我国环保产业关联效应的投入产出分析

本文通过对比2007年与2012年投入产出表中环保产业与国民经济42个产业部门间的关联程度及结构的变化,分析得出环保产业的发展现状及产业关联结构有所优化。"环保产业不环保"的现状已有一定的改善,而"环保产业不服务于环保"的现象仍有碍于环保产业投资效率的进一步提升,大部分环保投资仍在中间生产过程中被消耗,产业生产效率水平较低。因此,政府应通过扩大环保技术投资、强化环境规制等政策打好产业组合拳,促进社会资本投资在加强环保产业内部竞争方面的综合作用,从而提高环保产业自身的价值创造能力,促进环保投资效率的提高。     

环保约谈对政策执行“中梗阻”的疏通机制研究:以临沂市为例

"约谈"是一种政策执行的新机制,旨在通过告诫谈话、指出相关问题、提出整改要求并督促整改到位来疏通政策执行的"中梗阻"。与一般"硬性"的法律行为不同,约谈作为一种自上而下的制度安排,是政府的"柔性"行政行为,以行政级别较高的"条"对行政级别较低的"块"进行诫勉和警示为主。本文以《环境保护部约谈暂行办法》为参照,阐释了环保约谈的内涵、优势、适用条件以及结构与流程,并以环保约谈后临沂市的治霾行动为案例,分析了环保约谈的作用机制,即通过增强上级环境部门的行政权威、弱化同级政府的非法干预,调整政绩考核的激励结构、重塑政府的责任体系,增强社会认同、塑造政策执行的良好环境等方式疏通了政策执行的"中梗阻",使环保政策得到有效落实。最后,本文在肯定环保约谈积极效果的同时,也指出了其在法律依据、科学与民主决策机制、激励性制度设计以及不同制度间的衔接等方面存在的不足。     

When business and government clash: Environmental crisis management in the carpet industry

In an era of increasing stakeholder scrutiny, virtually any company or industry is vulnerable to exaggerated claims of environmental harm against its products. When these claims are picked up by the media, the company can suddenly have a full‐fledged crisis on its hands. That's exactly the position the carpet industry found itself in a few years ago. But, as this article explains, carpet makers were able to fight back effectively using sound science and diplomacy. The carpet industry's experience offers valuable lessons for the entire business community. © 2000 John Wiley & Sons, Inc.     

Environmental accounting: Neo-classical framework or alternative?

Summary Traditional environmental accounting framework is based on a neo-classical economic theory that treats environmental assets and liabilities as if their contribution to economic acitivity were similar to that of conventional, marketed assets and liabilities. The environment is viewed as a producer of outputs consumed by other productive economic sectors. It is proposed in this article that the environment is not only a producer of outputs, but also an output itself. The environment requires not only its protection, but importantly its continual improvement. Under this framework environmental accounting as a discipline is split into two categories: corporate environmental accounting and social environmental accounting. Two information streams exist under this framework: products-oriented information and environment-oriented information.Dr Simon S. Gao is a Senior Lecturer in the Accounting and Finance Division of the Business School at Staffordshire University. He obtained a BA in Economics in 1993, and an MA in Accounting and Finance, in 1987, both from Shaanxi Institute of Finance and Economics, China. He was recently awarded a PhD from Faculty of Economics, Erasmus University Rotterdam (The Netherlands). His research intersts include among others, environmental accounting and reporting, environmental cost and risk analysis, and environmental asset management. He has published papers widely on accounting and finance issues.     

