Science, Research, Knowledge and Capacity Building

A small part of the scientific community is seeking hard to enhance the contribution of science, knowledge and capacity building to environmentally sustainable and socially fair human development around the world. Many researchers over the globe share the same commitment – anchored in concerns for the human condition. They believe that science and research can and have influenced sustainability. Therefore their main goals are to seek and build up knowledge, know-how and capacity that might help to feed, nurture, house, educate and employ the world's growing human population while conserving its basic life support systems and biodiversity. They undertake projects, that are essentially integrative, and they try to connect the natural, social and engineering sciences, environment and development of communities, multiple stakeholders, geographic and temporal scales. More generally, scientists engaged in sustainable development are bridging the worlds of knowledge and action. This pro-active, heavily ethics- and wisdom-based "science for sustainability" can be seen as the conclusion of all dialogues and discussions amongst scientists at the World Summit on Sustainable Development (WSSD) 2002 in Johannesburg. The "Plan of Implementation" after WSSD will be based on political will, practical steps and partnerships with time-bound actions. Several "means of implementation" are going to be proofed and initiated: finance, trade, transfer of environmentally sound technology, and, last but not least, science and capacity building.Some characteristics of working scientific sustainability initiatives are that they are regional, place-based and solution-oriented. They are focusing at intermediate scales where multiple stresses intersect, where complexity is manageable, where integration is possible, where innovation happens, and where significant transitions toward sustainability can start bottom-up. And they have a fundamental character, addressing the unity of the nature – society system, asking how that interactive system is evolving and how it can be consciously, if imperfectly, steered through the reflective mobilization and application of appropriate knowledge and know-how. The aims of such sustainability-building initiatives conducted by researchers are: first to make significant progress toward expanding and deepening the research agenda of science and knowledge-building for sustainability; secondly to strengthen the infrastructure and capacity for conducting and applying science, research and technology for sustainability – everywhere in the world where it is needed; and thirdly, to connect science, policy and decision-making more effectively in pursuit of a faster transition towards real sustainable development. The overall characteristic is, that sustainability initiatives are mainly open-ended networks and dialogues for the better future. A world society that tries to turn towards sustainable development has to work hard to refine their clumsy technologies, in "earthing" their responsibility to all creatures and resources, in establishing democratic systems in peace and by heeding human rights, in building up global solidarity through all mankind and in commit themselves to a better life for the next generations.     

四川酸雨的综合防治对策研究

本文在四川酸雨来源、成因、危害的基础上，结合国内外酸雨防治的经验，确定了四川酸雨的主要控制因子、控制目标和致酸污染物的削减率。针对四川的特点，提出了控制四川酸雨的战略和工程措施，为四川的经济发展、城市建设与环境保护等的规划、决策提供了科学依据。     

工程系统一体化安全风险模型研究

借鉴功能模拟原理,利用目标树-成功树-主逻辑图(GTST-MLD)框架,提出了一个一体化安全风险模型。该模型对关联于工程系统安全特性的目标、功能、结构、行为等因素予以综合,提供了从多层次研究解决安全问题的模型基础,克服了基于事件树/故障树模型的概率风险评估等传统方法而分别对系统结构、行为、事件进行研究的问题,支持实现在更高的系统功能层面上对系统安全性的分析研究。通过研究该模型在安全风险评估、事故因果关联分析、潜在交互作用鉴别中的应用,表明研究成果为解决复杂工程系统安全问题提供了新的分析手段。     

德育方法探究

德育方法的正确实施，是提高德育效果的重要环节。在对学生进行品德教育的过程中，教师可通过综合教育法、精讲教学法、互动式教学法和实践教学法的有效实施，来提高学生学习的积极性，提高学生的表达能力和自我教育能力，并实现促进学生知行统一的教育教学目标。     

邓小平对毛泽东中国现代化发展目标的继承与超越

邓小平与毛泽东的现代化发展目标是一脉相承的，但邓小平对毛泽东的现代化发展目标又进行了超越，他继承了毛泽东的现代化思想及分步骤进行现代化建设的设想，扩展了现代化的内涵，提出了分“三步”实现现代化的科学构想，从而促进了中国现代化的发展。     

安全评价单元及其划分的有效性分析

安全评价单元正确划分的目的是为了简化评价工作又避免评价漏项;也是为了提高不同定性、定量评价方法的应用准确性;更是为了得出单元危险度的比较概念,突出评价对象的系统危害特征,同时不夸大整体危险性。从而提高评价精确度,以合理估算安全投入,以及强化对策措施的针对性。笔者围绕评价单元确定过程出现的问题进行理论分析,促进安全评价技术研究交流,以提高该技术的实用性和有效性。     

采油队派工单制度的探索与实践

用风险控制理论,分析采油队日常操作的不安全行为,提出派工单设计思路,探索建立适合采油队日常安全管理的派工单制度,取得了较好的效果。     

煤矿员工的“知-能-行”不安全行为模式研究

从认知心理学视角,分析煤矿员工不安全行为的决策心理过程,构建煤矿员工不安全行为"知-能-行"模式模型,归纳该模式下煤矿员工不安全行为致因因素,为煤矿员工不安全行为管理工作提供了重要理论参考。研究表明:煤矿管理者的不尽职行为是一种重要的不安全行为,并成为导致我国煤矿事故频发的根本原因;安全管理规定和行为规范、员工的记忆状态、理解能力、行为认知能力、价值观及价值判断、行动能力均是影响煤矿员工作出不安全行为的重要心理因素;预防和控制煤矿员工不安全行为应从煤矿员工的外在规定性、"知"、"能"、"行"4个方面入手;对煤矿管理者和工人的不安全行为管理应具有差异性。     

Disaster governance and community resilience: reflections on Typhoon Morakot in Taiwan

Typhoon Morakot triggered flooding and mudslides in various areas and devastated Aboriginal villages located near areas under construction by the Water Diversion Project in Kaohsiung County. This paper examines the controversy surrounding Typhoon Morakot in Taiwan from the perspective of disaster governance. This study provides competing perspectives regarding who was responsible for causing the disaster. Post-disaster reconstruction initiatives by the government tend to adopt a technical approach to risk, and do not incorporate the complex social and cultural dimensions of vulnerability and sustainability. This perspective reflects misrecognition problems, and the lack of empowerment and participation in governance by residents, as well as their exclusion in decision making. Aboriginal civic groups have various methods of interacting with local residents to alleviate the suffering of survivors, promoting tribal culture and building resilient communities. This continuing development of social interactions and new forms of engagement will effectuate transformation and contribute to broader reflections on the Morakot disaster and social capability and building resilience.     

2020年全国公众防震减灾素养水平及主要特点研究

2020年中国地震局开展了全国公众防震减灾知识普及和科普满意度抽样调查,结果显示,17.1%的受访者具备防震减灾素养,与2018年中国公民科学素质调查结果相比较,公众防震减灾素养水平的区域分布有明显不一样的规律,公众防震减灾素养水平与区域经济发展水平之间没有明显的相关性,区域地震灾害程度和个人地震经历对公众防震减灾素养水平有显著的影响。防震减灾素养水平在城乡、性别、受教育水平等不同群体中的差别,和中国公民科学素质调查结果基本一致,受教育水平对防震减灾素养水平影响最大。在不同年龄群体中的差别则和中国公民科学素质调查结果不同,显示出独特的规律。在防震减灾科普工作中,需要重视公众防震减灾素养水平的这些特点,采取有针对性的措施来提升科普效率。