Study abroad in support of education for sustainability: a New Zealand case study

This article presents a case study of an existing study abroad program to New Zealand interested in infusing sustainability themes into the curriculum. The review of the program is set in the context of United Nations Education for Sustainable Development goals and the role of sustainability in institutions of higher education. The author was an invited external observer and suggests that study abroad programs in support of sustainability education provide transformative learning experiences that invest in the well being of both people and places. Readers should send their comments on this paper to: BhaskarNath@aol.com within 3 months of publication of this issue.     

Graham Scholars Program: sustainability education through an interdisciplinary international case study

A course for upper division undergraduate students was developed in response to a request for a cross-disciplinary course in environmental sustainability with an emphasis on an international issue. The topic selected for the course focused on the energy needs for Chile and a proposal for five hydropower projects on the Baker and Pascua Rivers in the Patagonia area. Collaborations between the University of Michigan (USA) and the University of Concepción (Chile) to develop the course led to a plan to offer a parallel course at both universities, with the students of both courses participating in a site visit to Patagonia. The courses were structured to enhance learning through interdisciplinary team-based activities. The courses were taught in a seminar format, with invited lecturers to provide background information on technical, environmental, economic, social, and political issues surrounding hydropower development in general and the proposed projects in particular. The students combined this information with insights obtained during the site visit to prepare a variety of course products, notably an assessment of the concerns of the various affected stakeholder groups. Assessment of the course outcomes is discussed.     

Vehicular air pollution and asthma: implications for education for health and environmental sustainability

Studies show a direct relationship between occurrence of asthma and increases of particulate matter in the air. Private transportation is found to be a significant contributor to this problem. The objective of this article is to explore this link between air pollution, asthma and vehicular dependency in order to provide recommendations for health and transport policy. This article focuses on the survey of literature on the relationship between vehicular air pollution and asthma; combining it with the literature on vehicular dependency or ‘car culture’ in the global context and in The Netherlands. This article exposes the imbalance of power between patient groups and polluting industries, and the government failure to protect the weaker party can be explained by corporate pressures. It will be argued that since air pollution is tied to the corporate support for the car industry and vested interests in promoting a ‘car culture’, strategic policy that claims to be concerned with public health should explicitly link the present pattern of mobility to public health. This article concludes with a recommendation for raising environmental health awareness by explicitly linking vehicular dependency to respiratory health through a combination of holistic and citizenship education.     

Learning outcomes measured in zoo and aquarium conservation education

Communicating the topic of conservation to the public and encouraging proenvironmental behaviors can mitigate loss of biodiversity. Thus, the evaluation of educational efforts is important to ascertain the educational effects and provide high-quality conservation education. The learning outcomes of conservation education are diverse (e.g., attitudes, knowledge, and behavior). Considering the specific characteristics of these different outcomes and the factors that influence them is crucial to delivering successful conservation education. We reviewed 29 peer-reviewed articles published in English from January 2011 to April 2020 on empirical studies of learning outcomes of on-site conservation education in zoos and aquaria, institutions that seek to educate the public about conservation. We examined the range of learning outcomes, their definitions, and factors that influenced them. Cognitive outcomes were most frequently investigated (37%) in comparison with other outcomes (e.g., affective outcomes, 31%). The articles did not use explicit definitions for learning outcomes, and implicit or explorative definitions provided were inconsistent. Outcomes were influenced by various factors (e.g., prior experiences, staff interaction, animal behavior). Our results suggest the agenda of conservation education research should be broadened by examining all learning outcomes relevant to behavior change. Educational and behavior change theories should be used as a background for conservation education research to ensure clear and consistent definitions, derive appropriate instruments to measure learning outcomes, and relate learning outcomes to influencing factors. We recommend conservation education researchers and practitioners to treat conservation education holistically and acknowledge its learning outcomes’ full complexity.     

CDC's research portfolio in older adult fall prevention: a review of progress, 1985-2005, and future research directions

