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。     

Evolution of disaster relief law under multiple transformations: Progressive learning or walking in a circle?

The aim of this paper is to examine the association between double-loop disaster learning and transformations of political systems. The particular question is how disasters increase the rapidity and complexity, with which the transforming regimes face the unsuitability and inadequacy of the past forms and processes of disaster governance. The centennial evolution of the disaster relief law at a country scale (Czech Republic, resp. Czechoslovakia, 1918-present) is used as an example. The thorough search in digital repository of Czech and Slovak Parliamentary Library was performed to obtain legislative norms and protocols from parliamentary debates, whereas major disasters that induced new laws (1927 flash flood, 1947 drought, 1997 and 2002 floods) were identified from existing databases and from detailed reconstructions of historical disastrous events. The described cases enabled to add new empirical evidence contesting (i) the process scheme of disaster politics during critical junctures and institutional transformations, and (ii) the progressive nature of the double-loop learning approach related to disasters. It is shown that the double-loop learning from disasters and its benefits should be considered as time-dependent and related to permissive and productive conditions that facilitated the adoption of the new disaster relief law (i.e. the learning process). Finally, the implications for the research agenda (historical disaster research) and for disaster policy (evaluation of disaster relief effectiveness) are summarized.     

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.     

乌海吴源煤矿地下水勘探及防治

通过对昊源煤矿地下水开展水文勘查工作,摸清了矿区的水文地质条件,为地下水防治和应急处理提供了措施和方法。     

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.     

Participatory modelling for sustainable development: Key issues derived from five cases of natural resource and disaster risk management

Stakeholder participation is considered a key principle for sustainable development in the context of natural resource and disaster risk management. Participatory modelling (PM) is an interactive and iterative process in which stakeholder involvement is supported by modelling and communication tools. Planning and decision-making for sustainable development (SD)integrate three substantive dimensions − social, ecological and economic. The procedural dimension of SD, however, is equally important, and here we see great potential for PM. In this study, we evaluate five PM research projects against criteria for the procedural dimension of SD. This provides a basis for identifying key issues and needs for further research into PM for SD. While the cases show great potential, especially for supporting knowledge integration, learning and transparent handling of values and perspectives, they indicate a particular need to develop PM in respect of organizational integration. This issue is closely connected to the possibility of effectively implementing PM in practice.     

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.     

Disaster preparedness and perception of flood risk: A study in an alpine valley in Italy

Italy is a country highly vulnerable to floods and landslides. The present study aims to investigate disaster preparedness and perception of flood risk in a group of people living in an alpine valley in the north of Italy. Four hundred seven adult residents in nine communities exposed to hydrogeological risk were interviewed by using a structured questionnaire. Participants were asked about the adoption of a set of protective behaviors that can prevent negative consequences of floods. Perception of flood risk was assessed by means of a one-dimensional scale that was developed and validated by the authors. Items included in this scale asked participants to estimate likelihood of occurrence of different flood consequences and to express feelings of worry associated to them. Socio-demographic and experiential information on respondents were also collected. Overall, results showed that most of respondents were fairly well prepared to deal with a future flood disaster. Correlational and regression analyses indicated that disaster preparedness was positively associated with risk perception. In accordance with literature, there was not a significant relation between likelihood judgments and adoption of protective behaviors, while feelings of worry were associated with disaster preparedness. Authors interpret their results in relation to the socio-environmental characteristics of the studied communities. Theoretical, empirical and practical implications of the findings are also discussed.