幼儿环境教育实施策略的探讨

开展幼儿环境教育实践的目的是让幼儿成为环境的主人,引导他们自主地欣赏,观察日常生活中具体的环境要素和环境问题,使他们懂得我们周围的环境与人类的一切活动息息相关,并使幼儿逐步养成与环境友善的行为习惯。     

“城市地震安全社区”建设方法研究——以昌平区“城市地震安全社区”建设为例

当前国内各"安全社区"建设还都没有考虑地震安全建设,而地震安全已经是当今城市发展中越来越突出的问题."城市地震安全社区"建设是保障人民生命财产安全和社会经济的可持续发展,是构建平安和谐社会的重要组成部分.本文通过在北京市昌平区积极开展"城市地震安全示范社区"建设与合作研究,探索出了"地震安全社区"建设内容和评估标准,为制定全国"城市地震安全社区"建设标准提供科学依据.     

关于高等学校引入低碳教育的思考

全球气候变化问题日益受到全人类的关注,国际社会加快了温室气体减排,发展低碳经济的步伐。解决气候变暖问题,发展低碳经济,实现可持续发展,必须通过低碳教育培养全民的低碳意识。大学生是传播低碳理念和实践低碳发展的生力军,提高大学生的低碳意识有利于提高全民族的低碳意识。为此,高校必然成为进行低碳教育的重要阵地。高等学校应在课程设置、学生生活实践以及学校管理等诸多方面贯彻低碳教育的理念。     

Cycle Aware: Piloting a module for novice drivers

Introduction: In low-cycling countries, motor-vehicle traffic and driver behavior are well known barriers to the uptake of bicycles, particularly for utility cycling. Lack of separation between cyclists and faster-moving traffic is one key issue, while attitudes of drivers toward and/or harassment of cyclists is another. Cyclist-related driver education has been recommended as a means to improve driver-cyclist interactions. Methods: The driver licensing process provides an opportunity for such education. The Cycle Aware module was developed to test and enhance novice drivers’ knowledge of interacting safely with cyclists. It was piloted across three Australian jurisdictions targeting both novice and experienced drivers. Participants were asked to complete the Cycle Aware module and an accompanying survey. A total of 134 novice and 97 experienced drivers completed the survey with 42 novice and 50 experienced drivers going on to complete the module. Results: Both groups of drivers scored equally well in the module but the very youngest and very oldest participants were more likely to have some incorrect responses. We did not find any relationship between correct module scores and attitudes toward cyclists. Survey results showed both novice and experienced drivers had somewhat positive attitudes toward cyclists. The two cohorts differed on several attitude questions. Sixty percent (60%) of novices compared to 30% of experienced drivers reported feeling concerned when sharing the road with cyclists, and novices were less likely to agree that cyclists had a right to use the roads. Conclusions and practical applications: The analysis suggests novices need to be better equipped to share roads confidently with cyclists and to recognize cyclists as legitimate traffic participants.     

Predictors of health care provider anticipatory guidance provision for older drivers

Objective: The objective of this study was to determine the frequency of health care provider (HCP) driving safety/cessation-related anticipatory guidance provision and predictors of driving safety-related anticipatory guidance provision by HCPs.

Methods: HCPs in several central/upper Midwest states were surveyed about frequency of anticipatory guidance provision (n = 265).

Results: More than half of HCPs stated that they frequently or always provide driving safety/cessation-related anticipatory guidance to patients aged 85 or older, 38.7% provided this guidance to patients aged 75 to 84, and 13.7% to patients aged 65 to 74. Predictors of driving safety/cessation-related anticipatory guidance provision differed by patient age. For patients aged 65–74, HCP personal experience with a motor vehicle crash (either the HCP themselves or a friend/family member) was significant in predicting anticipatory guidance provision. However, for patients aged 75 and older, significant predictors included HCP rural practice, HCP age, and percentage of HCP patients who were older adults.

Conclusion: HCP counseling provision related to driving issues differs by patient age and several HCP characteristics, including HCP rurality, age, and personal experience with motor vehicle crashes. Because aging results in physical and mental changes that affect driving and can be identified by HCPs, HCPs are in a position to counsel patients on the potential impacts of aging on the act of driving. Future research should examine the reasons for the differences in anticipatory guidance provision found in this study.     