生态文明体制全面改革的“四然”问题

生态文明体制改革的问题导向性、目标适应性、统筹兼顾性,既是现实的环境问题所迫,也是生态文明理论和建设目标的内在要求。近两年来,为了促进生态文明体制的全面改革,中央发布了《关于加快推进生态文明建设的意见》、《生态文明体制改革总体方案》等系列文件。其中,《生态文明体制改革总体方案》因对生态文明体制改革作出全面部署,理论性和实践性相结合,科学性和民主性相结合,制度规范与考核评价相结合,成为统帅生态文明体制改革的纲领性文件。系列改革文件在治理理念、治理策略、治理主体、治理结构、治理依据、治理方法、治理功能和治理体系的运转方面,逻辑自洽,提出了自己的历史使命。"十三五"时期,要使改革的措施和要求落地生根,须在营造氛围和措施的具体推进方面,开展相关的工作。     

Deafness and Disability—Forgotten Components of Environmental Justice: Illustrated by the Case of Local Agenda 21 in South Wales

Abstract

This paper contributes to discussions of procedural aspects of environmental justice, understood as having procedural and substantive dimensions. It argues that the struggle for environmental justice must recognize the oppression of disabled people as part of the essential broadening of the notion of citizenship, which continues to be the focus for struggle for the international disability movement. Its case study of an area of South Wales suggests that at present disabled people, and the struggles of the disability movement, do not really feature in the way environmental activists (inside and outside government) see the world. This huge omission must be addressed, but in a way that avoids interpreting disability as an administrative category, and must engage with disablement as a political and contested notion. The paper develops the significance of this contention by considering the case of Deafness, which is entirely different from hearing impairment. The paper's case study, presented as an illustration of its arguments, shows that to regard Deaf people in South Wales as part of some generic category of ‘disabled people’ would be to ignore their self-identification as a distinctive linguistic community. Moreover, there is some evidence that Deaf people have a distinctive view of, and set of concerns about, quality of life, reflecting their distinctive experience of social injustice and marginalization. This underlines the necessity for a serious engagement with disablement as a political category, and the disability movement as a struggle for social justice, within the promotion of environmental justice.     

Theory of the physical environment: An introduction

This paper suggests a way of classifying human physical environment according to its location and function. Environmental science is viewed as a branch of ecology, and the concept of the complex ecosystem is introduced. By using differential equations, the author draws attention to four factors that must be considered when evaluating the effect of any environmental agent on a human subject: the agent's extensive quality of rate of flow, its intensive quality of concentration or intensity, duration of the subject's exposure, and the uniformity of agent's stress in space and time. The environmental agents, individually or in jointly acting groups, produce environmental stress, which acts on the subject to produce strain and its contingent symptoms. The microclimate in this setting can be classified according to the type of stress involved. The human physical environment may be evaluated in three ways: objectively, subjectively, and from the standpoint of regulations or standards. The benefit or advantage of using this equation in evaluating or measuring the human physical environment is discussed.     

Youth environmental attitudes in Australia and Brunei: implications for education

This paper explores similarities and differences in the knowledge, beliefs and actions that comprise the environmental attitudes of senior secondary school students in Australia and Brunei. Utilising data from a wider international study in Asia and the Pacific (Yencken et al. , 2000), the paper uses findings from these two countries to illustrate the pervasiveness of global environmental concerns over local cultural influences in the construction of youth environmental attitudes in Australia and Brunei. Thus, young people in these countries, as they do in all parts of the Asia-Pacific region, have very similar levels of environmental awareness and knowledge, sources of environmental, beliefs, systems or world views about the environment, and levels of perceived control over environmental trends. They also have a shared desire for schools to do more in the area of environmental education. The paper concludes that much more effort needs to be made in certain areas. The first is to encourage teachers and others who have influence over young people to develop their own knowledge and skills to be able to teach environmental education effectively. The second is in the area of curriculum and pedagogical reform so that young people explore the many possible ways in which current systems can change to support sustainability, in which current lifestyles reflect these systems, and in which their own actions can contribute to a sustainable future.     

