Writing about Everyday Beauty: Anthropomorphizing and Distancing as Literary Practices

In this paper two ways to communicate a relation to one's everyday life environment are discussed: anthropomorphizing and distancing. Both are often thought to convey hierarchically anthropocentric relations to nature and as such to be undesired. The basis of this paper is empirical research conducted in a small northern Finnish village. Four villagers participated in writing letters about beauty in their everyday lives. In this paper the letters of two participants are discussed in detail. I conclude that anthropomorphism and distancing serve as literary practices of negotiating a meaningful relation to one's everyday life environment by conceptually framing the interplay of one's perceived proximity to and distance from the not-her.     

Towards the development of a multidisciplinary understanding of the effects of toxic chemical mixtures on health

Mixtures can be divided into simple (chemicals with comparable properties—health risk assessments on the chemicals) and complex, which can be further subdivided into defined (a reasonably distinct composition, created at a specific time and place despite dissimilar components—risk assessments on the common source) and coincidental (chemicals without similar properties or constant composition in time or space—risk assessments on the receptor). Interactions recognized are: independent action, dose addition (additivity), and potentiation (synergy and antagonism). Unpredicted outcomes need recognition. New approaches in higher education and multidisciplinary investigations are essential. The community of the Society for Environmental Geochemistry and Health should help clarify points such as when transformations in mixtures may become important enough to alter the classification and the risk assessment. The multidisciplinary community is also well placed to support the integration of nonchemical influences into mixture analysis and to contribute to the investigation of cumulative and multiple exposures.     

Do Catch-and-Release Guidelines from State and Provincial Fisheries Agencies in North America Conform to Scientifically Based Best Practices?

Many recreational anglers practice catch-and-release angling, where fish are returned to the water with the presumption that they will survive. However, not all fish survive, and those that do often experience sublethal consequences including injury and stress. There is compelling scientific evidence that angler behavior and gear choice can affect the success of catch-and-release as a management and conservation strategy. Because anglers often look to government natural resource agencies for guidance on how to handle and release fish properly, there is a need to assess whether their outreach materials are readily accessible and provide the necessary and correct information on the subject. Therefore, on-line catch-and-release guidelines developed by state and provincial natural resource agencies across North America were evaluated to determine whether their guidelines were consistent with the best available scientific information. This analysis revealed that there was immense variation in the depth and breadth of coverage among jurisdictions. Agency guidelines contradicted one another in several areas including air exposure, angling in deep water, venting trapped gases, and resuscitation. In many cases, the guidelines failed to provide sufficient direction to actually be of use to anglers or provide direction consistent with contemporary scientific literature. This analysis will assist with developing outreach materials that promote sustainable recreational fisheries and in maintaining the welfare status of individual fish.     

浅谈安全工程专业学历教育

从安全工程师应具备的知识结构出发，主要讨论了安全工程专业学历教育中的课程设置及办学过程中存在的一些的问题。     

国际自然公园环境教育评价对我国的启示

环境教育是自然公园服务和管理的核心内容,从而必然成为自然公园综合评价的重要方面。国际上,自然公园环境教育评价已经伴随着公园综合评价的发展而不断成熟,但其在我国尚处于摸索和发展阶段。本文通过世界地质公园网络、美国、澳大利亚相关自然公园环境教育评价现状的分析发现,其发展经验对我国自然公园环境教育评价中确立基本流程和基本原则,制定评价指标体系具有了一定的启示意义。     

HIV and AIDS: Responding to a threat to education for sustainable development

The article seeks to sensitize the development community, particularly outside the education sector, about the issues surrounding education as a vehicle for promoting sustainable development in an AIDS environment in Africa. By illustrating how the epidemic impacts education sector staff as well as parents and students at all levels, the article intends to suggest how national authorities, NGOs and donor agencies can work out strategies to enhance the role of education in promoting sustainable development in Africa. Analysis will demonstrate how the AIDS epidemic weakens the education sector, particularly in countries with a generalized epidemic (defined as more than 3% of the adult population being HIV‐positive), undermining the sector's ability to contribute to general literacy and sustainable development. The article will demonstrate that HIV and AIDS is still not fully accepted as an educational issue, which has hampered efforts to deal with its ravages in the educational sector. The need for holistic policy frameworks for supporting teachers and administrators living with HIV and AIDS will be discussed as well as how changes in curriculum and better relations with the community are important in addressing the needs of students. The article will highlight options for developing innovative responses to HIV and AIDS in African education, showing how different forms of education can serve as vehicles for responding to the challenges of the epidemic. The examples emphasize the importance of learner‐centered instruction and partnerships with the health sector and other resources needed in an AIDS‐affected environment. Key messages of the article are that the HIV and AIDS epidemic is a multi‐sectoral problem and that responding to it effectively in the education sector requires coherent responses that address the needs of learners and instructors, including those who are personally affected or infected by HIV and AIDS. Adapting the Education for Sustainable Development initiative to address the challenges posed by the epidemic must be supported by policy development, leadership and advocacy. Diverse partnerships are essential, as the education sector alone cannot deal with the challenge of HIV and AIDS to sustainable development.     

Opinions and Knowledge About Climate Change Science in High School Students

This study investigates the influence of knowledge on opinions about climate change in the emerging adults’ age group (16–17 years). Furthermore, the effects of a lecture in climate change science on knowledge and opinions were assessed. A survey was conducted in Austria and Denmark on 188 students in national and international schools before and after a lecture in climate change science. The results show that knowledge about climate change science significantly affects opinions about climate change. Students with a higher number of correct answers are more likely to have the opinion that humans are causing climate change and that both individuals and governments are responsible for addressing climate change. The lecture in climate change science significantly improved knowledge development but did not affect opinions. Knowledge was improved by 11 % after the lecture. However, the percentage of correct answers was still below 60 % indicating an urgent need for improving climate change science education.     

Beyond barriers: examining root causes behind commonly cited Cleaner Production barriers in Vietnam

Despite the promotion of Cleaner Production (CP) by government, academia and research institutions in the past few years, only a small number of Vietnamese industries have adopted it. This paper explores why CP has not been widely adopted by industry through an examination of the root causes preventing effective CP implementation in Vietnam. The paper concludes with possible directions for improving the effectiveness and sustainability of CP programs in Vietnam through training and education.     

环境问题与环境教育

环境问题的实质,是人与自然的矛盾,解决环境问题.首先要提高人的环境意识,形成广泛的群众参与,自觉地 维护人们赖以生存的环境。     

世界环境教育的发展史及其特点

对国外环境教育和国内环境教育的历史发展进行了简述，并对环境教育的特点进行了分析