Sustainability and education for sustainability: An analysis of publications from the last decade

This study analyzes the characteristics of publications on sustainability topics and education for sustainability in the Web of Science (WOS) database during the period ranging from 2005 to 2014. We identified the topics that are being studied within those subjects and other relevant topics. We also analyzed a special edition of the Journal of Cleaner Production on “Higher Education for Sustainable Development: Emerging areas,” published in January, 2014. Our approach was both qualitative and quantitative and aimed at qualifying and quantifying certain variables related to the scientific literature on the broad subject of sustainability. The number of published pieces in the WOS focusing on sustainability issues during the period from 2005 to 2014 was 5,924. In our analysis of the special edition of the Journal of Cleaner Production, we found and analyzed 17 abstracts and full papers. The main results of our survey highlight the education, educational research, environmental sciences, ecology, and engineering areas as including the greatest number of publications. Articles, as opposed to conference proceedings or reviews, accounted for 63% of the published documents, and the year 2013 showed the largest number of publications. Huisingh, Suciu, Katane, and Barth are the most published authors on these topics. Furthermore, management, environmental studies, ecology, and environmental sciences are the “hot topics” with the best search results, meaning articles of impact and high quality. Finally, it should be emphasized that publications on the subject of sustainability appear most often in the sciences.     

“We can keep the fire burning”: building action competence through environmental justice education in Uganda and Germany

The global dimensions of climate change necessitate a response that takes national differences – social, economic, geographic, and cultural – into account. Action-oriented education has a key role to play in advancing citizen engagement in a culture of sustainability. This paper describes research conducted with one such education programme, Youth Leading Environmental Change (YLEC), which operates in six countries and engages university-aged youth in discussion and practice related to global sustainability, systems thinking, and environmental justice. YLEC aims to advance four key competencies; this paper focuses on the goal of action competence, which involves acquiring knowledge, reflecting on experience in the context of one’s values, envisioning alternative futures, and acting individually and collectively to advance those alternatives. The present article examines the impacts of YLEC on environmental action competence in two of the countries involved in this research: Uganda and Germany. In-depth interviews were conducted with participants in both countries to examine the development of action competence during and after the programme. Findings suggest that outcomes differed in each country, reflective of participants’ different lived experiences. YLEC effectively built on the conditions faced in each country to accompany youth to a higher level of awareness and action. These findings have implications for environmental education programmes striving to work with multiple nations and diverse participants.     

生态学视野下的研究生教育沟通系统建构

在以导师指导下的自主学习为主要特点的研究生教育阶段,沟通显得尤为重要,通过沟通不断调整策略和目标是实现教育共识的基石,但在现实中,研究生与导师的沟通活动常常难以有效进行。从生态学的视角研究建构研究生教育沟通系统,分析影响沟通系统平衡的各个要素及其协调平衡的方法,可以有效促成目标的实现。     

我国公众灾害教育研究综述

面向公众的灾害教育是防灾减灾工作中的重要一环。通过对公众灾害教育相关研究梳理,明确其概况、实施途径,在此基础上提出策略促进其开展,进而提高全民防灾素养。     

Impacts of farmer field schools on productivity of vegetable farming in Indonesia

This study assesses the impact of farmer field schools (FFS) on the productivity of vegetable farming in vegetable‐producing areas of East Java and Bali, Indonesia. The FFS have equipped over 3,000 vegetable farmers with integrated crop management knowledge applicable to chilies and tomatoes. The FFS are expected to enhance farmers’ capacity such that they can increase production. This study employs a difference‐in‐differences (DiD) method to overcome selection bias. A survey of 250 FFS‐graduated farmers and 250 non‐FFS farmers were purposively randomly selected from the overall community of farmers. Focus group discussion was used to support the survey. The results indicate that FFS were successful for enhancing farmers’ capability in vegetable farming. Farmers who participated in FFS have higher productivity than those who did not. Farmers also could adapt and adopt the knowledge gained from FFS as they underwent a process of learning by doing. The impacts of the increase in farmers’ capacity can be more evident if weaknesses during the FFS preparation and implementation can be overcome, to ensure more participation, flexibility to fit different conditions/needs and continuous learning.