Environmental Justice in Indian Country: Dumpsite Remediation on the Swinomish Indian Reservation

The U.S. Environmental Protection Agency (EPA) defines environmental justice as the “fair treatment for people of all races, cultures, and incomes, regarding the development of environmental laws, regulations, and policies.” The last decade has focused considerable national attention on the environmental pollution inequity that persists among the nation’s poorest communities. Despite these environmental justice efforts, poor communities continue to face adverse environmental conditions. For the more than 550 Native American communities, the struggle to attain environmental justice is more than a matter of enforcing national laws equitably; it is also a matter of a federal trust duty for the protection of Indian lands and natural resources, honoring a promise that Native American homelands would forever be sustainable. Equally important is the federal promise to assist tribes in managing their reservation environments under their reserved powers of self-government, an attribute that most distinguishes tribes from other communities. The PM Northwest, Inc. (PMNW) dumpsite is located within the boundaries of the Swinomish Indian Reservation in Washington State. Between approximately 1958 and 1970, PMNW contracted with local oil refineries to dispose of hazardous wastes from their operations at the reservation dumpsite. Almost two decades would pass before the Swinomish tribe was able to persuade EPA that a cleanup action under Comprehensive Environmental Response, Compensation, and Liability Act (CERCLA) was warranted. This article reviews the enduring struggle to achieve Indian environmental justice in the Swinomish homeland, a process that was dependent upon the development of the tribe’s political and environmental management capacity as well as EPA’s eventual acknowledgement that Indian environmental justice is integrally linked to its federal trust responsibility.     

Environmental education — Implications for public policy

Summary This paper examines first the practical requirements of educational participation, and attempts to define the kind of education system (both structure and curriculum) which would meet these requirements. Next, it describes the special role of environmental education for all age groups, not just those of school age. Organizational and curriculum models are presented to illustrate how locally based education could be developed in such a way as to draw together teachers, local people and technical professionals working in the locality, to make a collective learning process. Finally some conclusions are drawn about the politics of environmental education.Miss Jean Forbes is a Senior Lecturer in the Department of Town and Regional Planning at the University of Glasgow.     

Deafness and Disability—Forgotten Components of Environmental Justice: Illustrated by the Case of Local Agenda 21 in South Wales

This paper contributes to discussions of procedural aspects of environmental justice, understood as having procedural and substantive dimensions. It argues that the struggle for environmental justice must recognize the oppression of disabled people as part of the essential broadening of the notion of citizenship, which continues to be the focus for struggle for the international disability movement. Its case study of an area of South Wales suggests that at present disabled people, and the struggles of the disability movement, do not really feature in the way environmental activists (inside and outside government) see the world. This huge omission must be addressed, but in a way that avoids interpreting disability as an administrative category, and must engage with disablement as a political and contested notion. The paper develops the significance of this contention by considering the case of Deafness, which is entirely different from hearing impairment. The paper's case study, presented as an illustration of its arguments, shows that to regard Deaf people in South Wales as part of some generic category of 'disabled people' would be to ignore their self-identification as a distinctive linguistic community. Moreover, there is some evidence that Deaf people have a distinctive view of, and set of concerns about, quality of life, reflecting their distinctive experience of social injustice and marginalization. This underlines the necessity for a serious engagement with disablement as a political category, and the disability movement as a struggle for social justice, within the promotion of environmental justice.     

The challenges of sustainability in mining regions: The coal mining region of Santa Catarina, Brazil

Throughout history, mining communities have invariably found themselves striving for a good quality of life and a long‐term future. In the 21st century, problems of maintaining the economic vitality of mining regions are now compounded by concerns about the biophysical integrity of the local environment. In regions of the world where the economic viability of the resource is marginal and achieving a reasonable quality of life is a daily struggle, sustainable mining may seem to be a dubious prospect at best. Yet the twin imperatives of global political forces and burgeoning environmental concerns are requiring industry, governments and other interests to re‐conceptualize the way in which mining takes place in communities. Although mining itself may not be seen as an industry that contributes to the achievement of environmental objectives, it could — with careful planning — be used as a tool to foster a more sustainable and healthier community. This argument is considered in the context of the coal mining region of Santa Catarina, Brazil.     

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.     

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.     

Environmental policy in France

This paper looks at the development of environmental policy in France from the early 1970s. It considers the origins of this new field of action and the organisation developed for its administration at government level. The paper covers aspects such as financial resources, and the action programme itself, including pollution prevention and nature conservation.     

