Examining Hazard Mitigation Within the Context of Public Goods

/ This paper presents a case study of an American barrier island devastated by a hurricane to show how it is addressing the free-riding problem and protecting its public goods, thereby contributing to hazard mitigation. It examines hazard mitigation and the free-riding problem within the public goods framework. Free-riding is a term used in the public choice theory and common pool resource literature. It is a term used for describing the actions of rational individuals who freely exploit a collective or public good at the expense of others. Free-riding is a major problem faced by public goods. The problem very frequently occurs in the context of hazard mitigation and coastal resource management. Very little is known about the factors that contribute to the promotion of hazard mitigation. This paper identifies some of the important factors that help local institutions provide and sustain hazard mitigation measures. Theoretical and practical implications for hazards research and disaster management policy are presented.     

创新教育在安全工程专业实验课教学中的探讨与实施

在阐述创新教育基本概念的基础上,论述安全工程专业的实验课教学实施创新教育的必要性及可行性。结合《防火与防爆》课程中所开设的实验特点及教学实践,笔者认为,必须从激发学生创新意识、培养学生创新思维、提高学生创新能力、改革教学模式以及改革考核模式等各方面着手对实验教学进行改革和创新;同时介绍了一些具体作法及其成效。     

安全管理新概念--关于"安全学习志"的探讨

本文提出了一种基于安全学习志的安全管理新概念.安全学习志是一种用于解答安全管理难题,将组织的经验知识转化为行动的管理工具.它继承了中华民族修志写史的优良文化传统,同时也借鉴了国外商业领域利用学习志集中学习互动的优点.具体从编撰方法、功能作用、推广应用及发展前景等几个方面阐述了这种管理概念的可行性.     

安全工程高等教育人才培养模式的探讨

安全工程高等教育人才培养以开设学校的相关专业背景为其专业基础,以学校隶属的行业为依托,已形成了多种培养模式,适应面不宽,行业背景强的安全工程专业人才培养格局.这种培养模式已影响了安全工程专业和学科的发展,而且其培养人才的知识结构不能满足社会需求.如何培养能适应现代科学技术进步、满足社会发展需要的安全科学专门人才,是安全工程高等教育发展所必须考虑的问题.本文对安全工程高等教育的培养目标、专业方向、人才培养模式等相关问题进行了探讨,其目的是统一和完善安全工程高等教育人才培养计划,促进安全工程高等教育的发展,培养适应社会发展需要的人才.     

中职与高职教育中数学课程的衔接问题

职业教育随着经济的发展和社会的进步呈现高移化趋势，中职教育与高职教育的衔接在职业教育发展中起着至关重要的作用，其中课程的衔接处于核心地位。数学课程作为中、高职教育中的基础课程，其结构、形式、内容的科学合理的衔接，直接影响着中、高职教育的教学质量和办学效益。本文就中、高职教育中数学课程衔接现状，分析问题，提出改进措施。     

A Successful Pilot Project of Decentralized Household Waste Management in Brazil

Summary Present municipal waste management paradigms in Brazil do not allow for flexible approaches to solving an extremely dynamic problem. This paper discusses the basic flaws in present thinking models of residents and municipal administrators. Fundamental arguments presented on municipal solid waste relate to nomenclature, destinations, definitions, logistics, social dynamics, social assistance programs, education and employment philosophies. In each case, the consequences of the stalemate are explained in terms of the unsustainable situation of constantly growing landfills. In sequence, a proactive thinking model is presented and explained that has the potential of drastically reducing landfill size. It is called Municipal Transit Material Processing. The model has been tested successfully in small communities and is now available for scale-up. The landfill diversion achieved stands at 62% of household waste in comparison with 15% theoretically possible in Brazil with selective collection models. Although of necessity the arguments apply directly to Brazil, the basic ideas behind the reasoning may be extrapolated to other Southern countries. The following simple example will illustrate to the reader the type of paradigm inversion the paper proposes to convey. The classical political slogan in Brazil is “get children out of garbage dumps”. The inversion proposed and explained is “do away with garbage dumps”.     

安全教育在生产及教学中的重要性

本文通过在生产实践中发现的人的不安全行为及不安全因素，认识到安全教育的重要性，推想到安全教育在教学课程中的设置问题。     

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.     

FORMAL EDUCATION IN WILDLAND HYDROLOGY AND WATERSHED MANAGEMENT IN NORTH AMERICA1

ABSTRACT: A survey was made to determine the status of formal education in wildland hydrology by colleges and universities in the United States, Canada, and Mexico. As of December 1977 nine institutions offered the B.S. degree, 18 the M.S. degree, and 17 the degree of Ph.D. with a major or minor in watershed management, forest hydrology, or range hydrology. In addition, 8 other schools offer a minor in watershed management. The survey indicated 44 schools in the United States offer a total of 157 courses, five schools in Canada offer 24 courses, and 1 in Mexico offers one course in the related areas. The survey illustrated rapid growth in education programs and it is anticipated that growth will continue.     

THE ENGINEER'S ROLE IN WATER RESOURCES PLANNING1

Engineers have traditionally led the planning effort in water resources developments. The engineer's leadership role in water resources, as well as in many other planning activities, has been challenged by technical and scientific people as well as by the general public for insensitivity to social, aesthetic, ecological, and political problems created by planning. The paper draws attention to the fact that the engineer cannot continue to expect the role of leadership to fall to him unless he prepares himself properly for that role. However, it is brought out that the engineer, by his education and training, is still the best qualified among all the representatives of the various disciplines associated with water resources planning to lead the planning effort if he prepares himself for the task. The requirements for preparation for leading water resources planning are outlined.