粤港澳大湾区生态文明共建机制研究

粤港澳大湾区建设是习近平总书记亲自谋划、亲自部署、亲自推动的国家战略。本文经过全面梳理粤港、粤澳、港澳和粤港澳三方环保机制现状,尚不能满足粤港澳大湾区建设对粤港澳生态文明合作提出的新需求。因此,本文在借鉴国际三大湾区、五大湖区和多瑙河流域生态环境共建经验的基础上,对完善粤港澳大湾区生态文明共建机制提出了推进成立高规格共建决策平台、协调统一的制度体系、共建科技支撑体系和共建基金等四个建议。     

European environmental assistance to the region of Pskov in northwest Russia: sustainability,effectiveness and implications for environmental governance

The paper explores the impact and sustainability of environmental assistance coming to Russia from EU-based public and private foundations, and its implications for environmental governance. Geographically, the study ’encompassed all the assistance projects awarded in 1991–2016 involving beneficiaries from Pskovskaya Oblast’. This region is potentially an important target for EU investments in environmental infrastructure, due to its location by the EU border and high value of natural capital. The study demonstrates how the assumptions offered by the international aid literature (mostly derived from the global South) apply to Russia. We found major limitations to the assumption that co-financing provided by recipients ensures project effectiveness (demonstrating the acceptance of the donor's agenda) or sustainability (providing interest to the maintenance of outputs). Tangible assets are normally co-financed only if the investment was in agenda anyway (and therefore the donor gets only time gains, although this can be a valid purpose too); soft outputs (plans, surveys, policies, etc.) are usually co-financed in-kind, and therefore cannot secure any additional commitment. Likewise, physical infrastructure often ends up mismanaged due to low or no maintenance budgets available, while maintenance of soft outputs is too much dependent on contextual factors beyond the co-finance paradigm.     

Contributions of paraecologists and parataxonomists to research,conservation, and social development

Citizen science has been gaining momentum in the United States and Europe, where citizens are literate and often interested in science. However, in developing countries, which have a dire need for environmental data, such programs are slow to emerge, despite the large and untapped human resources in close proximity to areas of high biodiversity and poorly known floras and faunas. Thus, we propose that the parataxonomist and paraecologist approach, which originates from citizen‐based science, is well suited to rural areas in developing countries. Being a paraecologist or a parataxonomist is a vocation and entails full‐time employment underpinned by extensive training, whereas citizen science involves the temporary engagement of volunteers. Both approaches have their merits depending on the context and objectives of the research. We examined 4 ongoing paraecologist or parataxonomist programs in Costa Rica, India, Papua New Guinea, and southern Africa and compared their origins, long‐term objectives, implementation strategies, activities, key challenges, achievements, and implications for resident communities. The programs supported ongoing research on biodiversity assessment, monitoring, and management, and participants engaged in non‐academic capacity development in these fields. The programs in Southern Africa related to specific projects, whereas the programs in Costa Rica, India, and Papua New Guinea were designed for the long term, provided sufficient funding was available. The main focus of the paraecologists’ and parataxonomists’ activities ranged from collection and processing of specimens (Costa Rica and Papua New Guinea) or of socioeconomic and natural science data (India and Southern Africa) to communication between scientists and residents (India and Southern Africa). As members of both the local land user and research communities, paraecologists and parataxonomists can greatly improve the flow of biodiversity information to all users, from local stakeholders to international academia.     

高职院校中“产学合作”运行机制的实施及评价体系的构建

从学校、企业、政策等方面分析了现有“产学合作”运行机制存在的问题，从知识机制、动力机制、调控机制、利益机制、风险机制及环境机制五个角度分析了校企“产学合作”机制发展的现状。以中国环境管理干部学院环境信息管理专业为例，提出了构建合理的“产学合作”评价体系的完整流程，流程中涵盖了评价的重要指标，从不同角度反映了合作的效果。     

The Czech Republic’s approach to the EU 2030 climate and energy framework

ABSTRACT

The East-West divide within the EU over climate policy has been frequently discussed. There is a tendency in the literature to focus on Poland and ignore the other countries in the central and eastern European region. Here it is argued that the institutionalised cooperation between the four countries in the Visegrad Group (the Czech Republic, Hungary, Poland and Slovakia) provides a crucial component for an understanding of how the participating countries approach EU climate negotiations. Here it is suggested that the group is important as a bargaining coalition but also as a reference point for the development of shared ‘Visegrad’ norms in the field. This is based on a case study of the Czech Republic’s approach to the 2014 negotiations on the 2030 climate and energy framework and the country’s cooperation with the other Visegrad countries on the issue.     

A multi-level perspective on learning about climate change adaptation through international cooperation

International cooperation and learning may accelerate climate change adaptation and help countries and regions to adapt more effectively and efficiently. Recognizing the importance and opportunities for mutual learning and knowledge transfer, international and supranational organizations, such as the European Commission, have put programmes for international cooperation in place. This paper presents and tests a framework for assessing multi-level learning outcomes of such international cooperation processes and the conditions that produce these outcomes. The framework distinguishes between: (1) group learning by individual process participants; (2) organizational learning by organizations represented in the process; and (3) network and societal learning by actors external to the process. We verify the analytical potential of the framework by comparing learning by six partners in an adaptation-oriented European cooperation project. The project scores rather high on group learning with participants learning from and – to a lesser extent – also with each other. Learning by partner organizations varied and was generally less whereas learning by external actors was very limited. The case study confirms our expectation that learning outcomes are produced by combinations of partner-specific, process-specific and process-external conditions. The presented framework and insights can be used to stimulate learning in and from international cooperation processes.     

全球化背景下的国际合作与可持续发展

资源和环境问题是人类在实现可持续发展目标过程中面临的共同难题 ,任何国家都不能置身其外。集团和国家利益使人们对可持续发展的认识、实现可持续发展的责任、途径等产生分歧。基于共同利益的国际合作是实现人类可持续发展的必由之路     

充分发挥政府职能推动循环经济发展

本文简要阐述了作者对循环经济的认识以及发展循环经济的必要性,并面向级政府和政府部门提出了对发展循环经济的几点建议。     

虚拟仿真实训教学在高职国际贸易专业中的应用

针对高职院校国际贸易专业教学中校内实训与实际岗位需求脱节、不能激发学生的实践能力等问题,提出虚拟仿真实训教学在国际贸易专业中的应用,包括虚拟仿真实训教学的构建思路、实训体系的建立、实训内容和效果的评估、基于仿真外贸业务流程的实训平台建设。     

国际河流管理合作模式的分类及演进规律探讨

论文对国际河流管理合作模式的概念、分类及演进规律进行了探讨。在从合作主体、目标、途径、制度等方面对合作模式进行单维度分类的基础上,借鉴霍尔三维结构图系统分析方法,构建了合作模式三维度分类模型,较全面、准确地概括了当前国际河流管理合作实践的模式类型。最后,综合世界各种典型国际河流管理合作模式的形成和发展过程,从模式要素的发展演变及模式演进的动力机制两个方面入手,详细阐述了国际河流管理合作模式的演进规律。