Using citizen science in environmental justice: participation and decision-making in a Southern California waste facility siting conflict

Uses of science by environmental justice (EJ) activists reflect struggles to challenge professional scientific expertise, achieve fair outcomes, and effectively participate in decision-making processes. This qualitative research analyses the relationship between citizen science and EJ in a new waste facility siting conflict in urban Los Angeles, namely connections between citizen science and four dimensions of EJ: fair distribution, respect and recognition, participation in decision-making, and community capabilities. Citizen science is one tactic in EJ, yet little research investigates its role in a new facility siting conflict, particularly in relation to multi-faceted EJ goals. The research reveals opportunities for individual empowerment and community capacity building using citizen science, and a small measure of improved respect and recognition for participants who brought their own knowledge, research, and voices to the table. At the same time, the work identifies limitations on citizen science to improve local participatory procedures and decision-making, which also constricted the achievement of outcomes most desired by the EJ group: to prevent approval and construction of the new waste facility. This paper argues that uses of citizen science contributed to partial achievement of EJ goals, while hindered by governance processes that call for public participation yet shield decision-makers from substantive engagement with the volume or content of that participation.     

The IPBES Conceptual Framework: An Unhelpful Start

The Intergovernmental Platform on Biodiversity and Ecosystem Services (IPBES) have recently launched themselves as the UN-sanctioned instrument for conserving nature. They seek to establish themselves as the authority in this field alongside the well-known Intergovernmental Panel on Climate Change in climate science. Quickly following or even before recent publication of their conceptual framework in two biology journals, they were already underway building upon it. This headlong push, we believe, is ill advised. We show how the framework is unsound as a foundation for further work—in a number of ways and perhaps even by its authors’ own lights. It is therefore urgent that the IPBES thoroughly and thoughtfully reconsider their framework before too much effort is wasted.     

Environmental education in the South Pacific: Towards sustainable development

Summary This paper suggests that for environmental education to have any meaning in the South Pacific, the variety of physical and cultural environments must be taken into account. It is not possible, however, for each country to develop its own programme, and thus, a kind of dependent development which is sustainable should be undertaken. Environmental education is much wider than utilising formal educational curricula; it should include the use of the media, the employment of environmental economists, and a continuous sharing of information between those who carry out environmental research and those who design and implement policy.Dr Jenny Bryant is a Senior Lecturer in the Department of Geography at the University of the South Pacific and Chairperson of the South Pacific Action Committee for Human Ecology and the Environment (SPACHEE). This paper was first presented to the 16th Pacific Science Congress in Seoul, Korea in August, 1987. It has been published elsewhere as part of a UNEP Regional Report (Dahl, 1988).     

美国《清洁空气法》中的环境质量达标制度研究——以联邦与地方的权限为视角

虽然针对美国《清洁空气法》(CAA)的研究众多,然而诸多研究并未发掘至其之所以先进的核心。CAA之所以先进的关键在于重新分配法律(EPA是其代表)与州政府之间权力与义务的环境质量达标制度。CAA要求在联邦层面构建一个约束美国各州的大气环境质量标准体系,并且以各州的客观环境与发展程度为前提,赋予各州政府一系列的大气环境质量目标。各州政府需要在自身的权限范围内采取行动,从而为这一系列目标向联邦负责。CAA将自身的法律设置分为两大内容(或称两大原则):国家空气质量标准原则与州政府独立实施原则,并将两大原则转化为具体的程序:NAAQS与SIP。代表国家法律的环保署与代表实际环境义务承担者的州政府之间,是互相依赖又互相独立的关系。     

In the midst of change

It is characteristic to be in the midst of change and not to recognize it. In retrospect 1970–72 at Clark University presaged a successful universalization of environmental perception, but it was a high point rather than a beginning in pursuit of the higher aspirations of the then-fledgling field. These aspirations—to solve practical problems, to develop a common methodology, to bridge the disciplines, and to develop or revise a theory—have never been fully realized. Widely accepted today, environmental perception and behavior mirrors the everyday differences within and between disciplines and thus is divided by theoretical ideology, substantive focus and views as to what constitutes data. As with the individual disciplines, I have successfully integrated environmental perception into my own work, moving it from the exceptional to the everyday, and with some regret, from the magic of 1970–72 to the science of today.