HYDROLOGICAL UNDERSTANDING AND SOCIETAL ACTION1

ABSTRACT: Hydrology is both an applied practical science and a pure geophysical science. The goal of hydrology, as a geophysical science, is to achieve theories capable of explaining with satisfactory accuracy the phenomena of interest. Through the rapidly accelerating power and versatility of digital computing technology, theory development and application are immensely facilitated via increasingly sophisticated predictive modeling schemes, which are now the principal operating tools both for applied management hydrology and for basic geophysical hydrology. While this approach treats phenomena as classes or generalizations, social and behavioral scientists have long argued that human beings base their actions on percepts, i.e., on the concrete specifics of their experience. Thus, the commonly held ideal of basing policy, decisions, and public actions on the best possible science encounters a conflict in belief systems. A possible resolution of this dilemma lies in the use of observational components, which in concept-centered science serve as data to test or calibrate models. These components also serve as a great repository of natural experience that is closely attuned to the perceptual reality that propels societal action. Landscapes and sediments provide indices of real processes, whose occurrence can be expected by continuity to extend to present and future activity. More attention to research on such indices is warranted as a means of triggering perception-based action by responsible decision-makers. Grounded in reality, and tempered by their intrinsic fallibility, the scientifically powerful conceptual schemes (models) will then serve as guides to further action. The full societal benefit of hydrological science requires a balanced approach in which subdisciplines focused on environmental indices are afforded equal attention to those focused on conceptual idealization.     

日本国的环境保护

日本国在环境保护、治理公害、污染防治以及环境意识教育等方面给予我们很多启示,特别是国民的“热爱地球,与地球环境共存”的宣言以及为全球环境保护所做的努力,值得我们学习和研究。     

关于安全教育学的分析与探讨

论述安全教育学的定义和研究领域;分析其理论基础、在安全科学技术体系结构中的地位与作用和本身的体系结构;指出其与相邻学科的关系、发展趋势和应注意的问题。     

DEVELOPING A FIELD COMPONENT IN HYDROLOGIC EDUCATION1

ABSTRACT: Recent assessments have emphasized the lack of a field and laboratory component in hydrologic education at the university level. Consequences of this lack include: (1) an unwarranted faith in published data; (2) lack of appreciation for the spatial and temporal variability of most hydrologic processes; (3) lack of appreciation for the difficulty of collecting good quality field data; (4) an inability to design and execute projects to collect field data; (5) a lack of field experience which can be applied when confronted with different problems or new environments; (6) an inability to evaluate published materials or models against “field reality;” (7) an excessive reliance on, and trust in, theoretical or conceptual models; and (8) reduced potential for lifelong learning through observation and analysis. Field courses need not be costly or difficult, but the instructor must be willing to adapt to the uncertainty and problems associated with field measurements. A recently updated course on watershed measurements at Colorado State University illustrates the type of field courses which can be developed if there is the necessary commitment and flexibility. The lack of a current text can be overcome by assembling selected portions of existing government documents, and a sample bibliography is included.     

WATERSHED MANAGEMENT MANPOWER AND EMPLOYER SURVEY1

ABSTRACT: Two surveys were conducted to determine the supply and demand for students trained in watershed management in the United States. The first survey of 23 educational institutions was conducted in 1978. Annual production of about 100 watershed graduates and employment success greater than 85 percent at all degree levels was indicated. The second survey of watershed employment within the U.S. Forest Service (conducted in 1979) indicated one-third of the annual supply of watershed graduates could be employed by the agency; a fact verified by employment data supplied by educational institutions.     

论高职高专院校高等数学教学改革——我院高等数学分级教学的实践与探索

通过对当前国内高等数学教学现状的分析,指出了整齐划一的单一教学模式已经严重影响了教学效果,必须采用多样化的分层教学模式,以调动学生学习兴趣,提高教学水平.论述了在我院实行高等数学教学改革的必要性,提出了教学改革的总体思路,并进行了有效的实践与探索.     

安全工程专业学历教育方案的中西对比研究

根据学科研究对象的异同 ,对中外不同名称的安全科学技术学科领域间对应关系的分析表明 ,我国的安全科学技术学科与美国、英国等西方国家称为公共健康的学科 ,我国的安全工程与西方国家的职业安全健康学科分别在宽泛和具体的意义上基本对应 ,相应的学历教育方案具有可比性。以此为据 ,运用案例比较研究了安全工程与职业安全健康学科专业学历教育方案中课程设置的多方面差别 ,分析了通过改善学历教育方案、加强职业安全培训途径来提高我国安全管理水平的努力方向。     

Education for Sustainable Development: The Johannesburg Summit and Beyond

The World Summit on Sustainable Development (WSSD), held in Johannesburg during 26 August and 4 September 2002, was a truly remarkable event, not least because it identified and committed the world community to what has to be done to realise Agenda 21 objectives. Discussion begins with the "means of implementation" of the Johannesburg Plan of Implementation (JPI). Education for, and raising awareness of, sustainable development are the key commitments in the "means of implementation". The issues central to these commitments are discussed. The crucial role of moral philosophy in education for sustainable development is then discussed. Defining the "problem" as lack of progress (in fact negative progress between Rio and Johannesburg) towards global sustainable development, a cause–effect relationship of the "problem" is developed based on a systematic and logical analysis. It shows that the "cause" is West's profoundly materialistic, environment-degrading and exploitative attitude and activities to satisfy grossly unsustainable, hedonistic and insatiably avaricious Western life-styles – life-styles that are held up by the West as "ideal" fruits of economic "development" to be aspired by all. The "effects" are pollution of air, water and soil; mounting loss of biodiversity, ecosystems and species; relentlessly widening north–south divide, etc. It is argued that while science and technology can address some of the "effects", they cannot address the "cause". Only moral philosophy can by fundamentally re-orienting moral values genuinely to respect nature and the environment. Based on sound and tested principles of Educational Psychology, a proposal is then made for including moral philosophy in the formal curricula (content and pedagogy) of primary, secondary and higher education for instilling in children and young people genuinely environment-respecting moral values. To this end a generic syllabus for the secondary level is proposed. Finally, it is argued that if the scientific community really believes that science or technology alone can radically change the pervasive environment-degrading moral values to those that genuinely respect the environment, thus paving the way to real global sustainability, then it must demonstrate how this could be done and explain why, despite their abundant science and technology, the developed nations are the biggest polluters and consumers with grossly unsustainable life-styles. Certainly, examples would be much more convincing than rhetoric or tired old clichés about how science and technology alone could deliver global sustainable development.     

高等职业技术教育的模式比较

本文分析了我国蓬勃发展的高职教育形势,对国内外主要职业教育的培养模式进行了比较,以期为我国高等职业技术教育的健康发展提供帮助。     

事故隐患防治与超前安全教育的哲学思考

应用辩证唯物主义的哲学观念,阐述了事故隐患的特征和规律,对隐患类型进行归纳,确定其防治对策──超前安全教育。阐述安全超前教育特点,要求着力处理解决８个方面的问题,以利于科学地掌握安全超前教育方法。