浅议建筑工程全过程的安全管理及实现途径

结合已开展的研究工作和实际项目,用系统工程的观点,总结和探讨了建筑工程全过程安全管理的内容、控制要求和研究方向。通过分析,提出实施人的安全性评价思路,使管理和教育能够针对性地强化建筑安全心理认知,更好地帮助人有意识地控制和协调建筑全过程各阶段的安全行为,从根本上全方位保证建筑安全水平的不断提高。     

生态社区建设中环保教育的代际引导机制调查研究

居民既是社区生态环境改善的受益者,也是推动和监督社区环境治理的根本动力.充分利用文献法、入户访谈、问卷调查法及案例分析法,调查生态社区环境治理背景下家庭环保教育的代际引导机制,发现:学生对于室外实践课和手工实践课兴趣很高,比较排斥室内文本形式的环保教育.超过82.4%的家长期望孩子在环保课堂中可以学习到环保知识,超过61%的家长愿意配合学生完成环保课外实践.目的:研究确实有效的家庭环保意识传递方式,为社区、学校的环境教育提供高效的教学方案.     

Graduate Student's Guide to Necessary Skills for Nonacademic Conservation Careers

Graduate education programs in conservation science generally focus on disciplinary training and discipline‐specific research skills. However, nonacademic conservation professionals often require an additional suite of skills. This discrepancy between academic training and professional needs can make it difficult for graduate students to identify the skills and experiences that will best prepare them for the conservation job market. We analyzed job advertisements for conservation‐science positions and interviewed conservation professionals with experience hiring early‐career conservation scientists to determine what skills employers of conservation professionals seek; whether the relative importance of skills varies by job sector (government, nonprofit, and private); and how graduate students interested in careers in conservation science might signal competency in key skills to potential employers. In job advertisements, disciplinary, interpersonal, and project‐management skills were in the top 5 skills mentioned across all job sectors. Employers’ needs for additional skills, like program leadership, conflict resolution and negotiation, and technical and information technology skills, varied across sectors. Our interview results demonstrated that some skills are best signaled to employers via experiences obtained outside thesis or dissertation work. Our findings suggest that graduate students who wish to be competitive in the conservation job market can benefit by gaining skills identified as important to the job sector in which they hope to work and should not necessarily expect to be competent in these skills simply by completing their chosen degree path. Guía para el Estudiante de Grado de las Habilidades Necesarias para Carreras de Conservación Académicas     

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。     

Into the Field: Naturalistic Education and the Future of Conservation

Abstract:  Some educational psychologists and researchers have argued that there are multiple ways of being intelligent. In the early 1980s, Howard Gardner presented a theory of multiple intelligences by proposing that humans can be described not by a single kind of intelligence, or intelligence quotient score, but rather by a variety of kinds of intelligence. This idea of considering multiple views of intelligence has helped educators look at intelligence from a less rigid, more expansive perspective. I considered how the relatively new concept of naturalistic intelligence, which is the cognitive potential to process information that is exhibited by expert naturalists, might influence the design of undergraduate biology curricula. Naturalistic intelligence can be fostered in undergraduate biology students by emphasizing the need for well-rounded scientific naturalists; developing curricula that involves students in outdoor inquiry-based projects; and helping students learn how to observe both the natural world and their own learning, skills that are essential to developing expert naturalistic knowledge. Professors, graduate students, and administrators can improve the naturalistic intelligence of undergraduate biology students by giving these students opportunities to be involved in outdoor research. Time spent outdoors alone and among people with expertise in natural history, ecology, and conservation biology will have important influences on the knowledge and skills biology undergraduates learn, the careers they pursue, and the contributions they make to conserving Earth's biodiversity.     

论环境教育对全球环境问题的响应

目前,环境问题日趋突出,成为全球关注的重点。这已不是一个国家、一个政府、一个研究所所能解决的事情,需要全世界的共同努力。环境教育亦是一个不可缺少的环节,这篇文章将从环境教育面对环境问题应该怎么做进行分析,把环境教育氛围普通环境教育和专业环境教育,具体分析这两种环境教育类型在面对环境问题时的不同做法。     

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.     

Educational hazards? The politics of disaster risk education in Rio de Janeiro

Disaster education outcomes are highly dependent on the political context of that education. Based on a rich, in‐depth case study of the creation of community monitors in a landslide and flood‐prone city in southeast Brazil, this paper demonstrates how developmental and political environments add much additional nuance to existing theories of behaviourist and transformative education for disaster preparedness and mitigation. Beyond identifying the benefits of education, it argues that disaster risk reduction outcomes are reliant on governance frameworks that alter over time. The study reveals the political complexity associated with programme implementation and cites the perspectives of a number of participants. Disaster education is shown to be the necessary yet underappreciated twin of the militarised and technical approaches that dominate disaster response in Brazil. Understated, however, is education's situatedness: how it can become an arena of conflict between government and civil actors over matters of state and society in increasingly hazardous urbanisation settings in Latin America.     

学科视角：环境教育与可持续发展教育对比分析及其启示

环境教育与可持续发展教育不是对立的,而是相互联系的,各有侧重点.环境教育关注的焦点是以自然保护价值为中心,强调看得见的某些环境问题,往往被简单处理为环境问题的研究,从而朝向技术主义的解决途径.可持续发展教育则是对教育进行重新定位和创新,从而有利于促进经济、社会的可持续发展,兼顾了内部和外部的问题.通过搜索国内文献对于环境教育和可持续发展教育的关注度情况,以期能够在各学科教学中更好的融入环境教育和可持续发展教育.