论城市生活垃圾分类收集中的公众参与

阐明了在城市生活垃圾分类收集中公众参与的重要意义,分析了在目前情况下公众参与不高的原因,从加强宣传教育自觉转变行为、加强垃圾分类管理约束公众行为、良好社会氛图形成、加强垃圾分类指导提高垃圾分类积极性和效率等方面提出了应对城市生活垃圾分类收集的对策建议。     

高师地理教育专业学生灾害教育研究

地理师范生是未来普及灾害教育的生力军,他们对灾害知识的了解水平将直接影响到未来灾害教育的普及,因此必须加强地理师范生灾害教育.研究认为高等院校地理专业应建立完善灾害教育体系,强化地理师范生灾害知识体系,同时对怎样训练地理师范生掌握现代多媒体技术和充分利用网络资源以及培训他们推广灾害知识的能力提出建议.     

加强青少年生态文明教育的方法与途径探析

广大青少年是中国未来的主人,他们的生态文明素质和观念直接影响着我国经济社会的可持续发展。本文提出了加强青少年生态文明教育的基本方法和途径。     

大气环境防护距离和卫生防护距离区别及应用的探讨

针对2009年4月1日起实施的《环境影响评价技术导则大气环境》(HJ2.2-2008)中所提出的"大气环境防护距离"的概念展开详细探讨。结合《制定地方大气污染物排放标准的技术方法》(GB/T13201-91)中提出的"卫生防护距离",从定义、设置前提、计算方法的角度与"大气环境防护距离"进行对比分析,引用建设项目环境影响评价中的案例阐述这两者的主要区别,并对当前执行情况提出建议。     

For whom does safety pay? The case of major accidents

Government agencies regularly use the argument that ‘safety pays’ as a way of motivating employers to attend to occupational health and safety. This paper looks at the effectiveness of this argument in the case of catastrophic hazards. It suggests that, while it may be true that safety pays in an abstract sense, this is irrelevant unless it can be shown that safety pays for relevant decision makers. All too often it does not. The article illustrates its claims by drawing on the literature on the Zeebrugge, Bhopal and Piper Alpha disasters, as well as on a study of a mine disaster in Australia.     

中国林业安全生产和安全科学技术发展现状和水平

从林业安全生产特点及其状况、林业安全管理和安全科学技术的发展、林业安全教育与培训等方面,简要论述了林业安全生产的特殊性,林业安全生产的现状和有关曲线图及分布图;我国林业系统当前安全管理体系、专业队伍情况;安全管理技术的研究、应用和进展;安全科学技术研究、应用情况;安全科学研究机构、学术理论及林业安全技术研究、运用状况以及林业安全教育体系、方式等问题。     

上海市小学生交通行为观测与特征分析

为了有针对性地开展小学生交通安全教育,采用行为观测方法研究了上海市小学生的交通行为特征。采用视频观测小学生过街,对行为特征进行编码,利用数理统计分析方法研究行为特征规律。研究发现整体上小学生安全过街行为表现很差,在路边正确位置等待和正确左右观看两方面表现尤为欠缺。研究特别对小学生过街行人组合(一人、结伴、家长陪同)、路口过街方式(一次过街2、次过街)和性别对其交通行为的影响进行了分析,发现过街行人组合显著影响等待位置、是否闯红灯、是否正确左右观看,路口过街方式显著影响等待位置、是否闯红灯、是否正确左右观看、有无不良交通行为,小学生的性别对过街时的交通行为无显著影响。因此对小学生进行交通安全教育是十分必要的,需要针对小学生交通行为特征开展有针对性的安全教育。     

实验室安全教育的措施和办法

实验室安全引起全社会的广泛关注,安全教育已列入学校教育的总体规划,实施有效的教育手段和教学方法增强了学生的安全意识,提高了预防风险的能力。     

GLOBAL CLIMATE CHANGE AND PUBLIC PERCEPTION: THE CHALLENGE OF TRANSLATION1

ABSTRACT: Global climate change is examined from the perspective of its relevancy and urgency as a public policy issue. Interpreting from literature specific to investigations into public awareness and concern, climate change is seen as a legitimate though less than urgent issue. The literature reveals that the general public holds surprising misconceptions about the processes contributing to climate change, including failure to grasp the fundamental connection to CO₂. General ambivalence is also suggested from the results of two surveys conducted by The Groundwater Foundation. They first asked participants in a recent Groundwater Guardian Conference to rate levels of discussion and concern for water resources implications in the participants' communities. A second survey polled national water resource organizations about the extent climate change has been a focus of their educational, investigative, or advocacy efforts. The paper concludes by describing basic barriers to stimulating public response to climate change, which education about the issue should address, and by offering a model to educate and involve citizens based on the Groundwater Guardian program developed by the The Groundwater Foundation.     

Environmental disaster education at the university level: an integrative approach

Because of the highly complex nature of chemical and nuclear accidents, efforts aimed at prevention, preparedness and response require the melding of many types of knowledge and the close collaboration of a wide range of professions. Nevertheless, the need for such integration and cooperation is not always strongly emphasized in university-level curricula. As a result, developing professionals have few opportunities to learn and practise unified models of environmental accident management. In an effort to foster a more integrative approach, the University of Alabama at Birmingham, USA, has launched the “Environmental Disasters” project. The project crosses disciplinary boundaries with respect to both curriculum and enrollment. In terms of curriculum, the project examines chemical and nuclear accidents from a multi-dimensional perspective, considering not only regulatory, scientific and policy issues, but also the public health, social, and psychological implications. In terms of enrollment, the project brings together students from the full range of fields that are involved with environmental accidents, including engineering, public health, public administration, social work, psychology, nursing, communications, medicine, and environmental studies. Emphasizing the need for a collaborative approach, students work in multi-disciplinary teams as they explore theory, case studies and current research. In addition, the student teams develop detailed plans for addressing the effects of a chemical or nuclear disaster. With environmental accidents representing an on-going threat to health and safety, the approach discussed in this article may provide a useful model for environmental disaster education at the university level.