PROBLEM: Falls are a leading cause of mortality and morbidity among adults age 65 and older. Population models predict steep increases in the 65 and older population bands in the next 10-15 years and in turn, public health is bracing for increased fall rates and the strain they place on health care systems and society. To assess progress in fall prevention, the Centers for Disease Control and Prevention conducted a research portfolio review to examine the quality, relevance, outcomes and successes of the CDC fall prevention program and its impact on public health. METHODS: A peer review panel was charged with reviewing 20 years of funded research and conducting a SWOT (strengths, weaknesses, opportunities, and threats) analysis for extramural and intramural research activities. Information was collected from grantees (via a survey instrument), staff were interviewed, and progress reports and products were reviewed and analyzed. RESULTS: CDC has invested over $24,900,000 in fall-related research and programs over 20 years. The portfolio has had positive impacts on research, policies and programs, increasing the public health injury prevention workforce, and delivering effective fall prevention programs. DISCUSSION: Public health agencies, practitioners, and policy makers recognize that while there are some evidence-based older adult fall prevention interventions available, many remain unused or are infeasible to implement. Specific recommendations across the public health model, include: additional research in gathering robust epidemiologic data on trends and patterns of fall-related injuries at all levels; researching risk factors by setting or sub-population; developing and testing innovative interventions; and engaging in translation and dissemination research on best practices to increase uptake and adoption of fall prevention strategies. CDC has responded to a number of suggestions from the portfolio review including: funding translation research of a proven Tai Chi fall intervention; beginning to address gaps in gender, ethnic, and racial differences in falls; and collaborating with partner organizations who share in CDC's mission to improve public health by preventing falls and reducing fall-related injuries. IMPACT ON INDUSTRY: Industry has an opportunity to develop more accessible and usable devices to reduce injury from falls (for example, hip protectors and force reducing flooring). By implementing effective, evidence-based interventions to prevent falls and reduce injuries from falls, significant decreases in health care costs can be expected.     

浅议图书馆对继续教育的服务

继续教育是我院教育教学工作的重要组成部分。继续教育生具有"自学为主、限时多学、积极多研、追求速成",但利用图书馆较少的特点。图书馆应结合实际,以提高对继续教育的服务质量为宗旨,从转变思想观念,加强制度建设和馆藏建设,以及如何进行图书宣传等方面为继续教育服务。     

加强文化素质教育培养高质量优秀人才

文化素质教育是整个素质教育的基础.加强文化素质教育是时代发展的要求,教育改革的需要,大学生全面发展和健康成长的举措.要转变观念,加强领导,采取措施,拓宽途径,把文化素质教育贯穿于大学教育的全过程.文化素质教育的目标是促进大学生实现由“三无“到“三懂“的转变,提高人才的综合素质.     

Inclusive education for children with disabilities in a refugee camp

Children in refugee camps, and particularly those with disabilities, face unique challenges in accessing education and are at high risk of being marginalised. Best practices suggest that main-streaming is the optimal strategy for serving students with disabilities. This study examines the extent to which mainstreaming in a refugee camp helps to promote children's prosocial behaviours, taking into account their emotional and behavioural problems. In Kakuma Refugee Camp, Kenya, researchers collected data from the parents of children currently enrolled in special needs education centres (n=65) and from those formerly enrolled at these facilities who transitioned to mainstream classrooms (n=81). Children in mainstream schools functioned better in terms of prosocial behaviours, but this relationship disappeared when factoring in children's emotional and behavioural difficulties. In the context of a refugee camp, mainstreaming alone is not likely to help children's psychosocial and educational functioning, which requires dedicated supports, appropriate facilities and infrastructure, and a dual focus on disability-specific and disability-inclusive initiatives.     

高职“订单式”培养模式实施路径——以市场营销专业为例

以人才市场需求为导向,建立“订单式”人才培养模式是高职院校彻底解决学生就业的理想培养模式。但目前国内很多院校在实施过程中存在着企业积极性不高、实习实践专业指导师资力量不足、缺乏特定的实践场所等种种问题。在建立“订单式”培养模式过程中,很多院校先从与企业签订“订单”着手,这给本身不愿意接收不具备任何实践经验学生的企业带来较重的负担,增加了完全实现“订单”式培养的难度。主要结合国内实际情况,以市场营销专业为例,论述高职院校应该从调研市场专业人才需求出发,首先调整自身培养方案,主动迎合企业需求,最终真正实现“订单式”培养模式的路径。     

台湾职业技术教育的研究

台湾普通教育体系与职业技术教育体系衔接紧密，职业技术教育与终身教育相结合，定位准确，培养目标清晰，坚持职业证书制度，建立了多元文凭价值体系，政策优惠，课程开发时考虑配合整体经济发展并兼顾地区发展及学生未来适应生活的需求，力求职业技术课程体系的完整与连贯性，学校本位课程具有机动弹性，人才培养途径是加强建教合作、充实实践教学环节，师资队伍建设采取直接从企业聘请教师或者聘请资深的企业界技术人员到校兼职教授，强调师资的高学历和实务导向并鼓励在职实务进修，运用行业分析编制组织结构严谨教材．当然，台湾教育界同样存在重学轻术、招生困难、投资捉襟见肘、师资设备仍显不足、与全球经济一体化不相适应、就业难等问题．