调研究--以大连市为例

基于2015年大连市初中学校教育统计数据,利用熵值法、耦合协调度模型和空间插值分析法,从市域内校际间对大连市初中师资力量与教育成效耦合协调的空间特征进行了研究。结果表明:①师资力量高低分离、抱团分布,教育成效呈现核心高、边缘低的格局。②师资力量与教育成效的耦合度总体水平较高,以高水平耦合为主,空间上基本覆盖整个大连市。③协调度上,勉强协调与初级协调为主,空间呈现明显的中心—外围分布趋势,其中勉强协调占大部分。④学校类型具体划分为6种协调类型,呈核心—外围的圈层分布模式,其中核心城区为师资高成效高的中级协调。     

美国对石油天然气勘探开发中废物的环境监管

石油天然气勘探开发及生产过程中会产生大量的废物,对这些废物的管理目前受到各国高度的重视。文章介绍了美国石油和天然气勘探开发中废物的监管机构、监管要求和管理实践,以期对我国油气行业勘探开发废物的环境监管有所启示。     

加拿大浸入式教学对我国高职英语教学改革的启示

我国高职院校存在着学生英语水平较差、师资力量薄弱、课堂教学模式与教学大纲偏差的现状。通过探讨“浸入式”教学法的概念、分类及原则,并结合我国高职院校英语教学的现状,探讨“浸入式”英语教学法在我国高职院校实施的途径：从观念上重新认识浸入式教学模式,努力营造浸入式英语学习和教学的环境,引进既精通专业知识,又能熟练运用英语进行课堂授课的师资力量,组织编写适合高职院校浸入式英语教学的教材。     

Whose energy transition is it,anyway? Organisation and ownership of the Energiewende in villages,cities and regions

As one of the most ambitious national energy transition initiatives worldwide, the German Energiewende is attracting a huge amount of attention globally in both policy and research circles. The paper explores the implementation of Germany's energy transition through the lens of organisation and ownership in urban and regional contexts. Following a summary of the principal institutional challenges of the Energiewende at local and regional levels the paper develops a novel way of conceptualising the institutional to urban and regional energy transitions in terms of agency and power, ideas and discourse, and commons and ownership. This analytical heuristic is applied to a two-tier empirical study of the Berlin–Brandenburg region. The first tier involves a survey of the organisational landscape of energy infrastructures and services in cities, towns and villages in Brandenburg. The second tier comprises a case study of current, competing initiatives for (re-)gaining ownership of the power grid and utility in Berlin. The paper draws conclusions on the diverse and dynamic organisational responses to the Energiewende at the local level, what these tell us about urban and regional energy governance and how they are inspired by – or in opposition to – new forms of collective ownership resonant of recent debates on reclaiming the commons. It concludes with observations on how relational approaches to institutional research and the notion of the commons can guide and inspire future research on socio-technical transitions in general, and urban energy transitions in particular.     

中国环境管理干部学院教师健康现状的动态分析

主要采用调查法、访问法等,对中国环境管理干部学院教师健康现状进行了调查研究,并根据教师每周参加体育活动情况,教师经常参加体育活动内容及地点,教师的闲暇时间与体育支出,学院教师体检等情况,建议我院教师注重身体健康,增强健身意识,建议学院为教职工的健康工作和生活创造健身条件和环境。     

HYDROLOGIC RESPONSE OF MASSACHUSETTS WATERSHEDS1

Hydrologic response, defined as the annual direct runoff divided by the annual precipitation, was computed for twenty-one watersheds in or near western Massachusetts, using a total of 232 years of hydrologic records. Variability of the results over the period of analysis was greater than is desirable to inspire confidence in the usefulness of the hydrologic response function; however, the results do suggest that the hydrologic response concept, with appropriate refinements, could be applied successfully to the problem of delineating hydrologic provinces and determination of drainage and storage in unregulated watersheds.     

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.     

INTEGRATING SERVICE‐LEARNING INTO WATERSHED MANAGEMENT PROGRAMS: OPPORTUNITIES AND CHALLENGES1

ABSTRACT: The objective of this article is to open a dialogue on integrating service‐learning into community based watershed management programs and to discuss opportunities and challenges that a service‐learning program presents to universities and communities. The article presents the concept and definition of service‐learning, and arguments concerning why institutions of higher education and university faculty and students should be involved with community based watershed management programs. The article describes a case study for developing a service‐learning program for watershed management at Virginia Tech and discusses lessons learned from the case study. The paper concluded that to make a service‐learning program sustainable, there should be a long term plan, regular and effective communication with the stakeholders, and some incentives for faculty and students for long term commitment to the community based watershed management programs.     

如何改进大学英语词汇教学

英语词汇对整个英语学习起着至关重要的作用.对于英语词汇的学习,大学生已经认识到了其重要性,但仍然存在各种各样的误区.为了提高学生的单词学习效率,教师应该采取科学方法来呈现英语词汇;借助英文电影、动画片、歌曲等激发学生的学习兴趣,以生动、形象、直观的方式进行英语词汇教学,给学生讲述成语和典故加深学生对英语词汇的印象和理解,采取灵活多样的教学形式进行英语词汇教学.